Secondary Leadership Breakfast Briefing

Secondary leadership breakfast briefing

11th October 2018

Martin Cresswell, Cross-Phase Senior Advisor Kellyanne Wray, Data Consultant

Worth Reading • Amanda Spielman HMCI commentary: curriculum and the new education inspection framework • Becky Allen The pupil premium is not working 2018 Performance Tables Published 09:30 Tuesday 16th October GCSEs & A Levels (provisional only at this stage) 2018 Provisional KS4 results

Standard pass Strong pass Number of pupils English Maths Both English Maths Both 2017 2018 P 2018 P 2018 P 2017 2018 P Diff 2018 P 2018 P 2017 2018 P Diff Acland Burghley 160 157 83% 68% 71% 66% -5% 67% 54% 54% 50% -4% Camden School for Girls 110 108 99% 96% 92% 96% 4% 97% 88% 80% 88% 8% Hampstead 201 189 71% 58% 65% 53% -11% 52% 42% 44% 33% -11% Haverstock 199 195 82% 69% 60% 66% 6% 67% 46% 31% 42% 10% La Sainte Union 176 174 96% 83% 69% 82% 12% 89% 59% 48% 56% 9% Maria Fidelis 78 94 82% 54% 58% 53% -5% 65% 40% 40% 38% -1% Parliament Hill 172 168 92% 82% 74% 80% 6% 84% 62% 53% 60% 6% Regent High 111 134 69% 49% 52% 49% -4% 54% 32% 33% 30% -3% UCL Academy 161 164 82% 70% 73% 65% -7% 68% 51% 60% 48% -13% William Ellis 117 117 65% 73% 71% 61% -10% 50% 57% 56% 44% -12% CCfL (Special School) 8 9 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% Swiss Cottage 20 22 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% Camden 1513 1531 81% 69% 67% 66% -1% 68% 51% 48% 47% -1% 2018 Provisional KS5 results

Total Number APS per Best 3 2+ A*-E 3+ A*-E +AAB entries of pupils entry score

Camden School for Girls 706 239 43.3 97% 90% 33% 41.9 Hampstead 180 66 28.4 92% 58% 15% 25.6 Haverstock 131 53 27.7 83% 60% 2% 23.8 All A and AS Maria Fidelis 77 30 23.9 90% 70% 3% 22.9 Levels Regent High 69 24 27.1 75% 67% 21% 25.5 LaSWAP 707 256 31.5 90% 75% 16% 29.2 UCL Academy 262.5 82 32.4 99% 90% 20% 32.6 Camden 2132.5 750 34.4 93% 78% 21% 32.6 GCSE Gender Subject Differences GCSE Gender Subject Differences

Girl dominated subjects Boy dominated subjects Cumulative % Number Entry % 9 8 7 6 5 4 3 2 1 U JCQ, England, aged 16 sat of total Art & Design Subjects 158,614 3.8 4.6 11.9 22.7 39.5 58.4 75.0 90.2 97.3 99.6 100 Biology 158,062 3.7 13.5 28.1 45.1 64.9 81.2 91.2 97.0 98.6 99.4 100 Chemistry 154,834 3.7 12.9 27.5 44.1 62.1 78.9 90.6 97.3 99.0 99.5 100 Citizenship 14,657 0.4 2.4 7.4 15.9 31.8 49.3 64.9 81.3 91.8 97.8 100 Classical subjects 9,947 0.2 37.8 63.4 78.2 86.8 91.8 95.4 98.1 99.3 99.9 100 Computing 69,513 1.7 3.7 11.0 20.8 33.7 47.7 61.4 76.4 88.2 96.7 100 Drama 56,464 1.4 5.2 13.4 23.7 42.0 69.9 74.2 90.4 97.4 99.5 100 English Language 523,777 12.6 2.6 7.8 17.5 33.8 53.3 70.2 89.4 96.5 99.1 100 English Literature 499,664 12.0 3.5 9.8 20.0 36.6 56.2 73.5 86.6 94.3 98.3 100 Food 45,858 1.1 2.8 8.6 16.4 30.1 46.4 62.5 83.2 95.2 99.1 100 French 114,860 2.8 4.4 11.8 22.8 33.7 53.5 69.4 88.6 96.5 98.9 100 Geography 237,958 5.7 4.8 12.8 23.8 37.6 51.6 64.6 80.5 91.7 98.3 100 German 41,602 1.0 4.6 11.6 22.4 36.5 57.2 74.7 91.0 97.1 99.0 100 History 240,358 5.8 5.0 13.4 24.6 38.3 51.9 63.8 78.5 89.6 97.2 100 Maths 528,415 12.7 3.6 10.5 20.0 31.9 50.4 71.0 83.8 92.7 98.1 100 Music 34,289 0.8 7.8 18.4 31.0 47.7 62.3 74.7 90.4 97.0 99.1 100 PE 83,473 2.0 3.6 10.0 20.0 37.3 55.3 70.2 90.2 97.8 99.7 100 Performing Arts 8,132 0.2 4.3 12.2 22.9 38.8 54.9 70.0 86.3 95.9 99.1 100 Physics 153,441 3.7 12.2 26.2 42.7 61.5 78.8 90.9 97.6 98.9 99.3 100 RS 211,807 5.1 7.1 17.2 29.8 45.9 60.4 71.9 85.6 93.9 98.4 100 Science Combined 730,590 17.6 0.8 2.9 7.3 15.9 33.2 54.7 78.5 92.3 98.2 100 Spanish 86,108 2.1 5.7 14.2 26.2 36.8 54.7 59.7 88.0 95.9 98.6 100 All subjects 4,161,923 100 4.5 11.5 21.6 35.6 53.2 69.7 85.7 94.4 98.5 100 Subject Board Entry 9 8 7 6 5 4 3 2 1 U AQA 514,207 2.0 6.0 14.0 27.6 45.1 62.2 87.1 95.8 98.9 100 Edexcel 51,891 2.9 8.6 18.5 34.6 53.9 71.8 90.8 97.3 99.4 100 English Language Eduqas OCR 14,611 5.3 13.4 26.3 41.5 58.9 73.8 88.7 96.0 98.9 100 JCQ England aged 16 523,777 2.6 7.8 17.5 33.8 53.3 70.2 89.4 96.5 99.1 100 AQA 413,949 3.3 9.3 19.2 35.4 55.0 72.6 85.8 94.0 98.2 100 Edexcel 50,739 4.2 11.1 22.4 40.4 59.9 76.2 89.0 95.8 98.8 100 English Literature Eduqas 22,350 OCR 12,626 4.9 14.3 27.6 5.0 64.5 80.0 88.4 94.3 98.0 100 JCQ England aged 16 499,664 3.5 9.8 20.0 36.6 56.2 73.5 86.6 94.3 98.3 100 AQA 209,865 2.7 7.6 15.0 24.7 39.3 58.9 76.7 89.9 97.5 100 Edexcel 365,728 3.5 10.3 19.3 30.5 48.1 68.4 83.6 93.3 98.2 100 Maths Eduqas OCR 42,239 2.7 7.5 14.7 23.4 38.5 58.6 75.9 89.2 97.8 100 JCQ England aged 16 528,415 3.6 10.5 20.0 31.9 50.4 71.0 83.8 92.7 98.1 100 Subject Board Entry 9 8 7 6 5 4 3 2 1 AQA 129,521 12.1 25.2 41.7 61.2 78.6 89.3 96.2 98.2 99.2 Edexcel 22,806 12.7 28.0 43.8 64.1 80.2 91.5 96.2 98.5 99.6 Eduqas Biology OCR A 10,274 11.8 25.3 40.8 60.3 77.8 88.4 94.7 96.5 97.8 OCR B 2,282 8.5 19.5 32.0 48.6 68.1 81.7 91.4 97.0 98.1 JCQ England aged 16 158,062 13.5 28.1 45.1 64.9 81.2 91.2 97.0 98.6 99.4 AQA 124,584 12.8 27.2 43.6 61.2 78.0 90.0 97.1 98.8 99.4 Edexcel 22,354 12.3 26.2 42.0 59.6 77.7 89.4 95.5 97.7 99.0 Eduqas Chemistry OCR A 9,531 12.9 28.3 42.7 61.5 77.5 89.5 96.5 97.9 98.4 OCR B 2,153 11.5 24.0 38.5 55.6 73.8 86.4 94.8 97.5 98.7 JCQ England aged 16 154,834 12.9 27.5 44.1 62.1 78.9 90.6 97.3 99.0 99.5 AQA 123,628 12.4 26.4 42.9 61.5 78.6 90.6 97.5 98.9 99.3 Edexcel 22,371 12.2 26.1 42.4 62.0 79.0 91.3 97.3 98.9 99.5 Eduqas Physics OCR A 9,238 12.3 27.0 42.7 61.1 79.8 90.9 97.2 98.2 98.4 OCR B 1,928 9.2 20.1 35.9 54.4 73.1 87.1 94.8 97.6 98.4 JCQ England aged 16 153,441 12.2 26.2 42.7 61.5 78.8 90.9 97.6 98.9 99.3 Science Entry 9-9 9-8 8-8 8-7 7-7 7-6 6-6 6-5 5-5 5-4 4-4 4-3 3-3 3-2 2-2 2-1 1-1 Combined

