service plan performance exception report

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SERVICE PLAN PERFORMANCE - EXCEPTION REPORT

Education Half Year Service Plan Review 2016/17 Section 1. Summary Performance in the foundation phase continues to improve, with 89.1% of pupils achieving the foundation phase indicator (FPI) in 2016, an increase from 88.1% in 2015. Newport currently ranks 5th in Wales for the FPI when compared with other local authorities, which is significantly above the LA’s FSM ranking (16th, 2015 PLASC data). There have been improvements in all Foundation Phase areas except first language Welsh at the expected level (outcome 5+). There have been improvements in all Foundation Phase areas except Personal and Social Development at the higher level (outcome 6).

NOTE TO COMMITTEE MEMBERS: Service Plan performance is reported to Scrutiny Committee meetings on an exception basis. This report therefore focuses upon the main variances in performance against the service plans. These exceptions have been identified by Scrutiny and Performance Officers and approved by the Chair in line with the agreed process. Members are also provided with the Summary Dashboard to give a snapshot of performance across the whole service plan. Full service plan review reports have been circulated to Committee Members for information by email. The purpose of exception reporting is to ensure Members’ questions are focused upon the main areas of concern, therefore making the best use of the Committee’s time. However, all Committee Members are expected to have read the full review reports to ensure the exceptions are considered in the context of performance across the board. Members have also been invited to submit questions to the Chair in advance on any areas not included in the exception reports.

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At Key Stage 2 performance has declined very slightly, with 88.8% pupils achieving the core subject indicator (CSI) in 2016, a slight decrease

from 89.3% in 2015. Newport is now ranked 12th in Wales, which is significantly higher than could be expected given the LA’s FSM ranking.

Performance at both the expected level (Level 4+) and the expected level+1 (Level 5+) has increased in all core subject areas except science (at

Level 4+). Performance is above the national average for all indicators.

At Key Stage 3 performance continues to improve, with 83.4% pupils achieving the core subject indicator (CSI), an increase from 81.6% in 2015.

There was also a significant increase in performance across Wales and Newport is now ranked 19th in Wales. Performance has improved across

all indicators at the expected level 5+ (except science) and to a greater extent at level 6+ and 7+. Early Indications show that L2 Inclusive

performance at Key Stage 4 has increased by 3.8%. This data is due to be verified and published in December 2016.

Secondary attendance has increased by 0.1% to 93.2%. This met the local authority performance target, although this remains below the all Wales average of 93.8%. . Primary attendance data is due to be released from Welsh Government at the end of October. Pupil exclusions continue to decrease across the city (a 6.3% reduction in days lost to exclusion across primary and secondary schools), although the data remains high in comparison to other Local Authorities in Wales. The 21st Century Schools Programme has continued to increase nursery provision across the city (in Malpas Park, Marshfield and Mount Pleasant Primary). This meets the local authority vision of creating a seamless learning pathway for pupils between the ages of 3-11. The cities first Welsh Medium Secondary School (Gwent Iscoed) opened in September 2016. Section 3a – Reporting back on service area outcomes and measures

Outcome number 4

Improve the quality of education provision and access to a range of quality learning pathways

Has it been successful?

Seamless Learning Pathways:

A clear Project plan has been established linked to the Seamless Learning Pathways programme. Youth Offending Service:

In Q1 2016/17 there were 4 young people whose statutory court orders had closed but unfortunately only two

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receiving 25+ hrs education for the length of their Order. The average hours attended had increased from 18.5 Hours to 20.25 hours.

At the end of their orders, 5 out of 14 young people (classed as Post 16) were in at least 16 hours or more of ETE throughout the length of their order. One young person was engaging with the NEETS project at the end of their order for 6 hours a week and a second young person was engaging with Careers Wales for three hours a week. 6 young people were not in ETE start or end of their order and one young person had decreased their hours from 18 to 0. Individual commentaries on these 7 young people are found in the monthly performance reports. Average hours for Q1 16/17 increased slightly from 3.1 Hours to 8.6 Hours.

Reducing Exclusions and Improving Wellbeing:

The review of LRB provision was successful in ascertaining the needs; however lack of funding will hamper the establishment of further, much needed, provision.

Skills audit in LRB identified staff training needs. This has resulted in a revised training programme.

Alternative providers are offering more universally accepted qualifications.

Actions Completed

Youth Offending Service:

The youth offending service has completed a post inspection action plan with a recommendation to increase the number of hours attended by pupils both pre and post 16.

Pre 16 NEET:

An Extended Work Experience Policy has been drafted and shared with the Youth Support Service Board. This is undergoing revision with a view to providing additional resource with NCC to support the implementation of the policy.

GEMS:

GEMS have liaised closely with Coleg Gwent to set up a system which allows for bespoke and flexible ESOL provision for a number of learners.

