Welcome to Autumn Leadership Briefings

• Chair of the LLPB – Suzanne Scott LLP Conference 2019 Performance Data Review OFSTED Overview

Outstanding Good Requires Inadequate Improvement Phase Lincs National Lincs National Lincs National Lincs National

Nursery 60.0% 62.6% 40.0% 35.4% - 1.8% - 0.3% Primary 14.7% 19.1% 71.9% 70.5% 9.4% 9.2% 4.0% 1.2% PRU / AP - - 50.0% - - - 50.0% - Secondary 24.5% 23.7% 43.4% 56.3% 13.2% 15.1% 18.9% 4.9%

Special 45.0% 39.1% 50.0% 54.3% 5.0% 4.4% - 2.2% Total 18.4% 21.6% 65.9% 66.9% 9.5% 9.7% 6.1% 1.8% Overall Effectiveness: RI and Inadequate EYFS Data

Name % Achieving GLD Overall Average Score

National 71.5% 34.6 East 69.6% 34.2 Statistical Neighbours Average NYA NYA Lincolnshire 69.0% 34.3 Boston Borough Council 62.2% 32.5 District Council 65.8% 33.8 Lincoln City Council 66.1% 32.8 District Council 76.2% 35.9 South Holland District Council 65.5% 34.0 District Council 73.3% 35.5 West Lindsey District Council 69.5% 34.4 EYFS Data

Strength Areas for Development Early Years • Percentage of pupils meeting the • Increase the number of pupils achieving GLD by expected standard in Early Learning improving standards in Literacy to reduce the Goals: Technology, Exploring and Using increasing GAP between Lincolnshire and Media and Materials, and Being National. Imaginative continue to stay above • Reduce the GAP between Disadvantaged pupils National. achieving 'All Early Learning Goals'. Phonics Phonics – Year 2 Key Stage 1

Reading, Writing and Maths Reading (R) Writing (W) Maths (M)

Name Number of Pupils

% >=EXS % GDS % >=EXS % GDS % >=EXS % GDS % >=EXS % GDS National 649,367 65.5% 11.7% 75.5% 25.6% 69.9% 15.9% 76.1% 21.8%

East Midlands 52,659 63.4% 10.8% 73.6% 24.1% 68.4% 14.9% 74.9% 20.5%

Lincolnshire (Locally Calculated) 8,316 62.3% 10.2% 72.2% 23.4% 66.9% 14.7% 73.5% 19.3%

Boston Borough Council 855 58.8% 7.0% 66.0% 15.6% 62.9% 10.6% 70.2% 15.4%

East Lindsey District Council 1,385 59.9% 8.4% 70.3% 21.4% 64.9% 12.6% 71.4% 18.2%

Lincoln City Council 1,017 55.9% 8.6% 65.4% 20.5% 59.2% 11.7% 68.0% 17.2%

North Kesteven District Council 1,371 65.2% 12.3% 76.7% 27.3% 71.3% 18.2% 76.5% 21.4%

South Holland District Council 995 61.0% 9.9% 71.5% 20.7% 66.3% 14.3% 72.4% 18.6%

South Kesteven District Council 1,629 65.4% 11.8% 75.3% 26.1% 69.8% 16.4% 76.9% 20.7%

West Lindsey District Council 1,064 66.5% 11.8% 76.6% 28.5% 70.8% 16.4% 76.3% 21.3% Key Stage 1

Strengths Areas for Development Key Stage 1 • Percentage of pupils achieving Expected • To improve percentage of pupils achieving expected Standard attainment in Writing and Maths has standard in Reading, Writing, Mathematics combined. continued to increase in 2018. • To improve attainment/progress of spring summer males • Percentage of pupils achieving Greater Depth born did not achieve a GLD or meet the threshold of the attainment has continued to increase in 2018 phonics screening in all subjects. • Reduce the Writing GAP between LA Disadvantaged and • The Greater Depth attainment measure GAP National Disadvantaged. between LA and National is reducing for Writing and Maths. Key Stage 2 Progress

2017 & 2018 Trend:

% RWM Expected Reading Writing Maths Region Name Standard or Above Progress Progress Progress 2017 2018 2017 2018 2017 2018 2017 2018 National 61.6% 64.3% 0.0 0.0 0.0 0.0 0.0 0.0 59.0% 62.2% -0.7 -0.5 -0.2 -0.2 -0.6 -0.4 Lincolnshire 56.9% 59.5% -0.9 -0.7 -0.6 -0.3 -1.2 -0.9 Boston Borough Council 56.5% 56.9% -0.2 -0.5 1.1 1.2 0.1 0.3 East Lindsey District Council 54.9% 57.1% -0.5 -0.7 -0.7 -1.0 -1.0 -0.9 City of Lincoln Council 48.4% 53.3% -2.0 -0.7 -0.8 -0.3 -1.9 -0.6 North Kesteven District Council 64.9% 67.0% -0.5 -0.4 -0.5 0.1 -0.5 -0.6 South Holland District Council 53.2% 53.3% -1.1 -1.2 -1.7 -0.4 -1.9 -1.4 South Kesteven District Council 60.2% 63.3% -1.2 -0.6 -0.4 -0.1 -1.5 -0.9 West Lindsey District Council 55.8% 60.9% -1.0 -0.8 -1.1 -1.0 -1.6 -1.5 Key Stage 2

