Public Document Pack

Meeting Cabinet

Date/Time Tuesday 22 January 2002 at 2:30 pm

Location Goscote Committee Room, County Hall, Glenfield

Officer to contact Miss P.B. Ewen - (0116 265 6036)

Membership

Mr. H. Barber CC (Chairman) Mr. R. Mason CC Mr. R. Miller CC Mr. I. D. Ould CC Mr. D. R. Parsons CC Mrs. L. A. S. Pendleton CC Prof. M. E. Preston CC Mr. E. F. White CC Mr. P. G. Winkless CC

AGENDA

Item Report by Marked

1. To Advise of Any Other Items which the Chairman has Decided to take as Urgent on the Agenda

2. Declarations of Pecuniary and Non-Pecuniary Interest in Respect of Items on the Agenda

3. Quality Protects Management Action Plan Director of Social A Services

4. Learning Disability Joint Investment Plan Update Director of Social B 2002/03 Services

5. Education Development Plan 2002-2007 Director of Education C

6. Early Years Development and Childcare Director of Education D Implementation Plan 2002/2003

7. Changes to the Procedure for Appointing LEA Director of Education E Governors

______C O U N T Y H A L L • G L E N F I E L D • L E I C E S T E R • L E 3 8 R A_____ T E L E P H O N E: 0116 232 3232 • F A X: 0116 265 6260 • M I N I C O M: 0116 265 6160

8. Implementing the Expanded Shire Grants Scheme Acting Director of F Planning and Transportation, Director of Education, Head of Museums and Chief Executive

9. Melton Furniture Recycling Project - Service Acting Director of G Agreement Planning and Transportation

10. M1 Multi-Modal Study - M1 Corridor Consultation Acting Director of H Report on Draft Preferred Package Planning and Transportation

11. Request for Reduced Speed Limit, Paudy Lane, Acting Director of I Seagrave Planning and Transportation

12. Leicestershire Rural and Community Touring Head of Museums J Scheme

13. New Opportunities Fund - The People's Network - Bid Chief Librarian K for Additional Funding

14. Highway Agency Agreement with North West Chief Executive L Leicestershire District Council

15. Consultation on the Budgets for 2002/03 of the Chief Executive and M Leicester, Leicestershire and Rutland Combined Fire County Treasurer Authority and the Leicestershire Magistrates' Court's Committee

16. Items Referred from Overview and Scrutiny

17. Any Other Items which the Chairman Decides are Urgent

Document Pack Page 1 Agenda Item 3

REPORT TO CABINET - 22ND JANUARY, 2002

QUALITY PROTECTS MANAGEMENT ACTION PLAN 2002/03

REPORT OF THE DIRECTOR OF SOCIAL SERVICES

Part A

Purpose of the Report

1. The purpose of this report is to inform the Cabinet of the preparation of the Year 4 Quality Protects Management Action Plan (M.A.P.) (Appendix ‘A’) and to seek approval for the financial proposals set out in paragraph 20.

Recommendations

2. That the Cabinet:

a) authorises the Director of Social Services, in consultation with the Cabinet Lead Members, to make such amendments as may be necessary in response to further information, which may become available and to finalise and submit the Quality Protects M.A.P. to the Department of Health (DOH) by 31st January, 2002.

b) agrees to the allocation of the uncommitted balance of the Quality Protects Grant.

c) notes the position regarding the Leaving Care Grant.

Reasons for Recommendations

3. All Social Services Authorities are required by the DOH to complete their fourth Management Action Plans for the Quality Protects programme by the 31st January, 2002. The acceptance of the plan by the DOH will ensure that Leicestershire receives the fourth year Special Grant of £2,504,000 for the financial year 2002/03.

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Timetable for decisions

4. Guidance for the 2002/03 M.A.P was provided by the DOH in November 2001 although the detail for both the actual format of the M.A.P. and the grant were not received until late December. This leaves a very tight time-scale for constructing and consulting on the M.A.P.

Policy Framework and Previous Decisions

5. The Quality Protects Programme was launched by the DOH in October 1998 with the aim of transforming services and outcomes for looked after children and children in need. The initial three year programme has now been extended to five years, running to 2004.

6. Since the beginning of the Quality Protects Programme, reports have been received at least annually by members firstly as Children's Services Subcommittee and then as Cabinet and Health and Social Care Scrutiny Committee.

Resource Implications

7. This report has been prepared in consultation with the County Treasurer. As part of the Local Government Finance Settlement, Leicestershire County Council will receive £2,504,000 of Children’s Services Grant. This comprises

Quality Protects - Main Programme 761,000 “ “ - Disabled Children 83,000 IT for Looked After Children 52,000 Children Leaving Care 1,608,000 £2,504,000

8. The main programme allocation has increased by 3.7% (£27,000). However, after allowing for inflation of 3% (£22,000), this is only a real term increase of 0.7% (£5,000). The allocation for disabled children (£83,000) is unchanged from last year and is in real terms a reduction as no allowance has been made for inflation.

9. An addition, this year is the introduction of a new allocation of £52,000 per annum available over the next two financial years to increase access to information and communication technology (ICT) for looked after children and care leavers. This grant can only be used for capital expenditure, such as the purchase of equipment, and cannot be used to meet recurrent costs. The M.A.P. includes proposals on how this allocation will be applied.

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10. The final allocation of £1,608,000 is for the implementation of the Children (Leaving Care) Act. This element of the specific grant is composed of existing expenditure transferred from the SSA, benefit payments transferred from the Department of Work and Pensions and allocations transferred from the main programme allocation. It is difficult at present to calculate precisely how much of the grant is required to meet on going commitments from the various sources. On this basis, it is not proposed to make any new commitments at this stage. If it becomes clear that there are any uncommitted funds available, then proposals to use these will be brought to the Cabinet in due course.

11. The bulk of the grant is already committed to ongoing expenditure from previous plans, leaving an amount of £54,730 uncommitted. This report contains proposals for the use of that amount.

Circulation under Sensitive Issues Procedure

12. None.

Officer to Contact

Flick Schofield 0116 265 7441

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Part B

Background

13. The Quality Protects Programme was launched by the DOH in 1998, initially as a three year programme which has now been extended to five years. Its aim is to transform services - and more importantly the outcomes achieved - for the most vulnerable children in our society and their families.

14. The programme is now beyond its half way point and the evidence suggests that overall it has led to major changes in services for vulnerable children and has proved a powerful vehicle for change at a local level.

15. A key concept of the programme is that of corporate parenting with members and officers working together to improve the life chances of children looked after by local authorities.

16. The format for the M.A.P. is strictly prescribed by the DOH. It is structured around eleven Government objectives for children's social services and their associated performance indicators. Local authorities are required to describe progress made under each objective and their plans for future work, with a particular emphasis on evidence of improved outcomes for children.

Priority Areas

17. The priority areas for grant for 2002/03 remain as for 2001/02, with the addition of the ring-fenced element for increasing access to ICT. However, the amount of grant uncommitted from last year totals only £54,730, so there is very little opportunity to introduce anything other than minor changes to existing expenditure. The priority areas are:

• Objective 1: Increasing the choice of adoption, foster care and residential placements for looked after children, including appropriate choice for black and ethnic minority children.

Substantial investment continues to be made in this area to promote placement choice and stability primarily through improving foster carer recruitment and retention.

• Objective 4: Improving the life chances of looked after children.

A range of work is being undertaken jointly between Social Services and Education. The grant has been used to increase the capacity of Child Care Operations teams and this year will be used to introduce a senior practitioner grade into each team.

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In addition, the resources identified to support Corporate Parenting in the 2001/02 budget are beginning to bring about real change in this area, e.g. a project to improve reading skills and an awards ceremony for looked after children.

• Objective 5: Implementation of the Children (Leaving Care) Act 2000.

This is funded through a separate ring-fenced element of the grant. The Leaving Care team and its associated budgets have been augmented year on year through the Quality Protects programme.

• Objective 6: Services for disabled children.

The ring-fenced grant is the same amount as for 2001/02 and will be used to increase support to the families of disabled children and to contribute to the development of a multi-agency, county wide Disabled Children's Database.

• Objective 7: Improving assessment, planning and record-keeping.

• The majority of the uncommitted 2001/02 grant was used to enable the authority to implement the Framework for the Assessment of Children in need and their Families in April 2001. This was achieved by increasing the numbers of social workers to undertake assessments.

• Objective 8: Participation of children and families.

No Quality Protects funds have been allocated to this objective but the Children's Rights Service has been expanded following the increased resources allocated for Corporate Parenting in the 2001/02 budget.

• Objective 10: Managing change.

This priority area is targeted at human resource issues. Like most other local authorities, Leicestershire has a problem recruiting and retaining child care social workers. This year's grant is to be used to convert an existing social work post in each Child Care Operations team to a senior practitioner post, thus introducing a career grade for social workers.

• Objective 11: Management Information and Quality Assurance.

The grant has been used to fund posts in these areas since Year 1 and the authority continues to benefit from them.

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Financial Proposals

18. As stated in paragraph 17, a significant proportion of both the main and ring-fenced elements of the grant are needed to meet the ongoing commitments of previous years.

19. Whilst the Government has now determined that the grant will continue to 2003/04, it has given no indication about the amount available for the main programme in that year. The ring-fenced element for disabled children, however, is likely to double in 2003/04.

20. It is proposed to spend the £54,730 uncommitted monies in the following way:

Main Grant (£31,120)

Convert six social worker posts to senior practitioner to introduce a £15,960 career grade for Child Care Social Workers in order to improve the recruitment and retention of experienced staff

Commissioning budget to meet the additional needs of black and £3,000 ethnic minority children and families

Part funding of a specialist children's Occupational Therapist pending £12,160 the increase in the ring-fenced disabled children's special grant in 2003/04 £31,120

Disabled Children's Grant (£23,610)

Contribution to a new multi-agency Disabled Children's Register £15,000

Contribution to salary costs of additional co-ordinators to extend the £ 8,610 multi-agency Service Co-ordination project for children with complex needs (which enables the parents of disabled children to work with one professional whose responsibility it is to then co-ordinate all the relevant services). £23,610

Equal Opportunities Implications

21. It is the intention of this initiative to improve the life chances of all young people who require services so that their individual needs, including race, religion and culture may be more effectively met.

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Conclusions

22. The M.A.P is still in draft form. The final version must be submitted to the DOH by 31st January, 2002. Only a very small proportion of the grant remains uncommitted following the year on year expenditure since the introduction of the Quality Protects Programme in 1998.

Background Papers

None.

List of Appendices

A Quality Protects Management Action Plan 2002/03

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APPENDIX A

QUALITY PROTECTS MANAGEMENT ACTION PLAN 2002/03

This plan has been produced in accordance with instructions from the Department of Health and because of the timetable for submission, some sections await completion or confirming.

To assist comprehension, Members are asked to note that

• the data contained in the BROWN boxes constitute the existing 2001/02 Management Action Plan (MAP 3)

• the data contained in the GREEN boxes constitute the proposed 2002/03 Plan (MAP 4)

REPCABINET/CABQPMAP Page 8 of 8 Document Pack Page 9 Agenda Item 3 Q U A L I T Y P R O T E C T S MAP 4 SPRING 2002

Leicestershire [SSI-P (T) Sheffield Office]

Objective 4: To ensure that children looked after gain the maximum life chance benefits from educational opportunities, health care and social care

A2 : % young people leaving care with at least 1 GCSE at grades A – G, or GNVQ Actual position Outturn Forecast Forecast 2002- Plan at 1999-00 for 2000-01 2001-02 03 2003-04 Leicestershire 20.0 41.7 50.0 75.0 75.0 Trent 28.1 37.5 45.0 62.6 63.5 Shire County 36.0 42.1 51.6 61.7 66.5 England 31.0 36.8 48.7 60.9 65.4 Leicestershire indicator results submitted in Autummn monitoring 50.0 75.0 75.0 can be revised here

C18 : Final warnings and convictions of children looked after Actual position Outturn Forecast Forecast 2002- Plan at 1999-00 for 2000-01 2001-02 03 2003-04 Leicestershire 2.1 3.4 3.0 3.0 3.0 Trent 4.7 2.9 3.3 2.3 2.1 Shire County .. 3.0 3.6 3.3 3.1 England .. 3.0 3.5 3.0 2.8 Leicestershire indicator results submitted in Autummn monitoring 3.0 3.0 3.0 can be revised here

C19 : Health of children looked after

Actual position Outturn Forecast Forecast 2002- Plan Actual position at 1999-00 at 1999-00 for 2000-01 2001-02 03 2003-04 Leicestershire 74.0 74.2 75.0 85.0 90.0 Trent 86.4 72.1 79.4 87.5 92.8 Shire County .. 70.1 77.6 84.9 87.7 England .. 65.7 76.1 85.5 89.4 Leicestershire indicator results submitted in Autummn monitoring 75.0 85.0 90.0 can be revised here

C24 : % children looked after continuously for at least 12 months and were of school age, who missed 25 or more days schooling for any reason during the previous school year. Actual position Outturn Forecast Forecast 2002- Plan at 1999-00 for 2000-01 2001-02 03 2003-04 Leicestershire 16.0 22.0 10.1 12.0 12.0 Trent 10.8 11.6 9.7 9.4 8.7 Shire County .. 10.6 9.4 8.7 8.0 England .. 12.1 10.5 8.8 7.9 Leicestershire indicator results submitted in Autummn monitoring 10.1 12.0 12.0 can be revised here

QP4.0.1 : The proportion of LAC reviews within the preceding six months that were completed within the required timescale Planned Planned Outturn at Forecast 2002- Position at Position at 31/3/2001 03 31/3/2002 31/3/2004 Leicestershire 69.0 100.0 100.0 100.0 Trent 72.4 86.7 93.0 96.4 Shire County 76.9 88.5 91.5 95.8 England 78.0 88.3 93.4 96.3 Document Pack Page 10 Leicestershire indicator results submitted in Autummn monitoring 100.0 100.0 100.0 can be revised here

QP8 : The proportion of looked after children obtaining at least 5 GCSEs at grades A*-C during the most recent school year, as a ratio of the proportion of all children in the CSSR achieving these standards. Position at Planned Planned Outturn at Forecast 2002- 31/3/2000 Position at Position at 31/3/2001 03 (from QPMAP) 31/3/2002 31/3/2004 Leicestershire 25.6 0.3 0.3 0.3 0.3 Trent 28.8 19.1 24.9 30.2 36.8 Shire County 19.8 20.0 26.7 30.3 34.9 England 32.3 18.1 24.8 30.8 37.0 Leicestershire indicator results submitted in 0.3 0.3 0.3 0.3 Autummn monitoring can be revised here

QP9 : The percentage of children who had been looked after continuously for at least 12 months and were of school age, who were permanently excluded from school at any time during the previous school year. Position at Planned Planned Outturn at Forecast 2002- 31/3/2000 Position at Position at 31/3/2001 03 (from QPMAP) 31/3/2002 31/3/2004 Leicestershire 8.0 0.6 1.0 1.0 1.0 Trent 20.1 2.1 1.9 1.5 1.4 Shire County 9.6 1.2 1.1 0.9 0.9 England 11.2 1.5 1.4 1.2 1.1 Leicestershire indicator results submitted in 0.6 1.0 1.0 1.0 Autummn monitoring can be revised here

QP10 : The proportion of all children looked after at 31 March who were from ethnic minorities, divided by the proportion of all children in the CSSR from ethnic minorities. Position at Planned Planned Outturn at Forecast 2002- 31/3/2000 Position at Position at 31/3/2001 03 (from QPMAP) 31/3/2002 31/3/2004 Leicestershire 1.0 1.0 1.0 1.0 1.0 Trent 1.4 1.4 1.2 1.2 1.2 Shire County 2.5 2.4 2.1 1.9 1.9 England 2.1 1.9 1.7 1.6 1.6 Leicestershire indicator results submitted in 1.0 1.0 1.0 1.0 Autummn monitoring can be revised here

Describe your progress to date under this objective, including evidence of improved outcomes for children

In MAP 3 your plans for 2000/201 were as follows

With regard to education, we will use the progress we have made on data collection to identify children who need additional input from either social services or education. In collaboration with the LEA, we will set up local networks of designated teachers, field social workers and EWO’s to work together to meet LAC’s educational needs. We will: Increase the amount of Team Support Worker time available for work with looked after children. Use the education database to monitor and target interventions to improve performance. Set-up local networks of designated teachers, social workers and EWOs. Continue and extend the targeted use of additional tuition and other educational inputs. Develop an action plan to restore and improve our statutory review performance and amend future targets to 100%. Document Pack Page 11

Continue to monitor and promote young people's participation in their reviews. Seek to achieve consistent positive outcomes for all children. Improve the treatment of LAC mental health via the specialist CAMHS Team.

A major initiative on Corporate Parenting is also planned as part of the County Council 2001-2002 budget. This will include substantial investment to improve the educational performance of looked after children.

We have delivered joint training sessions for Designated Teachers and FSW’s on the “Guidance on Education of Children in Public Care”. Handbooks have been written for Des’ Teachers and Social Workers explaining their responsibilities in improving the educational prospects of LAC. The benefits of this are now recognised as FSW’s and Des’ Teachers collaborate on Personal Education Plans for LAC. This is being monitored through the Reviews of Arrangements and the Independent Review Officers are ensuring that education issues feature prominently in reviews. A Joint Education and Social Services “Education Steering Group” is now established and tackles issues presenting barriers to participation and attainment of LAC.

A Corporate Parenting Steering Group, chaired by a Head of Dept. includes Member representation at Cabinet Level, is now well established and is responsible for overseeing the policy.

The Steering Group also includes LAC, foster carers and Snr. representatives from County Council Depts’ and District & Borough Councils. The action plan has led to real progress in improving access to services for LAC eg Free access to Snibston Discovery Park for LAC and Carers Drama workshops at a local theatre Teenagers to Work - received positive feedback from LAC involved Supporting specific cultural, identity and language needs eg providing an electronic dictionary/translator Purchasing a drum kit for a young person with a particular talent and interest in this area

Set out what you will achieve for children under this objective in 2002-03 and beyond, and how you will achieve it Document Pack Page 12 We will continue to implement the Corporate Parenting Action Plan with a particular emphasis on the following developments: Securing the commitment of other local partners to the aims of Corporate Parenting and encourage their involvement in Action Plan activities Expanding access to sports, leisure and cultural activities through collaboration with partners based on the feedback from the 2001/02 survey of LAC Ensuring that we continue to encourage the development of special talents and interests with the necessary support and resources Build on the success of Teenagers to Work and increase the number of placement opportunities for LAC

The Corporate Parenting Policy and Action Plan is integrated into mainstream Council policy development and will therefore be sustainable beyond 2002/03. We are also planning to negotiate a PSA in the Summer/Autumn of 2002 commencing in April 2003. One of the Council’s strategic priorities for the PSA will be improving the life chances of LAC.

Please say what you are doing and plan to do to:

Improve the educational attainment of looked after children, including securing education provision within 20 days.

In MAP 3 your plans for 2000/201 were as follows

We will have designated teachers identified by Jan 2001 and trained by April 2001. We will jointly train foster carers, residential SWs and FSWs on the guidance of the education of children in public care. We will monitor the progress and attendance of all our school aged LAC, with EWOs contacting the carers of any young person whose attendance falls below 87%. We will support a project run by our libraries services entitled ‘caring about reading’ which, if our bid for funding is successful, will aim to improve both reading and general interest in books for looked after children.

A Joint Policy Statement between the Education and Social Services Depts’ will set out the commitment to promoting the educational interests of LAC and details specific steps to improve on educational outcomes. The Reviews of Arrangements will ensure that all LAC have a current Personal Education Plan. We will build on the success of the pilot 'Caring about Reading' project that engages LAC in the pleasures of reading. We will prioritise LAC who are under-achieving at school and provide additional support to address this. Foster carers are an important influence and we will help to develop their skills in supporting learning. The Educ’ Dept. has appointed 2 Specialist EWO’s (LAC). They monitor attendance and progress in education, including liaison with schools, carers and FSWs to establish a network of support. The Educ’ Support Team for LAC has also expanded to provide increased support to community placements. These posts will be important in cementing effective joint operational work.

Improve access and delivery of health care - including CAMHS - to looked after children.

In MAP 3 your plans for 2000/201 were as follows Document Pack Page 13

We will work with CAMHS to improve the mental health of our looked after children via a specialist multi-disciplinary team dedicated to LAC. We will appoint a nurse whose role will be to promote and co-ordinate health services to looked after young people (new post funded by health akin to the child protection nurse adviser). This post was identified in anticipation of the impending guidance on the health of looked after children. We will continue to monitor the performance of our teams with regard to initial and annual health assessments and dental checks.

We will:

Continue to work with CAMHS to improve the health of our LAC via the now established specialist multi-disciplinary team dedicated to LAC, children who have been adopted and young offenders Receive independent research report in 2002 about the health of our LAC – this will be considered by the Strategic Partnership and the specialist team’s Steering Group Through Health/SSD QP sub-group, monitor that the new walk-in Dental Centre in Leicester is meeting the dental needs of LAC and care leavers who are not accessing general dentist services otherwise Appoint a nurse whose role will be to promote and co-ordinate health services to looked after young people (after recruitment difficulties this year). Cultural appropriateness of services will form part of this brief Implement in Feb 2002 the 'Consent to Exchange Information', to facilitate exchange of relevant information between SSD, Health and Education Continue to monitor health/dental checks occurring satisfactorily

In MAP 3 your plans for 2000/201 were as follows

We will continue to support the dedicated family planning service provided by Health’s young people’s clinic (a nurse visits our 7 bedded young women’s unit at 2 weekly intervals). ‘Baby Think it Over’ is an ongoing project run by the young women’s unit to help young women understand the implications of parenthood. We will continue to run a support group for care leavers who are parents. This group meets monthly. It is likely that the countywide strategy for reducing teenage pregnancy (due April 2001) will identify young women care leavers as a high priority. We will develop links with the PCT’s and PCG’s to ensure that the needs of LAC and care leavers are taken account of in the various initiatives they are developing. Document Pack Page 14

The dedicated family planning service is provided by Health’s young people’s clinic. A designated nurse visits all the residential units on a regular basis ‘Baby think it over’ continues to run in our young women’s unit and is used by Y.P. in a variety of ways We are planning to consolidate sexual health promotion in care settings and audit policy and practice in this area LAC/Care leavers are a particular focus for health promotion and feature in the TP Strategy Two events for LAC/care leavers are planned to include consultation plus a ‘training for trainers’ session with staff from Connexions, SSD, Education and Corporate Parenting Officer Sex education is included as part of the treatment plans for young sex offenders We aim to include sexual health in the pathway plan for Care Leavers We will support ‘Sexual health training’ for social care staff The care leavers parents' group meets monthly

Increase opportunities and suppport for children and young people in care to participate in leisure, cultural and sporting activities. In MAP 3 your plans for 2000/201 were as follows

Increased opportunities for leisure will come via our Corporate Parenting Policy. We have created a budget of £10k (beginning April 2001) in order to enable LAC to take advantage of activities around the county. Examples include an Active Sports initiative which will be specifically targeted at LAC, free entry to Snibston Discovery Park for foster carers, their families and children, targeted encouragement and support to take part in the Duke of Edinburgh award.

Corporating Parenting is planned to be a substantial growth item in our 2001-2002 budget (£160,000) and will include investment in this area.

The Corporate Parenting Project Plan identifies promoting access to sport, leisure and cultural activities as a priority area. To achieve this we will: Complete a survey of the sport, leisure and cultural interests of all LAC Use review meetings to identify areas of individual interest and ways of meeting these interests. Target the development of services in collaboration with partners to meet the interests highlighted through the survey Continue to provide support, equipment and resources to ensure that LAC with particular talents and abilities are able to exploit and enjoy these fully Work with the develop a long term programme of activities that will engage LAC including drama workshops at a local theatre and work experience opportunities Build on the successful pilot with Snibson Discovery Park's offer of free access for LAC and foster carers and monitor uptake of this opportunity

Narrow the gap between the proportions of children in care and their peers who have has a final warning or are convicted In MAP 3 your plans for 2000/201 were as follows Document Pack Page 15

The Reducing Offending Group continues to oversee an Action Plan to reduce levels of offending in the looked after population. In addition to the Placement Service and Youth Offending Service, the Group now includes the Police and the Child and Adolescent Mental Health Service. Specific pieces of work in progress include the development of a code of practice for involving the Police in offending behaviour within children's homes; ensuring a consistent approach to more rigorous bail and remand conditions; and input from the CAMHS Service in the management of offending behaviour by looked after young people. Other work still ongoing includes the monitoring of offending patterns both pre and post looked after in order to help develop the code of practice and overall strategy for reducing offending.

Work has continued to focus on minor offences committed within children's homes and to develop a more approriate response to incidents. Consequently the number of reported incidents, particularly in relation to criminal damage has reduced. A more systematic approach to the use of bail conditions, similar to some used in Probation Bail Hostels, has been drawn up and is awaiting finalisation. More recent analysis of offending patterns suggests that more offences are being committed in the community rather than within the units. The Group will be considering a response to this change in pattern as part of the next phase of its work. Unfortunately, numbers of young people offending have increased as at 30 September 2001, with the proportion increasing from 9.4% to 13.8%. Plans to address this include more regular monitoring of trends and better identification of those at risk, including involvement of the Independant Review Officers who also have an overview of offending by LAC.

In MAP 3 your plans for 2000/201 were as follows

What services/ initiatives are being developed or are in place to help (a) meet locally agreed targets to reduce teenage conception rates Document Pack Page 16

A multi-agency T.P. co-ordination Group has been formed as a sub group of Children and Young Person's Strategic Partnership to implement the T.P. Strategy for Leicestershire We are supporting activities to ensure the best use of the co-ordination and implementation funding A County Council Policy is being developed on Sex and Relationship Education A Sex and Relationship Education Advisory Teacher is being appointed to work with young people/ parents and schools. The local T.P. co-ordinator will be based with this post in order to link strategic planning and work with other agencies Sexual health work with specific communities is recognised as complex and sensitive, and services have been asked to provide ethnic specific data We are working with PCG/Ts to develop district T.P. forums, drop in facilities in school settings and free emergency hormonal contraception in local settings

(b) support teenage parents into education or work under your locally agreed teenage pregnancy strategy.

Leicestershire Careers and Guidance Service has funding from the European Social Fund to provide expanded personal advisor support to disadvantaged and excluded young people / parents We are contributing to a directory of support services for young parents LEA is producing new guidance on education of school age parents The Youth Service is piloting projects aimed at young men / parents A bid for a Mini Sure Start programme is being prepared which will cover two wards with high rates of teenage parents There is SRB6 funding for a Young Mum’s Project in NW Leics Three L.A. family centres offer day care and direct work on parenting skills to young parents if assessment concludes it to be appropriate We are working with Housing Authorities to provide supported housing for young mums

Life chances of LAC is priority area for grant £2001/02 £2002/03

How much do you plan to spend on this in total 70,718 91460 Document Pack Page 17 Agenda Item 4

REPORT TO CABINET - 22ND JANUARY, 2002

REPORT OF THE DIRECTOR OF SOCIAL SERVICES

LEARNING DISABILITY JOINT INVESTMENT PLAN UPDATE 2002/3

PART A

Purpose of the Report

1. The purpose of this report is to seek the Cabinet's endorsement of the Learning Disability Joint Investment Plan (J.I.P.) Update for 2002/3.

Recommendation

2. That the Cabinet authorises the Director of Social Services, in consultation with the Cabinet Lead Members, to make any such amendments as may be necessary in response to further information, which may become available from Leicestershire Health and to finalise and submit the Learning Disability J.I.P. to the Department of Health (D.O.H.) by 31st January, 2002.

Reasons for Recommendation

3. The Plan attached as Appendix ‘A’, is still in draft form, however, the D.O.H. requires that an updated Learning Disability J.I.P. be submitted by the end of January, 2002 and the County Council holds lead responsibility for this. The Plan requires the endorsement of the statutory agencies involved, as well as the support of the new Learning Disability Partnership Board, established under the Government's White Paper, Valuing People.

4. The J.I.P. must include proposals for using the revenue element of the new Learning Disability Development Fund, established under Valuing People and bids for using the capital element. These proposals are included in the attached J.I.P. and are summarised in paragraphs 17 and 18 of this report. They specifically require the Cabinet’s approval.

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Timetable for Decisions

5. The updated J.I.P must be agreed by the respective partner statutory agencies and submitted by 31st January, 2002. The J.I.P. is not part of the County Council’s Plan Framework and therefore does not need to be submitted to the County Council. However, the approval of the Cabinet is required.

Policy Framework and Previous Decisions

6. The Cabinet will be aware of the Government's White Paper "Valuing People: A New Strategy for Learning Disability for the 21st Century", published in March, 2001. Implementation Guidance was subsequently published in August, 2001, setting out a challenging agenda for change. Producing the updated Learning Disability Joint Investment Plan by 31st January, 2002, is one of the first key targets required by this Guidance. On 29th October 2001, the Health and Social Care Scrutiny Committee considered a report on the Government's strategy and resolved:

“a) That the progress made to date in implementing the White Paper 'Valuing People' be noted.

b) That this Committee remains concerned at the limited amount of resources being made available centrally for the delivery of the key objectives set out in the White Paper and the tight timescale within which the objectives are to be implemented;

c) That with regard to the priority identified in the White Paper relating to 'Modernising Day Centres' the Committee was concerned to ensure that acceptable alternative provision was put in place before any change to the current pattern of delivery is made. “

7. As part of implementing Valuing People, the Leicestershire Learning Disability Partnership Board has been established. Mr. Miller, CC, is a member of the Board, which contains representation across the respective agencies, including the private and voluntary sectors, as well as direct carer and service user representation. It is an advisory body and its views, as required, have been sought on the Joint Investment Plan. The Board supports the specific proposals for the use of the Development Fund.

8. The County Council is also currently carrying out a Best Value Review of its learning disability services, focussing on day services and accommodation. This review is scheduled to report in March, 2002. The proposals for investment in day services contained in the J.I.P are both consistent with the Review's direction of travel and the priorities set out in Valuing People.

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Resource Implications

9. This report has been prepared in consultation with the County Treasurer. The Plan contains a summary of current investment in learning disability services across the respective agencies. There are no specific resource implications for the County Council arising from the Joint Investment Plan itself, but as stated the plan includes proposals for expenditure of the new revenue element of the new Development Fund and a bid for Capital. Revenue Development Fund monies available from April 2002 have been allocated via Health Authorities, with the indicative allocation for the County of Leicestershire amounting to approximately £197,000. The revenue costs of the capital bid will not fall on the County Council.

Circulation under Sensitive Issues Procedure

None.

Officer to Contact

Tim Watts 0116 265 7450

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Part B

Background

10. The Government's White Paper, 'Valuing People' published in March 2001 contained 11 key objectives. These are:

1. Maximising Opportunities for Disabled Children 2. Transition into Adult Life 3. Enabling People to Have More Control over Their own Lives 4. Supporting Carers 5. Good Health 6. Housing 7. Fulfilling Lives 8. Moving into Employment 9. Quality 10. Workforce Training & Planning 11. Partnership Working

11. The J.I.P. format is prescribed by the D.O.H and provides a series of headings covering each objective. Inevitably given the scale of the agenda and the fact that the new Learning Disability Partnership Board was only formed in October, 2001, this year's updated J.I.P. can only provide a limited response to some sections of the plan, particularly in relation to specific objectives for 2003/4.

12. The White Paper announced the creation of two new funds.

• The Learning Disability Development Fund worth up to £42m per year (£20m capital and £22m revenue). • Implementation Support Fund worth £2.3 million per year for 3 years from 2001.

Development Fund Priorities

13. The Partnership Boards are required to produce an updated Joint Investment Plan by 31st January, 2002, to include plans for using the revenue element of the Learning Disability Development Fund and bids for using the capital element. These plans require the formal endorsement of the relevant statutory agencies.

14. Priorities for the use of revenue funding are identified as:

• Modernising Day Centres • Completing the reprovision of the remaining long-stay hospitals to enable people to move to more appropriate accommodation by April 2004. • Developing supported living approaches for people with learning disabilities living with older carers; • Promoting the further development of advocacy; • Supporting the wider introduction of person-centred planning. • Enhancing leadership in learning disability services. REPCABINET/CABLDJIP Page 4 of 6 Document Pack Page 21

15. Priorities for the use of capital are identified as:

• Enabling local providers to develop specialist facilities for people with severe challenging behaviour; • Developing integrated health and social services facilities for children and young people with severe disabilities and complex needs. • Developing supported living approaches for people with learning disabilities living with older carers.

16. Development Fund allocation will only be made available subject to the condition that resources may only be used where they are deployed as part of pooled funds using Health Act flexibilities.

Leicestershire's Proposals for use of the Development Fund (Revenue and Capital)

17. In relation to the revenue fund, the proposals included in the Joint Investment Plan that the Cabinet is asked to endorse are as follows:

i) Creation of an Implementation Manager with 48,000 clerical support to be located and managed within the Social Services Department to provide the necessary infrastructure to implement the Valuing People agenda.

ii) Modernising Day Services: Establishment of 109,000 4 Development Worker posts to expand the availability of community based resources for people with learning disabilities as an alternative to traditional day services.

iii) Development of Advocacy: there is a need to 20,000 provide additional advocacy and support to services users and carers to enable real participation in the new planning arrangements.

iv) Introducing Person-Centred Planning 20,000 (P.C.P.). Additional funding will be required to train and develop staff across agencies in using the P.C.P approach. A particular priority will be staff engaged in the Gorse Hill scheme. The approach to P.C.P. would be co-ordinated by the Implementation Manager (Proposal i).

v) Total Development Fund Allocation. £197,000

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18. The White Paper requires the closure of Gorse Hill Hospital (Leicestershire’s long stay hospital for adults with learning disabilities) by April, 2004. Officers of Leicester City, the County and Rutland are proposing a joint capital bid of £600,000 as a contribution towards the overall capital costs of reprovision estimated at £4m. Details of this bid are contained in pages 23 and 24 of the attached plan. The scheme involves reprovision for 60 people with high levels of challenging behaviour and dependency and is based on the development of 13 to 14 small supported living schemes. A significant level of direct NHS capital will be required in addition to an estimated £1.4m to be raised through Housing Associations. The resulting revenue costs will be met by the NHS and other sources; no contribution is required from the County Council.

Equal Opportunities Implications

19. The updated Joint Investment Plan is specifically aimed at developing greater opportunities for people with learning disabilities within the community of Leicestershire.

Background Papers

Implementation Guidance LAC (2001) 23 - Valuing People: A New Strategy for learning Disability for the 21st Century

Report to Health and Social Care Scrutiny Committee - 29th October 200l Valuing People: A New Strategy for Learning Disability.

List of Appendices

A Learning Disabilities J.I.P. Update 2003

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LEARNING DISABILITY JIP - 2001_2002

Leicestershire 70 Click on arrow and select from list

LOCAL AUTHORITY 508 Leicestershire : [ S ]

Linked Health Authorities: Leicestershire HA-QCL -

Enter name of evaluator

Date of completion

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CABINET – 22ND JANUARY, 2002

THE EDUCATION DEVELOPMENT PLAN 2002-2007

REPORT OF THE DIRECTOR OF EDUCATION

Introduction

1. The purpose of this report is to enable consideration to be given to the Education Development Plan (EDP) 2002-2007.

Recommendation

2. The Cabinet is asked to note this report and to consider the contents of a supplementary report on the EDP.

Reason for Recommendation

3. To enable the Cabinet to consider the EDP and to make recommendations on it to the County Council on 30th January in advance of submission to the Secretary of State for Education and Skills on 31st January.

Background

4. A supplementary report is currently being prepared which sets out the details of the EDP. The supplementary report will be circulated to elected members as soon as possible.

Equal Opportunities Implications

None.

Background Papers

None.

Circulation under the Sensitive Issues Procedure

None.

Officers to Contact

Jackie Strong, Education Department, Tel: 0116 265 6300 e-mail [email protected].

Roy Evans, Education Department, Tel: 0116 265 6461.

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REPORT TO THE CABINET – 22 JANUARY 2002

THE EDUCATION DEVELOPMENT PLAN 2002-2007

SUPPLEMENTARY REPORT OF THE DIRECTOR OF EDUCATION

PART A

Purpose of Report

1. (i) To notify Cabinet of the contents of the Education Development Plan (EDP) for 2002-2007.

(ii) To consult Cabinet on the Priorities, Key Activities and Actions that have been identified in the draft School Improvement section of the new Education Development Plan Appendix 1 (EDP Annex 2 Pages 63-96).

Recommendations

2. The Cabinet is requested to:- i) note the report ii) agree the contents of the new EDP (Appendix 1) iii) agree the Priorities (paragraph 36) and Activities and Actions identified in the EDP 2002-2007 Annex 2 Pages 63-96 (Appendix 1) iv) agree the change to the LEA’s Vision Statement identified in paragraph 27.

Reasons for Recommendations

3. As part of the consultation process that the LEA must undertake before the EDP 2002-2007 is agreed by the Minister for Education views must be obtained from headteachers, Governors, Diocesan Authorities and County Council members and be agreed by the County Council.

4. The LEA must identify in the EDP the range of people and organisations that have been consulted and have a record of their views.

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Timetable for Decisions (including scrutiny)

5. The full consultation identified in the Education Development Plans 2002-2007 Guidance for Local Education Authorities and the final agreement by the County Council must be completed to enable the EDP to be sent to the Secretary of State by 31 January 2002.

Policy Framework and Previous Decisions

6. EDPs were introduced under section 6 and 7 of the School Standards and Framework Act (SSFA) 1998. The SSFA defines the purpose of the EDP as: • To raise standards of education provided for children in the LEA’s area; and • To improve the performance of schools maintained by the LEA.

7. The present EDP, which began on 1 April 1999, runs for three years to March 2002, and is the school improvement element of the LEA Strategic Plan. The Secretary of State approved the statement of proposals for 1999-2002 for the full period of three years, subject to the general condition which applies to all LEAs.

8. The “new” EDP must be sent for approval by the Secretary of State by 31 January 2002. The EDP will then run for five years to 2007.

Resources Implications

9. The EDP is funded from existing resources. The activities undertaken as a result of the EDP are a combination of work carried out by LEA service units, through Standards Fund projects and School Improvement Project(s). The budget proposals for additional funding to education in 2002/03 include measures that are directed at specific school improvement activities and the salient items are highlighted below:

• Additional £965,000 specifically for Year 6, 10 and 11 through Age Weighted Pupil Units. This addresses, specifically, the issue identified at the EDP Conference of 10+ challenges and also targets funding to improve the County’s GCSE results. • For Early Years education there is an additional £470,000 for the purposes of developing an Early Excellence Centre, setting up nurseries for 3 year olds, SEN Co-ordinators and mentor teachers. • There is an additional £50,000 targeted at improving standards of ICT attainment in schools, an area for development identified by contributors to the EDP Conference. • There is also £150,000 for innovative projects such as piloting new American style buses, CCTV cameras to improve behaviour on buses, efforts to reduce bullying on school premises and ‘Bookstart’ which is a reading scheme for young children.

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• There is an additional £3,125,000 in relation to Standards Fund (LEA contribution £1,500,000 and £1,625,000 DfES grant) for school improvement of which approximately 80% is devolved to schools.

The estimated cost of the elements of the EDP will be produced once the budget has been agreed and the detailed activities have been identified.

10. The County Treasurer has been consulted on the resource implications of this report.

Members Advised under Sensitive Issues Procedure

None

Officer to Contact:

Jackie Strong, Education Department: Tel: 0116 265 6300 E-mail [email protected] Roy Evans, Education Department: Tel: 0116 265 6461

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THE EDUCATION DEVELOPMENT PLAN 2002-2007

PART B

Background

11. In October 1997, the Education Committee agreed Leicestershire’s Education Development Plan running to March 2000. Six monthly Progress Reports on the implementation of this plan were presented to Education Services Sub-Committee on 31 March 1998 and to Education Committee on 22 April 1998 and 28 October 1998.

12. As a result of changes in legislation all Local Education Authorities were required to have an Education Development Plan (EDP) in a required format. As a result of this requirement the Education Development Plan agreed by Education Committee in October 1997 to run until March 2000 was terminated on 31 March 1999.

13. From 1 April 1999, a new Education Development Plan, agreed by the Education Committee and approved by the Secretary of State came into effect, to run for three years.

14. The present Education Development Plan (EDP) is the strategic plan which brings together all the activities funded and managed by the LEA to support school improvement. However, the EDP does not cover activities which are funded and managed at school level.

15. The EDP is the outcome of a process of review and development involving all schools and other partners. A key element in this process is the setting of targets for pupil achievement in each school. The shared agenda and agreed objectives between LEAs and their schools is crucial to the success of the EDP.

16. The proposals in the plan cover all pupils of compulsory school age in schools in the LEA’s area, and pupils/students in any nursery or sixth form in schools maintained by the LEA.

17. The proposals should not cover independent schools, nor schools maintained by another LEA. The EDP should however, show clear links with the local Early Years Development and Child Care Partnership Plan, including proposals for nursery education for three and four year olds and the embedding of the Foundation Stage. It should also make clear reference to the development of Post 16 provision in the area, on which the LEA should work closely with the local Learning and Skills Council (LSC) and other relevant partners (eg Connexions partnerships).

18. This advice was received from the DfES on 2 November 2001, as DfES consultation on the new Regulations ended on the 24 October 2001. Following the EDP Conference on 12 November 2001 a meeting was held on the 20 November 2001 with the Chief Executive and Senior

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Staff of the Learning and Skills Council. Further consultation is still taking place.

19. The most significant change to note since the guidance for EDP1 was issued is the agenda for reform set out in the White Paper and the role of the LEA within that. The White Paper makes it clear that LEAs have an essential role in securing the framework of support, challenge and cost-effective services within which schools can concentrate on their task of raising standards.

20. The new EDP needs to be sent to the Secretary of State by 31st January 2001 for her agreement. This “new” EDP will run to 2007.

Consultation

21. Each year consultation on the priorities to be included in the EDP is required under the original EDP guidance from the DfEE. For the new EDP (EDP2) the DfES identified five priorities that needed to be covered:

• Raising attainment in the Foundation Stage and primary schools, particularly in Literacy and Numeracy • Raising attainment in Key Stage 3 • Raising attainment in Key Stage 4 • Narrowing the Attainment gap/tackling underachievement • Support for school causing concern

The LEA can, if they wish, identify up to three local priorities in addition. The following was proposed by Officers as a Leicestershire priority:

• Maintaining progress at transfer and transition.

22. The EDP Liaison Group (membership attached as Appendix 3) was consulted on the appropriate strategy for consultation and it was agreed that an attempt should be made to visit as many Development Groups as possible – ten groups were visited and the content and structure of the EDP was discussed. . 23. As part of the formal consultation for the 2002/07 EDP a conference was held on the morning of 12 November 2001. Officers of the County Council, headteachers, governors, a diocesan board representative, Early Years Partnership and the Learning and Skills Council representatives and Members, including members of the Cabinet and Scrutiny, attended.

24. Four weeks before the EDP Conference all schools were provided with:

Analysis of strengths and weaknesses of the LEA covering Education standards, quality of teaching, leadership and management. Two weeks before the Conference a draft of the EDP proposing six priorities and associated activities and actions for discussion was sent to headteachers including the key questions for the discussion groups.

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25. The conference played an important part in the development of the EDP by enabling colleagues from across the LEA to look at the draft for each Priority including Activities and Actions and to help answer the following questions: • Are there any other local priorities that could/should be included in the EDP? • Are the key actions points for each priority the right things to do to raise standards? • If not, what should be taken out, and what else might be included? • Which of the key activities might prioritise in terms of importance and timing? • What are sensible success criteria for each priority?

26. The following have been part of the consultation process: • 3 meetings with the Education Development Plan Liaison Group between July and October 2001. • Approximately 10 meetings with School Development Groups between September and November 2001. • EDP Conference - 12 November 2001 • 1 meeting in December 2001 was held reporting back to the Education Liaison Group • Paperwork back to schools • Reports to Cabinet, Executive Briefing and Scrutiny Committee as listed: Report to Advancing Lifelong Learning Scrutiny Committee 2 December 1999 - (Education Development Plan 1999-2002) Report to the Education and Heritage Scrutiny Committee 5 December 2001 – (Education Development Plan 2002-2007) Report to Education and Heritage Scrutiny Committee – 16 January 2002 Report to Cabinet – 22 January 2002 Report to County Council – 30 January 2002

27. The draft EDP was presented to the Education and Heritage Scrutiny Committee on 16 January 2002. The Committee requested that the word “fairly” should be added to the final line of the LEA’s Vision Statement i.e. “Discharge our statutory responsibilities efficiently, effectively and fairly”.

28. The Cabinet recommended that the Progress Reports for the Education Development Plan 1999-2000 and the draft Progress Report for the Ofsted Action Plan November 2002 were separated from the main EDP. This has been done and are attached as Appendix 2.

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Outcomes of the EDP Conference

29. There was support for the Priorities, Key Activities and Actions (for implementing the Key Activities) including the additional priority proposed by the LEA; some concern was expressed that they may be too many activities. However, the general consensus was that the LEA should have at least one more priority: • Recruitment and Retention

30. This priority to include Key Activities relating to professional development, career opportunities, stress support and developing links with the teacher trainer providers.

31. The DfES provides £50,000 for the appointment of a Strategy Manager for Recruitment and Retention. However, unlike many LEAs, we have not received any additional funding from the DfES to develop our Recruitment and Retention Strategy.

32. There was a concern expressed by all groups at the conference that the support the Education Department provides for ICT was inadequate and that the LEA should review its infrastructure of support as a matter of urgency.

33. These concerns have been noted. An additional £50,000 has been included in the 2002/2003 budget proposals for ICT support to enable the recommendation, made by schools, to be implemented. There was a further recommendation that resources should be allocated to areas of the LEA where there is underachievement and/or deprivation. Additional funding of £125,000 in 2002/2003 has also been included in the budget proposals to develop improvement projects for schools in the Hinckley/Earl Shilton and Coalville areas.

Both these initiatives and others identified in paragraph 9 of this report and have been included in the EDP Activities and Actions identified in Appendix 1 (pages 63-96).

34. It was also felt, by a large number of groups, that support for pupils with Emotional and Behavioural Difficulties (EBD) in mainstream schools needed review. It was felt that “lack of support” was holding back to the school improvement agenda in Leicestershire. This issue is being considered as part of the Special Educational Needs Development Plan.

35. An analysis of group discussions was presented to Executive Briefing on 8 and 15 January 2002 and to Education and Heritage Scrutiny Committee on 16 January 2002. The recommendations have been included in the Draft Education Development Plan attached as Appendix 1.

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36. Following this wide consultation it is recommended the LEA Education Plan Priorities are: • Raising attainment in the Foundation Stage and primary schools, particularly in Literacy and Numeracy • Raising attainment in Key Stage 3 • Raising attainment in Key Stage 4 • Narrowing the Attainment gap/tackling underachievement • Support for school causing concern • Maintaining progress at transfer and transition • Recruitment and Retention

Further Consultation

37. The Draft EDP can still be modified and additions will be made as new data is received from Members including any recommendations from this committee, Schools and the Leicestershire Skill Council ensuring that the EDP fully satisfies all the requirements identified by the Department of Education and Skills. This will continue until 23 January 2002 when the final report is sent to County Council for final confirmation.

Annex 2 (Appendix 1 pages 63-96) Details of Action Underpinning the School Improvement Programme is the key section of the report. This section will be the basis of the School Improvement agenda with all schools in Leicestershire over the next five years.

38. The DfES requires that the following sections are included in the Education Development Plan 2002-2007:

• Leicestershire LEA’s Vision • Targets page 1 • Target Setting – Information Used to Set School and LEA page 2-7 Targets • LEA Context page 8-15 • Evaluation of the Effectiveness of EDP 1 page 16-22 • Supporting School Self-Evaluation and Review page 23-25 • Audit of LEA and School Performance page 26-32 • Corporate Aims, other LEA and School Development Plans page 33-41 • School Improvement Programme page 42-53 • Links with other National Themes page 55-61 • Annex 1 Targets for Individual schools and Aggregated page 60 School Targets 2003 • Annex 2 Details of Actions Underpinning The School page 63-96 Improvement Programme • Annex 3 Resources for each Priority page 97 • Annex 4 Strategy for Monitoring, Evaluating and Reviewing page 98-101 the Plan • Annex 5 LEA Consultation Page 102-105

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Equal Opportunities Implications

39. The statement of purpose which provided a framework for the EDP indicated that Leicestershire LEA sees as important the need to promote equality of access to educational opportunities to those who are in any way disadvantaged. This is implicit in the detail of the present EDP and the EDP for 2002 - 2007.

Background documents

Education Committee : 29 October 1997 County Council : 26 November 1997 Education Resources : 8 December 1997 Education Committee : 4 March, 22 April, 3 June, 2 September, 28 October 1998, 21 April 1999.

Education Services Sub-Committee : 31 March, 12 May, 11 August, 6 October 1998 Statutory Instruments : 1999 No. 138 Education Development Plans (England) Regulations 1999 Report to Advancing Lifelong Learning Scrutiny Committee 2 December 1999 Report to the Education and Heritage Scrutiny Committee 5 December 2001 Education & Heritage Scrutiny Committee 16 January 2002 Cabinet 22 January 2002

List of Appendices Appendix 1 Draft Education Development Plan 2002-2007 Appendix 2 Progress Report for the Education Development Plan 1999-2002 and Draft Progress Report for the Ofsted Action Plan November 2002 Appendix 3 List of Membership of the Education Liaison Group

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APPENDIX 3 LIST OF MEMBERSHIP OF THE EDUCATION LIAISON GROUP

Jackie Strong (Chair) Director of Education

Roy Evans Assistant Director School/College Effectiveness

Mary Hufford Education Officer Policy & Planning

Chris Richards Principal Adviser Advice & Inspection Service

David Walker Principal Adviser Advice & Inspection Service

Allison Dawes Principal Adviser Advice & Inspection Service

Sue Houlton Acting Service Manager Youth & Community Education

Richard Thompson SEN Representative Service Manager SENA

John Sismey Education Officer

Bob Morley Leicestershire Primary Headteachers (Primary Schools)

Tim Moralee Leicestershire Secondary School Headteachers (High Schools)

Steve Lewis Leicestershire Upper School Headteachers (Upper School)

Kate Waplington Leicestershire Special School Headteachers

Andrew Lawson Member of NASUWT

Ann Glasper Association of Leicestershire Governors

Pauline Town NUT Representative

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APPENDIX 1

DRAFT

EEDDUUCCAATTIIOONN DDEEVVEELLOOPPMMEENNTT PPLLAANN

22000022 –– 22000077

Document Pack Page 38 Document Pack Page 39 Agenda Item 5

LEICESTERSHIRE LEA’S VISION

We believe

…that all the people of Leicestershire should have lifelong access to high quality education and training for vocational, social and personal needs to improve the quality of their lives and contribute to the economic and cultural development of this County and beyond.

OUR PURPOSE

Is to provide:

Leadership in raising levels of expectation and achievement in our schools, in promoting the all-round development of individuals, groups and communities and in ensuring that our statutory requirements are met;

Educational inclusion by promoting equality of access to educational opportunities for those who are in any way disadvantaged; Quality services directly or in partnership with others, that support the continuous improvement of teaching and learning and make the LEA and its partners the natural port of call for advice;

Planning processes that result in effective educational provision and services in Leicestershire so that desired outcomes are achieved within available resources;

Resource management that makes the best use of financial and human resources in creative and flexible ways in order to achieve our priorities;

Advocacy that supports the resolution of competing priorities and viewpoints.

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OUR PRINCIPLES AND VALUES

Leicestershire values and is committed to ...

Consulting with local communities and ensuring that the views of local people play an important part in decision making;

A high quality education service provided by schools, the LEA and other partners - who may be the voluntary sector or private providers;

Schools and colleges seen as positive assets in the communities they serve;

Opportunities for lifelong learning and the contribution of youth work to the County objectives;

Equality of opportunity, and will act positively to tackle inequality, discrimination and bullying;

Working in partnership with a wide range of organisations including district and parish councils and the public, private, voluntary, business and academic sectors;

An open approach to governance;

Giving priority to both national and local agendas.

OUR PLEDGE

We will ...

Provide strategic leadership, coherence and value for money through effective policy development across all LEA functions;

Through our Educational Development Plan: • Improve the standard of achievement of schools, colleges and individual learners, working with our schools to bring them into the top twenty-five percent of English counties at all key stages;

• Improve the quality of teaching in schools and colleges;

• Improve the quality of leadership and management of the headteachers, senior staff and governors of Leicestershire schools and colleges and ensure that there is a shared understanding of responsibilities and accountabilities; Promote and support lifelong and extended learning for all Leicestershire's citizens;

Improve the quality of support for schools, individuals and communities particularly those with special educational needs, young people in public care or those in any other way disadvantaged;

Improve the quality of our planning processes;

Discharge our statutory responsibilities efficiently and effectively.

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LEICESTERSHIRE’S EDUCATION DEVELOPMENT PLAN 2002-2007

CONTENTS

LEICESTERSHIRE LEA’s VISION . (A) TARGETS Page No.

LEA Targets for 2004 1

(B) TARGET SETTING B.1 The information used to set school and LEA targets 2 B.2 Achievement Analyses 2 B.3 Other Data 3 B.4 Exclusion Analysis 3 B.5 Unauthorised Absences 3 B.6 Target for attainment of children in public care 4 B.7 The processes used to set school and LEA targets 4 B.8 LEA Targets 4 B.9 The Link Adviser 4 B.10 The five stages target setting process used in Leicestershire 5-7 B.11 How the school and LEA targets fit together/link between LEA and school 7 targets

(C) LEA CONTEXT C.1 The Leicestershire LEA and County Council 8 C.2 LEA Ofsted Inspection of 1998 8 C.3 Leicestershire demographic and economic characteristics 9 C.4 Children Looked After 9 C.5a Structure of LEA/School Provision 9 C.5b Types of Schools 10 C.6 Percentage of primary school classes with fewer than 30 pupils 11 C.7 Nature and take up of pre-school provision 11 C.8 Post-16 provision 12 C.9 Characteristics of the teaching force 12 C.10 School population characteristics for each of the main types of school 12 C.11 Exclusion rates by phase, gender and ethnic grouping 13 C.12 Unauthorised absence rates by phase 14 C.13 Pupil mobility 14 C.14 Number and percentage of pupils with statement of SEN, current and three 14 year trend C.15 Number of schools over and under subscribed 15

(D) AN EVALUATION OF THE EFFECTIVENESS OF THE EDP1 D.1 EDP Targets 16 D.2 Targets for reducing permanent exclusions and unauthorised absence 16 D.3 Attainment at the end of Key Stage 2 17 D.4 Attainment at the end of Key Stage 4 18 D.5 Attainment at the end of Key Stage 1 19 D.6 Attainment at the end of Key Stage 3 19-21 D.7 Attainment for Post 16 21-22

(E) SUPPORTING SCHOOL SELF-EVALUATION AND REVIEW E.1 Improving the quality of teaching 23 E.2 Improving the quality of school leadership and management 23-24 E.3 Raising standards for under-achieving pupils 24 E.4 Dissemination of good practice 25

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(F) AUDIT OF LEA AND SCHOOL PERFORMANCE F.1 Self review process 26 F.2 Factual evidence collected 26-27 F.3 Public satisfaction 28 F.4 A statement of audit of LEA strengths and weaknesses and school 28 performance in each of the five national priority areas F.5 Educational standards achieved 28-29 F.6 Main areas of improvement in educational standards 29 F.7 Quality of teaching 30 F.8 Main areas of improvement in the quality of teaching 31 F.9 Management and Efficiency 31-32 F.10 Main areas of improvement in management and efficiency 32

(G) CORPORATE AIMS, OTHER LEA AND SCHOOLS DEVELOPMENT PLANS G.1 Specialist Plans produced by the LEA 33 G.2 Other plans which the LEA has produced or contributed to 34 Table of Plans 35-40 Table of Leicestershire Education Development Plan Priorities and Their 41 Associated Activities

(H) SCHOOL IMPROVEMENT PROGRAMME 42-53

(i) LINKS WITH OTHER NATIONAL THEMES 54 I.55-61 Tables of National Themes relating to each individual Local Priority 55-61

Annex 1 : Targets for Individual Schools and Aggregated Schools Targets 2003 62

Annex 2 : Details of Actions Underpinning The School Improvement Programme 63-96

Annex 3 : Resources for Each Priority in the School Improvement Programme 97

Annex 4 : The Strategy for Monitoring, Evaluating and Reviewing the Plan 98-101

Annex 5 : EDP 2002 the LEA’s Consultation on its EDP 102-105

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A GLOSSARY OF ACRONYMS AND TECHNICAL TERMS

ACWS Acts of Collective Worship OMR Optical Mark Reader AST Advanced Skills Teachers PANDA Performance and Assessment A&I Advice and Inspection Service PSHE Personal, Social and Health Education EAL English as an Additional Language QCA Qualifications and Curriculum Authority EDI Electronic Data Inter-Change QT Qualified Teacher EDP Education Development Plan SACRE Standing Advisory Council for RE EMAG Ethnic Minority Achievement Grant SAT Standard Assessment Task EO Education Officer SEN Special Educational Needs EPS Educational Psychology Service SENA SEN Assessment Service EWS Education Welfare Service SENCO Special Educational Needs Co-ordinator FSM Free School Meals SET School Effectiveness Team GCE General Certificate of Education SIMS Schools Information Management Systems GNVQ General National Vocational Qualification SMSC Spiritual, Moral, Social and Cultural HEADLAMP Headteachers’ Leadership & Management SRAS Schools Requiring Additional Support Prog ICT Information Communications Technology SSFA School Standards & Framework Act 1998 IEP Individual Education Plan SSS Student Support Service IIP Investors in People TCC Teachers’ Consultative Committee INSET In-Service Education and Training TEC Training and Enterprise Council JRF Judgement Recording Form TNC Teachers’ Negotiating Committee KS Key Stage TTA Teacher Training Agency LEA Local Education Authority VA Value Added LGR Local Government Review VFM Value For Money LPH Leicestershire Primary Headteachers Yellis Year 11 Information System LPSH Leadership Programme for Serving Headteachers LSH Leicestershire Secondary Headteachers LSSH Leicestershire Special School Headteachers MFL Modern Foreign Languages MidYis Middle Years Information System MT Management Team (Director/Assistant Directors) M&E Monitoring and Evaluation NATE National Association of Teachers of English NC National Curriculum NFER National Foundation for Educational Research NGFL National Grid for Learning NOF New Opportunities Fund NPQH National Professional Qualification for Headship NQT Newly Qualified Teacher NVQ National Vocational Qualification OFSTED Office for Standards in Education

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(A)

LEA targets for 2004

LEA name: LEICESTERSHIRE COUNTY COUNCIL

Proposed LEA Proposed LEA national target L4+ national target L5+ target Level target Level 4+ 5+

Key Stage 2 English 85% 87% 35% 37% Key Stage 2 mathematics 85% 86% 35% 36%

National LEA target target L5+ Level 5+ Key Stage 3 English 75% 79% Key Stage 3 mathematics 75% 82% Key Stage 3 science 70% 85% Key Stage 3 ICT 75% 78%

National LEA target target GCSE 5+ A*-C 4% points 60% above 2002 achievement GCSE 5+ A*-G including 92% 96% English and maths GCSE average point score N/A 45%

2002/3 2003/4 Reducing unauthorised Primary 0.1% Primary 0.1% absences Secondary 0.8% Secondary 0.8% Achievement of Children GCSEs GCSEs Leaving Care GNVQ 75% GNVQ 75% Filling Governor vacancies 92% 93%

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(B) TARGET SETTING

1. The information used to set school and LEA targets In addition to the data provided to all schools through the Autumn Package and the annual Performance and Assessment Report (PANDA), schools and colleges in Leicestershire receive a wide range of local data that enables schools to place themselves within a local context as well as a national context. This range of information informs the target setting process and enables schools to set targets that may be at pupil, cohort, subject or school level.

