NORWICH OPPORTUNITY AREA SCHOOL NEWSLETTER May 2019

Norwich Opportunity Area Newsletter

IN THIS ISSUE

Youth BoardIssue update. Date Page 2

Let’s make this opportunity count Southend Exchange Visit. Page 3

together NOA School Leads. Page 4-5

Nearly two years in to the work of The Partnership Board is actively Inclusion Champion. Page 6 the Opportunity Area, this considering the future of this newsletter shows the extent of collaboration when the DfE part of What a difference a day makes. Page 7 colleagues working across schools the project ends. It is determined Community Communication for the young people of Norwich. that this great effort by school Champions. Page 8 We set ourselves very challenging leaders and the collaboration to ambitions for the change in which they have committed Communication Champions: outcomes that we plan to see. We continues well after the end of the Peapod Pre-School Page 9 have just over a year until the Opportunity Area. Catton Grove Primary. Page 10 milestone of three years will have been reached. University of East Anglia Page 11

It took some bravery for school Working with the Research School: leaders to take on improvements Bluebell and Edith Cavell Page 12

for all of the city, not just their Lakenham Primary. Page 13 school, but it has been clear that a different approach was required if Enterprise Adviser Network. Page 14 a step change was to be achieved. Gro Wild. Forest School Page 17

The stories in this newsletter show Tim Coulson Impact in a nutshell Page 18 many green shoots of the changes to which it is clear that school Chair of the Norwich Opportunity International exchanges Page 19 Area Partnership Board. leaders collectively aspire. Dates for your diary Page 20

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Putting young people at the heart of the programme delivered its two major commissioned ideas – a ‘school exchange’ with a different part of the The Norwich Opportunity Area Youth country that brought back lots of new Board – how’s it going? insights; and a project offering life skills to whole families in Norwich. I’ve been incredibly proud to chair the programme to help it deliver for This latter project has had a NOA Youth Board since the start of Norwich’s young people. significant impact, and we are thrilled the programme. that the Partnership Board has After setting our objectives, we agreed funding for it to continue The Youth Board is a group of young planned what projects we would further. people living, working or studying in deliver. We ran a competition for the the Norwich Opportunity Area, who best social mobility ideas in the local We expect to consider more ideas advise and support the NOA schools and have commissioned two before the end of the programme, programme. Aided by the using the main programme’s budget. and to engage more young people in professional programme staff, we We have also invited young people to how to make a difference in the city meet regularly to support the attend each of the workstreams in we love. programme. the programme to fulfil our role.

We started by contacting all the secondary schools and colleges in the zone and invited them to nominate students to take part. Later on, we have reached out to some primary school pupils too.

I’ll be on maternity leave until around We think it’s important that the November 2019, but I’m looking Opportunity Area programme is in forward to even more great work touch with the people it’s there to from our Youth Board in that time help. Members of the Youth Board and throughout the programme. have now visited many other areas and told their stories, including: what does adversity really feel like while at school in Norwich? In ten or twenty We have faced challenges, of course. years’ time, what do we want to be Like finding smart ways for young different for our own children? people to commit to structured project work, considering studying In fact, there’s been so many and working hours plus stressful invitations to speak in other places times in the year like exams; making that we think we might be on to sure we are properly representative, something! Norwich should be proud knowing it can be easier for people of this unique feature of our who are already socially mobile to get Opportunity Area. involved in such a project; and defining our legacy - what do we

We aim to ensure that young people’s hope to leave behind and how will we voices are heard; to help young contribute to making it happen? Chloe Smith MP people to see, create and take opportunities; and to scrutinise and The programme overall runs till 2020. Find out more: support the work of the whole The Youth Board has successfully https://noa.co.uk/youth-board-2/ NORWICH OPPORTUNITY AREA NEWSLETTER 3

They presented their findings to a group of Partnership Board and key Southend stakeholders at a presentation in Norwich in April 2019. Their Exchange Visit recommendations for school and college leaders were: In January 2018 a team of young people from each school were tasked • To look at the design and by our Youth Board with coming up consistency of behaviour policies, Southend are now ranked 63 in the so that lessons are free from with an idea to improve social social mobility index, having jumped disruption mobility in Norwich. up from 201 the previous year. • To ensure young people in Norwich have the chance to give The purpose of the visit to Southend feedback and take leadership in was to understand what changes their education have taken place for them to have • To look at ways that positive and improved so much and to see what respectful relationships are encouraged between students learning could be brought back to and teachers Norwich so that we can have such a big impact on outcomes here too.

Once there, groups of students In March 2018, each school presented visited Eastwood Academy, their ideas to a panel of judges that Southend College of Further included Chloe Smith PM. Jodie and Education, Southend Youth Council, Robyn from in South Essex FE College and the Adult Norwich impressed judges with their Community College. idea to visit schools in areas with high social mobility so that they could share ideas about what works.

