Working Together Autumn 2018 The Director, Education, Learning and Skills’ Report to Lambeth Schools Partnership School and Academy Governors and Headteachers CONTENTS TITLE Page 1. Director, Education, Learning and Skills’ Report – Autumn 2018 3 PART A – FOR ACTION 2. Action Summary 8 3. Report from the Lambeth Governors’ Forum 9 4. Governance Matters – Autumn 2018 10 5. Safeguarding Update 13 6. Ofsted Update 16 7. School Admissions Update 18 8. School Profiles and Contextual Reports 20 PART B – FOR INFORMATION 9. Special Educational Needs and Disability Update 23 10. Personal, Social, Health and Economic Education (PSHE) and Healthy Schools 25 11. Lambeth Schools Partnership, Traded Services and CPD for Schools 2018/19 26 PART C – STANDARD UPDATES 12. School Term and Holiday Dates 2018/19 29 13. School Term and Holiday Dates 2019/20 30 Director, Education, Learning and Skills’ Report – Autumn 2018 Dear Colleagues Welcome back to the Autumn Term 2018. I hope you managed a restful and well deserved break and that you are ready for the year ahead. Provisional Results 2018 Lambeth Standard of Achievement 2018- FSP, Phonics, Key Stage 1 and Key Stage 2 (Provisional) Foundation Stages Good Level of Working at or Phonics Profile (FSP) Development above standard Lambeth 72% Lambeth 85% National 71.5% National 83% Gap 0.5% Gap +3% Key Stage 1 (KS1) Percentage reaching expected standard (Provisional) Reading Writing Maths Science RWM Lambeth 79% 75% 80% 86% 70% National 76% 70% 76% 83% 65% Gap +4% +5% +4% +4% +5% Percentage reaching expected standard (Provisional) Key Stage 2 (KS2) Reading Maths Writing GPS RWM Lambeth 78% 80% 82% 83% 69% National 75% 76% 78% 78% 64% Gap +3 +4 +4 +5 +5 GCSE and A Level results are still provisional but show Lambeth schools working at national averages overall. Source: Schools Research and Statistics Unit, July 2018 Unregistered alternative provision/independent schools Lambeth prides itself on being an inclusive borough and schools work together to ensure that young people get their full educational entitlement. We are aware that some schools use alternative provision for short term placements of students for a variety of reasons but may not be aware of the guidance around registered and non-registered Ofsted provision. An unregistered setting cannot have more than five full time children on roll at any one time. At the point it has five or more pupils it becomes an independent school. The DFE states that: 3 An independent school is a school that provides full-time education for five or more pupils of compulsory school age, or one or more pupils who are looked after or have a statement of SEN/ an Education, Health and Care Plan, and is not a maintained or non-maintained schools. It is a criminal offence to operate an independent school which is not registered (section 96 of the ESA 2008). No child with an Education Health and Care Plan or who is a Looked after Child may be placed in a provision which is unregistered with Ofsted. By doing so the provision becomes illegal. We are aware that Ofsted also plans to ask inspectors to enquire of mainstream schools in more depth about children being educated off site. EAL proficiency in English data collection Following the introduction of “Proficiency in English” data collection as a statutory requirement, the DfE have made changes so that this will no longer be a part of the Spring School Census. As a local authority with a long track record of success in supporting our pupils with English as an Additional Language, this change has no bearing on our continued monitoring of English proficiency. We will continue to assess and collect the Stages of English Proficiency (A - E) during the Spring Term as we have done for many years. In line with local strategies, we need to collect this data to continue to monitor the characteristics of the pupils attending your school and for benchmarking purposes and is used for value-added analyses of KS1, KS2 and GCSE results. The information is invaluable for informing planning and targets and has been effectively used to demonstrate impact of teaching and progress (key to Ofsted at the moment), by looking at the movement through the stages of those children new to English. With around half of all Lambeth pupils being classed as having ‘English as an additional language’, we have one of the highest EAL pupil populations in England. It is widely recognised that English proficiency is the major factor influencing the performance of pupils with English as an additional language, with fully fluent EAL pupils being among the highest achieving in Lambeth schools. As such, it is essential that we continue to assess English proficiency so that we can continue to effectively support our EAL pupils and help them to realise their potential. I would encourage you to continue to develop your school’s EAL strategy and embed good practice so that we can maintain our excellent standards of achievement. The local authority will continue to support schools in this regard. If you have any questions pertaining to this or wish to discuss further, please feel free to contact Feyisa Demie, Head of Research and Statistics 020 7926 9448, e-mail: [email protected]. Performance data to support self-evaluation: The Schools Research and Statistics Service provide data and research reports to Lambeth schools on a traded basis. These include: School profiles to provide comprehensive performance data to support governors and headteachers in school self-evaluation Contextual key stages reports to identify underachieving groups Value added report to support tracking pupil progress Free school meal checking service using the DfE Eligibility Checking System to support each school’s funding process The reports are confidential to each school. The draft primary reports will be sent to all schools in early September for checking. We hope also to send to send them to secondary schools by early October when the data is available nationally. Please check the draft reports as these are used to produce the final version. If you have any questions and amendments on the draft report and the free school meal checking service, please contact Feyisa Demie on 020 7926 9448 or email [email protected]. 4 Assessment and moderation - Baseline Assessment Update The reception baseline assessment is a new national assessment that will be administered in all primary, infant and first schools in England to children in reception classes. The new reception baseline assessment will assess children’s starting points and will be used to measure the progress that pupils make when they arrive at school until the end of Year 6. Results will be published for the first time in the summer of 2027, when the children who enter reception in autumn 2020 take the key stage 2 tests at the end of year 6. In the future there will be no KS1 testing. The National Foundation for Educational Research (NFER) will deliver the new assessment which will be introduced in the autumn of 2020. A sample of schools will invited to participate in trialling the baseline assessment in the autumn term 2018 and all schools will be invited to participate in a national pilot in 2019/20. In 2020/21, the baseline assessment will become statutory. The assessment will last 20 minutes for each child and outcomes will be completed digitally. It is expected that the assessment will take place during normal teaching time and will include the use of age appropriate resources. The DfE reception baseline assessment information leaflet can be found here. Exclusions The recent House of Commons Education Select Committee report Forgotten children: alternative provision and the scandal of ever increasing exclusions states that schools must be made more accountable for the children they exclude. They have warned that rising numbers of children are being denied the education they deserve as a result of increasing exclusions, illegal off-rolling and poor-quality alternative provision. The committee’s findings have prompted renewed calls for a “bill of rights” for excluded pupils, including measures to hold schools better to account for those pupils they exclude. The committee’s inquiry into exclusions and the quality of alternative provision found that vulnerable pupils are being “disproportionately” excluded, in part as an “unintended consequence” of new Government performance measures. For example, the introduction of progress 8, which rates pupils’ improvement between key stages 2 and 4, means it is now often “easier and cheaper” for schools to move under-performing pupils elsewhere than invest time and money on boosting their progress. Once they are excluded, disadvantaged pupils then may face the double whammy of attending mediocre alternative provision. MPs also raised concerns about “off-rolling”, an illegal practice where pupils are taken off a school roll without being officially excluded. These practices are “in part driven by school policies created by the Department for Education”, said the committee, which called for a change to the weighting of progress 8 and other accountability measures so schools are measured based on every pupil who has spent time at the school, rather than just those still on roll by year 11. This would disincentivise schools from moving a pupil before their GCSE year, a practice found to have affected thousands of pupils just last year. MPs also warned that strict “zero-tolerance” approaches to behaviour should be investigated by the government, amid concerns that pupils are being