WELCOME Education Directors’ Briefing 22 nd January 2016
PE & SCHOOL SPORT APPRENTICE BRIEFING
AIM OF SESSION v To give an overview of School -based PE and School Sports Apprenticeship programme v To give an overview of the Partnership between Gedling Sports Partnership & SOLAR v To give an insight into the work of a PE and School Sports Apprentice v Outline the commitment required from schools and the process to host an Apprentice
Gedling Sports Partnership v Gedling SP are a non for profit charitable organisation v Gedling SP are an accredited training provider of the Level 3 Diploma – Advanced Apprenticeship in Supporting the Delivery of PE & School Sport. v Gedling SP have a successful programme being delivered in 15 schools in the district this year. v Gedling SP will provide a dedicated Course Tutor for each Apprentice and will co-ordinate the recruitment, training, and assessment towards the level 3 Diploma. v The Course Tutor and Gedling SP Director of Education will be the first point of contact during the programme for schools.
School Sport Nottingham v SSN role is to integrate the role of the Apprentices into our wider PE & School Sport programme to enhance the workforce. v We will provide training in various local programmes e. g. Change 4 Life & Healthy Lifestyle Clubs, Young Sports Leaders, Personal Best Challenge, Legacy Challenge, Lunch Time Activities to enable delivery in schools. v Work with Gedling SP to monitor progress & development of programme.
Role of the Apprentice in School v In host school four days a week – one day attending training and working within the School Sport Nottingham events programme. v Supporting within PE throughout the school day. v Running lunchtime and after school clubs. v Supporting with preparation of teams for competitions/festivals. v Supporting with administration with subject leader. v Updating and content of display boards. v Tidying PE cupboards. v Taking small cohorts of challenging groups to keep active. v Running Change for Life Clubs. v In the classroom – supporting within lessons, paired reading.
L 3 Diploma Background / Tutor Days v Apprentices aged 17 -19, ideally have G. C. S. E. English and Maths at grade C or higher (or Functional Skills Level 2) and an interest/background in sport v Within Gedling, the Apprenticeship model is based upon the one year delivery of the qualification: Level 3 Diploma - Advanced Apprenticeship in Supporting The Delivery of P. E. and School Sport v Complete portfolio of evidence covering all aspects of Teaching and Learning of P. E. First 4 Sport are the training provider v Undertake CPD to include training from NGBs, first aid, experienced teachers and/or Course Tutor v Programme will also provide careers advice, Lead sessions for peers & Self and peer assessment of delivery
Apprentices at Work
Apprentice Blog… Adam Martin Blog 01/10/2015 - Abbey Gates Primary School My first few weeks at Abbey Gates Primary school have been very enjoyable. All the staff have been very welcoming and all the pupils have been extremely friendly, showing great interest in the work I am doing within their school. Throughout my time here at Abbey Gates I have already had the opportunity to attend my first football match, it was a fantastic game with action at both ends and a final score of 2 -2. I have also just started a lunchtime club, girls’ football on Tuesdays, cross county on Thursdays and boys’ football on Fridays. Last week I had a fantastic boys’ football session, they all shown great improvement in their technique and execution throughout the lesson which gave me a great sense of pride and self-accomplishment. This week, I have started my own project called ‘Martin’s Movers’ breakfast club, in which the children pay a small fee of £ 1 per session to participate in a range of fun, indoor activities before school. Also, during the week I have managed to set up a ‘Change for Life’ club which run during Wednesday lunchtimes. So far, I have received feedback from teachers saying how much the children are looking forward to having an “extra lesson with Mr. Martin. ”
Pathway Developed Level 3 Apprenticeship Continue to work in a school environment, coaching role or apply for university Potential of Level 4 -6 Qualifications in conjunction with the University of Derby September 2017
School Commitments v To produce a contract of work and organise payroll and DBS checks v To ensure Apprentice works in a safe and encouraging work environment v To provide access to in-school Safeguarding and CP training v To incorporate Apprentice into all aspects of school life v To offer support and guidance in all areas of school life v To allocate a mentor to the Apprentice with a P. E. background v To release the Apprentice for the 1 day a week with Course Tutor v Ensure apprentice is given appropriate planning time, break and lunch time v Offer access to a computer and e-mail if possible