Work has also been carried out to target those learners vulnerable to becoming NEET e.g. no learner left Duffryn High School in 2016 without a qualification.

Reducing Exclusions and Improving Wellbeing:

Work with colleagues to consult on establishment of ASD School.

Alternative Provision Handbook to be completed by January 17.

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Review of Secondary ALN provision to commence October 17 (first phase completed January 17).

Work with colleagues to establish ASD School. Gwent Music:

There has been an increase of tuition in Milton Juniors, Maindee Primary, Lliswerry High, Llanwern High and John Frost schools. Tuition levels in Llanwern and Lliswerry High in excess of those currently at Caerleon.

A new music centre established on Saturday mornings at Caerleon Comprehensive School. The Jampod facilities in Lliswerry High have been used to support transition work as well as for delivery for Key Stage 4 curricula.

Llanwern High feeder primary schools have used grant funding to provide free instrumental lessons to pupils in their feeder provider. One lesson is provided each week for half a term and then pupils from all of the feeder schools join together to deliver a concert.

Planning of School Places:

Through the actions within a legal reorganisation programme and a 21CS capital programme, achievements have been made in further projects to support the delivery of the 3 – 11 seamless education model in our schools, with the opening of a nursery at Marshfield Primary School and Mount Pleasant Primary School. The new Welsh-medium secondary – Ysgol Gyfun Gwent Is Coed opened on the 1st September 2016.

Strong progress on school admissions matters such as refresh of admissions policy, contribution to planning of school places decisions and recommendations.

School Admissions & Appeals:

Satisfactory progress only on the Capita Review and associated New Ways of Working 2 development strands, as a result of other service team constrained resources and as a result this has an impact on school admissions process and systems.

Satisfactory progress on the Service Development & Business Team in the general communication channels with customers and stakeholders.

Early Years Integration:

Satisfactory progress on the planning of school places data, research and production of management information.

Strong progress on the EYDCP regulatory committee monitoring statutory requirements; strong mixed economy which must be maintained across the city to support choice and flexibility for parents; multi-agency ANRS panel for referral assessment and early identification of ALN to support transition; robust Childcare Sufficiency Assessment; well-established Workforce Development Group.

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Accelerating achievement via Seamless Learning Pathways:

A Seamless Learning Pathways (SLP) Leader has been appointed to lead the SLP project until Aug 31st 2016.

A SLP Board has been established to oversee the project development.

A clear Project plan has been established linked to the Seamless Learning Pathways project.

A Research Fellow has been appointed. Create a Welsh Immersion Unit:

A Welsh Immersion model for primary schools has been considered based on good practice identified across Wales.

Actions Planned Pre 16 NEET:

The extended work experience policy will be completed and implemented. Schools will continue to be support to identify and find appropriate education, employment and training opportunities for pupils by the Engagement and Progression Coordinator (EPC).

GEMS:

Further work will take place with Coleg Gwent identifying provision and potential learning pathways for pupils coming in via the Syrian Relocation Scheme and Unaccompanied Asylum Seeking Children (UASC) transfer Scheme.

GEMS staff will work with schools and the Engagement and Progression Coordinator (EPC) and Careers Wales to reduce NEETs further work with families of GRT backgrounds-focussing in on issues concerning transition between primary and secondary and also accessing tertiary education.

Gwent Music:

The cluster transition projects, as delivered in Llanwern and Lliswerry, will be offered to other clusters in the city.

Where there is low uptake in tuition or access to extra curricula music activities, satellite centres will be established to promote access to music.

Planning of School Places:

Work continues to develop the final permanent site for Gwent Is Coed and following the final determination on the establishment of a nursery at Langstone Primary School to commence the build scheme (expected to open September 2017) and Pentrepoeth Primary School (expected to open January 2018).

The legal reorganisation programme will take forward statutory consultation on the New Jubilee Park Primary School in Rogerstone over the next six months, expected to open in September 2017 and will also see a conclusion with final decision on the New ASD School on the site of the former Gaer Infants School – this build

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scheme is also on target to conclude by Spring 2017 and the school is expected to open September 2017.

The three remaining Infants and Juniors Schools in Newport will progress through the reorganisation consultation process with the aim of amalgamation into all-through 3-11 primary schools for September 2017.

Schools will be supported in the rollout of updated School Emergency Action Plan guidance, with a specific piece of work for the John Frost School, Ysgol Gyfun Gwent Is Coed and St Joseph’s RC High School on Emergency Flood Management.

Development and publication of the NCC Welsh Education Strategic Plan 2017-20. Quality Extended Provision:

Develop and conduct a formal compliance audit against Appetite for Life legislation of our School Meals Contract.

