Скачать презентацию Autumn Term Governor Area Briefings Monday 12 November Скачать презентацию Autumn Term Governor Area Briefings Monday 12 November

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Autumn Term Governor Area Briefings Monday 12 November 2012 at Future House And Tuesday Autumn Term Governor Area Briefings Monday 12 November 2012 at Future House And Tuesday 13 November 2012 At Victoria Primary School, Keighley Department of Children’s Services

Key Issues for Schools and Governors this Term Key Issues for Schools and Governors this Term

Partnership Working • Bradford Primary Improvement Partnership • Bradford Partnership • Nursery Schools • Partnership Working • Bradford Primary Improvement Partnership • Bradford Partnership • Nursery Schools • District Achievement Partnership

Diversity • • • Community Schools Faith Schools Academies Free Schools Studio Schools Diversity • • • Community Schools Faith Schools Academies Free Schools Studio Schools

Bradford Schools Type of School Age Range Maintaining Authority Nursery Schools 3 to 5 Bradford Schools Type of School Age Range Maintaining Authority Nursery Schools 3 to 5 Bradford LA 7 Primary Schools 3 to 11 Bradford LA 152 Secondary Schools 11 to 19 Bradford LA 19 Through Academies 3 to 19 Df. E 2 Secondary Academies 11 to 19 Df. E 7 Primary Academies 3 to 11 Df. E 3 Primary Free Schools 3 to 11 Df. E 2 Secondary Free Schools 11 to 19 Df. E 2 Special Schools 3 to 19 Bradford LA 7 Pupil Referral Units (PRUs) 5 to 19 Bradford LA 7 Studio Schools 14 to 19 Df. E Total Number in Bradford District – Jan 2012 1 209

Transport Consultation • The Council is consulting on proposals to make changes to the Transport Consultation • The Council is consulting on proposals to make changes to the policy for assistance with travel arrangements between home, school and college • The consultation runs between 12 November 2012 and 25 January 2013 • If changes are made they would come into effect for children who start primary school, secondary school, 6 th form or college from September 2014. • The proposed changes subject to consultation are – Remove transport assistance for new pupils that do not attend their nearest suitable qualifying school. – Introduce personal budgets for statutory aged children. – Introduce a charge for Post 16 students with special needs towards transport provision. – Introduce an allowance for Post 16 students with special needs to provide assistance with purchasing transport. – Introduce a travel training assessment for all Post 16 students with special needs applying for transport assistance.

Public Forum for Education “Demographic Changes in Bradford - The impact on Education Provision” Public Forum for Education “Demographic Changes in Bradford - The impact on Education Provision” Wednesday 21 st November 2012, 4. 30 pm – 6. 30 pm Conference Room D, Future House The main areas of discussion will include; • • • Data on migration and population growth and the impact on provision of school places Attainment case studies - leading culturally successful and diverse schools explain what works well Headteachers will speak about how language diversity brings both positive benefits as well as challenges What issues arise from EU migration and Asylum? Where are the gaps? – open discussion

Education Results and Priorities Overview Phil Weston Head of the Bradford Achievement Service Department Education Results and Priorities Overview Phil Weston Head of the Bradford Achievement Service Department of Children’s Services

Early Years Foundation Stage % 6+ Personal, Social and Emotional Development (PSE) Early Years Foundation Stage % 6+ Personal, Social and Emotional Development (PSE)

Early Years Foundation Stage % 6+ Communication, Language and Literacy Development (CLL) Early Years Foundation Stage % 6+ Communication, Language and Literacy Development (CLL)

Early Years Foundation Stage % 78+ Points and 6+ PSE & CLL - Good Early Years Foundation Stage % 78+ Points and 6+ PSE & CLL - Good Level of Development (GLD)

Key Stage 1 % L 2 B+ Reading Key Stage 1 % L 2 B+ Reading

Key Stage 1 % L 2 B+ Writing Key Stage 1 % L 2 B+ Writing

Key Stage 1 % L 2 B+ Maths Key Stage 1 % L 2 B+ Maths

Key Stage 2 Key Stage 2

Key Stage 2 Maths % Level 4+ Key Stage 2 Maths % Level 4+

Key Stage 2 English & Maths % Level 4+ Key Stage 2 English & Maths % Level 4+

Key Stage 2 Key Stage 2

Key Stage 2 Maths 2 levels progress Key Stage 2 Maths 2 levels progress

Key Stage 4 Key Stage 4

Key Stage 4 Key Stage 4

Key Stage 4 English 3 levels progress Key Stage 4 English 3 levels progress

Key Stage 4 Maths 3 levels progress Key Stage 4 Maths 3 levels progress

Supporting ‘Young Carers’ in Schools Peter Rutherford and Janice Hawkes, Assistant Director Children’s Services, Supporting ‘Young Carers’ in Schools Peter Rutherford and Janice Hawkes, Assistant Director Children’s Services, Barnardo’s Yorkshire Department of Children’s Services