Once their idea was approved by the Morgan Watts, a year nine pupil at NOA Partnership Board the Youth City of , said: "Our Board worked on researching the voices are being heard so in future demographics of different areas, younger ones like my siblings will digging into social mobility indicators have a better life and school and understanding more about experience. For teachers having that school performance. connection with kids will be a better The students noted many similarities experience too." Young people selected Southend as and differences between the two the best place to visit and identified places and appreciated the chance to The schools that took part were Eastwood Academy as the school reflect on what’s important for young Sewell Park, , they most wanted to learn more people by discussing and comparing Notre Dame, University Technical about – an outstanding mainstream their own school and college College , and school that has recently improved experiences in Norwich as well as the Hewett Academy. outcomes for disadvantaged what they saw in Southend. students. Watch their video here NORWICH OPPORTUNITY AREA NEWSLETTER 4

doors into each other’s schools is a growing awareness of the School Leads and built relationships. I am Norwich Opportunity Area and excited to have the opportunity to the real impact of disadvantage. A funded senior leadership post was be part of a programme that offered to secondary schools that fall within the Norwich Opportunity Area leaves a legacy. to ensure the successful implementation and integration of key programmes designed to improve academic and destination

outcomes for disadvantaged children. Phillip Wilkinson Andrew Innes The Open Academy

Sarah Jarvis City of Norwich School This has been an exciting University Technical College opportunity, enhancing the

My vision as an NOA school lead is progress of all our students and to to ensure all disadvantaged pupils continue developing professional at UTCN gain the skills, relationships with other agencies confidence and qualifications to that impact on students’ lives and progress on to university, higher social mobility. level apprenticeships or Since being in the NOA we have meaningful employment. redeveloped managed moves,

worked with alternative provision providers, developed strong working relationships with other “Since being in an Opportunity schools and continue to build Area I have noticed a buzz of professional trust. excitement in the school as new ideas and strategies kick in. There is a growing awareness of the Norwich Opportunity Area and the real

impact of disadvantage” For us, the Inclusion Charter has significantly reduced fixed term and permanent exclusions and provided us increased links with Since being in an Opportunity other schools. I strongly believe that the lasting Area I have noticed a buzz of Working as a team across Norwich legacy of the NOA will be the excitement in the school as new sharing our expertise has opened future willingness of all ideas and strategies kick in. There NORWICH OPPORTUNITY AREA NEWSLETTER 5

professionals to work the achievement gap between PP collaboratively for all young “There have been and non PP students by ensuring people in Norwich. collaborations between PP students are taught an the 8 schools and a academically rigorous curriculum willingness to share ideas so that they feel empowered to and resources as well as participate in the national issues, strategies and conversation. solutions” Amanda Barwick Sewell Park Academy

We have had several effective interventions including the Language for Learning research project with its emphasis on modelling. The KS3 boys’ projects in terms of challenge and Transitions have rightly been relevance. Sharing internal identified as potential pitfalls in exclusion practice to reduce fix the education of disadvantaged My vision as an NOA School Lead term exclusions, the UEA revision students. This is both the case for is that Sewell Park will be seen and sessions and Enrichment formal transitions between key remembered as the centre of the activities. stages and for students who are community in Mile Cross as it is a excluded or are moved by I am excited to have the place that gives each individual a guardians. Collaborating across opportunity to be instrumental in chance, and the motivation, the city (and wider region) the changing perception and knowledge and drive to achieve especially in terms of curriculum reality of Norwich education. their dreams: to prove that but also in terms of consistent background does not mean limits. routines and behavioural expectations can help to lessen Since being in the Opportunity the negative impact of these Area I have noticed increased transitions. connections with others outside of the school with more access to

alternative providers. There have been collaborations between the Ben Arscott 8 secondary schools in the OA and a willingness to share ideas and The Hewett Academy resources as well as issues, My vision as a School Lead is for The Hewett Academy to narrow strategies and solutions. NORWICH OPPORTUNITY AREA NEWSLETTER 6