2. Achievement Analyses The indicators and analyses include: benchmarking of raw results, contextualised data, and true value-added data base on prior attainment. The analyses are of high validity and reliability and are mostly derived from pupil-level data using hierarchical modeling; they also give statistical significance measures. All analyses are accompanied by interpretative notes and guidance for use.

Schools currently receive from Leicestershire LEA: • ‘Signposts’ baseline scheme used as pupils join their first (non-nursery) school; • KS1 graphs showing achievement in tests and Teacher Assessment plus LEA benchmark graphs; • KS2 graphs showing achievement in tests and Teacher Assessment plus LEA benchmark graphs; • Year 4 and year 5 graphs showing achievement in optional national tests; • Year 2 to Year 9 graphs showing achievement in NFER –Nelson Reading Tests; • Primary school profiles giving LEA benchmarks in six size-categories for achievements, pupils/teacher data and finance; • Secondary school profiles giving LEA benchmarks in six size-categories for achievements, pupils/teacher data and finance; • KS3 graphs showing achievement in tests and Teacher Assessment plus LEA benchmark graphs; • GCSE school residuals contextualised against size of cohort, gender, FSM, and SEN; • GCSE core subject residuals for each school derived from matched pupil-level K3 levels; • GCSE core subject lines for each school derived from matched pupil-level K3 levels; • GCSE school graphs comparing each subject with all other GCSE subjects; • GCSE subject differences comparing each subject with all other GCSE subjects; • A/AS subject residuals for each school derived from matched pupil-level GCSE grades; • A/AS subject lines for the 15 most popular subjects derived from matched pupil- level GCSE grades; • Analysis of findings - Student Attitude Survey for Year 6 to Year 13.

Leicestershire LEA has encouraged the use of the Curriculum, Evaluation and Management Centre products, particularly Mid years information system (MidYis) and Year 11 information system (Yellis); all Leicestershire secondary schools are now involved in these schemes. Leicestershire has also encouraged schools to undertake annual testing in reading and mathematics using NFER-Nelson tests for Reading and Mathematics. This is now, however, in the process of being phased out.

The LEA uses information from its own statistical profile, an annual review of Ofsted reports and many of the above analyses in setting its own targets.

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3. Other Data Form 7 Review Cohort size Financial benchmarks Pupil/Teacher contextual benchmarks Attendance and exclusion benchmarks

4. Exclusion Analysis The Government's indicative target for permanent exclusions in Leicestershire for 2000-01 was 100 and for 2001-02 it is 95. Over the last two academic years the number of exclusions has been below this lower figure, being in the mid-eighties. Leicestershire will aim to retain or be below this level. In the Summer, 2000, the Secretary of State for Education changed the guidance on exclusions, allowing for issues that were contrary to a school's disciplinary code and reducing the LEA's ability to directly challenge exclusions. These changes have technically made it easier for schools to exclude. However, the rise from 83 (1999-00) to 84 exclusions in 2000-01 demonstrates that schools have retained a considered approach to the use of exclusions. This approach has been further consolidated at key stage 4 with increased use of the Student Support Service's Directions Programme, to prevent exclusion in year 11. The Government has already indicated that it will not be imposing new targets for exclusions, due to the current reduced levels nationally. However, the LEA like all other authorities will work towards delivering full-time education of 25 hours per week, for all pupils excluded for more than 15 days, from September 2002. Targets: • To retain the level of permanent exclusions at or below 85 per academic year. • To move towards the provision of full-time education, 25 hours per week, inline with the Government's directive, with effect from September 2002.

5. Unauthorised Absences Leicestershire's primary schools at 0.17% is below the national average of 0.5%. However, a small number of schools will receive increased input from the Education Welfare Service due to concerns about their particular level of unauthorised absence. The secondary average, at 1.25%, is 0.15% above the national average for secondary schools. Two years ago 24 secondary schools were allocated funding under Standards Fund: Social Inclusion with a target for reducing unauthorised absence. Only twelve schools remain within this targeted group and this process will continue through this and the next academic years. The secondary figure shows a rise for two main reasons: • A small percentage rise in schools recording low levels of unauthorised absence • Three schools have had particular difficulties with new forms of electronic registration resulting in inaccurate high returns to the DfES. Unfortunately, though re-submitted in one case, awareness came too late to correct the return.

The Primary target, at 0.1% is still realistic and challenging and, therefore, should remain.

The current Secondary target is extremely challenging but should remain, inline with the original Government initiative, though the current figure for unauthorised absence is 0.45% above our target level. Secondary 2002 - 03 at 0.8% 2003 - 04 at 0.8%

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6. Target for attainment of children in public care The LEA has agreed targets with the Social Services Department as they are established within the Government's Quality Protects initiative. These are as follows: • Proportion of GCSEs, at A - C is a ratio of 0.3. This is calculated from the percentage of looked after children, with 5 GCSEs at A-C, divided by children in the general population in that year group. This is inline with Quality Protects indicator 8. • The targets for the percentage of looked after children achieving **GCSEs at A - G is as follows: 2001-02 - 50% ) 2002-03 - 75% ) National targets under Quality Protects 2003-04 - 75% )

** Performance at one GCSE/GNVQ, measured on leaving care. In 2000-2001 Leicestershire had a return at 42%, which is above the national average of 37% and the same as the average for Shire authorities. This figure is particularly encouraging. Leicestershire has a relatively small number of children in public care and a significant percentage have severe learning difficulties.

7. The processes used to set school and LEA targets

Schools and colleges in Leicestershire receive a wide range of support for the target- setting process. The Advice and Inspection Service provides:

• a wide range of centrally organised courses and local briefings for all phases and types of schools; • conferences arranged in collaboration with Teacher Associations; • dedicated governor training; • workshops for special schools and units; • a 10+ forum for target setting; • ‘Target-setting Notebooks’, (which give a summary of requirements and associated advice).

The Advice and Inspection Service has also involved a wide range of schools in research projects aimed at developing a Leicestershire context for target setting, together with a range of resources, strategies and examples of good practice to promote effective target setting. This goes beyond statutory requirements and encourages schools to ensure that target setting influences classroom practice.

8. LEA Targets The DfES provided Leicestershire with Literacy, Numeracy and ICT at KS1,2 and 3 in addition to GCSE target ranges for 2004 (see page 1). These were discussed with the LEA’s EDP Advisor and the Regional Literacy and Numeracy Directors in October 2001. The meeting included representatives from all phases of schooling plus elected members. The LEA subsequently set local targets according to its own knowledge and analysis.

During each round of target setting the LEA has published ambitious LEA indicative targets and challenged schools to play their full part in responding to them. Literacy and Numeracy Strategy Manager visit schools where results differ significantly from planned targets.

9. The Link Adviser A key agent in the ensuing target setting process is the Link Adviser. The Link Advisers provide challenge and support (in inverse proportion to success) to enable schools to consider the full range of national, local and school data, to ensure that provisional targets are: Specific, Measurable, Achievable, Realistic and Time Related (SMART). Within this process, Link Advisers have promoted active staff and governor involvement.

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Schools have been required to discuss their provisional targets with their Link Advisers prior to gaining approval from the governors. Link Advisers have been able to draw on their knowledge of the schools to judge whether provisional targets are sufficiently challenging and realistic. If there have been any concerns, these have been registered with the schools and subsequent revisions have been requested.

The LEA has also established and publicised intervention procedures, should these be required. These fall within the guidance included in Circular 11/98 and the LEA Code of Practice. To date, it has not been necessary to call upon these procedures and the close match between LEA targets and aggregated school returns for 2002 is testimony to the quality or relationships and the procedures described above.

Termly monitoring of progress towards agreed targets is also accommodated through the Link Adviser programme of visits (12 hours per annum) and associated data analysis. Within the cycle of visits, schools are encouraged to reflect on the match between actual performance and school targets and to make necessary amendments to associated action plans.

10. The five stage target setting process used in Leicestershire

Pre visit to school (Desk Work) What Who When Agreement on what data Literacy and Numeracy By June analysis would be useful in Strategy Managers to present identifying schools that ideas to the Assistant Director could be considered more for discussion at advisers ambitious targets eg meeting. Schools that are D/E in 1998 and 1999 PANDA Schools that have weak action plans in 1998/99 Data analysis Link Advisers for own schools July/August Strategy Mangers for all schools Comparison of the data Development of target Strategy Managers and Link July/August setting note book to include Advisers guidance on translating numerical targets to curriculum. To ensure consistence of approach to discussions in schools Training session for all Link Principal Advisers/Strategy August Training Advisers Managers days

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Visit to schools

What Who When Visit 1 - discussion with Link Advisers and headteacher based on headteachers data and procedure in target setting notebook Targets discussed and Link Advisers By October half recorded including term reference to and deviation (upwards or downwards) that have come out of discussions with headteachers Identification of schools Individual Link Advisers As soon after half that will require additional term as possible support to meet targets. Support programme planned

The discussion with some headteachers, especially those who have not collated the data, can and does lead to quite challenging discussions especially if the target for the school is below that anticipated from the data available to the link adviser. A number of headteachers report that they find this process stressful and not supportive.

Deskwork What Who When Likely targets that schools Statistics Service By 5 November have provisionally Manager provided are aggregated to give early indications to see if LEA target will be met. Education SMT informed Assistant Director School November 5-12th of likely LEA aggregated Effectiveness target If discrepancy between Link Advisers and By November 12th aggregated targets and Principal Advisers LEA target schools are identified that have not set ‘challenging’ targets

This timescale is very tight and involves detailed discussions between Link Advisers Principal Adviser and The Assistant Director. This year, following the procedure above, our provisional aggregated target for Literacy and Numeracy was (until the Statistics team have analysed the individual school targets this figure will not be available). School targets agreed or schools identified for a second visit.

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Visit to a ‘small number’ of identified schools

What Who When Second visit to Link Adviser November 12 onwards identified schools. Link Advisers briefed of concerns and the need to look further at the schools proposed targets Final agreement with Link Adviser November 12 onwards schools of targets

The small number of headteachers involved in this second visit have reported that they find this process very stressful. A majority of these schools are schools we are concerned about with respect to levels of attainment.

Deskwork

What Who When Final aggregation of Alan Eales Before end of December targets Targets sent to DfEE Alan Eales 30 January LEA Literacy/Numeracy During 2001/2002 Literacy/Numeracy Strategy Managers Action Plan to support schools in meeting targets

11. How the school and LEA targets fit together/link between LEA and school targets

The LEA follows the national timescale for supporting schools and governing bodies in the setting of pupil performance targets. The targets set by governing bodies are then reviewed and, where necessary, challenged by LEA officers. This is undertaken as part of the autumn term link advisers’ visits. The LEA expects all schools to play their part in helping to meet the target agreed for the LEA. The LEA analyses the targets set for each school, together with the school’s performance in previous years, to inform its intervention programme. Schools receive visits from the LEA’s literacy and numeracy strategy managers when results differ significantly from the planned targets. Schools where trends over time are above the national rate of improvement receive letters of commendation from the Director of Education. Schools who set targets that are not realistic and challenging, despite intervention from LEA officers, receive a letter to that effect from the Director of Education.

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1. The Leicestershire LEA and County Council

In April 1999 the County Council embarked upon a new constitutional arrangement to comply with the Local Government Act 2000. The Constitution adopted on 11th April 2001 provides for the organisation below the full County Council to be shared between 3 arms: Executive; Regulatory and Overview and Scrutiny.

The Executive consists of 9 members, comprising the Leader and Cabinet.

Non executive functions are dealt with through a series of boards and committees: Development Control and Regulatory Board; Standards Committee; Constitution Committee; Pension Fund Management Board; 5 Overview and Scrutiny Committees: Scrutiny Commission; Education and Heritage; Health and Social Care; Planning and Environment; Finance.

Within this arrangement Education matters are determined by the County Council and Cabinet, and scrutinised by the Education and Heritage Scrutiny Committee.

The County Council consists of 54 Councilors. In the local government elections of June 2001, the Conservative Party assumed overall control, with 29 elected members, and now occupies all places in the Cabinet. Prior to the 2001 election Cabinet places were shared through a coalition arrangement between the Conservative and Liberal Democrat Parties.

Elected members in Leicestershire continue to maintain a vigilant and enthusiastic role in monitoring and evaluating the work of the Education Department.

The new Conservative administration has defined a number of education priorities both in its manifesto and in its emerging planning arrangements. These have been reflected in the proposals for the new Education Development Plan put to schools and colleges in the Autumn of 2001.

2. LEA OfSTED Inspection of 1998 The LEA was inspected by OfSTED in the Autumn of 1998 and received a largely favourable report. The inspection found that the LEA fulfils a number of important functions very well, services were co-ordinated in a highly effective way but at the same time flexibility was reserved to respond to new issues and initiatives. The Inspectors found that the LEA approach to school improvement showed the right emphasis and that the LEA was beginning to implement successfully its role in reinforcing the schools capacity to manage their own improvement, through its programme for school self evaluation and management. The inspection report claimed to illustrate that the LEA can and Does influence schools, although the Upper Schools less than the others, and even in this respect it has begun to “make progress”. EDP/EDPDraft1/SG 8 07.01.02 Document Pack Page 52

The recommendations from the inspection were developed into an action plan which was then subsumed into the Education Development Plan activities in 1999-2000. A number of the recommendations established links between the LEA’s performance and the Education Development Plan proposals.

The LEA has continued to monitor and evaluate its work carefully in the light of the key issues identified by the OfSTED report, and has worked hard to address the issues.

3. Leicestershire demographic and economic characteristics a) Population Leicestershire is predominately a rural county in central England. The urban areas are concentrated in market towns and the urban fringe of the City of Leicester. In 2001 the total population of the County was estimated as 612,000 an increase of 2.5% since 1996.

The school data in January 2001 shows 8% non-white pupils with around half being Indian. The other main groups are: Bangladeshi (0.5%), Pakistani (0.3%) Black African (0.3%), Black other (0.3%) and Chinese (0.3%). Although the percentages are small this gives, for example, nearly 400 Bangladeshi children in Leicestershire schools. The majority of the ethnic minority population is located in urban areas of the County and are principally living in towns such as Loughborough, Oadby and Thurmaston. b) Economic profile

The DETR Indices of Deprivation 2000 show that Leicestershire as a whole is not deprived. The district council areas are grouped and ranked (with a rank of 1 being most deprived, and 354 being the least). For Leicestershire this gives a range of ranks for Employment from 160 to 349; for Income from 150 to 344. There are, however, pockets of deprivation in a number of areas. (Source: DETR Indices of Deprivation 2000)

4. Children Looked After a) The LEA has now established Teachers for Looked After Children in all schools. A joint Education Department and Social Services Department training programme for Designated Teachers ran from January 2002 to September 2002. This is now being extended to Social Workers and Foster Carers. Through the Student Support Service, the LEA has now established a support network for Looked After Children in education. This is centred around the work of two new Specialist Education Welfare Officers who will work closely with schools, the Student Support Service, the Education Support Team for Looked After Children and the Area Offices of the Social Services Department. In addition, Personal Education Plans for Looked After Children are being phased in through the Review of Arrangements meetings.

5. Structure of LEA/School Provision

a) Summary of numbers of schools

i) Maintained Schools

There are 289 schools in the Authority. These consist of: 1 Nursery School 8 Infant Schools 6 Junior Schools 213 Primary Schools 36 High Schools EDP/EDPDraft1/SG 9 07.01.02 Document Pack Page 53

15 Upper Schools 3 11-19 School, and, 7 Special Schools

ii) Foundation/Community School Four schools in Leicestershire which were previously Grant Maintained have now become Foundation Schools. Of these, three are 10-14 High Schools and one is an 11-14 High School. No other school has opted for Foundation Status.

iii) Church Schools

There are 110 church schools distributed as follows:

CE CE RC Other (Controlled) (Aided) (Aided) (community) Primary 69 20 12 2 Secondary 3 0 2 2 Total 72 20 14 4

iv) Comprehensive Community Education

There have been no changes to the provision of Community Education in Leicestershire through Community Colleges and Community Centres. The authority retains 7 Primary Schools, 11 High Schools and 14 Upper Schools as designated Community Colleges or Community Centres in addition to 8 free standing Community Centres.

5b) Types of Schools

i) Leicestershire Maintained Schools Leicestershire schools are organised with pupils aged 4+/rising 5’s to 10+/11+ in primary schools; pupils aged 10+/11-14 in high schools; and pupils aged 14-19 mainly in upper schools.

Most of the primary schools are ‘all through’ schools but there are a small number of separate infant and junior schools. The Council has an objective to provide a common 4+ admission policy for all children.

There are three exceptions to the secondary pattern: there is one 11-19 school in Loughborough and two 11-19 community colleges which have an initial intake at 11+ and a further intake at 14+.

ii) Church and Other Voluntary Schools The County has a significant number of Anglican Aided and Controlled Schools (all in the Leicester Diocese) and Catholic Aided Schools (in the Nottingham Diocese). The LEA enjoys constructive working relationships with both of the Diocesan Authorities.

There are, in addition, three controlled primary schools and one controlled secondary school that are subject of historic, non-denominational Trusts. Thirty-eight percent of Leicestershire schools are voluntary controlled or aided.

EDP/EDPDraft1/SG 10 07.01.02 Document Pack Page 54 iii) Specialist Schools Nine Upper Schools have been designated as specialist schools. Of these one has Sports College status, two are Art Colleges and six are Technology Colleges. Other schools have expressed possible interest in submitting bids in the future, probably in conjunction with their feeder High Schools.

The Department had designated a Principal Advisor as a lead person in this area and has established a small advisory/support group on specialist schools. Schools seeking this status have received support from this group which includes specialist advisers. The group has defined criteria for assessing the level of LEA support for school submission. iv) Beacon Schools

Leicestershire currently has 3 schools with Beacon status. One of these is an independent Special School in Rutland. The two schools within Leicestershire are supported through regular visits from the designted LEA officer. Both schools are active in supporting teaching and learning in other local schools. The primary school with Beacon status, for example, is supporting teachers from a primary school in special measures with aspects of curriculum planning. The expertise is within these schools is being developed as part of the LEA's strategic management of diversity.

6) Percentage of primary school classes with fewer than 30 pupils

Form 7 Census - January 2001 82.6% of primary school classes are smaller than 31. (compared with 76.1% of primary school classes smaller than 31 in 1998)

Key Stage 1 Class Size Census – January 2001 95.2% of all Key Stage 1 children are in classes of 30 or fewer. (compared with 83.5% of all Key Stage 1 children in classes of 30 or fewer in 1998).

The local authority has worked closely with the DfES to carry out government policy that no class of Key Stage 1 children should contain more than 31 pupils by September 2001. Leicestershire will meet this objective.

7) Nature and take up of pre-school provision

4 Year Old Headcount – Summer 2001 (*PTE = part-time equivalent)

Type of Provision No. Pupils 1998 No. Pupils 2001 LEA Maintained Schools 5053 3380 Other Local Authority Provision 14 34 Private, voluntary & independent 1855 3235 provision Total 6922 6649

The reduction in LEA maintained school places and the increase in the private, voluntary and independent provision is due to the introduction of the Nursery Education Grant in 1997/98.

The main aim of the grant has given parents choice in where to send their children. This as can be seen in the table above, has been achieved.

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3 Year Old Headcount 2001

A great success this year has been the expansion of 3-year-old funding. 4,300 three year olds , which represents 63% of the three year olds in Leicestershire, have benefited from the Nursery Education Grant funding with more growth expected in the next few years.

8) Post-16 provision Number of Post 16 Pupils in Leicestershire LEA Schools, Autumn 2001

16+ 17+ 18+ 19+ Total Upper Schools 3154 2470 213 5 5842 11-18 Schools 512 416 22 5 955 Total 3666 2886 235 10 6797

Number of pupils aged 15+ in Leicestershire LEA Schools, Autumn 2001

15+ Upper Schools 6057 11-18 Schools 1077 Total 7134

Source: September Pupil Count 2001

9) Characteristics of the teaching force

Leicestershire employs a total force of 4869.9 full time equivalent teachers (FTE) in Primary and Secondary Schools. The figure, which is a 5.7% increase on the 1998 total, represents 277.9 FTE additional teachers.

There are also 69.7 FTE teachers in Special Schools and 80 Peripatetic Staff. Primary and Secondary Schools/Colleges are currently employing in the above a total of 61.9 Instructors.

Recruitment of teachers in Schools/Colleges is proving to be difficult across all age ranges and most specialisms. The difficulty of recruitment to teaching posts had reduced the availability of supply teachers and a number of Supply Agencies are now providing unqualified teachers from overseas.

10) School population characteristics for each of the main types of schools

a) Gender balance

2001 Number on Roll (Source: Form 7 2001):

Primary 51,231 High 22,714 (High and Middle Schools) Secondary 22,033 (11-18 and Upper) Special 458 Total 96,436

The table below includes full-time and part-time pupils. Each pupil whether full time or part time is recorded as “one”.

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Source: Form 7 2001. Boys Girls Primary 26,263 24,968 High 11,642 11,072 Secondary 11,279 10,754 Special 280 178 Total 49,464 46,972 b) Percentage of school pupils for whom English is an additional language, % split by Ethnic Origin, % eligible for free school meals (Source: Form 7 2001)

Percentage Primary Secondary Special

High Upper With English as a second 5.1 5.9 6.9 3.1 language White 92.8 91.2 90.7 92.9 Black Caribbean Heritage 0.1 0.1 0.2 0.0 Black African Heritage 0.3 0.1 0.3 0.2 Black Other 0.1 0.2 0.2 0.2 Indian 3.5 4.6 5.2 3.0 Pakistani 0.2 0.3 0.3 0.2 Bangladeshi 0.5 0.4 0.5 0.5 Chinese 0.3 0.2 0.4 0.2 Any Other Minority 2.1 2.6 2.2 2.8 Eligible for Free School Meals 7.8 7.9 5.8 21.5

11) Exclusion rates by phase, gender and ethnic grouping

Permanent exclusions issued in Leicestershire in the 2000/01 academic year (Source: Form 7 2001)

Permanent Exclusion numbers have risen slightly from the previous year’s total of 80. This follows reductions in exclusions over the previous four years in Leicestershire. The original DfEE target for lowering exclusions to 95 by 2001/02 was achieved by 1998/99. In 2000/01 there were 10 permanent exclusions from primary schools, (16 in 1999/00, 14 in 1998/99). There were two permanent exclusions from special schools (1 in 1999/2000, 4 in 1998/99). The gender ratio has moved once again towards boys, after some movement towards girls in 1998/99.

R Y1 Y2 Y3 Y4 Y5 Y6 Y7 Y8 Y9 Y10 Y11 Y12 Y13 Y 14 Total Total 0 1 0 0 0 3 6 11 21 18 10 10 1 4 0 85

The gender ratio for permanent exclusions in Leicestershire in 2000 was as follows:

Number Percentage Boys 70 82.4% Girls 15 17.6%

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The analysis of permanent exclusions in Leicestershire for 2000/01 by ethnicity is as follows, with previous figures for comparison:

1999/00 2000/01 Ethnic Origin Actual % Actual % Number Number White 78 97.5 79 92.9 Black African 0 0 0 0 Black Caribbean 0 0 0 0 Black Other 0 0 0 0 Bangladeshi 0 0 0 0 Indian 0 0 2 2.4 Pakistani 0 0 1 1.2 Mixed Parentage 0 0 2 2.4 Other 2 2.5 1 1.2 Total 80 --- 85 ---

12) Unauthorised absence rates by phase

Pupil absence in maintained schools in Leicestershire, 2000/01 school year (Source DfEE) Number of day % of half days Average number pupils of missed of half days compulsory missed per school age absent pupil Primary 45,637 017 7.54 Secondary 36,903 1.25 15.83 Special 378 0.65 13.25 Total 82,918 0.65 13.73

13) Pupil mobility

Admissions Withdrawals Spring 2001 NOR Total 2,736 2,872 96,436

Source: Pupil Turbulence Report – 2000/01 Form 7 20012001 Notes: The above table includes the number of pupils joining or leaving schools other than at normal admission or transfer times. The figures may be an over-estimate, because they are based on the date when the pupils were added to the Pupil Database. This date may be a month or so after the actual admission date and therefore some pupils admitted ‘normally’ may be counted in error.

14) Number and percentage of pupils with statements of SEN, current and three year trend Number and percentage of children with Statements Spring 2001 was 2800 pupils, ie 2.9% of population.

3 year trend 1999 2000 2001 2693 (2.9%) 2748 (2.9%) 2800 (2.9%)

13% of children with statements attend special schools. EDP/EDPDraft1/SG 14 07.01.02 Document Pack Page 58

a) Number and percentage of pupils with SEN but without statements

Number and percentage of pupils with SEN without Statements (Source: Form 7 census 2001)

Primary 51231 - at stages 1 - 5 9140 (17.8%) Secondary 44745 - at stages 1 - 5 6001 (13.4%)

Note: These figures include all pupils attending Leicestershire schools but excludes Leicestershire pupils attending other LEA schools.

15) Number of schools over and under subscribed A method to estimate over subscription of schools is the number of schools which experience admission appeals each year. As catchment pupils have right of admission the number of oversubscribed schools given by appeals is likely to be an underestimate.

Number of Schools experiencing appeals Phase: Primary Middle Secondary 1999/00 37 3 1

Source: Form 7 Census Jan 2001 a) Analysis of surplus/deficit places in primary schools

From data collected in Spring 2001, the 5 year forecast for number on roll is set against the latest capacity (MOE). 30 surplus or deficit places in the next 5 years has been used in this analysis. An allowance has been made for changes in admission of 4+ pupils.

% 30+ Surplus Places 18.5 30 Surplus to 30 Deficit Places 68.7 Over 30 Deficit Places 12.8 Total (excludes Nursery) 100

A large number of schools in the rural areas are considered small by the DfEE definition. Fluctuations year by year in an age cohort have a disproportionate effect on the data for over or under subscription of the school. The LEA has developed a Small Schools Policy to address the specific needs of this type of school. b) Analysis of surplus/deficit places in secondary schools

From data collected in Spring 2001, the number on roll is set against the latest capacity (MOE). A cut-off at 50 places was used as secondary schools are generally large, often 500 places or more.

% 50+ Surplus Places 37.7 50 Surplus to 50 Deficit Places 37.7 Over 50 Deficit Places 24.6 Total 100

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(D) AN EVALUATION OF THE EFFECTIVENESS OF THE EDP1 1. EDP Targets

KS2 TARGETS FOR ACADEMIC YEAR ACTUAL TARGETS 1999/2000 2000/2001 2001/2002 1998/1999 1999/2000 2000/2001 English 71.7 80 85 73 78 78

Maths 72.2 76 80 71 74 73

GCSE/GNVQ TARGETS FOR ACADEMIC YEAR ACTUAL TARGETS 1999/2000 2000/2001 2001/2002 1998/1999 1999/2000 2000/2001 5+ grades A-C 50.9 53 54 49 48.4 49.6

1+ grades A-G 95.6 97 98 97 95.7 96.6

Average point 39 39 39 38 38.6 39.1 score

2. Targets for reducing permanent exclusions and unauthorised absence

TARGETS FOR ACADEMIC ACTUAL TARGETS

1999/ 2000/ 2001/ 1998/ 1999/ 2000/ 2000 2001 2002 1999 2000 2001 PERMANENT Target number of EXCLUSIONS permanent exclusions per year (1999-2002)

Indicative targets for each 105 100 95 90 82 year

UNAUTHORISED ABSENCE

Primary % half days missed 0.09% 0.08% 0.07% 0.13% 0.16% Schools (including middle deemed primary schools)

Secondary % half days missed 0.95% 0.80% 0.70% 1.04% 1.21% Schools (including middle deemed secondary schools)

The EDP is monitored and evaluated on an ongoing basis as identified in Annex 4 – The Strategy for Monitoring, Evaluating and Review of the Plan.

Presentation and written reports are made to the Education Development Plan Liaison Group (Headteachers, Union representatives, Officers with lead responsibilities of EDP Priorities or Activities, Assistant Director for School/College Effectiveness and the Director of Education, who Chairs the group) by Lead Officers for each Priority and Activity. The EDP Liaison Group meet on a half termly basis.

Six monthly reports are made to the Senior Management Team in the Education Department and yearly reports are presented to Cabinet and Education and Heritage Scrutiny Committee. The Progress Report 1999-2000 is attached for information.

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3. Attainment at the End of Key Stage 2

Over the last five years in Leicestershire, attainment has risen significantly in all subjects. Since 1997, Level 4 and above English attainment has risen by 14%, mathematics by 8% and science by 15%. In 2000 and 2001, Leicestershire remained above its Statistical Neighbours and National results in all three subjects.

This year, there has been a small dip (2%) in the percentage of pupils attaining Level 4 and above in reading. However, almost 90% continue to reach the expected levels, with over half of the girls and nearly 40% of boys attaining Level 5. Reading percentages are well above the targets set by the DfES for English for 2001 (80%) and 2002 (85%). Writing results show some improvement since last year. 60% of pupils now meet the national expectation of Level 4 and above. Although results of both boys and girls have improved, there continues to be a gap of 15% between them. This improvement is not reflected in the overall English levels due to the slight dip in reading.

The 78% of pupils achieving Level 4 and above in English indicate the LEA is 2% short of its literacy target for 2001 (80%) and 7% short of the 85% target set by the DfES for 2002.

The 73% of pupils attaining Level 4 and above in mathematics represents a slight drop compared to 74% achieved last year. However, there has been a slight improvement (1%) in percentages of pupils achieving Level 5 and above. Attainment of boys and girls is very similar, with slightly more boys attaining Level 5 and Level 6.

The results are 2% short of the numeracy target set for 2001 (75%) and 6% short of the 80% target set by the DfES for 2002.

Science results have continued the improvement of previous years. Almost 90% of both boys and girls achieved Level 4 and above and 35% attained Level 5 and above.

Test/task Leics Stat National Leics Stat National Neigh Neigh English Level 4+ as % Level 5+ as % 1997 65.8 65.5 63.2 16.1 16.2 15.3 1998 66.7 66.1 64.8 16.7 17.3 16.8 1999 73.4 72.1 70.4 21 22.1 21.5 2000 77.9 76.6 75 29.4 29.3 28.1 2001 77.9 75.5 75 29 N/A 28

Test/task Leics Stat National Leics Stat National Neigh Neigh Mathematics Level 4+ as % Level 5+ as % 1997 65.3 64.2 62 18.1 18.4 17.6 1998 62.5 60.1 58.5 17 16.5 16.1 1999 71 70.4 69 23.7 23.7 23.2 2000 74 73.1 71.7 25.1 24.8 24.3 2001 72.9 70.7 71 26 N/A 24

Test/task Leics Stat National Leics Stat National Neigh Neigh Science Level 4+ as % Level 5+ as % 1997 73.6 70.9 68.8 19.6 18.9 18.3 1998 74.7 71.7 69.3 17.6 16.1 15.6 1999 81.9 80.9 78.5 28 27.9 26.9 2000 88.4 86.5 85.1 35.2 34.2 34.1 2001 89.4 88.2 87 35 N/A 33

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4. Attainment at the End of Key Stage 4

Leicestershire continues to make steady progress in the percentage of pupils attaining 5A*- C and 1A*-C. Since 1997, Leicestershire has improved its 5A*-C grades by 4.9%, while National results have improved by 3.9% and improved its 1A*-C grades by 2%, Statistical Neighbours by 0.8%. In 2000, Leicestershire were 2.5% above National results for 5A*-C and 1.1% above National results for 1A*-C. However, in 2000, our Statistical Neighbours were 2.4% better for 5A*-C and 0.6% better for 1A*-C. No comparative results are yet available for 2001 Statistical Neighbours.

The Average point score continued to improve in line with National trends from 1997 to 2000. However, in 2001, Leicestershire is 2.5% above National results. However, in 2000, our Statistical Neighbours were 1.4% better than Leicestershire. No comparative results are yet available for 2001 Statistical Neighbours.

It is significant to note that 13 out of 18 schools maintained or improved their performance, while the performance of two colleges fell significantly. The LEA is short of its 5A*-C target for 2001 by 3% and 4% short of its 2002 target.

5A*-C Leics Stat National Neigh 1997 44.9 46.5 43.3 1998 46.1 48.1 44.7 1999 48.4 49.9 46.6 2000 48.4 50.8 47.8 2001 49.8 N/A 47.3

1A*-C Leics Stat National Neigh 1997 93.9 95.2 94 1998 94.9 96 95.2 1999 96.3 96.7 95.8 2000 95.7 96.3 95.8 2001 95.9 N/A 94.8

Ave Pt Leics Stat National Score Neigh 1997 36.1 37.1 35.6 1998 36.6 38.4 36.8 1999 38.3 39.6 38 2000 38.6 40 38.6 2001 39.3 N/A 36.8

Although the SATs at Key Stage 1, Key Stage 3 and Post 16 were not part of the nationally agreed targets raising levels of achievement in these areas were also integral part of the success implementation of the EDP.

5. Attainment at the End of Key Stage 1

Over the last five years in Leicestershire, attainment has risen steadily in all subjects. Since 1997, Level 2 and above reading attainment has risen by 3.2%, writing by 4.5% and mathematics by 5.5%. In 2000, Leicestershire remained above its Statistical Neighbours and National results in all three subjects. In 2001, Leicestershire continues this trend against National outcomes. Statistical Neighbour results are not yet available for 2001. For more able pupils - those pupils achieving Level 3 and above, attainment has risen steadily also. Since 1997, reading attainment has risen by 2.1%, writing by 1.3% and EDP/EDPDraft1/SG 18 07.01.02 Document Pack Page 62

mathematics by 7.1%. This has kept in line with Statistical Neighbours for reading and mathematics and remained above National results for all three subjects.

This year, reading attainment has improved slightly with 27% of boys and 33% of girls achieving Level 3 and above. There has also been a reduction in the percentage of boys failing to meet the National expectation.

The gap between higher attaining boys and girls has widened in writing. The percentage of girls achieving Level 3 has risen to 12% whereas the percentage of boys is 5%. However, 55% of boys are now meeting the national expectation in writing compared to 52% last year. Performance in Spelling has improved for both boys and girls. Percentages of pupils achieving Level 3 have risen to 21%, boys and 26%, girls.

The number of boys achieving Level 3 and above in mathematics has risen by 5% to 33%, which is 7% more than girls.

Test/task Leics Stat National Leics Stat National Neigh Neigh Reading Level 2+ as % Level 3+ as % 1997 82.3 81.9 80.1 27.9 27.8 26.1 1998 82.5 81.9 80.1 28 28 26.1 1999 84.5 84.1 82.1 31.1 31.1 29.2 2000 85.2 84.8 83.8 29.4 30 27.7 2001 85.4 N/A 84 30 N/A N/A

Test/task Leics Stat National Leics Stat National Neigh Neigh Writing Level 2+ as % Level 3+ as % 1997 82.4 82.4 80.4 6.7 6.6 5.9 1998 85.1 83.2 81.4 7.2 8.1 6.8 1999 86.1 85 83.2 8.8 9.6 8 2000 86.9 85.8 84.9 8.8 10.4 8.7 2001 87.1 N/A 86 8 N/A N/A

Test/task Leics Stat National Leics Stat National Neigh Neigh Mathematics Level 2+ as % Level 3+ as % 1997 86.9 85.4 83.7 21.9 20.4 20.1 1998 88.6 85.9 84.8 20.4 19.5 18.8 1999 90.6 88.6 87.2 22.5 22.1 21.2 2000 92.8 90.6 90.2 26.8 26.3 25.1 2001 92.4 N/A 91 29 N/A N/A

6. Attainment at the End of Key Stage 3

Over the last five years in Leicestershire, attainment has risen steadily in all subjects. Since 1997, Level 5 and above English attainment has risen by 9%, mathematics by 7% and science by 6%. Leicestershire has remained well above its Statistical Neighbours and National results in all three subjects.

In English, as last year, many schools are requesting remarking of scripts and therefore, the overall LEA picture may change. Currently, the percentage of pupils attaining Level 5 and above remains as last year at 72% and the percentage of pupils gaining Level 6 and above has risen 2% to 34%. There have been some improvements in boys’ results though girls’ attainment remains higher by 15%. EDP/EDPDraft1/SG 19 07.01.02 Document Pack Page 63

Attainment in mathematics at both Level 5 and above and Level 6 and above shows a 2% improvement since last year with boys gaining 2% and girls 4%.

The science results again make improvements this year, with 8% more attaining Level 5 and above and 8% attaining Level 6 and above. Almost 80% of pupils attained Level 5 and above and 12% of pupils attained Level 7 and above this year compared to 7% last year.

This year teachers are required to award a National Curriculum Level in all foundation subjects.

In Design, standards of attainment remain similar to last year, with a 3% increase in the number of pupils achieving Level 6 and above. Girls continue to perform better than boys, with 17% more girls than boys attaining Level 5 and above. The 80% of pupils attaining Level 5 and above is the highest percentage of all foundation subjects. 47% achieved Level 6 and above.

Standards of attainment in Geography remain very similar to last year, with 1% more pupils attaining Level 5 and above, but 3% less attaining Level 6 and above. 10% of pupils attained Level 7 and 8. 12% more girls than boys attained Level 5 and above. Overall, 82% achieved Level 5 and above and 40% attained Level 6 and above. Attainment in History is similar to Geography. Slightly more (36% compared to 34%) attained Level 6 and above in History and Geography, the highest percentage for Level 6 for the foundation subjects. The percentage attaining Level 5 and above is 76%, 2% higher than in 2000. 12% more girls than boys attained Level 5 and above.

Standards in Information and Communication Technology have risen slightly this year. 76% attained Level 5 and above compared to 74% in 2000, 28% attaining Level 6 and above. Girls outperform boys at Level 5 and above and by 4% at Level 6 and above.

In 2000, the National Expected level for Modern Languages was Level 4. 80% of pupils attained this level. In 2001, the expected level became Level 5 in line with all other subjects at Key Stage 3. Although 64% of pupils attained Level 5 and above, 19% more girls than boys attained this level.

2001 is the first year teachers are required to award a National Curriculum Level to Art, Music and Physical Education.

79% of pupils attained Level 5 and above in Art. 20% more girls than boys attained Level 5 and above – the largest attainment gap of all foundation subjects. 33% attained Level 6 and above.

In music, 72% of girls and 58% of boys achieved Level 5 and above this year giving an overall average of 64%. 23% attained Level 6 and above.

Physical Education is the only foundation subject in which boys attainment is higher than girls, with 4% more boys attaining Level 5 and above. Overall, 76% of pupils attained Level 5 and above and 28% attained Level 6 and above.

Test/task Leics Stat National Leics Stat National Neigh Neigh English Level 5+ as % Level 6+ as % 1997 62.7 59.4 56.6 23.4 22.9 22.7 1998 74.4 66.9 65.2 39.4 35.4 34.7 1999 72.5 65.8 63.4 34.7 28 27.7 2000 71.5 66.6 64.1 31.6 29.9 28.9 2001 72 66.3 64 34 N/A 32 EDP/EDPDraft1/SG 20 07.01.02 Document Pack Page 64

Test/task Leics Stat National Leics Stat National Neigh Neigh Mathematics Level 5+ as % Level 6+ as % 1997 69.5 65.4 60.7 42.9 40.7 37.1 1998 68.7 64 59.9 48.8 38,7 35.8 1999 71.8 66.8 62.1 44.2 41 37.9 2000 74.5 69.3 65.5 48.8 44.3 41.2 2001 76.5 69.2 66 52 N/A 43

Test/task Leics Stat National Leics Stat National Neigh Neigh Science Level 5+ as % Level 6+ as % 1997 73.5 66.1 60.8 39.5 32.6 29.2 1998 68 60.6 56.5 34.1 29.2 27.2 1999 66.4 59.3 54.8 30.7 25.6 24 2000 71.5 64.8 60.1 38.2 32.3 29.6 2001 79.5 70.4 66 46 N/A 34

Foundation Subjects 2001 Level 5+ as % Level 6+ as % Art 79 33 Design 80 35 Geography 76 34 History 76 36 ICT 76 28 Languages 64 25 Music 64 23 PE 76 28

7. Attainment for Post 16

For Post 16, National attainment for 18/19 year olds is measured in terms of A/AS level/Advanced GNVQ and Average Point Score for those pupils taking at least 2 A Levels/AS.

Since 1997, Leicestershire’s average point score has risen steadily by 0.3%. However, national results have risen by 1% and Statistical Neighbours by 0.8%.

Fewer pupils took less than two A Levels in 2000 as compared to Statistical Neighbours and National results.

In 2000, the number of pupils taking Advanced GNVQ was in line with National trends but 0.7% below Statistical Neighbours.

2 or more Leics Stat National A Levels Neigh Average Point Score 1997 16.9 17.6 17.1 1998 17 17.9 17.6 1999 17.6 18.1 17.9 2000 17.3 18.4 18.2 2001 17.2 N/A N/A

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Less than Leics Stat National 2 A Neigh Levels Percentage of pupils 1997 2.6 2.5 2.7 1998 2.2 2.6 2.8 1999 2.6 2.5 2.8 2000 2.0 2.6 2.7 2001 N/A N/A N/A

Advanced Leics Stat National GNVQ Neigh Percentage of pupils 1998 10.7 10.9 10.9 1999 10.2 10.5 10.2 2000 10.7 11.4 10.8 2001 N/A N/A N/A

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(E) SUPPORTING SCHOOL SELF-EVALUATION AND REVIEW

This has been a key aspect of the work of the Advice and Inspection Service. The Link Adviser/Inspector’s visits to schools is a Joint Evaluation of School Effectiveness strategy, based on the Ofsted Judgements recording form.

The LEA is an accredited provider of the Ofsted self-evaluation course. This course has now been delivered to over 189 schools. The course has been tailored to meet the needs of all phases and types of school, including small schools and special schools. All special schools have taken part in the course. Elements from the course have been developed into courses for the use with individual schools with specific identified needs.

Investors in People programme has a very strong focus on school self- evaluation. The Advice and Inspection Service is the recognised provider for schools aiming to achieve Investors status. 65 Leicestershire schools have already achieved Investors in People status, 88 are currently on the programme, with a further 45 starting in September 2002.

Analysis of the Ofsted reports, PANDA and the department’s Joint Evaluation Strategy shows a marked improvement in those schools identified as good or very good in this aspect.

1. Improving the quality of teaching

Since the last inspection of the LEA and the agreement of the present EDP the analysis of Ofsted reports indicate that there has been a marked improvement in the quality of teaching:

• In Primary schools the percentage of unsatisfactory teaching reduced from 11% to 2% • In Secondary schools the percentage of unsatisfactory teaching reduced from 13% to 0%.

Standards in teaching overall has improved however, this will continue to be a focus of our work to ensure that we at least stay in line with our Statistical Neighbours but our target is to be within the top quartile of LEAs.

Focused support is provided for NQT with a wide range of support provided for Literacy, Numeracy and ICT. Courses are provided for all teachers through Literacy/Numeracy and other subjects identifying good quality teaching. A network of 22 Associate English Teachers and 20 Leading Mathematics Teachers, each year, have provided support for over 900 teachers. They provide demonstration lessons and support new co-ordinators in their management role. They also lead practical workshop sessions with NQTs, teachers and trainees, developing approaches and resources for use in the classroom. This has been identified as good practice by the Regional Directors.

2. Improving the quality of school leadership and management.

Improving leadership and management have been priorities in both the first EDP and Ofsted action plan. A management development reference group comprising LEA officers and headteachers has worked in partnership to guide and monitor work against this priority. Key activities to support improvement have been: 23 Document Pack Page 67

• Publication of an LEA policy for leadership and management development; • Publication of guidelines and good practice on school development planning; • A programme of professional development opportunities for senior and middle managers; • Support for headteacher and assistant headteacher management development programmes; • Headteacher induction programme; • Developing links with other providers and partners for example with higher education and regional performance management providers; • Strengthening the Link Adviser programme to focus on the quality of and support for leadership and management; • A SRAS programme to identify and support all schools where leadership and management is a weakness.

The impact of the LEA’s activities is evaluated through the analysis of Ofsted reports, the LEA statistical profile and Joint Evaluations of School Effectiveness strategy. The most recent statistical profile for the LEA showed that there is a faster rate of improvement in both primary and secondary schools compared with schools nationally and with schools in similar LEAs. In the last monitoring year, 85% of judgements made by Ofsted and through joint evaluations were satisfactory or better, which is good progress towards the targets in the first EDP and Ofsted action plan.

3. Raising standards for under-achieving pupils

Raising standards for underachieving groups of pupils has been a major priority in first Educational Development Plan and OFSTED action plan. LEA Officers working in partnership with schools and colleges have delivered key improvement activities. These include:-

• Development and implementation of: • the Literacy Strategy; • the Numeracy Strategy; • the Behaviour Support Plan; • the Special Educational Need Development Plan; • the More and Very Able Pupil Plan; • Support for pupils for whom English is an Additional Language; • Development of rigorous analysis systems to support LEA/school interrogation of data; • Support for continuity and progression at points of transfer through for example, the development of curriculum materials and production of induction and transfer record guidance; • Specific curriculum support for subjects where weaknesses have been identified, for example RE, ICT; • Implementation of the LEA/School Code of Practice through the Link Adviser programme.

All activities are monitored for impact by Strategy Managers, Principal Advisers and Headteacher Reference Groups through OFSTED report analysis, the LEA Statistical Profile and the Joint Evaluation of School Effectiveness strategy. Clear improvement trends can be noted in all aspects of raising standards for under-achieving pupils.

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4. Dissemination of good practice

The LEA has a range of strategies in place to support the dissemination of good practice. The Advanced Skills Teachers programme, the Specialist Schools programme and the Beacon Schools programme all contribute to this process. Key activities to support developments in this area include:

• Regular publications to support good practice – latest publications relate to good practice in ICT, Citizenship, Multicultural and anti-racist education, teaching and learning case studies and the teaching of calculation in primary schools. • Cohorts of leading teachers whose work includes the dissemination of good practice in numeracy, literacy and Early Years. • Individual projects with family of schools (Development Groups) groupings shared across al Development Groups • Link advisers with lead professional roles monitor the quality of education within their own specialist areas and have an overview of where practice is good or better. This information is then used to support other schools as appropriate.

All the above are explored in great detail in the document produced by the LEA – Analysis of Data Relating to the Effectiveness of the Schools in Leicestershire. A summary of the document was provided for Cabinet, Heritage and Education Scrutiny Committee and circulated to all schools. A detailed analysis has been provided for Cabinet and is available in the Cabinet offices for reference.

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(F) AUDIT OF LEA AND SCHOOL PERFORMANCE

During each year the Education Department audits school and LEA performance and draws on a wide range of sources of information to determine future priorities.

This same cycle of monitoring and evaluation is used to: • Disseminate findings to schools, Officers, Advisers, Members through reports, presentations etc; • Inform departmental planning and determine priorities and action.

This year, the same cycle has been drawn on to inform this Education Department Plan. (See Annex 4 Strategy for Monitoring, Evaluating and Reviewing the Plan)

1. Self review process The information considered includes: • Panda and other data analysis relating to standards of achievement, progress and other aspects of school and LEA performance. • Analysis of the LEA annual monitoring and evaluation agenda which is undertaken with each school through the Link Adviser programme of visits. This agenda focuses on aspects of leadership and management, statutory duties placed on schools and is used to determine school development planning priorities. • Analysis of all Ofsted inspection reports and action plans. • Scrutiny of SRAS (Schools Requiring Additional Support) action plans with the LEA. • Individual LEA Services self monitoring and evaluation outcomes. • Consultation with schools is also regular and structured via: the Leicestershire Association of Secondary Headteachers, initiative focused specific consultation exercises, Director’s meetings with headteachers, Link Officers and Development Groups, joint task groups and documented consultation. The outcomes of these processes have also been used as a valuable source of information.

2. Factual evidence collected In addition to centrally provided data, such as Panda and QCA benchmarks, Leicestershire LEA receives a variety of indicators from the analysis of school and pupil level data.

The indicators and analyses include: benchmarking of raw results, contextualised data, and true value added data based on prior attainment. The analyses are of high validity and reliability and are mostly derived from pupil-level data using hierarchical modeling; they also give statistical significance measures.

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The LEA currently receive from Leicestershire schools:

• ‘Signposts’ baseline data • KS1 National Curriculum test and LEA benchmark data • KS2 National Curriculum test and benchmark data • KS2 school residual information relating to gender, FSM, SEN and EAL • Primary school profiling information including, LEA pupil, teacher and finance data • Secondary school profiling information, including, LEA pupil, teacher and finance data • KS3 National Curriculum test results plus LEA benchmark data • KS3 school residuals information for each core subject including: gender, FSM, SEN and EAL • GCSE school residual data including: size of cohort, gender, FSM and SEN • GCSE core subject residual data for each school • Data for all other GCSE subjects • A/AS subject residual data for each school • A/AS subject data.

Leicestershire LEA is also encouraging and subsidising the use of the Curriculum, Education and Management Centre products, particularly MidYis and Yellis; the majority of Leicestershire secondary schools are now involved in these schemes. Leicestershire is also encouraging, and offering to schools at discounted rates, NFER-Nelson tests for Reading and promoting the use of optional QCA mathematics testing. This is increasingly providing data about standards and progress across Key Stages. In addition the LEA draws on other data, including: • Form 7 returns • Cohort size analysis • Financial benchmarks • Pupil/teacher contextual benchmarks • Attendance and exclusion benchmarks.

Central agencies provide School Pandas, QCA benchmark tables and Ofsted reports. The LEA uses its Panda, the ongoing review of individual Ofsted reports and much of the above analyses, in setting its own targets.

The annual monitoring agenda, covered through the Link Adviser visiting programme, includes additional information about:

• National Curriculum implementation • Use of assessment • Self monitoring and evaluation • School Development Planning • Target Setting • SEN provision • Appraisal

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3. Public satisfaction An Education Services User Group has been in place since 1993. This Group consists of representatives from Teacher Associations, Headteacher Associations, Governors, Parents and Departmental Services. It acts as a consumer group advising and commenting upon service quality. The group produces an annual survey of customer satisfaction. The User Group and Departmental representatives developed a new framework for the Monitoring/Evaluation of LEA Services. This is now in place. In addition, the Parent Officer receives feedback directly from parents and members of the public. This is processed and communicated to the appropriate part of the Service.

4. A statement of audit of LEA strengths and weaknesses and school performance in each of the five national priority areas

(Information on pages 17-23 should also be taken in to account when reading this section)

The following considers the main issues arising from the Joint Evaluation of School Effectiveness (Link Adviser School Visit Agenda based on Self Evaluation and Challenge) under three broad headings:-

• Educational Standards • Quality of Teaching • Leadership and Management

The analysis of the Ofsted Report and the PANDA Analysis are used to support or otherwise the Judgements

5. Educational standards achieved

Primary • Overall, the picture remains positive with the majority of schools judging their work to be good or very good in most aspects. • The majority of schools continue to judge their standards attainment in the core subjects of English, mathematics and science, to be good or better. ICT remains relatively weak. • Overall, standards of attainment in the foundation subjects are improving. Most subjects are judged good or better. However, Design and Technology is comparatively weaker. • Standards of Behaviour and Attendance Rates are very good.

Secondary High Schools • There is relatively little change in English and Mathematics. A significant number are still concerned to improve progress in these subjects, reflecting the continuing impact of high expectations for schools to reach high targets for literacy and numeracy.

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• There is some improvement in science, though it remains an area for development in several schools. • The most significant change is in ICT, where the number of schools regarding this as an area of weakness has fallen, although one in five schools still have ICT as a relative weakness and many other schools still have ICT as a priority for improvement. • The changes may reflect the impact of the National Grid for Learning (NGFL) and ICT training for teachers provided through the New Opportunities Fund (NOF). • RE continues to cause concern.

Upper Schools • The pattern of responses shows that English is regarded as the strongest subject by upper schools. • The number having mathematics and science as a priority reflects the number of schools where those core subjects are a relative weakness at GCSE. • ICT is shown to be an area for development in many schools as NGFL and NOF initiatives are being implemented. • Upper school self-evaluation judgements about Religious Education are not in line with other evidence. OFSTED reports highlight that many upper schools do not provide the full statutory entitlement, even where standards in GCSE Religious Studies are good for smaller numbers of pupils. However, RE is rarely a high priority for upper schools. • Behaviour is good or very good in three quarters of schools, and never a serious cause for concern.

Special Schools • Implementation of National Literacy Strategy is a strength. • Progress made by pupils is a strength. • Provision for some subjects, particularly D&T, Science and P.E. need to be developed.

6. Main areas of Improvement in educational standards

Primary – ICT, Design and Technology and RE (Ofsted analysis has shown a marked improvement in RE from last year).

Secondary - English, Mathematics, Science, ICT, MFL, D&T (The analysis of Ofsted reports and the PANDA shows that Maths, ICT, RE, DT and MFL are in need of improvement at both KS3 and KS4 ).

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7. Quality of teaching

Primary • The quality of teaching remains good or better in the majority of schools. • Many headteachers and their senior managers have increased their monitoring of teaching and become more rigorous in their analysis of its quality. • Almost three quarters of teaching is judged to be good or better. However, a quarter of schools continue to judge that the quality of teaching requires further improvement. This year, difficulties of recruiting and retaining suitable staff has had a significant impact. • In a significant minority of schools, the lack of permanent and/or experienced staff has affected the overall quality of teaching judgement.

Secondary High • The overall teaching evaluation has not changed significantly since last year. Although relatively few high schools identify teaching as an area for improvement, the relatively low proportion of very good teaching reflects the OFSTED findings, and improving teaching remains a priority for most schools and the LEA. • Those schools where improvement is required are already identified through OFSTED inspections, and are receiving substantial additional support through standards funds. • The other teaching judgements, and the impact of teaching on pupils’ progress, are evaluated for the first time. The pattern is similar to that for the overall teaching evaluation, in that, though there are few weak schools, but there is not enough very good teaching. • The high proportion of schools identifying teaching in literacy as an area for improvement is an indication that many schools are keen to set and reach demanding targets.

Upper Schools • Overall, the quality of teaching in upper schools is good, and the self- evaluation confirms what is known through OFSTED reports. However, it is good that improvements in teaching are recognised as important by schools even where there are no absolute weaknesses. • Those schools where some or substantial improvement in teaching is required have been identified and are being supported through SRAS and the Key Stage 4 intervention strategy agreed by members. • The self-evaluation highlights the fact that few upper schools judge teaching to be very good. This reflects what is known from OFSTED reports. Many upper schools have teaching as a development priority to move the good to the very good.

Special Schools • Teaching is good overall, and helps pupils make good progress • Not enough very good teaching.

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8. Main Areas for Improvement in the Quality of Teaching

Primary and Secondary – increasing the number of Good lessons to Very Good – PANDA and Ofsted analysis show that there has been a significant improvement in the percentage of good lessons and a reduction of poor lessons but we still have a lower percentage of very good lessons when compared to our Statistical neighbours.