Who are young carers? Children and Young People who provide some form of support Who are young carers? Children and Young People who provide some form of support to one or more family members as a result of a family member having an illness or impairment. This includes: n Mental illness n Physical or sensory impairment n Learning disability n Substance misuse issues

How many Young Carers are there? n n n 175, 000 Young Carers nationally How many Young Carers are there? n n n 175, 000 Young Carers nationally (Office For National Statistics 2003) Relies on self identification Potentially inaccurate- reluctance to identify in some situations Estimate 2, 000 - 2, 500 in Bradford MDC Average of a young carer is 12 More than half of young carers live in lone parent households

Impact n n n n EDUCATION “…. . they wouldn’t go to school, they Impact n n n n EDUCATION “…. . they wouldn’t go to school, they wouldn’t leave me. They were scared. ” Lateness Unauthorised absence Tiredness in class Failure to do course work Some focus on school as chance to be child and do well

Impact n n Education “I was often late for school, sometimes I stayed off Impact n n Education “I was often late for school, sometimes I stayed off to look after her, sometimes didn’t have the right uniform, or the right books; I was tired and fell asleep in class a few times. I tended to lose my temper and get sent out of class. I would ‘act up’ trying to get attention and wanting somebody to ask me what was wrong. “

Training and employment n n n Choosing between own career/education or being a carer Training and employment n n n Choosing between own career/education or being a carer Going to college near home As young carers reach 18 the impact of earlier missed education becomes obvious with limited training and employment opportunities

Identification Young carers are hidden n Hierarchy of acceptability - children can collude with Identification Young carers are hidden n Hierarchy of acceptability - children can collude with parents to remain hidden “ My nan has told me not to tell you anything about home” n

“Working Together To Support Young Carers” n n A Model Local Memorandum of Understanding “Working Together To Support Young Carers” n n A Model Local Memorandum of Understanding between Statutory Directors for Children’s Services and Adult Social Services All local authorities urged to sign up to this Government backing Aims to improve identification and support of young carers by placing responsibility on all services in contact with family

Young Carers Services Effective model n Time limited n Assessment, planning and review n Young Carers Services Effective model n Time limited n Assessment, planning and review n Clear outcomes n Whole family approach

Young Carers Services n n n Increasing focus on hard to reach groups Hidden Young Carers Services n n n Increasing focus on hard to reach groups Hidden Harm- parental substance misuse Parental Mental Health Leads to increasing complexity of work- more of a Safeguarding role Biennial reviews of serious case reviews identified parental mental health and parental substance misuse as recurring themes in serious case reviews.

Schools work n n Support school to develop YC policy Identify, train and support Schools work n n Support school to develop YC policy Identify, train and support YC lead in school School are crucial to initial support and identification Young Carers card

Case study n n n n Tabassum referred to service when 13 Cared for Case study n n n n Tabassum referred to service when 13 Cared for mum and dad- dad phys. Ill mum phys and mentally ill Practical tasks, financial, personal, caring for sibling Support from school and Barnardo’s - referrals to social services did not lead to any support Father passed away a few years ago Service supported her through practical advice, financial and emotional support Tabassum joined young carers committee, did well at school and is now studying for a degree and works for BYC

“I never thought I would make it to University and I wouldn’t have – “I never thought I would make it to University and I wouldn’t have – without the support of Bradford Young Carers. At times it’s been really difficult – but I’ve made it. I applied to Universities all over the place just for the hell of it, even though I knew I couldn’t leave home. Fortunately I got into the University of Bradford and can stay at home and carry on looking after mum. ”

The way forward n n Achieve strategic commitment to “Working Together To Support Young The way forward n n Achieve strategic commitment to “Working Together To Support Young Carers” Identify current position and required actions To achieve improved identification and support of Young Carers by universal services How can you as governors support this?