What does an Inclusion Champion do? How do we continue to build trust between A school perspective - Open Academy primary and secondary colleagues better As a Norwich Opportunity Area Alternative Provision – Case increasing the flow of information Inclusion Champion, I meet with Study – GroWild at transition points? seven secondary Inclusion How can we compliment the Year Champions every month. The benefits that the students 6 curriculum in Year 7 and not just who have attended the GroWild repeat the same information. In our meetings, we have provision so far have included an Alternative provision, its impact discussed the offer of alternative increase in their self-confidence/ and how do we match the provision, actioning of managed resilience, they are opening up to student with the right provider? moves, a proposal for family and the staff at GroWild about issues Does it translate into genuine school inclusion support and outside of school. improvement of engagement in external ‘internal exclusion’. We They are attending the majority of school without just being seen as a are working together to support their lessons and responding in a stop gap? each other and to reduce the more mature way to issues. Sustainability and what happens number of Fixed and Permanent They are respecting the in 2020 once the NOA project Exclusion in Norwich. academy’s boundaries and are ends? very clear that there are The relationships we are building NOA’s impact on Open Academy consequences. We have seen a based on mutual support and trust There has been a change in ethos massive reduction in behaviour will continue long after the in the academy as we have gained points and an increase in funding, ensuring the Inclusion access to managed moves, the use achievement points. agenda continues. of alternative provision and the opportunity to network, What the Champions currently collaborate and the chance to wrestling with… start to rebuild professional Can we create a common week dialogue with different schools of transition for KS2 to KS3? and Trust across the city. As one How do we build stronger links Inclusion Champion said: with our feeder schools, for example, at Open Academy we “Collaboration has been a key have 21? Phillip Wilkinson element in establishing the School Lead and Inclusion

charter, we all face common Champion at Open Academy. challenges, but we share the solutions”

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What a difference a day “Myself and a team of Maths

makes… teachers delivered 5 sessions to In March and April 2019 the OA students targeting a grade 4 in Maths at the University of East funded additional Maths and Anglia. Sessions were planned to English classes for Year 11s over a address common misconceptions four week period at the UEA. that students often make in exams and teachers were able to guide UEA Ambassadors who showed The classes were aimed at and support students working in students around the UEA with Sixth students who were not on track to small groups. Form Ambassadors who were on achieve a grade 4 but that the hand to support students with their school thought could achieve with learning in the workshops.

a series of interventions. activities and students were shown how to identify what questions are Schools sent these students to asking them to do, ensuring they support sessions which were held were maximising the number of on Saturdays and over Easter. At marks gained on these types of the workshops, they had the questions. opportunity to meet students Student feedback of the sessions from other schools across Each session had clear learning was very positive; they enjoyed the Norwich and received support on objectives linked to student needs variety of tasks on offer and found some of the key topics that will be and there was coverage of all the the advice offered by teachers on their GCSE English and Maths strands of GCSE Mathematics. valuable. Students also Sessions consisted of a variety of exam papers. commented that is was beneficial tasks including Maths Treasure for them to be taught by a different trails, Bingo activities, Revision teacher and many students Mats and lots of past exam paper commented how they felt much practice. more confident about their Students were given an insight into upcoming GCSE maths exams how examiners assess their papers following the sessions that they so they could then tailor their had attended” answers to meet the demands of Mo Ali, Maths teacher at CNS , & the specification. Students Maths Coordinator and teacher for welcomed the opportunity to gain a the “What a difference a day The Maths teaching team deeper understanding of how makes” programme. examiners mark and they learnt WADADM was adapted from a The workshops were delivered in about the importance of showing successful model in Ipswich, where small, interactive groups and led all steps of their working out. schools used OA funds to transport by expert teachers from across the Multi step problems were target students to a common City. location and run a central GCSE incorporated into many of the intervention to boost Grade 4 pass rates.

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Community Communication Champions Since we started as Community Communication Champions at the end of January it’s been a whirlwind - no two days have been the same! We’ve made a great many contacts through meetings, networking, visiting colleagues in a range of settings and from various agencies, charities and community organisations. Mindful of the NOA ‘What Does Beautiful Look Like’ vision for Early Years, we’ve collated information about our own parts forms to early years settings, Liz and Oliver at the first drop in of Norwich through research and schools and other relevant advice session, Earlham Library. partnership working, and have agencies for this and other areas identified ways of reaching out to of support. support by regularly attending parents and carers from our target community groups. families. We’ve started to meet We’ve ‘firmed up’ our offer and in We’re currently planning our parents and carers at local groups order to promote the NOA conference on 10th July at the John (Stay and Play; Sign Time; planned outcome that Innes Centre, with the focus on parenting groups etc.) with the “immediate speech and language supporting early speech, language aim of making ourselves known support and help is available when and communication and within our communities. your child starts school” we have prioritised the following support parent/carer interactions within All CCCs have completed the for parents and carers: weekly the home and early years settings. Initial Communication Champion CCC drop-in sessions within In order to ensure the (CC) training led by Speech and libraries, schools and community sustainability of Priority 1 work Language Therapists working settings; signposting to relevant within our communities beyond with The Communication Trust agencies, charities, support the project’s end we will continue and have now progressed to the groups etc.; supporting to offer support to early years Lead CC training course. In May engagement with local libraries; providers to ensure that there is a we’ll hold the first round of our offering 1:1 Bookstart Corner shared, clearly communicated Elklan ‘Let’s Talk at Home’ course sessions; liaising with early years vision for early speech and for parents (modelling and settings and schools; offering language across key partners in supporting effective regular and ‘one-off’ events within the city. communication with their child in the community (focusing on the early years by ‘coaching’ them nurturing effective speech, Liz Hughes during small group play sessions), language and communication For more information contact and we have emailed referral development) and ‘ad hoc’ [email protected] NORWICH OPPORTUNITY AREA NEWSLETTER 9