Continue roll out of PCP training for pre-school sector; develop new WM wrap around provision for Ifor Hael and Casnewydd; implement pilot of Education Psychologist input for Complex ALN in EY sector; conduct formal Training Needs Audit; provide Quality & Diversity Training for an Inclusive Nursery Environment; develop specialist ALN Out of School Club; improve availability of Out of School Club provision generally by increasing by 5%.

Accelerating achievement via Seamless Learning Pathways

A SLP communication plan will emerge.

At least two school clusters will be identified to begin the pilot phase between Nov 2016 -July 2017. Create a Welsh Immersion Unit:

A location will be identified for a Welsh Immersion Unit by November 2016.

Staff and resources will be allocated accordingly.

The new Welsh Immersion Unit will open by February half term 2017. Reducing Exclusions and Improving Wellbeing:

Work with colleagues to consult on establishment of ASD School.

Alternative Provision Handbook to be completed by January 17.

Review of Secondary ALN provision to commence October 17 (first phase completed January 17).

Work with colleagues to establish ASD School.

Resources Most actions are running to time and budget. The Gwent Is Coed development, Lodge Hill Primary new build and an additional scheme on the capital programme to expand Maes Ebbw Special School have all been supported with further financing by Cabinet and through WG Capital

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Panel match funding. The funding challenge compelled Cabinet to defer the Bassaleg and Caerleon Comprehensive schemes until future years. SEN budget overspend. New LRB’s cannot open due to lack of funding.

RAG Status Red – due to risks identified via SEN.

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3b How success will be measured - to the end of September 2016

(Performance for annual measures not included, data will be reported at year end)

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The performance for annual measures will be reported in the Year End Review, the table above shows the annual measures for information. (Actual data is from 15/16). Data correct as at 7th November 2016.

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Section 4 Improvement Objectives – See end of this report Section 7. Risk update

Risks and Opportunities Assessment given in original service plan (high, med, etc.)

Mitigating Actions Assessment at October 16

Increased number of schools categorised as amber and red.

Medium Challenge Advisors frequently monitor schools. Information is shared with LA. LA and EAS monitor school targets to ensure attainment data is appropriately challenging.

Medium

Education Services and Schools receive reduced funding.

High Regular budget monitoring, working on priority areas , reducing non statutory work, ensuring all planning is value for money, there are no staffing surpluses.

High

Increasing numbers of new arrivals.

High Recruit additional first language staff into GEMS.

High

Increased use of fixed penalty notices for attendance.

Medium Ensure training for schools and governing bodies is carried out.

Medium

Lower contributions to Gwent Music Service from other Las.

High Look for alternative funding streams. High

Increasing numbers of young people becoming looked after.

Medium Multi-agency working embedded to support LAC pupils.

Medium

Capital financing constraints; inability to reserve match funding to bid for financing from external partners with which to meet demand for school places.

Medium Successful history of bid writing; maximising all capital resources through NCC appropriately; seeking value for money project delivery.

Medium

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Section 8c. Other Feedback: Service Post Inspection Action Plan Foreword: In June 2016, the Chief Education Officer commissioned a review of the Local Authority Education Services for Young People (LAESYP). This was planned in order to ensure the service was ‘Estyn ready’. The last formal local authority Estyn inspection was carried out in 2011, leaving a 5 year gap, during which time resources have reduced and the national and local context has significantly changed. The inspection was a positive experience in ensuring that Education Services received external challenge linked to standards, provision and leadership. The team of experienced inspectors made eight recommendations to the service;

1. Significantly reduce the levels of exclusion and improve attendance. 2. Continue, in partnership with EAS, the strategies to improve pupil attainment at the end of key stages 3 and 4. 3. Improve the effectiveness of self-evaluation so as to make it more concise, evaluative and analytical. 4. Commission a review into safeguarding to ensure all have a clear, consistent understanding of the LA’s policies, procedures and roles. 5. Develop more consistent and coherent provision for pupils who are taken out of mainstream education. 6. Implement an effective Partnership Agreement endorsed by all schools and develop more coherent and consistent arrangements for work with partners

outside the LA. 7. Improve the design and implementation of plans to ensure a greater focus on measurable progress, clearly defined targets and stated outcomes linked to

funding streams. 8. Ensure that scrutiny arrangements are effective.

One of the service area strengths is that it ‘knows itself well’; therefore many of the recommendations were anticipated. Some actions to improve these shortcomings already appear in the Education Service Plan 2016-17. Appendix 1: The Post Inspection Action Plan demonstrates;

How each recommendations will be addressed if it is not in the existing Service Plan

A clear focus and timeframe for monitoring the development of recommendations The Education Service Plan and Appendix 1 (PIAP) will be monitored by the Education Senior Management Team on a monthly basis. The addition of the PIAP will be formally noted by the Cabinet Member and added to the Education Service Plan during the mid-year review

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Recommendation 1: Significantly reduce the levels of exclusion and improve attendance.