9. Management and Efficiency

Primary • The leadership and management in the majority of schools continues to be judged as good or very good. • More schools judge their leadership and management to be very good and less require some improvement. • Overall, 83% are good or better, an improvement of 9%, while 26% are very good, an improvement of 13%. • 89% of headteachers now provide good or better clear educational direction and 86% implement their school aims, values and policies well or very well. • The vast majority of schools, 93%, provide good financial planning and control. • Significant improvements have been made in the support and monitoring of teaching and curriculum development and in development planning. • This year, schools have reported separately on the role of the governing body and staffing. Over three quarters of schools judge the work of the governing body to be good or better However, 22% have identified that it requires some improvement and 2% require substantial improvement. This could indicate the increased complexity of governors’ roles. • The majority of schools are adequately staffed, but a significant number, 18%, judge a need for improvement. This again, places emphasis on the recruitment and retention issues facing all schools.

Secondary • The overall pattern in the evaluation of management is good, with a significant trend for improvement since last year, matching that found in the analysis of OFSTED reports. • The improvement in how well schools monitor and evaluate their own performance is particularly significant, and reflects the considerable work done by schools in partnership with the LEA to improve this aspect of work, and carry out the expectations for schools to be self-evaluating institutions. • High proportion of schools (87%) that have made good or very good progress since the previous inspection. • Leadership and management are good overall, and there has been a significant trend for improvement in 2 years. • The overall quality of management is good. • Schools make good use of the resources made available to them. • Rigorous approach to self-evaluation and monitoring and evaluation of performance.

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• There are relative weaknesses in the leadership skills and management of middle managers. • Although weaknesses have been identified in some schools strategies for improvement are not clear.

Special Schools • Rigorous approach to self-evaluation • Leadership of key staff is judged to be good in the majority of schools. • Schools monitoring and evaluation of performance, is a strength. • Actions to secure improvement are not fully implemented.

10. Main Areas for Improvement in Management and Efficiency

Primary: Although quality of leadership has improved since last year, it is still unsatisfactory in 10% of schools. Development Planning is an issue in 20% of the Ofsted sample. Monitoring and Evaluation of teaching and the Curriculum has been identified by headteachers as a key issue. Development of the Strategic Role of Governors.

Secondary: Schools need to take action to secure improvement. This will involve further development in the skills of monitoring and evaluation of teaching and the curriculum. Almost one in five schools has this as an area for improvement. Leadership of key staff (middle managers) has also been identified as a major issue.

Staffing – recruitment and retention is also high on the agenda of both Primary and Secondary schools.

CRE/EDP/EDPDraft1/SG 32 Document Pack Page 76

(G) CORPORATE AIMS, OTHER LEA AND SCHOOL DEVELOPMENT PLANS

The County Council’s Corporate Objectives are:

• Working together to deliver quality services • Achieving Excellence in education and learning • Improving our transport system • Caring for our environment • Promoting economic well-being • Supporting culture and leisure • Making communities safer • Managing waste effectively

The Council is committed to delivering better, more accountable government in Leicestershire with clear strategic direction and leadership. The Education Department’s Strategic Plan provides the direction to support these corporate objectives, of which this Education Development Plan is the school improvement section.

1. Specialist Plans produced by the LEA:

• An Education Development Plan (EDP) • Asset Management Plan • Behaviour Support Plan • Children’s Services Plan • Young Person’s Substance Misuse Plan • Early Years Development Plan • ICT Curriculum Development Plan • Adult learning Plan • Literacy Strategy: LEA Procedures • Numeracy Strategy: LEA Procedures • School Organisation Plan/Key Stage One Class Size Plan • Youth & Community Education • Study Support Strategy • SEN Development Plan • Governor Support Service Action Plan • Identification and Dissemination of Good Practice Strategy • Link Adviser Support Strategy • Management Development Strategy • Continuing Professional Development • Ethnic Minority Achievement Support Plan • Key Stage 3 Strategy • Leicestershire Health Promoting School Programme • LEA ICT Development Plan

CRE/EDP/EDPDraft1/SG 33 Document Pack Page 77

2. Other plans which the LEA has produced or contributed to:

• Children’s Services Plan • Youth Justice Plan • Adult Learning Plan • ICT Corporate Plan • Sports Through Education Strategy • Quality Protects • Health Improvement Programme • Youth and Community Plan • Best Value Performance Plan (Education Chapter)

On the following pages are notes on the key plans which support the EDP.

CRE/EDP/EDPDraft1/SG 34

NAME OF PLAN PURPOSE OF PLAN LINKAGE IMPACT OF PLAN ON EDP TO EDP PRIORITY/ ACTIVITY

ASSET Gathers data on condition, capacity and sustainability of All priorities Improvements in learning environments will promote MANAGEMENT buildings to facilitate assessment of proposals and bids for higher standards of achievement. PLAN improvement, to ensure that any improvements will support further pupil achievement.

BEHAVIOUR Ensures LEA has coherent comprehensive and well All priorities Contributes to reduction in exclusions and absence SUPPORT PLAN understood arrangements for tackling pupil behaviour and levels. Contributes to improving learning outcomes discipline problems. Plans support for schools and for all children, including those looked after by LEA. provision for pupils not in school.

Document PackPage78 CHILDREN’S Provides the strategic framework for coherent delivery and All priorities Improves life chances and positive outcomes of SERVICES PLAN co-ordination of the range of plans and provision for looked-after and vulnerable children, particularly in looked after and vulnerable children, including Quality supporting their educational success and social Protects, Joint Strategies and planning arrangements. inclusion.

YOUNG Provides the Strategic Framework for the delivery of Priority 4 Promoting good health amongst all pupils. Support PERSON’S services to young people and those who work with them for parents enabling young people to remain in SUBSTANCE across the Department about drug, alcohol and tobacco school through alternative curriculum and pastoral MISUSE PLAN issues. support.

CRE/EDP/EDPDraft1/SG 35 Document PackPage79

NAME OF PLAN PURPOSE OF PLAN LINKAGE IMPACT OF PLAN ON EDP TO EDP PRIORITY/ ACTIVITY

EARLY YEARS Provide a co-ordinated approach to Early Years Priority 1 Ensure quality provision for pre-school children in DEVELOPMENT PLAN activities, particularly concerning quality of provision, Priority 5 order to support their learning and development. support and services for pre-school children with SEN and those for whom English is an additional language, and ‘hard to reach’ families. Clarifies priorities for training and professional development, and issues guidance to schools for early years provision

ICT CURRICULUM To raise pupils’ achievements and rates of progress Priorities 1, Improvements in teaching and learning in ICT DEVELOPMENT PLAN: in ICT. To improve teachers’ skills and 2, 5 and in all subjects. To ensure Leicestershire CONTEXT AND competencies to teach ICT. To improve appropriate provision and standards match or surpass PROCESSES USED TO hard and software provision and connectivity. To national standards. SET IT UP ensure pupils have equitable access to ICT families. To raise pupils’ achievements through the use of ICT in subjects.

ADULT LEARNING PLAN The Adult Learning Plan forms Leicestershire’s Priority 1, Bring more adults, particularly parents and application to the Learning and Skills Council for 4, 6 carers, into learning and encourage and enable funding to develop and maintain Adult Learning them to support children'’ activities in learning. within Leicestershire. This provision will support • further development of provision for adults who have not participated in education in the past (including innovative approaches to learning, family learning, targeting of under represented groups, increased advice, guidance and learner support) • ensuring a broad balanced and relevant offer of formal and informal opportunities for adult learning across the county in locations accessible to the community.

CRE/EDP/EDPDraft1/SG 36

NAME OF PLAN PURPOSE OF PLAN LINKAGE IMPACT OF PLAN ON EDP TO EDP PRIORITY/ ACTIVITY

LITERACY STRATEGY: LEA Raise standards of English for pupils, students, Priorities Support achievement of targets for English, PROCEDURES young people and adults, and provide programmes 1-5 encourage family learning and promote to support schools’ development of English. success across the curriculum

NUMERACY STRATEGY: LEA Raise standards of numeracy of pupils, students, Priorities Support achievement of targets for PROCEDURES young people and adults, and provide programmes 1–5 numeracy/GCSE, promote family learning and to support schools’ development of numeracy in success in numeracy across the curriculum. line with the National Numeracy Strategy.

SCHOOL ORGANISATION Removal of surplus places and achievement of All Ensure improved learning environments and Document PackPage80 PLAN/KEY STAGE ONE cost-effective provision in both primary and best use of resources to promote learning. CLASS SIZE PLAN secondary schools, whilst supporting a small schools’ policy. Reduction of all KS1 classes to 30 or less.

YOUTH AND COMMUNITY To provide a range of informal learning Priorities Opportunities for curriculum extension, EDUCATION opportunities for young people, to motivate them 2,3 3, 4, 5 involvement of adults in the learning and improve their life chances and achievements. community, support from qualified Youth work staff within the school setting.

CRE/EDP/EDPDraft1/SG 37 Document PackPage81

NAME OF PLAN PURPOSE OF PLAN LINKAGE IMPACT OF PLAN ON EDP TO EDP PRIORITY/ ACTIVITY

STUDY SUPPORT To assimilate Study Support into the culture Priorities 2, Provide learning activities outside normal lessons to STRATEGY and development plan of every school, so that 3, 4, 5, 6 improve young people’s motivation, build their self- young people may become independent esteem, help them become effective learners and learners for life, realise their full potential and raise their achievements. avoid underachievement and social exclusion. SEN DEVELOPMENT PLAN Identifies key areas of priority for development All Better targeting of resources and provision for of special needs provision. children with Special needs, to ensure improved educational outcomes.

GOVERNOR SUPPORT To ensure schools and the LEA have enough All priorities High quality governing bodies contribute to effective SERVICE ACTION PLAN governors in place. To provide a programme whole school management leading to improvement of support and development for governors to across all aspects. enable them to carry out their functions effectively.

IDENTIFICATION AND This strategy provides access to curriculum All priorities The strategy enables all schools to have access to DISSEMINATION OF GOOD and management support through the wealth of expertise and experience in local PRACTICE STRATEGY identification and dissemination of good schools to help raise standards across the County. practice, either in local schools or through other external providers. The School Improvement Network will play an important part in this strategy.

LINK ADVISER SUPPORT The Link Adviser support strategy provides all All priorities The work of Link Advisers is central to the LEA’s STRATEGY schools with challenge, support and ability to monitor schools effectiveness and intervention in inverse proportion to success. contribution to achieving the priorities in the EDP. Link Advisers monitor how well all schools are performing, and ensure that schools are contributing to raising standards.

CRE/EDP/EDPDraft1/SG 38

NAME OF PLAN PURPOSE OF PLAN LINKAGE IMPACT OF PLAN ON EDP TO EDP PRIORITY/ ACTIVITY MANAGEMENT Management development, particularly for All priorities High quality management enables all schools to DEVELOPMENT STRATEGY middle managers, is a key improvement raise attainment and meet the targets in the EDP. activity highlighted by all schools/colleges. The management development strategy will provide access to management development support and access to external providers.

CONTINUING CPD is a key improvement activity highlighted All priorities Improvement in Leadership and Management and PROFESSIONAL by schools and colleges. The Management curriculum standards. DEVELOPMENT Development and Curriculum Development Strategies will provide access to management and curriculum support either through LEA teams or through external providers.

Document PackPage82 ETHNIC MINORITY To ensure an informed consistent coordinated Priority 4 Contributes to educational and social inclusion of ACHIEVEMENT SUPPORT and effective approach by all partners working ethnic minority pupils, thus enhancing levels of PLAN to raise the achievement of ethnic minority achievement and reducing the achievement gap. pupils, particularly those at risk of underachieving and those for whom English is an additional language.

KEY STAGE 3 STRATEGY Ensures the National Strategy for Key Stage 3 Priority 2 Supports achievement of targets for English, Maths, will be implemented in the Leicestershire Science, ICT. Supports improvement in standards context. Focuses on local priorities including of teaching and learning in KS3. ICT, D&T, MFL, RE. Targets improvements in quality of teaching and quality of middle management as key strategies for raising levels of attainment.

CRE/EDP/EDPDraft1/SG 39 Document PackPage83

NAME OF PLAN PURPOSE OF PLAN LINKAGE IMPACT OF PLAN ON EDP TO EDP PRIORITY/ ACTIVITY LEICESTERSHIRE HEALTH Provides a framework for schools and All Priorities Improvements in ethos and atmosphere and the PROMOTING SCHOOL colleges working towards accreditation to The physical and mental health profile of the PROGRAMME National Healthy School Standard. Provides school/college community will promote more training and support around eight broad positive outcomes for pupils. The National Healthy themes: PSHE, Citizenship, Drug Education School Standard is a part of the Government’s (including Alcohol and Tobacco), Emotional social inclusion agenda. Health and Well-being (including anti- bullying), Healthy Eating, Physical Activity, Safety, Sex and Relationships Education. Promotes the health and well-being of the whole school/college community.

LEA ICT DEVELOPMENT To raise pupils’ attainment and achievement Priority Supports all areas of EDP. Ensures raised PLAN in ICT and in all subject areas through the use 1,2,3,4,5 standards in all subjects in all key stages. Ensures of ICT. Improve teachers’ skills and and 6 that DfES targets are met or exceeded. Ensures competencies to use ICT in the curriculum. delivery of KS3 ICT strategy. Improve pupil computer ratios. Ensure access for all pupils to on-line communications and content at a minimum of 2MB by 2005. Ensure that IMS is in place. Meet or exceed DfES targets. Ensure that all schools and community colleges are served by the LEA’s information strategy. Ensure wider community access to schools ICT facilities.

CRE/EDP/EDPDraft1/SG 40 LEICESTERSHIRE EDUCATION DEVELOPMENT PLAN PRIORITIES AND THEIR ASSOCIATED ACTIVITIES

PRIORITY ONE TWO THREE FOUR FIVE SIX SEVEN Raising the attainment in the Raising Attainment in Key Raising Attainment in Key Narrowing the attainment Support for schools Maintaining progress at transfer and transition Supporting the LEA’s Foundation Stage and in primary Stage 3 Stage 4 gap/tackling causing concern programme of school schools, particularly in Literacy underachievement improvement through and Numeracy establishing a Strategy for Recruitment and Retention of teachers and headteachers ACTIVITY 1 Implement the Leicestershire Implement the Key Stage Raise attainment in the Identify the schools Identification of schools Develop the management and use of performance Promote the career Early Years Development and 3 Strategy in a Design and Technology and where individual or causing concern. and achievement data. opportunities available Childcare Plan. Leicestershire context to Art group of subjects. groups of pupils are in Leicestershire further raise standards of identified as schools. attainment in English, underachieving. mathematics and science.

2 Continue the implementation of Implement the Key Stage Raise attainment in Modern Identify groups of Implementation of LEA Implement the LEA electronic transfer record of pupil Establish a co-ordinated the National Literacy Strategy in a 3 strategy in a Foreign Languages. schools in an area where policy for Schools information and data. career development Leicestershire context. Leicestershire context to the majority of pupils are Requiring Additional strategy, which raise standards of identified as Support (SRAS). maximises all available attainment in those underachieving. resources. foundation subjects where weaknesses are identified. (ICT; D&T; MFL; RE)

3 Continue the implementation of Continue to raise the Raise attainment in other Identify groups of pupils Support for all schools Encourage all development groups to have common Alleviate the the National Numeracy Strategy quality of teaching and subjects if weaknesses arise. where an attainment gap identified as causing induction dates across the County. difficulties, which in a Leicestershire context. learning. has been identified. concern. schools are encountering in finding suitable supply teachers.

4 Implement the Leicestershire Continue to improve the Raising the attainment of Work with schools to Take action to improve Focus support at point of transfer between non- Establish a structure Information and Communication quality of middle more able pupils/students identify and agree the quality of leadership maintained to maintained provision within the within the Education Technology development plan management and subject and those with Special specific activities and and management Foundation Stage. Department for management. Educational Needs actions to improve the exercised by addressing levels of achievement of Headteachers, Senior recruitment and pupils in the school or staff and Governors in retention issues. group of schools. schools causing concern. 5 Continue to implement the Continue to improve Intensive work with Key Implement the Leicestershire 10+ project. Leicestershire Small Schools pupils’ attitudes to Stage 4 schools/colleges Development Plan learning. identified as having the greatest achievement gap to bridge or having the lowest Document PackPage84 improvement rates. 6 Write a curriculum statement and Provide out of school learning opportunities for those teaching and learning policy for Raise attainment for students pupils expected to experience more difficulty. Leicestershire that reasserts the aged 14-19. importance of a broad and balanced curriculum. 7 Implementing those parts of the Key Stage 4 strategy that develop curriculum continuity between Key Stages 3 & 4 and Key Stage 4 to Post 16.

8 Establishing networks of cross-phase Heads of Departments and Curriculum Coordinators to identify and disseminate good practice across schools. 9 Maintain and develop partnerships with the local and regional organisations and institutions.

CRE/EDP/EDPDraft1/SG 41 (H) SCHOOL IMPROVEMENT PROGRAMME

The priorities for the Leicestershire school improvement programme are:

1) Raising Attainment in the Foundation Stage and in primary schools, particularly in Literacy and Numeracy

2) Raising Attainment in Key Stage 3

3) Raising Attainment in Key Stage 4

4) Narrowing the attainment gap/ tackling underachievement

5) Support for schools causing concern

6) Maintaining progress at transfer and transition

7) Supporting the LEA’s programme of school improvement through establishing a Strategy for the Recruitment and Retention of teachers and headteachers.

Priority One: Raising Attainment in the Foundation Stage and in primary schools, particularly in Literacy and Numeracy Document Pack Page 85 Raising attainment in the Foundation Stage and in primary schools, particularly in literacy and numeracy is a national and local priority.

Attainment in the Foundation Stage and in primary schools is monitored by the LEA through Link Adviser visits and the work of strategy teams. The Early Years Partnership also monitors provision for the Foundation Stage. They have identified that the local focus for improvement needs to take into account:

• The need to meet challenging targets in literacy and numeracy; • The high number of pupils in mixed age classes in the Foundation Stage; • The relatively high proportion of small schools in Leicestershire; • The need to raise attainment in ICT; • The desire from schools to reassert the importance of a broad and balanced curriculum for Leicestershire schools. • The need to raise the quality of teaching • Provision of support for leadership and management • The need to improve the governance of schools.

See pages 28-32 for the detailed evaluation of strengths and weaknesses.

As well as taking forward this national and local priority, the programme will contribute to the national themes. Annex 2 gives details of which themes are addressed by each specific activity, and a summary is included on pages 53-59. This priority makes a particularly important contribution to the following themes:

CRE/EDP/EDPDraft1/SG 42 • Gender issues, including boys’ underachievement; • Children with SEN; • Gifted and talented pupils; • ICT • The integration of early education and childcare.

The activities to achieve the priority will ensure that substantial resources will be maintained, particularly for the Foundation Stage, literacy, numeracy and ICT. The priority will contribute to achieving the expected outcomes and targets by:

• Supporting schools as they strive to meet challenging national targets; • Focusing on activities that will build on national strategies and tackle them in a local context; • Focusing on activities that recognise the Leicestershire context and target support closely to need. • Establishing the Leicestershire Early Years Excellence Centre

The expected outcomes are:

• 96% of Foundation Stage settings are judged satisfactory or better by Ofsted. • 74% of children achieve the Early Learning Goals by the end of the Foundation Stage. • ICT KS2: 70% L4+ by 2004; 25% L5+ by 2004 • Mathematics KS2: 86% L4 by 2004;Document 36% L5 by Pack 2004 Page 86 • English KS2: 87% L4+ by 2004; 37% L5+ by 2004. • The quality of teaching as judged by Ofsted Analysis is at least 80% good or better at the end of KS2 by 2004. • The quality of leadership and management as judged by Ofsted analysis is at least 75% good or better at KS1 and KS2 by 2004

The programme of activities to support this priority is:

• Implement the Leicestershire Early Years Development and Childcare Plan. • Continue the implementation of the National Literacy Strategy in a Leicestershire context. • Continue the implementation of the National Numeracy Strategy in a Leicestershire context. • Implement the Leicestershire Information and Communication Technology development plan. • Continue to implement the Leicestershire Small Schools Development Plan. • Write a curriculum statement and teaching and learning policy for Leicestershire that reasserts the importance of a broad and balanced curriculum.

CRE/EDP/EDPDraft1/SG 43 Priority Two: Raising Attainment in Key Stage 3

Raising attainment in Key Stage 3 is a national priority.

Attainment is monitored through Link Adviser visits and the analysis of performance data. This has identified that attainment In Leicestershire in Key Stage 3 is high overall compared with national averages and with statistical neighbours. Therefore, the local focus for improvement is to:

• manage well the implementation of the national Key Stage 3 strategy; • raise attainment in subjects where improvement is needed; (D&T, MFL, RE) • raise the quality of teaching and learning; • improve the quality of management; • ensure that there are good links between high schools and upper schools.

See pages 28-32 for the detailed evaluation of strengths and weaknesses.

This priority makes a particularly important contribution to the following themes:

Document Pack Page 87 • Gender issues, including boys’ underachievement; • Children with SEN; • Gifted and talented pupils; • ICT • School management and governance; • Continuing professional development.

The activities to achieve the priority are all part of the Key Stage 3 strategy. This will ensure that schools and the Education Department are working in partnership to raise attainment, and to concentrate resources on weaker aspects of provision. The priority will contribute to achieving the expected outcomes and targets by:

• Supporting High Schools and colleges to meet challenging targets whilst maintaining a broad and balanced curriculum; • Ensuring early and focussed support where most needed; • Supporting subject leaders/curriculum managers; • Developing links between initiatives; • Ensuring that the strategy has an impact on Key Stage 4; • Improving the quality of teaching and learning.

CRE/EDP/EDPDraft1/SG 44

The expected outcomes are:

By 2004 the proportion of pupils reaching National Curriculum levels should be as follows:

English Level 5 79% Level 6 38% Mathematics Level 5 82% Level 6 56% Science Level 5 85% Level 6 50% ICT Level 5 78% Level 6 32%

By 2004 the proportion of pupils reaching National Curriculum levels in D&T, RE, MFL should be at least 5% above national average.

• By 2004 the proportion of schools judged good or better for the quality of teaching by Ofsted should be at least 85%. • By 2004 the proportion of schools judged good or better for the quality of management by Ofsted should be at least 90%.

The programme of activities to support this priority is: • Implement the Key Stage 3 Strategy in a Leicestershire context to further raise standards of attainment in English, mathematics science and ICT. • Implement the Key Stage 3 strategy in a Leicestershire context to raise standards of attainment in those foundationDocument subjects Pack Pagewhere 88 improvement is currently needed. (D&T; MFL; RE) • Continue to raise the quality of teaching and learning. • Continue to improve the quality of middle management and subject management. • Continue to improve pupils’ attitudes to learning.

Priority Three: Raising Attainment in Key Stage 4

Raising attainment in Key Stage 4 is a national and local priority.

Attainment is monitored by the 14 – 19 Link Adviser, working closely with the schools/colleges, and through joint analysis of data. Though attainment is similar to the national average, and there are no upper schools/colleges so far that are identified as being underachieving, having serious weaknesses or requiring special measures, monitoring has identified areas for improvement. Therefore, the local focus needs to take into account:

• Relatively low achievement in Design and Technology and Modern Foreign Languages and ICT; • Schools/colleges where there is relative under-performance; • The need to raise the attainment of more able pupils; • The need to raise attainment post-16.

CRE/EDP/EDPDraft1/SG 45 See pages 28-32 for the detailed evaluation of strengths and weaknesses.

This priority makes a particularly important contribution to the following themes:

• Gender issues, including boys’ underachievement; • Gifted and talented pupils; • Supporting school self-review and evaluation; • School management and governance; • ICT.

The activities to achieve the priority will ensure that people and resources will be available to focus on these local needs. The priority will contribute to achieving the expected outcomes and targets by:

• Helping Key Stage 4 schools/colleges to meet challenging national targets; • Identifying and supporting the curriculum areas where standards are unsatisfactory; • Ensuring that the schools/colleges with greatest need including those in identified geographical areas, are supported most; Document Pack Page 89 • Working in collaborative partnerships with schools/colleges and other partners to raise standards; • Improving the quality of teaching and learning • Supporting subject leaders/co-ordinators.

The expected outcomes are: • By 2004 the proportion of pupils reaching the identified percentages below will be: GCSE 5A*-C 61% GCSE 5A*-G 96% GCSE points score 45% D&T and MFL average point score shall rise by 1 grade GCSE A/A* 3 or more 16% • The number of upper schools/colleges where the proportion of 5 or more A* - C grades falls below 35% should remain at 0. • By 2004 the proportion of schools judged good or better for the quality of teaching by Ofsted should be at least 60%. • By 2004 the proportion of schools judged good or better for the quality of management by Ofsted should be at least 90%.

The programme of activities to support this priority is:

• Raise attainment in the Design and Technology and Art group of subjects. • Raise attainment in Modern Foreign Languages. • Raise attainment in other subjects if weaknesses arise.

CRE/EDP/EDPDraft1/SG 46 • Raising the attainment of more able pupils/students and those with Special Educational Needs. • Intensive work with Key Stage 4 schools/colleges identified as having the greatest achievement gap to bridge or having the lowest improvement rates. • Raise attainment for students aged 14 – 19

Priority Four: Narrowing the attainment gap/ tackling underachievement

Narrowing the attainment gap/tackling underachievement is a national and local priority.

Much work has been done through analysis of information and data and the index of multiple deprivation to identify the specific needs for Leicestershire. This has identified that the local focus needs to take into account under-performance in the following target groups:

• Children Looked After; • Boys and girls; • Pupils from ethnic groups and those who have English as an Additional Language; • More and Very Able Pupils; • Pupils with Special Educational Needs;Document Pack Page 90 • Pupils at risk of exclusion; • Pupils in geographical areas where there is social deprivation and low achievement.

See pages 28-32 for the detailed evaluation of strengths and weaknesses. As well as taking forward this national and local priority, the programme will contribute to the national themes. Annex 2 gives details of which themes are addressed by each specific activity, and a summary is included on pages 53-59.

This priority makes a particularly important contribution to the following themes: • Attainment of ethnic minority groups • Gender issues, including boys’ underachievement; • SEN • Social Inclusion • Underperformance in geographical areas • Gifted and talented pupils • ICT

The activities to achieve the priority will ensure that the work of different agencies and departments is targeted at the needs of these groups. The priority will contribute to achieving the expected outcomes and targets by:

CRE/EDP/EDPDraft1/SG 47 • This programme will contribute to raising attainment and achieving the success criteria by focusing on narrowing the attainment gap and tackling underachievement where under-performance has been identified in Leicestershire.

The expected outcomes are:

• Achieve the agreed DfES/LEA targets at L5 in English (37%) and mathematics (36%) at KS2 in 2004. • Achieve KS3 results at L6 in 2004 for English (38%) and mathematics (56%). • Raise the proportion of pupils achieving 3 or more GCSE A/A* to 16% by 2004. • Reduce the current attainment gap between boys and girls at the end of each Key Stage by 50% over 5 years. • Increase the proportion of pupils in special schools being included in a mainstream experience by 30% between 2002 and 2004. • Monitor 10% of statements each year. • GCSE 5A*-C 61% by 2004 • GCSE point score 45% by 2004 • The rate of improvement for identified groups/areas should be better than the LEA average, and in line with targets in any future PSA.

The programme of activities to support this priority is: Document Pack Page 91 • the schools where individuals or groups of pupils are identified as underachieving; • groups of schools in an area where the majority of pupils are identified as underachieving. • groups of pupils where an attainment gap has been identified. • Work with schools to identify and agree specific activities and action to improve the levels of achievement of pupils in the schools or group of schools.

Priority Five: Support for schools causing concern

Support for schools causing concern is a national and local priority.

The LEA cross –service SRAS (Schools Requiring Additional Support) group monitors closely the attainment of all schools through the analysis of data and information from Ofsted reports and the Joint Evaluation of School Effectiveness undertaken by schools and their Link Advisers. This enables schools causing concern or at risk to be identified.

The SRAS group has identified that developing further the systems for supporting schools causing concern should focus on:

CRE/EDP/EDPDraft1/SG 48 • Improving the procedures for identifying schools that are vulnerable or at risk; • Working in partnership with schools to ensure that the procedures for working with schools causing concern clear; • Developing further support strategies and networks to ensure access to high- quality professional development opportunities.

See pages 28-32 for the detailed evaluation of strengths and weaknesses.

This priority makes a particularly important contribution to the following themes:

• Supporting school self-review and evaluation; • School management and governance; • Continuing professional development.

The activities to achieve this priority will ensure that vulnerable schools are identified early, and that appropriate support and development opportunities are in place to ensure improvement. The priority will contribute to achieving the expected outcomes and targets by:

• Providing an ongoing series of activitiesDocument and processes Pack Page that 92 will identify quickly those schools that are coasting or are in danger of requiring additional support; • Ensuring early and focussed intervention; • Ensuring that improvement activities are closely targeted on need; • Avoiding schools sliding into greater difficulty.

The expected outcomes are:

• The proportion of schools/colleges in Leicestershire identified as OFSTED as requiring special measures, having serious weaknesses or underachieving should be below 5%. • There will be no schools in Special Measures by 2004 • The number of secondary schools where the proportion of 5 or more A* - C grades falls below 35% should be at zero.

The programme of activities to support this priority is:

• Identification of schools causing concern. • Implementation of LEA policy for Schools Requiring Additional Support (SRAS). • Support for all schools identified as coasting and/or causing concern. • Take action to improve the quality of leadership and management exercised by Headteachers, Senior staff and Governors in schools causing concern.

CRE/EDP/EDPDraft1/SG 49

Priority Six: Maintaining progress at transfer and transition

Maintaining progress at transfer and transition is a local priority.

Audit and analysis of data has indicated that the organisation of education in Leicestershire brings challenges associated with transfer and transition. The consultation on the EDP with governors, headteachers and other agencies identified that maintaining progress at transfer and transition was a key local priority, and would help raise attainment for all pupils.

The particular times of transfer and transition that need to be addressed are:

• Non-maintained provision to maintained provision within the Foundation Stage; • Year 5 to Year 6 in the 10+ schools; • Key Stage 3 to key Stage 4; • Key stage 4 to post-16.

See pages 28-32 for the detailed evaluation of strengths and weaknesses.

Document Pack Page 93 As well as taking forward this national and local priority, the programme will contribute to the national themes. Annex 2 gives details of which themes are addressed by each specific activity, and a summary is included on pages 53-59.

This priority makes a particularly important contribution to the following themes: This priority makes a particularly important contribution to the following themes: • Gender issues, including boys’ underachievement; • Underperformance in geographical areas • Gifted and talented pupils. • Integration of early education and childcare

The activities to achieve this priority will help to ensure that pupils will be able to maintain their rate of progress and learning at all points of transfer through LEA support and through partnerships between schools. The priority will contribute to achieving the expected outcomes and targets by:

• Supporting those schools where improving progress at transfer and transition will have a marked impact on pupils’ attainment and achievement. • Focusing on activities that recognise that the Leicestershire context brings particular challenges.

CRE/EDP/EDPDraft1/SG 50

The expected outcomes are:

• 74% of children achieve the Early Learning Goals by the end of the Foundation Stage. • The value added to pupils’ attainment in English and Mathematics in 10+ high schools is the same as that in primary schools with Year 6 pupils. • The value added to pupils’ attainment from Key Stage 3 to Key Stage 4 will be in line with the value added in schools nationally. • The value added from Key Stage 4 to Post-16, as measured by average points score per student, will be at least as good as the value added nationally. 90% of schools will be transferring data electronically by 2003.

The programme of activities to support this priority is:

• Develop the management and use of performance and achievement data. • Implement the LEA electronic transfer record of pupil information and data. • Encourage all development groups to have common induction dates across the county. • Focus support at point of transfer between non-maintained to maintained provision within the Foundation Stage • Implement the Leicestershire 10+ project • Provide out of school learning opportunitiesDocument for Pack those Page pupils 94 expected to experience more difficulty. • Implement those parts of the Key Stage 4 strategy that develop curriculum continuity between Key Stages 3 and 4 and Key Stage 4 to Post 16. • Establish networks of cross-phase Subject Leaders, Curriculum Coordinators and SENCos to identify and disseminate good practice across schools. • Maintain and develop partnerships with the local and regional organisations and institutions.

CRE/EDP/EDPDraft1/SG 51

Priority Seven: Supporting the LEA’s programme of school improvement through establishing a Strategy for the Recruitment and Retention of teachers and headteachers.

Teacher supply and recruitment is a national theme.

Consultation on the EDP with governors, headteachers and other agencies has identified that difficulties with recruitment and retention are such that this needs to be a Leicestershire priority. The local focus for improvement needs to take into account that recruitment and retention is:

• a significant barrier to sustained school improvement and raising attainment in many schools; • a potential problem for all schools; • a particular issue in Leicestershire because of the high proportion of small schools and the organisation of secondary education into high and upper schools.

See pages 28-32 for the detailed evaluation of strengths and weaknesses.

The activities to achieve the priority will ensure that there is a coordinated approach to recruitment and retention, with schools, the LEA and other Document Pack Page 95 stakeholders working in partnership. The priority will contribute to achieving the expected outcomes and targets by:

• Minimising the negative impact of recruitment and retention difficulties on schools’ programmes for raising standards. • Ensuring a high quality workforce of teachers. • Providing a career structure, which will attract and retain teachers and Headteachers. • Implementing the LEA/Regional Continuing Professional Development Strategy.

The expected outcomes are:

• By April 2002 a minimum of 30 returning teachers will have completed a ‘Return to Teaching’ course. Monitoring data will show that most of these have secured teaching posts in Leicestershire. • By April 2002 there will be a fully operational LEA web page specifically designed for teachers seeking posts in Leicestershire. • By September 2002 monitoring data will show significant use of the site and there will be positive feedback from users. • By December 2002 there will be a fully operational Leicestershire Supply Teacher Agency which, by July 2003, will have subscriptions from 50% of Leicestershire schools. 90% of schools will show that the Agency has helped alleviate difficulties in finding supply teachers.

CRE/EDP/EDPDraft1/SG 52 • By 2004 the LEA will have met its DfES target for the appointment of ASTs and there will be significant involvement in the Fast Track programme. • Annual monitoring of newly qualified teachers will report no significant retention difficulties following completion of the induction year. • Annual feedback from schools will show a 90% satisfaction rate that actions taken through this EDP priority are helping alleviate their recruitment and retention difficulties.

The programme of activities to support this priority is:

• Promote the career opportunities available in Leicestershire schools. • Establish a co-ordinated career development strategy, which maximises all available resources. • Alleviate the difficulties, which schools are encountering in finding suitable supply teachers. • Establish a structure within the Education Department for addressing recruitment and retention issues.

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(I)

LINKS WITH OTHER NATIONAL THEMES

Consultation with schools, governors and other local partners has established that, for Leicestershire, the best way to cover the national themes is through including them within the LEA priorities. Only one theme – teacher supply and recruitment – is a priority in its own right.

As part of the work to establish the specific activities for each priority, the need to address the national themes was of high importance, and officers were required to indicate which themes were being tackled through each activity.

In annex 2, each specific activity listed for each priority indicates where there is a significant contribution to a national theme.

The following grids are a summary of the themes being addressed through each priority and activity.

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CRE/EDP/EDPDraft1/SG 54 LOCAL NATIONAL THEMES PRIORITY PRIORITY 1 Attainment of Gender issues, Children with Social Underperformance Gifted and ICT Integration of Teacher Supporting School Continuing Raising attainment in the ethnic including boys’ SEN Inclusion in geographical talented pupils early education supply and school self- leadership, professional Foundation Stage and in minority underachievement areas and childcare recruitment review and management development primary schools – in groups evaluation and Literacy and Numeracy governance

ACTIVITY 1 2 3 4 5 6 7 8 9 10 11 12 Implement the Leicestershire Early Years Development and Childcare Plan. √

Continue the implementation of the National Literacy Strategy in a Leicestershire context. √ √ √

Continue the implementation of the National Numeracy Strategy in a Leicestershire context. √ √ √

Implement the Leicestershire Information and Communication Technology development √ plan

Continue to implement the Leicestershire Small Schools Development Plan.

√ √ Write a curriculum statement and teaching and learning policy for Leicestershire that reasserts the importance of √ √ a broad and balanced curriculum.

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LOCAL NATIONAL THEMES PRIORITY PRIORITY 2 Attainment of Gender issues, Children with Social Underperformance Gifted and ICT Integration of Teacher Supporting School Continuing ethnic including boys’ SEN Inclusion in geographical talented pupils early education supply and school self- leadership, professional Raising attainment in Key minority underachievement areas and childcare recruitment review and management development Stage 3 groups evaluation and governance ACTIVITY 1 2 3 4 5 6 7 8 9 10 11 12 Implement the Key Stage 3 Strategy in a Leicestershire context to further raise standards of attainment in √ √ √ √ √ English, mathematics and science and ICT.

Implement the Key Stage 3 strategy in a Leicestershire context to raise standards of attainment in those √ foundation subjects where weaknesses are identified. (ICT; D&T; MFL; RE)

Continue to raise the quality of teaching and learning.

√ √ Continue to improve the quality of middle management and subject management. √

Continue to improve pupils’ attitudes to learning.

√ √ √

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LOCAL NATIONAL THEMES PRIORITY Attainment of Gender issues, Children with Social Underperformance Gifted and ICT Integration of Teacher Supporting School Continuing PRIORITY 3 ethnic including boys’ SEN Inclusion in geographical talented pupils early education supply and school self- leadership, professional minority underachievement areas and childcare recruitment review and management development Raising attainment in Key groups evaluation and Stage 4 governance ACTIVITY 1 2 3 4 5 6 7 8 9 10 11 12 Raise attainment in the Design and Technology and Art group of subjects. √ √ √ Raise attainment in Modern Foreign Languages.

√ √ Raise attainment in other subjects if weaknesses arise. √ Raising the attainment of more able pupils/students and those with Special Educational Needs √ √

Intensive work with Key Stage 4 schools/colleges identified as having the greatest achievement gap to √ bridge.

Raise attainment for students aged 14-19 √ √

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LOCAL NATIONAL THEMES PRIORITY PRIORITY 4 Attainment of Gender issues, Children with Social Underperformance Gifted and ICT Integration of Teacher Supporting School Continuing Narrowing the attainment ethnic including boys’ SEN Inclusion in geographical talented pupils early education supply and school self- leadership, professional gap/tackling minority underachievement areas and childcare recruitment review and management development underachievement groups evaluation and governance ACTIVITY 1 2 3 4 5 6 7 8 9 10 11 12 Children Looked After

√ √ Boys and Girls

Ethnic minority pupils and those who have English as an additional language √ More and Very Able Pupils

√ Pupils with Special Educational Needs √ Pupils at risk of exclusion

√ Pupils in geographical areas where there is social deprivation and low achievement √

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LOCAL NATIONAL THEMES PRIORITY Attainment of Gender issues, Children with Social Underperformance Gifted and ICT Integration of Teacher Supporting School Continuing PRIORITY 5 ethnic including boys’ SEN Inclusion in geographical talented pupils early education supply and school self- leadership, professional minority underachievement areas and childcare recruitment review and management development Support for schools groups evaluation and causing concern governance

ACTIVITY 1 2 3 4 5 6 7 8 9 10 11 12

Identification of schools causing concern. √ Implementation of LEA policy for Schools Requiring Additional Support (SRAS). √ √ Support for all schools identified as causing concern. √ √ Take action to improve the quality of leadership and management exercised by Headteachers, Senior staff √ √ and Governors in schools causing concern.

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LOCAL NATIONAL THEMES PRIORITY PRIORITY 6 Attainment of Gender issues, Children with Social Underperformance Gifted and ICT Integration of Teacher Supporting School Continuing ethnic including boys’ SEN Inclusion in geographical talented pupils early education supply and school self- leadership, professional Maintaining progress at minority underachievement areas and childcare recruitment review and management development transfer and transition groups evaluation and governance ACTIVITY 1 2 3 4 5 6 7 8 9 10 11 12 At all points of transfer

√ √ From non-maintained provision to maintained provision with the Foundation Stage √

Year 5 to Year 6 in the 10+ schools

√ √ Key Stage 3 to Key Stage 4

√ √ √ Key Stage 4 to Post 16

√

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LOCAL NATIONAL THEMES PRIORITY PRIORITY 7 Attainment of Gender issues, Children with Social Underperformance Gifted and ICT Integration of Teacher Supporting School Continuing ethnic including boys’ SEN Inclusion in geographical talented pupils early education supply and school self- leadership, professional minority underachievement areas and childcare recruitment review and management development Supporting the LEA’s groups evaluation and programme of school governance improvement through establishing a Strategy for Recruitment and Retention of teachers and headteachers

ACTIVITY 1 2 3 4 5 6 7 8 9 10 11 12 Promote the career opportunities available in Leicestershire schools

√ Establish a co-ordinated Career Development Strategy, which maximises all available resources. √ Alleviate the difficulties, which schools are encountering in finding suitable supply teachers √ Establish a structure within the Education Department for addressing recruitment and retention issues √

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ANNEX 1

TARGETS FOR INDIVIDUAL SCHOOLS AND

AGGREGATED SCHOOLS TARGETS 2003

At the moment the Statistics Team are still collecting and collating the data from individual schools.

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ANNEX 2

DETAILS OF ACTIONS UNDERPINNING

THE SCHOOL IMPROVEMENT PROGRAMME

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Annex 2 Action to address the school improvement priorities

PRIORITY 1 Raising Attainment in the Foundation Stage and in primary schools, particularly in Literacy and Numeracy PROGRAMME OF • Implement the Leicestershire Early Years Development and ACTIVITY Childcare Plan. • Continue the implementation of the National Literacy Strategy in a Leicestershire context. • Continue the implementation of the National Numeracy Strategy in a Leicestershire context. • Implement the Leicestershire Information and Communication Technology development plan. • Continue to implement the Leicestershire Small Schools Development Plan. • Write a curriculum statement and teaching and learning policy for Leicestershire that reasserts the importance of a broad and balanced curriculum.

PURPOSE OF THE This programme will contribute to raising attainment and achieving PROGRAMME the success criteria by: • Supporting schools as they strive to meet challenging national targets; • Focusing on activities that will build on national strategies and tackle them in a local context; • Focusing on activities that recognise the Leicestershire context and target support closely to need.

RELATIONSHIPS WITH The following plans will make a significant contribution to raising OTHER PLANS standards in the Foundation Stage and primary literacy and numeracy. See appendix to annex for details.

• Continuing Professional Development strategy • Management development strategy • Identification and dissemination of good practice strategy • SEN Development Plan • Adult learning plan. • Ethnic Minority Achievement Support Service Plans • Governor Support Service Action Plan

TARGET GROUPS The programme is aimed at: • Practitioners in all Foundation Stage settings • All primary schools • High schools where there are Year 6 pupils.

EXPECTED OUTCOMES • 96% of Foundation Stage settings are judged satisfactory or better by Ofsted. • 74% of children achieve the Early Learning Goals by the end of the Foundation Stage. • ICT KS2: 70% L4+ by 2004; 25% L5+ by 2004 • Mathematics KS2: 86% L4 by 2004; 36% L5 by 2004 • English KS2: 87% L4+ by 2004; 37% L5+ by 2004. • The quality of teaching as judged by Ofsted Analysis is at least 80% good or better at the end of KS2 by 2004. • The quality of leadership and management as judged by Ofsted analysis is at least 75% good or better at KS1 and KS2 by 2004. EDP/EDPDraft1/SG 07.01.02 64 Document Pack Page 108

RESPONSIBILITY The key individuals responsible for this programme are: • Assistant Director, School/College Effectiveness • The Advice and Inspection Service Principal Advisers • The Literacy Strategy Manager • The Numeracy Strategy Manager • The ICT Curriculum Strategy Manager • The Early Years Strategy Manager • The Link Adviser with responsibility for small schools

MONITORING AND Key monitoring activities are: EVALUATION • Systematic monitoring of strategies by Strategy Managers, consultants and Link Advisers. • Regular monitoring of progress towards curriculum and achievement targets by consultants and Link Advisers. • Analysis of Ofsted reports, assessment data and pupil attitude surveys by strategy managers and link advisers. • Appropriately timed reports to the EDP Liaison Group • Six monthly monitoring reports to Senior Management Team of the Education Department, Cabinet and Scrutiny Committee. • Evaluation is through regular meetings with the Assistant Director for School Effectiveness, The Advice and Inspection service management team, and the reference groups of headteachers and officers. • Annual report to Cabinet • All the above must be read within the context of the Monitoring and Evaluation Strategy identified in Annex 4 of the EDP.

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Specific activities to support Priority One

Implement the Leicestershire Early Years Development Timing and Childcare Plan. Yr 1(term) Yrs 2 – 5 (yr) • Provide relevant training for Foundation Stage Summer practitioners, headteachers, governors and managers to: G Improve the quality of teaching and learning; G Give access to training to enable reception class practitioners to gain relevant qualifications; G Ensure understanding of the Foundation Stage curriculum. Autumn • Establish the new Foundation Stage assessment scheme, through: G Developing LEA assessment and recording and reporting procedures to include the new Foundation Stage Profile; G Dissemination of the Foundation Stage Profile; G Training for practitioners in using the Profile within DfES requirements and guidance as it emerges; G Monitoring the implementation of the Profile to ensure consistency of practice; G Providing support for individual settings through Ongoing mentor teachers and curriculum advisory teachers; G Providing training to support Special Needs Coordinators, including non-maintained settings. • Develop support structures for mixed age classes Spring through: G Training to support teachers and practitioners in mixed age classes; G Focussed Advisory Teacher Support. • Establish the Leicestershire Early Years Excellence Centre Spring • Establish further strategies and structures to identify and share good practice, particularly in the quality of teaching, including: G Identifying lead settings and leading teachers; Summer G Publishing good practice case studies and guidelines; G Disseminating QCA guidance and developing further support materials for the Foundation Stage. This activity makes a significant contribution to the following themes:

Key Links to theme 8.

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Continue the implementation of the National Literacy Timing Strategy in a Leicestershire context. Yr 1(term) Yrs 2 – 5 (yr)

• Continue implementation through: Summer G The work of consultants; G Providing ongoing training for English;

G Targeting support where weaknesses are identified. • Autumn Promote the importance of links between English/literacy and other areas of the curriculum through: G Ensuring the place of English/literacy in the Leicestershire Curriculum and teaching and learning Statements; G Providing guidance and support for such links for all groups of pupils e.g. EAL, SEN. Summer • Continue to strengthen community and parental

partnerships, through: G Summer Working in partnership with Youth and Community Education and other appropriate organisations to keep up to date with relevant projects, and promoting these in work with schools. G Supporting governors. • Develop further strategies and structures to identify and Summer share good practice, particularly in teaching and learning, through:

G Monitoring and developing the Associate English Teacher networks;

G Developing the role of Associate Headteachers;

G Strengthening partnerships with Leicestershire Year 2 development groups and other collaborative groups of schools; G Investigating partnerships with regional groups. • Provide training and support for middle managers and Autumn curriculum/subject coordinators. • Promote further the Arts and other stimuli for creative Ongoing approaches to English/literacy In partnership with Leicestershire Arts and other organisations.

This activity makes a significant contribution to the following themes: • Themes 2, 3 and 6

Continue the implementation of the National Numeracy Timing Strategy in a Leicestershire context. Yr 1(term) Yrs 2 – 5 (yr)

• Continue the implementation through: Summer G The work of consultants; G Providing ongoing training for Numeracy; G Targeting support where weaknesses are identified; G Supporting SENCOs. • Develop further strategies and structures to identify and Autumn share good practice, particularly in teaching and learning, through: G Maintaining and developing the networks of leading teachers; Ongoing

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teachers; G Publishing exemplars of good practice; G Strengthening partnerships with Leicestershire development groups and other collaborative groups of Autumn schools. • Continue to strengthen the community and parental partnerships through: G Encouraging and supporting schools to develop productive partnerships; G Developing good practice guidelines and exemplars. Autumn G Supporting governors • Provide support for coordinators and middle managers through: G Management training for middle managers and subject coordinators; G Developing and maintaining support and quality Summer networks for coordinators. • Promote the development of numeracy across the curriculum through; G Ensuring the place of mathematics/Numeracy in the Leicestershire Curriculum and teaching and learning Statement. • Develop transfer and transition strategies to ensure good progress in 10+ schools through: G Identification and dissemination of best practice; G Ensuring that data to support progress is available and used well.

This activity makes a significant contribution to the following themes: • Theme 2, 3 and 6. Implement the Leicestershire Information and Timing Communication Technology development plan. Yr 1(term) Yrs 2 – 5 (yr)

• Publish details of LEA curriculum and technical support Autumn for ICT to all primary schools. • Provide teachers with access to high quality and relevant continuing professional development to raise Spring standards in ICT. • Develop support and good practice networks to identify and disseminate good practice, particularly for the Spring quality of teaching. • Identify and target schools where standards in ICT are Autumn unsatisfactory, and provide support. • Develop further the skills of ICT coordinators, SENCOs Autumn and subject co-ordinators with responsibility for ICT. • Increase the use of ICT to raise standards in other national strategies and in foundation subjects. • Ensure that teachers are able to make accurate Spring assessments of ICT capability. Summer • Enable pupils to have access to ICT facilities out of

school hours and out of school locations. Autumn • Develop and pilot a Key Stage 2 ICT improvement

strategy in one development group. This activity makes a significant contribution to the following theme: Theme 7

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Write a curriculum statement and teaching and learning Timing policy for Leicestershire that reasserts the importance Yr 1(term) Yrs 2 – 5 (yr) of a broad and balanced curriculum. • Establish a working group to take a strategic lead on the Autumn statement and policy. • Ensure wide-ranging discussions through development Autumn groups and other networks and partners. • Publish, disseminate and celebrate the statement and Year 2 policy.

This activity makes a significant contribution to the following themes: Themes 1 and 2

Continue to implement the Leicestershire Small Timing Schools Development Plan. Yr 1(term) Yrs 2 – 5 (yr)

• Implement the plan, through: Ongoing G Improving the collection, analysis and use of performance data; G Developing further approaches to target setting; G Providing support to improve schools’ self- evaluation strategies; G Maintaining the support from a Link Adviser with responsibility for small schools; G Maintaining support through the Link Adviser programme of school visits; G Developing further strategies and structures to identify and share good practice, particularly for the quality of teaching; G Promoting small school networks and collaboration; G Developing and disseminating further effective strategies for teaching and learning in mixed age and mixed Key Stage classes. Ongoing • Provide OFSTED self-evaluation training tailored for small schools. Summer • Ensure access to advice and training on curriculum and management development, particularly for subject/curriculum coordinators and SENCOs. Spring • Provide support for raising standards in ICT and Design and Technology through: G Working with the consultants for ICT; G Developing strategies to share curriculum facilities and expertise within development groups; G Encouraging support networks and disseminating best practice in D&T. • Provide support for governors.

This activity makes a significant contribution to the following themes: Themes 5 and 8.

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PRIORITY 2 Raising Attainment in Key Stage 3

PROGRAMME OF • Implement the Key Stage 3 Strategy in a Leicestershire context ACTIVITY to further raise standards of attainment in English, mathematics science and ICT. • Implement the Key Stage 3 strategy in a Leicestershire context to raise standards of attainment in those foundation subjects where improvement is currently needed. (D&T; MFL; RE) • Continue to raise the quality of teaching and learning. • Continue to improve the quality of middle management and subject management. • Continue to improve pupils’ attitudes to learning.

PURPOSE OF THE This programme will contribute to raising attainment and achieving PROGRAMME the success criteria by: • Supporting High Schools and colleges to meet challenging targets whilst maintaining a broad and balanced curriculum; • Ensuring early and focussed support where most needed; • Supporting subject leaders; • Developing links between initiatives; • Ensuring that the strategy has an impact on Key Stage 4.

RELATIONSHIPS WITH The following plans will make a significant contribution to raising OTHER PLANS attainment at Key Stage 3. See appendix to annex for details. • Leicestershire Key Stage 3 Strategy • Leicestershire ICT Development plan • Leicestershire Key Stage 4 strategy • More Able and Special Needs plans • Study Support • Continuing Professional Development Strategy • Management development strategy • Identification and dissemination of good practice strategy

TARGET GROUPS The programme is aimed at: • Schools and colleges with Key Stage 3 pupils. Links will be made with schools/colleges with Key Stages 2 and 4 to ensure continuity of support; • Specific schools where improvement targets are most challenging. EXPECTED OUTCOMES • By 2004 the proportion of pupils reaching National Curriculum levels should be as follows: English Level 5 79% Level 6 38% Mathematics Level 5 82% Level 6 56% Science Level 5 85% Level 6 50% ICT Level 5 78% Level 6 32% • By 2004 the proportion of pupils reaching National Curriculum levels in D&T, RE, MFL should be at least 5% above national average. • By 2004 the proportion of schools judged good or better for the quality of teaching by Ofsted should be at least 85%. • By 2004 the proportion of schools judged good or better for the quality of management by Ofsted should be at least 90%.

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RESPONSIBILITY The key individuals responsible for this programme are: • Assistant Director for School Effectiveness; • Principal Adviser Management Team; • Key Stage Three Strategy Manager plus: G Literacy Strategy manager G Numeracy Strategy manager G Science Strategy manager G ICT Strategy manager G Key Stage 4 Strategy manager G Link Advisers for foundation subjects, SEN and More Able.

MONITORING AND The key monitoring activities will be: EVALUATION • The Key Stage 3 Strategy Manager will scrutinise school/college OFSTED reports to monitor standards of attainment, quality of teaching and Leadership and Management. • The Key Stage 3 Strategy Manager will meet regularly with other Strategy Managers and consultants to monitor the progress of all schools, particularly those receiving additional support and to evaluate the effectiveness and impact of the strategy. • Link Advisers and Education Officers will meet regularly, at least once each term, to monitor the progress of schools and groups of schools. • Appropriately timed reports to the EDP Liaison Group. • Six monthly monitoring reports to Senior Management Team of the Education Department, Cabinet and Scrutiny Committee. • Evaluation is through regular meetings with the Assistant Director for School Effectiveness, The Advice and Inspection service management team, and the reference groups of headteachers and officers. • Annual report to Cabinet • All the above must be read within the context of the Monitoring and Evaluation Strategy identified in Annex 4 of the EDP.

The key evaluation activities will be: • The Assistant Director for School Effectiveness, the Advice and Inspection Service Management Team and the Key Stage 3 Strategy Manager will meet termly to evaluate the programme of support.

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Specific activities to support Priority Two

Implement the Key Stage 3 Strategy in a Leicestershire Timing context to further raise standards of attainment in Yr 1(term) Yrs 2 – 5 (yr) English, mathematics science and ICT. • Support schools working towards the Basic Skills Summer Quality Mark; • Implement Leicestershire’s 10+ Transition Project; Summer • Encourage assessment research and development activities involving teachers and their pupils; • Support pupils through Study Support Activities such as Summer homework clubs and other out of school hours activities to increase motivation; • Promote the Arts and other stimuli for creative approaches to literacy; Autumn • Support provision for pupils with Special Educational Needs (including those with EBD) through, for example, Summer specific training on the implementation of the Revised Code of Practice; • Support More Able Pupils through provision of effective teaching within the curriculum and enrichment activities Ongoing such as summer schools;

• Identify and disseminate good practice, particularly of Autumn teaching and learning;

• Support schools to use ICT to raise achievement in all Autumn subject areas. This activity makes a significant contribution to the following themes: Themes: 1,2,3,6 and 7.

Implement the Key Stage 3 strategy in a Leicestershire Timing context to raise standards of attainment in those Yr 1(term) Yrs 2 – 5 (yr) foundation subjects where improvement is needed. (D&T; MFL; RE) • Organise seminars and conferences through the School Summer Improvement Network; • Provide focused additional support, including INSET and Summer consultancy, for specific schools where required; • Provide opportunities for quality assurance of teacher Autumn assessments to ensure consistency of approach; • Develop networks of good practice to disseminate good Spring practice in subjects, particularly in teaching and learning. This activity makes a significant contribution to the following themes: Theme 12.