and improved Communication role play sites. Staff were shown Champions how to carry out Network the WellComm screening on their key children. This identified those needing additional support and emphasised how children may interpret what professions to inspire their future we say differently from our intent. careers. This has made us more aware of Peapod Pre-School- the words and phrases that we We are all excited at the thought choose. that the changes we have made in We were not sure what to expect our practice may make positive

when we joined the impacts in the lives of our children. Communication Champions “The Communication We have further plans, including course. We thought at least it Champions network encouraging communication and would be interesting and at most has completely broadening vocabulary through that it would help us to family woodwork and activity understand some of the changed our practice” days. communication difficulties that we come across as practitioners. What it has done is completely change our practice. One result is that behaviour has The first thing we did as a team improved as staff are better able was to arrange a staff meeting to to diffuse situations through give an overview of our training conversation. Parents and carers and explain our new commitment. have been signposted to agencies Staff were asked to go around the that may help with worries around setting and audit it as a speech and staff are at hand to Fran O’Neill communication-friendly space. discuss any issues. Sarah Riley We created better defined areas Sarah Armstrong to encourage peer and staff We have brought in people to talk interactions; such as quiet areas to the children from different NOA Communication Champions NORWICH OPPORTUNITY AREA NEWSLETTER 10

year old provision and across our Aware support as well as other Nursery classes to be able to practical strategies to support communicate their needs more children in the classroom. We will effectively, in particular to support also aim to complete the second their PSED. We have also used round of training for our EYFS TAs Signalong signs alongside the towards the end of the summer focus word and this has had a huge term with a focus on looking at impact on how the children are how to ensure we are providing a beginning to communicate their communication friendly needs more effectively. This in environment that supports all turn has had a positive impact on children with their SLCN. our PSED data for the current

cohort. Moving forward into the We have really enjoyed Catton Grove Primary- summer term we are going to focus on introducing the Word being part of the project so far, as we are seeing the At Catton Grove Primary School, Aware approach into our since the completion of the Reception classes. positive impact that it is Communication Champion phase having in the Foundation We have also begun working with three leadership training, we have Stage unit and how it is our Community Communication looked at what practice is effectively supporting the Champion and we are looking currently in place to support communication needs of all forward to supporting him to children with SLCN and what we the children. make effective links with our need to do to further the families by providing support in professional development of all the wider community. We have the staff. also arranged with him for a drop- To date, we have used the in support session to be provided We are beginning to network with Wellcomm wizard to support our in school for the families of other NOA schools to discuss the tracking of the Wellcomm children with SLCN. possibility of cluster training in screening across our Nursery. This specific areas and around specific Over the next few weeks we shall has given us the information that themes. This is something that start to signpost parents and we need to put effective will be beneficial to all involved, so carers to the drop-in sessions that interventions into place to support watch this space! will be provided both in school and specific children. This has been at local venues in the community. As a school, we feel that things are either working in small groups There will also be an opportunity positively moving forward this with our speech and language for us to refer our families to our term. We have really enjoyed teaching assistants in school or to Community Communication being part of the project so far, as have play alongside support in the Champion for a variety of support we are seeing the positive impact Nursery. strategies that are being made that it is having in the Foundation An area that we felt we needed to available. Stage unit and how it is effectively focus on was developing the supporting the communication Looking ahead over the next term children’s vocabulary. We have needs of all the children. we have lots of exciting things introduced the Word Aware coming up. We are going to Cathy Bryan approach across our early years deliver the first round of universal provision. The focus initially was training to our EYFS TAs. This will Catton Grove Primary to support children in both the two include a focus on further Word NOA Communication Champion NORWICH OPPORTUNITY AREA NEWSLETTER 11