Apprentice Mentor The school will need to provide a Mentor, with a PE background, for the Apprentice and the role of the mentor within school setting will be: v To ensure Apprentice is given appropriate workload & create Apprentice’s timetable v To support Apprentice within their school setting and be point of contact for both Apprentice and Course Tutor/ Director of Education v To attend an introductory briefing with Course Tutor/Director of Education to outline programme v Where and when possible, observe and monitor performance of Apprentice v Organise a weekly mentor meeting to review progress v Ensure Apprentice is given appropriate break times and access to lunch v Attend Progress Reviews every half term with Course Tutor
Commitment from Apprentices The Gedling SP expect all Apprentices to follow these minimum guidelines to guarantee a high standard of work. v To display a positive attitude at all times v Ensure excellent levels of attendance and punctuality v Demonstrate a commitment to school and tutoring sessions. v Have a willingness to learn and develop new skills v Be adaptable and use initiative v Demonstrate good organisation skills, ability to keep to deadlines
Finances v 1 apprentice to work in school for 4 days per week (tutored 1 day per week by Gedling Sports Partnership) v Potential availability of grants up to £ 2500 can be accessed locally: An Apprenticeship Grant for Employers of £ 1500 and local authority funding of between £ 1000 – £ 2300 v The current rate of pay for a 1 year apprenticeship age 1619 as from October 2015 is £ 3. 30 per hour, £ 99 per week v Minimum salary based on 30 hours per week (although they will be expected to work more hours!), 52 weeks per year (minimum 6 weeks of holidays provided) v Excellent use of PE & Sport Premium
Timetable & Process v February – Schools invited to express interest in hosting an Apprentice. v March / April – Advert locally & nationally for applications. v April / May – Practical interviews (schools involved if desired). v May / June – Apprentices allocated to schools. v June / July – Introductory meeting between Apprentice, school & Gedling SP Line Manager. v July / August – Apprentice induction training. v September – Apprentice commences in school.
IDEAL Immediate, medium and long-term response for asylum seekers/other new arrivals/EAL
IDEAL Team • Senior Achievement Consultant • 2 F/T equivalent Achievement Consultants (3 people) • 1 teacher / 2 TAs with Year 11 provision • Administrator
Syrian Refugees Project • Arrived Nottingham Dec 2015 • 10 families, 14 school-age children (mostly secondary, 5 SEN) • Housed predominantly NG 7 • EAL initial assessments complete • Specialist educational provision in place from w/b 11 th Jan • Liaison with mainstream schools for transition/induction by start of Feb
Year 11 EAL New Arrivals Provision • Admissions criteria • Vulnerable groups – asylum seekers, LAC, Roma, pregnant teenagers etc • On roll at City school/academy • Part-time (every morning) until permanent move to Ellis Guilford (Easter), full-time • Positive outcomes 2014 -15 • ESOL, Functional Maths/ICT/first language GCSE
Initial EAL Assessments • For FAP (Fair Access Panel) • All newly-arrived EAL beginners (mainly new to UK) who have been out of education for specified time period • Primary and secondary • Asylum seekers, EU migrants etc • Written report containing detailed personal and academic information to enable receiving school to organise appropriate provision
Core Offer • Equivalent of one-day free consultant support to all maintained schools e. g. staff meeting/ INSET/ audit of provision /in-class partnership/ advice and resources/ observations/ audit/ data
Central CPD Programme • 11 CPD days over academic year SEF Equalities Vulnerable Groups EAL and Maths EAL (various) EAL/SEN Roma Diversity • £ 150/day for delegates from City schools/academies • Reduced price for package of 3 or 5
EAL Network Meetings • Termly, half-day • Primary and secondary staff • Free to colleagues from City schools/academies
Annual Conference • Asylum Seekers and Refugees – Nottingham’s Response • Weds 6 th July 2016
Designated teacher of looked after children • Termly, half-day network meetings next one in March, date to be confirmed • Formal and informal rolling programme of training including some proactive and some reactive topics • Annual LAC Conference
Key issues: • role of DT • legal framework • attainment – reasons for underachievement • strategies and interventions • working together • risks and concerns • PEPs – good practice
Wraparound and Holiday Childcare Consultation Parent and Childcare Provider ‘Rights to Request’ Nick Lee https: //www. gov. uk/government/consultations/wraparoundand-holiday-childcare