Reading Writing Maths GPS Name Cohort EXS+ GDS EXS+ GDS EXS+ GDS EXS+ GDS

Lincolnshire 7,758 71.4% 24.7% 75.5% 18.2% 71.0% 18.1% 73.6% 29.0%

Boston Borough Council 754 66.3% 17.1% 76.1% 13.9% 70.8% 14.5% 72.0% 27.9%

East Lindsey District Council 1,295 72.0% 22.2% 71.4% 15.6% 69.0% 16.4% 72.3% 29.3%

City of Lincoln Council 928 65.7% 21.6% 70.2% 14.4% 65.4% 16.7% 69.5% 28.0%

North Kesteven District Council 1,178 78.4% 30.2% 82.7% 22.7% 77.2% 21.4% 81.7% 32.9%

South Holland District Council 956 64.0% 20.4% 70.4% 16.5% 66.4% 14.0% 65.9% 23.5%

South Kesteven District Council 1,601 74.0% 28.6% 78.7% 22.2% 72.8% 22.6% 75.3% 29.4%

West Lindsey District Council 1,040 74.9% 27.8% 76.6% 18.3% 73.1% 17.2% 75.8% 30.3% Key Stage 2

Strengths Areas for Development Key Stage 2 • Reading, Writing and • To be in line with National in Reading, Mathematics Combined at KS2 Writing and Mathematics (64.3%). • has increased to 59.4% from Progress of Lincolnshire pupils with Average* KS1 Prior Attainment. 57.8% in 2017 • To improve the maths progress of most able

Key Stage 4

Pupils completing KS4 Average Attainment 8 Score Grade 5+ English & Maths DfE School Name District Number Diff 2018 2017 2018 2017 Diff (+/-) 2018 2017 (+/-) - National (NCER) **** - - - 46.2 - - 42.9% - -

925 Lincolnshire - Relative ** - 6,935 7,255 47.7 47.7 0.0 44.2% 43.8% 0.4% 925 Lincolnshire - Actual * - 6,935 7,549 47.7 46.4 1.3 44.2% 42.4% 1.8%

- Boston - Relative ** Boston 589 635 44.3 39.2 5.1 31.2% 30.2% 1.0% - City of Lincoln - Relative ** City of Lincoln 891 946 42.6 46.9 -4.3 36.6% 39.7% -3.2% - East Lindsey - Relative ** East Lindsey 1,152 1,256 46.8 45.7 1.1 41.1% 40.2% 0.9% - North Kesteven - Relative ** North Kesteven 1,207 1,247 49.3 47.6 1.7 41.2% 41.3% -0.1% - South Holland - Relative ** South Holland 882 926 46.7 47.6 -0.9 41.6% 41.7% -0.1% - South Kesteven - Relative ** South Kesteven 1,479 1,480 50.4 49.9 0.5 52.3% 51.3% 1.0% - West Lindsey - Relative ** West Lindsey 735 765 52.4 54.7 -2.3 60.3% 58.2% 2.1% Key Stage 4

Strengths Areas for Development Key Stage 4 Attainment 8 and Grade 5+ English and Maths above National

% pupils achieving 5+ in English & Maths • 55.8% of schools submitted (29 out of 52) show a positive improvement to 2017. % pupils achieving 5+ in English • 42.3% of schools submitted (22 out of 52) have improved their pass rates in this subject compared to 2017. % pupils achieving 5+ in Maths • 55.8% of schools submitted (29 out of 52) have improved their pass rates compared to 2017 in this subject.

Peer Review Outcomes Top Five Areas of Strength in Lincolnshire Schools Overall Top areas of strength in Lincolnshire schools based on 2017-18 peer reviews 80% 71% 70% 60%

50% 45% 45% 42% 42% 40% 30% 20% 10% 0% Personal Safeguarding Teaching & Curriculum Leadership Development, Learning Behaviour & Welfare The Focus of Peer Review Discussions Examples of top 5 areas of focus for peer reviews as reported by Lincolnshire schools in 2017-18 • Pupil Progress – DISAD writers, progress is hindered by mobility – school recognises number of children reaching GD needs to increase, progress measures are below the National • Middle Leadership – New models or systems introduced so needs work or new members of staff or within recruitment • Teaching & Learning – marking and feedback is currently under feedback, ensure the successful group work Is recorded somehow, new staff so need to be kept consistent practice across the school with new team including NQT • Attainment – Ensure outcomes in Phonics are at least in line with the national, overall outcomes in KS2, KS2 reading results • Assessment – Tracking of formative assessment still in a developing stage – new system, to make fuller use of the school’s assessment and tracking system ensuring that all users use this to identify the progress of significant groups, further development of peer and self assessment Top Five Development Areas in Lincolnshire Schools Overall Top areas for development in Lincolnshire schools based on 2018-19 peer reviews 40% 34% 35% 32% 32% 30% 29% 25% 24% 20% 15% 10% 5% 0% Pupil Progress Middle Leadership Teaching & Attainment Assessment Learning Focus of the peer review: Key words cited in response to the question during 2017-18 peer reviews: ‘What was the focus for the peer review?’ Focus of the school improvement