AQA Synergy 5,814 0.4 0.7 1.4 2.5 3.7 5.8 8.1 11.3 22.2 31.7 42.0 57.2 70.9 79.8 87.5 92.9 96.6

AQA Trilogy 284,212 0.9 1.7 2.9 4.9 7.6 11.6 16.3 21.9 33.8 44.6 55.2 68.4 79.5 87.5 92.9 96.4 98.4

Edexcel 59,871 0.9 1.9 3.2 5.0 7.6 11.4 16.1 21.6 34.2 44.8 55.8 66.7 76.9 84.8 91.4 95.9 98.3

Eduqas

OCR A 17,597 0.7 1.7 2.7 4.5 7.0 10.6 15.4 21.4 31.0 41.5 52.8 64.1 75.0 82.7 89.0 93.7 96.4

OCR B 3,812 0.6 1.3 2.4 3.9 6.3 9.9 14.4 20.3 32.2 42.5 52.7 66.1 78.4 87.1 93.1 96.5 97.6 Subject Board Entry 9 8 7 6 5 4 3 2 1 AQA 23,302 5.7 14.4 25.2 43.8 61.5 75.6 90.1 97.3 99.5 Edexcel 15,015 4.8 11.9 21.6 39.5 57.5 72.6 89.9 97.1 99.3 Drama Eduqas OCR 9,727 3.8 11.0 20.3 38.5 56.8 72.2 89.8 97.1 99.4 JCQ England aged 16 56,464 5.2 13.4 23.7 42.0 69.9 74.2 90.4 97.4 99.5 AQA 156,317 4.8 12.7 23.9 37.6 51.4 64.6 79.9 91.0 98.0 Edexcel A 17,600 6.5 16.0 27.1 41.3 55.2 67.0 82.6 93.7 99.1 Edexcel B 27,627 4.6 13.1 24.3 39.0 53.7 66.0 81.1 91.9 99.0 Eduqas A Geography Eduqas B OCR A 6,779 4.9 12.8 23.8 36.6 50.9 64.2 81.2 93.0 98.8 OCR B 19,187 4.8 13.1 23.8 38.1 52.3 64.9 82.6 93.3 98.9 JCQ England aged 16 237,958 4.8 12.8 23.8 37.6 51.6 64.6 80.5 91.7 98.3 AQA 84,756 5.7 14.1 26.3 40.3 54.0 65.6 79.4 89.8 97.3 Edexcel 128,166 4.8 13.3 24.0 37.6 51.2 63.2 78.4 90.0 97.4 Eduqas History OCR A 5,337 6.39 16.4 30.6 46.0 60.3 70.7 84.2 93.1 98.4 OCR B 16,923 4.3 12.0 22.2 36.0 49.2 61.8 77.8 89.5 97.5 JCQ England aged 16 240,358 5.0 13.4 24.6 38.3 51.9 63.8 78.5 89.6 97.2 Subject Board Entry 9 8 7 6 5 4 3 2 1 AQA 8,962 6.9 16.2 28.5 43.7 58.4 72.0 88.5 95.9 98.7 Edexcel 15,547 9.6 22.0 35.6 52.7 66.7 78.3 92.3 97.8 99.4 Music Eduqas OCR 6,922 6.6 15.6 27.1 43.5 58.9 71.8 89.7 97.1 99.1 JCQ England aged 16 34,289 7.8 18.4 31.0 47.7 62.3 74.7 90.4 97.0 99.1 AQA 36,543 4.2 10.5 21.2 38.4 56.5 71.3 90.9 98.1 99.8 Edexcel 26,703 3.0 9.1 18.5 35.9 53.4 68.7 88.5 97.2 99.7 PE Eduqas OCR 23,330 3.5 10.5 20.1 37.4 55.6 70.2 91.0 97.9 99.8 JCQ England aged 16 83,473 3.6 10.0 20.0 37.3 55.3 70.2 90.2 97.8 99.7 AQA A 15,332 7.2 17.8 29.8 46.3 59.9 71.9 85.4 94.0 98.6 AQA B 109,172 7.7 18.1 31.1 47.5 62.0 72.8 86.7 94.8 98.6 Edexcel A 17,350 5.6 15.1 27.5 44.1 59.1 71.0 84.8 93.8 98.5 RS Edexcel B 31,667 6.5 16.6 28.4 44.6 59.2 70.3 84.9 93.6 98.3 Eduqas OCR 10,351 11.1 23.6 37.2 52.0 66.6 77.4 88.9 95.7 98.9 JCQ England aged 16 211,807 7.1 17.2 29.8 45.9 60.4 71.9 85.6 93.9 98.4 Subject Board Entry 9 8 7 6 5 4 3 2 1 AQA 68,863 7.6 16.7 28.9 39.3 56.5 71.7 89.0 96.1 98.6 Edexcel 19,708 5.1 13.0 24.5 35.2 51.1 67.0 86.4 95.7 98.8 Spanish Eduqas JCQ England aged 16 86,108 5.7 14.2 26.2 36.8 54.7 59.7 88.0 95.9 98.6 A Level Grade Distribution 2014-18 - stable 10 most popular subjects as a proportion of entry 2014-18 - except for English & maths stable