Context • Policy aim – to support working parents by making more quality childcare available during the week (breakfast and after school clubs) and during school holidays • Advice from Df. E is to help schools and academies understand how to respond to requests from parents for childcare provision and requests from childcare providers to use school facilities • Expectation on schools to carry out activities in the draft guidance when responding to requests from parents or childcare providers
• Schools are encouraged to make their facilities available for use by the wider community • ‘Rights to request’ refer to children from Reception up to the end of Key Stage 3 (Year 9) and only refer to the school the child attends • School to monitor type and number of requests received and be clear on arrangements and timescales with parents and childcare providers • Transparent process required and governing bodies to make final decision about action to take
Dealing with ‘rights to request’ • If ‘threshold’ number of requests received, schools to consult on needs of families and ensure delivery model to meet needs, which could include: – Approach childcare providers to deliver a service on/off site – Approach other local schools to gauge wider local demand have a school to ‘host’ the childcare – Deliver the wraparound and/or holiday care directly • Provision should be suitable for all children in the school, including those with disabilities or SEN • Schools should not refuse a request without a reasonable justification
For more information…. • Support is available to develop wraparound childcare and holiday care from the Early Years Team: – Please contact Louise Meadows, Childcare Workforce Development Manager, on 87 64543 for more information • Full draft guidance and the response consultation form can be found online at: https: //www. education. gov. uk/consultations/ • Consultation response deadline is 29 th February 2016
Ofsted update Karen Slack, Jo Keeley, Loretta Sheppard
Governors skills and knowledge, particularly Chair and Vice-chair • What training have they undertaken in the last 2 years and who was the provider? • How many hours each week do they spend on governing body activity? • May ask Chair and Vice-chair if they have sufficient time and the barriers to spending time to meet the schools needs. • Do Chair and Vice–chair have a background/interest in education?
• Is there a vision and strategic direction for the school? • Do they know the strengths and areas for development for the school?
Science – focus for this term • Science provision in school. • Frequency of science lessons – recorded by inspectors on a tick box sheet. • Proportion of practically based lessons. • Practical evidence of experiments. • Quality of pupils evaluation of experiments. • How well do activities encourage pupils to think for themselves? • Comparison of curriculum time spent on English, Maths and Science.
Science. . • Link to writing – are pupils able to write about their practical experiences Transition to KS 3 • How well prepared/adequately prepared/not prepared
Feedback on Ofsted experience • Risk assessments for last two trips • Asked safeguarding questions throughout, including mid day supervisors • Work sample of books of child who was “secure” • Consistency in staff knowing what “secure” • Looked at “mastery” • Looked at consistency; marking, staff understanding
• DSL log • Case studies of two referrals to social care (one that was accepted, one that wasn’t) • Pupil premium logs of how it was spent and impact • Evaluation of Sports premium funding
Section 8 Safeguarding experience Line of enquiry – missing children • Checked register of breakfast club • Spoke to children in class Single central record • Qualifications of teachers • DBS – looked for gaps • Right to work in the UK • Prohibition from teaching
• • ID Disqualification by association Gaps in employment history Dates of reference take up prior to start date Volunteers in school • Register • Signed protocol • Policy • Safeguarding sheet/information
Ofsted Inspecting safeguarding in early years, education and skills from September 2015 https: //www. gov. uk/government/publications/inspectingsafeguarding-in-early-years-education-and-skills-fromseptember-2015 Ofsted Handbook for short, monitoring and unannounced behaviour school inspections https: //www. gov. uk/government/publications/ha ndbook-for-short-monitoring-and-unannouncedbehaviour-school-inspections
Alternative Provision Process Update (Funding meeting 4 th February: – Primary Schools 8. 30 am-10. 00 am Secondary Schools 10. 30 am-12. 00 pm) Pat Fielding
• LA Officers, as requested, have taken advice and recommendations from Authorities beyond the City and have developed: • a range of financial models • distribution formula for calculating individual school and phase allocations • potential Service Level Agreement documentation