Key Actions/Plans/Projects Links to Success Criteria Responsible Officer

Investigate and challenge the variation in the use of attendance codes

Head Teachers are provided with an overview of use of attendance codes in Newport Schools and variance in code use.

Attendance Action Plan 2016-17

All N Codes (reason not yet determined) with an appropriate code for pupil absence are updated within 2 weeks with the relevant permanent code. All head teachers are aware of the pattern of attendance coding across the city. Anomalies in coding are identified and addressed.

Assistant Head of Education (Engagement and Learning) / Senior Education Welfare Officer

Facilitate the sharing of best practice between schools, local authorities and regional consortia

A multi-agency attendance forum for all schools will meet termly to share good practice and discuss emerging issues. Develop and Issue Callio-related publicity to Newport Schools


At least 75% of schools attend the Attendance Forum each term to share and develop practice All schools display Callio publicity materials to consistently promote attendance

Senior Education Welfare Officer

Provide schools with training on understanding and analysing attendance data and clear guidance on the correct use of attendance codes; Provide training on attendance codes and analysing attendance data to school Governors. EWOs use school run reports on pupils with below 80% attendance to ensure that the pupils have


All schools can demonstrate appropriate analysis of attendance data All governors can demonstrate appropriate analysis of attendance data Persistent absentees are identified and referred to the EWS when their attendance drops below 80%


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been referred / identified to the Education Welfare Service. Persistent absentees discussed at Team Around the Cluster (TAtC) meetings. Issue a revised school attendance policy template to all schools that includes a section on the appropriate use of attendance codes. Training is posted on the inclusion website.

All schools have an up to date and comprehensive attendance policy All schools can access online updated and comprehensive training materials via the Education Services website.

Analyse attendance patterns to inform a corporate strategy to improve the attendance of pupils, particularly those from vulnerable groups;

Data on performance of vulnerable group performance by individual school and LA collated and shared with EWS, schools and Challenge Advisors. Target quartile 3 and 4 schools, initially, to run the Callio model of attendance intervention. Share attendance data with schools, EWS and with Team Around the Cluster Board each month to align targeted support for schools with low rates of attendance. Examine electronic records of bullying and report through Every Child Group each term. Support


All schools and relevant support agencies can demonstrate awareness of the relative attendance of vulnerable groups in order to provide tailored support. All quartile 3 and 4 schools have a structured approach to challenging pupils with low attendance. All school leaders can demonstrate an awareness of the local authority attendance targets and progress towards target Schools have complete and up to date data on


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schools to address identified issues.

bullying incidents that is centrally collated and examined in order to direct support and intervention.

Improve the knowledge that schools have of relevant national priorities, initiatives and grants

Secondary schools are provided with information leaflet on Fixed Penalty Notices for all families. Provide update training on Fixed Penalty Notices


All secondary school leaders have informed their school community of the process of using FPNs. Governors and School leaders receive training/guidance on the process for issuing a FPN and confident to issue.


Identify and share exemplar practice within and beyond consortia boundaries Identify good practice as part of the SEWC Attendance Leads Group and Senior EWO group. This is then shared with schools and placed on the Education Services website.

SEWC School Improvement Action Plan

School leaders across SEWC liaise at least once a term to share good practice.


Ensure that school improvement services are aware of and use knowledge held by education welfare services The Principal Challenge Advisor will be provided with monthly attendance data to share with all Newport Challenge Advisors. The annual review of attendance codes will also be shared with Challenge Advisors.


Challenge Advisors are informed of the latest attendance data and provide praise, support and challenge to schools as required.


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Attendance will be discussed as a standard element of the ‘Wider Group’ meetings which are attended by the EAS and Local Authority.

EAS and Local Authority can demonstrate joint work to support and challenge schools with lower than expected attendance.

Ensure that challenge advisers challenge and support school leaders in relation to action on pupil attendance The Local Authority and EAS will jointly scrutinise and advise on target setting for secondary and primary schools Attendance is a standing item during Accelerated Improvement Board and Education Improvement Board meetings. Red, Amber and Yellow school development plans contain a section related to increasing school attendance


EAS and Local Authority can demonstrate joint work to support and challenge schools with lower than expected attendance.


Further develop LSC operational practice and the sharing of good practice. Develop the LSC managers’ meetings to focus on Self-Evaluation and data analysis LSC monitoring visits to focus on the effectiveness of provision based on self-evaluation and data. Exclusion targets to be discussed at Link Inclusion

Additional Learning Needs Team Plan Service Plan Education Psychology Team Plan

LSC staff attendance at network meetings with LSC self- evaluation documents demonstrating impact of interventions. LSCs are effective in supporting the reduction of fixed term exclusions by 10%.