workshop? Schools’ Top Concerns in 2017- 18 by Locality

Key: - Boston - East Lindsey - Lincoln - North Kesteven - South Holland - South Kesteven - West Lindsey Schools’ Top Concerns in 2017-18 by Phase

Key: -Infant - Nursery - Primary - Secondary - Special

Directory of School Support School How might the peer reviewed school support others in its area of strength or expertise? Alford Primary School Curriculum and Governance & Syston CE Primary School Safeguarding Primary School Attendance & Punctuality, Monitoring & Evaluation and Pupil Progress Boston Tower Road Academy Monitoring & Evaluation, Personal Development, Behaviour & Welfare, Safeguarding and SEND Boston West Academy Curriculum, Personal Development, Behaviour & Welfare and Teaching & Learning Gainsborough Nursery School Assessment, Attainment, Curriculum, Leadership,Monitoring & Evaluation, Personal Development, Behaviour & Welfare, Pupil Progress and Teaching & Learning Ambergate Sports College Assessment, Middle Leadership and SEND Grantham St Mary’s Catholic Primary School Assessment, Curriculum, Leadership, Personal Development, Behaviour & Welfare, Spiritual, Moral, Social and Cultural Diversity (British Values) and Sports Premium All Saints CE Primary School Social and Cultural Diversity (British Values) Primary School Sports Premium Cliff Primary School Middle Leadership, Personal Development, Behaviour & Welfare, Safeguarding, SEND, Social and Cultural Diversity (British Values) and Teaching & Learning Lincoln St Giles Nursery School Curriculum, Pupil Progress and Teaching & Learning Primary School Governance, Leadership, Personal Development, Behaviour & Welfare and Other Directory of School Support – pg2 School How might the peer reviewed school support others in its area of strength or expertise?

Morton Trentside Primary School Governance,Leadership, Safeguarding, SEND, Sports Premium CE Primary School Attendance and Punctuality All Saints CE Primary School Leadership, SEND and Other North Hykeham Ling Moor Primary Academy Assessment and Teaching & Learning CE Primary School Attendance and Punctuality, Pupil Premium/Disadvantaged and SEND Pollyplatt Primary School Assessment, Leadership and Middle Leadership Ellison Boulters CE Academy Assessment, Attainment, Leadership, Middle Leadership, Monitoring and Evaluation, SEND, Spiritual, Moral, Social and Cultural Diversity (British Values) and Teaching & Learning

Skellingthorpe St Lawrence CE Primary Spiritual, Moral, Social and Cultural Diversity (British Values) Ash Villa Primary School Other Spalding The Garth School Attainment, Curriculum, Pupil Progress and Teaching & Learning Primary School Curriculum, Monitoring & Evaluation, SEND and Teaching & Learning Fourfields CE School Spiritual, Moral, Social and Cultural Diversity (British Values) Waddington Redwood Primary School Staff Development County Plan – One Plan County Plan – One Plan

County Strategy

Lincolnshire County Lincolnshire Lincolnshire CEO of MAT’s Council Learning Teaching Schools Networks Partnership Board Together (LTT) (LLPB) Statutory functions Risk rating Governance School Improvement Capacity Partnership working Representative of all Teachers and leaders School Improvement Commissioning schools from Lincolnshire School Improvement schools

Schools – Pupils

Moving Forward

• One Vision for the Education system • The system: Must have roles that are clear and understood Built in adaptability and accountability Uses research and knowledge to lead improvement Founded on clear principles of working Details

• Proposal to have a 3 year plan • Pupil outcome focused • Longer term strategic working • Education in Lincolnshire – can be world class Timescale Lincolnshire Vision Lincolnshire Data Your role plan System

September 18 - September 18 – September 18 – March 19: March 19: March 19:

Lincolnshire vision Evaluation of System based on Know your data current system priorities and Lincolnshire knowledge Understand Education System Refinement of the how you can refined system System led by contribute to data at county the system Lincolnshire Communication to and school level Education Plan 2018 the sector Who can - 2021 Sector-led support you

Lincolnshire Teaching Schools Together

“We believe that we are here to transform the lives of children and young people through our relentless pursuit of excellence in every lesson, in every classroom and in every school. In short, our vision is to see more teachers succeed with more children.” Vision statement (January 2017)

To reduce the attainment gap for disadvantaged children and vulnerable groups at Early Years, KS1 & KS2 by improving literacy and communication skills. £496,000 to work with 41 schools.