Supporting future to-date insight and information of the significance of SLCN locally Trainee responses to the day Early Years Teachers and nationally, as well as the were overwhelmingly positive, commenting that they found it Eleanor Milligan Lecturer essential knowledge for practitioners working directly with ‘insightful’, ‘informative’ and a in Education, Early Years these children in the future. One ‘well thought-out day’, ‘posing Lead, University of East trainee commented ‘I didn’t a lot of thoughts and ideas for Anglia. appreciate the steps and sheer future practice’. complexity for children to communicate effectively, Emma has really opened my eyes and mind to how we work with We have also provided our children.’ trainees with a number of resources to support their Understanding Speech, Language The trainees went on to build on personal development including and Communication Needs this through the four workshops access to the Communication (SLCN) has always been a exploring and applying knowledge Trust’s Speech and Language fundamental part of our PGCE across a range of themes. Working Communication Framework, a teaching programme, through with the best practice room space, Sustained Shared Thinking specific SLCN workshops and trainees were able to consider the Practice log and a framework with integrated as aspects of practice how communication and which to audit their practical in teaching across the curriculum. language can be developed strategies whilst on placement. This year, however, we have through and in an enabling The PGCE tutors are committed to developed some specific targeted environment. They were able to ensuring that trainee teachers strategies to further raise the consider resources, sustained leave their training at UEA with profile of this aspect of teaching shared thinking opportunities, the skills and knowledge not only and develop our early years drama and role-play strategies as to be effective in the classroom, trainee teachers’ knowledge and well as how language plays a but also to continue their learning understanding. fundamental role across the curriculum and through the and engagement with research, In January, we held a ‘Speech, characteristics of effective evidence and knowledge of the language and communication learning. Other workshops children, families and conference’. All students considered the role of inclusive communities they serve. specialising in teaching in the practice, specific learning Eleanor EYFS and KS1 had the benefit of a difficulties and strategies for Milligan keynote lecture by speech and ongoing professional language therapist Emma Ferris development. Lecturer in and took part in four workshops. Education. Emma has been working closely Trainee responses to the day were Early Years with the Norwich Opportunity overwhelmingly positive, Lead Area team delivering commenting that they found it University of Communication Champion ‘insightful’, ‘informative’ and a East Anglia training, so was able to give our ‘well thought-out day’, ‘posing a trainee teachers detailed and up- lot of thoughts and ideas for future practice’. NORWICH OPPORTUNITY AREA NEWSLETTER 12

Working with plan, being faithful to the EEF’s “The training I have recommendations, took a few redrafts but meetings with Roger Norwich received has been Higgins helped to focus us in areas Research School fantastic” such as design. Our class teacher leading the project has found it to be an incredibly rewarding approach to education, and feel experience, one which she says that the work of the Research has changed her teaching style in Schools Network will have a huge mathematics (mathematics being impact on the profession as a the focus of her research) and whole. made her deeply question the Norwich Research School ways that children learn. received funding from Norwich I echo these comments; the first Opportunity Area to run an in- two days of the Leading Learning depth coaching programme in

10 local primary schools, called training have really focused and challenged my thinking as a the Enhanced Research Leads programme. school leader to develop our own Joanna Ward, Head of School, vision for exemplary CPD and Ed Dooley, Deputy Headteacher, Edith Cavell Academy and establish an effective school Bluebell Primary School: Nursery: implementation plan. We have skilfully been led through a Norwich Opportunity Area has How often do you go on a course process of critically challenging enabled me to be part of Norwich and come back with one or two our own practice, evaluating Research School as an Enhanced ‘take home factors’ which maybe others’ research and exploring Research Lead. I have been you put in place, maybe you don’t? how the evidence-base can help supported by members of the When signing up to be an us deepen teachers’ learning. Day Research School (primarily Dr Niki Enhanced Research Lead, I will be three in June will focus on Kaiser) to develop the use of honest, it was quite a designing a CPD programme for evidence-informed practice in my commitment and I wasn’t 100% 2020-21. school on a small scale, in sure what it was all about. Now a classrooms, and also at a strategic Huge thanks to the Norwich few months on and this project is level in leadership. Research School staff, who are transforming our practice at Edith classroom teachers themselves, The training I have received has Cavell Academy. for delivering such a great project. been fantastic and is developing It delights me that we are now me as a professional, which in turn conducting our own research is having a huge impact on the project in school and that our Year school and our children. I am also 2 teacher was able to present and incredibly appreciative that I can share her work with others at a be a part of this movement recent NorRel meeting. Writing towards a more informed our project’s implementation NORWICH OPPORTUNITY AREA NEWSLETTER 13