Revisions to the Ofsted Framework – September 2012 David Thompson Senior Area Achievement Officer Revisions to the Ofsted Framework – September 2012 David Thompson Senior Area Achievement Officer Department of Children’s Services

Objectives For you to be aware of: • Key inspection documents • The Inspection Objectives For you to be aware of: • Key inspection documents • The Inspection Framework September 2012 • The enhanced role played by Governance under the new framework • The timings of inspections

Key documents • • The framework for school inspection School inspection handbook Subsidiary guidance Key documents • • The framework for school inspection School inspection handbook Subsidiary guidance ‘Zip file’ – a range of guidance documents • Documents relating to monitoring inspections • Summary document produced by BAS

The Framework is pretty much unchanged from January 2012… • Report on the quality The Framework is pretty much unchanged from January 2012… • Report on the quality of education provided with an emphasis on achievement, teaching, behaviour & safety and leadership & management and also. . • Spiritual, moral, social and cultural development and… • Extent to which the school meets the needs of a range of pupils particularly disabled and special needs and • The effectiveness of the sixth form

…but the bar has been raised. . . • An acceptable standard of education …but the bar has been raised. . . • An acceptable standard of education is now defined as a good standard of education – “A good education for all” • Schools cannot be judged as outstanding unless they have outstanding teaching • A school that is not yet ‘good’, but is not judged inadequate, is a school that ‘requires improvement’

and the return of serious weaknesses… • A school that is ‘inadequate’ overall requires and the return of serious weaknesses… • A school that is ‘inadequate’ overall requires significant improvement, but where leadership and management are not ‘inadequate’, is a school with serious weaknesses • A school that is ‘inadequate’ overall and where leadership and management are ‘inadequate’, is a school requiring special measures

The January 2012 Framework • Reduced the judgements from 29 or 33 down to The January 2012 Framework • Reduced the judgements from 29 or 33 down to just 5 • With the demise of “Every Child Matters” more emphasis was given to the spiritual, moral, social and cultural development (SMSC) • Importance attached to reading, writing, communication and mathematical skills • Judging teaching over time • Judging behaviour over time with emphasis placed on bullying • Curriculum coming under leadership and management

Additionally the new framework focuses further on…. • The progress pupils make relative to Additionally the new framework focuses further on…. • The progress pupils make relative to their starting points - critical when judging achievement (transition matrices) • Closing attainment gaps especially for groups who may be vulnerable especially pupils in receipt of the pupil premium

and… • Dispelling the myth of the ideal Ofsted lesson • Focusing more on and… • Dispelling the myth of the ideal Ofsted lesson • Focusing more on the leadership in and management of the school including: – Role of governors – Professional development and performance management of all staff – Role of LA/Academy sponsors

The role of Governors in inspection • Governance featured prominently in the mandatory training The role of Governors in inspection • Governance featured prominently in the mandatory training for inspectors • Governance is subsumed into the evaluation criteria for leadership and management • Clear grade descriptors within the evaluation criteria (see summary document p. 5) • Detailed guidance for inspectors is provided in the handbook (pp 4142 and cited in Oct 2012 Note Pad) • An evaluative statement in every report • If grade 3 or 4 Governance becomes an area for improvement • Reference to independent external review of the Governing Body

The timings of inspection • Outstanding schools are exempt but… • Good schools within The timings of inspection • Outstanding schools are exempt but… • Good schools within 5 years but… • Requires improvement within 2 years and subject to monitoring and support inspections - first within 4 to 6 weeks of published report • Serious weakness up to 3 monitoring inspections over an 18 month period the first within 4 to 6 weeks of the published report. • Special measures up to 5 monitoring inspections over an 18 month period the first within 4 to 6 weeks of the published report. • Legacy schools – satisfactory & Notice to Improve

Shorter notice inspections – the Monday to Wednesday phone call. • The lead inspector Shorter notice inspections – the Monday to Wednesday phone call. • The lead inspector (not Cf. BT) will normally inform the school at, or after, noon on the working day before the inspection. • Pre-inspection analysis based on available data, previous inspection report, qualifying complaints Parent View responses and school website information • School’s self evaluation in advance and a list of key documents to be available on arrival (see pages 7 -8 of the handbook) • Deferral very unusual • No pre-inspection briefing (PIB)

Review Hopefully you are now more aware of: • Key inspection documents • The Review Hopefully you are now more aware of: • Key inspection documents • The Inspection Framework September 2012 • The enhanced role played by Governance under the new framework • The timings of inspections

Consultation on Funding Formula Changes Andrew Redding andrew. redding@bradford. gov. uk 01274 385702 Sarah Consultation on Funding Formula Changes Andrew Redding andrew. [email protected] gov. uk 01274 385702 Sarah North sarah. [email protected] gov. uk 01274 385701 Department of Children’s Services

Do Not Panic! Do Not Panic!