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Continue to raise the quality of teaching and learning. Timing Yr 1(term) Yrs 2 – 5 (yr)

• Write a curriculum statement and teaching and learning Autumn policy for Leicestershire that reasserts the importance of a broad and balanced curriculum, through: G Establishing a working group to take a strategic lead on the statement and policy. G Ensuring wide-ranging discussions through development groups and other networks and partners. G Publishing, disseminating and celebrating the statement and policy. • Establish opportunities for the exchange of good Autumn practice in teaching and learning across all Key Stages. • Provide support for Newly Qualified Teachers; Ongoing This activity makes a significant contribution to the following themes: Themes 9 and 12. Continue to improve the quality of middle management Timing and subject management. Yr 1(term) Yrs 2 – 5 (yr)

• Ensure access to professional development Summer opportunities for subject leaders and coordinators; • Provide access to support for single person Ongoing departments; • Provide access to support for non-specialists. Ongoing • Establish support for ICT managers to coordinate the Autumn subject across the curriculum; • Provide access to training for school and departmental Ongoing self evaluation; • Establish support networks for newly appointed subject Autumn leaders and middle managers. This activity makes a significant contribution to the following themes: Theme 11 Continue to improve pupils’ attitudes to learning. Timing Yr 1(term) Yrs 2 – 5 (yr) • Develop Extended MIDYIS for all schools; Autumn • Extending musical and creative skills through, for Ongoing example, school choirs, instrumental tuition and performance projects to raise standards of creativity and culture; • Establish and maintain Study Support provision of out of Spring school activities such as Summer schools, Cross phase projects, Family and Adult learning; • Engage schools/colleges in development work on themes relating to PSHE, Citizenship, Emotional Health Ongoing and Well-being through the National Healthy Schools Programme; • Maintain Sports Strategy activities such as KS3 Top Ongoing Skill Programmes, Nike Girls PE and Sport Projects; • Use the Drugs Strategy to help raise levels of self- esteem and support for pupils; Summer • Expand the use of ICT across all subjects and improve access to ICT facilities in out of schools hours/ locations Ongoing to improve motivation and interest. This activity makes a significant contribution to the following themes: Theme 2, 4 and 5. EDP/EDPDraft1/SG 07.01.02 73 Document Pack Page 117

PRIORITY 3 Raising Attainment in Key Stage 4

PROGRAMME OF • Raise attainment in the Design and Technology and Art group of ACTIVITY subjects. • Raise attainment in Modern Foreign Languages. • Raise attainment in other subjects if weaknesses arise. • Raising the attainment of more able pupils/students and those with Special Educational Needs. • Intensive work with Key Stage 4 schools/colleges identified as having the greatest achievement gap to bridge or having the lowest improvement rates. • Raise attainment for students aged 14 – 19

PURPOSE OF THE This programme will contribute to raising attainment and achieving PROGRAMME the success criteria given below by: • Helping Key Stage 4 schools/colleges to meet challenging national targets; • Identifying and supporting the curriculum areas where standards are unsatisfactory; • Ensuring that the schools/colleges with greatest need are supported most; • Working in collaborative partnerships with schools/colleges and other partners to raise standards.

RELATIONSHIPS WITH The following plans will make a significant contribution to raising OTHER PLANS attainment in Key Stage 4. See appendix to annex for details. • Continuing Professional Development strategy • Management development strategy • Identification and dissemination of good practice strategy • Key Stage 3 strategy • Link Adviser support strategy • More Able strategy • SEN Development plan • ICT Development plan

TARGET GROUPS The programme is aimed at: • Schools/colleges with Key Stage 4 pupils where there is the lowest achievement in the Design and Technology and Art group of subjects; • Schools/colleges with Key Stage 4 pupils where there is the lowest achievement in Modern Foreign Languages; • More able pupils/students in schools/colleges with Key Stage 4 pupils; • Schools/colleges with Key Stage 4 pupils where there is clear evidence of underachievement.

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EXPECTED OUTCOMES • By 2004 the proportion of pupils reaching the identified percentages below will be: GCSE 5A*-C 61% GCSE 5A*-G 96% GCSE points score 45% D&T and MFL average point score shall rise by 1 grade GCSE A/A* 3 or more 16%

• The number of upper schools/colleges where the proportion of 5 or more A* - C grades falls below 35% should remain at 0. • By 2004 the proportion of schools judged good or better for the quality of teaching by Ofsted should be at least 60%. • By 2004 the proportion of schools judged good or better for the quality of management by Ofsted should be at least 90%.

RESPONSIBILITY The key individuals responsible for this programme are: • Assistant Director for School Effectiveness • Link Adviser responsible for 14 – 19 education • Advice and Inspection Service Management Team

MONITORING AND The key monitoring and evaluation activities are as follows. EVALUATION The Link Adviser responsible for 14 – 19 education will monitor the KS4 Strategy and the activities, and report to: • The Advice and Inspection Service Management Team; • KS 4 strategy steering group, comprising: - 2 Link Advisers - Curriculum consultants - Headteachers/principals representing secondary schools/colleges - A principal Adviser These two groups will evaluate the effectiveness of the strategy and report to the Education Development Plan Reference Group.

For SEN, the SEN Officer Group monitors provision across LEA services, and reports to the Director of Education and Elected Members. • Appropriately timed reports to the EDP Liaison Group • Six monthly monitoring reports to Senior Management Team of the Education Department, Cabinet and Scrutiny Committee. • Evaluation is through regular meetings with the Assistant Director for School Effectiveness, The Advice and Inspection service management team, and the reference groups of headteachers and officers. • Annual report to Cabinet • All the above must be read within the context of the Monitoring and Evaluation Strategy identified in Annex 4 of the EDP.

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Specific activities to support Priority Three

The LEA will maintain Link Advisers with responsibility for 14 – 19 education to lead on the Key Stage 4 strategy for raising standards. Advisers will work to promote the strategy, and to challenge schools/colleges to raise standards and attainment through the following activities.

Raise attainment in the Design and Technology and Art Timing group of subjects Yr 1(term) Yrs 2 – 5 (yr) A consultant for Design and Technology/Art will be Autumn appointed to: • Carry out an audit of provision; Autumn • Draw up an improvement plan; Spring • Carry out improvement strategies and activities, to Summer include: G Developing 11 – 16 curriculum models; G Raising the quality of teaching • Support subject co-ordinators/managers G Coordinating the work of relevant Advanced Skills Teachers; G Advising schools/colleges on resources and facilities; G Encouraging the use of ICT to raise attainment; G Developing strategies to improve pupils’/students’ perceptions of the subjects.

This activity makes a significant contribution to the following themes: Theme 6,10 and 11.

Raise attainment in Modern Foreign Languages Timing Yr 1(term) Yrs 2 – 5 (yr) A consultant for Modern Foreign Languages will be Autumn appointed to: • Carry out an audit of provision; Autumn • Draw up an improvement plan; Spring • Carry out improvement strategies and activities, to Summer include: G Developing 11 – 16 curriculum models; G Encouraging more pupils/students to choose Modern Foreign Languages as an option; G Developing strategies to improve pupils’/students’ perceptions of the subjects; G Encouraging the use of ICT to raise attainment; G Coordinating the work of relevant Advanced Skills Teachers; G Advising on common approaches to improving learning and teaching. • Support subject co-ordinators/managers

This activity makes a significant contribution to the following themes: Theme 2 and 6.

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Raise attainment in other subjects if weaknesses arise. Timing Yr 1(term) Yrs 2 – 5 (yr) • Over the five years of this Education Development plan, Year 3 - 5 monitor attainment to identify any subjects where weaknesses arise and take action as necessary through: G Using subject residuals to identify underperformance; G Preparing an improvement plan for the subject; G Supporting ASTs for the subject. • Supporting subject co-ordinators/managers

This activity makes a significant contribution to the following themes: Theme 10

Raise the attainment of more able students and those Timing with Special Educational Needs. Yr 1(term) Yrs 2 – 5 (yr)

• Implement the more able strategy in upper Autumn schools/colleges, to include: G Identification of and support for innovative practice in schools/colleges and groups of schools/colleges; G Dissemination of good practice through, for example: Ø Developing high-quality learning and teaching Year 2 materials; Ø Organising conferences; G Identifying and utilising networks of leading teachers; G Initiation of discussions on early entry for public examinations. Year 2 • Providing training for schools and SENCOs on the Summer implementation of the revised Special Needs Code of Practice. • Providing access to support and training on pupils who have emotional and behavioural difficulties. This activity makes a significant contribution to the following themes: Theme 3 and 6.

Intensive work with Key Stage 4 schools/colleges Timing identified as having the greatest achievement gap to Yr 1(term) Yrs 2 – 5 (yr) bridge or having the lowest improvement rates. Link Advisers responsible for 14 – 19 education will: • Analyse data to identify the schools/colleges, particularly Autumn in geographical areas where attainment is low; Autumn • Lead collaborative LEA and school/college analysis of the strengths, weaknesses and challenges in these schools/colleges; • Lead collaborative LEA and school/college action Spring planning to ensure that LEA and school/college resources are deployed effectively;

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• Co-ordinate support for these schools/colleges through Summer other LEA improvement strategies and provision, including: G Advanced Skills Teachers; G Networks of good practice, particularly for teaching and learning; G Access to curriculum and management training and consultancy This activity makes a significant contribution to the following themes: Theme 5

Raise attainment for students aged 14 - 19 Timing Yr 1(term) Yrs 2 – 5 (yr)

• Analyse post-16 attainment in the context of cohort Autumn variations, recruitment and entry policies, match of provision to need, added value.

• Develop collection and management of Key Stage 4 to Autumn post-16 data. • Encourage and support more effective teaching and Ongoing learning methodologies. • Identify schools with strong added value Key Stage 4 to Spring post-16, and disseminate good practice. • Support the development of a flexible and relevant 14 – 19 curriculum. Ongoing • Support developments in ICT. Ongoing This activity makes a significant contribution to the following themes: Theme 10 and 11.

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PRIORITY 4 Narrowing the attainment gap/tackling underachievement

PROGRAMME OF To support the target groups identified below, the programme of ACTIVITY activity will be to: • the schools where individuals or groups of pupils are identified as underachieving; • groups of schools in an area where the majority of pupils are identified as underachieving. • groups of pupils where an attainment gap has been identified. • Work with schools to identify and agree specific activities and action to improve the levels of achievement of pupils in the schools or group of schools.

PURPOSE OF THE This programme will contribute to raising attainment and achieving PROGRAMME the success criteria by focusing on narrowing the attainment gap and tackling underachievement where under-performance has been identified in Leicestershire.

RELATIONSHIPS WITH The following plans will make a significant contribution to narrowing OTHER PLANS the attainment gap and tackling underachievement. See appendix to annex for details.

• Literacy and Numeracy Strategies • Key Stage 3 and 4 strategies • More Able and Special Educational Needs Plans • Continuing Professional Development strategy • Identification and dissemination of good practice strategy • Ethnic Minority Achievement Support Service Plan • ICT Development plan

TARGET GROUPS The programme is aimed at: • Children Looked After; • Boys and girls; • Pupils from ethnic groups and those who have English as an Additional Language; • More and Very Able Pupils; • Pupils with Special Educational Needs; • Pupils at risk of exclusion; • Pupils in geographical areas where there is social deprivation and low achievement. EXPECTED OUTCOMES • Achieve the agreed DfES/LEA targets at L5 in English (37%) and mathematics (36%) at KS2 in 2004. • Achieve KS3 results at L6 in 2004 for English (38%) and mathematics (56%). • Raise the proportion of pupils achieving 3 or more GCSE A/A* to 16% by 2004.

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• Reduce the current attainment gap between boys and girls at the end of each Key Stage by 50% over 5 years. • Increase the proportion of pupils in special schools being included in a mainstream experience by 30% between 2002 and 2004. • Monitor 10% of statements each year. • GCSE 5A*-C 61% by 2004 • GCSE point score 45% by 2004 • Sports Strategy Manager • The rate of improvement for identified groups/areas should be better than the LEA average, and in line with targets in any future PSA.

RESPONSIBILITY The officers responsible are:

Assistant Director for Pupil & Student Support Link Adviser for SEN; Link Adviser for more able pupils; Study Support coordinator; EMAS service manager.

MONITORING AND For more able pupils, a steering group of LEA officers monitors the EVALUATION strategy. A report is presented to Cabinet annually.

For SEN, the SEN Officer Group monitors provision across LEA services, and reports to the Director of Education and Elected Members.

For Study Support, participation and outcomes are monitored through attitude surveys. NFER external evaluations and reviews of the total programme are undertaken.

For sports strategy, a strategy steering group of officers and headteachers monitors and evaluates the work of the strategy.

• Appropriately timed reports to the EDP Liaison Group • Six monthly monitoring reports to Senior Management Team of the Education Department, Cabinet and Scrutiny Committee. • Evaluation is through regular meetings with the Assistant Director for School Effectiveness, The Advice and Inspection service management team, and the reference groups of headteachers and officers. • Annual report to Cabinet • All the above must be read within the context of the Monitoring and Evaluation Strategy identified in Annex 4 of the EDP.

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Specific activities to support priority Four

Children Looked After Timing Yr 1(term) Yrs 2 – 5 (yr) • Ensure all children in care have a personal action plan; • Establish a protocol for sharing information about care and education; • Support access to the community for looked after learners.

This activity makes a significant contribution to the following themes: Theme 4.

Boys and Girls Timing Yr 1(term) Yrs 2 – 5 (yr) • Support and encourage gender and achievement school level projects at Key Stages 3 & 4; • Develop effective sex and relationships education through implementing the Teenage Pregnancy Initiative. • Help schools to develop strategies, for example mentoring, that promote positive gender role models; • Ensure that the LEA Curriculum Statement includes anti-sexist principles; • Continue the Nike Girls PE and Sport Project. Ongoing This activity makes a significant contribution to the following themes: Theme 2.

Ethnic minority pupils and those who have English as Timing an Additional Language Yr 1(term) Yrs 2 – 5 (yr) • Strengthen parental/community partnership; Ongoing • Improve the quality and collection of data in order to Term 2 target resources more effectively and provide guidance to schools/colleges; • Refine the QCA language levels; Term 1 • Promote equal access by providing direct classroom Ongoing support, developing resources and providing relevant training; • Provide support for schools to develop strategies to Term 2 handle racism and prejudice; Ongoing • Work in partnership with other agencies and the wider community to ensure consistency of approach; • Improve integration of transient pupil groups. Ongoing This activity makes a significant contribution to the following themes: Theme 1.

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More and Very Able Pupils Timing Yr 1(term) Yrs 2 – 5 (yr) • Provide INSET for teachers, co-ordinators, heads of Autumn departments and governors on policy development, setting targets, teaching strategies and monitoring and evaluation; • Improving data audits and analysis; • Disseminate good practice, particularly of the quality of Ongoing teaching, and resources and information about current Year 2 initiatives; • Provide extra-curricular opportunities such as summer Summer schools, residential provision and children’s university; • Extend musical, creative and sporting skills. Year 2

This activity makes a significant contribution to the following themes: Theme 6.

Pupils with Special Educational Needs Timing Yr 1(term) Yrs 2 – 5 (yr) • Provide training and support for the implementation of Spring the revised Code of practice and the SEN and Disability Discrimination Act ; • Develop and disseminating materials to support school Spring self evaluation; • Monitor the quality and impact of SEN statements; Summer • Provide training and support materials on assessment and data analysis for pupils with SEN; • Extend data analysis to include Index for social deprivation; Summer • Develop a clear framework for financial procedures and accountabilities between the LEA and schools; Year 2 • Promote inclusive practices; Ongoing • Revise the procedures for allocating EPS time to

schools;

• Ensure access to support for behaviour management

and EBD; • Develop the work of the Special School’s Sports Ongoing Federation.

This activity makes a significant contribution to the following themes: Theme 3.

Pupils at risk of exclusion Timing Yr 1(term) Yrs 2 – 5 (yr) • Implement further the Drugs Strategy; • Identify PE and Sports Projects which re-engage students back into mainstream schools; • Implement further the Study Support projects; Spring • Tackle underachievement through the Leicestershire Arts in Education projects; • Promote the Residential Service / Connexions activities for Y11 with limited career opportunities; • Maintain educational provision in schools for pregnant schoolgirls. • Maintain joint pre-vocational programmes between Ongoing schools and Student Support Service to re-engage EDP/EDPDraft1/SG 07.01.02 82 Document Pack Page 126

schools and Student Support Service to re-engage students in education. • Develop further the primary phase initiative to avoid Spring exclusion.

This activity makes a significant contribution to the following themes: Theme 4.

Pupils in geographical areas where there is social Timing deprivation and low achievement Yr 1(term) Yrs 2 – 5 (yr) • Implement further the Study Support projects, including Spring developing out of school learning opportunities; • Provide ICT access for pupils out of school hours and school locations; • Develop breakfast clubs and other nutritional initiatives; • Develop strategies for involving parents and carers in schools and education; • Implement the National Healthy Schools Standard. • Appoint two Co-ordinators to work with identified groups of schools to G To raise standards G Bring together LEA Services including Social Services and School Improvement Services with other external agencies such as the Health Authority.

This activity makes a significant contribution to the following themes: Theme 5.

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PRIORITY 5 Support for schools causing concern

PROGRAMME OF • Identification of schools causing concern. ACTIVITY • Implementation of LEA policy for Schools Requiring Additional Support (SRAS). • Support for all schools identified as causing concern. • Take action to improve the quality of leadership and management exercised by Headteachers, Senior staff and Governors in schools causing concern.

PURPOSE OF THE This programme will contribute to raising attainment and achieving PROGRAMME the success criteria given below by:

• Providing an ongoing series of activities and processes that will identify quickly those schools that are, or are in danger, of requiring additional support; • Ensuring early and focussed intervention; • Ensuring that improvement activities are closely targeted on need; • Avoiding schools sliding into greater difficulty.

RELATIONSHIPS WITH The following plans will make a significant contribution to supporting OTHER PLANS schools causing concern. See appendix to annex for details. • Literacy and Numeracy strategies • Continuing Professional Development strategy • Management development strategy • Identification and dissemination of good practice strategy • Key Stage 3 strategy • Key Stage 4 strategy

TARGET GROUPS The programme is aimed at: • Schools identified as OFSTED as requiring special measures, having serious weaknesses or underachieving. • Schools identified by the LEA as vulnerable and in danger of meeting OFSTED criteria for special measures, serious weakness or underachieving. • Secondary schools where the proportion of 5 or more A* - C grades falls below 35%.

EXPECTED OUTCOMES • The proportion of schools/colleges in Leicestershire identified as OFSTED as requiring special measures, having serious weaknesses or underachieving should be below 5%. • There will be no schools in Special Measures by 2004 • The number of secondary schools where the proportion of 5 or more A* - C grades falls below 35% should be at zero.

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RESPONSIBILITY The key individuals responsible for this programme are: • SRAS Management group, comprising: - 2 Assistant Directors - 3 principal Advisers - 3 Education Officers - Service managers for Finance, Personnel, Governor Support

MONITORING AND The key monitoring and evaluation activities are: EVALUATION • Link Advisers and Education Officers meet regularly, at least once each term formally, to monitor progress of groups of schools. • The SRAS Management group meets three times each term to monitor the progress of all schools that are identified by OFSTED or the LEA as requiring additional support, and to evaluate the effectiveness and impact of this support. • Termly evaluations of those schools that are special measures or serious weakness are made by the link adviser and education officer and reported to the SRAS Management group. • Schools identified by OFSTED or the LEA as underachieving are monitored by the Link Adviser and Education Officer termly. Monitoring reports are evaluated by the SRAS Management group. • The effectiveness of the Joint Evaluation of School Effectiveness programme for support, challenge and intervention is monitored each year through a survey of all schools. It is evaluated by the Advice and Inspection Reference Group. This comprises Principal Advisers and representatives of all Headteacher groups. • The effectiveness of the support programme for each identified school is monitored through Link Advisers, evaluated by the Principal Advisers and reported to the SRAS Management group. • The SRAS Management group will evaluate the overall success of the actions each year. • Outcomes from monitoring and evaluation are passed through to the Education Department management group, the Director of Education and Lead Members. • Each year, a paper summarising the work of SRAS is presented to the Cabinet and Scrutiny Committee. • Appropriately timed reports to the EDP Liaison Group • Six monthly monitoring reports to Senior Management Team of the Education Department, Cabinet and Scrutiny Committee. • Evaluation is through regular meetings with the Assistant Director for School Effectiveness, The Advice and Inspection service management team, and the reference groups of headteachers and officers. • Annual report to Cabinet • All the above must be read within the context of the Monitoring and Evaluation Strategy identified in Annex 4 of the EDP.

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Specific activities to support priority five

Identification of schools causing concern Timing Yr 1(term) Yrs 2 – 5 (yr) In addition to those schools identified by OFSTED as requiring special measure, having serious weakness or underachieving, the LEA will identify schools in danger of falling into those categories as follows. G All schools will have at least three Link Adviser visits Ongoing each year. The “standards” visit in the Autumn term and the “summary” visit in the Summer term are the times most likely to identify a school as causing concern. G The Joint Analysis of School Effectiveness (JESE) Ongoing strategy will be maintained and developed to provide a rigorous approach to support, challenge and intervention, and to the identification of concern. G A management information system will be introduced to draw together all information from all Year 2 LEA services about school performance and enable early and accurate identification of schools causing concern or coasting.

This activity makes a significant contribution to the following themes: Theme 10.

Implementation of LEA policy for Schools Requiring Timing Additional Support (SRAS) Yr 1(term) Yrs 2 – 5 (yr)

• The SRAS management group will meet three times Ongoing each term to manage the LEA policy for schools causing concern. • SRAS procedures will be redefined and published to Autumn schools. • Reports on schools causing concern will be presented to Ongoing the SRAS management group in line with the policy. • Case conferences on schools causing concern or identified as not making sufficient progress/coasting will be convened and appropriate interventions made in line Ongoing with the policy. This activity makes a significant contribution to the following themes: Theme 11 and 12.

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Support for all schools identified as causing concern. Timing Yr 1(term) Yrs 2 – 5 (yr)

• The Education Officer and/or Link Adviser will ensure Ongoing that each school causing concern has a high-quality and properly costed action plan to remedy the weaknesses identified. • The LEA will ensure that Standards Funds or LEA resources are made available to support action plans. Summer • The progress of all schools causing concern will be monitored in line with the SRAS procedures. Ongoing • The Link Adviser and/or Education Officer will coordinate and monitor the effectiveness and impact of the support programme provided for each school Ongoing causing concern. • The LEA will continue to develop strategies to ensure that schools have access to suitable professional Summer development opportunities, particularly for: G curriculum development; G leadership and management development; G continuing professional development.

This activity makes a significant contribution to the following themes: Theme 11 and 12.

Take action to improve the quality of leadership Timing management exercised by headteachers, senior staff Yr 1(term) Yrs 2 – 5 (yr) and governors in schools causing concern. • Encourage participation in the range of programmes Ongoing offered by the NCSL. • Develop local networks to facilitate joint learning and dissemination of learning from NCSL programmes. Year 2 • Extend LEA arrangements to support the induction of Spring newly appointed headteachers. • Work with the Teachers Association and Headteacher Groups to identify leadership and management Ongoing difficulties at an early stage and provide appropriate support/training. • Target support/training including mentoring, pairing, consultancy and priority attendance on training courses. Ongoing

• Review the LEAs stress management strategy with particular regard to staff in schools causing concern. Year 2

• Provide intensive training support for weak governing bodies in schools causing concern. Ongoing

This activity makes a significant contribution to the following themes: Theme 10 and 11.

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PRIORITY 6 Maintaining progress at transfer and transition

PROGRAMME OF • Develop the management and use of performance and ACTIVITY achievement data. • Implement the LEA electronic transfer record of pupil information and data. • Encourage all development groups to have common induction dates across the county. • Focus support at point of transfer between non-maintained to maintained provision within the Foundation Stage • Implement the Leicestershire 10+ project • Provide out of school learning opportunities for those pupils expected to experience more difficulty. • Implement those parts of the Key Stage 4 strategy that develop curriculum continuity between Key Stages 3 and 4 and Key Stage 4 to Post 16. • Establish networks of cross-phase Subject Leaders, Curriculum Coordinators and SENCos to identify and disseminate good practice across schools. • Maintain and develop partnerships with the local and regional organisations and institutions.

PURPOSE OF THE This programme will contribute to achieving the success criteria PROGRAMME given below by: • Supporting those schools where improving progress at transfer and transition will have a marked impact on pupils’ attainment and achievement. • Focusing on activities that recognise that the Leicestershire context brings particular challenges.

RELATIONSHIPS WITH The following plans will make a significant contribution to OTHER PLANS maintaining progress at transfer and transition. See appendix to annex for details.

• National Literacy Strategy • National Numeracy Strategy • Small Schools development strategy • Continuing Professional Development strategy • Management development strategy • Identification and dissemination of good practice strategy • Key Stage 4 Strategy • Key Stage 3 Strategy • Early Years Development Plan • Out of School Learning

TARGET GROUPS The programme is aimed at all pupils at transfer and transition, particularly at the following points: • Non-maintained provision to maintained provision within the Foundation Stage; • Year 5 to Year 6 in the 10+ schools; • Key Stage 3 to Key Stage 4; • Key Stage 4 to Post-16.

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EXPECTED OUTCOMES By 2004: • 74% of children achieve the Early Learning Goals by the end of the Foundation Stage. • The value added to pupils’ attainment in English and Mathematics in 10+ high schools is the same as that in primary schools with Year 6 pupils. • The value added to pupils’ attainment from Key Stage 3 to Key Stage 4 will be in line with the value added in schools nationally. • The value added from Key Stage 4 to Post-16, as measured by average points score per student, will be at least as good as the value added nationally. • 90% of schools will be transferring data electronically by 2003.

RESPONSIBILITY The key individuals responsible for this programme are: • Assistant Director for School Effectiveness • Link Advisers for data management and assessment; • LEA data management team leader; • Early Years Strategy Manager; • Key Stage 3 strategy manager; • Key Stage 4/post 16 strategy manager; • Advice and Inspection Service management team.

MONITORING AND • Strategy managers meet to monitor activities; EVALUATION • Yearly analysis of data and trends; • Evaluation by A&I management groups; • Reports to Education Department management team; • Reports to elected members. • Appropriately timed reports to the EDP Liaison Group • Six monthly monitoring reports to Senior Management Team of the Education Department, Cabinet and Scrutiny Committee. • Evaluation is through regular meetings with the Assistant Director for School Effectiveness, The Advice and Inspection service management team, and the reference groups of headteachers and officers. • Annual report to Cabinet • All the above must be read within the context of the Monitoring and Evaluation Strategy identified in Annex 4 of the EDP.

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Specific activities to support priority six

At all points of transfer: Timing Yr 1(term) Yrs 2 – 5 (yr) • Develop the management and use of performance and achievement data through: G Further developing the range of benchmarking Autumn data available to schools; 2002 G Providing continuing professional development From opportunities for teachers and managers on the Autumn effective use of performance data. 2002 • Implement the LEA electronic transfer record of pupil information and data, and school use of ICT, through: Ongoing G Maintaining a team of advisers and officers who provide schools with data; G Providing continuing professional development opportunities for teachers and managers on the electronic transfer of data. • Encourage all development groups to have common induction dates across the county. Yr3 • Share good practice on high quality teaching and Ongoing learning across phases; • Promote cross phase groups of subject co-ordinators. Spring

This activity makes a significant contribution to the following themes: Theme 3 and 6.

Specific activities that focus on the following points where transfer and transition in Leicestershire is a specific issue:

From non-maintained provision to maintained provision Timing within the Foundation Stage Yr 1(term) Yrs 2 – 5 (yr) • Ensure that all practitioners working in the Foundation Summer Stage have access to training; • Establish clusters of schools and pre-schools to provide Autumn the forum for liaison and development; • Develop further the early learning profile to track Autumn progress in line with DfES guidance; • Improve induction practices, including those to support Ongoing pupils with SEN/EBD; • Develop further effective strategies for working with Ongoing parents at times of transition. This activity makes a significant contribution to the following themes: Theme 8.

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Year 5 to Year 6 in the 10+ schools Timing Yr 1(term) Yrs 2 – 5 (yr)

• Implement the Leicestershire 10+ project, with a Summer particular focus on: G The collection, interpretation and use of performance and achievement data; G Identification and dissemination of good practice for transfer and induction; G Developing strategies to identify and support more able, gifted and talented pupils to maintain their progress. G Developing strategies to support pupils with SEN/EBD to maintain progress. Ongoing • Provide out of school learning opportunities for those pupils expected to experience more difficulty. This activity makes a significant contribution to the following themes: Theme 2 and 5.

Key Stage 3 to Key Stage 4 Timing Yr 1(term) Yrs 2 – 5 (yr) • Implement those parts of the Key Stage 4 strategy that develop curriculum continuity between Key Stages 3 and 4, particularly: G Modern Foreign Languages; Summer G Design and Technology; Summer G Information and Communication Technology; G Gifted and Talented pupils and pupils with SEN/EBD • Continue to support bridging projects; • Improve induction practices; • Develop further the use of Midyis and Yellis; Summer • Establish opportunities for subject leaders and Curriculum Coordinators to share good practice and develop strategies for continuity across phases; • Develop out of school learning opportunities for those predicted to experience difficulty. This activity makes a significant contribution to the following themes: Theme 2, 5 and 6.

Key Stage 4 to Post-16 Timing Yr 1(term) Yrs 2 – 5 (yr) • Encourage schools to adopt mentoring and peer education strategies; • Develop further the use of A Level Information System; Autumn • Establish partnerships with the Connexions Service; Summer • Maintain links with Connexions, Leicestershire Consortium of Education Business Links, Leicestershire Ongoing Learning and Skills Council, Leicestershire Lifelong Learning Partnership, and other organisations and Ongoing institutions; • Identify and disseminate good practice across schools. This activity makes a significant contribution to the following themes: Theme 11.

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PRIORITY 7 To support the LEA’s programme of school improvement through establishing a strategy for the recruitment and retention of teachers and headteachers

PROGRAMME OF The programme of activity will be as follows: ACTIVITY • Promote the career opportunities available in Leicestershire schools. • Establish a co-ordinated career development strategy, which maximises all available resources. • Alleviate the difficulties, which schools are encountering in finding suitable supply teachers. • Establish a structure within the Education Department for addressing recruitment and retention issues.

PURPOSE OF THE This programme will contribute to the LEA’s overall strategy for PROGRAMME school improvement by: • Minimising the negative impact of recruitment and retention difficulties on schools’ programmes for raising standards. • Ensuring a high quality workforce of teachers. • Providing a career structure, which will attract and retain teachers and Headteachers.

RELATIONSHIPS WITH The following plans will make a significant contribution to the OTHER PLANS activities proposed for this priority: • Continuing Professional Development Strategy • Management Development Strategy • Identification and Dissemination of Good Practice Strategy. • Small Schools Development Strategy

TARGET GROUPS The programme is aimed at: • Teachers and Headteachers in schools in all phases. • Schools with particular recruitment difficulties. • Teachers who are new to the profession or to Leicestershire. • Teachers seeking career enhancement. • Teachers seeking flexible working opportunities.

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EXPECTED OUTCOMES • By April 2002 a minimum of 30 returning teachers will have completed a ‘Return to Teaching’ course. Monitoring data will show that most of these have secured teaching posts in Leicestershire. • By April 2002 there will be a fully operational LEA web page specifically designed for teachers seeking posts in Leicestershire. • By September 2002 monitoring data will show significant use of the site and there will be positive feedback from users. • By December 2002 there will be a fully operational Leicestershire Supply Teacher Agency which, by July 2003, will have subscriptions from 50% of Leicestershire schools. 90% of schools will show that the Agency has helped alleviate difficulties in finding supply teachers. • By 2004 the LEA will have met its DfES target for the appointment of ASTs and there will be significant involvement in the Fast Track programme. • Annual monitoring of newly qualified teachers will report no significant retention difficulties following completion of the induction year. • Annual feedback from schools will show a 90% satisfaction rate that actions taken through this EDP priority are helping alleviate their recruitment and retention difficulties.

RESPONSIBILITY The key individuals and groups responsible for this programme are: • Assistant Director (School and College Support). • Principal Adviser responsible for ASTs and Fast Track Teachers. • Principal Education Personnel Officer. • Education Officer responsible for Recruitment and Retention. • Adviser with responsibility for Newly Qualified Teachers. • Reference Group of Headteachers and Principals.

MONITORING AND The key monitoring activities will be: EVALUATION • The Headteacher Reference Group, and appropriate officers, will meet once each half term to monitor the programme of activity. • The Education Officer will meet termly with the Principal Adviser responsible for ASTs and Fast Track Teachers to review the progress of these schemes. • The Education Officer will meet termly with the Adviser with responsibility for newly qualified teachers to monitor the recruitment and retention of newly qualified teachers. • The Education Officer and Principal Education Personnel Officer will meet termly to monitor the Supply Teacher scheme using feedback from participating schools. • Appropriately timed reports to the EDP Liaison Group • Six monthly monitoring reports to Senior Management Team of the Education Department, Cabinet and Scrutiny Committee. • Evaluation is through regular meetings with the Assistant Director for School Effectiveness, The Advice and Inspection service management team, and the reference groups of headteachers and officers.

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• Annual report to Cabinet • All the above must be read within the context of the Monitoring and Evaluation Strategy identified in Annex 4 of the EDP.

• The key evaluation activities will be: • The Assistant Director (School and College Support) will meet termly with the Education Officer and Principal Education Personnel Officer to evaluate the impact of the overall programme of activity. • The EDP Liaison Group will meet regularly to evaluate the effectiveness of the programme. • Evaluation will be informed through regular feedback from Development Groups and individual schools.

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Specific activities to support Priority Seven

Promote the career opportunities available in Leicestershire Timing schools. Yr 1 (term) Yrs 2-5 (yr)

• Mount national advertising campaigns, including use of the County Council Website, targeted at newly qualified teachers, returners to teaching and teachers seeking career enhancement. • Extend the current NQT induction programme to ensure Continuing Professional Development opportunities in the post-induction period. • Work with local Development Groups of schools to mount Summer training opportunities for potential returners to the profession. • Continue to take advantage of funding opportunities through Summer the Teacher Training Agency to provide ‘Return to Teaching’ courses and other courses as appropriate. • Work with schools and the Teacher Training Agency to co- ordinate the operation in Leicestershire of the Graduate Summer Teacher Programme and other similar schemes as they Ongoing develop. • Work with schools and the DfES to provide professional Autumn development opportunities for classroom assistants and nursery nurses, including routes into teaching. This activity makes a significant contribution to the following themes: Theme 9.

Establish a co-ordinated Career Development Strategy, Timing which maximises all available resources. Yr 1 (term) Yrs 2-5 (yr) • Develop and implement the LEA/Regional Continuing Professional Development Strategy. • Extend the LEA’s involvement with the AST programme. Autumn Ongoing • Support school involvement in the Fast Track Scheme in order to recruit high quality entrants to the profession who Autumn can be developed as future leaders and managers in and Leicestershire schools. ongoing • Provide career enhancement opportunities for Leicestershire teachers through use of secondment opportunities, including Yr 2 placements in schools in different settings and phases. Autumn This activity makes a significant contribution to the following themes: Theme 9.

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Alleviate the difficulties, which schools are encountering in Timing finding suitable supply teachers. Yr 1 (term) Yrs 2-5 (yr) • Establish a Leicestershire Supply Pool in conjunction with a Autumn commercial supply agency. • Operate regular professional updating sessions for teachers Summer in the Supply Pool. • Advise Development Groups on recruiting and training Autumn supply teachers in their localities. • Continue to promote ‘Return to Teaching’ courses among Summer Ongoing potential supply teachers. This activity makes a significant contribution to the following themes: Theme 9.

Establish a structure within the Education Department for Timing addressing recruitment and retention issues. Yr (term) Yrs 2-5 (yr) • Identify an officer who will co-ordinate the LEA’s Recruitment Autumn and Retention Strategy. • Maintain a cross-phase Reference Group of Headteachers Ongoing Ongoing and Principals. • Provide briefings for elected members. Ongoing • Provide an advice line for Headteachers and Governors. Spring • Provide training opportunities for Governing Bodies and Headteachers on issues related to recruiting and retaining Yr 2 staff. Autumn • Ensure a regular flow of information to schools on local and national initiatives, including sources of funding, designed to address recruitment and retention issues. Ongoing Ongoing

This activity makes a significant contribution to the following themes: Theme 9.

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ANNEX 3

RESOURCES FOR EACH PRIORITY

IN THE SCHOOL IMPROVEMENT PROGRAMME

At present the Finance Team are producing the wide range of financial data expected by the DfES. However, the cost of the EDP will be found within existing resources.

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ANNEX 4

THE STRATEGY FOR MONITORING, EVALUATING AND REVIEWING THE PLAN Overview

It is important that the Educational Development Plan and the resulting action plan are working documents and their impact is measured by the influence on standards and the quality of education in Leicestershire schools/colleges.

The Monitoring and Evaluation Framework (Diagram 1) sets out the inter-relationship of monitoring, evaluation and resulting decision-making. It shows that, while the monitoring and evaluation functions overlap, the emphasis within each element is clear and involves essentially different groups. The central evaluating role of the Strategic Management Group, and within it the Director of Education, is also demonstrated.

Priorities

Each of the 7 Priorities and the related activities has a member of Senior Management Team/Management Group assigned as Priority Manager. This officer/adviser will monitor the function/activities within the Priority drawing upon other colleagues in the Education Service as necessary and appropriate. Each Priority Manager will monitor progress through the expected outcomes and targets specified in the associated action plans. The Priority Manager will provide a six monthly report for the Assistant Director, School/College Effectiveness.

Data Gathering and Analysis

The LEA will continue to develop its current school/college contact proforma and database of work done. This will enable the Priority Managers to identify all work undertaken by the LEA as part of a given priority, to monitor the time spent and through the linked notes of visit, gain insights into the detail of the impact of the work in each school.

This process will provide a key opportunity for schools to feed their views into the formal evaluation processes.

The pupil level data base of test and examination results will also enable the LEA to monitor, with increased levels of sophistication, improvements in levels of achievement. This will include detailed feedback to schools in terms of value added achievement. The Principal Adviser for Data and Assessment will be responsible for undertaking an analysis of the effectiveness of the LEA’s work as reflected in examination data. This analysis will include Baseline , KS1, KS2 and KS3, SATS, GCSE and progress made in achieving the LEA targets for Literacy, Numeracy and ICT, 5 A to C GCSE and 1 A to G GCSE. How the LEA compares with its statistical neighbours will also be monitored vigorously. All Ofsted reports will be analysed by the school link adviser/inspector and a six monthly collation will be produced. The findings from this analysis will be combined with the detailed analysis of the LEA PANDA and the analysis of the Link Adviser Visits (the judgement completed by the Link Adviser with the headteacher and shared with the Chairman of Governors). An annual report will be taken to the Cabinet and the Education and Heritage Scrutiny Committee.

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Reporting

The monitoring of targets will be a key indicator of the success of the LEA in its implementation of the plan.

During the period 2002-2003 the Education Development Plan Liaison Group (headteachers, Union representatives, Governors and Officers), Chaired by the Director of Education, will receive updates on progress on a monthly basis. The Assistant Director School/College Effectiveness will report once a term on progress to the Senior Management Team of the Education Department.

The purpose of the Education Liaison Group will be to gauge the success of the EDP from the perspective of the school and college community and provide the interface with the LEA. The Education Liaison Group will steer and assist implementation, evaluate effectiveness and suggest ways forward as part of an ongoing process.

The current process agreed with Education Cabinet will be applied to monitoring the EDP. Information on expected outcomes will be collected by the officer or group identified in each action plan. The interval will depend upon the nature of the activity. Information on the success criteria will be regularly shared with the line manager, and with the Priority Team Leaders in the Management Team. The maximum interval will be six months as reports to Committee will be required.

A six monthly report will be taken to the Cabinet and the Education and Heritage Committee.

An annual progress report will follow from these reports and will be taken to the Committees identified in the Monitoring and Evaluation Framework (Diagram 1). This will enable Cabinet to review progress and recommend modification of the Action Plan and success criteria in future years. The annual progress report will be circulated to all Governing Bodies, Headteacher/Principals, Community Centres, Libraries, neighbouring LEAs and the Learning and Skills Council.

The written reports to Cabinet will continue to be a matter of public record.

Keeping LEA partners informed of progress

In addition to the reports to Cabinet, schools and other partners will be kept informed and have the opportunity to feed their views into the monitoring and evaluation process via existing consulting frameworks.

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Existing meeting framework:

*Directors meeting with • Leicestershire Primary Headteacher • Leicestershire Secondary Headteacher • Leicestershire Special School Headteacher

*Directors meeting with Chairs of Governors • 5 Area meetings per term

*Education Forum (Headteacher, Governors and Members) • 2 meetings per term

*The User Group (Parents, Governors, Teacher Association, Headteachers, Departmental Services) • meetings per term

*SACRE

*Teacher Consultative Committee • meetings per term

*Teacher Negotiating Committee • meetings per term

*Association of Leicestershire Governors

EDP/EDPDraft1/SG 07.01.02 100 DIAGRAM 1 MONITORING AND EVALUATION FRAMEWORK

LINK ADVISERS PRIORITY EDUCATION DEPARTMENT MANAGER SENIOR MANAGEMENT TEAM CO-ORDINATOR SERVICE MANAGERS EDUCATION PLAN LIAISON GROUP

EDUCATION OFFICERS

CABINET

• LPH/LSH/LSSH • LPH/LSH/LSSH • CHAIR OF GOVERNORS • CHAIR OF GOVERNORS • FORUM • FORUM EDUCATION HERITAGE • USER GROUP • USER GROUP AND SCRUTINY COMMITTEE • SACRE • SACRE • TCC • TCC • TNC • TNC • ALL SCHOOL/COLLEGES • ALL SCHOOL/COLLEGES

COUNTY COUNCIL

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Monitoring, evaluative and decision making Monitoring, evaluative and decision making elements to roles. Monitoring, evaluative and decision making of elements to roles. EMPHASIS ON EVALUATION elements to roles. EMPHASIS ON MONITORING EMPHASIS ON REVIEW AND DECISION MAKING

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ANNEX 5 EDP 2002 THE LEA’s CONSULTATION ON ITS EDP

Consultation processes developed during the EDP 1998-2001

An Education Development Plan Liaison Group was established in 1998 to work with Education Department Officers on the progress of the EDP, and to reflect views from the schools through Headteachers and members of governing bodies on the impact and success of the activities contained in the EDP. The Liaison Group has held regular meetings at which Officers responsible for particular activities have provided progress reports and updates on the activities outlined in the EDP and the way in which they have been delivered. Feedback from the group has been used to ensure that activities are delivering schools’ requirements.

The Liaison Group has also been instrumental in the planning and delivery of an Annual EDP Conference in November of each year at which the Director has provided the Conference with an overview of the successes achieved in Leicestershire as a result of EDP activity. At each Conference, there have been workshops/discussion groups where Headteachers and Governors have discussed the effectiveness of the EDP activities, and suggested ways in which they might be improved.

There have been two notable amendments to the Leicestershire EDP as a result of these consultations. As a result of the identification of high levels of stress amongst Headteachers, at the 1999 Conference, a local authority policy to deal with Headteacher stress has been implemented and a Headteacher Support Unit has been established. As a result of concerns raised at the Conference in 2000, the local authority embarked upon initiatives to address the issue of teacher recruitment and retention which had been identified by some Headteachers as seriously effecting the delivery of education in their schools.

Consultation on the EDP for 2002 onwards.

In preparation for the EDP from 2000-2007, materials were prepared during September 2001 and widely circulated to schools and colleges throughout Leicestershire during the first half of the Autumn term. These contain an overview of all available data on the current levels of performance and achievement in Leicestershire, and identified strengths and weaknesses evidenced by that data. This was a result of an extensive survey of OfSTED Inspection Reports, local authority records and school PANDAS. The circulation of this material stimulated considerable debate amongst Headteachers and governing bodies prior to the formal consultation conference which was held in November 2001.

In July and August 2001 the PANDA, Ofsted Reports and Judgement Recording forms (the outcomes of Link Adviser visits) were analysed. A strengths and weakness analysis was undertaken under the following headings:

• The analysis was presented to the Advice and Inspection Reference Group and the Education Development Plan Liaison Group for comment and advise on the most appropriate way to consult schools.

• A report was presented to Cabinet and Education and Heritage Scrutiny Committee in September 2001.

• A summary of the full analysis and the detailed analysis of the outcome of the Link Adviser Visits was circulated, for comment, to all headteachers and Chairman of Governing Bodies.

EDP/EDPDraft1/SG 07.01.02 102 Document Pack Page 146 • During early September 2001 all members of the Advice and Inspection Service engage in working parties to shape the form of the priorities. This includes details of the Activity and Action level. This degree of early detail was felt to be important as it would enable, headteachers and governors to be involved at a ‘meaningful’ level of consultation.

• During September, October and early November 2001 the Assistant Director, School/College Effectiveness visited Development Groups (Family of schools covering 3 to 18) to discuss the EDP.

• In November 2001 headteachers representative, Governors, Members of Cabinet and Education and Heritage Scrutiny Committee, Chair of Early Years Partnership, Chief Executive of Learning Skills and Council, Officers of the Education and other departments of the County Council, including the Chief Executive and the DfES Adviser attended a Conference to discuss proposals for the EDP at Priority, Activity and Action level.

• A consultation meeting was held with the Chief Executive and Senior Officer of the Learning Skills Council.

• The comments and recommendations reference Local Priorities, Activity and Action (for all Priorities) were collected and referred back to the original working groups.

• Update programmes were circulated to all schools for comments. The outcome were presented to Education and Heritage Scrutiny Committee and Cabinet in early January 2002.

• During January 2002 the Draft EDP was presented to Executive Briefing – 8 January 2002 Executive Briefing – 15 January 2002 Education and Heritage Scrutiny Committee – 16 January 2002 Cabinet - 22 January 2002 County Council - 30 January 2002

Summary of Responses

There have been no objections to the broad thrust of the Education Development Plan, the Priorities, Activities or Actions. The consultation conference stressed that the expected outcomes in the EDP should go beyond the reporting on percentages for SATs. It will be noted from the expected outcomes identified in the EDP that although output based the request from the headteachers has been implemented.

A significant number of delegates at the conference requested an additional priority:- • Recruitment and Retention This has been included in the EDP as Priority Seven.

Issues of concern or in need of further development were identified as:-

• ICT Curriculum and Administration • SEN – EBD issues in mainstream schools

These have been further developed in the School Improvement aspect of the plan. Annex 2 has also been added outlining present provision and outlining medium and long term projection.

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There was also significant support for the development of a Broad and Balanced Curriculum and Creativity. It was agreed with the Education Development Liaison Group that this should not be seen as an additional Local Priority but emphasised within each of the present priorities.

Outcomes of the EDP Conference – 12 November 2001

The paper was circulated to schools, presented to the EDP Liaison Group, Cabinet and Education and Heritage Scrutiny Committee.

During the Conference two group discussion sessions took place: Session 1 - Cross Phase membership Session 2 - Development Group membership

• It was identified in both sessions that the LEA should identify a seventh priority:

Recruitment and Retention; included in this priority a structured approach to staff development.

• There was a feeling that Chairs of Governors from all schools or at least a representative from each Development Group should be invited to the EDP Conference in future. • It was also felt that there was insufficient time to discuss the issues in detail. Discussion group based on Key Stages may have helped to focus discussion.

OUTCOMES

The following were identified as issues to be included in the EDP or associated plans. Session One

• ICT needs total review of support at KS1/2/3. NOF training (not provided by LEA) inappropriate in many cases. Lack of LEA infrastructure for developing Curriculum aspects of ICT. Need for Technical Support. • Support for EBD in mainstream and lack of flexibility of Educational Psychology Service to meet demands. More behaviour management INSET required. • Focus resource (time training) to work with areas of LEA where there is underachievement. The setting up of mini Action Zone if possible. • Focus on transition KS2/3 especially at 10+ transfer. Induction procedure needs to be agreed. • Need for vision to link the priorities – what do we want to achieve/be in Leicestershire. • Post 16 issues. • Focus on work of Development Group for Transition/Communication. • Greater emphasis on developing a ‘Broad and Balanced Curriculum’ including a focus on creativity. • Need to set targets for LEA beyond SATs and GCSE. • More Able – greater clarity reference defining and policy. • Common Admissions Policy was mentioned by a considerable number of groups:- - does the LEA intend to deliver? - has the priority of the LEA changed? - If this is a 5 year plan and linked to Strategic Plan – what steps do the LEA intend taking. • Sport seemed to be given undue emphasis.

EDP/EDPDraft1/SG 07.01.02 104 Document Pack Page 148 • Need greater clarity ref SRAS Strategy especially with the change in emphasis of Standards Fund allocation. • Need for greater coherence between EDP and other LEA and County Council plans.

Session Two

• Using Development Groups as a centre for ICT development projects • Development of an LEA vision for role/function of Development Groups e.g. - Development Groups could have a role of identification in Early Years settings or special needs – links with Social Services, Education Psychology etc especially transition between schools - Transition and induction high priority for Development Groups - Use of Development Group to train Teacher assistants - Use of Development Groups to disseminate Good Practice.

• Need a vision for 10+ issue over the next 10 years so we can put it to bed or work on it e.g. - Support for 10+ family of schools enabling staff in these schools to meet to focus upon needs e.g. Year 5-6 transfer - Need for bridging projects Year 5-6 and KS2-3 transition strategy need in Foundation subjects especially ICT • Need to consider possibility of setting up mini-action zones • Identification of ‘Entitlement’ for Leicestershire pupils. • Sharing of Good Practice – LEA should develop a Good Practice Web Page • Commitment to a ‘Broad and Balanced’ curriculum • Success criteria need to be framed more generously than simply being expressed as attainment targets • Early Years policy needs serious consideration. It cannot be established on an ad hoc basis • Family and Community learning should be seen as an important focus for the LEA. • Need for urgent talks with City/DfES. 30% of pupils in Wigston Development Group is from Leicester EAZ. This has a considerable influence on the work of the Group. Braunstone Group has similar problems.

EDP/EDPDraft1/SG 07.01.02 105 Document Pack Page 149 Agenda Item 5

APPENDIX 2

EDUCATION DEVELOPMENT PLAN

2002 - 2007

PROGRESS REPORT FOR

THE EDUCATION DEVELOPMENT PLAN 1999-2000

AND

DRAFT

PROGRESS REPORT FOR

OFSTED ACTION PLAN NOVEMBER 2002

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Documents that have been produced as part of the Monitoring and Evaluation of EDP1 and the Ofsted Action Plan

Education Development Plan 1 (pages 3 to 33) The progress report for the EDP 1999-2000 is one of a series of reports presented to Cabinet and the Education Heritage and Scrutiny Committee. It shows the progress made during the academic year 1999-2000. The report pulls together the issues raised and reports presented to the EDP Liaison Group, the Senior Management Team of the Education Department, Education Heritage Scrutiny Committee and Cabinet. (See Annex 4 The Strategy for Monitoring, Evaluation and Reviewing the Plan, in particular Diagram 1).

The full report for the implementation of the EDP1 will be presented to Cabinet in April 2002.

OFSTED Action Plan (pages 34 to 49) After twelve months of implementation this Ofsted Action Plan was fully integrated in the Education Development Plan and the Strategic Plan of the Education Department and has therefore been reviewed and evaluated as part of these documents.

As EDP1 was coming to an end it was felt important that the implementation of the priorities in the Ofsted Action Plan was reviewed and reported to Cabinet as a separate item.

District Audit was commissioned to act as an external agent of challenge. Mr Steve Warburton of District Audit is in the process of reviewing appropriate Committee Reports, other evidence basis and meeting with headteacher representatives and appropriate Reference Groups. The outcome of the Review will be reported during the Spring term.

The document, pages 34 to 49, was produced as a draft for discussion with Mr Warburton. It is a small part of the material provided for the evaluation process. However, it was felt appropriate to include within section Annex 4 of the EDP (Evaluation of EDP1).

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PROGRESS REPORT FOR

THE EDUCATION DEVELOPMENT PLAN 1999-2000

This document was presented to Cabinet and Education and Heritage Scrutiny Committee and circulated to all schools for information.

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PRIORITY 1 To continue to increase the rate of progress and the achievement of all Leicestershire pupils (when measured against our statistical neighbours, national and international standards.

PURPOSE OF • To improve our levels of achievement when measured against our ACTIVITY statistical neighbours, national an international standards.

NATURE OF THE • To support Governors, Headteachers and teachers with processes ACTIVITY relating to pupil achievement.

TARGET GROUP FOR • Teachers, Headteachers and Governors. THE ACTIVITY

THE ACTIONS TO BE PROGRESS MADE TAKEN • To raise standards • Continued the Strategy implementation following annual review by and increase the rate of Regional Strategy Managers against interim targets including progress in Literacy extension into Early Years and KS3 and 4 across all Key Stages • Increased parental and community involvement initiated (via Literacy Action • Developed teachers, understanding of the development of language as Plan). identified through course evaluations and observations of classroom practice by Link Adviser • Promoted and supported a broad, balanced and relevant literacy curriculum as identified through discussions with headteachers and coordinators as part of literacy monitoring programme • Shared good practice (Further detailed evidence within the year evaluation for Literacy Strategy Director)

• To raise standards • Continued the Strategy implementation including extension into Early and increase the rate of Years and KS3 and 4. progress in Numeracy • Increased parental and community involvement across all Key Stages • Developed teachers, understanding of the development of numeracy in (via Numeracy Action schools and in localities Plan). • Promoted and supported a broad, balanced and relevant numeracy curriculum with a particular emphasis on mental and oral strategies

• Shared good practice

• (Further detailed evidence within the year evaluation for Numeracy

Strategy Director)

• To raise standards • SENCO’s from third of all primary schools and half of all secondary and increase the rate of schools trained in monitoring and evaluation progress of pupils with • special educational All Special School Headteachers attended a three day training course needs, including those in monitoring and evaluation • with Emotional All Heads of Special Units attended training for monitoring and Behavioural evaluation • Difficulties (link to System for determining rate of SEN pupil progress developed to set LEA Behaviour future targets and inform professional development Support Plan and SEN • School framework for measurement of small steps progress for SEN Development Plan). pupils initiated from September 2000 in all schools.

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• To raise standards • Identified issues for more able pupils with all schools through and increase the rate newsletters and teacher support groups. Link Adviser continue to raise of progress of more profile of more and very able pupils during link visits. able pupils across • Schools encouraged to develop a policy for more and very able pupils the curriculum Pre- and name a co-ordinator Key Stage 1-4 (link • Supported governors and senior managers to develop policy into to LEA More and practice Very Able Pupils’ • Established resource base in conjunction with Rothley Library Plan). Services for Education • Established summer schools for gifted and talented pupils • Established residential provision for pupils such as ‘underachieving able writers’ • Established reference groups within development groups to support more able development • Supported school in developing enrichment activities and essential differentiation within the classroom.

• To ensure all pupils • Continued to work closely with schools, Link Advisers and for whom English is community groups to identify targets for school improvement and an additional develop appropriate strategies for achieving success language have full • Other innovative approaches include access to the - Summer schools for refugee/asylum seeking pupils curriculum, and further classroom support particularly Literacy - Homework clubs and Numeracy. - Reduction in timetabling and more tailored support in secondary schools - Pitman examinations to support students whose language skills are not sufficiently developed - Developed partnership between EMASS, Traveller Education and Early Years Support Team - Developed Careers Education programme - Ensured consistent approach to target setting - Established productive links with Early Years team, European funded projects, FE colleges - Established networks for KS3/4 staff to share good practice.

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• To raise standards • MIDYIS and YELLIS test use is established in all high and upper an increase the rate schools. Only 1 11-18 school has not adopted the packages. of progress across Dedicated lead professional role support (20 days) has been provided Key Stage 3 and 4, to develop and refine their use in schools. A&I liaise with the CEM including foreign Centre (which designed and administer MIDYIS and YELLIS) to languages. ensure the products are developed to take account of Leicestershire’s structure and needs. • Bridging materials to ensure curriculum continuity between Key Stage 3 and 4 have been developed and published in MFL, English, maths, ICT and science. • The new transfer record has been developed and published, taking account of new national requirements. • Key Stage 3 target setting advice has emphasised the need for targets to focus on attainment at Key Stage 3 and Key Stage 4. A positive response has been gained from schools. All schools involved in Link Adviser target setting visits. • Induction guidance produced by a working group of teachers and advisers/officers has been published • LEA assessment in-service courses and programmes have, when focusing on standards and moderation, referenced standards across Key Stages as well as within the Key Stage of direct interest to participants. Courses have remained open, and publicised to teachers not teaching within that Key Stage.

• To support the • Middle management modules defined, ready for implementation implementation of Autumn 2000 Curriculum 2000 at • Phase 1 of Gender Project completed which has identified participants, KS4/5. delivered seminar, analysed data and developed a SRAS action plan • Level 3 qualification Life Long Learning project approved by Partnership Board • Strong liaison with VESA – steering group membership, work related learning partnership to ensure effective curriculum support • Provided Central Training in English, Mathematics, Science and ICT.

• To develop the • Raised awareness of sporting initiatives within the curriculum and Sports Through provided advice and support on its implementation Education Strategy. • Completed cycle of TOP Play and BT TOP sport initiative in primary schools including an evaluation of benefits so far • Advised schools on the practical integration of existing and new sports initiatives • Provide training opportunities for teachers and school volunteers.

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THE ACTIONS TO BE PROGRESS MADE TAKEN

• To raise standards • Analysis of LEA OFSTED reports will give a baseline for future and the rate of improvement analysis. progress in Religious • Provided courses, conferences and consultancy for all Key Stages re Education. teaching and learning, schemes of work based on Agreed Syllabus and QCA guidelines • Targeted support following OFSTED analysis • Networked external providers to support school development • Reviewed practice at secondary phase • Produced termly update for schools • Ensured SACRE members receive current information • Produced Booklet and CD ROM to promote teaching of different faiths and developed artefacts pack • Added appendix to Agreed Syllabus to provide guidelines re QCA developments

• To raise standards • Continued National Grid for Learning implementation and increase the rate • Promoted and supported a broad, balanced and relevant ICT of progress in curriculum through courses, conferences and consultancy Information • Monitored OFSTED reports to identify strengths and weaknesses in Communication provision. Technology (link to the ICT Development Plan).

• To address the needs • The analysis of achievement of children looked after, SATs/GCSE, of Children Looked academic year 1998-99 in comparison with local pupils has been After. completed. This is to provide the baseline for improvement in future years. • The establishment of a discrete database for inclusion within the Student Support Section of the Pupil Database is under way it will be established during the Autumn Term.

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• To increase parental • 17 schools receiving support from grant 16 to fund Out of Hours involvement and learning opportunity. responsibility for • Study Support Officer now in post. children’s learning • Data base of provision is being planned. and pupils’ • All community (designated) primary schools are offering Study ownership/responsibi Support facilities for homework. lity for their own learning including the development of a network of homework clubs and study support centres.