Not facilitating subjects A Level Grades – most common grade

A* A B C D E U A* A B C D E U Art & Design Subjects 12.3 15.3 31.0 24.3 11.7 4.2 1.2 History 5.3 18.2 31.3 26.5 13.6 4.1 1.0 Biology 7.4 17.9 21.4 22.4 17.8 9.6 3.5 ICT 1.7 7.0 18.6 27.4 27.1 13.9 4.3 Business Studies 3.2 11.4 29.6 30.0 17.5 6.3 2.0 Law 3.9 13.8 28.5 26.4 16.2 7.3 3.9 Chemistry 8.1 22.3 23.2 20.0 14.9 8.0 3.5 Maths 15.9 26.2 22.4 16.0 10.3 5.5 3.7 Computing 3.2 14.5 20.8 23.2 20.5 12.6 5.2 Maths Further 28.1 29.4 19.2 11.1 6.4 3.4 2.4 Design & Technology 4.9 13.3 23.8 25.4 19.9 9.5 3.2 Media 1.9 9.9 31.5 36.7 15.9 3.4 0.7 Drama 4.4 13.4 32.6 29.2 15.3 4.4 0.7 Music 4.4 15.3 26.3 26.9 18.0 7.3 1.8 Economics 7.2 22.9 29.5 22.2 12.1 4.4 1.7 PE 4.1 10.8 24.9 27.5 20.0 9.4 3.3 English Language 1.8 9.2 27.4 36.3 19.9 4.5 0.9 Physics 9.3 19.9 20.6 19.8 16.4 9.8 4.2 English Literature 8.7 15.2 28.8 27.0 15.3 4.2 0.8 Politics 7.8 20.1 28.2 23.5 12.9 5.4 2.1 English Lang & Lit 2.9 9.3 26.4 33.8 21.2 5.4 1.0 Psychology 4.5 13.2 26.8 27.8 17.6 7.3 2.8 French 9.6 28.8 27.0 19.4 10.2 4.0 1.0 RS 4.5 18.0 29.3 26.0 14.5 5.8 1.9 Geography 5.3 19.2 30.1 26.4 13.4 4.4 1.2 Sociology 4.9 13.2 30.2 28.8 15.7 5.2 2.0 German 9.9 28.5 24.9 18.0 11.9 5.8 1.0 Spanish 10.4 25.3 28.9 20.2 10.6 3.8 0.8 A Level Grades – most U grades

A* A B C D E U A* A B C D E U Art & Design Subjects 12.3 15.3 31.0 24.3 11.7 4.2 1.2 History 5.3 18.2 31.3 26.5 13.6 4.1 1.0 Biology 7.4 17.9 21.4 22.4 17.8 9.6 3.5 ICT 54.7% 27.1 13.9 4.3 Business Studies 3.2 11.4 29.6 30.0 17.5 6.3 2.0 Law 3.9 13.8 28.5 26.4 16.2 7.3 3.9 Chemistry 8.1 22.3 23.2 20.0 14.9 8.0 3.5 Maths 15.9 26.2 22.4 16.0 10.3 5.5 3.7 Computing 61.7% 20.5 12.6 5.2 Maths Further 28.1 29.4 19.2 11.1 6.4 3.4 2.4 Design & Technology 4.9 13.3 23.8 25.4 19.9 9.5 3.2 Media 1.9 9.9 31.5 36.7 15.9 3.4 0.7 Drama 4.4 13.4 32.6 29.2 15.3 4.4 0.7 Music 4.4 15.3 26.3 26.9 18.0 7.3 1.8 Economics 7.2 22.9 29.5 22.2 12.1 4.4 1.7 PE 67.3% 20.0 9.4 3.3 English Language 1.8 9.2 27.4 36.3 19.9 4.5 0.9 Physics 9.3 19.9 20.6 19.8 16.4 9.8 4.2 English Literature 8.7 15.2 28.8 27.0 15.3 4.2 0.8 Politics 7.8 20.1 28.2 23.5 12.9 5.4 2.1 English Lang & Lit 2.9 9.3 26.4 33.8 21.2 5.4 1.0 Psychology 4.5 13.2 26.8 27.8 17.6 7.3 2.8 French 9.6 28.8 27.0 19.4 10.2 4.0 1.0 RS 4.5 18.0 29.3 26.0 14.5 5.8 1.9 Geography 5.3 19.2 30.1 26.4 13.4 4.4 1.2 Sociology 4.9 13.2 30.2 28.8 15.7 5.2 2.0 German 9.9 28.5 24.9 18.0 11.9 5.8 1.0 Spanish 10.4 25.3 28.9 20.2 10.6 3.8 0.8 FFT Aspire – Early Results Published 06-Sep-18 • As of 06-Sep-18, 1,548 schools had participated in the FFT KS4 Early Results Service • Participating schools had slightly higher than average 2017 Attainment 8, English & maths scores Datalab – Early Results 2018 average attainment in participating schools was barely any different to 2017 2017 State-funded mainstream 2017 2018 2017 All state- schools funded All Participating Participating Attainment 8 46.3 47.1 47.5 47.6 Progress 8 -0.03 0.00 0.01 n/a A8 English 9.9 10.1 10.2 10.2 A8 Maths 9.0 9.1 9.2 9.3 Garde 4/+ EM 64% 65% 66% 66% Grade 5/+ EM 43% 43% 44% 45% Pupils 572,859 517,756 247,435 244,730 Datalab – Early Results Among participating schools, it looks as if gaps have widened slightly for both Attainment 8 & Progress 8