To raise the attainment in Key Stage 2 Maths in Lincolnshire Schools. £254,000 to work with 20 schools.

To improve outcomes for pupils on SEN Support. £430,000 to work with 33 schools.

Building on Mobilise to provide access to multi-faceted support for English and Maths. light

EEF Guidance …

Have you seen? Improving secondary science 21 September 2018

Look out for… Improving literacy in secondary schools 2 November 2018 Parental engagement 7 December 2018 Digital technology 11 January 2019 Early maths 8 February 2019 [email protected]

Strategy for School Improvement Strategy for School Improvement

• The role of the Local Authority in Lincolnshire's sector led system is to provide strategic direction, facilitation of information and to support and connect the sector led school improvement model. • Work strategically with the Lincolnshire Learning Partnership and Lincolnshire Teaching Schools Together to develop a highly successful sector led system. • The Local Authority will maintain a view of all schools and academies, through the national performance measures for attainment, progress, absence and exclusions through desk-top review. • Monitor and intervene when schools are high risk or a school causing concern. • Education Team Locality Leads offering advice, support, monitoring and challenge.

Risk Rating

No Known School Causing Seek Assurance Vulnerable High Risk Issues Concern Risk Rating

• The Local Authority is assured that the School/Academy is taking effective action. No Known • Education Locality Leads Issues will provide email and telephone support. • Keeping in Touch communication.

Risk Rating

• Performance Data e.g. Attainment and Progress • Visit to the School to seek assurance that the school is taking effective action to Seek Assurance address any potential issues or concerns. • A risk rating will then be provided and communicated with the school to either escalate to vulnerable or return to No known Issues

Risk Rating

• Performance Data • Vulnerable to inspection less than good. • Education Locality Leads will visit approximately four weekly Vulnerable • May be included in any strategic school improvement activities and projects. • Maintained Schools – can bid for intervention funding. • School Improvement visit where appropriate escalation is required.

Risk Rating

• Leaders and Governors are not taking effective action. • If inspected, high risk of an inadequate judgement. • Strategy Meeting to co-ordinate and provide strategic input. High Risk • Receive a pre-warning notice to inform the school of actions it must take to the address concerns. • Receive a Performance, Standards and Safety warning notice (School Causing Concern guidance).

Risk Rating – Schools Causing Concern

• School Inadequate • Academisation Order • Awaiting a sponsor or being re-brokered to an alternative Trust. School Causing • Failed to fulfil the terms of the Performance, Standards Concern and Safety warning notice. • Strategy Meeting to co- ordinate and provide strategic input. • Ensure the pace of the improvement is maintained or a solution is found.

Key LCC Policies

http://microsites.lincolnshire.gov.uk/children/schools/services-and-support-for- lincolnshire-schools/policies-and-guidance/130159.article

Assessment Update KS1 SATs: Thresholds

Expected (100) 2016 2017 2018

Mathematics 37 out of 60 36 out of 60 36 out of 60

Reading 22 out of 40 25 out of 40 25 out of 40

GPaS 25 out of 40 24 out of 40 36 out of 60

KS1 Moderation Indicators (these mainly related to evidence for GDS)

Reading Writing Maths

• Evidence of fluency and • Spelling • Estimation reading texts at ARE • Handwriting • Comparing fractions • Opportunities to compare • Coherence in narrative • Different coins to show the texts • Range of writing (for same value • Prediction based similar different purposes – GDS) • Reading scales books they have read (links) • Using their own reading to • Division with remainders inform vocabulary and • Reasoning about shape grammar in writing (GDS) • Reasoning about number – 2 • Proof-read and edit (GDS) step problems • Time intervals (5 min) • Deducing multiplication facts KS2 SATs Thresholds

Expected (100) 2016 2017 2018

Mathematics 60 out of 110 57 out of 110 61 out of 110

Reading 21 out of 50 26 out of 50 28 out of 50

GPaS 43 out of 70 36 out of 70 38 out of 70

Writing - issues arising from moderation

• Spelling • Verb tenses • Maintaining appropriate register in narrative • Coherence • Using own reading to structure narrative – writing in the style of an author Reading SATs Aspect Marks National National Available Percentage Percentage correct 2017 correct 2018

Give/explain the meaning of words in context 10 76% 69%

Retrieve and record information/identify key 14 73% 80% details from fiction and non-fiction

Summarise main ideas from more than one 2 75% 71% paragraph Making inferences from the text/ explain and 22 59% 62% justify inferences with evidence from the tests

Identify/explain how information/narrative 1 43% 62% content is related and contributes to the meaning as a whole

Identify/explain how meaning is enhanced through 1 53% 79% choice of words and phrases GPaS SATs