Assistant Head of Education (Inclusion), CIA Behaviour, EAS, Link EP’s

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Meetings by CIA and EP’s CIA for Behaviour to link with EAS Challenge Advisors to jointly monitor exclusions.

Monthly audits of exclusion data to take place to ensure that school attendance registers mirror the reported exclusions and that all paperwork is in place. Exclusion data to be reconfigured to ensure it aligns with WG reporting. All Heads of Inclusion and Headteachers receive a refresher on the protocols around reporting exclusions to the LA Monthly verified data shared with Heads of Inclusion at Learning Support Centre Staff

ALN Team Plan Service Plan

Exclusion data is up to date with ‘no surprises’. LA data aligned with WG requirements ensuring accurate monitoring and recording of exclusion rates to be delivered to Every Child Group on a termly basis. Number of exclusions reduced by 10%

Assistant Head of Education (Inclusion), CIA Behaviour/Information and Planning Officer

Training for Learning Resource Bases in primary schools to ensure consistent approach LRB staff to access Restorative Approaches training, Learning with Autism training and Team Teach training. Continue the roll out of the Learning with Autism programme to mainstream schools

ALN Team Plan Service Plan PRU School Development Plan

Updated Skills Audit for LRB staff demonstrates that teams have an increased skill base from the previous year as a result of training. Number of fixed term exclusions reduced by 10%

ALN Team Advisory Teachers

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Continue the roll out of Restorative Approaches to senior leaders Continue to roll out Attachment Awareness

6 additional senior leaders and 1 cluster group to receive training by November 16 6 additional senior leaders , PRU staff and 1 cluster group to receive training by March 17

Advisory Teacher and EP

Secondary ALN Provision, including Pupil Referral Unit to be reviewed

Review of the PRU will commence in October to be concluded by Christmas.

Llanwern LRB and ST Julian’s LDC to be concluded by Easter 17

John Frost ASD to be concluded by July 17

ALN Team Plan SEN Team Plan

Secondary provision is fit for purpose and is effective in meeting pupils’ needs. New structure to be in place by January 18 .

Assistant Head of Education (Inclusion), LA Inclusion Leads

To engage with parents of children and young people who have been excluded To collaborate with GAVO and SNAP Cymru to illicit the views of parents whose children have been excluded.

ALN Team Plan PRU SDP

Parents views are shared with stakeholders and school exclusion procedures are reviewed if issues are identified

CIA Behaviour and Autism/PRU Manager

Schools to continue to work collaboratively via Exclusion Focus Group to identify alternatives to exclusion

Continue with internal exclusions

Develop ‘school to school ‘ exclusion

Use of the PRU for 1-3 day placements

Work with Alternative Education and Learning Coaches to develop a new Directory of Provision

Number of fixed term exclusions reduced by 10%

Assistant Head of Education (Inclusion)/ Learning Coaches

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Recommendation 2: Continue, in partnership with EAS, the strategies to improve pupil attainment at the end of key stages 3 and 4.


Improve outcomes in Key Stage 3: In partnership with the EAS, the LA will review the current structure and arrangements for AIB’s and EIB’s to include a greater focus on Key Stage 3 outcomes. A data review of Key Stage 3 will be actioned Schools identified as having limited progress or poor pupil attainment in Key Stage 3 will have appropriate support plans in place A steady and consistent flow of communication linked to the need for Key Stage 3 improvement will be developed across the LA via the Cabinet Member, CEO and Education Senior Leadership Team. 2 school clusters will pilot a ‘Seamless Learning Pathways’ approach to develop pace and improvement in Key Stage 3 outcomes (with a particular focus on Maths). Work with EAS to review Key Stage 3 outcomes for Welsh 2nd Language, identifying schools which require additional or intensive levels of support. Monitor engagement; target setting (termly) and progress towards targets on a half termly basis.

EAS Business Plan Education Service Plan

Key Stage 3 LA outcomes will meet Welsh Government Modelled Expectations in July 2017. The gap between the LA and all Wales average L2 inclusive indicator will reduce A greater degree of support and challenge is focussed on those schools which have limited progress and success in Key Stage 3 All partners will be able to demonstrate why Key Stage 3 performance needs to improve, how this will be achieved and the LA expectation. Good practice in developing a consistent rate of pupil progress between Key Stage 2 and 3 will be identified and shared. Welsh second language progress and attainment will be closely monitored. A greater degree of support and challenge will be presented to schools in need.