Attainment 8 Progress 8 2017 2018 2017 2018 Disadvantaged 38.6 38.2 -0.33 -0.40 Other 50.5 50.6 0.12 0.13 Gap 11.8 12.4 0.45 0.53 Progress 8 & Ofsted Judgements Published 11-Jul-18 • FFT Education Datalab blog that looks at performance & Ofsted outcomes • “So on the surface, it looks like Progress 8 is systematically biased against schools with disadvantaged intakes and this in turn leads [in some part at least] to poor Ofsted outcomes” • “Proportionately fewer inspections now result in schools receiving judgments of requires improvement or inadequate • “The most disadvantaged schools are now more likely than in the recent past to be judged good or better if they are inspected, although the difference is much less pronounced for disadvantaged schools with low proportions of EAL pupils.” 2019 KS2 SATs

Published 09-Jul-18 • Please avoid these dates for any activities planned with Year 6s/primary schools

. 2018 to 2019 academic year – 13th to 16th May

. 2019 to 2020 academic year – 11th to 14th May 2018 PTs Statement of Intent Published 31-Jul-18 • Headline performance measures are broadly unchanged except for EBacc • The EBacc threshold attainment measure will be an EBacc APS [average point score] N.B. the proportion achieving EBacc grade 5/+ [& C/+] & the proportion achieving the EBacc at grade 4/+ [& C/+] will continue to be published as additional measures • Progress 8 will be amended to reduce the disproportionate effect that extremely negative individual scores can have on overall performance 2018 PTs Statement of Intent 16-18 • The headline English & maths progress measures will also show the proportion of students ‘in scope’ for either the English &/or maths measures who entered an approved qualification • An additional measure will show the number of students entering level 3 vocational qualifications [which count in the tables] as a proportion of the total number of students entering any level 3 vocational qualification [shown separately for applied general qualifications & tech levels] • There will also be changes to the breakdowns of destinations School Accountability Published 17-Aug-18 • Updated document to reflect changes to the 2018 performance tables ASP Login

IDSRs Published 16-Jul-18 • Updated 'Guidance for the 16 to 19 inspection data summary report: areas to investigate' with a section called ‘Completion and Attainment’ • Updated ‘Percentile boundaries used in the 2017 inspection data summary reports: 16 to 19’ with updated ‘C&A in Tech levels’ worksheet and new worksheet called ‘C&A in Tech Certificates School Inspection Update School Census 2018-19 Published 28-Jun-18 [151 pages] • Removed from the school census collection with immediate effect: . Proficiency in English Schools are no longer required to assess a child’s proficiency in English . Pupil nationality . Country of birth Schools must no longer request this information [both items] from parents, or retain the data within their system Keeping Children Safe Updated 03-Sep-18 • Statutory guidance on safeguarding children & safer recruitment • Updates include changes to information for all staff [part 1] & the management of safeguarding [part 2] • New section added covering child-on-child sexual violence & sexual harassment [part 5] • Annex H provides a table of all changes Keeping children safe in education: for schools and colleges Keeping children safe in education: for school and college staff (part 1) Keeping Children Safe Updated 18-Sep-18 • Paragraph 132 - new link to The Childcare (Disqualification) & Childcare (Early Years Provision Free of Charge) (Extended Entitlement) (Amendment) Regulations 2018 • Paragraphs 158 & 159 updated to clarify the point at which a school must make a referral to DBS • Updated document 'Keeping children safe in education: for school and college staff (part 1)‘ - flowchart titled 'Actions where there are a concern about a child' updated to make it more accessible Reducing Teacher Workload

Published 21-Jul-18 • Reducing teacher workload • Feedback and marking: reducing teacher workload • Supporting early career teachers: reducing teacher workload • Reducing workload: identify the issues in your school • Data management: reducing teacher workload • Reducing teacher workload: evaluating the impact Reducing Teacher Workload • Managing change: reducing teacher workload • Ways to reduce workload in your school: tips from school leaders • Curriculum planning and resources: reducing teacher workload • Communications: reducing teacher workload Reducing Teacher Workload Reducing Teacher Workload Reducing Teacher Workload Curriculum Resources Use & Perceptions of Curriculum Resources Used in Schools Published 21-Jul-18 [87 pages] • DfE research that explored the types & format of curriculum resources accessed & used most often by schools & teachers, the challenges faced, how teachers judge the quality of curriculum resources, & the current gaps and priorities for the development of future resources • A useful Appendix lists the resources cited by teachers Curriculum Resources Apprenticeships A Guide to Apprenticeships for the School Workforce Published 29-Jun-18 • DfE updated guidance on Apprenticeships, which explains the benefits of apprenticeships & how the apprenticeship levy & public sector target apply to schools • The guidance contains case studies showcasing best practice, myth-busting FAQs, & an up-to-date list of apprenticeship standards that schools can use. STP&CD • School teachers’ pay & conditions document 2018 & guidance [83 pages] • Statutory guidance added 13-Sep-18 • Implementing your school's approach to pay: guidance for maintained schools and local authorities • Teachers’ Pay Grant Methodology html only STRB Published 25-Jul-18 • Pay for classroom teachers will rise by up to 3.5% - with extra funding to help schools pay for the increase • The 3.5% will apply to the main pay range for classroom teachers • 2% will be applied to the upper pay band & 1.5% to leadership pay • It falls short of the STRB recommendation of 3.5% across all pay ranges & allowances • It is also less than the 5% per cent demanded by unions Attendance School attendance: guidance for schools Updated 11-Sep-18 • The 'school attendance' guide has been updated to include advice on making arrangements to safeguard & promote the welfare of children. Staffing & Employment Advice Guidance to support schools with data protection, including GDPR compliance Updated 05-Sep-18 “5.33 All staff have a responsibility to ensure that they act appropriately in terms of their behaviour, the views they express (in particular political views) and the use of school resources at all times, and should not use school resources for party political purposes.” Parental Responsibility Parental responsibility: guide for schools & LAs [html only] Updated 03-Sep-18 • Guidance on dealing with adults who have legal rights & responsibilities for children • It explains what to do when there are disputes between a number of adults, each claiming to have parental responsibility for a particular child Relationships & Sex Education Consultation Opened: 19-Jul-18 Closes: 07-Nov-18 Relationships Education at secondary • At secondary, RSE will build on the content taught at primary & continue to focus on family relationships & friendships, courtesy & manners, enhancing knowledge in these areas & drawing in content on unhealthy relationships & associated risks. Relationships & Sex Education • It will introduce, in an age-appropriate way, content on:

. Families

. Respectful relationships, including friendships

. Online and media

. Being safe

. Intimate and sexual relationships, including sexual health Relationships & Sex Education • Schools will be required to consult with parents on their RSE policies • Parents will not be able to withdraw children from relationships education but they can withdraw from their child from sex education • Health Education will also be compulsory in all schools • All the above statutory changes will take effect from Sep-2020 Health Education • Content will cover: . Mental wellbeing . Internet safety and harms . Physical health and fitness . Healthy eating . Drugs and alcohol . Health and prevention . Basic first aid . Changing adolescents’ bodies Gender Separation in Mixed Schools