• To clarify the • A Working Group has identified the task required. importance of the role • A Headteacher has been seconded to undertake research. of Development Groups • A Handbook of Practice for Development Group including guidelines implementing the concerning their role has been produced and circulated to schools. school improvement • Success criteria identified in Ofsted Action have been met except for strategy and work with the survey which will be undertaken in September 2000. less active groups to develop a better capacity to provide support.

• Develop and • Paper on EBD Strategy presented to Cabinet Summer term 2000. implement an EBD • Cabinet agreed that EBD Strategy should go for consultation to end on Strategy as identified 29 September 2000. Cabinet decisions will be included in the in the Behavioural Behaviour Support Plan which will go to Cabinet for final approval in Support Plan October 2000. • Consultation completed 29 September 2000 with report to Cabinet planned for early October 2000. • Ancillary budget for support to pupils experiencing behaviour difficulties increased by 40%. • Minimum level of provision maintained at 10 hours per week. • Proposals have been made to Cabinet for establishing a specialist primary provision as part of the EBD Strategy. • Proposals for a growth bids to increase the accommodation for Student Support Service have been proposed for 2001/2002.

• To address the needs • A programme will be implemented during the Autumn Term 2000, of Children Looked through the Development Group to establish the following:- After 1) A named person in every school with responsibility for children looked after to be identified. The process will commence Autumn Term. 2) An ‘official’ network of contacts through the Student Support Service, linking Student Support Service, Schools and Field Social Workers. 3) Guidelines that will be issued to Social Workers and Schools: (i) Guidelines for Social Workers on planning for Education (ii) Guidelines for Education on planning for children and young people within the Social Services Department.

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• To reduce • Statistics for 1999-00 are not yet available due to the change in unauthorised reporting by schools authority to FORVUS (DfEE). The LEA has absence of pupils. maximised Standards Fund 19, 2000-01 by targeting unauthorised absences in secondary schools. This involves setting attendance targets for schools, where appropriate.

SUCCESS CRITERIA EVALUATION OF SUCCESS CRITERIA

• Literacy and • 1999 targets met for both Literacy and Numeracy numeracy: • 2000 targets will be available September 2000. Academic Year • Improvements in proportion of pupils gaining L4 in KS2 English 2000/2001 :- tests between 1997-99(3 School years) shows National results Key Stage 2, English improved by 7% and Leicestershire results improved by 8%. 80% Level 4+, (Leicestershire pilot schools improved by 10% and the 17 Mathematics 76% Intensive support schools improved by 12%). Level 4+

Academic Year • 2001 indicative targets show targets will be met for Numeracy BUT 2001/2002:- 7% points away for Literacy – due to variation in performance in Key Stage 2, English reading and writing. Supplementary Action Plan in place with greater 85% Level 4+, emphasis on writing to ensure targets are met. Mathematics 80% Level 4+

• ICT • 66% of schools connected by March 2000 on target to connect 100% • By 2002, to of schools by March 2001 connect all schools to the internet

• Increase the • 66% of schools with low pupil/computer numbers had additional number of hardware by March 2000 computers per pupil where the ratio is below the national average

• Maintain our • Analysis of Ofsted Reports 1999-00 and LEA Panda 1999 are now achievements available and will be reported to Cabinet. within ICT in line with our • Latest data Panda (1999) show:- statistical KS1 75% Satisfactory or better neighbours as KS2 67% Satisfactory or better described in our KS3 61% Satisfactory or better LEA PANDA KS4 75% Satisfactory or better

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• SEN • All progress in line with SEN Action Plan By 2001, to establish a • Analysis of Ofsted Reports 1999-00 and LEA Panda 1999 are now baseline by available and will be reported to Cabinet. which progress of SEN pupils • Latest data Panda (1999) show:- may be KS1 94% satisfactory or better determined in KS2 90% satisfactory or better order to maintain KS3 100% satisfactory or better improvements KS4 83% satisfactory or better with Statistical neighbours

• Latest 2000 National Data shows Leicestershire Level 5 and above in line with National expectations. Data relating to Statistical Neighbours will be available November 2000.

• More Able KS2 Leicestershire National By 2002, to maintain English 28 29 our higher levels of Mathematics 25 24 attainment for More Science 35 34 Able pupils, in line with our statistical neighbours

• English is an • All progress in line with EAL Action Plan – Targets already met. Additional Language • Detailed information available in report to DfEE July 2000. By 2002, to increase language levels for EAL pupils in both oracy and literacy to 1a to 1b 95%,1b to 2 85%,2 to 3 60%, 3-4 30%.

Key Stage 3 and 4. Academic Year • 1999 targets met. 2000/2001 :- GCSE/GNVQ, 53% • 2000 results will be known in September 2000. 5+grades A-C, 97% 1+ grades A-G, Average point score 39

Academic Year • Indicative targets indicate that 2001/2002 will be met 2001/2002:- GCSE/GNVQ, 54% 5+grades A-C, 98% 1+ grades A-G, Average point score 39

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• Curriculum at Key • 1999/2000 Curriculum actions completed Stages 4 & 5 By 2002, to ensure all schools and colleges are supported through a wide range of networks and agencies to attain the above targets

• Sports Through • 87% of all Primary schools have had the opportunity for TOPS Education Strategy curriculum training/resources to improve teaching. By 2002, 100% • 45% of all schools have had the opportunity to develop extra curricular of schools have activities. increased their Sportsmark curricular and • 11 secondary schools have achieved Sportsmark extra curricular • 3 secondary schools have achieved Sportsmark Gold provision for • 3500 primary teachers have received TOPS training sport and • 550 primary teachers have attended TOP UP Courses improved their • 105 Secondary teachers have attended Sports Governing Body awards quality of • teaching as 85 special school students have attended a Special Schools judged by ‘Sportability’ Festival • National Sports 120 teachers (KS1-4) attended the first cross phase PE Conference Standards

• Ofsted and Link • Analysis of Ofsted and Link Adviser Reports available September Adviser Reports reflect 2000. increasing % of good practice.

• 50% of schools offer • Latest figure shows that 90 schools are offering Study Support funded study support activity by the New Opportunities Fund (NOF) – approximately 28%. by 2002 • 17 schools receiving grant 16 for Study Support (some overlap with above).

• RE By 2002, to improve our • 1999 RE Action Plan completed achievements in RE in relation to our • Analysis of Ofsted Reports 1999-00 is available Statistical Neighbours. • Latest LEA Panda (1999) shows:- KS1 92% satisfactory or better KS2 90% satisfactory or better KS3 75% satisfactory or better KS4 50% satisfactory or better

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• To reduce exclusions and unauthorised absence of pupils

- DfEE target for • LEA reduced all permanent exclusions by 7.8% from 90 in 1998/99 to permanent 83 in 99/2000. We have achieved the targets set by the DfEE. exclusions in 1999-00 is 100. In 2000-01 it is 95.

- Further reduction by • There has been a slight reduction from 19 to 18 in permanent 33% by 2001 the exclusions of primary aged children between 1998-99 and 1999-00. number of primary This area of provision has been highlighted within the review of the aged pupils EBD provision, the consultation period for which ends October 2000. permanently excluded.

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PRIORITY 2 To extend and refine data collection and analysis and to increase its application in order to secure improvements in teaching, learning and pupil attainment.

PURPOSE OF • To enable schools to use data more effectively as a tool for raising ACTIVITY pupil achievement.

NATURE OF THE • To provide appropriate data and support for its use. ACTIVITY

TARGET GROUP FOR • Governors, Headteachers, Middle Managers and Link Advisers. THE ACTIVITY

THE ACTIONS TO BE PROGRESS MADE TAKEN

• To provide schools • Schools now receive benchmarking data in disc format with and others with instructions to enable customised data and tables for self-selected accessible, valid, groups of comparitor schools. reliable, relevant, • Secured resources to develop School Effectiveness Data Base to timely analysis enable systematic development of A&I capacity to use data to support relating to target setting process. achievement and • Developed Autumn Package and PANDA usage within A&I / schools other aspects of to support target setting process school performance. • Analysed OFSTED reports • Agreed Joint School/LEA evaluation report with schools and analysed outcomes • High proportion of schools using MIDYIS and YELLIS.

• To refine and • Agreed annual data need with S&I improve data • Advisers defined data needs to support Lead Professional Role collection through • Improved pupil tracking pupil-tracking, • UPN’s successfully allocated to all pupils development and use • Looked After Children added as a field on database. of value added systems and monitoring specific aspects including students from minority and ethnic groups and children looked after.

• To harmonise the • LEA data interpretation for schools modes of • Assessment Framework developed presentation of LEA and National data.

• To develop • School Effectiveness Data Base used to highlight strengths and appropriate use of weaknesses in individual schools. data to focus activity • OFSTED analysis and Joint School/LEA evaluation analysis used to in schools and highlight strengths and weaknesses in LEA provision. identify the need for support and intervention.

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THE ACTIONS TO BE PROGRESS MADE TAKEN

• To improve the • Common baseline assessment for 4/5 years olds. presentation and use • Agreed assessment framework. of data to support • Assessment Manager software in all schools through SIMS. target setting that is challenging, including unauthorised absence and exclusions.

SUCCESS CRITERIA EVALUATION OF SUCCESS CRITERIA

• 100% of schools to • 100% of school completed. engage in a • 92% of schools surveyed rated the interaction as good. discussion with their • September 1999 – all schools had 3 hour meeting with Link Advisers Link Adviser to discuss target setting. concerning the overall performance data available, within the annual school target setting cycle.

• By 2002, ALL link • Up to the minute data and trends in SATs and GCSE over the last 3 Advisers able to years is now available through School Effectiveness Database. (12 access and use a months ahead of schedule). Targets agreed for 2002 and actual and School Effective projected targets up to 2001. A GCSE target to be added 2000-01. Data Base to support the target setting procedure and ensure effective challenge.

• SMT to receive • Analysis of Ofsted Reports for Academic Year 1999-2000 available annual analysis of and presented to Senior Management Team September 2000. OFSTED reports • Analysis of Link Adviser JESE for academic year 1999-2000 available and Joint and presented to Senior Management Team September 2000. School/LEA • Reports to be presented to Cabinet November 2000. evaluation forms via Principal Advisers to inform Best Value judgements.

• All schools requiring • One school, identified by Ofsted Inspection as serious weaknesses, not additional support identified by SRAS procedures. identified through • 6 schools in Serious Weakness. These figures are well below national SRAS procedures. averages and our Statistical Neighbours. • All schools requiring additional support (LEA identified) are supported and detailed Action Plan produced. • Identified possible “under-achieving” schools and support provided.

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• All schools to be • July 2000 Value Added Data provided for Key Stage 3 – GCSE. This provided with value project is at an early stage of development and discussion. added data by • Value Added Data is also provided for GCSE to A Level. This is an September 2002. established programme and has been well received by Upper Schools.

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PRIORITY 3 To improve the quality of teaching across all schools and colleges.

PURPOSE OF • To enable schools/colleges to improve the quality of teaching. ACTIVITY

NATURE OF THE • To support schools/colleges with processes to improve the quality of ACTIVITY teaching.

TARGET GROUP FOR • Headteachers, Middle Managers and Teachers THE ACTIVITY

THE ACTIONS TO BE PROGRESS MADE TAKEN

• To raise teachers’ • Intensive support given for Literacy and Numeracy across all key expectations of stages. pupils (including • All curriculum courses include standards agenda. teaching and learning strategies).

• Establish a Link • The Link Adviser programme is now well established. Adviser programme • During the academic year 1999 – 2000 the Joint Evaluation of School that will monitor, Effectiveness strategy, based on the Ofsted judgement recording form, evaluate and report has been introduced and used on all link visits to provide a consistent back to the LEA and and rigorous instrument through which the quality of teaching can be governors on the monitored and evaluated. quality of teaching in • In many schools, this has been supported by classroom observation. schools. • Copies of the joint evaluation judgements are collected by the LEA through the Advice and Inspection Service for analysis. Detailed report to be presented to Cabinet Autumn Term 2000.

• A survey of all headteachers during the Summer term 2000 gives very positive feedback on the effectiveness of the Link Adviser programme. • Overall 92% rated it satisfactory or better. Detailed report to be presented to Cabinet September 2000. • The chair of governors has received a copy of the joint evaluation form and any notes of visits. In almost all schools, the Link Adviser has met with the Chair of Governors to discuss the evaluations. Governors report that they have welcomed this strategy, and the opportunities for professional discussion it allows. • Progress has been very good against this action.

• To improve the • Focused support given to NQT. focus, range and • Wide range of support provided for literacy, numeracy and ICT. quality of • Extensive programme of IIP. professional • Range of Central Inservice available. development opportunities for all teachers (NQT, National Standards, Special Schools).

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• Develop SRAS • SRAS procedures have been developed over 1999 – 2000, so that there procedures to is a systematic approach to the identification of schools where support, challenge teaching is weak. and intervene in • Link Advisers identify these schools through the Joint Evaluation schools where the strategy and through analysis of Ofsted reports. Link Advisers and quality of teaching is Education Officers discuss their schools regularly to agree any action. identified as a • Any school with a weakness is encouraged/expected to put forward a weakness or not SRAS proposal to support improvements in teaching. good enough. • In 1999 – 2000 over 100 schools were supported through SRAS, and over 70 of these had improving the quality of teaching as at least a part of the action plan. It is difficult to compare 1998-99 figures due to National Funding changes. There are no comparative figures for1998- 99. • Progress has been very good against this action.

• To support teachers’ • Intensive support given for Literacy and Numeracy. planning to provide a • Specific support provided in core subjects and RE, ICT and MFL. broad and balanced curriculum for pupils with specific reference to the curriculum areas – RE, ICT,MFL and Citizenship (link to Literacy and Numeracy Plans and the Sports Strategy).

• Appoint a Link • The Link Adviser has been appointed, and has been in post since Adviser with the September 1999. Lead Professional • This adviser has undertaken a thorough analysis of data and Responsibility for information, and has produced an effective action plan based on improving the quality OFSTED action planning criteria for improving the quality of of teaching. teaching. This is now being implemented. • Progress against this action is sound, based on evaluation by the Principal Adviser.

• To improve • Those schools identified as making least progress or have greatest curriculum planning need to increase standards have received intensive support for Literacy for differentiation, and Numeracy. continuity and progression (including the needs of more able and SEN pupils).

• Develop an LEA • This part of the action plan is due to be taken forward in the school policy statement on year 2000 – 2001. Time has been identified in work profiles to ensure teaching and that resources will be available. learning to incorporate the LEA curriculum statement.

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• Plan and run • The Advice and Inspection Service runs courses through training activities to Literacy/Numeracy and other subjects identifying good quality support improvement teaching. in the quality of • Many training activities have the quality of teaching as a key element. teaching. Most significant are: • Literacy and Numeracy training. All schools have undertaken this training in the last year. • Ofsted self-evaluation course. 100 schools have attended this course, which looks in depth at improving teaching. • Investors in People. 93 schools have already been involved in this programme, and 34 begin the programme after September 2000. There is a significant emphasis on improving the quality of teaching in the programme. • SRAS. The SRAS action plan for many schools has included training activities for improving the quality of teaching. The activities range from whole staff training to mentoring individual teachers. Over 70 SRAS projects have included training activities to improve the quality of teaching. • Progress against this action is good.

• Provide guidance • Guidelines for planning and teaching of a multi-cultural, anti-racist and support for high curriculum have been written in partnership with teachers and quality planning and published to all schools. teaching of a multi- • Conferences have disseminated the guidance and feedback from the cultural and anti- conferences has been very positive. racist curriculum. • The initial feedback from schools is positive. They think the materials are high quality, and have the potential to make an impact. • Link Adviser will evaluate impact through a structured survey of all schools. • This action is complete, but support will continue.

• To support • Individual school and Development Groups work already completed. governing bodies in • Formal training programme October 2000. managing personnel procedures to deal with individual teacher capability and disciplinary issues.

• Identify where good • This activity happens regularly as part of Link Adviser work, to teaching exists, and support school self-evaluation, but not as yet systematically across all disseminate good subjects and aspects. This is being given a high priority in 2000 – practice in 2001. partnership with • The adviser with responsibility for the quality of teaching has prepared schools. an action plan. • Little progress made against activity identified within the Action Plan.

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• Develop the quality and range of music services across the County:-

- Redesign staff • Rigorous programme of annual staff visits in place including support visits monitoring visits, written reports and pre and post discussion with members of staff. - Visits to all • All staff visits completed 31 March 2000. instrumental and vocal teachers - Programme of staff • All salaried staff attend INSET at the beginning of each term. There is training no budget to bring in the hourly paid staff for INSET although some do come voluntarily. • Professional development was part of the 2000/01 bid for Standards Fund 27b but, although agreed by DfEE, the County Council could not find matched funding.

- Form focus groups • The Friends of Arts in Education are acting as a focus group. of parents, teachers • The Staff Consultative Committee has met five times in 1999/2000 to and pupils consider user feedback. • Informal customer feedback still the main source of external influence on the way the service operates. The billing system has changed radically this year as a result of customer feedback.

- Develop database to • The service IT network is now in place. Ethnicity and gender monitor gender and information are not yet available. This will be a priority for 2000- ethnic balance 2001.

- Develop funding to • The successful 27b bid was targeted at this area. enable greater • Several thousand primary children have participated in a musical participation of experience provided by the service though choirs or performing arts pupils whose parents activities. are unable to pay

SUCCESS CRITERIA EVALUATION OF SUCCESS CRITERIA

• By 2002, the quality • The analysis of Ofsted reports for 1998 – 1999 showed that this of teaching will be criteria was being met. The reports for 1999 – 2000 will be analysed satisfactory or good September/October 2000, but it is clear from the reports received that as shown by the the criteria will continue to be met. analysis of OFSTED inspections in at least 90% of schools.

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• The proportion of • The most recent statistical profile in Autumn 1999 showed The good teaching, as percentage of good teaching compared with statistical neighbours as shown by the LEA follows: statistical profile, will be within three percent of that achieved by statistical neighbours in all key stages. Leicestershire Statistical U5s 60 64 KS1 45 49 KS2 43 52 KS3 78 59 KS4 42 66

• These figures show that we are well above the criteria at Key Stage 3, and close to achieving the criteria for the under fives and at Key Stage 1. There is still some way to go at Key Stages 2 and 4.

• All schools identified • The SRAS procedures described above are ensuring that this criteria is through Ofsted being met. inspections or the Link Adviser programme with over 10% of unsatisfactory teaching or not enough good teaching will be offered support through SRAS procedures.

• 100% of • All staff were visited by April 2000. instrumental and vocal staff visited by December 1999

• 10% yearly increase • Database unable to provide accurate figures to date. Last year’s in boys’ take up of estimate of 7% increase based on informal survey. service • Development of database priority 2000 – 2001.

• 100% of staff receive • All salaried staff received in-service training in 1999/2000 in-service training

• Monitoring systems • Customer telephone and written feedback used extensively. in place • Staff Consultative Committee up and running. • Use of other focus groups not in place, priority 2000 – 2001.

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PRIORITY 4 To improve school-based assessment procedures to inform effective teaching and learning.

PURPOSE OF • To enable schools to use their pupil assessment processes more ACTIVITY effectively as defined by OFSTED to secure school improvement.

NATURE OF THE • To provide a framework within which schools can effectively assess ACTIVITY pupil progress.

TARGET GROUP FOR • Governors, Headteachers, Middle Managers and Teachers. THE ACTIVITY

THE ACTIONS TO BE PROGRESS MADE TAKEN

• To work with schools • Standardisation sessions to ensure accuracy of assessments with to ensure accuracy development groups and through central courses of assessments. • Quality Assurance courses for English, mathematics, science KS2-3 • Quality Assurance courses for foundation subjects KS3-4 • Baseline monitoring visits • Bridging projects KS2-3 • Bridging projects KS3-4 CDRom publication

• To work with schools • Achievement framework agreed with schools to promote informed • Link Adviser visits included standards, target setting agenda use of data. • Literacy and numeracy strategies include support for data use • INSET – Autumn Package, assessment Manager, Data eg MIDYS, YELLIS • Primary and Secondary Curriculum and Assessment Groups (CAG) continue to inform schools • School Effectiveness Data Base development

• To support schools Activities developed to support schools/teachers to use and transfer in using assessment assessment information to show pupil progress include:- data to help individual pupils • Completion of County Transfer Record make progress. • LEA/School Gender project to support increased progress • Courses to support introduction of Foundation Stage • Courses to support introduction of new QCA schemes of work • Courses to support introduction and use of Assessment Manager, Key Stage Manager • Courses to support use of marking, feedback procedures – assessment for learning • SEN support for P statements • Use of MIDYS, YELLIS, PIPS, etc to inform individual pupil tracking

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• To support schools • Updates through CAG, INSET, Newsletters in the efficient use of • Termly Baseline support assessment • KS1 Statutory Audit resources. • Support for Collation of data via electronic transfer via Key Stage Manager • School support for Autumn Package and Interactive Autumn Package

SUCCESS CRITERIA EVALUATION OF SUCCESS CRITERIA

• All school meet • Analysis of Ofsted Report is available and will be reported to Cabinet. statutory requirements for assessment(as shown by annual OFSTED analysis, Annual Joint school/LEA evaluation analysis

• In 2002 100% of • In the academic year 1999-2000 all schools set targets for 2001. schools able to set • It was felt necessary to challenge 46 Primary Schools about the realistic yet appropriateness of the target. (approx. 20%) challenging targets to support improvement and enable the LEA to met their targets

• LEA targets met • See Literacy, Numeracy, GCSE, A Level target progress.

• All schools use data • Analysis of Ofsted Report will be available September/October 2000. appropriately to support school improvement.

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PRIORITY 5 To monitor and support all schools to self-evaluate actively as part of continuous improvement.

PURPOSE OF • To ensure all schools implement self-evaluation processes. ACTIVITY NATURE OF THE • To provide models for school self-evaluation, support their ACTIVITY implementation and monitor their effectiveness.

TARGET GROUP FOR • Governors and Headteachers. THE ACTIVITY

THE ACTIONS TO BE PROGRESS MADE TAKEN

• Provide support, • Programme of self-monitoring and evaluation courses in place. training and • Development Group training sessions for Governors available. consultancy for governors in their monitoring and evaluation role.

• Establish a Link • The Link Adviser programme of visits to schools is now well Adviser programme established. During the academic year 1999 – 2000 the Joint that will monitor, Evaluation of School Effectiveness strategy, based on the Ofsted evaluate and report judgement recording form, has been introduced and used on all link back to the LEA, visits. headteachers and • The Joint Evaluation provides a consistent and rigorous instrument governors on the both to support self-evaluation and through which the effectiveness of effectiveness of schools’ own self-evaluation activities can be judged. schools’ own self- • Copies of the joint evaluation judgements are collected by the LEA evaluation activities. through the Advice and Inspection Service for analysis. • A survey of all headteachers during the Summer term 2000 gives very positive feedback on the effectiveness of the joint evaluation programme. Detailed report to be presented to Cabinet Autumn Term 2000. • The chair of governors has received a copy of the joint evaluation form and any notes of visits. In almost all schools, the Link Adviser has met with the Chair of Governors to discuss the evaluations. Governors report that they have welcomed this strategy, and the opportunities for professional discussion it allows. • All actions completed.

• Establish a reference • The reference group has been established. It comprises representatives group to consult with from all the headteacher associations in Leicestershire and Principal schools about the Advisers. effectiveness of the • The group has been consulted about the Link Adviser programme, and Link Adviser has advised about the joint evaluation strategy. programme. • The headteachers report their satisfaction at being consulted, and that they are able to work in partnership with the LEA to develop the Link Adviser programme. • All actions completed.

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• Develop SRAS • SRAS procedures have been developed over 1999 – 2000, so that there procedures to is a systematic approach to the identification of schools where support, challenge monitoring and evaluation is weak. and intervene in • Link Advisers identify these schools through the Joint Evaluation schools where strategy and through analysis of Ofsted reports. monitoring and • Link Advisers and Education Officers discuss their schools regularly evaluation is a to agree any action. weakness. • Any school with a weakness is encouraged/expected to put forward a SRAS proposal to support improvements in self-evaluation. • In 1999 – 2000 over 100 schools were supported through SRAS, and over 50 of these had improving monitoring and evaluation as at least a part of the action plan. • The SRAS money available was used to support schools where although there were not serious issues nonetheless there were improvements to be made. The funding was available as relatively few schools were identified by OFSTED as needing special measures or having serious weaknesses. • SRAS has supported several schools through the Ofsted self- evaluation course. Two development groups have had the self- evaluation course delivered to them through SRAS. Other schools have worked with their Link Adviser on monitoring and evaluation. • Progress has been very good against this action.

• Develop and run • The Ofsted self-evaluation course has now been delivered to about 100 training activities for schools. senior managers, • The course has been tailored to meet the needs of all phases and types middle managers of school, including small schools and special schools. and co-ordinators to • All special schools have already taken part in the course. Elements support school self- from the course have been developed into a course for use in evaluation. individual schools.

• To support schools’ • A suite of training courses for middle managers is now being Senior Management developed. The TEC is working in partnership with the Advice and Teams in their Inspection service to fund some of these developments. monitoring and • The middle management courses will be available to schools from the evaluation of Autumn term 2000 onwards. teaching, curriculum • Good progress has been made against this action. delivery and planning.

• Extend the Investors • The Investors in People programme has a very strong focus on school in People self-evaluation. programme. • 42 Leicestershire schools have already achieved Investors in People status, 51 are currently on the programme, with a further 34 starting in September 2000. • The programme has received very favourable feedback from schools. • Progress has been very good against this action.

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SUCCESS CRITERIA EVALUATION OF SUCCESS CRITERIA

• By 2002, the analysis • How efficiently and effectively the headteacher and key staff lead and of Ofsted reports and manage the school, promoting high standards and effective teaching Joint Evaluation and learning. judgements will show • The school monitors and evaluates its performance, diagnoses its that 90% of schools strengths and weaknesses, and takes effective action to secure are judged improvements. satisfactory or better • These criteria are taken from the Ofsted framework introduced in against each of the January 2000, and the analysis of the reports since then has not taken following criteria: place. However, the LEA statistical profile includes a summary of Ofsted inspection grades on the quality of leadership and management, which covers similar judgements. The table below compares the grades for the quality of leadership and management in the first round of inspections from 1993 – 1996 with those for the second round of inspections from 1996 – 1998. The figures are all percentages.

1993-1996 1996-1998 Good Satisfactory Good Satisfactory Poor Primary 58 31 11 59 35 6 Secondary 64 23 14 76 22 3

• The trend overall is for improvement. At secondary level there are fewer poor grades and more good grades. This represents good progress towards the success criteria.

• For primary schools, there is a decrease in the number of poor grades,

but the number of good grades has not risen sufficiently. This is not

enough progress yet towards the criteria.

• All schools judged as • The SRAS procedures described above ensure that this criteria is being unsatisfactory are met. identified and offered support through SRAS procedures.

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PRIORITY 6 To enhance the quality of school related planning in line with the new requirements to be placed on schools.

PURPOSE OF • To ensure that schools improve the quality as judged by the success ACTIVITY criteria of their planning processes.

NATURE OF THE • To provide a framework of management support. ACTIVITY

TARGET GROUP FOR • Governors and Headteachers THE ACTIVITY THE ACTIONS TO BE PROGRESS MADE TAKEN

• Establish a link • The Link Adviser programme is now well established. adviser programme • During the academic year 1999 – 2000 the Joint Evaluation of School that will monitor and Effectiveness strategy, based on the Ofsted judgement recording form, evaluate the quality has been introduced and used on all link visits. and effectiveness of • This provides a consistent and rigorous instrument through which the each school’s quality and effectiveness of schools’ development planning can be development judged. planning, and report • It also helps schools to identify key priorities for future development back to the LEA and plans. to governors. (Chris • Copies of the joint evaluation judgements are collected by the LEA Richards) through the Advice and Inspection Service for analysis. Detailed report to be presented to Cabinet Autumn Term 2000. • A survey of all headteachers during the Summer term 2000 gives very positive feedback on the effectiveness of the joint evaluation programme. • The chair of governors has received a copy of the joint evaluation form and any notes of visits. • In almost all schools, the Link Adviser has met with the Chair of Governors to discuss the evaluations. • Governors report that they have welcomed this strategy, and the opportunities for professional discussion it allows. • Progress has been very good against this action.

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• Provide training on • To supplement guidance given by the DfEE, the Advice and development Inspection service developed, in partnership with schools, a planning for senior comprehensive guide to school development planning that was managers and published to schools in August 1998. governors. (Chris • The guidance has been welcomed and praised by schools and Richards) governors. • A programme of school visits and training courses supported the introduction in the first year. • Training for development planning is not offered at present as a separate programme. It has become subsumed into the Ofsted accredited school self-evaluation courses, and into the Investors in people programme, both of which have a strong emphasis on development planning. • Progress has been very good against this action.

• Extend the Investors • The Investors in People programme has a very strong focus on in People development planning. 42 Leicestershire schools have already Programme. achieved Investors in People status, 51 are currently on the programme, with a further 34 starting in September 2000. • The programme has received very favourable feedback from schools. • Progress has been very good against this action.

• To support and • Regular update bulletins issued to schools in conjunction with TNC. improve the • Conference for headteachers in Performance Management February appraisal of 2000. headteachers, • Officers and Advisers trained within the DfEE programme. teachers and support • Governor training programme planned. staff in schools. • Schools are well informed about the new arrangements for September 2000. Actions have been completed.

• Establish a • The management development reference group has been established, management and has met regularly over the last 18 months. development • Work has been undertaken in 1999 – 2000 to produce the guidelines to reference and schools. Because of government changes in performance management steering group that regulations, the group has agreed to delay publication until there is will: greater clarity about schools’ needs. - Publish advice and • The reference group and steering group has been successful in guidance to schools encouraging and supporting management development programmes, on management particularly: development - Investors in People; - Encourage and - Ofsted self-evaluation support management - Loughborough University masters management development degree programmes - Middle management courses, in collaboration with the available to TEC. Leicestershire schools. • Progress has been good overall against this action.

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• All schools judged as • Procedures in place. unsatisfactory are • Support provided for all Schools Requiring Additional Support identified and (SRAS). offered support through SRAS procedures.

• To support the • Since 1 January 2000 479 Governors representing 229 schools have development of the attended 28 courses where ‘strategic role’ has been significant. strategic role of • 79% of Governing Bodies have been represented on training courses governing bodies directly related to strategic planning. • 50% of all courses related to strategic planning were tailor made and delivered to a single or development group of governing bodies. • 50% of course related to the ‘core programme’ ranging from basic induction to specific function identified by governing bodies.

SUCCESS CRITERIA EVALUATION OF SUCCESS CRITERIA

• By 2002, the analysis • These criteria are taken from the Ofsted framework introduced in of Ofsted reports and January 2000, and the analysis of the reports since then has not taken Joint Evaluation place. However, the LEA statistical profile includes a summary of judgements will show Ofsted inspection grades on the quality of leadership and that 90% of schools management, which covers similar judgements. The table below are judged compares the grades for the quality of leadership and management in satisfactory or better the first round of inspections from 1993 – 1996 with those for the against each of the second round of inspections from 1996 – 1998. The figures are all following criteria: percentages.

• How well the governing body fulfils its statutory responsibilities and accounts for the performance and improvement of the school. • The extent to which the school makes the best strategic use of resources. 1993-1996 1996-1998 Good Satisfacto Poor Good Satisfacto Poor ry ry Primary 58 31 11 59 35 6 Secondary 64 23 14 76 22 3

• The trend overall is for improvement. At both key stages there are fewer poor grades and more good grades. This represents good progress towards the success criteria.

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OUTCOMES OF THE EDUCATION DEVELOPMENT PLAN CONFERENCE

6 NOVEMBER 2000

In the Development Plan Conference in 1999 the following were identified as requiring more development:

Priority 1

Activity 4 To raise standards and increase the rate of progress of pupils with special educational needs, including those with Emotional Behavioural Difficulties

Activity 10 To raise standards and increase the rate of progress in Information Communication Technology

Priority 2

Activities 1-4 To extend and refine data collection and analysis and to increase its application in order to secure improvements in teaching, learning and pupil attainments

The EDP Conference in 2000 was asked to evaluate the progress made in the above. The following are the main issues raised by the discussion groups.

Priority 1 Activity 4

• A good start – but more information is needed about progress with the following issues: - how services work together - practical activities for supporting inclusion of SEN/EBD pupils - future role of EPS - progress on the SEN Development Plan. • EBD is a growing issue of concern • Insufficient Education Psychology time in school

Activity 10

• Things are better than previous year but progress is slow • LEA response to ICT is still not good – more Curriculum Support required (particularly at Primary level) • Some training very good but there is insufficient infrastructure to support ICT development • Good Practice is not shared

Priority 2 Activity 1-4

Data

• Quality of data provided by Data Team is excellent and well supported by Link Adviser • Data collection and analysis should be used by Development Groups and supported by LEA Adviser/Officers 29 Document Pack Page 178

• The LEA needs to provide a forward planner indicating: - what data is required - when it is required - when the analysis of the data will be returned to schools.

General/Issues

• Support to help schools self monitor and evaluate has been particularly good this year • More Joint Evaluation – support for schools in making valid judgements to ensure consistency. • Are there too many activities – diverting attention from improving teaching and learning? • LEA needs to give a coherence to initiatives • KS2/3 transition should be a priority • More support for Governors in Monitoring and Evaluation • More opportunities to share good practice • Leadership and Management - focussed training – support for middle managers • Recruitment and Retention • Greater use of Beacon and Specialist Schools • More use of Development Groups • Development of Early Years Education • Raising of all achievements at Key Stage 4.

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VIEWS OF WORKING GROUPS ON SUGGESTED ACTIVITIES FOR SUPPORT IN 2001/02

PRIORITY STRONGLY SUPPORT NOT SURE DO NOT SUPPORT SUPPORT

Literacy 15 (65%) 4 (17%) Numeracy 13 (56%) 5 (21%) Literacy KS3 12 (52%) 4 (17%) Numeracy KS3 9 (39%) 6 (26%) KS3 Target Setting 5 (21%) 4 (17%) 2 ICT KS1 13 (56%) 1 (4%) 1 ICT KS2 12 (52%) 1 (4%) 1 ICT KS3 13 (56%) 1 (4%) 1 Data Management 9 (39%) 6 (26%) 1 KS3/4 10 (43%) 4 (17%) Teaching 17 (73%) 2 (8%) SEN 15 (65%) 3 (13%) School Self-Evaluation 14 (60%) 2 (8%) Able & More Able 11 (47%) 4 (17%) 1 Sports Through Education 2 (7%) 8 (34%) 1 3 Management Issues 16 (69%) 2 (8%) Parent partnerships/family 7 (30%) 6 (26%) 1 learning Education & Health 4 (17%) 6 (26%) 3 Children Looked After 6 (26%) 6 (26%) 3 Citizenship 5 (21%) 7 (30%) 2 Post 16 9 (39%) 2 (8%) 2 Inclusion 9 (39%) 4 (17%) 1 Stress 8 (34%) 5 (21%) 1

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ANALYSIS OF EVALUATION SHEETS

90 Evaluation forms were returned. The following is an analysis of these forms:

Question 1. Please indicate how useful you found the presentation.

89% found the Director’s presentation very useful. 63% found the Deputy Leader’s presentation very useful.

2. In Group Sessions: a) What went well?

55% commented “good discussion”, different views cross phase expressed, open useful debate. 24% made positive comments – ‘good chairing, good input from LEA Officers. 7% commented negatively – not enough time in discussion groups, discussion too shallow.

b) Did you feel that you were given a full opportunity to contribute your views?

92% felt that they had a full opportunity.

3. To what extent did you feel that the Conference was effective in consulting with Headteachers on the EDP?

89% found the consultation appropriate. 8% found the consultation not useful.

4. a) Is this format (presentation plus discussion groups, plus plenary) suitable for future consultation with Headteachers on the Education Development Plan.

81% found the format useful 10% found the format not useful.

b) What changes or improvements would you like to see?

More discussion time needed 18% Shorter presentations 11% Questions for discussion groups need to be more focussed 8% Pack covered presentation/send material in advance 7% More time needed for questions from the floor 4% Should be a whole day event 3% Not a Monday morning 3% Use development groups/sound out local issues 2% Discussion groups by phase 2%

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5. a) The administrative arrangements (conference materials, registration, organisation of the morning).

Excellent Satisfactor Adequate Poor Very y Poor 62% 27% 3%

b) Standard of Catering Excellent Satisfactory Adequate Poor Very Poor 38% 38% 4%

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DRAFT

PROGRESS REPORT FOR

OFSTED ACTION PLAN

NOVEMBER 2002

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STRATEGIC Define in consultation with schools, how the LEA will provide support, challenge PRIORITY 1 and intervention (in inverse proportion to success)

PURPOSE OF • To clarify with schools the role of the Advice and Inspection Service and other LEA ACTIVITY Officers in supporting and challenging schools and how the LEA will formally intervene.

NATURE OF THE • Consultation with headteachers and governors on a contract between Leicestershire County ACTIVITY Council and Leicestershire Schools identifying purposes, principles and responsibilities.

TARGET GROUP • Headteachers/Principals, Governors and other staff with management responsibility. FOR THE ACTIVITY

ACTIONS TAKEN EVIDENCE BASE

• AIS Service Reviewed – including consultation, appointments, 6 monthly review. • SMT docs • Defined levels of support – support for all schools, Additional Link Adviser • DW proforma Support, SRAS, withdrawal of delegated powers • Clear LA annual programme – focus on standards of attainment and target setting, • NOV’s monitoring and evaluation especially Quality of Teaching, Leadership and Management. Involvement of GB. Note of Visit more evaluative/judgemental. • Development of JESE – Annual summative judgement to support school self • JESE, criteria, evaluations. evaluation and LEA monitoring. • Met with Development Groups to clarify support, challenge, intervention. • Agenda • SRAS procedures clear and identification processes improved. Development of • SRAS manual role of Education Officer – focus on casework. • Successful interventions in individual schools. Successful outcomes in terms of • OFSTED reports and HMI OFSTED inspections/HMI visits, joint evaluation. letters. Case conference notes. Minutes of EO and SRAS group meetings. • Link Adviser attendance at LSP/LPH/LSSH meetings. • No specific evidence: Logs and diaries. • Establishment of AIS reference group. • Evidence of letters, agendas, minutes, papers. Schools notified. • Survey of Link Adviser Effectiveness carried out last 2 years. • Survey report. • Regular meetings of SRAS group. • SRAS minutes • Development of Link Adviser Support Programme in consultation with AIS • Discussion papers, Reference Group. invitations to identify, LASP allocation; CER notes/presentation for training day.

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SUCCESS CRITERIA PROGRESS MADE IN ACHIEVED CRITERIA • All schools clear about LEA policy • A&I Reference Group representing all phases (nominated by headteachers). Feedback to headteacher executive groups and development groups. Agreed agenda circulated to all schools at the beginning of each term. Survey of schools carried out each year would indicate high percentage of understage. • More differentiated Link Adviser programme based on • Minimum entitlement (3 visits per year plus deskwork) data/monitoring and evaluation (in inverse proportion agreed with Education Committee after consultation to need). with schools. Differentiated support identified from range of data (Literacy, Numeracy, Achievement trends etc.) agreed at SRAS groups – additional/differentiated support range from 1 to 8 additional days depending on need. • Faster rates of progress in less effective schools via • Analysis of PANDA, OFSTED Reports and JESE more targeted Link Adviser support. indicate that this criteria is being achieved (see data analysis attached). • Intervention procedures agreed, implemented and • SRAS procedures agreed with schools (see effective in addressing weaknesses. documentation circulated to schools). SRAS group maintain Action Plans and evaluate outcomes. Members agreed intervention strategy and letter of warning procedures. • SRAS procedures effectively influencing classroom • See attached information. Analysis of data shows. practice/quality of education not only leadership and management.

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STRATEGIC Devise and implement an admission policy which specifies a common age for PRIORITY 2 entering to primary schools for 4 year olds.

PURPOSE OF • To agree with members, schools, governors, parents and diocesan authorities a policy for ACTIVITY admission to include principles, responsibility, action and single age of entry. • Agree an action plan for implementation.

NATURE OF THE • To devise an affordable short-term strategy consistent with the County Council’s longer ACTIVITY term aspirations • To consult all stakeholders on the principles, practical details and impact of implementation of the proposed model • To obtain agreement to an action plan • To implement the action plan • To implement supportive strategies in the Early Years Development and Childcare Partnership 2000/2001 where appropriate

TARGET GROUP FOR THE • County Councillors, headteachers, governors, parents and diocesan authorities. ACTIVITY

ACTIONS TAKEN EVIDENCE BASE • Consultation with schools, providers and parents (Summer term 1999). • Opposition to consultation proposal (to “round-down” to an affordable common • Report to Policy and policy). Resources Committee – 22.9.99 • 2.11.99 – Cabinet decisions. • Paper D to Cabinet • Agreement to minimum entitlement to 8 terms in KS1. Commencing Sept 2000 • Two intakers Sept (Sept to Feb born) Jan (March to Aug born) • Feb 2000 – Budget decision. £50K for assessment of capital expenditure required to implement policy. • Assessment completed on time and with budget. Member advised – Autumn • Inflation fed into budget 2000 – Capital c/f £7m, Rev c £2m. planning process for 2001/02 paper in department. • Feb 2001 – budget decision. £20K for extension of common admission policy. • Consultation document to schools setting out draft criteria and some possible • Consultation priorities. Disappointing volume of response given earlier “lobby/concerns” from document/replies held in schools. dept. Report on consultation outcome/next steps to Cabinet shortly.

SUCCESS CRITERIA ACHIEVED

• Stage 1 – minimum entitlement to eight terms fully implemented for Sept 2000. • Stage 2 – estimated costing of universal 4+ - funded and completed to agreed timescale in 2000/01. • Stage 3 – extending 4+. To commence in 2001/02 – budget provision available. Finalising priorities.

ISSUES • Total cost will hamper full 4+ implementation • Impact on private and voluntary sector providers of over-provision • Government now wants some LEA run nurseries for 3 year olds – moves us further from “common”.

37 Document Pack Page 186

STRATEGIC Develop the quality and range of music services across the County. PRIORITY 3

PURPOSE OF • To develop the quality and range of instrumental music services. ACTIVITY • To encourage a more equal take up of instrumental tuition for boys and girls for all ethnic groups and for pupils whose parents are unable to pay.

NATURE OF THE • To conduct a programme of monitoring and training for instrumental music teachers. ACTIVITY • To monitor the take-up of instrumental tuition by gender and ethnicity. • To consider the more equal take-up of boys and girls. • To facilitate an equality of access.

TARGET GROUP • Staff of the Leicestershire Arts Service FOR THE • Schools/Colleges ACTIVITY • Parents

ACTIONS TAKEN EVIDENCE BASE

• Staff support visits redesigned and implemented. • Completed Staff Support Visit forms • All instrumental and vocal staff visited. • Rigorous programme of annual staff visits now in place including monitoring visits, written reports and pre and post discussion with member of staff. • First complete cycle of staff visits completed March 31st. 2000. Second cycle now completed. • As from 1 September 2001, Staff Support Visits being adapted to comply with • County Policy agreed in DfES regulations on Performance Management for Centrally Employed Teachers. principle. • Team Leaders appointed. • First phase of training completed. • Programme of staff training established on teacher days and through section • Training plans and agendas meetings. • Professional development was part of the 2000/2001 bid for Standards Fund 27b • County Council financial but, although agreed by DfEE, the County Council could not find matched decisions. funding. • The service IT network is now in place. Ethnicity and gender information are not • Pupil database ethnicity yet available. information not yet complete. • Gender information available but reporting system not yet in place.

• The service considers it inappropriate to promote ‘girl instruments’ and ‘boy • Gender information instruments’. available but reporting system not yet in place.

38 Document Pack Page 187

• Instrument demonstrations and ensemble visits are to mixed groups. There is no • Record of demonstrations guarantee that they will attract boys or girls. and ensemble visits. NB Ensemble visits are on offer to all schools for a fee. Available visits are normally taken up. • As a traded service we have no control over which parents and therefore which pupils use the instrumental music service.

• There is no funding to promote this. • The service has had a particular drive in schools with high numbers of Indian • Record of visits by Indian pupils to attract new pupils to Indian music with little success. Music animateur. • Instrument demonstrations and ensemble visits are to mixed groups. There is no • Record of demonstrations guarantee that they will attract boys or girls. and ensemble visits. NB Ensemble visits are on offer to all schools for a fee. Available visits are normally taken up. • As a traded service we have no control over which parents and therefore which pupils use the instrumental music service. • There is no funding to promote greater participation. • The unsuccessful Standards Fund 27b bid was targeted at this area. • 27b Bid • However through the performance opportunities linked to music curriculum work, • Performance opportunities we estimate that several thousand primary children have participated in a musical for schools. experience provided by the service though choirs or performing arts activities. • The reintroduction of school matinees has introduced another 1500 pupils a year • Matinee programmes to live music. • Low cost lessons in violin, recorder, tabla, sitar, Indian vocals/harmonium. • It is possible to teach larger groups of children, particularly beginners, on these instruments but because of the Education Act’s ruling on groups of 4, it is up to schools to decide if they wish to participate in which case lessons are available at £2 per pupil per week. • We have also introduced group lessons out of school hours where the Education Act ruling does not apply. These lessons are available at £2.60 per week.

SUCCESS CRITERIA ACHIEVED

• All staff were visited by April 2000. • Network unable to provide accurate figures to date. Last year’s estimate of 7% increase based on informal survey. • All salaried staff received in-service training in 1999/2000 • Staff monitoring visits in place.

39 Document Pack Page 188

STRATEGIC Provide better educational opportunities for primary aged pupils with EBD who PRIORITY 4 are at risk of exclusion, either by providing them with more timely access to special needs services or, if excluded, with an appropriate full time primary placement.

PURPOSE OF • Provide better opportunities for primary aged pupils with emotional and behavioural ACTIVITY difficulties.

NATURE OF THE • Establish a strategic response within the LEA toward a continuum from early intervention ACTIVITY to specialist provision.

TARGET GROUP • Members, Central Services, Headteachers and Governors. FOR THE ACTIVITY

ACTIONS TAKEN EVIDENCE BASE • Primary exclusions were reduced by 45% in 2000-01 academic year (18-10) • Data circulation to all schools • EBD Strategy agreed by Cabinet 6 February 2001, full Cabinet 7 March 2001. • Cabinet paper

• Not required to have full out of school provision until September 2002. • Cabinet papers Action to date – Opened off site provision for secondary at Loughborough Opened off site provision for secondary at Market Harborough Provision already in Melton Still trying to secure accommodation in Coalville, Oadby/Wigston and Hinckley.

• Plans to establish Primary out at Moel Llys in progress. No data to open as yet. • Cabinet paper March 2000.

SUCCESS CRITERIA PROGRESS MADE IN ACHIEVING CRITERIA

• Further reduce by 33% (in line with Government targets) the number of primary aged children permanently excluded. • Reduce by 50% the number of primary children in out • We have 4 children in Out of County schools. 3 in County special schools. independent and 1 in another LEA. • Provide full time provision for those excluded and • Not yet completed. unable to return quickly to school.

40 Document Pack Page 189

STRATEGIC Provide schools and colleges with access to differentiated specialist support either PRIORITY 5 through A&I Services or outside consultants.

PURPOSE OF • To ensure that good quality specialist support is available to Leicestershire schools and ACTIVITY colleges, particularly at Key Stage 4. • Provide or procure advice and guidance for small schools on strategies for teaching mixed age class groups and subjects in which the school has no specialist co-ordinator • Provide Link Adviser professional development regarding SEN.

NATURE OF THE • To ensure that the A&I service maximises its potential to offer schools a broader range of, ACTIVITY differentiated , specialist support by procuring, high quality services from other providers. • Develop curriculum and pedagogic guidance for small schools. • To ensure that all Link Advisers are fully equipped to, monitor, support, and challenge, schools on SEN issues.

TARGET GROUP • All Leicestershire schools and colleges but with a particular focus on schools educating FOR THE KS4 pupils + small schools. ACTIVITY • Link Advisers.

ACTIONS TAKEN EVIDENCE BASE • Analysis of strengths and weakness in schools/colleges completed on yearly • Stats and Info OFSTED basis. Analysis • Appointment of specialists within AIS to address areas of need eg literacy and • Team Info numeracy strat man and teams, ICT. Curriculum pedagogic guidance. • Targeted training programme for all LA eg SEN, Inclusion • LA Training Prog • Recruitment of external support for specific areas/tasks eg Data analysis, • Analysis/Reports Management Development / OFSTED identified schools, OFSTED Consultant, DT eg KS1/2 Lynx, KS4 Consultant, MFL consultant. • Use of Literacy leading teachers and mentor headteachers, AST, Beacon Status • Lead teacher/HT, AST, Beacon prog. • Small school adviser appointed and differentiated support for small schools • Small School info. provided across a range of activities. • SEN support reviewed and specialist adviser allocated to Special Schools and • SEN LA support analysis Units. Also core team trained to review SEN provision/statements from questionnaire. SEN eval report. • Link Adviser appointed with specific responsibility to develop AIS specialist • Action Plan support, M&E of programme delivery and quality assurance procedures • Development of the Key Stage 4 strategy • MK papers • Development of the Identification and Dissemination of good practice strategy – • Evidence from DW including use of ASTs, Leading teachers in Literacy, Numeracy, Early Years.

• Partnership programmes with HE e.g. Headlamp, accreditation of management • OFSTED reports and HMI development activities. EO networking/facilitation of support for schools – LEA letters Case Conference Services and externals (occasionally). notes. Minutes of EO mts. • Progress in individual schools. Increased take-up of LEA services. • Notes of meetings with HEI’s (Leicester University) Programmes/notes of mtgs (ULEMC and L’boro Univ.)

41 Document Pack Page 190

SUCCESS CRITERIA PROGRESS MADE IN ACHIEVING CRITERIA

• 100% schools gain access to a broader based directory • The provision of external (to LEA) providers have not of LEA approved service providers. progressed as planned. Collaboration with other LEAs provided directory of approved providers. Pressure on other providers presented guaranteed supply problems. Primary Design and Technology provided by external provider. External Consultant provided by secondary Design and Technology. Interviews in process to provide external provider for Modern Foreign Languages.

• 100% schools able to inform A&I programmes of • Analysis of Link Visits and Ofsted Reports enabled this specialist support. to happen.

• The A&I programme of specialist support is • Key Stage 4 and Key Stage 3 Strategy Managers differentiated to meet upper school and small school identified. Differentiated Link support provided by needs more effectively. phase. Small Schools Adviser appointed – feedback from small school reference group indicate high degree of satisfaction.

• A random sample of 10% of schools (incl. upper and • Has not been completed. small schools) who have accessed approved service providers, register high satisfaction in the quality of provision and can identify benefits for pupils as well as staff (telephone survey). • Small school guidance in place and valued by the • Fully met – report on small schools presented to majority of schools Cabinet and Scrutiny. (via built in evaluation questionnaire) • Link Advisers more confident in their knowledge / • Special Needs Adviser appointed links with all Special expertise in SEN provision. Schools and Units attached to mainstream schools. Programme of In Service provided for all advisers – analysis indicate that this criteria has been met.

• Link Advisers meeting all success criteria in LEA SEN • Review of LEA SEN Plan due to go to Cabinet in near Plan. future.

• Annual school evaluations of LA contacts register no • No concerns registered by mainstream schools. concerns re SEN dimensions Response from Special Schools and Schools with Units would indicate high level of satisfaction. Only criticism that agenda is sometimes too challenging.

42 Document Pack Page 191

STRATEGIC Improve the arrangements for recruiting LEA Governors. PRIORITY 6

PURPOSE OF • To ensure that the number of LEA nominated Governors are sufficient to satisfy the ACTIVITY demand.

NATURE OF THE • Agreeing appointment and recruitment procedures with party Whips to enable the ACTIVITY appointment of LEA Governors to match demand.

TARGET GROUP • Local Government Party Whips and Governing Bodies. FOR THE ACTIVITY

ACTIONS TAKEN EVIDENCE BASE • Paper to ALLL Scrutiny suggesting reviewed process December 1999. • Agendas and minutes of ALLL and Cabinet • Followed up by Chief Executive Briefing paper to Cabinet – May 2000. Members agreed to take steps to fill vacancies as a matter of urgency and adopt a flexible approach to political balance.

• Recruitment campaign led by Leicester Mercury during Autumn 2000. • Correspondence and press Approximately 50 appointments made. cuttings.

• Papers to Lead Members July 2001 again suggesting reviewed procedure. Lead • Report to Lead Members Members agree to Executive Briefing document sorting out changes.

• Paper to Executive Briefing in November 2001.

• Monitoring taking place on termly basis.

SUCCESS CRITERIA PROGRESS MADE IN ACHIEVING CRITERIA

• 90% of LEA Governor vacancies filled by September • Actual position 79.6% filled 2000

• 95% of LEA Governor vacancies filled by September • Actual position 86.1% filled 2001

43 Document Pack Page 192

STRATEGIC Implement a comprehensive and regular system for reviewing the performance of PRIORITY 7 the LEAs Services and their impact on standards and the quality of education.

PURPOSE OF • To ensure that the new framework for the monitoring/evaluation of the LEA services is ACTIVITY implemented effectively in order to raise the quality of services provided to schools and the community.

NATURE OF THE • To gain agreement of Service Managers and stakeholders to the new strategy ACTIVITY

TARGET GROUP • The Education Services User Group ( representatives of parents, governors, headteachers, FOR THE LEA officers etc) and Service Managers ACTIVITY

ACTIONS TAKEN EVIDENCE BASE

• User group to review policy for monitoring and evaluation of services. • User group notes. • User group discussed and agreed policy. • AD groups agree tasks to implement strategy. • AD group notes • AD groups discussed policy and have begun to own process. • Implementation across department. • AD discussed tasks with individual Service Managers. • Notes of 1:1 meetings. Service plans. • Management Team to review progress. • Management team notes. • Management Team discussed and revised policy as part of strategic planning process. Future tasks agreed.

• AIS review completed (pre Best Value but based on criteria). • AIS impact on standards through specific projects. Appraisal, Performance • Project evaluations. management. Threshold statements. • AI Survey of LA effectiveness completed. • Survey outcome • AIS Reference group used to consult schools. • Agenda, minutes. • Audit Commission Survey.

SUCCESS CRITERIA PROGRESS MADE IN ACHIEVED CRITERIA

• Framework agreed • Fully met • Implementation Tasks agreed • Fully met • Framework in place • Fully met • 100% of Service Units using framework effectively • Service Units implementing this through 1:1 meeting with Assistant Directors and agreed appraisal meetings. • Outcomes reported to SMT

44 Document Pack Page 193

OPERATIONAL Clarify the importance of the role of Development Groups in implementing the PRIORITY 2 school improvement strategy and work with less active groups to develop a better capacity to provide support.

PURPOSE OF • To establish a clear role for Development Groups in school improvement and enable less ACTIVITY active groups to play a fuller role.

NATURE OF THE • Working group of Chairs of Development Groups, Officers and Advisers to clarify the role ACTIVITY and expectations of Development Groups and support needed.

TARGET GROUP • Headteachers/Principals and senior staff with functions facilitated through Development FOR THE Groups. ACTIVITY

ACTIONS TAKEN EVIDENCE BASE • 20 day secondment of a headteacher to undertake a research project. Booklet on • Booklet good practice in Development Groups circulated to all schools. • Conference for Chairs of Development Groups. • Conference papers • Consultancy support for individual group development. • Notes of visit and DG minutes. • Meetings with Development Groups to consult, clarify and develop issues and • Agendas policy. • Increasing number of LA more involved strategically in Development Groups. • Notes of visits • AIS procurement of services at Development group level • Increasing proportion of active/effective groups with development plans. • Links with other initiatives especially Specialist Schools. Progress within individual groups e.g. Wigston.

SUCCESS CRITERIA PROGRESS MADE IN ACHIEVING CRITERIA • All Development Groups clear about school • Documentation provided to all development groups – improvement potential. all groups aware/clear of potential but application/implementation still varied.

• All Development Groups informed, on a 6 monthly • All Development Groups provided with examples of basis, about examples of good practice. good practice (see attached booklets). 6 monthly intervals not rigidly adhered to – a specified interval not seen as most appropriate way of communicating.

• Rising percentage of Development Groups with joint • Criteria met. However 100% of groups still do not have improvement plans. joint improvement plans.

• <50% attendance of officers at group meetings • Criteria met. 100% of Development Groups have been visited at least once this year.

45 Document Pack Page 194

OPERATIONAL Work with schools to track the attainment of pupils through different phases/ages PRIORITY 3 and ensure that resulting information is passed on at different points of transfer.

PURPOSE OF • To raise standards of achievement by ensuring that pupil progress is effectively monitored ACTIVITY and tracked within and across key stages and institutions at pupil, group and cohort levels.

NATURE OF THE • Pupil level database data entry and data access enabled; ACTIVITY • Pupil transfer record revised and adopted by schools; • Assessment Manager, Midyis and Yellis promoted and supported in secondary schools; • Link Adviser training in interpretation of action including Midyis and Yellis.

TARGET GROUP • School and LEA audiences FOR THE • Secondary pastoral managers, Upper school headteachers; ACTIVITY • High school headteachers; • Link Advisers.

