Governor AreaBriefings

15 and 16 June 2015

Department of Children’s Services

Education and SchoolsUpdate

Summer Term Governor BriefingMonday 15 June Tuesday 16 JuneFuture House Eastwood Primary School Phil WestonHead of the Bradford Achievement Service

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The Direction of Travel• We are on a journey towards sector-led improvement• Together with our partners, we have the capacity to address the challenges, improve and accelerate outcomes for young people• We know ourselves well

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The Challenge

Educational outcomes must improve significantly ifBradford is to achieve its ambition of every young person reaching their full potential and overall progressbeing above national levels.

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Bradford District’s Vision – The New DealA district where all children and young people learn and develop so they can achieve their full potential.A district where young people have:

Good schools and a great start for all our children Better skills, more good jobs and a growing economy Better health, better lives Safe, clean and active communities Decent homes that people can afford to live in

A district where we promote a strong educational community that we can all be proud of and that will meet the needs of all our children and young people.

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The key priorities in BradfordTwo transformational outcomes from the LA’s Corporate Plan:• Transforming educational outcomes by improving

attainment and achievement• Promoting prosperity by driving regeneration to

support the District’s economy, jobs and skills

Three key Children’s Services and Corporate priorities:

• Children starting school ready to learn• Accelerating the rate of achievement and attainment

of students• Young people leaving school ready for work and life

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The key priorities in Bradford

Four Key Areas in our Education Improvement Strategy:

• Improving the quality of leadership, including governance, across all schools and settings

• Improving school readiness and end of Early Years outcomes

• Improving teaching and learning and raising levels of literacy across all phases

• Raising the attainment of underperforming groups and narrowing the attainment gap.

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Delivery through Partnership Accountability Through the Partnership Priorities and Joint Working Board, the LA

and the Bradford partnerships work together to address school improvement issues and cross-cutting themes. The Board is focusing on the priorities from the David Woods’ review, the Education Improvement Strategy priorities, co-commissioning and sector-led improvement.

The key partnerships in Bradford are:• The Bradford Partnership • The Bradford Primary Improvement Partnership • The District Achievement Partnership • The Catholic Schools’ Partnership• The Consortium of Nursery Schools• The Workforce Development Group (14-19)• 5 Teaching School Alliances

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Moving forward with school improvement

DfE

Ofsted

Regional Schools Commissioner

ExternalAccountability

National CollegeFor Teaching and Learning

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Delivery through Partnership Accountability

• A new Governance structure has been agreed and will be implemented 1st September 2015

• The partnerships, LA and teaching schools have agreed and shared KPIs which are to be implemented from September 2015

• The restructure of Bradford School Achievement Service is in process

• The LA is moving to a commissioning organisation• Teaching School strategic leads have been agreed• A career progression pathway will be implemented

from September 2015 for school professionals and a Governors’ pathway is developing

• A commissioning framework has been agreed

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Key school improvement priorities

• Closing the Gap for Vulnerable Groups

• Early Years

• Young people leaving school ready for life and work

• Every school belongs to a partnership

• Every school is good or better

• Targeted approach to school improvement

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P3 and P2

P4 and P3P4 and P3

P1

P1

P3 and P2

P2

P4 and P3

Moving forward with raising standards

01/09/1701/09/15 01/09/16

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TargetedAs below. In addition more directed support for

some schools in challenging circumstances, work through the partnerships and teaching

schools being commissioned by the LA.P2 low and high P3

InterventionAs below. In addition LA

uses intervention

powers.P1 and high P2

UniversalSchools supporting one another, joint partnerships, peer to peer support – an autonomous school led system. Teaching schools leading on Initial Teacher Training, Research and Development,

professional development A majority of schools

P3 low and 4

Moving forward with raising standards

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Driving forward Ambition for the future:

Driving excellence for all young people

Improving outcomes for vulnerable groups

Closing the attainment gap

Partnership and collaborative working

System-wide approach to improvement

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Conclusion

• We know our schools, the areas for development and are moving at pace building on the findings from the external review.

• We are aware of the scale of the challenge and have the capacity to improve.