Published 29-Jun-18 Equality Act 2010: advice for schools • Section added on single sex classes in mixed schools Gender Separation in Mixed Schools • Non-statutory guidance to support schools in identifying what is expected of mixed schools when it comes to separation by gender- following the Court of Appeal’s judgment in HM Chief Inspector of Education, Children’s Services and Skills v the Interim Executive Board of Al-Hijrah School Working Together Published 04-Jul-18 • The 2015 statutory guidance on inter-agency has been replaced, & transitional guidance added to support the move to a new system of practice reviews [112 pages] • The statutory framework sets out the legislation relevant to safeguarding & should be read alongside the statutory guidance. • A version of the guidance for young people and a separate version suitable for younger children are also available for practitioners to share. Information Sharing for safeguarding practitioners Published 04-Jul-18 • Advice for practitioners & senior managers to help them decide when & how to share personal information legally & professionally • Document replaces ‘Information sharing: advice for practitioners providing safeguarding services (2015)’ • It may also be helpful for practitioners working with adults who are responsible for children who may be in need. ASCL Guidance

Updated 10-Sep-18 • Marking & Feedback Subscription required Arts in Schools

Published 10-Sep-18 • Cultural Learning Alliance & ASCL briefing paper, which sets out why participating in the arts in school matters • Arts are being squeezed out of the curriculum, with 20% less arts teachers in secondary schools in 2017 than in 2010, & 21% less hours of arts teaching • A wealth of research shows that children with an arts deficit are disadvantaged educationally & economically, while their more fortunate peers are more resilient, healthier, do better in school, are more likely to go on to HE, to get a job & to keep it. School Inspection Handbooks

Published 17-Jul-18 • School Inspection Handbook Updated:

. Privacy notice information added

. Updated ‘Inspection of religious education & collective worship’ section [in annex]

. added in 'Evidence for inspection section' about attainment - new information

. performance management – new section

. safeguarding – new section

. curriculum – new section

. ‘Clarification for schools/Ofsted inspection myths' document updated • School inspection handbook – section 8

. Privacy notice information added School Inspection Handbooks Performance management • “Inspectors will not check on the process for the performance management arrangements for school leaders and staff and Ofsted does not require schools to provide anonymised lists of teachers meeting or not meeting performance thresholds for pay progression. • Ofsted does not expect headteacher performance objectives to include targets relating to the proportion of good or better teaching. Ofsted does not have specific expectations about the content of, or approach to, headteacher performance management. • Inspectors do not expect school leaders to set teacher performance targets based on commercially produced predictions of pupil achievement, or any other data set, from which they would then hold teachers to account. School Inspection Handbooks • There is no expectation that schools need to have policies relating to staff behaviour in any particular format. Inspectors will not expect to see a separate code of conduct document and Ofsted does not have any specific expectation as to the content of any such policy. “ The curriculum • “Inspectors will discuss with school leaders their curriculum vision and ambitions for their pupils, including consideration of EBacc subjects as part of their curriculum offer. • Inspectors will not expect all schools to be at similar stages of EBacc implementation, nor will inspectors pay particular attention to where the school is currently. There is no benchmark or single route to the successful implementation of a curriculum with the EBacc at its core, although inspectors will evaluate how a school’s curriculum plans contribute to the government’s ambition. School Inspection Handbooks • Inspectors will not expect school leaders to have developed and to present separate plans about EBacc, or to provide additional information outside of their normal curriculum planning.” Attainment • “Ofsted does not require schools to predict their attainment and progress scores. It is impossible to predict attainment and progress as examination and test results for each cohort are compared nationally and this cannot be done until after the examinations or tests. • Attainment of past pupils does not determine inspection outcomes. Published attainment data can inform inspectors’ key lines of enquiry, and inspectors take published data into account in evaluating outcomes. However, in reaching a judgement about outcomes, inspectors will give most weight to progress, particularly the progress of pupils currently in the school. School Inspection Handbooks Safeguarding • “There is no expectation or statutory requirement for the routine checking of personnel files by inspectors. Inspectors may look at a small sample of personnel records. Ofsted does not have expectations about the format in which staff records are maintained. • Ofsted does not expect schools to retrospectively apply for references for staff appointed prior to and continuously employed since the introduction of the vetting and barring requirements. • Ofsted does not expect schools to take any specific set of steps about site security. Schools should assess the risks posed within their own context and take appropriate and proportionate steps to keep children safe. In particular, inspectors do not have a pre-determined view on the need for perimeter fences. They will consider each school’s site security on its own merits.” British Values Amanda Spielman speech to the Policy Exchange 09-Jul-18 • “When it comes to British values, we often see an oddly piecemeal approach, which too seldom builds the teaching into a strong context” • “More generally, we see a lot of wall displays and motivational assemblies, but not much coherent thinking about how a real depth of understanding can be built through the academic curriculum” • “I am, however, hoping that our renewed focus on curriculum will encourage schools to think more about what they are teaching, and about what they aim to get from that teaching” School Inspection Update Informing governors about an inspection • Some schools have not informed all of their governors/trustees about the inspection of their school, nor invited them to meet inspectors during the inspection. • Inspectors should make clear to the headteacher, at the start of the inspection, that all governors/trustees must be informed of the inspection and that arrangements should be made for inspectors to meet the chair of governors/chair of the board of trustees and as many governors/trustees as possible during the inspection, and that as many governors/trustees as possible should also be invited to attend the final feedback meeting. Public Accounts Committee (PAC) & Published 07-Sep-18 Ofsted • The PAC has warned that Ofsted is failing to provide the level of assurance that parents need because of cuts to inspections • The report calls for: 1. Ofsted should produce annual reports on how many schools have not been inspected in the statutory time limit 2. DfE should reconsider the exemption on outstanding schools being inspected 3. Ofsted and the DfE should review whether the short inspection model works PAC & Ofsted 4. Ofsted should collect more and better evidence from parents 5. Ofsted should update MPs on number of inspectors it is employing 6. The DfE should review how much it spends on Ofsted and regional school commissioners Improving Secondary Science Published 21-Sep-18 • Seven practical recommendations focused on improving science teaching, particularly for disadvantaged pupils 1. Preconceptions: build 2. Self-regulation: help 3. Modelling: use models 4. Memory: support on the ideas that pupils direct their own to support pupils to retain & pupils bring to lessons learning understanding retrieve knowledge 1a: Understand the 2a: Explicitly teach pupils 3a: Use models to help 4a: Pay attention to preconceptions that how to plan, monitor, pupils develop a cognitive load - pupils bring to science & evaluate their deeper understanding structure tasks to limit lessons learning of scientific concepts the amount of new 1b: Develop pupils’ 2b: Model your own 3b: Select the models you information pupils thinking through thinking to help pupils use with care need to process cognitive conflict & develop their 3c: Explicitly teach pupils 4b: Revisit knowledge discussion metacognitive and about models and after a gap to help 1c: Allow enough time to cognitive knowledge encourage pupils to pupils retain it in their challenge 2c: Promote metacognitive critique them long-term memory misconceptions & talk and dialogue 4c: Provide opportunities change thinking for pupils to retrieve the knowledge that they have previously learnt 4d: Encourage pupils to elaborate on what they have learnt 5. Practical Work: use 6. Language of Science: 7. Feedback: use practical work develop scientific structured feedback to purposefully & as part vocabulary & support move on pupils’ of a learning sequence pupils to read & write thinking about science 5a: Know the purpose of 6a: Carefully select the 7a: Find out what your each practical activity vocabulary to teach pupils understand and focus on the most 5b: Sequence practical 7b: Think about what tricky words activities with other you’re providing learning 6b: Show the links feedback on between words and 5c: Use practical work to 7c: Provide feedback as their composite parts develop scientific comments rather than reasoning 6c: Use activities to marks engage pupils with 5d: Use a variety of 7d: Make sure pupils can reading scientific text approaches to respond & help them to practical science comprehend it 6d: Support pupils to develop their scientific writing skills EFA [Embedding Formative Assessment] Published 12-Jul-18 • Students in the Embedding Formative Assessment schools made the equivalent of two additional months’ progress in their Attainment 8 GCSE score, using the standard EEF conversion from pupil scores to months progress. This result has a very high security rating. • The project found no evidence that Embedding Formative Assessment improved English or Maths GCSE attainment specifically. EEF - Setting & Mixed Ability Best Practice in Setting Published 07-Sep-18 • The project found no evidence that the Best Practice in Setting intervention improves maths or English attainment for children in Years 7 & 8 • There was no evidence of impact on pupils’ self-confidence in maths • School and teacher buy-in was low. Half of the schools in the maths trial and more than half of the schools in the English trial ceased intervention delivery before follow-up EEF - Setting & Mixed Ability • The process evaluation revealed mixed views from participants • While some were largely positive about the intervention, many interviewees thought that what they were being asked to do represented little change from what they already do • Some schools struggled to implement the intervention in full Best Practice in Mixed Attainment Grouping • It was challenging to recruit & retain schools - only 18 agreed to be randomly allocated • Staff had mixed experiences of the intervention; some enjoyed it, whereas others struggled, particularly with differentiation in mixed attainment groups EEF - Setting & Mixed Ability • Most interviewees felt that the intervention had a positive effect on pupil outcomes & that those with low prior attainment particularly benefitted • The pilot RCT was small & designed to test whether a trial was possible rather than to measure the impact of the intervention • Should a future trial be considered, particular attention must be paid to eligibility criteria, clarity of expectations at recruitment & teacher workload associated with implementing mixed attainment teaching. Forgotten Children Published 25-Jul-18 Commons Education Committee – 5th report • The report examines the reasons behind increasing exclusions & how to overcome the obstacles & issues encountered by parents & children • It also sets out the issues & challenges faced by AP providers & what good practice looks like • 33 recommendations including changing the metrics of the accountability regime Using Data to Prevent Bullying Using data to inform & evaluate anti-bullying strategies Published 29-Jun-18 • Equality & Human Rights Commission advice for schools • Contains a checklist for good practice Potential for Success Published 19-Jul-18 Sutton Trust research report looking at disadvantaged high attainers • The typical comprehensive secondary school has just 11 high attaining students per year, with 43% of schools having 10 or fewer, & only one such student from a disadvantaged background • Students from disadvantaged backgrounds are less likely to be in the top 10% for attainment in English & maths at the end of KS2 • Disadvantaged students are 3 times less likely to be in the high attainment group than their more advantaged peers [4% v 13%] Potential for Success • Those disadvantaged pupils who perform strongly at KS2 are much more likely to fall behind at secondary school • They are less likely to achieve the top grades - 52% achieving 5/+ A*-A grades v 72% • White, disadvantaged high attainers have the lowest level of attainment at GCSE - only 45% o gain 5/+ A*-A at GCSE v 63% of black students & 67% of Asian students • Do we need a ROWDUMP? [Risk of White, Disadvantaged Underachievement Mitigation Plan] Potential for Success Potential for Success Potential for Success