Aspect Marks National Percentage National Percentage Available correct 2017 correct 2018

Grammatical terms/ word classes 13 68% 65%

Function of sentences 4 78% 87%

Combining words, phrases and clauses 7 65% 58%

Verb forms, tense and consistency 5 60% 67%

Punctuation 17 75% 76%

Vocabulary 5 66% 83%

Standard English and formality 2 78% 80% Mathematics SATs

Aspect Marks National National Available Percentage correct Percentage correct 2017 2018

Addition, subtraction, multiplication and division 44 75% 73% (calculations) Algebra 8 49% 68% Fractions, decimals and percentages 26 68% 67%

Geometry – position and direction 2 63% 71% Geometry – properties of shape 6 62% 62%

Measurement 17 60% 55% Number and place value 11 74% 84% Ratio and proportion 12 58% 63% Statistics 8 80% 73% Moderation Overview

Key Stage 1 – 903 case studies Key Stage 2 – 491 case studies

• Reading: 303 children • Writing: 300 children Number of pupils moderated up: • Maths: 300 children 42 – 8.3% Moderations Up Down

Reading 9 14 Number of pupils moderated

Writing 9 11 down: 26 – 5.3% Maths 17 17 • Up 3.8% • Down 4.7% Assessment Survey 2017-18

What we did well Where we need to improve • Assessment updates • Ensure that requirements • Answering queries related to are made clear* assessment on time • Examples of moderated • Training for teachers work at all levels from • New moderation handbook other schools to share • Opportunity for schools to select across Lincolnshire own date • 98% respondents felt moderator • More time to moderate testing improved their confidence with others in the moderators • Have the venue closer! • 98% respondents felt the moderation process was conducted fairly and used professional dialogue well

Key Dates

• Cross – phase moderation • New to Y2 & Y6 • Moderation Workshops – Y2 & Y6 • Moderation Workshops – Y1, Y3, Y4 & Y5 • Phonics • Moderator training & testing • KS1 & KS2 moderation briefing

Updates

• Local • DfE • STA Early Years Update EYFSP Moderation Plan 2018-2019

• Bespoke Moderation Programme • Free Agreement Trialling – Nov 18 & Feb 19 • Notification of moderation visit – March 19 • Notification of moderation events for schools not receiving a moderation visit – March 19

New EYFSP 2021-2022 • Revision of ELGs and process of completing the profile • Purpose to inform Year 1 teachers remains the same • Pilot of new EYFSP currently being undertaken in 24 schools • New exemplification materials to be developed • Further consultation after evaluation of pilot • ELGs to then be finalised and agreed moderation process will be clarified.

Early Years and Childcare Support www.lincolnshire.gov.uk/eycc 01522 552752 Morning Break Finance Update National Funding Formula – 2019/20

DfE guidance released to Local Authorities: • Significant progress has been made across the system in moving towards the National Funding Formula (NFF) in its first year of operation. • Local Authorities will continue to determine local formulas in 2020/21 – originally the 'soft' transition period was to end in 2019/20.

Three key aspects of the schools NFF are being updated in 2019/20, which are in line with the original NFF intentions, of which are used to fund a Local Authorities Schools block – this is the overall funding that is used to set the Local Authorities funding formula for school: • Within the Schools block, the government will provide for at least a 1% per pupil increase for each school in 2019/20 through the NFF compared to their 2017/18 baseline. • The minimum per pupil funding levels have increased to £3,500 for all primary schools and £4,800 for all secondary schools that have pupils in years 10 and 11. • The gains cap has increased so that schools can attract gains of up to 6.09% against their 2017/18 baselines (3% + 3% compounded).

National Funding Formula – Cont.

Other NFF points to be aware of:

• DfE has reduced the Primary low prior attainment factor value to £1,022 to balance the increase in the cohort – to keep the overall the funding on a comparable basis. • Growth funding will be allocated to Local Authorities using a new formulaic method based on lagged growth data – this impacts the funding for planned school reorganisations in the primary and secondary sector. Further details are still to be shared by the DfE before the Local Authority can understand the implications to financially fulfilling its agreed School Reorganisation policy. • Exclusions arrangements in place from 2018/19 - when a pupil is excluded from a mainstream school, the Local Authority must deduct from the school’s budget in-year the amount within the formula relating to the age and personal circumstances of that pupil, pro rata to the number of complete weeks remaining in the financial year from the ‘relevant date’. SEN funding and Pupil Premium will also follow the child.

Lincolnshire’s Funding Formula 2018/19 • Following a consultation with all Lincolnshire mainstream schools, and approval through the Local Authority decision making process on the 10 January 2018, Lincolnshire applied the same funding formula factors and monetary values as the government’s NFF in 2018/19. • The government applied a floors and ceilings approach to enable incremental steps for schools to move towards the NFF allowing for a sustainable re-distribution of funding across the country.