Deputy Chief Education Officer Principal Challenge Adviser

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Improve outcomes in Key Stage 4: In partnership with the EAS, the LA will review the current structure and arrangements for Schools Challenge Cymru Acceleration Improvement Boards and existing Education Improvement Boards to adopt best practice identified in the academic year 2015-16. The EAS will further develop the use of random dip sampling to strengthen book scrutiny and quality assurance processes. The LA and EAS will work together to review its working arrangements from 2015-16 (including Academic Performance Reviews). Developing Leadership: EAS will develop and lead specific training for all regional secondary Headteachers linked to staff capability procedure’s

All schools operating AIB’s or EIB will have a consistent approach which benefits from recognise best practice linked to successful pupil outcomes. The accuracy of teacher assessment will be monitored, timely support and challenge will be offered in order to secure better Key Stage 3 and 4 outcomes. Successful partnership working will be clearly identified and logged as evidence for ESTYN. Additional and revised partnership work will be developed. There is a consistent understanding of the implementation of the capability procedures between all partners.

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Recommendation 3: Improve the effectiveness of self-evaluation so as to make it more concise, evaluative and analytical.


Review self-evaluation model Critically evaluate existing self-evaluation report considering if:

Key questions are being specifically addressed?

Validity of evidence source?

Length and detail of document

Volume, accuracy and frequency of FADE approach

ESMT member(s) to attend Estyn training Significantly reduce the content of the SER, ensuring self-evaluation statements are accurate and evidenced based and not descriptive. High level SER to be developed in conjunction with full report. Include partners in regular Self Evaluation Report to key partners on the review of the SER. Work in partnership with colleagues to share good practice and develop regular and accurate self-evaluation statements.

LAESYCP Self-evaluation report

Self-evaluation will be succinct, meaningful and will guide strategic, service and team planning The Self Evaluation Report will be representative of the views of all partners.

Deputy Chief Education Officer In conjunction with Senior and Middle Managers. Education Services Development Manager Family Service Board Partnership Team

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Develop greater reference to additional report recommendations: Formally close the recommendations from the 2008 and 2011 Estyn Inspection. Include evidence of responses to Welsh Audit Office and Councils Annual Improvement Report within SER Develop longer term plan to secure strategic vision Develop a 3-5 year Education Service strategic vision linked to national and local context. Continue to monitor the secondary school surplus places:

Standing Agenda Item on POSP group

Monitoring phased completion of build scheme at St Modwen

Monitoring over subscription in other secondary schools

Report to Education Capital Programme Board

Conclude Nursery Reorganisation Programme

Newport City Council Improvement Plan NCC Single Integrated Plan EAS Business Plan Planning of School Places 21CS Strategy School Admissions Forum

All formal report recommendations (external judgements and views) will be used to shape the self-evaluation report. Cabinet Member agreement to recommendation closure will be obtained where appropriate.

The Education Service will secure planning, continuity and the realisation of medium to longer term goals within a strategic vision. Monitoring of numbers of pupils emerging from St Modwen by primary and secondary age group will be an indicator for school place pressures.

Deputy Chief Education Officer Assistant Head of Education (Resources & Planning)

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Delivery against 21CS vision from 2010 of a 3 – 11 seamless education system in all community maintained schools

Conclusion of build scheme at Langstone for September 2017 opening

Conclusion of build scheme at Pentrepoeth for January 2018

Reorganisation proposal to amalgamate Duffryn Infant & Junior Schools to provide an all-through 3 – 11 primary school

Reorganisation proposal to amalgamate Milton Infant & Junior Schools to provide an all-through 3 – 11 primary school

Reorganisation proposal to amalgamate Malpas Church in Wales Infant & Junior Schools to provide an all-through 4 – 11 primary school

Develop partnership and collaboration between Kimberley Nursery and Malpas Church in Wales Primary School

Reduce sibling difficulties in multiple school admissions:

Map the number and location of sibling issues

Workshops with the following groups during the academic year 2016/17 to develop solutions

3 – 11 Seamless Pathway on all community maintained school sites

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A) ESMT B) School Admissions Forum C) LL&C Scrutiny Forum D) R & P service team

Recommendation 4: Commission a review into safeguarding to ensure all have a clear, consistent understanding of the LA’s policies, procedures and roles.


Test School Safeguarding Audit: Following the development of an approved school safeguarding audit model, collate all school responses, checking for quality. Develop dip sample mechanism to visits school and view first hand evidence of provision and policy. Further develop communication and training to support safeguarding compliance via;

Attendance at All Wales, regional and

Keeping Learners Safe (Welsh Government) Estyn Self Evaluation Manual for schools SEWSGCB Action Plan Safeguarding in Education Regional Action Plan

All schools complete a robust safeguarding audit. Sampled schools demonstrate that they meet Keeping Learners Safe guidance. Strengths are recognised and shared. Areas for development are addressed and monitored. LA uses audit records to develop professional development for schools and governing bodies All partners can explain safeguarding roles and responsibilities and how to make referrals.