• statutory responsibilities and quality assurance mechanisms • potential linkages with Nottinghamshire County Council through a shared framework agreement • different options / models for the primary and secondary phases • implications for our existing Learning Centres
SEND Review Progress Pat Fielding
Recommendations and actions Review Chapter Strategies # RAG Action Recommendation Lead By Status Ed CG Strategic objectives and policies that will underpin the future that the programme is trying to achieve including; § new strategies and policies § the future vision Review Chapter SEN 2 Context # Recommendation R 3. SEND criteria needs to be very transparent to all 3 and based on responding to need of pupils and not to competitive financial targets. R 11. For there to be effective leadership in SEND there needs to a very clear policy and strategy which is developed in partnership and which is communicated to others. There will only be buy in 11 from schools and the education community if they feel they have been part of the development process. Leadership needs to be accountable, all of the time. RAG Action Lead By Status PF CG 3 Eligibility criteria? 3 SEND strategy WLD 1 SEN 4 Leadership WLD A Crosscutting 1 Clear WLD strategic vision for the City 3 WLD strategy WLD B IAS To have a clear IAS strategy clarifying how children’s, 5 adult and health will develop a joined up approach to access 3 1. IAS Strategy 2. Escalate to senior management JA WLD D Short Breaks 26 3 Review of current provision CG/AR Employment and Skills Develop a joined up approach for provision of overnight respite between CCG and NCC WLD H Employment 41 Develop employment vision for SEND 3 SEND strategy or part of Employment Strategy? WLD I Travel Training 59 Bikes / cycling proficiency / Safer cycling routes 3 1. Culture and process change 2. Identify out of current cohort who could utilise travel JW / Travel Training Team training/cycling proficiency etc. 2 Context R 4. As a City which claims to be an Early Intervention City, the LA needs to take a close look at current policies and practices in SEND which one would 4 argue go counter to this claim. A child’s access to support and fair access to education cannot be dependent on networks in the authority trying to meet income targets. 2 SEND strategy SEN 1
Ambitions for education: Sir Michael Wilshaw speech 18 th January Ambitions for education: Sir Michael Wilshaw - Speeches - GOV. UK There are many challenges facing our education system but 3 are acute: • the gains made by children in primary schools are often lost in secondaries • a disproportionate amount of that underperformance is in the North and the Midlands • educational provision, for the many children who do not succeed at 16 or who would prefer an alternative to higher education, is inadequate at best and non-existent at worst
We need to improve 3 things: • accountability and oversight • the way schools of all types work together • leadership, and the leadership of teaching in particular
ADSL Pilot Programme • • • 18 ADSLs validated 1 Nursery 1 Special Schools 9 Primary 6 Secondary First meeting and induction to the role 11 th February • Introduction to the wider DSL group at the next DSL network on Thursday 10 th March
Save the date School and Academy Leaders’ Conference Friday 18 th March 8. 30 am-2. 00 pm (including lunch) National College for Teaching and Leadership Application opens end of January
Feedback from Head Teacher meeting on 14 th January
Emerging Key Principles • Positive outcomes for pupils • Ability to define our own values and principles • Shared school improvement • Capacity • Collaboration • Take control - master of our own destiny • Moderate • Share good practice
Emerging Key Principles cont’d • Remain ahead of the game • Pooled resources to inc funding • Shared teaching roles e. g. shared IT consultant / maths specialist • Retain high quality LA services • Freedom to determine pay and conditions / structures and shape of the organisation • Define our own values and principles • Choice as opposed to imposition • Efficient financial management
Next steps • Preferred models: 1. Super MAT with a central point serving all schools, OR 2. Super MAT with school hubs (groups of 6 -10) which may include existing academy trusts 3. Mix of maintained and academy schools 4. Service arm / trust – key services? • Stepping back - consensus for exploration • Proposal – establish a group-to work on the two models / research solutions elsewhere / research mixed maintained and academy solutions / define the key principles of the organisation / financial implications – defining the statutory and the traded elements / calculating LA involvement • expressions of interest today or by Monday 25 th January to patandsarah. fielding@nottinghamcity. gov. uk
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