Norwich Research School also Nicola Owen, Assistant Head, their schools, and use research to runs CPD training programmes Bignold Primary School & support their decisions. for teachers in and around Nursery: Norfolk – including upskilling “To say I learnt a lot is colleagues to deliver training One Thursday morning in May an understatement” themselves. 2018 I walked into a small classroom for some training at Jude Twani, Assistant Notre Dame High School, home to To say I learnt a lot is an Headteacher, Lakenham Primary Norwich Research School, as a passionate EYFS teacher and understatement: all through the and Nursery: leader, clueless about the process of planning and delivering amazing journey on which I was the training sessions, I never “I have found the sessions about to embark. Firstly, I met the stopped learning and discovering I have attended to be truly inspiring Megan Dixon, the new research for myself - from the thought provoking and Director of Research and collaborators but especially the challenging” Development at the Aspirer delegates that attended. They Teaching Alliance; and then a were a true inspiration to me and room full of experienced EYFS an asset to their own schools. I advocates from Norfolk and really cannot emphasise enough I have found the sessions I have Suffolk. how much I have learnt by attended to be thought provoking working with Norwich Research The result was a collaboration and challenging, particularly as I School, the EEF and NOA. with Megan Dixon and Sarah have been a trainer for several Mardell, the Headteacher from years and only recently gone back West Earlham Infant and Nursery into school. There has been up to School. We created a three-day date research information that training course for a fabulous has given us lots to think about group of Reception teachers, and then the challenge has been mainly from Norwich Opportunity Area, based around the content of to consider the implications for us the Education Endowment Fund’s back in school. guidance report ‘Preparing for Literacy - Improving I am thoroughly enjoying communication, language and attending with my Headteacher literacy in the early years’ which so that we can have professional was published in June 2018. Using dialogue on an ongoing basis. a wide range of research, this report highlights the key issues affecting young children’s speech, language, communication and For more information on literacy development and how this impacts, disproportionately, on Norwich Research School children from disadvantaged please take a look at the backgrounds. Delegates had website- plenty of opportunities to share https://researchschool.org.uk/norwich/ ideas, plan actions on return to

NORWICH OPPORTUNITY AREA NEWSLETTER 14

and they were able to hit the ground running from day one.

I’ve had other experiences TRY TO FIND THE that have not PERFECT MATCH – been so Barry Dennis, Enterprise good. While Adviser, The Hewett at Archant, and at the Academy request of a As a businessman, I have always school, I motivated to attend the various had a passion for working with arranged for a young girl to spend activities now being organised for schools. I discovered many years a week with the news desk of the the school. ago that it can be a great way of Eastern Daily Press, at the time

spotting young talent who can the biggest selling regional A Business Blind Date, where become key members of your newspaper in the country. We discovered after a few days that pupils had five minute staff in the future. conversations with a range of local she had no interest in the world of employers, was a big success. Way back in the 1980s, I was the media whatsoever. She wanted to Feedback afterwards from pupils publisher of a football magazine be a hairdresser! Her teacher was was very positive. called Match Weekly. It was aimed only interested in getting her a work experience place at young football fans. The editor, “As a result [of target having had a couple of bad, and somewhere. Not surprisingly the expensive, experiences of editor was not keen to provide careers education] pupils recruiting journalists decided to future work experience for youngsters. are motivated to attend try something completely the various activities different. He launched a writing competition for local schools. He now being organised by invited the winners to join his and for the school” magazine whenever they could during school holidays. It was a huge success and he never had to run a recruitment advertisement again. He spotted the young Barry Dennis, At the Hewett Academy All of the businesses were also talent and gave them great delighted with the event and are coaching and training. His I’m pleased to report that the keen to do more things with the commitment also built loyalty. Hewett Academy, which I’m Hewett. When the youngsters finally left working with, has been very school, they were well prepared to successful in planning experiences Barry Dennis, Enterprise join his team. All the training had of work. As a result pupils are Adviser, The Hewett Academy. been done in their holiday stints NORWICH OPPORTUNITY AREA NEWSLETTER 15

from both a business and personal out to younger generations in perspective. both employment and more broadly. I’d like to think that I can offer a route into some of the things that we take for granted in the workplace but can be very difficult to access outside of that – whether that is simply the look and feel of differing workplaces, understanding what the day to New Enterprise Adviser, day of particular roles are etc . Rachel Hinchliffe talks

about her reasons for “Those around me have I’ve been matched with Sir Isaac been actively interested in volunteering and the Newton Sixth form and we’ve had the link and it feels good to first meeting with her our first meeting – which I hope the school would agree was a be part of something that matched school. success! We spent a very vocal has the potential to enable hour or so talking about a number and inform on both sides.” of ideas for both the short, mid and long term potential. We talked about both getting some specific STEM area Aviva staff to talk to the students and also the Those around me have been potential for some of the students actively interested in the link and I’m Rachel and a freshly to come into the business to see it feels good to be part of volunteered Enterprise what happens at the coal something that has the potential Adviser! I’ve worked at Aviva for face. I’ve been reaching out to enable and inform on both 20 years in a number of roles, most across my Aviva network to see sides. Also secretly I am hoping recently focused on customer how we might be able to make with all this careers focus I’m engagement. The role offers me some of this happen along with the opportunity to work across a definitely going to know what I tapping into our People Function want to do when I grow up! variety of business areas and to understand more about

locations pulling people together apprenticeships and how we share Rachel Hinchliffe, Enterprise to design and implement a great this information. Within the customer journey for those business, so far, I’ve been Adviser, Sir Isaac Newton heading toward their retirement. pleasantly surprised with the positive responses I’ve received. When I saw the internal advert to It’s just a start but feels like we work with schools and students in might just be scratching the Norwich it really appealed to me. I surface. have 3 children across 3 different educational areas – eldest off at Already the school is helping me Uni, middle now frantically understand the breadth of talent revising for GCSEs and youngest that these students offer us in the about to tackle year 6 SATs – so it wide world of work and what this felt like I could offer something can teach us in the way we reach NORWICH OPPORTUNITY AREA NEWSLETTER 16

way. Knowing more about it reminds me how important careers is in the educational journey. Growing ambition and aspiration in young people makes the job of contextualising learning so much easier.