Education Safeguarding Officer Deputy Chief Education Officer

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Recommendation 4: Commission a review into safeguarding to ensure all have a clear, consistent understanding of the LA’s policies, procedures and roles.


local Safeguarding groups

Head teachers meetings

Via CEO’s report to Governing Bodies

Cluster Safeguarding Meetings

The development of a flow chart to demonstrate child referrals and staff allegation referrals

Review Education Safeguarding Policy Review policy based on current and approved regional guidance. Include reference to auditing and testing procedures. Commission a Review of safeguarding: The Safeguarding Manager for Newport City Council will determine the methodology and approach for reviewing safeguarding arrangements in the service area.

Safeguarding Policies and Procedures are consistent with regional working arrangements and describe the local authorities support and challenge arrangements. There is validation, external to the service area that safeguarding policies, procedures and responsibilities are clear, consistent and understood.

Education Safeguarding Manager for NCC

Recommendation 5: Develop more consistent and coherent provision for pupils who are taken out of mainstream education.

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Strengthen links with the pre-16 NEETs group and use the early identification tool much earlier than is currently the case. Extend use of the Early Intervention Toolkit for NEETS into Key Stage 2. EPS and ALN team to use NEETS early identification toolkit to facilitate link meetings and identify pupils from FP. This will be the referral mechanism for the Aspire to Achieve project. Create a visual representation with supportive narrative of how all NEET work links.

YPEETs Action Plan

Early Identification toolkit (EIT) is used as a standard tool by all secondary schools. EIT is rolled out to all Newport schools by September 2017. Start of roll out from September 2016. EIT is used to determine referral to LA inclusion services All services can demonstrate an overview of NEET support work

Assistant Head of Education (Engagement and Learning) / Assistant Head of Education (Inclusion)/ Engagement and Progression Coordinator

Recommendation 6: Implement an effective Partnership Agreement endorsed by all schools and develop more coherent and consistent arrangements for work with partners outside the LA.


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Recommendation 5: Develop more consistent and coherent provision for pupils who are taken out of mainstream education.


Complete a partnership map/ tree of wider Education Service links to use as a tool to identify gaps in partnership working A Strategy for engaging with Newport Youth Council is developed

7 Core Aims

Education Services are represented on all relevant partnerships Children and Young People are engaged in developing policy

Assistant Head of Education (Engagement and Learning) /

An effective LA and Schools Partnership Agreement is developed and endorsed by all schools.

The LA and Schools Partnership Agreement is understood by all Headteachers. All schools sign up to the principals

Chief Education Officer Education Service Development Manager Newport Headteachers

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Recommendation 7: Improve the design and implementation of plans to ensure a greater focus on measurable progress, clearly defined targets and stated outcomes linked to funding streams.


Review all service area planning documents: Ensure that clearly defined targets and success criteria is used. Ensure timelines are specifically linked to a calendar month. Adopt the use of ‘project phases’ to demonstrate incremental steps towards achieving long term project outcomes. Ensure peer review system is set up to challenge and support the accuracy and appropriateness of planning.

All service area plans

All planning shows measurable progress against agreed targets.

Education Senior Management Team: Education Services

Reduce Out of County Places and improve monitoring of existing placements : Complete review of ALN provision in Newport and establish clear plan for development of local provision. Ensure robust financial and quality assurance of all out of county and alternative educational placements for pupil with ALN via: Completion of procurement process and contracts forms in line with Financial Regulations Robust SLA’s outlining specific targets and expectations

Education Service Plan 2016-17

New structure of ALN provision in place by January 18 Reduction in the number of pupils accessing Out of County provision Secure contracts/SLA’s in place

Assistant Head of Education (Inclusion)

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Recommendation 7: Improve the design and implementation of plans to ensure a greater focus on measurable progress, clearly defined targets and stated outcomes linked to funding streams.


Attendance at Educational / LAC reviews by the OOC Officer in order to monitor provision, pupil entitlement and progress and all elements of Safeguarding as well as compliance with contractual terms

Forensic quality assurance of provision ensures that pupils are receiving their entitlement and that placements are offering value for money.

Recommendation 8: Ensure that scrutiny arrangements are effective


Ensure the Service Area provides Members with all appropriate information in order for them to be able to support and challenge effectively Work with Democratic Services to establish a calendar of Members Seminars linked to the service. This will include:

Attendance

Pupil exclusions Develop an agreed Scrutiny work programme which provides Members with opportunities to

Scrutiny Work Programme

Members are equipped to recognise good practice, contextual issues and areas which need to be addressed ensuring they can effectively scrutinise performance in the service area.