2019/20 • The Local Authority will still be responsible for setting the mainstream school funding formula for all schools including academies in Lincolnshire. • The approval process in January 2018 agreed to the direction of travel of replicating the government's NFF to ensure schools' allocations are on a sensible trajectory towards the move to the 'hard' formula from 2020/21. • The Local Authority remain committed to replicate the NFF in 2019/20 with the protection arrangements (floors and ceiling) in place. • It is crucial that the overall funding delegated to schools is affordable based on the allocation made through the Schools Block of the Dedicated Schools Grant to the Local Authority from central government. There remain a number of uncertainties due to the use of lagged data in the Local Authority Schools block allocation, which will need to assessed. The Local Authority will consider all options available to ensure individual school level implications are minimised., if affordability is an issue. Funding Post 2020/21

• The schools funding levels from 2020/21 will be subject to the decisions taken at the next spending review, which will impact the speed of gaining schools and downward trajectory of funding for losing schools.

Key factors that will require clarity from the government: • The speed of which gaining schools (in excess of 6% per pupil gains) will be funded directly through the national funding formula. • For losing schools nationally, the downward trajectory of funding through the operation of the minimum funding guarantee to move away from the historical funding arrangements and for all schools funded through the national funding formula. • How the government intends to fund school cost increases relating to pay and general inflation going forward.

Teachers Pay Grant

• School Teachers’ Review Body recommended the following pay award for teachers from September 2018:

– 3.5% to the minimum and maximum of the unqualified pay range and main pay range. – 2% to the minimum and maximum of the upper pay range, leading practitioner pay range and all allowances. – 1.5% to the minimum and maximum of the leadership pay ranges.

• On the 14 September 2018, the DfE confirmed the position of the funding to support schools in meeting this cost covering 2018/19 (September – March), and 2019/20 financial years.

• The grant will be based on the number of pupils aged 2 to 19 in:

– maintained nursery schools – primary and secondary maintained schools – primary and secondary academies and free schools – all through maintained schools and academies – 16 to 19 maintained schools – 16 to 19 academies

Teachers Pay Grant (cont.) • The DfE has calculated the overall cost of the pay award nationally. • The DfE has subtracted a 1% pay award from the overall increase in cost that schools would have been planning for, in line with the previous public sector pay cap. • Funding at a national level has been broken down by sector to determine the following per pupil rates (or place rates for special and alternative provision).

Schools Sector 2018/19 2019/20 Primary £16.40 £28.29 Secondary £26.54 £45.56 Special and Alternative Provision £65.65 £113.46

• The Education and Skills Funding Agency (ESFA) will pay the funding for maintained school to Local Authorities, who will need to pass the funding directly on to the schools at the rates published. The ESFA will pay the funding for academies directly to the academy. • Local Authorities will distribute to institutions who provide for children with high needs . • The ESFA will provide further detailed guidance and information in October. This will include school level allocations for mainstream schools, and local authority level allocations for high needs. • Payments made by the ESFA will be made later in the autumn.

The Local Authority is following up with the DfE on a number of matters relating to the announcement, particularly on the point of a schools financial planning for future pay awards.

OFSTED Update

Intent, Implementation, Impact Initial phone call

• New question: “are there now, or have there been recently, any tensions within the community which affect the school?”

Learning and memory

• WHAT content needs to be deeply embedded in long-term memory? • WHAT do pupils pay attention to? • AVOID overloading working memory. • PROVIDE spaced repetition for ‘consolidation’ Data and Assessment

• Assessment should be undertaken to support the teaching of the curriculum (what could be called ‘quality first teaching’). • Assessment should not drive teachers towards excessive individualisation or differentiation or interventions that are very difficult to achieve effectively without lowering expectations for some pupils and/or unnecessarily increasing teacher workload.

• An assessment can only ever be said to be valid for a particular purpose, or purposes, rather than ‘in general’. Are the inferences school leaders make from data valid? Are the assessments they use fit for purpose? Sometimes, assessment data is used to fulfil purposes that it was never intended to fulfil.

• Inspectors (like teachers) need to make careful inferences about pupils’ progress by triangulating the results of different sorts of formal and informal assessments and other useful and relevant information. • Assessment information is only ever a starting point. Inspectors should always prioritise looking at the progress and attainment of children in the school through first-hand evidence, such as lesson observations, work scrutiny and conversations with staff and pupils. • The curriculum is the progression model – in other words, progress is made through knowing more and remembering more. Data is simply an attempt to measure that outcome.