ACTIONS TAKEN EVIDENCE BASE • Development of School Data File – includes Y4/5 data for 2001 • Produced for schools annually • Development of School Improvement Database for use by Link Advisers • Individual reference • Support for school use of Assessment manager, Midyis/Yellis • Index of Social Deprivation produced – using DETR info • 3 day KS3/4 Induction • Development of Y5,Y7 data collection, analysis • Baseline, KS1, KS2 analysis • Link Adviser visit prog supported by training • Programme of using data training for teachers established with LEAMIS • Secondee appointed (Colin Leggett) to support KS3/4 analysis

SUCCESS CRITERIA PROGRESS MADE IN ACHIEVING CRITERIA

• Current pupil level data available at time of need; data • Criteria fully met (see examples of data) accessed and used by A&I;

• Revised record in use in all secondary schools; • Fully met – meetings held for all schools on implementation.

• Midyis and Yellis and Assessment Framework in use in • 100% Upper schools using Yellis 100% of High all secondary schools; schools using Midyis.

• Greater use and analysis of data within A&I • Criteria fully met – all advisers have data (SLABS) on individual laptops. First visit to schools based on data analysis. Training provided for all advisers.

46 Document Pack Page 195

OPERATIONAL Build on the effective practice in some development groups to ensure that pupils PRIORITY 4 make a smooth transition between KS3 and KS4 schools, not only pastorally but in terms of curriculum continuity and progression.

PURPOSE OF • To raise standards of achievement at KS4 by ensuring more consistent continuity and ACTIVITY progression across Key stages 3 and 4.

NATURE OF THE • The development of support, guidance and staff development relating to formative ACTIVITY induction programmes to be implemented on transfer; • Support for the development and dissemination of 11-16 schemes of work across the curriculum; • Development of bridging materials across curriculum areas;

TARGET GROUP • Secondary pastoral managers, secondary headteachers; FOR THE • Headteachers, curriculum managers and HoDs/subject leaders; ACTIVITY • Headteachers, curriculum managers and subject leaders/teachers • Governing bodies.

ACTIONS TAKEN EVIDENCE BASE

• Annual LEA Transfer and Transition document – supported by 12 roadshows in • Individually referenced 2001 • Wide range curriculum bridging projects • Met, but not fully, some curriculum areas do not do bridging materials.

• Curriculum and Assessment Group – cross phase working parties ensure quality • Cross phase groups in place. standards • Curriculum Groups established within Development Groups • Majority of Development Groups have cross phase curriculum groups utilising/adapting curriculum material.

SUCCESS CRITERIA PROGRESS MADE IN ACHIEVING CRITERIA • Materials produced and disseminated; school induction • Fully met – 3 day induction programme introduced, programmes significantly modified in light of after consultation and agreement of headteacher and guidance. Unions. Induction programme monitored and evaluated and report presented to Unions and headteachers and circulated to schools. Plans in place for 2002/03.

• Schemes of work developed and in use; curriculum • Schemes of work developed by cross phase curriculum alignment across KS3-4. groups – 80% met.

• Materials developed and in use. • Bridging materials produced with work groups (across phase) and implemented in schools (see info pack).

• More consistent curriculum continuity and progression • No direct correlation with OFSTED data. LEA identified in Ofsted and LEA monitoring. monitoring showing more consistent curriculum continuity. (Use of Literacy and Numeracy consultants also helping implementation).

47 Document Pack Page 196

OPERATIONAL Explain the LEAs strategy for improving the quality of teaching in more detail to PRIORITY 5 schools and include advice on the development of CPD and for teachers appraisal.

PURPOSE OF • To clarify with schools the role of the Advice and Inspection Service and other LEA ACTIVITY Officers in supporting the improvement in the quality of teaching across all schools and colleges.

NATURE OF THE • Consultation with headteachers and governors on principles of Curriculum Statement to ACTIVITY effect a broad, balanced curriculum. Advice to schools and colleges re raising of expectations, professional development, curriculum planning, classroom organisation and management.

TARGET GROUP • Headteachers/Principals, Governors and other staff with management responsibility. FOR THE ACTIVITY

ACTIONS TAKEN EVIDENCE BASE • LA with overall lead responsibility appointed. • Ann McVeigh/Christine Tarpey/Hilary Foster (temp) • Draft Teaching and Learning statement formulated – Summer 2001 consultation at present. • Support for NQTs in place – Literacy, Numeracy and other aspects • Identification of good practice especially in Literacy and Numeracy Leading teacher programme • Behaviour management support through lead professional role • Involved in capability procedures when support/challenge fails. • AST, Specialist College and Beacon School developments • Publication jointly with TNC of appraisal/performance management updates • Appraisal update documents. during the transition phase. • Performance Management conference February 2000 • Conference programme and evaluation. • Schools well prepared for the introduction of performance management – smooth transition.

SUCCESS CRITERIA PROGRESS MADE IN ACHIEVING CRITERIA

• Evidence of LEA Curriculum Statement influencing • Following consultation with schools it was not felt planning. appropriate to utilise the present Curriculum Statement, as changes are happening rapidly in curriculum organisation and content. It was agreed that the EDP would be the main vehicle for this.

• Evidence of cross phase projects supporting continuity • KS2, KS3 and KS4 cross phase projects in place. High and progression in learning for all pupils. level of satisfaction relating to curriculum material. Evidence show a high level of school use.

• Identification of good practice is used to influence • Good practice in several areas circulated to schools. teaching quality. All schools confident to establish Quality of teaching and learning documents circulated own criteria for successful teaching and learning and to all Development Groups for discussion. using criteria for evaluation of classroom practice.

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OPERATIONAL Provide access to a cohesive Management Development Programme. PRIORITY 6

PURPOSE OF • Create a clear framework for Leadership and Management Development so that training ACTIVITY and development can be better focused and systematic.

NATURE OF THE • Establishing a Reference and Steering Group to Co-ordinate Leadership and Management ACTIVITY Training and Development.

TARGET GROUP • Staff in schools/colleges with leadership and management responsibilities. FOR THE ACTIVITY

ACTIONS TAKEN EVIDENCE BASE • Framework group, steering group and reference group established • Minutes of meetings and terms of reference. Document available • Management development policy framework published • Links with other providers established eg: • Minutes with CER G East Midlands; • Mike Bucktin G Links with Universities; • Chris Richards G Links with Leicestershire EBP; • Mike Bucktin G Links with PQA to provide a network of providers

• Specific management development programmes: • Details with Pat Tranmer G OFSTED self-evaluation courses G Middle manager needs analysis • Details with John Sismey G Middle manager development courses G Funding for Framework programme for Headteachers and deputies

• Investors in People Programme – identified by TEC as very successful. • Chris Hackworth • A&I and other colleagues trained as Threshold assessors, Performance • Evidence of qualifications Management Consultants, External Advisers and working with schools as with CER; evidence of work required. in logs and diaries

• Link Adviser programme has focus on management at least once each year. • Link Adviser agendas and Weaknesses in management addressed through Link Adviser consultancy, SRAS papers; CER analysis of or school funded, or through training as described above. SRAS support for TSI 2000 – 2001 • Management Development Steering and Reference Group • Framework document - Development of Framework for Leadership and Management development in Leicestershire Schools and Colleges • More coherent framework in place – new, therefore impact uncertain. • Support for Heads and Deputies groups in Primary, Secondary and Special • Group programmes and Schools to organise their own ‘Framework’ programmes. All groups have evaluations e.g. Primary structured programmes in place to meet identified need. Heads. Notes of Framework Group meetings. • Review of headteacher induction. 20 day secondment of a headteacher to research this. • Report has resulted in the development of a more coherent/localised induction • Report. New programme. programme. • Outcomes of HMI survey visit.

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• Development of a new induction programme for headteachers. Co-ordination of national programmes for headteacher training –NPQH, Headlamp, LPSH.

• Improvement in the quality of applicants for headships/headteachers capabilities • Statistics on uptake – extended. correlation with JESE and OFSTED outcomes.

SUCCESS CRITERIA PROGRESS MADE IN ACHIEVING CRITERIA

• Framework understood by all schools. • Framework produced, with help of headteacher working group, circulated to all schools, feedback would indicate that the framework is understood.

• School managers more confident in roles related to • The overall pattern of leadership PANDA, OFSTED school improvement. and JESE, is good with a significant number of schools where the joint evaluation of leadership and • Improved levels of leadership and management management is very good. Several support identified in Ofsted and LEA reports, in schools and programmes from the LEA have helped schools to colleges. work on aspects of management, including Link Adviser programme, Investors in People, courses for middle management and the school self-evaluation courses.

50 Document Pack Page 199 Agenda Item 5

CABINET – 22ND JANUARY 2002

THE EDUCATION DEVELOPMENT PLAN 2002 – 2007

COMMENTS OF THE EDUCATION AND HERITAGE SCRUTINY COMMITTEE FROM ITS MEETING ON 16TH JANUARY 2002

(a) That the report be noted.

(b) That the outcomes of the consultation with headteachers be noted.

(c) That the style and contents of the new Education Development Plan be noted and that it be noted that further amendments are being made to the Plan which will be presented to the Council meeting on 30th January.

(d) That the Cabinet be recommended to add the words “and fairly” at the end of the final sentence under the section headed ‘Our Pledge’ on Page 9.

Ehs 1601022 Document Pack Page 200 Document Pack Page 201 Agenda Item 6

CABINET – 22 JANUARY, 2002

REPORT OF THE DIRECTOR OF EDUCATION

THE EARLY YEARS DEVELOPMENT AND CHILDCARE

IMPLEMENTATION PLAN 2002-03

PART A

Purpose of the Report

1. The purpose of this report is to present to Cabinet the second draft of the Early Years Development and Childcare Implementation Plan 2002-03 which includes contributions from affiliated organisations and bodies.

Recommendations

2. Members are recommended to comment on the second draft Implementation Plan 2002-03 attached as Appendix A, with recommendations from the EYDCP highlighted in bold type.

Reasons for Recommendations

3. The Early Years Development and Childcare Plan must be agreed by the Cabinet and supported by the Early Years Development and Childcare Partnership before being submitted to the Department for Education and Skills by 1st February 2002.

Timetable for Decisions (including Scrutiny)

4. Consultation with Early Years Development and Childcare Partnership – 9 January 2002 (following wider consultation with constituents) Education and Heritage Scrutiny Committee – 16 January 2002 Cabinet – 22nd January 2002 County Council – 30th January 2002 Submission to Department for Education and Skills – 1st February 2002

Policy and Framework and Previous Decisions

5. This report does not constitute a policy change. Document Pack Page 202

Resource Implications

6. The finance for the Implementation Plan 2002 – 03 is set out in Appendix B. As in previous years funding will come from a number of sources with each funding stream having attached objectives and delivery targets. There are additional resource implications for the County Council. Elements of previous grant funding in relation to increasing the number of Foundation Stage Mentor Teachers and the support of a SENCO network have transferred within Standard Spending Assessment. This has been highlighted in a growth bid. Additionally, there is a new opportunity to match fund available grant to support the development of LEA maintained nurseries. These are being considered as part of the County Council’s budget decisions.

The County Treasurer has been consulted on the content of this report and his comments are to follow.

Circulation under Sensitive Issues Procedures

None.

Officer to contact:

Jackie Strong, Director: Tel: 0116 265 6300 Education Department E-mail: [email protected]

Christine Cassell, Tel: 0116 265 6508 Acting Assistant Director: E-mail: [email protected]

Margaret Aust, Service Manager, Tel: 0116 265 6552 Early Years and Childcare Service E-mail: [email protected]

Background Documents

Early Years Development and Childcare Partnership Strategic Plan 2001 – 04 (agreed by County Council, 27 March 2001)

List of Appendices

Appendix A - Second Draft Implementation Plan 2002 - 03 Appendix B - Finance for the Implementation Plan 2002 - 03

Document Pack Page 203

PART B

Background

7. The revised DfES guidance sets out a new process for the development of early years and childcare plans for 2001 – 04. The process now includes

• A three year Strategic Plan based on the government’s key targets with an indication of how they will be implemented locally. (Agreed by full council last year).

• An annual Implementation Plan.

• A three year Strategic Plan for the development of out of school childcare. (Agreed by full council last year).

• An abbreviated childcare audit for 2001 – 02.

8. The DfES requires an annual Implementation Plan to be submitted for approval by 1st February 2002 (attached as Appendix A).

Implementation Plan

9. The draft Implementation Plan supports the second year of the Strategic Plan. The purpose of the Plan is to:

• review the progress of the Implementation Plan 2001 – 02 outlining work undertaken during this period to meet the targets and objectives.

• set business objectives and priorities.

• show how objectives contribute to the Strategic Plan.

The draft Implementation Plan has been prepared by the Leicestershire County Council with advice from the Leicestershire Early Years Development and Childcare Partnership.

Key Issues Arising from the Draft Plan

10. There are number of key issues arising from the draft Plan that should be noted.

Special Educational Needs

11. The DfES has proposed some major increases in support for early years SEN, which will include:

• all early years nursery education settings to have a trained SENCO (Special Needs Co-ordinator).

Document Pack Page 204

• development of area SENCOs to support settings.

• implementation of the revised code of practice.

• increase in childcare provision for children with SEN.

These changes have begun to be implemented and a strategy to address these changes has been developed, which has close links with Leicestershire’s SEN Development Plan.

Neighbourhood Nurseries

12. The DfES has allocated both revenue and capital expenditure for the development of neighbourhood nurseries in areas of significant deprivation. Initial action is identified in the Implementation Plan under Target 6 pages 30-35.

Education of Three Year olds

13. The Government has a national target of providing education for all three year olds whose parents request it by 2004 (‘universal’ provision is deemed by the DfES as being places for 85% of three year olds). This has resulted in an increased demand for nursery education for three year olds, as increased funding has become available.

14. Action regarding the allocation of the three year old Nursery Education Funding will be outlined in Target/Goal 1, page 3 in the Implementation Plan following consultations with the County Council. The strategy for allocation of funding will be discussed by the Early Years Development and Childcare Partnership at its extraordinary meeting on the 21st January 2002 and subsequent recommendations made to Cabinet in February.

15. The Implementation Plan will be submitted to the DfES by 1st February to meet the deadline and any alterations to this Target/Goal will be forwarded to the DfES as soon as possible after the Cabinet has made its final decision on the above strategy.

Equal Opportunities

16. The draft Implementation Plan has clear targets to ensure disadvantaged children and their families are actively supported to access nursery education and childcare.

Conclusion

17. The draft Plan has been developed in the light of DfES guidance. Although the amount of information and level of detail have reduced, it is still a complex and extensive Plan which will have major implications over the next year and contribute to the Strategic Plan 2001 - 04. Document Pack Page 205

APPENDIX B

The Finance for the Implementation Plan 2002 - 03

1. The finance for the Implementation Plan 2002 – 03 is set out below. As in previous years funding will come from a number of sources with each funding stream having attached objectives and delivery targets. The funding is for one year only. There is a summary in Paragraph 10. There are additional resource implications for the County Council as elements of previous grant funding have transferred, to be located within Standard Spending Assessment.

2. The Early Years Development and Childcare Grant

The purpose of the Grant is to implement the Early Years Development and Childcare Implementation Plan for 2002-03. A breakdown of the proposed expenditure is outlined in Paragraph 11. This also identifies ring fenced and mandatory required expenditure.

3. The European Social Fund

This funding is designed to increase the workforce within the early years and childcare sector through a recruitment campaign and to raise standards in the quality of provision by providing training opportunities for childcare workers. Financial support for vacant places is also offered to childminders in disadvantaged areas. The grant funding identified in Paragraph 10 is an indicative allocation based on known national funding levels, which we can claim.

4. The New Opportunities Fund

This fund will be continuing in 2002-03, following a three year plan presented in 2001 with the Early Years Strategic Plan 2001-04 and supports the development of additional childcare places in pre/out of school settings.

The allocation outlined in Paragraph 10 is based on the creation of 2,870 additional places in 2002-03.

The New Opportunities Fund additionally provides capital funding as part of the Neighbourhood Nurseries Initiative outlined in Paragraph 5.

5. The Neighbourhood Nurseries Initiative

This allocation is part revenue, part capital for the development of neighbourhood nurseries in areas of disadvantage targeting the Greenhill, Hastings and Woodthorpe wards. The funding will enable an additional 180 places to be created.

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The use of potential funding through Mini Sure Start and Standards Fund capital grant will link closely with this initiative.

6. Four Year Old Funding

The funding for nursery education of 4 year olds is contained within the County Councils mainstream funding. This funding is used to cover the cost of five x 2 1/2 hour sessions per pupil per week during term time. The figure is an estimate and is subject to County Council budget decisions.

7. Three Year Old Funding

This funding is allocated through specific grant. The figure shown in paragraph 10 is the maximum that will be allocated by DfES. The actual allocation will be based on take-up, the indicative allocation being based on a take up of 4,273 places per term.

8. Standards Fund

A new capital allocation is being made available from 2002-03 to support childcare provision in areas of disadvantage. This grant will be used in conjunction with Neighbourhood Nurseries Initiative (see Paragraph 5 above). This grant is 100% DfES funded.

There are continuing Standards Funds available to support training in early years education. This grant is 52% DfES funded and the LEA contribution is subject to full council approval.

9. Foundation Stage

The potential funding for the above will be split between DfES grant and Leicestershire County Council’s mainstream funding (subject to County Council budget decisions). This is to enable the County Council to fulfil its role of training Foundation Stage practitioners to deliver high quality early education experiences.

DfES Grant:

The Foundation Stage Training Grant aims to improve the quality of provision by allowing all practitioners to attend 2.5 days of training and ensuring that all SENCOs attend the equivalent of two days training.

It must be noted that the amount show in Paragraph 10 is an indicative allocation and that confirmation of grant will not be available until end February 2002. Document Pack Page 207

County Council Funded: Funding will be used to increase the number of Foundation Stage Mentor Teachers from 10 to 20 to achieve a ratio of 1 mentor for every 15 settings with an ultimate target of 1 mentor for every 10 settings. This is dependent on a County Council budget decision, but is a mandatory requirement. Funding may also be used to support a SENCO network, incorporating an additional 5 SENCOs and contributing to professional development.

10. Summary of Available Funding for 2002-2003

There is a number of funding streams available in 2002-2003, these are summarised as follows:

Funding Source 2002-03 £’000 Early Years Development and 1,034 Childcare Grant European Social Fund 296 New Opportunities Fund 1,305 Neighbourhood Nurseries Initiative 1,487 including Mini Sure Start Four Year Old Funding 13,260 Three Year Old Funding 5,204 Standards Fund 373 Foundation Stage: DfES Grant 358 Foundation Stage: County Council 271 County Council Mainstream 403 Funding TOTAL 23,991

11. Early Years Development and Childcare Plan Implementation Grant

For 2002-2003 this grant, for the implementation of the Early Years Development and Childcare Plan, has been set at £1,033,767. This grant is broken down as follows:

a) General Grant £588,444 b) Mandatory and Optional New Posts £ 50,000 e.g. Business Support Function c) Ring fenced for children with SEN or disabilities £ 53,871 d) Children’s Information Service £ 30,000 (Fixed Sum every year) e) Children’s Information Service £123,863 (Variable Sum on an annual basis) f) Training for Childcare Workers £ 82,489 g) Childminding Start-up Grant £ 53,100 h) Childminding Start-up Grant (Disadvantaged Areas) £ 27,000 i) Childminder Network (Set up costs only) £ 25,000

Total £1,033,767 Document Pack Page 208

Document Pack Page 209 Agenda Item 6

DRAFT 09.01.02

Implementation Plan 2002-2003

working with

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CONTENTS

Page No.

Introduction ……………………………………………………… 1 Early Years and Childcare Funding ……………………………. 2 Strategic Target / Goal 1 ………………………………………… 3 Strategic Goal 2 ………………………………………………….. 5 Table 4 ……………………………………………………………. 8 Table 5 ……………………………………………………………. 9 Table 6 A ……………………………………………………… 11 Table 6 B ………………………………………………………… 13 Strategic Target 2 ………………………………………………14 “ Target 3 ………………………………………………16 “ Target 4 ………………………………………………19 “ Target 5 ………………………………………………22 Strategic Goal 3 ………………………………………………….. 25 Strategic Goal 4 ………………………………………………….. 27 Table 7 ……………………………………………………………. 29 Table 8 ……………………………………………………………. 29 Table 9 ……………………………………………………………. 30 Strategic Target 6 ……………………………………………….. 30 “ Target 7……………………………………………….. 35 “ Target 8 …………………………………………….… 38 “ Target 9 ………………………………………………40 Table 10, 10 a – 10g ………………………………………….. 48–54 Strategic Target 11 ………………………………………………. 55 Table 11/12 ………………………………………………………. 58 Strategic Target 12 ……………………………………………….59 “ Target 13 ………………………………………………. 63 “ Target 14 ………………………………………………. 66 “ Target 15 ……………………………………………… 68 “ Target 16 ……………………………………………… 70 “ Target 17 ……………………………………………… 72 “ Target 18 ……………………………………………… 74 “ Target 19 ………………………………………………. 76 “ Target 20 ………………………………………………. 78 “ Target 21 ………………………………………………. 81 “ Target 22 ………………………………………………. 83 “ Target 23 ………………………………………………. 86 “ Target 24 ……………………………………………… 88 “ Target 25 ……………………………………………… 90 “ Target 26 …………………………………………….. 99 “ Target 27 ……………………………………………… 101 “ Target 28 ……………………………………………… 103 “ Target 29 ……………………………………………… 106

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GLOSSARY OF TERMS

ACPC Area Child Protection Committee

CASO Childcare Advice and Support Officer

CIPSE Certificate in Professional Studies in Early Years

CIS Children’s Information Service

CISDP Children’s Information Service Development Project

CTC Childcare Tax Credit

DCP Developing Childminding Practice

DETR Department of Environment, Transport and Regions

FABS Team Finance and Business Support Team

GIS Geographical Mapping System

IAG Information Advice Guidance

ICP Introduction on Childminding Practice

ICT Information Computer Technology

LCC Leicestershire County Council

NACIS National Association of Children’s Information Services

NCMA National Childminding Association

NNI Neighbourhood Nurseries Initiative

NOF New Opportunities Fund

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WFTC Working Families Tax Credit

Introduction

The 2002-03 Leicestershire Early Years Development and Childcare Partnership Implementation Plan supports the Strategic Plan for 2001–04.

The purpose of the Implementation Plan is to:

• review the progress during the past twelve months in meeting targets and objectives

• set business objectives and priorities, including details of responsibility and resources

• show how objectives contribute to the Strategic Plan.

The Implementation Plan has been prepared with advice from the Leicestershire Early Years Development and Childcare Partnership (EYDCP) and agreed by both the Partnership and the County Council prior to submission to the DfES.

Each section of the plan refers to national targets.

Detailed action plans underpin each of the national target areas, with the EYDCP Subgroups providing advice on their implementation.

The Leicestershire EYDCP retains an overview of the Implementation Plan, providing advice and support for the monitoring undertaken by Leicestershire County Council.

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Early Education and Childcare Funding

There are several funding streams available in 2002 - 03, which are summarised below:

Early Years Development and Childcare Plan Implementation Grant For 2002 - 03 this grant, for the implementation of the Early Years Development and Childcare Plan, has been set at £1,033,767. It is broken down as follows:

1. General Grant £ 588,444 2. Mandatory and Optional New Posts £ 50,000 3. Ring fenced for children with SEN or disabilities £ 41,796 4. Children’s Information Service (Fixed Sum) £ 30,000 5. Children’s Information Service (Variable Sum) £ 123,863 6. Training for Childcare Workers £ 82,489 7. Childminding Start-up Grant £ 53,100 8. Childminding Start-up Grant (Disadvantaged Areas) £ 27,000 9. Childminder Network (Set up only) £ 25,000

Total £1,033,767

The remaining narrative to support the funding elements will be inserted when decisions have been taken and allocations have been verified.

SUMMARY OF FUNDING 2002/2003

Childcare Implementation Grant £ 1,033,767*

European Social Fund £ 295,762

New Opportunities Funds (Out of School) £ 1,305,850

Four Year Old Funding TBA

Three Year Old Funding £ 5,204,000 **

Standards Fund TBA

Neighbourhood Nurseries Initiative £ 1,137,384

Mini Sure Start £ 350,000

Foundation Stage TBA

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Mainstream County Council Funding TBA

TBA: Estimates have been prepared but are subject to County Council approval and will be inserted accordingly. DfES Strategic Target / Goal 1 ______

To put in place universal nursery education for 3 year olds by September 2004.

1. Related EYDCP 2001-2004 strategic plan target

During 2001 – 2002: • To provide 2,638 free part time early education places for 3 year olds. • To develop a policy for allocating available funding.

During 2002 – 03: • To provide 4,732 free part time early education places

During 2003 – 04: • To provide 6,769 free part time early education places.

Places provided during 2002-04 will be in accordance with the DfES allocation.

2. Related EYDCP 2001 / 2002 implementation plan (IP) target

To: • provide three terms of nursery education for all 3 year olds who fall within the following categories:

Ø Children with special educational needs Ø Children from Traveller families Ø Children from homeless families Ø Children from asylum seeking and refugee families. • provide children living within areas of social disadvantage (as identified by the Government’s DETR’s Multiple Deprivation Index) with two terms of funding prior to 4 year old funding becoming available. • provide one term of funding for 3 year olds for the term immediately prior to 4 year old funding eligibility, in the rest of the county. • establish co-operative relationships for cross border funding with neighbouring authorities • develop guidance and policies to inform providers of their continued requirements as scheme members by the Early Education Subgroup. This will include the requirement to offer free places, support, networking

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opportunities and mentor teacher involvement and will ensure that early education provision in Leicestershire is of good quality and promotes parental choice.

3. Progress made by EYDCP against IP target in box 2 above

2001 / 2002 Summer Autumn 2001 Spring 2001 2002 Allocation of Places 2638 2638 2638 Actual / Expected 3226 2911 3300

4. Reasons for any variation from IP target in box 2 above

The marketing strategy to provide the availability of nursery education funding has been extremely successful and has resulted in a higher take-up than expected.

5. Action being taken / proposed to rectify variation from 2001 /2002 and expected outcome

The County Council has applied for, and been granted, extra monies to fund this high take up of free places.

Visits are being made to early years providers to ensure that they fully understand the allocation and claiming procedures.

6. Business objectives and priorities for 2002 / 03, including 2002 / 2003 IP target

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An analysis of the take up during 2001-02 is being undertaken in order to predict more accurately the likely take up of modelled against a range of potential different funding criteria. The predicted take up against the actual funding provided by the DfES will determine the County Council’s strategy for the distribution of 3 year old money.

The establishment of the childminding network has enabled the partnership to work towards becoming an approved NCMA ‘Children Come First’ Early Years Network. Childminders will be recruited onto the network, assessed against the NCMA Quality Childminding Charter and monitored. Some will work towards accreditation in order to receive Early Educational Funding.

The aim is to have 20 childminders on the network, to include 3 of the 20 being successfully accredited as Early Years providers and receiving support from mentor teachers.

• How the partnership will maintain the statutory duty for all 4 year olds: • Any specific local business objectives that the partnership has:

Leicestershire will adopt criteria for the allocation of 3 year old places that do not pose a risk of overspend of the Nursery Education Grant.

7. Contribution to EYDCP strategic plan

Leicestershire EYDCP anticipated that there would be universal provision (i.e. 85%) for 3 year olds by March 2004. The current predictions indicate that this will be achieved. (Dependant on decision making re allocation of funds for 2002-03 / 2003-04 to be inserted.)

DfES Strategic Goal 2 ______

To create new childcare places for 1.6m children by March 2004 which, taking account of turnover in existing places, should allow around 1m extra children to benefit from childcare in England alone.

1. Related EYDCP 2001 – 04 Strategic Plan target

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To create 12, 687 new childcare places by the end of 2003 – 04.

During 2001 – 02: • To create 3,888 new childcare places During 2002 – 03: • To create 4,296 new childcare places During 2003 – 04: • To create 4,503 new childcare places

2. Related EYDCP 2001 – 02 Implementation Plan (IP) target

To create 3, 888 new childcare places (2,019 out of school and 1,869 pre – school)

3. Progress made against IP target in box 2 above

• It is expected that 3335 places in total will be achieved, which is 553 places short of the target (see Totals on Table 5). • This represents: Ø 1,780 out of school places (239 under target) Ø 1,278 in private, voluntary and maintained provision Ø 502 with childminders Ø 1,555 pre – school (314 under target) Ø 995 places in private, voluntary and maintained provision Ø 560 with childminders.

See Strategic Target 4 for details of turnover.

4. Reasons for any variation from IP target in box 2 above

The NOF 11, February 2002 Consortium bid is estimated to create 425 new places, with an estimated 150 places from individual bids. This will create 575 new places, which may come on stream in time to be included in the current year, but have not been included in the anticipated figures in order to identify a realistic outcome. If these places were to be created this year, the 2001 – 02 target will have been exceeded.

The numbers of Childminder registrations has decreased since the transfer of registration and inspection to the OFSTED Early Years Directorate in September. Currently there are 1219 registered Childminders, compared to

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1289 at the same time last year. This represents a net loss of 70 childminders and 210 places (based on 3 places per childminder).

5. Action being taken/proposed to rectify variation from 2001 – 02 IP and expected outcome

Work on the recruitment and retention of Childminders will continue to be a high priority. The new Childcare Advice and Support Officers (CASOs) offer a pre and post registration support service.

The recruitment, training and business support strategies will take this into account when recruiting new childminders.

A Support Grant has been made available to Childminders in the three disadvantaged wards for unfilled places.

Plans for a new Childminder Network and the marketing strategy, which targets recruitment in areas of disadvantage, should help to reverse the decline in childminder applications and to achieve the 10:9 ratio by 2003 – 04. 6. Business objectives and priorities for 2002 – 03, including 2002 – 03 IP target

To: • create 4,296 new childcare places, as indicated in the Strategic Plan, with a further 553 places, if the NOF 11, February 2002 Consortium Bid fails to meet its target. This would bring the amended target for 2002 – 03 to 4, 849 new childcare places. • utilise the GIS mapping system and the CIS database to identify areas with the lowest childcare provision per 100 children of the child population, in order to enable the prioritisation of development work to be focused there. • utilise the marketing strategy, in order to co – ordinate and harness the expertise within the Early Years and Childcare Service team, the Out of School Childcare Development Worker and the Forum Development Workers to create new childcare places across the county.

7. Contribution to EYDCP Strategic Plan

Leicestershire is on target to meet its strategic goal of 15, 087 places by 2004. There are plans in place to improve the turnover rate for childminders through improved network support.

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Table 4

Supplementary Table to Strategic Goal 2

2002-2003 targets Quarter Quarter Quarter Quarter Total one two three four Out of School childcare:

Voluntary Sector 80 80 80 80 320 Private sector (not including childminding places) 317 317 320 317 1271

Maintained sector

Totals 397 397 400 397 1591 Pre-School*childcare:

Voluntary Sector 67 67 67 67 268 Private sector (not including childminding places) 269 269 271 269 1078

Maintained sector

Totals 336 336 338 336 1346 Childminded places: Places via Start-Up Grant (Out of School) 85 85 87 85 342 Places via Start-Up Grant (Pre-School) 97 97 97 97 388 Places not via Start-Up Grant (Out of School) 79 79 79 79 316 Places not via Start-Up Grant (Pre-School) 78 78 79 78 313

Totals 339 339 342 339 1359

Column Totals: 1072 1072 1080 1072 4296

• 0-2 year olds and 3 and 4 year olds not attending early education

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Table 5

Strategic Goal 2: Annual Childcare Place Targets to 2004

Expected new places to be created 2002-03 2003-04 Totals during 2001-02 targets targets Out of School childcare (not including 1278 1591 1542 4411 childminding places) Pre-School childcare (not including 995 1346 1474 3815 childminding places) Out of School childminded places via Start- 206 342 374 922 Up grant Pre-School childminded places via Start- 203 388 424 1015 Up grant Out of School childminded places not via 296 316 346 958 Start-Up grant

Pre-School childminded places not via 357 313 343 1013 Start-Up grant

TOTALS 3335 4296 4503 12134

12 Partnership: Leicestershire Document PackPage221 Strategic Goal 2: Table 6A - Calculation of Places per 100 2001 – 2002 2002 – 2003 2003 – 2004 Number of Number of Number of Expected Expected Expected Estimate of Estimate of Expected childcare Under 5’s not daycare number of number of number of number of number of number of places for in early places childcare Under 5’s not daycare childcare Under 5’s not daycare Under 5’s not education available per places for in early places places for in early places in early 100 Under 5’s not education at available per Under 5’s not education at available per education population in early March 2003 100 in early March 2004 100 of children education at population education at population March 2003 of children March 2004 of children at March 03 at March 04 2535 24707 10.26 3180 22988 13.83 3500 21500 16.28 Number of Number of 3 Number of Expected Expected Expected Expected Expected Expected wrap-around and 4 year wrap-around number of number of 3 number of number of number of 3 number of places for 3 olds in early places per wrap-around and 4 year wrap-around wrap-around and 4 year wrap-around and 4 year education 100 places for 3 olds in early places per places for 3 olds in early places per olds in early population and 4 year education at 100 and 4 year education at 100 education of children olds in early March 2003 population olds in early March 2004 population education at of children education at of children March 2003 at March 03 March 2004 at March 04 3502 9993 35.04 3550 11112 31.9 3600 11112 32.39 Number of Number of 5- Number of Expected Expected Expected Expected Expected Expected Out of School 14 year olds Out of number of number of 5- number of number of number of 5- number of places for (16 SEN etc) School Out of School 14 year olds Out of Out of School 14 year olds Out of children aged hours places places for (16 SEN etc) School places for (16 SEN etc) School up to 14 (16 per 100 children aged at March hours places children aged at March hours places SEN etc) population up to 14 )16 2003 per 100 up to 14 )16 2004 per 100 of children SEN etc) at population SEN etc) at population aged up to March 2003 of children March 2004 of children 14 (16 for aged up to aged up to children with 14 (16 for 14 (16 for additional children with children with needs) additional additional needs) at needs) at March 2003 March 2004 6862 70045 9.79 8886 69543 12.7 10922 68612 15.9 13 Document Pack Page 222

Partnership: Leicestershire

Table 6B

Strategic Goal 2: Penetration Rates by Type of Provision

2001 - 02 2002-03 2003-04

The number of Day Care places available per 100 10.26 13.83 16.28 population of children Under 5 not in early education

The number of wrap- around places available per 100 35.04 31.9 32.39 population of children attending early education

The number of Out of school childcare places available per 9.79 12.7 15.9 100 population of children aged up to 14 (16 for SEN etc)*

*Not including places in summer holiday schemes of less than 3 weeks per child

Formula for working out expected number of childcare places to be available per 100 under 5’s not in early education:

Number of childcare places for Under 5’s not in early education x 100 number of 5’s not in early education

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DfES Strategic Target 2 ______

To have set up at least 360,000 new out of school childcare places for 720,000 children by 2003.

1. Related EYDCP 2001 – 04 Strategic Plan target

• To have set up at least 4,586 new out of school childcare places for 9,172 children by 2003. • To access NOF funding through the Partnership route and individual bids. • To build on out of school development through work with pre – schools and childminding to develop wrap – around and other out of school childcare places. During 2001 – 02: • To have set up 1,453 new places for 2,906 children. During 2002 – 03: • To have set up 1,591 new places for 3,182 children. During 2003 - 04: • To have set up 1,542 new places for 3,084 children.

2. Related EYDCP 2001 – 02 Implementation Plan (IP) target

To: • create 1,893 places (NOF rounds 9, 10 and 11), including 9 places in areas of disadvantage, and 566 in childminding places. • continue with Leicestershire Education Authority acting as lead partner for accessing the New Opportunities Fund for the creation of new out of school hours childcare places. • give advice and guidance on establishing, expanding and viability issues to providers by the Out of School Childcare Development Worker, District Forum Development Workers, Childminder Infrastructure Development Officer, Pre-school Development Officers and the Finance and Business Support Team. • conduct internal monitoring and evaluation of the consortium partners by the Out of School Childcare Development Worker. • co-ordinate and develop out of school hours childcare services by the Developing Childcare Sub-group.

Leicestershire County Council will be responsible for the overall monitoring and evaluation of successful bids.

3. Progress made against IP target in box 2 above

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• NOF 9; Jun 2001: consortium 250 + individuals 288 • NOF 10; Oct 2001: consortium 318 + individuals 150 (est.) • NOF 11; Feb 2002: consortium 425 + individuals 150 (est.) Total: 1581 (which includes 24 places in areas of disadvantage) • Out of School childminding places; 1st and 2nd quarter: 218, some using Start-up Grant + 100 childminding places in 3rd and 4th quarters (est.) Total: 318

Combined Total: 1899

• A new NOF information leaflet has been produced and distributed to all prospective childminders and other providers. • The Partnership Plus newsletter profiles successful applicants. • NOF information briefings and sessions, and start up training for out of school clubs ‘On Your Marks’ have been held.

4. Reasons for any variation from IP target in box 2 above

Leicestershire expects to exceed its new out of school childcare places target for 2001 – 02, although 825 places are estimates at the time of writing.

Places in disadvantaged areas exceed the target by 15.

The estimates are considered realistic as the February consortium bid is a popular round for Childminders in Leicestershire.

The transition period of childminding registrations between the local authority and OfSTED appears to have resulted in a decrease in applications.

5. Action being taken/proposed to rectify variation from 2001 – 02 IP and expected outcome

The Childcare Advice and Support Team continues to offer a pre and post registration support service to reassure potential and existing childminders of the OfSTED process.

Leicestershire CIS and OfSTED are committed to the development of a close working relationship in order to ensure speedy and accurate transfer of all relevant information.

Marketing and sustainability strategies are being used to develop the childminding workforce, as outlined in Strategic Target 5.

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6. Business objectives and priorities for 2002 – 03, including 2002 – 03 IP target

To: • create 2,870 places (NOF rounds 12, 13, and 14) including 658 childminding places, with a further 10 places in areas of disadvantage. This includes: Ø NOF round 12; Jun 2002: Consortium + individuals 800 Ø NOF round 13; Oct 2002: Consortium + individuals 800 Ø NOF round 14; Feb 2003: Consortium + individuals 612 Total: 2,212

• raise awareness of playgroup extension of provision by using the initial plans which have been formed for co-operative work between the PLA and out of school provision. • use the new monitoring systems in place to establish the number of childminding places created for children over 8 years via the Start- up Grant. • raise awareness of childminders using pre-registration packs, recruitment events and provider roadshows. • propose advertising on LCC payslips, to school support staff to become out of school workers or childminders. • target School Development Groups to identify good practice in schools within each group. Promote concepts of ‘Family or Single Service’, and embed partnership working with private and voluntary sector. • link with NNI schemes to extend out of school provision. • link with childminding network to extend out of school provision. • link with out of school learning.

7. Contribution to EYDCP Strategic Plan

The targets for the coming year will continue the steady progress towards the strategic targets for the development of out of school care in both disadvantaged areas and areas outside the lowest 20%.

DfES Strategic Target 3 ______

To ensure that a minimum of 80% of all NOF sponsored out of school childcare places remain viable and available five years after being established.

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1. Related EYDCP 2001 – 04 Strategic Plan target

During 2001 – 02: • To assist with business and marketing information, advice and training and provide a link with external funding streams. • To establish an informal support network. • To organise two, issue – based events for providers. During 2002 – 03: • To continue to promote networks and facilitate events enabling sharing of examples of good practice. • To establish an umbrella organisation to represent out of school childcare providers. During 2003 – 04: • To continue to promote networks as above. • To draw in external funding to support umbrella organisation.

2. Related EYDCP 2001 – 02 Implementation Plan (IP) target

To:

• work with providers in developing funding and sustainability strategies which will be built into bids for future funding. • market out of school hours provision and link providers to the Children’s Information Service. • establish links with District Forum Workers and Outreach Development Workers. • continue to develop quality assurance strategies in New Opportunities Fund bids. • complete NOF monitoring and implement quality assurance accreditation by the Out of School Development Worker. • establish an informal support network system and organise two, issue based events. • develop the Early Years Development and Childcare Plan’s external funding strategy to help provide practitioners with support for sustainability issues. • monitor all activity and developments by the Development of Childcare Subgroup.

3. Progress made against IP target in box 2 above

• 100% of all NOF funded places remain open. • The recruitment of a Finance, Grants and Contracts Manager has led to the creation of the new Finance and Business Support

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(FABS) Team. • Two training sessions have been held for all Development Workers on NOF and developing out of school provision. • All NOF consortium partners are monitored at 6 and 12 months, and are supported through their Aiming High scheme. • Four people have been trained as Quality Development Mentors. • Each NOF consortium is supported to provide networking opportunity meetings. • Quarterly networking events are being phased in for all out of school providers. • The Developing Childcare Sub Group has initiated an audit of Funder Finder programmes throughout the county in order to establish its availability for use within the External Funding Strategy. • Working Families Tax Credit (WFTC) monitoring is undertaken by the Audit and Information Sub Group.

4. Reasons for any variation from IP target in box 2 above

The Funding Co-ordinator has been on long term sick leave, which has hampered the development of the External Funding Strategy.

The tendering process undertaken for the Business Support function was temporarily suspended pending the outcome of an internal County Council enquiry. This function will be actioned before the end of March 2002.

5. Action being taken/proposed to rectify variation from 2001 – 02 IP and expected outcome

Responsibility for the External Funding Strategy has been undertaken by the Finance, Grants and Contracts Manager and the strategy will be formalised by the end of March 2002.

The outcome of the Funder Finder programmes audit will be used to inform the External Funding Strategy.

Some of the less specialised work of the Funding Co-ordinator has been allocated to other Officers.

6. Business objectives and priorities for 2002 – 03, including 2002 – 03 IP target

To: • continue to promote training and networks, and facilitate events

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enabling the sharing examples of good practice. • establish an umbrella organisation to represent out of school providers. • ensure that the move to quarterly based events, to replace the need for umbrella organisations, (as outlined in Box 3) above is implemented.

7. Contribution to EYDCP Strategic Plan

Leicestershire is committed to ensuring that NOF sponsored Out of School childcare places remain viable and available five years after being established and will continue to provide the relevant support and training in order to continue to promote their successful viability.

DfES Strategic Target 4

To ensure that, on average, new childcare places created between April 2001 and March 2004 add significantly to the local level of stock for the relevant category: for every 10 new out of school childcare places that open, no more than 1 should close; and for every 10 new childcare places for pre-school age children created, no more than 2.5 should close. On childminding, from the current position of on average 10.5 places closing for every 10 that open, Partnerships should ensure that there is an improvement to at least a 10% positive turnover i.e. for every 10 new childminder places created, no more than 9 should close.

1. Related EYDCP 2001 – 04 Strategic Plan target

During 2001 – 02: • To continue to develop the database of existing providers. • To ensure no more than 145 out of school childcare places are lost, with monitoring via OfSTED figures and the Children’s Information Service. • To ensure that no more than 123 new childcare places for pre – school children are lost. • To ensure that for every 10 new childminding places set up, no more than 10 childminding places are lost. During 2002 – 03: • To ensure no more than 159 new out of school places are lost. • To ensure that for every 10 new childcare places for pre-school children set up, no more than 2.5 places are lost. • To ensure that for every 10 new childminding places set up, no more than 9 places are lost. During 2003 – 04:

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• To ensure that no more than 154 new out of school places are lost. • To ensure that for every 10 new childcare places for pre-school children set up, no more than 2.5 places are lost. • To ensure that for every 10 new childminding places set up, no more than 8 are lost. During 2002 – 04: • To co-ordinate development work and overview by the Infrastructure and Developing Childcare Subgroups. • To monitor the above figures using OfSTED and the Children’s Information Service (CIS).

2. Related EYDCP 2001 – 02 Implementation Plan (IP) target

To: • continue the use of sustainability activities, incorporating those identified in the childminder Recruitment Strategy across the whole range of provision. • continue to identify groups requiring intervention to ensure that strategies are targeted to best effect by all Development Workers. The Finance and Business Support team will be central to coordinating the retention of places. • liaise with successful provision to draw on best practice and to promote learning outcomes by Development Workers. This will link with the work of the Infrastructure Sub-group. • identify areas of greatest need and demand, promoting cohesion with existing provision by the results of the Childcare Audit. • continue to work with the Health Authority and Health Trusts to ensure that the National Health Service Plan complements developments identified in the EYDCP Plans. • monitor the local level of childcare stock through the CIS database and OFSTED returns.

3. Progress made against IP target in box 2 above

• Out of school: for every 10 places created, 0 have closed

• Pre-school places: 245 up to September 2001. (Figures for the 2nd and 3rd quarters are not yet known due to the delay occurring during the transition of work between the local authority and OfSTED.) • Childminding places: for every 10 places created, 13 have closed.

• In November 2001, there were 1217 registered childminders compared to 1289 last year. This represents a net loss of 72 childminders and 216 places (based on 3 places per childminder).

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4. Reasons for any variation from IP target in box 2 above

The transition period of childminding registrations between the local authority and OfSTED appears to have resulted in a decrease in applications.

The decrease in the number of childminders may also be as a result of some inactive childminders terminating their registration.

There is evidence to suggest that some childminders have accessed further training and terminated their registration in order to move in to other areas of childcare.

5. Action being taken/proposed to rectify variation from 2001 – 02 IP and expected outcome

A Support Grant has been made available to childminders in the three identified wards, in order to help sustain their provision when they have unfilled places

The Start-up Grant for all newly registered childminders is being widely publicised throughout the county.

The Childcare Advice and Support Team continues to offer a pre and post registration support service to prospective and existing childminders.

Existing childminder groups continue to receive a network of support from a variety of Development Workers.

6. Business objectives and priorities for 2002 – 03, including 2002 – 03 IP target

To • ensure no more than 181 new out of school places are lost. • ensure that for every 10 new childcare places for pre-school children set up, no more than 2.5 places are lost. • ensure that for every 10 new childminding places set up, no more than 9 places are lost. • develop a Recruitment and Retention Strategy with responsibility to the Childminding Infrastructure Development Officer, supported by the Childcare Advice and Support Team, which includes the Childminding Network Co-ordinator.

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• raise the profile of childminding by linking with the Recruitment Campaign and local roadshows, including the availability of the Start-up Grant and Childminder network as identified in Targets 5, 6 and 7. • provide information on local and national developments via termly Childminding News (incorporated into Partnership Plus newsletter). • develop a minimum of two childminder groups, as an informal support network. • review the take up of the Support Grant and consider widening its scope and remit. • develop the partnership working with the NHS Trust Childcare Co- ordinator in order to identify childcare needs and appropriate solutions. • develop and launch the Childminding Network in order to raise the profile of childminders and provide support and motivation for further development of its members. • plan a series of quarterly networking events to address issues incorporating fundraising and quality of delivery. • encourage all NOF funded out of school providers to network within each consortium, and to link into the quarterly events. • highlight sustainability themes within a new out of school childcare page established within the newsletter Partnership Plus • support Monitoring and Aiming High during the first 18 months of opening. • provide networked support for all providers from all Development Workers. • monitor activities by the Developing Childcare Subgroup.

7. Contribution to EYDCP Strategic Plan

(A comment re contribution to Strategic Plan will be inserted here when the relevant figures are available.)

DfES Strategic Target 5.

To have set up 4,052 new childcare places with childminders across England by 2004, in addition to the places in areas of disadvantage referred to in Target 6.

1. Related EYDCP 2001 – 04 Strategic Plan target

During 2001 – 02: • To set up 1,068 new childcare places with childminders, some

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supported by the Start-up Grant. (To set up 138 new childcare places in the three disadvantaged wards, some supported by the enhanced Start-up Grant – see Target 6. This gives a total of 1,206 places.) • To monitor via the Childcare Audit, so that areas identified with significant gaps, will be targeted for the development of new places. During 2002 – 03: • To increase the number of childminding places in accordance with the DfES Childminder Start-up Grant. • To monitor via the Childcare Audit, as above. During 2003 – 04: • To increase the number of childminding places will be increased in accordance with the DfES Childminder Start-up Grant. • To ensure there are childcare places in areas of disadvantage available for lone parents seeking employment or training.

2. Related EYDCP 2001 – 02 Implementation Plan (IP) target

To: • create 1,068 childminding places, some supported by the Start-up Grant. • create 138 childminding places in the 3 disadvantaged wards, with some supported by the enhanced Start-up Grant.

3. Progress made against IP target in box 2 above

• 146 new childminders have registered (by the end of the 2nd quarter), representing 454 new out of school and pre-school childminding places (estimated at approximately 3 places per childminder). • It was estimated that an additional 60 childminders would be registered by March 2002, representing 180 new out of school and pre-school childminding places, totalling 634 places for the year. However, most recent information from OfSTED indicates that 15 applications only have been received between November 2001 and January 2002 which suggests that the original estimate for 60 childminders was ambitious. • The Childminder Start-up Grant was temporarily suspended and has been re-established now that clarification regarding its administration has been received from the DfES. • The Support Grant for childminders has been publicised and childminders have accessed it. • New posters and information leaflets have been distributed aiming to recruit new childminders. • Packs are available for prospective childminders outlining support and relevant information. Local childminding groups were given grants to promote National

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Childminding Week.

4. Reasons for any variation from IP target in box 2 above

Delay occurring during the transition of work between the local authority and OfSTED has contributed to a reduction in childcare places.

The temporary suspension of the Start-up Grant also affected progress.

5. Action being taken/proposed to rectify variation from 2001 – 02 IP and expected outcome

The CASO team provides pre and post OfSTED registration support and information to all childminders.

The Start-up Grant is being offered to all those childminders registering during the period when it was suspended. It will be widely advertised in local community magazines.

The Support Grant for Childminders has been publicised widely in the designated areas.

The second phase of the Recruitment Campaign during January to March 2002 will also contribute to the creation of new childminders.

6. Business objectives and priorities for 2002 – 03, including 2002 – 03 IP target

To: • create 1,359 new childminding places. This figure will need to be amended when up to date figures for 2001 – 02 are known. • work with the CIS to identify gaps in provision and target development in those areas. • organise a large county event in National Childminding Week to promote career opportunities. • provide information on local and national developments via termly Childminding News (incorporated into Partnership Plus newsletter). • advertise widely to recruit new childminders in local community magazines. • continue to provide pre and post OfSTED registration support and information by the Childcare Advice and Support Team. • make packs available for prospective childminders outlining support and relevant information.

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• continue to offer the Start-up Grant, the enhanced grant for disadvantaged areas and NOF out of school childcare funding. • distribute posters and information leaflets aiming to recruit new childminders. • co-ordinate training to ensure it supports registration requirements and the professional development and retention of childminders. • monitor and evaluate the impact of development work by the Childminder Infrastructure Development Officer and the Developing Childcare Subgroup.

7. Contribution to EYDCP Strategic Plan

The recruitment of new childminders will add to the number of childcare places available in Leicestershire and contribute towards meeting the targets outlined in the Strategic Plan. Leicestershire aims to ensure that childminders will offer high quality care to its children by utilising the expertise of the Childcare Advice and Support Team and other Development Workers.

DfES Strategic Goal 3

By 2004, the Government’s ambition is that there should be a childcare place in the most disadvantaged areas for every lone parent entering employment. The percentage of lone parents perceiving childcare as a barrier will be monitored nationally to help measure progress.

1. Related EYDCP 2001 – 04 Strategic Plan target

Leicestershire is committed to developing childcare in the most disadvantaged areas of the county through the Neighbourhood Childcare Initiative, including the development of neighbourhood nurseries, out of school and childminder places.

2. Related EYDCP 2001 – 02 Implementation Plan (IP) target

During 2001 – 04: • To create 180 Neighbourhood Nursery places. • To set up 19 Out of School places in disadvantaged wards. • To develop 138 Neighbourhood Childminding places (46 childminders each minding 3 children).

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During 2001-02: • To create 47 Neighbourhood Nursery places. • To set up 9 Neighbourhood Out of School places. • To develop 15 Neighbourhood Childminding places.

3. Progress made against IP target in box 2 above

• DfES has identified three Leicestershire wards; Woodthorpe and Hastings in Loughborough and Greenhill in Coalville, for Neighbourhood Nursery funding. • The development of Neighbourhood Nurseries in the Woodthorpe and Greenhill wards has been considered alongside the plans for mini Surestarts. It is possible that this will include jointly funded building programmes and shared running costs. • The tendering process for short-listed bids is coming to a close and successful providers will work with the Local Authority, with advice from its EYDCP, to develop these projects. • 18 Childminders have already been recruited within the disadvantaged wards, which exceeds the target for 2001 - 02. • 3 Out of School settings are currently providing 64 places in Woodthorpe ward. • Families contacting the CIS receive information about the Working Families Tax Credit in order to access childcare places. Those from the disadvantaged wards are being targeted by the relevant District Forum Development Workers and a publicity campaign set up in each of the disadvantaged areas promotes this source of extra income. • For further details see Target 6.

4. Reasons for any variation from IP target in box 2 above

New childcare places are opening in Woodthorpe, Hastings and Greenhill, as identified in Target 6.

Leicestershire is anxious to ensure that lone parents, particularly those living in the disadvantaged wards are targeted and a strategy for addressing this issue will be developed for 2002 - 03.

5. Action being taken/proposed to rectify variation from 2001 – 02 IP and expected outcome

The use of the GIS Mapping System will enable help to be targeted specifically towards lone parents in disadvantaged areas.

Links with the New Deal For Lone Parents staff will be further developed by

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CIS officers.

6. Business objectives and priorities for 2002 – 03, including 2002 – 03 IP target

In every neighbourhood with a Neighbourhood Nursery, Leicestershire is looking to develop associated out of school care and childminding services, including supporting existing provision to become more sustainable. See Target 6.

7. Contribution to EYDCP Strategic Plan

Leicestershire EYDCP is working towards the development of a Neighbourhood Childcare Strategy which dovetails existing and new provision with the identified needs in Woodthorpe, Hastings and Greenhill, in order to close the childcare gap.

DfES Strategic Goal 4 ______

To set a target in Spring 2001 to close the childcare gap between disadvantaged areas and others.

1. Related EYDCP 2001 – 04 Strategic Plan target

During 2001 – 04: • To increase the amount of childcare available for children from birth to 14 in the disadvantaged wards in Leicestershire to the average level within the area identified in the local audit of Childcare provision and need. • To set the target to close the childcare gap once the work on Neighbourhood Nurseries is completed.

2. Related EYDCP 2001 – 02 Implementation Plan (IP) target

To: • carry out childcare development work targeted on the most disadvantaged wards in Leicestershire using the services of the relevant Development Workers in order to help provision to become sustainable. monitor activities by the Developing Childcare Subgroup.

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3. Progress made against IP target in box 2 above

See Targets 6a, b and c for detail.

4. Reasons for any variation from IP target in box 2 above

Delay occurring during the transition of work between the local authority and OfSTED has contributed to a reduction in childcare places.

5. Action being taken/proposed to rectify variation from 2001 – 02 IP and expected outcome

See Target 6 for detail.

6. Business objectives and priorities for 2002 – 03, including 2002 – 03 IP target

To continue to target childcare development in the most disadvantaged areas of Leicestershire so that parents and children in these wards have access to childcare.

See Targets 6a, b and c for detail.

7. Contribution to EYDCP Strategic Plan

Leicestershire recognises the importance of the development of high quality childcare in disadvantaged areas, so that parents have the opportunity to return to work or training.

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Table 7

Strategic Goal 4: – Turnover Ratio target to 2004

Target Anticipated Anticipated Anticipate Target Target for new places places d for for 31/3/02 at 31/3/02 closed at achievem 31/3/03 31/3/04 31/3/02 ent at 31/3/02 Turnover of Out of School Childcare places (not including 1453 1278 26 49.2 1591 1542 Childminders) Turnover of Childcare places for Pre- School age children (not 1229 995 181 5.5 1346 1474 including Childminders) Turnover of places with 1206 499 654 0.76 1359 1487 childminders

Table 8

Penetration Rates for Strategic Goal 4: The Childcare Gap

Actual Position @04/01 Actual Position Target Forecast Forecast Forecast @04/01 Position Position Position Position @03/02 @03/02 @03/03 @03/04 a) Number of children 104745 104745 104745 103934 103011 aged 0 – 14 in LEA b) Number of childcare 18172 22060 22104 26400 30903 places in LEA c) Penetration rate (i.e. 17.3% 21.0% 21.1% 25.4% 30% b/a x 100) d) Number of children 4330 4330 4330 4330 4330 aged 0-14 in wards within bottom 20% of DETR index e) Number of childcare 170 217 234 267 350 places in wards within bottom 20% of DETR index f) Penetration rate in 3.9% 5.0% 5.4% 6.2% 8.1%

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wards within bottom 20% of DETR index

Table 9

Strategic Goal 4: The Childcare Gap

Childcare Gap at 04/01 13.4%

Anticipated Childcare Gap at 03/02 16.0%

Actual Childcare Gap at 03/02 15.7%

Childcare Gap at 03/03 19.2%

Childcare Gap at 03/04 21.9%

DfES Strategic Target 6 ______

To have set up, by 2004, a minimum of 70,000 new childcare places for pre – school aged children in areas of disadvantage; this figure to broadly comprise 45,000 group care based places (equivalent to 900 new 50 place nurseries) and 25,000 childminder based places.

6a Neighbourhood Nurseries (Pre-School Childcare)

1. Related EYDCP 2001 – 04 Strategic Plan target

• To develop Nursery provision in the most disadvantaged wards of the county, as identified by the DfES. • To create a Neighbourhood Nursery in Woodthorpe, Greenhill and Hastings wards by 2004. During 2001 – 02: • To create 47 new childcare places. During 2002 – 03: • To create 118 new childcare places. During 2003 – 04: • To create 70 new childcare places.