“[Using careers Julian McKay, Careers Lead education to grow] at Notre Dame High School ambition and aspiration Speaks to us about his in young people makes experience of Careers Programmes in the OA the job of contextualising learning Julian McKay, Careers Lead, What is the vision for your school so much easier.” Notre Dame High School. as NOA Careers Lead?

The vision; a careers education programme that provides our

pupils with the opportunity to plan and manage their careers Which interventions/ projects/ effectively, ensuring progression The Enterprise Adviser relationships have been most which is ambitious and network is engaging with 54 effective in your school? aspirational. It promotes equality Mainstream, FE, SEND and PRU schools currently across of opportunity, celebrates I am blessed with a brilliant team Norfolk and works with diversity and challenges at Notre Dame. We all have the volunteer Business Leaders stereotypes. It is designed to meet same belief and enthusiasm. I am (Enterprise Advisers) to the Gatsby benchmarks and also blessed with the relationships support schools to deliver conforms to statutory we have with Beacon East and our inspiring careers strategies requirements. Enterprise Coordinator and linked to the Gatsby advisor Benchmarks. What changes have you noticed in your school from being in an What opportunities do you think By August 2020 we are Opportunity Area? We have feeding into other teams across committed to providing access to an Enterprise Adviser for been extremely grateful for all of Norwich presents? every secondary school and the support we have received Sharing practice make sense. We college across Norfolk. from the OA. The specific focus on Careers, Gatsby, sharing ideas and are all busy people, and this is For further information please about the future of our young advice has been invaluable. I feel contact Glen Todd, EAN this is something that had been people. Manager at lost in schools or at least lost its [email protected]

NORWICH OPPORTUNITY AREA NEWSLETTER 17

we arrive in the woods, we start at working on our ‘wild passport’. the fire circle under the parachute. Some of the other kids are not It’s great when the fire is on and always sure about trying we can watch the flames crackle.” something new but I like the challenge and we help each other “Our leaders talk about Just playing in if it’s difficult. There’s no stress to boundaries and what we would do something ‘right’ and I like to like to do for the day. It feels good the woods..? be able to tell the leaders what my to be asked. The tool work with interests are. I‘m working on my Forest school is an inspirational handsaws is my favourite but the knot skills and looking to reach process that offers all learners campfire cookery is good too. I intermediate level soon” regular opportunities to achieve. like the sweet pizzas the best!”. Play and learner led activities are Reflection: absolutely central to what we do “At the end of each session we tidy at GroWild, but the experience of up and then chill around the fire participants goes far beyond that. and chat. I always ask for a For children and young people marshmallow too! The leaders who are struggling to participate usually chat to us about how the in mainstream education, this is a day has gone and sometimes we refreshing opportunity that play a game or make a human Learner Guided Time: reconnects them with scale to score our experiences! I learning. We believe that children “I like to get started on some tool feel pretty tired by the end of the and young people learn through work and get the fire ready to day but I like thinking about my hands-on, real-life learning in make a hot chocolate for time in the woods. It feels good to context. This may involve tool everyone. We are shown how to be outside and learn some new work, campfire cookery, natural use knives and we get to peel bark skills here.“ craft or construction. These and tinder from the log store for activities give them the the days fire. We can’t let it go out! opportunity to consider risk Birch bark is the best as it lights benefits, learn about their quickly for the kelly kettle. The environment and be part of a leaders help us to chop and sort community of peers and adults. different firewood sizes too. It can be tough work but I’m working on What do we do all day? my muscles! We get time to break GroWild is one of several Take a look at a typical day with and chill too - usually in the “reintegration” programmes some of our learners: hammocks or in the den we working with schools to support made.” children at risk of exclusion. For Meet & Greet: more information visit the Skills Focus: “We always meet in the car park NOA website or contact and walk up to the woods. When “After lunch we spend time [email protected] NORWICH OPPORTUNITY AREA NEWSLETTER 18

With ambitious targets set for pupil outcomes in 2021, what is happening in schools and settings across the OA to realise our ambitions?