Gap = 37

Gap = 17%

Gap = 16

Gap = 0.34 Potential for Success

Gap = 45 EPI Annual Report 2018 Published 25-Jul-18 Education Policy Institute 2018 report on the attainment gap • Report: Executive Summary • Literature Review: Key drivers of the disadvantage gap • The gap in your area: Geographical Analysis Pack • Technical Appendix • Infographic and printable wallchart: Key findings Hierarchy, Markets & Networks Published 03-Jul-18 IoE research into the SISS [Self-Improving School System] Conclusion • Rather than ‘moving control to the frontline’, the SISS agenda has intensified hierarchical governance & the state’s powers of intervention, further constraining the professionalism of school staff & steering the system through a model we term ‘coercive autonomy’. • Our findings are unambiguous - hierarchical governance is more influential than market or network co-ordination i.e. Ofsted & the wider accountability framework influences the behaviour of schools Hierarchy, Markets & Networks • But it is complex because hierarchical governance operates in combination with market mechanisms to create strong incentives for schools e.g. analysis of Ofsted results & student composition indicates the co-influence of Ofsted in shaping both parental choice & competitive practices by schools • The government has closed or amalgamated many ‘quangos’ but the state is no less ‘congested’ - there are multiple sub-systems, with different, partially overlapping organisations in the bureaucratic hierarchy holding diverse views on how the school system should be organized. This has created new pressures & contradictions for school leaders Knife Crime Resources KS3 and KS4 #knifefree lesson plans  The Home Office & PSHE association have produced #knifefree lessons to challenge myths & communicate the realities of carrying a knife to students, using the Home Office #knifefree campaign as stimulus for discussion  The lessons inspire students to pursue positive alternatives, using real life stories of young people’s experiences  The accompanying teacher guidance helps teachers plan the lessons into the PSHE curriculum with PowerPoints to help deliver engaging lessons

SEND Hub The SEND Hub is an online space to share & exchange information & resources that will contribute to better SEND provision, more inclusive schools & happier, more successful students.