2. Related EYDCP 2001 – 02 Implementation Plan (IP) target

To:

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• create 47 new childcare places in Neighbourhood Nurseries • base new Neighbourhood nurseries on the Early Excellence Centre model of a ‘one stop shop’ of family services • integrate new nurseries within Woodthorpe and Greenhill with the mini Surestart Initiative.

3. Progress made against IP target in box 2 above

• Leicestershire’s revised Neighbourhood Nursery places target is 180, which is 55 places less than the original bid, the amended annual targets for which will be outlined in Box 5 below. • A tendering process resulted in four providers being shortlisted; two were proposing new builds and two were offering places within existing settings. All four bidders were asked to make amendments to their plans for reassessment in January 2002.

4. Reasons for any variation from IP target in box 2 above

Local primary schools from two wards, which had expressed interest in the initiative, were unable to submit tenders due to the tight timescales and demands of the tendering process.

Leicestershire recognises that insufficient places may be created as a result of the tendering process, although 45 places have been offered by the private providers still in the process, which might be initiated this year. The revised target for 2001 – 02 outlined in Box 5 is 45 places.

Plans for the Surestart initiative cannot proceed in detail until the plans for Neighbourhood Nurseries wards have been finalised.

5. Action being taken/proposed to rectify variation from 2001 – 02 IP and expected outcome

Leicestershire will revise the targets for the creation of neighbourhood nursery places to reflect the amended DfES allocation: During 2001 – 02: • To create 45 new childcare places During 2002 - 03: • To create 70 new childcare places During 2003 – 04: • To create 65 new childcare places.

Leicestershire will work with local providers in the designated wards in order

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to generate more places.

6. Business objectives and priorities for 2002 – 03, including 2002 – 03 IP target

To: • create 70 places, which may be amended to include some of the 45 places not created during 2001 – 02. • monitor all projects by the Finance and Business Support Team • provide progress reports to each full EYDCP meeting and the Education and Heritage Scrutiny Committee or the Cabinet (as appropriate). • ensure each project has a business plan and is supported by the Finance and Business Support Team, the CIS and, where appropriate, the Out of School Development Worker. • ensure each project has a timetable, with identified dates for support and targets for each stage of the development. • dovetail the mini Surestart initiative with Neighbourhood Nursery plans for the Woodthorpe and Greenhill wards. • ensure the support pack for the WFTC is used to assist providers. • ensure each project works towards, or has already achieved, accreditation by a nationally recognised Quality Assurance scheme.

7. Contribution to EYDCP Strategic Plan

Leicestershire recognises the importance of the Neighbourhood Nursery Initiative in securing better prospects for the families and children within the designated wards. It is committed to developing all three aspects of the strategy, of facilitating nursery provision, out of school childcare and childminding options, in order to enable parents to make choices which suit their needs.

6b Neighbourhood Out of School (New Opportunities Fund Out of School Childcare in disadvantaged areas)

1. Related EYDCP 2001 – 04 Strategic Plan target

• To have set up at least 5,321 new out of school childcare places by 2004, of which 12 will be in disadvantaged areas. • To encourage all types of existing childcare and education providers to consider offering out of school hours childcare, which would complement their existing services i.e. schools, childminders, nurseries, and pre– schools and playgroups. • To develop combined out of school learning and childcare services throughout Leicestershire, particularly where percentages of children

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eligible for free school meals are high.

2. Related EYDCP 2001 – 02 Implementation Plan (IP) target

To create 9 Out of School Childcare places in the Woodthorpe, Greenhill and Hastings wards.

3. Progress made against IP target in box 2 above

Overall Target 12 places by 2004

2001 – 02 Target 9 places

2001 – 02 Achievement 64 Out of School places in three settings in one targeted ward

Targets have been exceeded in 2001 – 02.

4. Reasons for any variation from IP target in box 2 above

N/A

5. Action being taken/proposed to rectify variation from 2001 – 02 IP and expected outcome

As targets have been exceeded, Leicestershire is eager to ensure that the progress made is sustained and will be increasing the targets for the coming year to ensure that there is an Out of School project within the three identified wards by 2004.

6. Business objectives and priorities for 2002 – 03, including 2002 – 03 IP target

To: • create 2,212 Out of School childcare places, including 10 places in areas in disadvantage. This will include:

Ø NOF Round 12; Jun 2002: Consortium + individuals 800 Ø NOF Round 13; Oct 2002: Consortium + individuals 800 Ø NOF Round 14; Feb 2003: Consortium + individuals 612

Total: 2,212 new places

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• target school Development Groups to identify good practice in schools within each group and promote the concept of extended schools providing Family or Single Service and embed partnership working with private and voluntary sector. • make links with Neighbourhood Nurseries, as appropriate, to extend Out of School provision.

7. Contribution to EYDCP Strategic Plan

6c Neighbourhood Childminding (Start-up Grant and Support Grant)

1. Related EYDCP 2001 – 04 Strategic Plan target

• To support the continuation of existing childminders. • To ensure that from 2001 - 04 there is a perceived growth in childminders.

2. Related EYDCP 2001 – 02 Implementation Plan (IP) target

To: • sustain existing levels of childminding in disadvantaged areas. • create 46 new childminders in the targeted disadvantaged wards, creating 138 new childcare places (based on 3 places per childminder).

3. Progress made against IP target in box 2 above

18 childminders are currently working in the targeted wards.

4. Reasons for any variation from IP target in box 2 above

Delay occurring during the transition of work between the local authority and OfSTED has contributed to a reduction in childminder registrations.

The temporary suspension of the Childminder Start-up Grant also affected

35 Document Pack Page 244 progress. 5. Action being taken/proposed to rectify variation from 2001 – 02 IP and expected outcome

The Childcare Advice and Support team will continue to provide pre and post OfSTED registration support and information to all childminders.

The Start-up Grant is being offered to all those childminders registering during the period when it was suspended. It will be widely advertised in local community magazines.

The Support Grant for Childminders will be publicised widely in the designated areas.

The second phase of the Recruitment Campaign during January to March 2002 will also contribute to the creation of new childminders.

6. Business objectives and priorities for 2002 – 03, including 2002 – 03 IP target

To: • recruit 20 new childminders, providing 60 places, supported by the enhanced Start-up Grant. • dovetail all Development Worker activity with the Recruitment Strategy to ensure a co-ordinated approach. • publicise business and marketing support and offered to all prospective and existing childminders by the Finance and Business Support Team continue using Partnership Plus to disseminate relevant information on all areas of recruitment and training as well as publicising specific events.

7. Contribution to EYDCP Strategic Plan

DfES Strategic Target 7

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To have set up, by 2004, a minimum of 450 additional childminding networks.

1. Related EYDCP 2001 – 04 Strategic Plan target

To have set up by 2004 an additional Childminder Network. (2 Networks in total.)

During 2001 – 02: • To develop one childminder network for 20 – 40 childminders, offering 50 – 100 places. • To consider providing community childminding for children in need, out of school and for children with special educational needs and/or a disability. During 2002 – 03: • To achieve the National Childminding Association Quality Assurance Scheme for childminder networks. • Encourage provision of early years education. During 2003 – 04: • To continue to develop the network and maintain membership. • To consider providing community childminding for children in need, out of school and for children with special educational needs and/or a disability.

2. Related EYDCP 2001 – 02 Implementation Plan (IP) target

To: • consider providing community childminding for children in need, out of school and for children with special educational needs and/or a disability. • aim towards becoming approved by the NCMA ‘Children Come First’ accreditation scheme.

3. Progress made against IP target in box 2 above

• The Childminding Network Co-ordinator has been appointed. • Presentations about the Network have been made to existing childminding groups and substantial interest has been generated. • Details are being collected of interested childminders with a view to planning introductory visits and recruiting members to the network. It is anticipated that 5 to 10 childminders will have joined by the end of March 2002. • Further research into the development of the network, including establishing contacts with other regional co-ordinators to learn from models of good practice, has been undertaken. • Close links have been made to the work of the Childcare Advice

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and Support Team, Childminding Infrastructure Development Officer and the CIS. • Research into the establishment of a network resource library has been undertaken and is expected to be established on target. • Development of information and promotional material has been undertaken. • Progress has been reported to childminders in the termly ‘Childminding News’ within the Partnership Plus newsletter. • A mailing is regularly sent out to keep childminders aware of developments.

4. Reasons for any variation from IP target in box 2 above

The Childminding Network Co-ordinator came into post in October 2001 and has progressed the development of the Network as detailed in Box 3.

Submission for approval of the Network by the NCMA Children Come First Accreditation Scheme will take approximately 18 months.

5. Action being taken/proposed to rectify variation from 2001 – 02 IP and expected outcome

It is anticipated that the progress and continuation of the activities outlined in Box 3 will enable Leicestershire to realistically apply for accreditation by March 2003.

6. Business objectives and priorities for 2002 – 03, including 2002 – 03 IP target

To: • launch the countywide network, of 20 to 40 childminders offering 50 to 100 childcare places, covering rural areas and the 3 disadvantaged wards. • aim for accreditation by March 2003. • set up a target that 3 Network members receive Nursery Education Grant to provide early years education. • develop systems with the CIS to promote the network. • work with the Marketing Officer to consider promotional and incentive materials to increase membership. • establish the resource library, with particular emphasis on supporting the provision of early years education. • ink with training to support identified needs. • work towards the creation of an additional Community Network to link with the CASO teams responsibility, to provide childcare for

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children with special educational needs and children in need. The experience gained from the current project will be used to work towards this new network. • develop links with wider agencies such as Homestart, Menphys, and Social Services.

7. Contribution to EYDCP Strategic Plan

The Childminding Network is planned for accreditation by March 2003, and the Community Childminding Network by March 2004.

DfES Strategic Target 8

To have aided the conversion by 2004, of at least 21,000 playgroup places to move to daycare/wraparound care provision.

1. Related EYDCP 2001 – 04 Strategic Plan target

To have aided the conversation by 2004 of all playgroup places to move to daycare/wraparound care provision.

During 2001 – 04: • To continue to provide development worker support within the Early Years Forums, which includes giving information and training for all providers. • To review these practices.

2. Related EYDCP 2001 – 02 Implementation Plan (IP) target

To: • provide additional support to pre-schools who are not validated as early education providers and who do not operate for two and half hours or more as childcare providers. • encourage those groups offering early education provision without childcare to bid to NOF to develop wraparound care. • encourage those groups offering childcare only to participate in the early education scheme. • link the work of the Pre-school Development workers to that of the Mentor Teachers to ensure a coherent strategy. • link the development of wraparound childcare into the strategy for the development of out of school hours childcare and learning, to ensure optimum use of resources.

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3. Progress made against IP target in box 2 above

• Awareness of the opportunities for providing wrap around childcare is low amongst pre-schools. The overwhelming majority of pre- school playgroups provide early years education. This provides a strong opportunity to develop extended groups to include wrap around care. However the location of groups in community premises generally presents challenges. • Wrap around care provision has been publicised in the EYDCP’s newsletter Partnership Plus and all providers were invited to submit expressions of interest, in order to establish baseline information. Only a small number of positive responses have been received and these settings will receive advice and support to develop their provision. • The October 2001 NOF consortium bid created 26 before and after school places in a pre-school. A small number of groups are exploring the issue of providing wrap-around care and aim to apply for NOF start-up grants. • Out of school and pre-school workers have met to plan further development. • The CASO Team promotes wrap-around care to new and existing groups. • A coherent strategy for linking the work of the Pre-school Development Workers to that of the Mentor Teachers has been established and all parties work closely together.

4. Reasons for any variation from IP target in box 2 above

N/A

5. Action being taken/proposed to rectify variation from 2001 – 02 IP and expected outcome

N/A with the rider that it is acknowledged that the EYDCP’s current strategic target for 2004 of converting all playgroup places to extended daycare is unrealistic and will be amended accordingly when relevant data is available.

6. Business objectives and priorities for 2002 – 03, including 2002 – 03 IP target

To:

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• provide Development Worker support via the Pre-School Learning Alliance and Mentor Teachers, linking with District Forum Development Workers, out of school and childminding. • hold a training session on NOF and wrap-around childcare for Mentor Teachers. • provide information to settings within EYDCP mailings and newsletter, training and information events. • make available the Pre-School Learning Alliance material on extending pre-school groups to providers. • make links with the Business Support contractor, and all Development Workers. • promote the example of the provider receiving NOF funding for the extension of day care provision from within the October 2001 NOF consortium. • make links with co-ordinated development targeted to School Development Groups as part of the out of school strategy, promoting extended school provision, by opening up premises and working in partnership with the voluntary and private sectors. • monitor the work within this target by the Developing Childcare Subgroup.

7. Contribution to EYDCP Strategic Plan

Opportunities for the development of extending day care provision will be a priority during 2002-03 in order to meet the amended Strategic target requirements for 2004.

DfES Strategic Target 9: ______

To keep the Childcare Tax Credit under review to ensure it provides affordable, accessible, quality childcare for all low income groups and pre – school as well as after school care and to ensure take – up increases, with inter-departmental monitoring to start by December 2000.

1. Related EYDCP 2001 – 04 Strategic Plan target

To keep the take up of Childcare Tax Credit under review to ensure it provides affordable, accessible, quality childcare for all low income groups and pre – school as well as after school care and to ensure take – up increases.

During 2001 – 02:

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• To signpost parents seeking information on the Childcare Tax Credit to the Inland Revenue. • To promote the CTC jointly with the Inland Revenue. • To provide staff training on the Childcare Tax Credit. During 2002 – 03: • To build into literature. • To produce Marketing Strategy. During 2003 – 04: • To develop as an integral part of advice and information provided by the Children’s Information Service.

2. Related EYDCP 2001 – 02 Implementation Plan (IP) target

To:

• develop the promotion of Childcare Tax Credit, part of the Working Families Tax Credit. • provide information via all Development Workers and the Children’s Information Service. • develop relationships within Employment Services and employers to promote this information. • hold roadshows for the promotion of Childcare Tax Credit (CTC) in each district.

3. Progress made against IP target in box 2 above

• A one-day training event on the WFTC and CTC was attended by all members of the Early Years and Childcare Service and by all Development Workers, including those with a remit for hard to reach communities. • A task group has been established following the training day, to review and update the strategy for the promotion of CTC and WFTC. • A temporary Employer Development Officer has been appointed whose remit includes the promotion of WFTC/CTC directly with employers • The CIS and Marketing Officer have designed a range of information literature including flyers, posters and fact sheet, which is included in information packs to all enquirers to the CIS helpline, so that those seeking to access childcare are aware of the Credit at the point of returning to work. Posters have been distributed to providers. • Information on CTC has been included on payslips for Leicestershire’s largest employer. The CIS has also worked with another employer to promote CTC in a similar way. • Additional training and publicity materials have encouraged providers to begin to overcome their reluctance to talk to parents about their eligibility. • The CIS has published and promoted the availability of CTC through a range of initiatives, although there was insufficient local information to give reliable baseline information. It has been difficult to accurately evaluate the success of the approach. The continued surveys of both providers and parents should, in the

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absence of nationally available information, be useful in establishing a baseline. • Forty copies of the WFTC calculator have been purchased and distributed to all Development Workers who attended the training event in March 2001, to ensure that guidance and information are available to both providers and parents through a wide range of contact points. • A range of roadshows, including promotions of CTC, were held in each district during ‘National Childcare Week 2001’. Relationships between the CIS and Employment Service have been established and they have been involved in ensuring the accuracy of information and updating of literature. • An article on CTC has been published in the Partnership Plus. This included a survey for providers to establish a baseline for take up. • The CIS was contacted in November 2001 by the CSIDP – Daycare Trust WFTC Registration Scheme for an evaluation/good practice report on the scheme. Leicestershire was considered to have imaginatively and successfully used the calculators. • The Information and Audit sub-group has taken part in a consultation exercise concerned with developments to both the WFTC and CTC. • Information collected via the survey in January 2002 has been used in conjunction with the parents’ survey from the Local Audit of Childcare Provision and Need, to identify what further actions need to be carried out in 2002-2003.

4. Reasons for any variation from IP target in box 2 above

N/A

5. Action being taken/proposed to rectify variation from 2001 – 02 IP and expected outcome

N/A

6. Business objectives and priorities for 2002 – 03, including 2002 – 03 IP target

The lack of baseline statistics makes it difficult to assess the number of families receiving CTC. Leicestershire regards its role as assisting parents and providers to make best use of CTC.

To:

• continue further work with providers in order to ensure their understanding and support for WFTC/CTC. • continue working with Development Workers, particularly those with a remit for hard to reach, low income groups or disadvantaged areas to publicise the availability of WFCT/CTC.

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• encourage the take-up of CTC in childcare settings. • provide a range of information and training events to organisations and key personnel working with families, concentrating on Health Visitors in the first instance. • develop closer links and partnership working with the employment agencies via the Employer Development Officer. • assess the number of accredited childcare places exclusively for children over 8, which will have links with the Raising Quality Sub-group. • develop a publicity campaign action plan in conjunction with the Marketing Officer, to assist parents in Leicestershire so they become aware of WFTC/CTC. The following actions will be taken: Ø continue to sample check providers to establish dates of take up of CTC. Ø assess the availability of accredited childcare places exclusively for children over 8. Ø continue the promotional work focusing on strategies for the promotion of WFTC/CTC with parents currently not working. Ø provide information on CTC in the business section, co-ordinated by the Childcare Advice and Support Officers during training sessions/briefing sessions for childcare applicants. Ø include brief details about the availability of WFTC/CTC and contact details for more information in all publicity about the CIS. Ø promote WFTC/CTC directly with employers. Ø include questions about, and barriers to, take-up of CTC in surveys planned for 2002-2003. • monitor activities outlined above with regular reports to the EYDCP by the Information and Audit Subgroup.

7. Contribution to EYDCP Strategic Plan

All actions outlined contribute to the Strategic Target of encouraging the take up of Childcare Tax Credit to make childcare affordable and accessible for all eligible families in Leicestershire.

DfES Strategic Target 10 ______

To boost recruitment at national and local level so as to expand significantly the workforce for early years, childcare and play workers to meet the demand of expanding services.

1. Related EYDCP 2001 – 04 Strategic Plan target

To boost recruitment at local level so as to expand significantly the workforce for early years, childcare and play workers to meet the demand of expanding services.

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During 2001 – 02: • To consider the appointment of dedicated staff, including a telephone helpline operator. • To provide advice and information on recruitment. • To provide training to the Children’s Information Service staff in the area of recruitment. During 2002 – 03: • To have further developed the Recruitment Campaign. • To have operational a database for monitoring. • To include CIS as part of roadshows/conferences. • To have developed a Marketing strategy. During 2003 – 04: • To provide a Recruitment Helpline as an integral part of the advice and information provided by the Children’s Information Service.

2. Related EYDCP 2001 – 02 Implementation Plan (IP) target

To: • continue to develop the work undertaken in 2000-2001 to support the National Recruitment Campaign. • extend and develop the Recruitment Helpline and integrate it into the Children’s Information Service (CIS). • provide training for CIS staff in recruitment. • continue to publicise the Helpline number through a range of new publicity materials to support recruitment roadshows. • monitor callers by age, gender, disability and ethnic origins to enable progress to be tracked towards strategic targets. • continue to develop and promote recruitment strategies and maintain the training database. • consider the establishment of a supply and vacancy service. • continue established links with appropriate organisations in order to ensure accurate sign-posting and referral for Helpline callers. • undertake research with providers to gain information about recruitment issues. • work with job centres to increase notification of vacancies by childcare employers. • disseminate a Recruitment Good Practice guide to employers and training undertaken. • undertake seven Making Choices courses. • reduce the number of workers leaving the sector by encouraging providers to introduce staff development programmes, increase training opportunities, support quality assurance accreditation and publicise good recruitment and retention practice. investigate the difficulties in recruiting Early Years Teachers, and support for programmes to encourage teachers to return and extend their training to cover Early Years.

3. Progress made against IP target in box 2 above

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• A local Recruitment Campaign, which builds on and extends the 2000- 2001 campaign with activities which include:

Ø seven choosing childcare road shows at public venues with supporting literature and extensive media coverage. Promotional material will be closely integrated with the Partnership’s overall marketing strategy. Ø work with the CIS to link vacancies and applicants. Ø delivery of 7 Making Choices courses following the Road Shows. Ø a conference promoting volunteering and follow up workshops for childcare providers. Ø training workshops for childcare employers on finding and keeping staff. • The Help line number is being incorporated into all relevant CIS promotional material and will be widely publicised via Road Shows and public events. • A system has been established to log and monitor all enquiries to the helpline so as to record callers by age, gender, disability and ethnic origins. • The training database continues to be maintained. • CIS staff have received training in recruitment, alongside the Careers and Guidance Service staff. • The CIS has developed and disseminated a Recruitment Good Practice Guide to employers. • A comprehensive audit of staff employed in settings and qualifications held has been conducted throughout the county. This has enabled the EYDCP to fund accreditation and staff development programmes and publicise good recruitment and retention practice. • Established links with the Careers and Guidance Service, local training providers and other relevant organisations have been strengthened through representation on the Raising Quality Sub-Group. • Retention has been encouraged through support for quality assurance (see target 16), increased training opportunities (see target 12).

4. Reasons for any variation from IP target in box 2 above

The increasing workload of the CIS has resulted in the need to recruit an additional member of staff before integration of the Helpline can take place.

Time constraints and workloads have prevented further development of a staff vacancy service.

Research into recruitment issues was begun but has been limited.

Work with job centres has not been possible due to the lack of response from the Employment Service to invitations to the Raising Quality Sub-Group.

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5. Action being taken/proposed to rectify variation from 2001 – 02 IP and expected outcome

The Recruitment Help line will be integrated into the CIS with the recruitment of a dedicated help line operator /recruitment development worker this year. Further training will be undertaken.

Development of a vacancy and supply service has been incorporated into the Recruitment Campaign action plan for 2002-03.

Research into recruitment issues will be incorporated into the Audit questionnaire.

The Employment Service will continue to be invited to participate in the work of the Raising Quality Subgroup and if not successful will arrange a meeting specifically to address the issue of vacancy notification by childcare providers.

6. Business objectives and priorities for 2002 – 03, including 2002 – 03 IP target

To: • continue to support the National Recruitment Campaign with funding from the European Social Fund and the CIS allocation. • work towards reducing the number of workers leaving the sector will include: Ø organising training courses on good recruitment and retention practice for senior staff. Ø support for in-service and professional development courses using childcare training funds. Ø support for quality assurance accreditation and the development of a childminding network. Ø a telephone help line, visits and briefing sessions provided by the Childcare Advice and Support workers. • strengthen existing strategies by linking with the I.A.G. network and utilise their facilities to increase recruitment to the childcare sector. • to consider increasing foundation stage teacher availability.

7. Contribution to EYDCP Strategic Plan

Leicestershire’s actions will support the recruitment of workers to fill vacancies in new and existing childcare provision, and offer training to ensure that new and existing staff meet the qualification requirements outlined in the Care Standards Act. This should ensure that there is sufficient, high quality, affordable early education and childcare for children in Leicestershire.

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Table 10: Recruitment Spreadsheets

Out of School childcare (not inc. childminding places) to be created 2002-2003 1591

Pre-School childcare (not inc. childminding places) to be created 2002-2003 1346

Out of School childminded places to be created 2002-2003 658

Pre-School childminded places to be created 2002-2003 701

Out of School childcare (not inc. childminding) places as at 31/3/2002 1278 Pre-School childcare (not inc. childminding) places) as at 31/3/2002 995 Out of School childminded places as at 31/3/2002 502 Pre-School childminded places as at 31/3/2002 560

Number of paid staff in Out of School childcare (not inc. childminding places) for 2001-2002 44 Number of paid staff in Pre-School childcare (not inc. childminding places) for 2001-2002 1835 Number of paid staff in Out of School childcare (not inc. childminding places) for 2002-2003 309 Number of paid staff in Pre-Schoolchildcare (not inc. childminding places) for 2002-2003 2134

Baseline 2000-01 2001-02 2002-03 2003-04

Total funded places in LEA nursery classes and schools 4578 45784 4541 5441 5441 Total funded places in LA day nurseries and family centres 20 61 61 61 Total funded places in private, voluntary and independent sector 3390 5391 6554 6554

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Table 10 a

New Childcare places to be created 2002 – 03 Targets Gross Net Out of School; childcare (not inc. childminding 1591 1569.643342 places) Pre-School childcare (not inc. childminding places) 1346 1329.372555 Out of School childminded places 658 583.9048 Pre-School childcare childminded places 701 618.344 TOTALS 4296 4101.264697

Places: Staff Ratio Out of School; childcare (not inc. childminding places) 6 Pre-School childcare (not inc. childminding places) 4.5 Out of School childminded places 4 Pre-School childcare childminded places 4

Number of additional staff required to fill places 2002 – 03 Gross Net Out of School; childcare (not inc. childminding 265.1666667 261.6072237 places) Pre-School childcare (not inc. childminding 299.1111111 295.4161233 places) Out of School childminded places 164.5 145.9762 Pre-School childcare childminded places 175.25 154.586 TOTALS 904.0277778 857.585547

Table 10 b

Number of places Baseline: 31/3/02 2002 -03 Out of School; childcare (not inc. 1278 1256.3 childminding places) 21.726 21.357

Pre-School childcare (not inc. childminding 995 978.09 places) 16.915 16.627 Out of School childminded places 502 411.64 90.36 74.095 Pre-School childcare childminded places 560 459.2 100.8 82.656

Turnover Rates Out of School; childcare (not inc. childminding places) 0.017 Pre-School childcare (not inc. childminding places) 0.017

Out of School childminded places 0.18

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Pre-School childcare childminded places 0.18 Table 10 c

Turnover Rates Recruitment Rates 2001 – 2 0.16 2001 - 2 0.26 2002 – 3 0.14 2002 - 3 0.26 2001-2 2002- 3 Number of paid staff in Out of School; Childcare (not inc. childminding places) 44 309 7.04 43.26 11.44 Number of paid staff in Pre-School childcare (not inc. childminding places) 1835 2134 293.6 554.84 256.9 554.84

Table 10 d

Total number of additional staff to be recruited 2002 - 03 GROSS NET Out of School; childcare (not inc. childminding 574.1666667 570.6072237 places) 853.9511111 850.2561233 Pre-School childcare (not inc. childminding 164.5 1459762 places) 175.25 154.586 Out of School childminded places Pre-School childminded places Totals 1767.867778 1721.425547

Table 10 e

New Early Years Education Places Baseline 2001-02 2002- 2003- |Totals : 2000-01 03 04 Total funded places in LEA nursery classes and schools 4578 4541 5441 5441 Year on Year increases in funded places in LEA nursery classes & schools -37 900 863 Total funded places in LA day nurseries & family centres 20 61 61 61 Year on Year increases in funded places in LA day nurseries & family centres 41 41 Total funded places in private, voluntary and independent sector 3390 5391 6554 6554 Year on Year increases in funded

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places in private, voluntary and independent sector 2001 1163 3164

Places: Staff Ratio LEA nursery classes and schools 13 LA day nurseries and family centres 8 Private, voluntary and independent 8 sector

Number of additional staff required 2001-2 2002-3 200 Totals 3-4 LEA nursery classes and schools -2846153846 69.230 66.385 8 LA day nurseries and family centres 5.125 5.125 Private, voluntary and independent 250.125 145.37 395.5 sector 5

Table 10 f

Turnover Rates Recruitment Rates 2000-1 2000-1 0.26 0.17 2000-2 0.26 2000-2 2000-3 0.26 0.16 2000-4 0.26 2000-3 0.14 2000-4 0.12

2000-1 2001-2 2002-3 2003-4 er totals Number of paid staff in LEA nursery classes and 352.1538462 383.85 422.232 472.9 schools 59.86615385 61.416 59.1125 56.748 177.2 8 91.56 99.8 109.78 122.95 Number of paid staff in LA day nurseries and family 2.5 2.725 2.9975 3.3572 centres 0.425 0.436 0.41965 0.4029 1.258 5 0.65 0.7985 0.77935 0.8729 Number of paid staff in PVI sector 423.75 461.89 508.076 569.05 72.0375 73.902 71.1307 68.285 285.3 6

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110.175 120.09 132.1 147.95

Table 10 g

Total number of additional staff to be 2001-2 2002-3 recruited 2003-4 LEA Nursery classes and schools 58.569 128.34 56.748 LA Day Nurseries and Family Centres 5.561 0.4197 0.4029 PVI Sector 324.03 216.51 68.285 Totals 388.16 345.27 125.44

Total number of additional staff to be recruited Totals LEA Nursery classes and schools 243.66 LA Day Nurseries and Family Centres 6.3835 PVI Sector 608.82 Totals 858.86 DfES Strategic Target 11

To increase the recruitment of the following under-represented groups to the level of the following national targets by 2004: Men – 6%; People with disabilities - 15%; Ethnic minorities - 6%; People aged 40 and over - 40%.

1. Related EYDCP 2001 – 04 Strategic Plan target

During 2001 - 02: • To work with relevant organisations to promote childcare to under- represented groups, focusing attention on recruiting 6% men, 3% people with disabilities, 1.5% ethnic minorities and 30% People aged 40 and over.

During 2002 – 03: • To continue to work the relevant organisations as above, focusing attention on recruiting 6% of people from ethnic minorities and 36% of people aged 40+. Maintaining target of men – 6%.

During 2003 – 04: • To continue as above, focusing attention on recruiting 15% disabled people and 40% of people aged 40+. Maintaining targets of men – 6% and ethnic minorities – 6%/

2. Related EYDCP 2001 – 02 Implementation Plan (IP) target

To: • encourage the recruitment of the following people:

People aged 40 years and over 30% of those recruited

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Disabled people 3% of those recruited Men 6% of those recruited Ethnic Minorities 1.5% of those recruited

• work closely with relevant organisations to plan joint events and strategies.

• develop strategies to reach under-represented groups, using the expertise of the Community Outreach Workers. Number of staff employed presently insert table from page 31 IP

3. Progress made against IP target in box 2 above

• The following staff have been recruited from under represented groups: Ø People aged 40 years and over 36.4 % Ø Disabled people Data not available Ø Men 4.1 % Ø Ethnic minorities 2.7% The data regarding the recruitment of disabled people in to the sector is not available because clarification regarding the ‘disability’ definition is being sought. • A ‘men in childcare’ group has been established to advise the Partnership on appropriate strategies to promote childcare as a career to other men. • The EYDCP had a stall at the Loughborough Mela, an event attended by large numbers of Asian people, information and advice on childcare careers was given. • The Recruitment Campaign for 2001-2002 contains specific proposals for action targeting people currently under-represented in the childcare workforce including the production of ‘Positive Images’ case studies and the inclusion of equal opportunities in recruitment for childcare employers in training sessions.

4. Reasons for any variation from IP target in box 2 above

The data in Box 3 was accurate at the time of writing (December 2001). Leicestershire anticipates an increase in the percentage of men involved in the childcare sector by the end of March 2002. If the further target of 2% is not achieved, the business objectives in Box 6 will be amended accordingly.

5. Action being taken/proposed to rectify variation from 2001 – 02 IP and expected outcome

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The recruitment of men to the childcare sector is a key part of the current Recruitment Campaign and all activities continue to promote their involvement.

Leicestershire will continue to seek clarification of the definition of ‘disability’ and address the accurate recording of this information into its databases.

Although Leicestershire has met its target for recruitment of ethnic minority groups and people aged over 40 into the childcare workforce, these groups will continue to be targeted in order to maintain a balanced workforce.

Data will be further analysed to ascertain where particular ethnic minority cultures are under represented eg the Bangladeshi and Traveller communities with appropriate action being taken by the Hard to Reach Development Workers.

6. Business objectives and priorities for 2002 – 03, including 2002 – 03 IP target

To: • consult with all relevant organisations in the formulation of the continued Recruitment Campaign in order to ensure a balanced workforce with significant involvement of people aged 40 and above, men, people with a disability and from varied ethnic backgrounds. • continue to recruit members of ethnic minority groups with particular emphasis on under represented racial and cultural groups.

7. Contribution to EYDCP Strategic Plan

It is recognised that in order to ensure that there is sufficient, high quality early years and childcare provision in Leicestershire for all those children whose parents require it, it is necessary to assist the recruitment of people currently under-represented in the workforce.

These actions will create a diverse workforce which reflects the population of the wider community and has the potential to provide a quality environment for the education and care of children.

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TABLE 11/12 TO BE INSERTED HERE – this table consists of Recruitment and Quality Targets.

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DfES Strategic Target 12

To raise the quality of childcare by raising training levels with specific targets for the level of qualifications to be achieved by 2004 to be set by September 2001. A national indicative target is being set for the Learning and Skills Council of helping 230,000 young people and sector workers to gain qualifications.

1. Related EYDCP 2001 – 04 Strategic Plan target

During 2000-04: As the database of training courses is an integral part of the Quality Assurance and Training Co-ordinator’s function and that of the Children’s Information Service, it is envisaged that the training database will remain with the Quality Assurance and Training Co-ordinator but will be accessed as necessary by the Children’s Information Service.

2. Related EYDCP 2001 – 02 Implementation Plan (IP) target

To:

• continue the circulation and networking of information on training already established. • continue to provide information and advice about the Qualifications and Curriculum Authority’s framework. • develop a project whereby all childcare providers who are employers will be encouraged to establish staff development programmes so that individual training and development plans identifying individual and service – led training needs will be created. • establish a grant application procedure for individuals and training providers, in order to ensure optimum use of training funding. • identify additional sources of funding for training and to promote take – up. • work with other funding bodies to develop a co-ordinated and efficient approach.

3. Progress made against IP target in box 2 above

• Using the European Social Fund allocation ‘Breaking Down the Barriers to Training’, individuals have been funded to under take the following qualification courses across the county: Courses undertaken: Course People Attending Ø NVQ 2 in Childcare 23 Ø NVQ 3 in Childcare 66 Ø NVQ Assessor Training 2 Ø NVQ 4 in Childcare 7

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Ø Developing Childminding Practice 12 Ø Diploma Early Childhood Studies 5 Ø Diploma in Pre-school Practice 47 Ø Intro to Childminding Practice 17 Ø Specialist Teacher Training Award 13 Ø Quality Development Mentor 3 Ø Lunchtime Supervisors Award 7 Ø HNC/D in Early Childhood Studies 12 Ø BA in Early Childhood Studies 7 Ø Advanced Diploma in Early Childhood Studies 4 Ø BTEC National Diploma 1 Ø Art Workers Crs 1 Ø First Aid 5 Ø Curriculum Planning 2 Ø Getting Started in a Pre-school Setting 5 Ø Classroom Assistants Course 9 Ø Montessori 2 Ø Introduction to Preschool Practice 2 Ø Classroom Assistant Certificate 3

Ø Total 248

• The Childcare Training Fund has enabled the following courses to be funded: People Attending Ø Behaviour Management 114 Ø First Aid for Childcarers 248 Ø Food Hygiene 40 Ø Getting Started in a pre-school 156 Ø Group care of Babies 22 Ø Intro to Childminding Practice 70 Ø Special Needs Introductory 48 Ø Support for Distance Learners 10

Ø Total 698

• The following childminder training courses have been delivered across the county:

Ø Introducing Childminding Practice 112 Ø Developing Childminding Practice 37 Ø Extending Childminding Practice 14 Ø Promoting Acceptable Behaviour 55 Ø Disability Equality Courses 35

Ø Total 253

• The delivery and networking of information has been continued, with the regular ‘Training Plus’ pullout from ‘Partnership Plus’ providing accurate information of training and courses available throughout the county. The

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training database is updated regularly and links have been established with the CIS who access it frequently to inform enquirers. The training directory has not been used as it has become out of date very quickly. • The Qualifications and Curriculum Authority’s framework is used extensively to inform enquirers about qualifications. • An audit of existing workforce qualifications to identify current needs and gaps has been undertaken in conjunction with the upgraded CIS. The results have been used to develop training programmes and for the sharing of good practice across the county. • A grant application procedure has been established, with an independent panel awarding training funds to individuals and training providers. • The recruitment and training strategies have been linked to ensure the delivery of ‘Making Choices’ in local areas and courses are planned to follow on from the Recruitment Campaign in order to retain potential workers. • Links have been made with the Learning and Skills Council, whose representative has contributed significantly to the development of training within the county.

4. Reasons for any variation from IP target in box 2 above

The paper – based training directory became outdated very quickly and it has been recognised that an ICT system would be more accurate, accessible and effective. This will become a priority for 2002 – 03.

The project to support employers in establishing staff development plans has not been undertaken due to time constraints.

5. Action being taken/proposed to rectify variation from 2001 – 02 IP and expected outcome

A web page will be set up to incorporate the training base with links made to libraries, post offices and other organisations, including Leicester Information Advice and Guidance (IAG) Network and Learning Direct. This will enable regular updating to take place and provide speedy access of information for enquirers.

A programme will be developed to co-ordinate the training needs, both individually and within settings, which will be district led, so as to ensure sufficient coverage across the county and to raise the quality of provision offered.

Reword the EYDCP’s related strategic target 12 for 2001 – 04 in order to pinpoint the specific activities, which will drive its work forward in this area: • To raise the quality of childcare in Leicestershire by increasing the take up of training course leading to qualification and professional development

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opportunities, and ensure that as a minimum all staff meet the Day Care Standards requirements. • To work in conjunction with all local training providers to take a co- ordinated approach to training and offer a ‘one – stop shop’ for courses so that students are able to access relevant courses in their local area. • To ensure appropriate vocational guidance so that students attend courses linked to their previous experience and qualifications, offering a progression route for their future career needs. • For training and qualifications to be linked to the National Qualifications Frameworks, and that training providers are working to the quality standards set nationally and locally by the EYDCP.

6. Business objectives and priorities for 2002 – 03, including 2002 – 03 IP target

To: • adopt the proposed strategic target for Leicestershire (as outlined in Box 5 above), incorporating the audit findings (as outlined in Box 3), upon which to plan for 2002 – 03. • develop a training programme in line with the results of the qualifications audit, map future training needs and ensure that use of the training database is such that current and future needs are identified. • agree a programme of courses to be delivered in 2002 – 03 and identify the providers and venues through the Raising Quality Subgroup. • ensure that training courses are within the QCA framework where appropriate, fit with the Strategic and Implementation Plans and meet the needs of local providers identified through the survey. • Use the Making Choices Programme to promote details of training available and the need for childcare workers to undertake ongoing professional development in order to achieve a quality workforce. • Work with the ACPC to ensure that child protection issues are addressed. • Continue to monitor organisations who deliver training which is funded through the Childcare Grant, Standards Fund or ESF funding by using the Raising Quality Subgroup, on the minimum standards, in order to guarantee their commitment and quality of training, in the interests of Best Value. These include: Ø minimum qualification for tutors Ø agreement to be inspected Ø have a sample of assignments externally verified Ø advertise their courses through the Leicestershire EYDCP Ø make materials available for students for assignments Ø charge agreed rate for course Ø give a minimum notice for course cancellation Ø run agreed list of courses throughout the year and at times to suit students

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7. Contribution to EYDCP Strategic Plan

By establishing a new local strategic target, which recognises the importance of establishing baseline figures from which to work in the future, it is the EYDCP’s aim to raise the quality of provision for all children and early education settings in Leicestershire, through ensuring a well trained workforce.

DfES Strategic Target 13 ______

To ensure that all practitioners delivering the Foundation Stage education as part of their Early Years Development and Childcare Plans have access to an average of 4 days relevant training and development per year, by 2004.

1. Related EYDCP 2001 – 04 Strategic Plan target

To audit the existing position and work towards an average of 4 days of training per practitioner, by 2004

During 2001 – 02: • To audit the existing position and work towards an average of 1.5 days of training per practitioner. During 2002 – 03: • To audit the existing position and work towards 2.5 days average per practitioner. During 2003 - 04: Audit existing position and work towards 4 days average per practitioner.

2. Related EYDCP 2001 – 02 Implementation Plan (IP) target

To: • establish available training provision and determine whether this links to present training requirements. • compile a training structure that enables practitioners to access appropriate training, which allows for the diversity of needs and encompasses the requirement for developing the qualifications of teachers in early years settings.

• develop a system which enables managers of settings and headteachers to audit and manage the training requirements of their setting and its

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practitioners. • create an early education staffing structure which is able to support the professional development needs of all practitioners and all settings.

3. Progress made against IP target in box 2 above

• Leicestershire’s plan covers 440 practitioners in the maintained sector and 798 practitioners in the non-maintained sector, making a total of 1230 practitioners. Practitioners include qualified teachers, learning support assistants, nursery nurses, playgroup leaders, playgroup workers etc. • Leicestershire EYDCP has delivered: Ø 110 Foundation Stage training days Ø This has enabled 3330 places for practitioners to receive training • All courses were fully subscribed with some being over booked • Overall practitioners have received 2.7 days worth of training • Courses have been run on: Ø Exploration and Investigations Ø Reading in the Foundation Stage Ø Outdoor Learning Ø Nursery Nurse and Foundation Stage Consultants support groups Ø Equal Opportunities Ø Planning Ø Partnerships with parents Ø Shape, space and measures Ø Managing staff development. Ø Learning support assistants training. Ø Principles into practice (this looks at how practitioners implement the principles in the curriculum guidance) • The Pre – school Learning Alliance, supported by the EYDCP, has delivered a range of courses. • Future training will focus on all practitioners having access to both the principles into practice and the outdoor learning. • From an analysis of past training evaluations, most courses now feature elements of principles into practice, planning and observation and assessment. • Many of the courses are run during the afternoon to enable pre school providers to attend.

4. Reasons for any variation from IP target in box 2 above

All practitioners have been given the equivalent of one and half days supply cover to support them in their training.

Leicestershire needs to encourage practitioners to become creative in the way they utilise this funding so that it is targeted at individual need.

As a result of the demands on training, Leicestershire has only just appointed

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Leading Foundation Stage Teachers and lead settings for practitioners to make focused visits. 5. Action being taken/proposed to rectify variation from 2001 – 02 IP and expected outcome

Courses to be run more widely on staff development. Foundation Stage Team to make explicit how funding can be spent. Develop a programme of focused visits for practitioners to make to lead teachers/settings.

6. Business objectives and priorities for 2002 – 03, including 2002 – 03 IP target

To: • base training for 2002 - 2003 on ongoing course evaluation, priorities identified by both Ofsted, Leicestershire’s Qualified Teachers and Foundation Advisory Teachers during their visits to settings. • provide 3075 days worth of supply cover to enable practitioners to access two and a half days of training by 2003. • build a programme of training to support this target to include; centrally based training, in-house training by qualified teachers, visits to lead teachers/settings. • focus these training days on: Ø offering challenge through an active learning approach Ø developing the use of the principles to enhance Foundation Stage practice Ø extending the use of the outdoor environment for learning Ø use of the Leicestershire Early Learning profile to assess children in the Foundation Stage Ø developing own initiated learning Ø managing mixed Foundation Stage and Key Stage One classes Ø support for Nursery Nurses, Foundation Stage co-ordinators and Learning Support Assistants Ø raising the awareness of Head teachers and Managers in relation to Foundation Stage principles Ø equal Opportunities training • to provide in addition: Ø support in developing practice in non maintained settings through Qualified Teachers visits Ø advisory Teachers working to develop practice in Reception classes in schools Ø focused visits to lead teachers and settings Ø qualified Teachers working with their groups of schools to deliver training tailored to their needs.

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7. Contribution to EYDCP Strategic Plan

Leicestershire is on course to meet its target for relevant training. In order to start the training programme in the summer term, additional staff will be appointed for April 2002

DfES Strategic Target 14 ______

To ensure that by 2004, all settings that deliver a Foundation Stage curriculum have access to the input and advice from a QTS teacher. The target ratio for involvement is 1 teacher to every 10 non-maintained settings by 2004.

1. Related EYDCP 2001 – 04 Strategic Plan target

To provide 30 Qualified Teachers supporting settings in a ratio of 1:10, by 2004. During 2001 – 02: • To provide 10 qualified teachers in post with 1:30 ratio visiting approximately one session per term. During 2002 – 03: • To provide 20 qualified teachers in post with a ratio of 1:15 visiting approximately once per term. During 2003 – 04: • To provide 30 qualified teachers in post with a ratio of 1:10.

2. Related EYDCP 2001 – 02 Implementation Plan (IP) target

To: • provide 10 Qualified Teachers in post with 1:30 ratio. Each qualified teacher will visit for one session a term approximately • develop the management structure which ensures that all Mentor Teachers are providing appropriate, high quality support to settings that is focused on its needs. • ensure settings are aware of the Mentor Teacher involvement, who their named teacher is and what support will be provided.

3. Progress made against IP target in box 2 above

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• The Plan covers 326 validated settings. • Qualified Teachers have been appointed to support these settings. • The ratio for 2001 - 02 is an average of 30 settings to each Qualified Teacher. • All settings have one, half day visit a term with a pre determined agenda. • Those setting with a one to two year OfSTED judgement receive additional support targeted at their individual needs. • Qualified Teachers are managed by a Foundation Stage Consultant who organises their three day induction training package and ongoing termly training. • Termly training for Qualified Teachers is linked to their visit focus and any recent developments in the Foundation Stage.

4. Reasons for any variation from IP target in box 2 above

In Leicestershire there were already 4 Qualified Teachers supporting settings with a ratio of approximately 1: 70. The restraint has been in ensuring that settings are not having too many changes of Qualified Teachers before Leicestershire reaches the 1: 10 ratio. This has been achieved by targeting change in district areas. Some settings now have a 1:10 ratio while some are inevitably much higher.

5. Action being taken/proposed to rectify variation from 2001 – 02 IP and expected outcome

Leicestershire’s Qualified Teachers come from a range of professional backgrounds (pre-schools, non maintained nurseries, schools, special needs support service etc.) so there is no reliance wholly on reception or nursery class teachers.

6. Business objectives and priorities for 2002 – 03, including 2002 – 03 IP target

To: • appoint 10 more Qualified Teachers in April to raise the number to 20 and increase the ratio to an average of 1:15. • incorporate training days for these teachers. • appoint Qualified Teachers with management points to line manage a group of Qualified Teachers • utilise Qualified Teachers to support settings in their training and staff development • require Qualified Teachers to work in specified districts to develop close liaison between non-maintained and maintained settings.

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7. Contribution to EYDCP Strategic Plan

Work in this area is on course to meet the strategic target by 2004. The implementation of this target at an early stage has had a direct impact on Leicestershire achieving Target 17.

DfES Strategic Target 15 ______

To ensure that, by 2004, all qualified teachers involved in delivering the Foundation Stage have undertaken appropriate training and development to improve their specialist knowledge of early education.

1. Related EYDCP 2001 – 04 Strategic Plan target

To audit existing training and work towards 70% - 90% depending on turnover of staff.

During 2001 – 02: • To audit existing training and work towards 30% of all Qualified Teachers having relevant training. During 2002 – 03: • To audit existing training and work towards 50% of Qualified Teachers depending on turn over of staff. During 2003 – 04: • To audit existing training and work towards 70 to 90% as above.

2. Related EYDCP 2001 – 02 Implementation Plan (IP) target

To: • acknowledge the links referred to in Strategic Target 13 and in addition: Ø audit qualified teachers’ training to date Ø develop a range of courses to support these needs. • provide a range of Standards Fund supported, early education courses.

3. Progress made against IP target in box 2 above

• Leicestershire has 315 qualified teachers, who are involved in the Foundation Stage, with 139 having relevant qualifications. This equates to 44% of the Foundation Stage Teachers in Leicestershire, who have

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relevant qualifications or training: Ø Specialist qualification in Early Years Ø Extended training in Early Education i.e. EEL ( Effective Early Learning) or CIPSE ( Certificate in Professional Studies in Education- Early Education) • During 2001-2 the EYDCP has funded 20 practitioners to undertake the CIPSE at Leicestershire University. This takes the 2001-02 percentage to 50%. This exceeds the target.

4. Reasons for any variation from IP target in box 2 above

When looking into relevant training the Early Years Foundation Stage Team did not take into account the fact that more than three years’ experience in a Foundation Stage Class plus attendance at EYDCP’s training sessions might constitute relevant training.

When an audit is undertaken this will greatly enhance the percentage of teachers with specialist qualifications.

5. Action being taken/proposed to rectify variation from 2001 – 02 IP and expected outcome

N/A

6. Business objectives and priorities for 2002 – 03, including 2002 – 03 IP target

To: • continue to support Qualified Teachers working in the Foundation Stage by: Ø working with local Universities to develop shorter modules to meet the professional development needs of teachers. Ø continue the CIPSE course for a further 20 students. Ø continuing to develop the use of Leicestershire’s professional development record to enable Qualified Teachers to demonstrate their relevant qualification. Ø work with head teachers to incorporate training in the Foundation Stage into Performance Management structures. Ø target Qualified Teachers in schools who have areas for development in the Foundation Stage. Ø develop a training programme for NQTs working in the Foundation Stage whose initial teacher training has not been in Early Years. • provide Qualified Teachers, who support non maintained settings with: Ø termly training sessions on agenda for visits and how to support

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settings in developing practice in the focus area Ø professional development interviews to identify professional development issues Ø monitoring of visits to identify their strengths and weaknesses Ø peer mentoring from Lead Qualified Teacher

7. Contribution to EYDCP Strategic Plan

Leicestershire is well above its target for 2001-2 and will remain on track for 2004.

DfES Strategic Target 16 ______

To ensure that at least 40% of providers have been accredited by a quality assurance scheme by 2004.

1. Related EYDCP 2001 – 04 Strategic Plan target

Leicestershire has 1669 settings in total, including 109 day nurseries, 243 pre – schools, 71 out of school and holiday clubs, 30 crèches and 1216 childminders. The EYDCP strategic target is to have 40 % of providers, excluding childminders, accredited by a quality assurance scheme.

During 2001 – 02: • To ensure that 10% of providers are working towards accreditation During 2002 – 03: • To ensure that a further 15% are working towards accreditation, giving a cumulative total of 25% During 2003 – 04: • To ensure that a further 15% are working towards accreditation, giving a cumulative total of 40%

2. Related EYDCP 2001 – 02 Implementation Plan (IP) target

To: • target available funding to quality assurance accreditation schemes and include quality assurance accreditation schemes in bids for external funding such as NOF and through developing childminder networks. • provide mentor support and offer training where necessary for individuals to undertake this role. • support the following national schemes:

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Ø National Day Nurseries Association ‘Quality Counts’ Ø Kids Club Network ‘Aiming High’ Ø Pre – School Learning Alliance ‘Aiming for Quality’ Ø ‘Investors in People’ • examine the potential of gaining accreditation for the Leicestershire ‘Quality Standard’, which is already in use with Early Education providers – based on the Effective Early Learning (EEL) Project.

3. Progress made against IP target in box 2 above

• The CIS audit database indicates that from a return of 58% of providers, 14 day care providers, 6 pre-schools, 6 out of school and holiday clubs and 5 crèches have achieved a nationally recognised quality assurance award. This represents 6.8% of the total number of providers. On a pro- rata basis this will equate to 9.7% of providers achieving a nationally recognised quality assurance award. • The EYDCP is funding a further 20 day care providers, 14 pre – schools and 15 out of school clubs to work towards accreditation this year, so there is an expectation that the 10% target will be reached, or exceeded. • The EYDCP has a team of two mentors to support ‘Aiming for Quality’, one to support ‘Quality Counts’ and four to support ‘Aiming High’ accreditation schemes. • The preparatory work for the creation of a Childminder Network is underway, with the intention of seeking the NCMA ‘Children Come First’ accreditation scheme.

4. Reasons for any variation from IP target in box 2 above

N/A

5. Action being taken/proposed to rectify variation from 2001 – 02 IP and expected outcome

It is anticipated that all providers who are currently working towards accreditation, will certainly achieve it within 2002 – 03, if not in this year.

A waiting list of 40 providers seeking funding for accreditation has been compiled which will influence funding decisions for this element in 2002 – 03.

6. Business objectives and priorities for 2002 – 03, including 2002 – 03 IP target

To:

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• achieve an additional 15% of providers embarking on a quality assurance scheme, to include 30 day care nursery providers, 25 pre – schools and 13 out of school clubs. • approach providers already holding Investors in People to consider working towards Investors in Children quality assurance scheme when it has been launched nationally. • provide training and support for a further five mentors, accessing ESF funding for the training element. • utilise local forums, networks, EYDCP publications, together with the support of the CIS, FABs and the Childcare Support teams in order to publicise the merits of the accreditation schemes. • target settings which have been identified as requiring reinspection within 1 – 2 years by OFSTED, to access further training to apply for an appropriate quality assurance scheme, in order to improve practice and raise standards. • gather baseline data on accreditation schemes exclusively for children over 8 years of age, in order to formulate a strategy for the promotion of quality assurance schemes with this group of providers. This links with Target 9.

7. Contribution to EYDCP Strategic Plan

By the end of 2002 – 03, the EYDCP will have 25% of registered settings either accredited or working towards accreditation, leaving a projected target of 15% of settings to become accredited in 2003 – 04 to meet the target of 40% set out inn the Strategic Plan.

DfES Strategic Target 17 ______

To ensure that 94% of early years settings, inspected by Ofsted, are making satisfactory or better progress in delivering the Early Learning Goals by September 2004.

1. Related EYDCP 2001 – 04 Strategic Plan target

To ensure that 96% of early years settings, inspected by Ofsted, are making satisfactory or better + progress in delivering the Early Learning Goals, by September 2004.

During 2001 – 02: • To ensure that 92% of settings inspected by OfSTED are satisfactory or better. During 2002 – 03: • To ensure that 94% of settings are satisfactory or better.

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During 2003 – 04: To ensure that 96% of settings are satisfactory or better. 2. Related EYDCP 2001 – 02 Implementation Plan (IP) target

To: • further develop existing structures that allow for early identification of, and targeted support for, settings. • acknowledge the links with Strategic Targets 13, 14 and 15 and progress further by: Ø completing an audit of existing standards, both non – maintained and maintained Ø continuing the existing structure where the Early Education Quality Assurance Consultant monitors inspection reports and ensures appropriate support Ø developing a structure where support can be targeted at settings identified by their mentor teacher (non – maintained sector) or link adviser/inspector (maintained sector) as requiring additional support Ø developing a programme of support for identified settings using Mentor Teachers and Early Years Advisory Teachers/Consultants

3. Progress made against IP target in box 2 above

The 2001-2002 data is not as accurate as previous data as no Quality of Education Inspections have been carried out since end July 2001 Date Total number Number Number Unacceptable of Inspected receiving 2-4 receiving 1- 2 settings inspection Inspection outcome outcome January 01 283 272 11 0 (96%) (4%) January 02 297 278 18 1 29 newly (93.6%) (6%) (0.4%) validated settings not included, as OfSTED info. not received todate.

4. Reasons for any variation from IP target in box 2 above

N/A

5. Action being taken/proposed to rectify variation from 2001 – 02 IP and expected outcome

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N/A

6. Business objectives and priorities for 2002 – 03, including 2002 – 03 IP target

• Nursery Education Co-ordinator to review all OfSTED inspection reports and match these to action plans, which are then evaluated. • Information from Nursery Co-ordinator to be passed to relevant Qualified Teacher who will offer additional support. • Qualified Teacher input to be monitored by Nursery Education Co- ordinator and Foundation Stage Consultant. • Newly validated settings to be enabled to develop their practice through the support of the Nursery Co-ordinator. With 30 new settings becoming validated in the Autumn Term 2001, this is the major target area and the one that is most likely to affect Leicestershire meeting its target in 2002-3 In addition: • Targeted support from a Foundation Stage Advisory Teacher to be given to all maintained settings who have an area for development in the Foundation Stage. This will be monitored and its impact evaluated by the Foundation Stage Advisor.

7. Contribution to EYDCP Strategic Plan

Leicestershire has no childminder networks at present, but will have networks by 2003-4. The Neighbourhood Nursery initiative will come on line in 2002-3.

An additional Qualified Teacher will be required to support these initiatives and they will be closely monitored by the Nursery Education Co-ordinator.

Augmented inspections will be monitored closely by the Nursery Education Co-ordinator in order to evaluate any changes in expectations. These will be disseminated to Qualified Teachers to discuss with settings during their visits in the Summer Term 2002.

A common approach to evaluating OfSTED inspections across the maintained and non-maintained settings will be developed.

Leicestershire EYDCP intends to meet the target it has set for 2002-3.

DfES Strategic Target 18 ______

To ensure that, by 2001 – 2, all settings delivering the Foundation Stage have identified and trained a SENCO, responsible for establishing and

73 Document Pack Page 282 implementing the setting’s SEN policy, with a target that setting – based SENCOs should have benefited from an average of 3 days relevant training by 2004.

1. Related EYDCP 2001 – 04 Strategic Plan target

During 2001 – 02: • To have names of SENCOs for all settings recorded on the Education Database. • To ensure that all setting - based SENCOs have attended the equivalent of one day of relevant training. During 2002 – 2003: • To ensure that all setting based SENCOs have attended the equivalent of two days of relevant training. During 2003 – 04: • To ensure that all setting based SENCOs have attended the equivalent of three days of relevant training.

2. Related EYDCP 2001 – 02 Implementation Plan (IP) target

To develop a strategy for achieving this target.