• Progress means knowing more and remembering more • Prior knowledge allows the learning of new content • How effectively do leaders select and plan a curriculum with – ‘transferable’ knowledge – ‘sequenced’ knowledge Equality Act 2010

• Segregation is usually against the law. When inspectors discover segregation they will usually notify the regional duty desk. • A small number of instances of segregation may be legal. Inspectors should therefore consider whether the particular case meets the positive action exemption. • Where leaders have come under pressure to narrow their curriculum or to change school policies to the detriment of the promotion of British values this must be reported on explicitly. Credit should be given to leaders who stand up to this pressure in the interests of pupils and British values. • All protected characteristics are equally important. For example, if we are using images to explore protected characteristics, we cannot simply focus on one or two. How do schools develop respect for all protected characteristics? Top Tips: From schools recently inspected • Having the school assessment/tracking system explained in a paragraph in order that you don’t have to spend time on that. • BOOKS. Are the key evidence base. All areas including quality of provision, outcomes, behaviour and progress. • Internal assessment information and a coherent understanding of what its saying (all levels of leadership) • 'Honesty and integrity'- including Self evaluation. • Don’t over show but have it ready (particularly where it's not showing a positive picture) • The phonecall - brief you DHT or second in command in case you aren't there - For S8 – and S5 handbooks lists what will happen on the phone call • Documents you will need to have ready for the Lead Inspector – see Handbooks • Attendance information - when you report attendance to governors DO include key groups for your school then you (and governors). You can then use this information during inspection. • Code of Conduct - If you have a concern about conduct or process then raise it straight away, don't leave it til the final meeting! • Handbooks - It is really helpful if HTs have copies of up to date handbooks - especially for S5 team meetings • Data and other myths - see S5 handbook - share this with staff and governors - it it clear about what inspectors can and cannot ask for

SEND Area Inspections SEND Ofsted/CQC Local Area Inspection

• SEND Local Area Ofsted/CQC inspection is happening

• The inspection will review how local areas support these children and young people to achieve the best possible educational and other outcomes such as being able to live independently, secure meaningful employment and be well prepared for their adult lives.

SEND Ofsted/CQC Local Area Inspection The inspection of the local area will cover and report on the following aspects in arriving at a judgement about the effectiveness of the local area: • The effectiveness of the local area in identifying children and young people who have special educational needs and/or disabilities • The effectiveness of the local area in assessing and meeting the needs of children and young people who have special educational needs and/or disabilities • The effectiveness of the local area in improving outcomes for children and young people who have special educational needs and/or disabilities

SEND Ofsted/CQC Local Area Inspection In reaching their judgements, inspectors, in line with the Code of Practice, will pay particular attention to: • The accuracy and rigour of the local areas’ self evaluation, the extent to which the local area knows its strengths and weaknesses, and to what it needs to do further to improve the life chances of children and young people with special educational needs and/or disabilities • To what extent the outcomes for children and young people are improving as a result of the collective actions and support of local agencies and bodies • The early identification of special educational needs and disabilities • The timeliness and usefulness of assessment • How well agencies and bodies plan and coordinate their work to assess need and provide necessary effective support • How well the local area works in co-production with parents and young people

Important aspects for schools

• Ensure that your SEN Information Report is up to date • Engage and involve parents and young people in decision making – do you have forums or mechanisms for consulting with parents and young people on decisions which affect them? • Ensure that your Governing Body has a good understanding of SEND and their responsibilities under the SEND Code of Practice 0- 25 years (January 2015) • Evidence how you identify and support children with SEN early using the Graduated Approach • Know your outcomes data for children with SEND – how effective are your interventions? • Ensure that the school website includes a link to the Local Offer

Science Learning Partnership (SLP) Lincolnshire Science Learning Partnership

The aims of the SLP are: • To support schools to develop their teaching of science in primary, secondary & FE colleges across Lincolnshire • To impact positively on science outcomes for children & young people by improving subject, knowledge, pedagogy & leadership. Our local role • The Lincolnshire SLP is part of a National STEM Learning network & is led & managed by LTT. • These partnerships combine local expertise in teaching & learning in science, facilitating CPD & providing school to school support. • SLP also acts as a signposting service to highlight national projects, bursaries and programmes. *look out for our newsletter* Primary CPD opportunities • Primary Science Leader network meetings • Lincoln, Boston, , Gainsborough, Stamford • National & regional updates • Development of leadership skills, • Moderation “ updates & resources (many free) to take back & share with staff” “expertly led & the first place to find out about the latest resources & ideas”

Face- to- face CPD sessions • CPD developed and delivered by accredited STEM Learning facilitators • Example of CPD sessions: Planning & assessment in primary science Working scientifically in the primary curriculum Early Years science • New courses developed by Lincolnshire SLP facilitators this year include: Leading science within a SEND setting Improving outcomes for KS2 science Bespoke CPD • SLP bespoke offer supports schools, MAT’s or clusters of schools to: Identify current CPD needs for science Tailor the content of science CPD activities to meet your needs Provide a cost effective package of support

Contacts: [email protected]

https://www.lincolnshiretsa.co.uk/slp Updates Perspective Lite – What’s New? • Accounts & permissions managed in-school • Unlimited accounts • Weekly Digest email goes to all Perspective users • Watchsted (& look up an Inspector) available to all Heads and SLT users • School policies & Safeguarding docs now available via Document Pool

Perspective Lite - Accounts Schools can Heads control of user account now Manage admin and permissions – Users - via cog schools can create their own icon accounts – no limit on number

You can use a pre-set permissions level

Or pick and choose different levels of access to different modules to create custom permissions Perspective Lite – LA Documents

Know where to find School Policies & Safeguarding Docs: LA Services > Documents > LA Documents Key employer responsibilities

• Paying your contributions – on time

• Submitting monthly data – on time - and matching the payment made!