83 Communication also in terms of behaviour resilience and achieve in and emotional literacy across school Champions have completed the school.” The Communication Trust 25 schools are receiving a initial training, 34 of these 91 students from 7 of our package of whole school have already completed high schools signed up to training and support to leadership training with a participate in a collaborative develop behaviour further 22 currently Maths and English approaches, create inclusion undertaking leadership intervention programme at action plans and further training. the UEA at Easter led by develop their “inclusive 10 Primary schools have an teachers from across the OA culture” “Enhanced Research Lead” 24 primary schools were 15 schools with working at senior leadership funded a total of £ 120,307.89 secondary/post 16 provision level on an implementation to deliver additional support are engaged with the EAN plan to ensure work in school to pupils in Maths and English and 14 schools have an is “evidence informed” at KS2 Enterprise Adviser (one 36 Evidence Based Practice school has a new potential 27 governors received EA lined up). 10 of these are fund projects have been training on inclusive practice have signed up to the New approved across 27 schools, and supporting schools to Anglia Careers Hub launched enabling schools to trial a reduce permanent in March 2019. new approach and evaluate exclusions. “what works” 10 participating schools in “[the project] is making a 216 children at risk of this Opportunity Area have clear impact across the exclusion have been benefitted from a total of 197 school, not only by having a supported in 6 week Take Your Place activities in physical impact in terms of programmes to improve the last academic year (2017- classrooms and displays, but 18), with a total of 3,199 NORWICH OPPORTUNITY AREA NEWSLETTER 19

interactions by 1,248 A wide range of

students. collaboration has taken International place such as: Exchange Visits 10 schools have a career • Transition working group DfE, in partnership with the facilitator who have received • Communication champion British Council, is offering 8 workshops to date covering thousands of young people the leaders network the 8 Gatsby benchmarks chance to take part in • Inclusion champion international exchanges and and improving their school networks – primary and visits. careers strategy secondary Backed by £2.5 million, schools • Working groups for in England can apply for grants providers have been 4 communication, inclusion to take pupils aged 11 and above funded £80,000 to increase and collaboration to visit partner schools around the world. conversations in families • Secondary Headteachers about the world of work network meetings This unique opportunity will give children a once-in-a-lifetime • NOA Secondary School chance to experience different Children at 19 primary Leads network cultures, build independence, schools will access world of • Research School network character and resilience and (NorReL) improve motivation for language work activities in the 2019 learning. Summer term • Careers Facilitator Network • Youth Board The programme is principally Responses from the focused on those from • Enterprise Adviser Network Communication Champions that disadvantaged backgrounds and and Cornerstone Employers we want to encourage as many have completed The meetings schools as possible to sign up for Communication Trust training - this amazing opportunity. On application, schools will explain how the funding can benefit their disadvantaged pupils – this could be a few pupils or larger cohorts. If you are interested in the programme, more information including application forms, FAQs and guidance can be found here: https://www.britishcouncil.org/s chool-resources/exchanges . You can also contact the British Council directly at [email protected].

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Dates for your diary

Primary Heads Meeting- Wednesday 19th June 2019. 10am-1pm St Clements Hill Academy, Norwich.

Secondary Heads Meeting- Wednesday 10th July 2019. 8am-10am City of Norwich School

Primary Inclusion Champion Meetings- Keep in touch… Primary Group 1 Becky Taylor, Head of Delivery, Weds 26th June 2019. 2.30pm. Wensum Junior Norwich and Ipswich OAs, DfE Primary Group 2 Mon 24th June 2019. 2.30pm Mile Cross Chris Smith, Norwich Team Lead, DfE Primary Group 3 [email protected]

Tues 25th June 2019. 1.30pm. Colman Junior Jacqueline Bircham, Programme Director [email protected] Careers Facilitator Training Sessions- Katie White, Programme Manager & Priority 4 lead Weds 5th June 1-4pm [email protected] Weds 3rd July 1-4pm Claire Sparrow, Programme Coordinator [email protected] Communication Champions Training Jan Cockburn, Priority 3, Inclusion Charter Project Sessions- Manager https://norwichopportunityarea.co.uk/communi [email protected] cation-champions-training-sessions/ Ashley Cater, Priority 1 Lead Transitions Conference [email protected] A fresh approach for schools in the NOA Wednesday 3rd July 2019. 3pm-6pm. The Space. Julian Bamford, Finance Support Officer [email protected] https://www.eventbrite.co.uk/e/transition-a- fresh-approach-for-schools-in-the-NOA Ryan Bedwell-Woods, Youth Board Rep [email protected] Communication Champions Conference Wednesday 10th July 2019 9am-4pm. John Innes You can also follow us on Twitter: https://www.eventbrite.co.uk/e/communication @NorwichOA -champions-conference-2019 www.norwichopportunityarea.co.uk