• There has been a step change in the way we deliver education in Bradford.

• Strong relationship with partnerships and determination to make the necessary changes.

• The LA and school partnerships are determined to make the necessary changes.

• Accountability is clear but there is no quick fix.

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Governor Area BriefingVirtual School for Looked After Children (LAC)

Why expand the team?

To ensure LAC achieve their potential

• From commissioning and advocacy to proactive support, challenge and capacity to react to the unexpected

• From devolving responsibility to schools and social workers to co-ordinated multi-agency working around the child

Pupil Premium Plus (£1900)

• 75% paid to schools– Focus on the child’s

known needs– Prioritise attendance,

behaviour, English and maths

• 25% retained– 25% proactive

support for PEPs, target setting, training and follow-up support

– 75% to react to the unexpected

The Virtual School

• Deputy Headteacher appointed

• Teachers appointed• Education officers to be

appointed• Associates to be invited

Governors’ responsibilities

• Ensure the designated teacher is able to influence policy and practice and has access to training as required

• As a minimum, consider an annual report from the designated teacher – The governing body and school leadership team

should consider the report and act on any issues it raises

The DT’s report will include• Progress made by LAC• The pattern of attendance and exclusions• Impact of personal education plans (PEPs)• Gifted and talented LAC’s development• SEN support• Training undertaken• Workload issues

The report will protect children’s identity

Closing the Gap for Children who are New to English and/or New to Education’

Pauline Anderson - Strategic Lead for Vulnerable Groups

Who are the pupils?

• Economic migrants from the EU

• Asylum seekers

• Refugees

New to English

• Learning needs of the children• Behaviour support• Skills of the staff• Using expertise across the system

Needs of Children who are New to Education

• Admissions• Ethnic self-ascription• Attendance• Working with parents• Skilled staff• Inclusive approaches• Joined up approaches

New Communities EU RomaThere were 1107 EU Roma pupils on the January 2014 school census. Scrutiny of other data such as language spoken shows a figure closer 2182 on roll which reflects what schools would say about their population. This number is made up of approximately-•288 Czech•199 Hungarian Roma•42 Lithuanian Roma•60 Polish Roma•20 Romanian Roma•239 Slovak Roma•12 Slovenian Roma•20 Other- no language noted

Pupil Mobility

• Average mobility in LA primaries is 8.4%• 47 primaries with 10% or higher. • 3 primary academies have 10%+ mobility 5 of the 13 primary academies • 5 academies have not provided data.• 4 secondary schools have mobility higher than 10% against an average

of 5.4%• 1 all through school has mobility of 10%+ with a group average of 6.4%• Children admitted to an English school for the first time during the

2012/13 or 2013/14 school year; who arrived from overseas before their admission; and their first language is not English can be discounted from the total school and LA results (1% in 2013)

Ways Forward

• Commissioning school to school support• Strategic Overview• Partnership

Governor Service UpdatesInformation available from DfE

• Speech by Nick Gibb on the social justice reasons for the changes to GCSE and A level curricula – DfE Website (11 June)

• Education honours – Nick Weller – knighthood• New policy Paper on Early Years Foundation Stage• Updated guidance on change of use or disposal of

school land

Theresa May – speech Announcements made relating to school governance just before the election;-• toughen up the requirements to make sure that the identities of all governors are known to their school and the wider community.• clarify the rules to make it clear that governors should only serve on more than two governing bodies in genuinely exceptional circumstances.• establish a national database of school governors, held centrally by the Department for Education

Legislation School Governance (Miscellaneous Amendments) (England)

Regulations 2015

Collaborations:• Membership to be appointed by the collaborating schools or by

the joint committee if the schools give it the power to do so• 2012 Regulations now apply to collaborations including remote

attendance and appointment on the basis of skills

Staffing• Associate members of committees dealing with staffing matters

can be given voting rights and count towards a quorum

IEBsTransfer from IEB and Shadow Governing Bodies to be under the

2012 regulations from 1 September 2015

Open Discussion

Opportunity to:

• Share Good Practice

• Ask questions about any Briefing Note Items

• Identify topics for future sessions