• Ensuring all data is accurate

• Ensuring all events are notified in a timely manner E.g. starters, leavers, hours changes, retirements etc.

Whole School Approach to Obesity Healthy Weight Self-Service Portfolio of Interventions Currently around 1 in 5 children in reception, and 1 in 3 in Year 6, are overweight or obese. This evidence-based resource aims to support schools in enhancing their healthy weight activity through a whole school approach. Go to www.lincolnshire.gov.uk/EduLincs > Available to Free of charge services download now on Edulincs Stronger Governance

• Training for Governors and Trustees • Resources • Consultancy • Networking / Briefing Events

To access support and to book training, email: [email protected] ov.uk or phone 01522 553240

Parent Governor Election for Children’s and Young People Scrutiny Committee

• For Maintained Schools only • Further information is to be released later this week, by letter National Child Measurement Programme 2018/19 • Preparations for the 2018-2019 programme have commenced and we would like to thank you for your continued involvement in this important part of our work to promote healthy weight in children. • As you will be aware, the programme is led by local authorities and involves us measuring the height and weight of all Reception and Year 6 children in schools. The key NCMP process stages are shown for your reference; • Delivery of this programme has been most successful in areas where schools have provided assistance, and we would be grateful for your cooperation as we undertake the programme over the coming months. • If you have any queries, please do not hesitate to contact Lynn Wilkinson on 01522 843000. Thank you again for your participation this coming year. Dates of next Leadership Briefings:

Leadership Briefings (Spring) • 4th March 2019 Springfields Conference Centre, Spalding • 5th March 2019 The Bentley Hotel, Lincoln • 12th March 2019 The Petwood Hotel, • 13th March 2019 The Petwood Hotel, Woodhall Spa • 14th March 2019 The Urban Hotel, Grantham Leadership Briefings (Summer) • 11th June 2019 The Bentley Hotel, Lincoln • 12th June 2019 Springfields Conference Centre, Spalding • 13th June 2019 The Petwood Hotel, Woodhall Spa • 18th June 2019 The Urban Hotel, Grantham • 19th June 2019 The Petwood Hotel, Woodhall Spa

Lunch & Locality Lead Afternoon Development Session

School Self Evaluation Development Session Some ideas we have gathered along the way!

October 2018 Locality Lead Team • Self-evaluation is a process and there is no right way to present your information.

Ofsted Section 5 handbook: “Ofsted does not require self-evaluation to be graded or provided in a specific format. Any assessment that is provided should be part of the school’s business processes and not generated solely for inspection purposes.”

• If you have already identified your priorities, you have already done your self-evaluation.

Make it simple Be clear about – • Who is the process for - not Ofsted, but Governors, school leaders…. • How what you say links to evidence – use evidence from a range of sources including your monitoring and evaluation activities, peer review etc • What are you doing, why are you doing it, and if it has it been successful • Using self-evaluation to identify next steps - link to SDP priorities • Self-evaluation being cyclical in nature – plan, do, review (identify priorities, carry out actions, review progress)

Make it simple Be concise – • Ensure you are evaluative not descriptive, with short sentences • Be wary of including information that can be found elsewhere (this can make the information very lengthy) • Cross reference information that is included - keep it current and the same across all platforms and activities • Use the process to identify your lines of enquiry - where are we strong, where have we improved since our last inspection, what are we working on now • Use the process to inform other key activities – school development plans, action plans, HTs report to Governors

Make it simple Be confident – • that you know your school, based on your monitoring and evaluation • seek and welcome challenge – through Governors, peer review, clusters • that you know the Ofsted evaluation schedule • use evidence from leaders across the school • invite external eyes to support and validate • to build a culture that is open and developmental and not judgemental

Make it simple Your self-evaluation gives an impression of what leadership is like in the school. It can showcase your……. – clarity of thinking - consistency - ability to focus on what to do next - skills in being evaluative and reflective - proactivity (recognising self-evaluation is an on-going activity)

WAGOLL

• Have you used evaluative, not descriptive phrases? • Do you say what you are going to do rather than what you have done? • Have you used evidence from your monitoring and evaluation activities? • Have all stakeholders contributed? • Have you considered the Ofsted evaluation schedule? • Have you cross referenced/linked to your School Improvement Planning/action plans?

WAGOLL

• Have you asked ‘so what?’ • Does the process accurately reflect what you know about your school? Is anything missing? • Do you use self-evaluation information in your school improvement planning? Your HT report to Governors?