Digital Awareness • Digital Awareness in association with the HMC have produced videos & lesson plans on digital addiction • The resources, which consist of 6 short films for parents & 6 matching films for children, are part of their Tech Control campaign to help children use mobile devices healthily & wisely • They cover the most critical themes in online safety today including: . Cyberbullying . The digital footprint . Identity and self-esteem . Relationships and grooming . Security and privacy . Sexting Impact Published Sep-18 • Focus: designing a curriculum • Subscription required but NQTs can register for free researchED • researchED’s new quarterly magazine Edition 2 [Sep-18] is now available [sign up required] • The first edition is available electronically Spotlight on Disadvantage Published 03-Jul-18 “Overall, the research found that schools with the best strategies: • accounted for how every pound of their pupil premium budget was spent rather than using rounded numbers or vague estimations” SEND Governance Review

Published 28-Jun-18 • Framework that draws upon the 6 features of effective governance & sets out a for how to ensure that learners with SEND access high-quality provision • It will help support & promote discussion & reflection with regards SEND provision & outcomes Supporting Staff Wellbeing

Published Jun-18

 The third in a series of booklets for schools

 Previously, Supporting mental health and wellbeing in schools, provided advice on topics including anxiety, low mood & self- harm

 Supporting mental health and wellbeing in secondary schools, provided guidance on issues including exam stress, substance use & eating disorders. Exclusions FTE Rate 2016-17 Published 19-Jul-18 • School level data has been published, collated from School Census

14-15 15-16 16-17 14-15 15-16 16-17 Acland Burghley 15.23 9.96 8.63 UCL Academy 9.9 10.42 8.87 Camden School for Girls 2.08 1.19 3.55 William Ellis 8.14 8.62 9.57 Hampstead 16.34 14.77 7.98 Haverstock 8.08 9.62 14.56 Camden Secondary Average 8.94 9.16 8.57 La Sainte Union 3.46 3.97 2.76 Inner London 7.24 7.84 8.27 Maria Fidelis 8.26 14.35 14.17 London 6.71 6.87 7.50 Parliament Hill 9.5 7.27 4.8 National Secondary Average 7.51 8.46 9.40 Regent High 6.88 14.08 14.07 SEND – January 2018 Published 26-Jul-18 • School level data from the 2018 census EHCPs No. EHCPs % % SEN Support EHCPs No. EHCPs % % SEN Support

2017 2018 2017 2018 2017 2018 2017 2018 2017 2018 2017 2018 Acland Burghley 50 56 5% 6% 10% 11% UCL Academy 40 42 4% 4% 13% 10% Camden School 10 15 1% 1% 6% 10% William Ellis 15 16 2% 2% 9% 8% for Girls Hampstead 35 30 3% 2% 7% 6% Haverstock 40 31 3% 3% 8% 8% La Sainte Union 5 9 0% 1% 3% 7% Camden Secondary 2.7% 2.7% 8.7% 9.2% Maria Fidelis 15 23 2% 3% 13% 12% Inner London 2.3% 2.2% 13.4% 12.3% Parliament Hill 15 13 1% 1% 9% 10% London 2.0% 1.9% 10.9% 10.5% Regent High 35 34 4% 4% 11% 9% National Secondary 1.7% 1.6% 10.7% 10.6% School Leadership 2010-16 in England 2010 to 2016: characteristics and trends Published 12-Jul-18 • DfE report focussed on leadership - based on findings from the workforce census • Women make up a high proportion of the teaching workforce, but are under-represented at leadership positions • Teachers in leadership positions are less ethnically diverse than classroom teachers but this has improved over time • The degree subjects of teachers in leadership roles mirror those of classroom teachers School Leadership 2010-16 • Men progressed faster than women to headteacher roles, with a more pronounced difference in primary schools • Men were more likely to progress to a first leadership and headship role in five years compared to women School Workforce [November 2017]

SFR [Statistical First Release] published 28-Jun-18 • School level workforce data from the school workforce census [will also be published in the data sitting behind the school performance tables Dec-18] Maths Premium Published 04-Jul-18 • Updated ESFA guidance on the advanced maths premium guide on gov.uk [html only] - £600 per year per additional student for one or 2 years • Guidance now includes: . clarification on the qualifying period for students covered by the premium . clarification on the funding rate of qualifications of 235 guided learning hours or above, studied over one year . detail of how the baseline will be calculated for new providers 16-19 Bursary Guide Updated 29-Jun-18 • Changes for 2018-19 updated [html only] Funding Regulations for Post-16 • Published 05-Jul-18 • PowerPoint for 2018-19 added. The Funding Formula

National funding Programme Large Student Retention Disadvantage rate cost programme numbers Factor funding per weighting uplift student

Area Total cost programme uplift funding [IL = 20%] School Condition Allocations 2018-19 Published 10-Jul-18 • Condition funding is allocated annually to improve & maintain the condition of school buildings & grounds • The DFC [Devolved Formula Capital] provides capital funding to address school priorities • DFC funding can be used for improvements to buildings & other facilities, including ICT, or capital repairs/refurbishment & minor works School Condition Allocations 2018-19

Per non-boarding Lump sum Pupil rate per school Nursery/Primary £11.25 £4,000

Secondary £16.88 £4,000

Post-16 £22.50 £4,000

Special/PRU £33.75 £4,000 School Condition Allocations 2018-19

School 18-19 ££ School 18-19 £ Acland Burghley £21,426 UCL Academy Camden School for Girls £25,479 William Ellis £20,230 Hampstead £26,461 Haverstock £24,346 La Sainte Union £26,196 Maria Fidelis £16,531 Parliament Hill £23,873 Regent High £19,508 School Workforce Planning Updated 31-Aug-18 • Updated information about the teacher vacancy service & supply teacher framework • Schools can now access a national supply teacher agency database that reveals the mark-up each company charges, under a new government drive to help school leaders avoid rip-off fees. Secondary Inspection Outcomes - YTD

21 [9%] improved to 349 [61%] did not ‘outstanding’ convert – remained ‘good’ 91 [41%] remained ‘good’ 573 previously ‘good’ schools 80 [36%] declined to 224 [39%] ‘requires improvement’ converted/straight to s5 - of which …… 32 [14%] declined to ‘inadequate’ Ofsted Secondary – section 5

Grade OE L&M TL&A PD&W OfP 6th PIR 1 37 54 38 56 37 34 23 2 236 262 240 285 226 192 224 3 202 177 218 161 221 79 153 4 70 52 49 43 61 15 47 545 545 545 545 545 320 447

1 7% 10% 7% 10% 7% 11% 5% 2 43% 48% 44% 52% 41% 60% 50% 3 37% 32% 40% 30% 41% 25% 34% 4 13% 10% 9% 8% 11% 5% 11% 100% 100% 100% 100% 100% 100% 100% Ofsted Secondary – section 5

32% worse than PIR 49% of RI schools improved 32% better than PIR 50% of good schools dropped 78% of outstanding schools ‘dropped’ 96% of SM/SW schools improved

Most recent s5 Most recent s5 No. % 1 2 3 4 All 1 2 3 4 All 1 5 9 5 4 23 1 1% 2% 1% 1% 5% PIR 2 21 91 80 32 224 2 5% 20% 18% 7% 50% 3 1 74 65 13 153 3 0% 17% 15% 3% 34% 4 1 22 22 2 47 4 0% 5% 5% 0% 11% 28 196 172 51 447 6% 44% 38% 11% 100% Ofsted Secondary