3. Progress made against IP target in box 2 above

• Over two thirds of the names of setting SENCOs are on the education database; the others are being followed up. • The target is expected to be met by the end of March 2002. • All SENCOs will have had at least one day’s appropriate training by the end of the Spring Term 2002. The main thrust of training is planned for the spring term. This was due to the delay in the DfES publication of the revised SEN Code of Practice. • Training will be in various parts of the County in order to enable access locally to the training, with ‘sweep up’ training sessions offered for those who miss courses.

4. Reasons for any variation from IP target in box 2 above

Key Constraints: The late publication of the revised SEN code of practice, has been a constraint but the target is expected to be met.

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5. Action being taken/proposed to rectify variation from 2001 – 02 IP and expected outcome

Although it is expected that all SENCOs will have attended one day’s training, it is possible that some will miss the Code of Practice sessions in the spring term. Further training will be offered in Summer Term 2002, in order to ensure that those who have missed the Code of Practice training can be trained/updated.

6. Business objectives and priorities for 2002 – 03, including 2002 – 03 IP target

To: • commence further training for setting SENCOs in May 2002. • cover further general S.E.N. issues, implementing S.E.N. policies and in particular working with other agencies. The detailed content of further training will be determined through consultation with setting SENCOs during their Code of Practice training during Spring 2002.

7. Contribution to EYDCP Strategic Plan

Leicestershire expects to achieve strategic targets in this area. By the end of 2001-02 there will be a named SENCO in all the non-maintained sector settings and by the end of 2002-03 all settings will have a SEN policy.

All setting - based SENCOs will have attended the equivalent of at least two days relevant training by 2003.

DfES Strategic Target 19 ______

To put in place a network of area SENCOs, with a target ratio of I area SENCO to 20 non - maintained settings delivering funded early education, by 2004.

1. Related EYDCP 2001 – 04 Strategic Plan target

To put in place a network of area SENCOs, with a target ratio of I area SENCO to 20 non - maintained settings delivering funded early education, by 2004. During 2001 – 02:

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• To appoint one post to undertake co-ordination and delivery of training for setting-based SENCOs. • Review of roles of existing central services in context of the proposed area SENCOs role and QTS teacher support to ensure coherence and consistency in the support offered to settings. During 2002 – 03: • To appoint five further area SENCOs in addition to the management post. During 2003 – 04: • To have in post a total of 14 area SENCOs plus one manager.

2. Related EYDCP 2001 – 02 Implementation Plan (IP) target

To: • appoint one management post to undertake co-ordination and delivery of training for setting - based SENCOs. • review the roles of existing central services in the context of the proposed area SENCO’s role and QTS teacher support, in order to ensure that there is coherence and consistency in the support offered to settings

3. Progress made against IP target in box 2 above

• There are 326 early education settings and wide consultation has taken place regarding the area SENCO and where this position best fits with other key services. It has been agreed that the Specialist Teaching Service will be extended to take on this role formally. • The appointment of the Manager’s post is in progress and expected to be finalised in January 2002. • As a result of the review, a recommendation was given to develop the roles of existing personnel, rather than creating new positions.

4. Reasons for any variation from IP target in box 2 above

N/A

5. Action being taken/proposed to rectify variation from 2001 – 02 IP and expected outcome

N/A, but the number of settings has increased since the current plan was developed and as a result in the shift of registration regulations there is a need to monitor the number of settings, with the number of SENCOs adjusted accordingly via the next Implementation Plan.

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6. Business objectives and priorities for 2002 – 03, including 2002 – 03 IP target

To: • develop and monitor SENCO provision within registered childminding networks. • establish five further fte area SENCOs, in addition to the Manager post subject to County Council budget. SENCO functions currently undertaken by the pre-school Special Teaching Team will be written into contracts, with further staff recruited to a total of five during the year. • create a pilot scheme in one particular area. of the county, before deploying area SENCOs across the whole of the authority. • write a detailed action plan, to include professional induction and development for the area SENCO posts. This will be undertaken by the area SENCO Manager. • provide professional development for the area SENCOs.

7. Contribution to EYDCP Strategic Plan

Leicestershire has achieved its planned objectives for 2001-2002. Actions set out in 2002-2003 will continue the work towards the Strategic Target for 2003- 2004.

Leicestershire has a good record of joint working with the voluntary sector, Social Services and the Health Authority, in co-ordinating action in the early identification of children with Special Educational Needs and all disabilities.

When the area SENCO Manager is in post, multi-agency working groups will be established, with a remit to work with groups on the identification of children with special needs and to take forward strategic and operational issues for those children, in overcoming barriers to their inclusion in early education.

DfES Strategic Target 20 ______

To ensure all sectors of the community have equal access to childcare and early years services, regardless of their gender, age, special educational needs, disability, background, religion, ethnicity or competence in spoken English.

1. Related EYDCP 2001 – 04 Strategic Plan target

During 2001 – 04: • To continue targeted strategies to include disadvantaged areas, hard to

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reach groups and individuals through outreach workers. • To review the Equal Opportunity Policy and ensure all development workers and officers are trained and understand it.

2. Related EYDCP 2001 – 02 Implementation Plan (IP) target

To: • continue to provide all children in Leicestershire, known to the Education Department as having significant special educational needs, with three terms of free nursery education. This also applies to children of traveller and homeless families, asylum seekers and refugees. • top slice the 4 year old Nursery Education Grant by 0.5% to fund practical support to be given to early years providers in order to enable them to include children with significant special educational needs. • provide guidance on equality of access and opportunity, to all funded education providers, highlighting practical solutions. • develop services and approaches that are currently available to, and adopted by, early education providers to include childcare providers. • review the ancillary support services available, in order to support children in mainstream provision, for example to access out of school activities and trips. • develop a funding strategy, which allows 3 year olds in nursery education to have the same level of practical support as funded 4 year olds. • extend the Parent Officer’s resources to service the county. • provide training on equal opportunities and inclusion issues. • consider supplementing a Childminder’s salary if caring for a child with complex needs.

3. Progress made against IP target in box 2 above

• The Advice and Inspection Service of the Education Department has written equal opportunities, anti-discriminatory guidance for all Foundation stage practitioners, which has been consulted upon widely. • A grant has been made available to childminders to provide special equipment for childminders caring for children with SEN/disabilities and to contribute to the cost of not being able to take another child because of the care level required by children with SEN. • The Inclusion Subgroup has received reports from the LEA’s Parent Officer and MENPHYs Special Outreach Service. • The Inclusion Subgroup recognises that further development is needed to ensure that all sectors of the community needs are sufficiently represented. (See Box 6). • a project to ensure inclusion of children with SEN and disabilities in childcare and leisure has been established through funding from the SEN element of the Childcare Grant and Quality Protects.

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• All other targets are ongoing and require further development.

4. Reasons for any variation from IP target in box 2 above

N/A

5. Action being taken/proposed to rectify variation from 2001 – 02 IP and expected outcome

N/A.

6. Business objectives and priorities for 2002 – 03, including 2002 – 03 IP target

To: • include more rigorous activities that highlight work with travellers, refugees, asylum seekers and ethnic minorities. • ensure all sectors have an equal voice by inviting appropriate representation of the Hard to Reach Community Outreach Workers, Planning and Transportation Department and Libraries and Information Service. This will be achieved by inviting the appropriate Service Managers onto the Inclusion Subgroup during 2002 – 03. • continue the Inclusion Project jointly funded through the Childcare Grant and Quality Protects. • continue the grant to childminders to provide special equipment for those caring for children with SEN/disabilities and to contribute to the cost of not being able to take another child because of the care level required by children with SEN. • continue to provide additional support to children with SEN in mainstream settings. • monitor and evaluate activities by the Inclusion Subgroup.

7. Contribution to EYDCP Strategic Plan

Activities previously outlined will ensure that the Partnership’s overall strategic plans are met.

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DfES Strategic Target 21

To ensure that Partnerships have efficient equal opportunity strategies which are monitored at least annually and that they ensure all settings identify and train someone to take responsibility for establishing and implementing the setting’s equality opportunity strategy by 2004.

1. Related EYDCP 2001 – 04 Strategic Plan target

During 2001 – 02: • To develop, publicise and distribute an EYDCP Equal Opportunity Strategy to all early years settings. • To provide materials in order to help practitioners develop their own strategy, and to understand the role of the key person, preferably the Manager. • To deliver training to support key people. • To collect all settings’ named key person for equal opportunities. During 2002 – 03: • To further develop training and monitoring of setting strategies. Hold an Equal Opportunities (EO) seminar programme with forums to develop practice, integrate with quality assurance. • To review the above strategies During 2003 – 04: • To identify settings not participating to-date, target development support on-site to support EO strategy development.

(Should the Registered person or Headteacher be the Equal Opportunities Co-ordinator, not the SENCO?)

2. Related EYDCP 2001 – 02 Implementation Plan (IP) target

To: • create an Inclusion Subgroup in the restructuring of the Leicestershire EYDCP, to focus on related issues. • ensure all Subgroups take an active role in the implementation of equal opportunities. • ensure clear and concise communication in all EYDCP functions, being central to all committees, meetings and partnerships with which EYDCP members are involved.

3. Progress made against IP target in box 2 above

• The restructuring of the EYDCP is on target with further development required.

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• Initial training of key people will have been completed for some Foundation Stage practitioners by the end of March 2002. • CIS has compiled a list of Equal Opportunity Co-ordinators from all Foundation Stage settings. • Settings will establish an Equal Opportunity Strategy as practitioners have accessed the training in anti-discriminatory practice.

4. Reasons for any variation from IP target in box 2 above

N/A

5. Action being taken/proposed to rectify variation from 2001 – 02 IP and expected outcome

N/A

6. Business objectives and priorities for 2002 – 03, including 2002 – 03 IP target

To: • work with new settings to ensure Equal Opportunities Co-ordinators are identified and an Equal Opportunities Strategy is being developed. • include new settings in training which will be ongoing throughout the year (liaison with EMASS and Traveller Education). • ensure all key people have completed initial training. • ensure all settings are establishing an Equal Opportunities Strategy. • ensure that the implications of the Race Relations Amendment Act 2000, together with work undertaken on the statutory Code of Practice on the Duty to Promote Race Equality, are reflected in the EYDCP Equal Opportunities Strategy. • monitor activity by the Inclusion Subgroup.

7. Contribution to EYDCP Strategic Plan

Leicestershire EYDCP has in place an Equal Opportunities Statement to which all parties agree and work to support. This will be reviewed annually as part of the EYDCP’s evaluation of the Strategic and Implementation Plans.

All settings to have a trained Equal Opportunities Co-ordinator and Equal Opportunities Policy in place.

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DfES Strategic Target 22 ______

By 2004, to significantly increase the amount of support employers give their employees on childcare working through Partnerships and other organisations.

1. Related EYDCP 2001 – 04 Strategic Plan target

During 2001 – 02: • To utilise evidence provided from the audit process in developing an employer strategy. • To continue to develop relationships with key personnel from other organisations. • To develop and distribute a leaflet for employers, making them aware of parents’ views in relation to work/life balance. During 2002 – 03: • To promote work life balance and the role of the CIS and Partnership - to be conference led by CIS. • To develop Geographical Information System (GIS) mapping system to enable effective targeting of employers.

2. Related EYDCP 2001 – 02 Implementation Plan (IP) target

To: • recruit an Employer representative on the Partnership who will advise on policies and actions to support employers in this area. • use the outcomes of the Education Department’s Work Life Balance Challenge and Childcare Audit statistical information and evidence on Work Life Balance issues to formulate a strategy in this area. • distribute a Good Practice Guide for employers, with follow – up from the Forum Development Workers. • develop a leaflet on Work Life Balance for employers, based on district survey results of parental opinion. • develop already established links with the Chamber of Commerce to ensure that Work Life Balance is on the agenda at both the EYDCP and the Chamber of Commerce meetings. • consider the uses of the GIS mapping system to employers in heightening awareness of employees’ childcare issues and needs.

3. Progress made against IP target in box 2 above

• Work in the area of employment participation in this area has been slow to take off, as some employers have found it difficult to understand the potential benefits.

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• The Implementation Strategy for 2001-2002 has been reviewed. Consideration needs to be given to developing a different approach to successfully engage employers in the work towards the target of the EYDCP Plan and in promotion of Work Life Balance practices. • An initial Employer Task Group was established to develop a workable strategy which was led by the CIS. Three employers were members of the group. • The CIS became an active member of the Central England Employer Network and decided that a joint partnership approach to engaging employers and promoting Work Life Balance was the way forward. The membership of this group has been extremely successful in developing joint partnership initiatives and in the development of a local strategy. • The CIS recognised that work in this area was slow to take off and decided to use the CISDP Research Project as a way of developing this area of work. • Direct work with one employer was initiated, which included promotion of the CIS, information displays, flyers in payslips on WFTC/CTC and information on a childcare voucher scheme. This work enabled the CIS to develop a clear strategy for future work and engagement of employers. This includes: Ø the temporary appointment of an Employer Development Officer to the CIS team Ø a 12 point plan for work with employers Ø the establishment of an Employer Liaison Group Ø joint initiatives via the ‘Central England Employer Network’ including a post- card teaser campaign to raise awareness of Work Life Balance Ø the development of an information directory for employers and Powerpoint presentation and display Ø the development of a good quality employer Work Life Balance pack is now underway via the Employer Development Officer the promotion of WFTC/CTC with employers.

4. Reasons for any variation from IP target in box 2 above

Although three employers have been willing to join the Partnership via the CIS or Employer Task Group, it was felt that a review of our strategy was required.

Discussions and advice led by the CIS were held with those employers already involved and with other EYDCPs and the DTI Work Life Balance team.

The DTI Work Life Balance team agreed that a large conference did not necessarily improve long term involvement and increase gains. They agreed that these approaches and adaptations would ensure a long term successful engaging of employers.

A more detailed account of action to date is included in the CISDP research project report, which will be published in Spring 2002. It is felt that considerable advances have been made in this area.

The GIS mapping system has not been progressed at the current time due to staff restraints.

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5. Action being taken/proposed to rectify variation from 2001 – 02 IP and expected outcome

The appointment of a temporary Employment Development Officer to the CIS team has ensured the continued success of this area of work. It is hoped that the series of initiatives for assisting employers with childcare and Work Life Balance which have been undertaken, will ensure that employers are aware of the CIS and the EYDCP.

Contact with the Chamber of Commerce, local Business Link and Employment Service have been established.

6. Business objectives and priorities for 2002 – 03, including 2002 – 03 IP target

To: • consider the recruitment of a Senior Analyst to the CIS who will undertake, as part of their duties, the development and operation of the GIS mapping system to identify provision and highlight childcare gaps (eg hard to reach groups) • . • permanently engage an Employment Development Officer in order to ensure this area of work is moved forward, as recommended by the CIS & Audit Sub-group. • hold a launch event of the ‘Employer Pack’ with local employers in the Spring 2002. • ensure the best use of limited financial resources by co-ordinating and attending joint initiatives with other EYDCPs via the Central England Employer network. This is seen as essential collaboration that and will ensure Promotion of the CIS. • promote Work Life Balance. • provide support for employees on childcare via their employer. • create an employers only liaison group which will promote a local good practice network. • contact new employers and promote Work Life Balance and the CIS. • publicise the availability of WFTC/CTC. • consider instigating and organising an annual conference for employers in order to promote family friendly policies forging links with Learning and Skills Council. • monitor all activities by the Information and Audit Subgroup.

7. Contribution to EYDCP Strategic Plan

The work outlined above will assist in meeting the strategic target to significantly increase the amount of support employers give to their employees in childcare. It also contributes to targets 2, 4, 6, 20, 27.

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DfES Strategic Target 23 ______

To ensure Partnerships review information for parents on early education places at least annually and to ensure that parents have the information they need to enable them to express clear preferences for an early education place from amongst the settings available.

1. Related EYDCP 2001 – 04 Strategic Plan target

During2001 – 02: • To review information for parents currently available, including databases. • To develop a booklet covering all aspects of early education and how parents can choose settings best for them. • To create a yearly newsletter for parents to promote the Service, with a feedback facility. During 2002 – 03: • To develop links with parent and toddler groups to add to the choice and diversity of services available to parents as more information will be held centrally so enabling informed choices to be made. During 2003 – 04: • To provide an integral part of advice and information by the Children’s Information Service.

2. Related EYDCP 2001 – 02 Implementation Plan (IP) target

To: • review existing information for parents on early education places. • develop a booklet covering all aspects of early education and how parents can choose settings best for them.

3. Progress made against IP target in box 2 above

• The Information and Audit Sub-group of the Partnership has reviewed existing information for parents on free early education. At the moment this consists of a leaflet entitled ‘Choices in Childcare’ and ‘Nursery Education Funding’. Both of these leaflets are available via the CIS local Early Years Forums, libraries and service shops. As a result of the review, a new information pack, which will include information fact sheets, is currently being designed by the CIS in conjunction with the Marketing Officer. This will enhance the quality and clarity of information available. This will be available by the end of March 2002. The information pack will be available on request in large print and in a range of other languages to reflect the cultural diversity of the community.

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• Information on the LEA’s Common Schools Admission Policy will be included in the packs, to ensure that parents are aware of their choices in relation to early education provision. • Information and advice is also available via the CIS Helpline Operators, the Network Forum Development Workers and Outreach Workers. Information is also available from the Library Service via their Infolinx system and a direct link to the National Childcare link website.

4. Reasons for any variation from IP target in box 2 above

N/A

5. Action being taken/proposed to rectify variation from 2001 – 02 IP and expected outcome

N/A

6. Business objectives and priorities for 2002 – 03, including 2002 – 03 IP target

To: • survey users of the CIS Service on a regular basis to find out their views on the information available and what, if any, improvements they would like to see. Existing information will be modified if needed. • continue the ongoing evaluation of literature in light of feedback from CIS Service users. • ensure that literature guidance to schools, pre-schools and parents on admissions to reception classes conveys a clear message about parental choice in early years and the interaction of compulsory school age education. • evaluate issues that have an impact on parental choice such as, helping the private and voluntary sector and to review how successful sustainability initiatives have been. • design a website for the EYDCP, Early Years and Childcare Service and CIS linking directly to the Education Department website, in order to ensure a comprehensive range of information on early education is available. Consider links with Employment Service (ES), Information Advice Guidance and Healthcare.

7. Contribution to EYDCP Strategic Plan

This section of the plan ensures the information given to parents on early education places is regularly reviewed and improved and that attention is focused on related

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issues and strategies to maintain choice and diversity of services. It is an important part of Leicestershire’s CIS’s Communication and Information strategy. DFES Strategic Target 24 ______

To significantly boost integrated services for 0-5s by 2004. To set specific targets for 2004 by September 2001 for the number of early education places for 3 to 4 year olds which have (a) wraparound facilities and (b) fully integrated facilities for 0 – 4 year olds.

1. Related EYDCP 2001 – 04 Strategic Plan target

During 2001 – 04: • Local strategic target for 2004 = 140 places Annual targets 2001 – 02 30 2002 – 03 40 2003 – 04 70 • To continue to provide Development Worker support. • To include information to providers in the EYDCP. • To develop agency communication. • To give consideration to a Provider Forum. • To establish training and information events. • To review strategy and all activities.

2. Related EYDCP 2001 – 02 Implementation Plan (IP) target

To: • develop wrap around care in education services and early education in childcare provision, in order to develop wrap around places available • develop additional childcare places with childminders and nursery education networks • consider the creation of a new post, which bridges the gap between Out of School Learning and Out of School Childcare, in order to enhance the quality of learning and education in childcare settings and to work with Out of School Learning providers to explore developments of childcare to meet the needs of working and training parents • continue working with the Health Authority to develop wraparound childcare in NHS staff nurseries.

3. Progress made against IP target in box 2 above

• 40 wrap-around childcare places have been created in day nurseries through New Opportunities Funding funding. • The continued development work carried out by the Childminding Infrastructure Development and Childminder Network Officers will ensure

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that new childminders are recruited in the areas where they are most needed. • The Recruitment Campaign will ensure the development of a quality workforce.

4. Reasons for any variation from IP target in box 2 above

There have been 89 cancellations (January 2002) for childminders, and no new completed registrations.

The new post outlined in Box 2 has not been agreed.

5. Action being taken/proposed to rectify variation from 2001 – 02 IP and expected outcome

N/A

The original target was 40 places, the proposed new one from the DfES is 373 by September 2002. The new target appears unrealistic as the majority of 4 year old provision is in maintained schools where children attend full-time. This enables Leicestershire to only target 3 year old provision. The levels of 3 year old funding and places are yet to reach capacity.

6. Business objectives and priorities for 2002 – 03, including 2002 – 03 IP target

To: • target schools to work in partnership with providers of 3 year old places in the private and voluntary sectors. Encourage schools to identify gaps in provision to develop 3 year old places in areas of need. • target existing day nurseries to provide early years education and wrap- around childcare places. • Target potential and new providers to develop extended places, early years places and wrap-around places. • provide support to providers using Development Workers, District Forum Development Workers and Mentor Teachers. • link with the School Development Group Strategy in Targets 2 and 8. • provide training for Mentor Teachers and related Development Workers (as Target 8) to develop wrap-around and extended provision. • provide information for all settings in Partnership Plus about opportunities. • link with support provided by the Childcare Advice and Support Team and OfSTED Inspections and Registrations.

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7. Contribution to EYDCP Strategic Plan

Leicestershire has submitted strategic figures to meet new targets stipulated by the DfES for 2002 – 05 and is awaiting confirmation. As a result these have not been included in any of the Strategic Targets as this will affect all of the childcare figures.

DFES Strategic Target 25 ______

To ensure the Children’s Information Service meets the 14 minimum service standards, which include accuracy and confidentiality, and are integrated with the national regulatory system set up by Ofsted’s Early Years Directorate by September 2001.

1. Related EYDCP 2001 – 04 Strategic Plan target

During 2001 – 02: • To review and update the internal Service standards as appropriate. • To undertake a trend analysis to inform future developments. During 2002 – 03: • To review Service in relation to National Association of Children’s Information Services’ Quality Assurance Award. During 2003 – 04: • Service to gain the National Association of Children’s Information Services’ Quality Assurance Award.

2. Related EYDCP 2001 – 02 Implementation Plan (IP) target

Is it Date Standard met? Description of how standard is to be met or it will YES/ be NO action taken to meet standard met Statement Yes Leicestershire Children’s Information Service has a N/A of Service clear statement of service, which documents all its aims, objectives and the service offered to the public. An abbreviated version is shown on all information/marketing materials that are currently being developed.

Impartiality Yes All Leicestershire CIS staff are trained to provide an N/A impartial service. There is a full range of leaflets on all types of provision available and guidance on how

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to choose quality childcare. This information is designed to allow parents to make an informed choice.

Confidenti Yes Leicestershire CIS respects the confidentiality of all N/A ality enquirers, childcare providers, (particularly childminders). Providers indicate the level of information that is to be available to the public on their service. The CIS complies with all aspects of the Data Protection Act and CIS staff have completed data protection training. Accuracy Yes Leicestershire CIS has recently completed a N/A comparison of CIS database details against the information provided to OFSTED via Social Services. All providers have been sent a copy of information held on their service and have had the opportunity to update information. An updating system for all providers has been established and instigated. The service prides itself on the accuracy of information held and believes that this is essential to the quality of the service and to the development of new childcare provision.

Delivery Yes Leicestershire CIS provides a free point of contact N/A telephone helpline, between 9-5.00 Monday to Friday. An answer phone system is in operation outside of the core opening times, to ensure that the service is accessible. Information on the CIS is available via a range of contact points, including libraries, local council offices, service shops and new housing developments. Development Workers including those with a remit for hard to reach groups ensure that awareness of the service is raised with those that will benefit the most.

Accessibili Yes Information provided by Leicestershire’s CIS is N/A ty available free to all enquirers through the telephone helpline. Links have been forged with other agencies and key personnel who work with families and parents, particularly those in relation to hard to reach groups. The service is available from a range of community access points and personal e-mail, post, fax, web site and minicom system.

Publicity Yes The CIS marketing strategy is part of the overall N/A business plan for Leicestershire CIS. Publicity

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materials have been evaluated and new literature is currently being developed, available from March 2002. The Information and Audit subgroup has reviewed current literature and identified four primary areas for development; to provide publicity: - directly to parents - to those directly in contact with parents - to providers - to employers. The CIS has sponsored the ‘Bookstart’ project, which will ensure that literature on the Service is available to all parents of children under 1 year of age.

Evaluation Yes The CIS monitoring and evaluation strategy is an N/A essential part of its business plan. The service developments that have occurred result from an evaluation of the monitoring. All users of the CIS service are given the opportunity to comment via the ‘Parental Feedback leaflet’. A review of this information feedback form has occurred via the publicity strategy and is currently being redesigned to ensure more effective and accurate feedback. Monitoring reports have been instigated on a monthly and quarterly basis to ensure the appropriate development of the service.

Complaints Yes All Leicestershire CIS staff are fully trained in the N/A Complaints Procedure, a copy of which is included in an induction pack for new staff to the CIS and the EYCC Service. Reference to the Complaints Procedure has been incorporated into all literature that is currently being redesigned. A Complaints Protocol, for ensuring that complaints from parents on service providers are addressed, has been established in line with CIS/OFSTED protocols.

Information Yes Until August 2001 the CIS had clear operational N/A on procedures in place for the transfer of information providers between the Social Service Department and the CIS. With the transfer of registration and inspection functions to OFSTED’s Early Years Directorate, this system has had to be reviewed and updated. Although to-date the new mechanism via the CISDP is not yet operational for updating the CIS database, we have developed positive relationships with our

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local OfSTED regional office. This has ensured that information, particularly in relation to cancellations, has continued. This has ensured that the database remains as accurate as possible at the current time. The OfSTED Regional Manager and Partnership Advisor have visited the CIS and spent time reviewing the database and establishing day to day protocols for the transfer of information on providers.

Types of Yes Information registration details will be transferred to Yes information the CIS via OFSTED. Mechanisms have been available established within the authority to ensure the accuracy of information available on providers, which may be held by other departments. The CIS has already expanded on this information by collecting additional details directly from providers. This includes information such as ability to provide care for children with special needs, fees and vacancies situation etc.

Advice Yes All Leicestershire CIS staff have completed NACIS N/A training. Staff are aware of issues relating to the advice and support. Staff have attended a variety of events and visits to providers as part of their own personal development. These initiatives will be expanded on during 2002 – 2003. The CIS has an induction pack for all new staff, which clearly states the Service Standards. A range of literature and information that provides advice and support to those seeking to access children’s services, supports this personal staff approach. Staff are encouraged to raise new initiatives relating to the provision of advice and support.

Links with Yes The database is continually updated to ensure it N/A providers contains accurate information on Leicestershire’s registered childcare providers. Providers are able to directly contact the CIS in order to inform on changes that they wish to be incorporated into the database. A regular article on the CIS appears in the Partnership Plus newsletter that all providers receive on a quarterly basis. A concerted effort has occurred this year to contact individually, all providers to ensure their details are accurate and to seek agreement on the level of service that can be advertised via the CIS.

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Partnership Yes Leicestershire CIS has good links with all relevant N/A local organisations. The work detailed above is working to strengthen these established links. The marketing of new publicity materials will ensure that all key personnel connected with families in Leicestershire are aware of the role and remit of the CIS. The Information and Audit subgroup of the Partnership ensures that the services continue to develop in a corporate way. Leicestershire CIS is a fully integrated part of the Leicestershire EYDCP and provides annual updates, progress reports and recommendations for future developments.

3. Progress made against IP target in box 2 above

Standard Progress Made Statement of An abbreviated version of the Statement of Service and Service outlining benefits to users of the service is incorporated into all new literature currently being developed. The full version is available on request and to all new Partnership and EYCC Service members.

Impartiality Standard continues to be met as previously

Confidentiality Standard continues to be met as previously

Accuracy There have been initial difficulties in developing new systems for the transfer of details between OfSTED and CIS via the CISDP weblink. However, the CIS has been proactive in developing direct links with its regional office and establishing other methods of transfer of data in the interim. The Information Management strategy includes a plan for continually updating the CIS database. Training on the database to ensure the best possible outcomes has occurred for all CIS staff. It should be noted that this has only been achieved by the additional appointment of a range of casual staff throughout the year.

Delivery The telephone helpline service is now well established and in order to ensure that the service is able to deal with the increase in calls since ‘transition’, an appointment of two Telephone Helpline Operators has occurred. These two posts will also operate the recruitment helpline to ensure that the CIS becomes a central information point. Information continues to be made available via the Childcare link website.

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A recent analysis of our enquiries indicated that 11% of those contacting the service came via the website. Accessibility The Service continues to be available free of charge to all sectors of the community. Enquiries have access to it via translators and minicom service. Continued promotion of the Service and identification of further access points will enhance accessibility.

Publicity Leicestershire’s Partnership Plus is published quarterly and is circulated to all registered childcare providers, parents who use the CIS service and community outlets. An article on the CIS is always included. Alongside this, publicity materials, staff attendance at local events and audit consultation work ensure that awareness of the Service continues to increase. Since July 2001 there has been a 40 % increase in enquiries. Evaluation Evaluation forms are sent to all users of the service. These have recently been analysed and the findings are informing new developments. Both the enquiry database and evaluation forms are under review and will be updated by March 2002. Alongside this an ‘audience‘ survey will be carried out in February 2002.

Complaints Standard continues to be met as previously

Information on Standard continues to be met as previously providers

Types of Standard continues to be met as previously. The CIS has information now started to develop the bulletin board information to available include information on training and non-registered provision. An audit and directory of signposting services is currently being established. Advice All CIS staff will have completed the 3-day NACIS training event by March 2002. An induction pack entitled ’Service Standards’ has been developed and circulated to all staff. On-going training events and internal training have occurred for CIS staff on advice and information.

Links with The CIS continues to develop direct links with providers providers through a variety of formats, direct mailing, Partnership Plus, direct telephone contact, roadshows and events. The newly appointed Childcare Advice and Support Team will promote the Service with all new childcare providers via briefing sessions and support visits. The CIS team has concentrated on ensuring the accuracy of current information throughout the Summer. This has involved personal contact with providers and has ensured a smooth transition to OfSTED. A comparison of the new CIS system to the data

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requirements of the audit of childcare provision has occurred. An additional database has been developed to ensure the availability of audit data. The CIS has been instrumental in liasing with both the CISDP, OfSTED and DfES in ensuring that the next upgrade, due in February 2002, will include additional fields for the national audits.

Partnership The CIS is an integral part of Leicestershire EYDCP. The CIS and Audit Officer sits on the Information and Audit Subgroup and the Infrastructure Subgroup. The CIS is represented on the Developing Childcare Subgroup. This ensures the continued development of the CIS as the public face of the Partnership. Leicestershire Children’s Information Service has already established good working relationships with OFSTED’s regional office, and has been visited as an ‘example of good practice’ in its initiatives towards retained functions. The CIS, Social Services and OFSTED’s main aim has been to ensure a smooth transition for providers and parents.

4. Reasons for any variation from IP target in box 2 above

N/A

5. Action being taken/proposed to rectify variation from 2001 – 02 IP and expected outcome

N/A

6. Business objectives and priorities for 2002 – 03, including 2002 – 03 IP target

Leicestershire CIS is integrated with the information transfer from the national regulatory system set up by OfSTED’s Early Years Directorate, in line with OfSTED/CIS protocols. The Partnership undertakes to meet the revised minimum service standards and to work towards achieving the National Quality Award by 2004. The Service will be developed in line with revised minimum standards, as follows:

• Quality: The quality of the CIS underpins every aspect of what the CIS does. Its information will continue to be as accurate as possible by implementing our management of information strategy, which details how we maintain and improve the quality and accuracy of information. The service standards that underpin the CIS will ensure that all queries to

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the Service are dealt with quickly (one working day) professionally and impartially. It will conform and meet the requirements of the OfSTED/CIS protocol. The appointment of a CIS Senior Analyst will ensure best value in the development of ICT systems within the whole of the Early Years and Childcare Service and will guarantee the production of the annual childcare audit, quarterly monitoring reports and other data requirements that occur, in order to inform on new services and the development of provision.

• Working in Partnership: The CIS will continue to build and enhance its working relationships with all relevant organisations, including OfSTED, NACIS, CISDP, and other CISs, particularly those within the East Midlands region. The CIS will continue to be at the forefront of local and national developments and believes in working in partnership with others to achieve effective outcomes. The appointment of an Employment Development Officer to the CIS Service will ensure that links with employers to promote Work Life Balance policies and childcare will continue and be improved. The CIS will be concentrate on extending its range of information available, to include parental support services and unregistered provision. This will ensure that the CIS will become an effective signposting service.

• Equal Opportunities: The CIS has developed an Equal opportunities Policy which underpins all new initiatives, particularly in relation to the development of a consistent level of service and delivery, accessibility to information, ensuring an impartial service and treatment of staff and recruitment. • Continued evaluation of users of the Service, providers, and key organisations will occur, particularly those involved with families in hard to reach groups to ensure the Service is accessible and appropriate to all sectors of the community.

• Evaluation: The CIS will continue to develop its Monitoring and Evaluation Strategy to ensure its level of service is maintained and enhanced. This will include looking into public awareness and usage of the CIS. All comments received including any complaints will be used to inform, evaluate and develop the Service.

• Detailed/core information: Increased information will be collected and made available on non-registered provision and parental support services. The CIS will work alongside the Recruitment Campaign and the Quality Assurance and Training Co-ordinator to increase information available on jobs and training in childcare and early years provision. Consideration will be given to the appointment of a Childcare Recruitment Training Information Worker to ensure the continued development of a high quality information service.

• Supporting information: All literature is in the redevelopment stage and will meet the minimum requirements.

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Consideration will be given to the development of information on working with children and career options. The findings of the parental and children’s consultations will be publicised and made available in leaflet form, in order to inform new developments. This will be particularly aimed at new and existing childcare providers and will occur during National Childcare Month (June 2002).

• Signposting: The CIS will continue to develop its signposting function and will build upon work already started. This includes providing its directory of services so that users will be re-directed to the organisations that can directly provide the particular information they need. • Information management: The CIS will continue to improve on its existing Information Management Strategy to ensure that information continues to be as accurate as possible. Changes to provider details will be updated within the timeframe indicated in the OfSTED/CIS protocol. In light of the increased strategic development and level of work within the CIS team, consideration needs to be given to the appointment of a CIS Manager.

• Delivery: Continued development of the range of links with organisations and key personnel who are connected with families in Leicestershire. The Employment Development Officer will work directly with employers so that people can access information via their workplace. Continued research and surveys will ensure local trends and needs. The appointment of an additional permanent Telephone Helpline Operator will ensure that the CIS is able to respond to the continual increase in calls to the helpline.

• Accessibility: Consideration will be given to targeting areas where there may be limited access to information, such as a leaflet drop or an awareness campaign. A range of presentations will be held in conjunction with existing forums and conferences. The Marketing Strategy will be evaluated and implemented in light of new literature available March 2002.

• Communication: The implementation of the Marketing Strategy will ensure that all relevant bodies and organisations are aware of the CIS and its function. Effective ways of working together will be developed with the focus on raising awareness with employers and Health Visitors.

7. Contribution to EYDCP Strategic Plan

The CIS is fundamental to the work of Leicestershire’s EYDC Plan, the planning of future childcare provision. It offers the information that parents need to help them find early education and childcare. It distributes information to potential providers on behalf of OFSTED via the

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Childcare Advice and Support Team. It will develop to enhance and form part of the recruitment and training strategies of the Leicestershire EYDC Plan. It contributes to all targets within Leicestershire’s Strategic and Implementation plan and has become the face of the partnership to the public and providers alike.

DfES Strategic Target 26 ______

To ensure Partnerships keep membership, working practices and progress under review so that they are successful in the delivery and evaluation of their strategic plans and key objectives.

1. Related EYDCP 2001 – 04 Strategic Plan target

During 2001 – 02: • To put in place the re-structuring of the Leicestershire EYDCP. • To set up a Monitoring Subgroup. During 2002 – 03: • To review Partnership practices and policies. • To ensure effective Partnership working. During 2003 – 04: • To evaluate Partnership’s Strategic Plan and Key Objectives.

2. Related EYDCP 2001 – 02 Implementation Plan (IP) target

To: • ensure that the membership, working practices and progress are constantly monitored and evaluated by the Executive and Monitoring Subgroups of the Leicestershire EYDCP and that policies and procedures are reviewed as necessary in order to ensure successful implementation of strategic plans and key objectives. Ø Sub-groups are as follows: Ø Co-ordinating Group (previously Executive) Ø Monitoring Ø Inclusion Ø Information and Audit Ø Local Infrastructure Ø Developing Childcare Ø Raising Quality Ø Early Education

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3. Progress made against IP target in box 2 above

• The re-structuring of the EYDCP has taken place to include the subgroups as detailed above. • As part of the review of EYDCP working as indicated above, it was decided to create an Executive Subgroup, consisting primarily of the Partnership Chair, Vice Chair, and Chairs of the Subgroups, to meet approximately monthly and carry out many of the functions of the full EYDCP between meetings. • An Away Day was held as part of the EYDCP’s continual monitoring and reviewing process of the structure, working practices, procedures etc. Agreed recommendations arising from the event will be actioned by the end of March 2002. • Elections for Chair and Vice Chair will have been held by March 2002. • The monitoring function has been undertaken by the Co-ordinating Group in 2001 – 02, as the establishment of a Monitoring Subgroup has been problematic.

4. Reasons for any variation from IP target in box 2 above

N/A

As a result of the County Council inquiry into partnership working with the EYDCP, recommendations have been agreed.

5. Action being taken/proposed to rectify variation from 2001 – 02 IP and expected outcome

N/A

The agreed recommendations will be incorporated in an action plan for future developments.

6. Business objectives and priorities for 2002 – 03, including 2002 – 03 IP target

To: • list action plan points as business objectives when known. • hold an Away Day based on assessed needs of the EYDCP as a corporate body.

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• review structure based on outcomes of inquiry and annual review process. • establish a framework for reviewing policies that is cyclical. 7. Contribution to EYDCP Strategic Plan

All the EYDCP’s practices and polices will continue to be reviewed throughout 2002 – 03, with the formal review, including consultation, being undertaken in November 2003. Taking account of the recommendations of the County Council’s internal enquiry, this will ensure the successful delivery and evaluation of key objectives and plans.

DfES Strategic Target 27 ______

To ensure Partnerships work closely with other strategic partnerships, including the Local Strategic Partnership where this is appropriate, to ensure consistency, sensible community planning and efficient use of resources and to contribute to other plans as appropriate, for example, Education Development Plans, Sure Start and Children’s Services Plans.

1. Related EYDCP 2001 – 04 Strategic Plan target

During 2001 – 02: • To further develop links with strategic Partnerships including Health, FE, Education Development Plans, Children’s Services Plans. • To work towards the Early Excellence Centre model with partners.

During 2002 – 03: The Partnership will work to support the LEA/LCC in relation to early years activities in developing relevant strategies with other Partnerships.

During 2003 – 04: • To hold Annual Conference – evaluation of previous years work.

2. Related EYDCP 2001 – 02 Implementation Plan (IP) target

To: • Develop existing and potential links with other strategic partnerships, community planning forums and plans. • Foster more effective links with the following bodies to encourage and promote sensible strategic planning: Ø Corporate and Local Life Long Learning Groups Ø Learning and Skills Council Ø Health and Primary Care Groups Ø Joint Strategic Planing Group

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Ø Area Child Protection Committee Ø Drug Action Team Ø Young Offenders Team. • strengthen links between the Leicestershire EYDCP’s planning structures with the Joint Strategic Planning Team, as it has the potential to act a Leicestershire’s Local Strategic Partnership in promoting the county’s children. • liaise with the NHS to consider the implications of the childcare requirements of both the NHS and EYDCP Plans and the scope for developing some joint project work. • consider setting up an annual conference for Chairs of associated Leicestershire Partnerships to promote better partnership working with particular regard to plan writing and the reduction of duplicate working.

3. Progress made against IP target in box 2 above

• Links have been established with other Partnerships and planning groups to take forward a range of initiatives. These are NNI, Surestart, Early Excellence Centres, the Community Strategy, the transfer of retained functions, wrap around day care, the Recruitment Campaign and the Unblocking the Barriers to Training Initiative.

Organisation Plan Adequate links – yes/no

SEN Officer Group Yes Rural Life Long Learning Planning Yes Children’s and Young Persons Strategic Yes Partnership Joint Education and Social Services Yes Planning Corporate Early Years Officer Group Yes Life Long Learning Partnership Yes Admissions Forum Yes Health Improvement Programme Group Yes District Forums Yes District Councils Yes Corporate Life Long Learning Group Yes Local Life Long Learning Group No National Health Services Planning Yes Primary Care Groups No

• Meetings with relevant officers in the NHS have been undertaken in order to further progress the requirements of both the NHS and the EYDCP plans for joint project work.

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4. Reasons for any variation from IP target in box 2 above

The annual conference which was planned for all the Chairs of associated Partnerships in order to promote joined up working of plans has been postponed temporarily. This was as a result of the new initiatives which were to be undertaken in 2001-02 and the local enquiry in to the constitutional status of the EYDCP.

5. Action being taken/proposed to rectify variation from 2001 – 02 IP and expected outcome

Further action towards this target will depend on the resolution of issues identified by the local inquiry.

6. Business objectives and priorities for 2002 – 03, including 2002 – 03 IP target

• The EYDCP will work to support the LEA/LCC in relation to early years activities in developing relevant strategies with other partnerships. • Forge closer links with Health, Social Services, District Forum Development Workers, Education and Voluntary organisations in order to take forward the principles and ethos of the mini Surestart. This will also happen with Health, Social Services, District Councils and the Education Dept. in order to develop an Early Excellence Centre.

7. Contribution to EYDCP Strategic Plan

Leicestershire will ensure that there is cohesion and consistency across the key plans for children and young people.

DfES Strategic Target 28

To ensure that Partnerships work with local councils to derive benefit from Best Value for young children and parents in their communities

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and apply the principles of Best Value to their own activities and processes.

1. Related EYDCP 2001 – 04 Strategic Plan target

During 2001 – 02: • To identify performance indicators and establish performance management and measurement processes. • To select areas for benchmarking and participate in benchmarking activities. During 2002 – 03: • To participate in Best Value Review (if appropriate). • To continue developing benchmarking activities and processes. • To evaluate performance indicators and performance management systems. During 2003 – 04: • To monitor and evaluate all systems established within the Best Value Framework.

2. Related EYDCP 2001 – 02 Implementation Plan (IP) target

To: • continue to embed the Best Value principles into the EYDCP planning and delivery processes through the structures and processes already established • continue to develop established tendering processes in order to encourage the examination of quality and value for money • appoint a new post with responsibility for finance and contract management, seen as central to the development of Best Value • ensure that all consultation activities undertaken by the Early Years Development and Childcare Partnership will be in the spirit of best value • incorporate clear performance management strategies into all contracts and action plans in order to ensure Best Value.

3. Progress made against IP target in box 2 above

• Leicestershire County Council has successfully tendered out contracts using the services of East Shires Purchasing Organisation (ESPO), Out of School Contract, Recruitment Campaign, Business Support function, Partnership Plus newsletter and Neighbourhood Nursery Initiative. • The newly appointed Finance, Grants and Contracts Manager has reviewed and rewritten Service Level Agreements utilising legal services of the County Council. These are with: Ø Council for Voluntary Services Ø Pre-School Learning Alliance Ø Planning and Transportation Dept. Ø Libraries and Information

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Ø Ethnic Minority Achievement Support Service Ø Advice and Inspection Service Ø Information System Unit Ø Administration, Committees and Secretariat Service Ø Council for Community Partnership Ø Partners in the consortium applications to the NOF • Consultation activities have adopted Best Value by extensive use of ICT. • Leicestershire Early Years and Childcare Service, has taken part in benchmarking activities with other Midlands based EYDCPs led by Warwickshire County Council. • The action plans of Early Years and Childcare Officers are informed by the Implementation Plan with the advice of the relevant subgroups of the EYDCP and have performance indicators.

4. Reasons for any variation from IP target in box 2 above

N/A

5. Action being taken/proposed to rectify variation from 2001 – 02 IP and expected outcome

N/A

6. Business objectives and priorities for 2002 – 03, including 2002 – 03 IP target

To: • incorporate the recommendations with regard to the recent enquiry into the Nursery Education Grant as detailed in the Education Department’s Action Plan (list as business objectives when known) • undertake a Best Value review of the Early Years and Childcare Service as conducted by the local authority and instigate recommendations as appropriate.

7. Contribution to EYDCP Strategic Plan

Leicestershire will continue to review, during the life of the Strategic Plan 2001-04, the quality, efficiency and cost effectiveness of the services for parents, children and the wider community.

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DfES Strategic Target 29 ______

To ensure Partnerships, together with Ofsted’s Early Years Directorate, Children’s Information Services and appropriate Local Authority staff, develop a clear protocol for working together effectively so as to deliver coherent training, advice and information services that build capacity and strengthen the quality, choice, accessibility and diversity of provision locally.

1. Related EYDCP 2001 – 04 Strategic Plan target

During 2001 – 02: • To consult with all relevant organisations and develop a policy for working effectively with the Early Years Directorate in all prescribed areas. • To ensure that the Early Years Directorate OfSTED advisor becomes a full member of the Leicestershire EYDCP. During 2002 – 03: • To review Children’s Information Service as a One Stop Shop. During 2003 - 04: • To review and evaluate Early Years Direct and the Children’s Information Service working practices. • To evaluate the Children’s Information Service strategic targets priorities.

2. Related EYDCP 2001 – 02 Implementation Plan (IP) target

To: • secure financial ESS resources • identify the function for which they will be used to support targets in Leicestershire EYDCP’s Strategic and Implementation Plans • develop compatible computer links with the Early Years Directorate • invite the Early Years Directorate to send a representative to sit on the Partnership.

3. Progress made against IP target in box 2 above

• The ESS resources identified and released from September for 2001 – 02 were £70 000. • The list of retained functions has been identified and incorporated into the Job Descriptions of the posts responsible for implementing them. The four new Childcare Advice and Support Officers (CASO) have been in post since September 2001, together with a full-time administrative post. • This new team has become firmly embedded within the service and work together with other officers, the Partnership and its sub-groups to ensure that all aspects of

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the retained functions are taken into account in planning their work • The members of the CASO team sit on a range of Partnership sub-groups including Information and Audit, Developing Childcare, Infrastructure and Raising Quality. This ensures that the new service develops alongside and enhances current work carried out by the Partnership. • Compatible computer links with the Early Years Directorate have been established and are working effectively. • The Training Advice and Information policy regarding OFSTED inspections has been written to promote effective working in all prescribed areas. This has included the appointment of an additional telephone helpline operator and a review of the staffing structure of the CIS Service. • The OFSTED Area Manager is in regular attendance at EYDCP meetings. • The local Chair and Lead Officer Network has established collective communication mechanisms to share issues related to OfSTED and feed into structures as appropriate. • The Recruitment Strategy has promoted positive messages regarding OfSTED registration and inspections in all of its promotional activities.

4. Reasons for any variation from IP target in box 2 above

N/A

5. Action being taken/proposed to rectify variation from 2001 – 02 IP and expected outcome

N/A

6. Business objectives and priorities for 2002 – 03, including 2002 – 03 IP target

To: • continually develop pre-registration briefing sessions for childminders and a preliminary visit to those who decide to register attending ICP. • centrally co-ordinate first aid, ICP and DCP training for all new and existing childminders and ensure that it dovetails with the Leicestershire Training Strategy. • ensure an effective service to enquirers about registration and the setting up of childcare services. • design information literature on the new Childcare Advice and Support Officer service so that existing and new providers are aware of support and advice available. • develop operational protocols between the new CASO team and the established CIS service, training and quality assurance and developing childcare/childminding functions. • consider the development of a ‘specialised’ subsidy for the carers involved in the childcare scheme already established, to ensure that childcare is available for those children identified as being in need.

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• develop effective links with the A.C.P.C. in order to ensure that child protection issues are addressed. • continue to develop the Lead Officer and Chair Network and pursue corporate and collective discussions with OfSTED Regional and National offices as necessary and appropriate. • develop mechanisms for feeding back into Regional and National structures, issues relating to the regulation of provision and the successful achievement of local targets and the acquisition of external funding. • continue to promote positive workings with OfSTED within the Recruitment Strategy. • monitor and evaluate the policies and practices established to ensure the best possible services are given.

7. Contribution to EYDCP Strategic Plan

Statutory local authority requirements for retained functions including pre-registration, briefing and courses are fully understood and will continue to be met.

Delivery of high quality childcare and early education to children in Leicestershire through the provision of information, advice and training to providers of childcare and parents will continue to be a priority.

It is recognised that a good working relationship should be maintained with OFSTED and that policies should dovetail.

107 Document Pack Page 316 Document Pack Page 317 Agenda Item 6

CABINET – 22ND JANUARY 2002

THE EARLY YEARS DEVELOPMENT AND CHILDCARE IMPLEMENTATION PLAN 2002/2003

COMMENTS OF THE EDUCATION AND HERITAGE SCRUTINY COMMITTEE FROM ITS MEETING ON 16TH JANUARY 2002

That the Cabinet be advised of the following comments on the Early Years Development and Childcare Implementation Plan 2002-03.

General Comments

(a) The plan should acknowledge the valuable work done at home providing good childcare.

(b) The plan should make it clear that it is a plan produced by Leicestershire County Council with advice from Leicestershire Early Years Development and Childcare Partnership, in the light of the legal relationship between the authority and the partnership.

(c) It would be useful to include some reference to the organisations represented on the Leicestershire Early Years Development and Childcare Partnership in the Plan.

Comments on DfES Strategic Targets and Goals

Target I – An additional bullet point should be included in the box on Page 3 under 2 to include “children of all parents receiving benefit”, in light of the difficulties on application of indices of deprivation.

Targets 4 and 5 – The Committee was concerned about the shortage of childminders; the retention of existing childminders, their payment and the need to recognise the valuable job done by childminders. It noted that increased training of childminders can lead to them moving to other forms of child care.

Target 11 – The wording in the box under 4 on Page 56 needs to be amended to make it clear that if the further target of 2% is not achieved this will need to be added to the objectives.

Target 17 – The wording in the box under 3 on page 73 needs to be amended to emphasise that the data is not as accurate because of the transfer of responsibility for Quality of Education Inspections from the Social Services Department to OfSTED. Document Pack Page 318

Target 22 – The Committee considered that more contact should be made with employer organisations in both public and private sectors to promote the potential benefits to employers of giving more support to their employees on childcare issues.

The Committee made a number of comments relating to the format, errors in the text and tables which were accepted by the Director of Education who agreed to undertake detailed work on these points.

Ehs1601021 Document Pack Page 319 Agenda Item 7

REPORT TO CABINET – 22ND JANUARY 2002

CHANGES TO THE PROCEDURE FOR APPOINTING LEA GOVERNORS

REPORT OF THE DIRECTOR OF EDUCATION PART A

Purpose of the Report

1.1 To seek agreement that the procedure for appointing LEA Governors should be amended in order to reduce the number of vacancies and meet the OfSTED target for posts filled.

1.2 To consider the views of the Education and Heritage Scrutiny Committee on the proposed changes.

Recommendations

2.1 That the amended procedure for filling LEA governor vacancies, set out in Part B of this report, be implemented with immediate effect.

2.2 That the comments of the Educational Heritage Scrutiny Committee be noted.

Reasons for Recommendations

3. OfSTED Action Plan targets for filling LEA governor vacancies were 90% in September 2000 and 95% in September 2001. Both of these targets were missed and the current figure is 82.54%. It is proposed that the appointment process should be amended to enable the LEA to get as close as possible to meeting the target before the next OfSTED Inspection.

4. In order to help governing bodies deal with their considerable workloads it is important to ensure that as many governor posts as possible are filled. LEA governors are often able to bring a broad, objective view to proceedings and are valued accordingly.

Timetable for Decisions (including scrutiny)

5. These proposals were considered by the Education Heritage and Scrutiny Committee on 9th January 2002. Subject to Cabinet approval it is intended that the changes to the procedure should be implemented with immediate effect.

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Policy Framework and Previous Decisions

6. Strategic Priority 6 of the OfSTED Action Plan is to “Improve arrangements for recruiting LEA Governors”. As part of the monitoring and evaluation arrangements for this priority, procedures should be reviewed annually. Following a decision taken by Cabinet on 30th May 2000, political groups were urged to “take steps, as a matter of urgency, to seek nominations for vacant governor posts from a wide cross-section of the community.” This led to a slight reduction in the number of vacant posts but levels have again risen to those of September 1998 when the OfSTED Action Plan was formulated.

Comments of the Education and Heritage Scrutiny Committee

7. Members of the Scrutiny Committee resolved:

(i) That the Cabinet be advised that this Committee supports the use of the proposed procedures for appointing LEA governors in the interim period up to the introduction of new arrangements for the composition of Governing Bodies proposed in the Education Bill.

(ii) That the Committee suggests that the names of people proposed to fill vacancies on Governing Bodies should be referred to the local member(s) before a formal approach is made to them to become a governor.

(iii) That other ways of attracting people to put themselves forward for vacancies on Governing Bodies should be considered, for example different types of advertising by individual schools or groups of schools.

Comments:

Officers will, as a matter of routine, refer the names of people proposed to fill vacancies to the local member(s) before a formal approach is made to individuals to become governors. The Education Bill currently before Parliament is likely to have far reaching effects on the composition and role of Governing Bodies. It will be appropriate to review arrangements for the appointment of LEA governors and recruitment processes for all governors prior to the implementation of the new legislation which is now expected to be September 2003.

It is not necessary to make any amendments to the proposals in the light of comments from the Education and Heritage Scrutiny Committee.

Resource Implications

8. There are no significant resource implications in relation to the changes proposed in this report. The costs related to minor changes to administrative systems will be contained within existing budgets.

Equal Opportunity Implications

9. In appointing governors, the LEA should have regard to all sections of the community irrespective of race, colour, gender, sexuality, age or disability.

Members Advised under Sensitive Issues

None

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Officers to Contact

Jackie Strong, Education Department: Tel: 0116 265 6300 E-mail [email protected]

Liz Paxton, Education Department: Tel: 0116 265 6340

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PART B

Background

10. Strategic priority 6 of the 1998 OfSTED Action Plan is to “improve the arrangements for recruiting LEA governors”. Under this priority, the LEA is required to agree appointment and recruitment procedures with party whips to enable the appointment of LEA governors to match demand. Paragraph 9 of the report to Advancing Lifelong Learning Scrutiny Committee on 5th April 2000 stated that:

“In order to Meet the challenging targets set by OFSTED, members may need to be prepared to make significant changes to current procedures”.

11. At its meeting on 30th May 2000 Cabinet decided that information on LEA governor vacancies that had existed for longer than six months should be provided to all members so that suitable people who might be prepared to be considered for appointment could be considered. It was also noted that an article seeking to recruit governors should be placed in the County Council’s newspaper and that the Director of Education should brief people interested in becoming governors prior to their appointment. These measures have not reduced the numbers of LEA governor vacancies.

12. The OfSTED Action Plan targets for filling LEA governor posts are:

90% of LEA governor posts filled by September 2000 95% of LEA governor posts filled by September 2001

13. It has proved difficult for the LEA to fill LEA governor vacancies. The number of vacancies actually increased until the autumn term 2000 when, as a result of co-operating with a Leicester Mercury governor recruitment drive, numbers in post began to rise. Nevertheless, the September 2000 and 2001 targets were not met. The actual percentage of posts filled at September of each year since the targets were set is as follows:

September 1998 85.20%* September 1999 82.84% September 2000 79.60% September 2001 82.30%

*includes posts filled on the nomination of district councils and community centres, these categories are omitted from subsequent figures

Issues and Recent Developments

14. LEA governor posts are allocated to parties in proportion to the number of seats held on County Council. It should be noted though that the actual posts designated do not correspond exactly with the percentage of seats held (see Appendix 1). Party whips and governor support officers met on 16th July 2001 to review the balance of posts. It was agreed that changes in allocation would only be made in relation to vacant posts. Labour and Liberal Democrat whips also agreed to consider relinquishing other posts as they became vacant. This would enable the number of posts designated to each party to more closely reflect the balance of seats on County Council. Decisions on the transfer of these posts would be on a case by case basis.

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15. As an action in support of priorities in the Education Development Plan (EDP) 2002-2007, the following targets are being suggested for filling LEA governor vacancies:

September 2002 87% September 2003 92%

16. It should be noted that these targets are slightly lower than the OfSTED Action Plan targets set out in paragraph 12 above. The amended procedure set out at paragraph 20 below should reduce the number of vacant posts. Nevertheless, it should be acknowledged that with the term of office being four years and members needing to fill over 200 posts each year, there is bound to be a residual level of vacancies.

17. The Government is proposing to give governing bodies the power to choose their own size and constitution. These measures could be introduced as part of a new package of legislation in September 2003. It is not possible at this stage to predict the likely impact on LEA governor numbers.

Evaluations of the Current Process

18. Under the current procedure, the relevant party whip is notified when a term of office comes to an end. The existing post holder may have expressed a wish to be re-appointed but if this is not the case, or whips do not wish to re-appoint, a new appointee must be nominated. All three parties must agree any nomination made by a whip. There is no time limit on the process, and, as a result, 81 (65%) of the current 125 vacant posts have remained unfilled for over six months. Indeed, 37 of the 81 have been vacant for more than eighteen months.

19. The new targets in paragraph 14 above are based on a simple measure of the level of vacancies. To reinforce these targets and to overcome the problem of some posts remaining unfilled for long periods of time, a target for filling vacancies within six months should also be included in the EDP. This target is in addition to the targets at paragraph 14 and should be set at 92%.