National Formula Change • Government required – all local authorities • Preparation for a National Formula Change • Government required – all local authorities • Preparation for a ‘national funding formula’ – April 2015? ? ? • Cannot influence certain elements – Use of the October Census – Implementation of ‘Place-Plus’ for High Needs provision

2013/14 Review Status • Consultation on Primary & Secondary formulae completed & agreed by 2013/14 Review Status • Consultation on Primary & Secondary formulae completed & agreed by the Schools Forum on 24 October • Consultation on the Early Years Single Funding Formula completed & agreed by the Schools Forum on 24 October, with further work to be completed on the 2 Year Old offer • Work on the funding of High Needs is progressing. Will be discussed by the Schools Forum on 12 December & formal consultation will follow this

Primary & Secondary - Headlines • Switch from January to October census as the Primary & Secondary - Headlines • Switch from January to October census as the basis for funding • Data on which schools are funded to be provided by EFA rather than calculated by the LA • Much simpler formulae – max of 12 allowable factors, set by Df. E • Same formulae apply to maintained & academies • Greater proportion of the DSG delegated to maintained schools • Fewer centrally managed funds and contingencies available for maintained schools to access • Much continuity in the funding of SEN in mainstream schools & academies • Minimum Funding Guarantee to protect losers (minus 1. 5% per pupil) • ‘Ceiling’ to cap the winners

Simplified Formulae • 12 allowable factors, of which 11 apply to Bradford District • Simplified Formulae • 12 allowable factors, of which 11 apply to Bradford District • Key principle: factors need to “add value” • Using 9 of the 11 (including 2 deprivation factors): – – – – – Basic amount per pupil Deprivation: Free School Meals Deprivation: IDACI Low Prior Attainment English as an Additional Language Pupil Mobility Lump Sum Split Sites Rates (at cost) PFI

2013/14 Early Years • Continuation of the existing Single Funding Formula – Funds 3 2013/14 Early Years • Continuation of the existing Single Funding Formula – Funds 3 / 4 year olds in all settings on a termly basis, using a setting base + deprivation rate per hour – Transitional protection for maintained providers ceases in 2013/14 (as planned to do so) • Further work is to be carried out on the funding of the extended 2 year old offer from April 2013

2013/14 High Needs • Work is currently progressing • Implications for the funding of: 2013/14 High Needs • Work is currently progressing • Implications for the funding of: – – – Special Schools Resourced Provision Pupil Referral Units Alternative Provision Centrally Managed SEN provision Post 15 provision in FE colleges • Requirement establishment of ‘Place-Plus’ national framework

Funding Mainstream SEN • Much continuity - we moved to a delegated model in Funding Mainstream SEN • Much continuity - we moved to a delegated model in 2005/06 • Focus on establishing a clear continuum • Key elements: – Continue to allocate the vast majority of SEN resources to schools via the SEN funding formulae (which have now changed) – Shift the ‘threshold’ for funding high value statements from £ 5, 155 to £ 6, 000 to replicate the national formula – Continue to allocate > £ 6, 000 separately, based on actual value & adjusted on a monthly basis – Continue to employ the SEN Funding Floor to ensure a minimum level of SEN formula funding – Continue to calculate a notional SEN figure & to separately identify all SEN resources within a school’s budget (I 03 funding)

The Pupil Premium • Rate of funding for FSM pupils increases to £ 900 The Pupil Premium • Rate of funding for FSM pupils increases to £ 900 in 2013/14; increased from £ 600 this year • Based on Ever 6 • Also funds Looked After Children – at £ 900 per pupil in 2013/14 – Possible additional Pupil Premium + • Schools are required to publish for parents how the Pupil Premium has been spent

The Schools Forum • Continues as an important statutory body • Now ‘publicly accessible’ The Schools Forum • Continues as an important statutory body • Now ‘publicly accessible’ • All papers now published online (Bradford Schools Online) • Governors are represented

Academies & Free Schools • New funding arrangements & formulae also apply • LACSEG Academies & Free Schools • New funding arrangements & formulae also apply • LACSEG is changing – Direct delegation via formula funding (for DSG elements) – Separate additional grant for Local Authority budget elements – Ceasing of the SEN element (access services via the Authority)