• 93 previously good, London secondaries have been inspected [64 short, 29 s5reports published] this year • Just 8 needed this term to achieve the 4-year window! School name LA PI Date 1. Rokeby School Newham 15/11/2013 2. Lister Community School Newham 28/11/2013 3. Durand Academy Lambeth 04/12/2013 4. St Columba's Catholic Boys' School Bexley 24/09/2014 5. Caterham High School Redbridge 09/10/2014 6. Ark Globe Academy Southwark 24/10/2014 7. Harris Academy Morden Merton 04/12/2014 8. Oasis Academy Coulsdon Croydon 26/02/2015 9. City Heights E-ACT Academy Lambeth 30/04/2015 10. Saint Gabriel's College Lambeth 07/05/2015 11. Broomfield School Enfield 14/05/2015 12. The Archer Academy Barnet 10/06/2015 13. East London Science School Newham 10/06/2015 14. Riverside School Barking and Dagenham 23/06/2015 15. Heron Hall Academy Enfield 25/06/2015 16. Northolt High School Ealing 09/07/2015 17. Orchard Park High School Croydon 01/09/2015 18. Harris Academy Peckham Southwark 30/09/2015 19. Raynes Park High School Merton 14/10/2015 School name LA PI Date 20. St Catherine's Catholic School Bexley 21/10/2015 21. Wanstead High School Redbridge 22/10/2015 22. Hewens College Hillingdon 11/11/2015 23. Capital City Academy Brent 19/11/2015 24. JCoSS Barnet 02/12/2015 25. Frederick Bremer School Waltham Forest 09/12/2015 26. Greig City Academy Haringey 09/12/2015 27. Wallington High School for Girls Sutton 12/01/2016 28. George Mitchell School Waltham Forest 15/01/2016 29. Shirley High School Performing Arts College Croydon 20/01/2016 30. Connaught School for Girls Waltham Forest 20/01/2016 31. The Frances Bardsley Academy for Girls Havering 27/01/2016 32. Overton Grange School Sutton 28/01/2016 33. Brentford School for Girls Hounslow 02/02/2016 34. Trinity Church of England School, Belvedere Bexley 03/02/2016 35. Heston Community School Hounslow 04/02/2016 36. Heartlands High School Haringey 11/02/2016 37. Queens Park Community School Brent 23/02/2016 38. La Sainte Union Catholic Secondary School Camden 25/02/2016 School name LA PI Date 39. Blackfen School for Girls Bexley 01/03/2016 40. Brentside High School Ealing 02/03/2016 41. St Ignatius College Enfield 10/03/2016 42. Bishop Justus CofE School Bromley 16/03/2016 43. Phoenix Academy Hammersmith & Fulham 19/04/2016 44. Queen Elizabeth's Girls' School Barnet 22/04/2016 45. The Hollyfield School and Sixth Form Centre Kingston upon Thames 27/04/2016 46. St Joseph's College Croydon 28/04/2016 47. Rushcroft Foundation School Waltham Forest 29/04/2016 48. Deptford Green School Lewisham 05/05/2016 49. Nightingale Academy Enfield 05/05/2016 50. Dagenham Park CofE School Barking and Dagenham 11/05/2016 51. Burntwood School Wandsworth 12/05/2016 52. Kantor King Solomon High School Redbridge 18/05/2016 53. The Greenwich Free School Greenwich 18/05/2016 54. Kelmscott School Waltham Forest 25/05/2016 55. Christ's College Finchley Barnet 25/05/2016 56. City of London Academy (Southwark) Southwark 08/06/2016 57. Corelli College Greenwich 13/06/2016 School name LA PI Date 58. Kingsmead School Enfield 14/06/2016 59. Preston Manor School Brent 14/06/2016 60. Leytonstone School Waltham Forest 16/06/2016 61. Bexleyheath Academy Bexley 17/06/2016 62. Willowfield School Waltham Forest 22/06/2016 63. Oasis Academy Hadley Enfield 22/06/2016 64. The UCL Academy Camden 24/06/2016 65. Langdon Park Community School Tower Hamlets 30/06/2016 66. Aylward Academy Enfield 06/07/2016 67. Oak Wood School Hillingdon 07/07/2016 68. Alperton Community School Brent 15/07/2016 69. Bishop Douglass School Finchley Barnet 06/09/2016 70. Norlington School and 6th Form Waltham Forest 06/09/2016 71. Hampstead School Camden 13/09/2016 72. Robert Clack School Barking and Dagenham 13/09/2016 73. Barnhill Community High School Hillingdon 14/09/2016 74. Langley Park School for Girls Bromley 20/09/2016 75. Mill Hill County High School Barnet 20/09/2016 76. Redden Court School Havering 20/09/2016 School name LA PI Date 77. Emerson Park Academy Havering 21/09/2016 78. Sion-Manning Catholic Girls' School Kensington and Chelsea 27/09/2016 79. The Ursuline Academy Ilford Redbridge 04/10/2016 80. Mossbourne Victoria Park Academy Hackney 07/10/2016 81. The Harefield Academy Hillingdon 13/10/2016 82. Trinity Church of England School, Lewisham Lewisham 14/10/2016 83. Central Foundation Girls' School Tower Hamlets 19/10/2016 84. The Crest Academy Brent 19/10/2016 85. Duke's Aldridge Haringey 19/10/2016 86. Archbishop Tenison's School Lambeth 19/10/2016 87. Rosedale College Hillingdon 02/11/2016 88. St Andrew's CofE School Croydon 02/11/2016 89. Erith School Bexley 02/11/2016 90. Woodbridge High School Redbridge 08/11/2016 91. Christ's Church of England Secondary School Richmond upon Thames 09/11/2016 92. Newman Catholic College Brent 15/11/2016 93. The Campion School Havering 15/11/2016 94. Highgate Wood Secondary School Haringey 16/11/2016 95. Prendergast Ladywell School Lewisham 17/11/2016 96. Winchmore School Enfield 22/11/2016 Coming up next month ….

Camden Learning Deputy and Assistant Headteachers Conference 2018

15th and 16th November Brighton Harbour Hotel

Keynote speakers including…

 Oliver Knight - Oliver’s recent novel Creating Outstanding Classrooms outlines a whole- school approach to embedding a sustainable model of teaching and learning that puts the learner at the heart of the system.

 Vic Goddard - Vic brings drive, creativity and innovation to the role, putting the children he so clearly cares for centre stage at every opportunity, he also brings the human touch to what he unashamedly describes as ‘his other family’, speaking about his experience on television and the opportunities this has presented since, his talk is one not to miss.

BOOK VIA THE CAMDEN LEARNING WEBSITE