Chief Education Officer in partnership with Democratic Services

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Recommendation 8: Ensure that scrutiny arrangements are effective


test all education performance measures. Pupil Attendance and Exclusions will be prioritised Ensure there are opportunities to observe regional scrutiny arrangements and share good practice via the South East Wales Directors work programme.

South East Wales Directors of Education Work Plan 2016-17

Members and Officers recognise good practice and use knowledge and understanding to refine local scrutiny processes

Section 4. Improvement Objectives The Improvement Plan is currently a two year plan due to the elections planned for next year, the content of Improvement Plan Objectives has been reviewed to ensure that the actions are still relevant for 2017-18 and to further align them with the Wellbeing of Future Generations Act. Education has one objective;

Improvement Objective 6 Ensuring the best educational outcomes for children

The objective in full is set out below.

Improvement Objective 6

Ensuring the best educational outcomes for children Link to Corporate Plan: A Learning and Working City Link to Wellbeing Goals: A prosperous Wales, A more equal Wales

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Lead Cabinet Member: Cabinet Member for Education and Young People and Cabinet Member for Community Services, Work and Skills Lead Officer: Chief Education Officer What is the Improvement Objective? To ensure all our pupils are effectively engaged in education so that they can attain the best possible educational outcomes. This includes vulnerable learners that may be at risk of not reaching their expected level of attainment. Why have we chosen this Improvement Objective? / Why is it important? In order to ensure that all pupils reach their learning potential at every key stage they need to be in school; barriers to learning need to be mitigated (especially poverty) and extra support given to literacy and numeracy. The indicators will inform the forward planning of the Education Service in partnership with the Education Achievement Service (EAS) and schools. This objective will contribute to the Well-being goals, especially ‘A prosperous Wales’ and ‘A more equal Wales’. What have we done so far? Over the past three years standards in education across Newport have improved in all Key Stages. Foundation Phase and Key Stage 2 pupil outcomes are strong. More intensive work needs to progress within our secondary schools to ensure standards improve at a faster pace and meet the all Wales average performance. Newport primary schools achieve well within National Categorisation. 50% of primary schools are categorised as green (in relation to the 22% average across Wales). Only 12.5% (or 1) Newport secondary school(s) is categorised as green (in relation to the 18% average across Wales). However, this is the only green secondary school in the region. Support to improve the quality of teaching and learning is well established and all Newport schools have participated in varying support programmes with the aim of improving literacy, numeracy and outcomes of those pupils disadvantaged by poverty. Pupils entitled to Free School Meals (FSM) have improved in all Key Stages. However, stronger acceleration of FSM performance is required in Key Stage 3 and 4 in order to further mitigate the risks of deprivation and ensure educational equity. Newport is ranked in 16th place (out of 22) in terms of Free School Meal entitlement across Wales. Attendance has improved across the city, although Newport’s attendance figures do not meet the Wales average figures. Secondary attendance is of particular concern. Improved attendance is linked to improved pupil attainment and must be secured in order to accelerate the life chances of children and young people in Newport. A city wide attendance forum has been established. An attendance action plan has been developed in order to overcome non-attendance obstacles and share good practice. The work of the forum needs to continue and develop so that each Newport school has the ability to support and challenge pupil attendance in a fair and consistent way. Data shows that pupil exclusions are too frequent in Newport. Exclusion data is now shared and understood by all stakeholders. The local authority is working with secondary schools to prevent pupil exclusions and to plan alternative provision where young people can be successful. This work needs to be further developed in order to ensure that pupils are fully engaged in an appropriate curriculum which leads to employment. What are we going to do?

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What are we going to do this year? What difference will it make?

6.1 Improve the number of pupils achieving the expected level in the Key Stage 3 Core Subject Indicator, the number of pupils achieving the Level 2 Inclusive Indicator (in particular those accessing Free School Meals), the number of pupils gaining a Level 2 in GCSE Maths and English.

The local authority will continue to commission the services of the Education Achievement Service to support and improve the quality of leadership and management / teaching and learning in Newport schools.

The local authority will continue to focus on the national priorities of ‘improving literacy, improving numeracy and reducing the impact of poverty and deprivation’.

Pupils continuing to achieve well at Key Stage 3 and 4 are more likely to have the opportunity to progress to Further and Higher Education as well as securing employment (improving their life chances of gaining economic, physical, social and emotional well-being).

6.2 Improve Primary & Secondary Attendance

The local authority will continue to address the attendance action plan with schools.

Improved attendance is linked to improved pupil attainment. This objective will support opportunities and life chances. (Of pupils who miss between 10 per cent and 20 per cent of school, only 35 per cent manage to achieve five A* to C GCSEs, including English and maths).

6.3 Reduce pupil exclusions

The Local Authority will agree exclusion targets with secondary schools and monitor their success.

An exclusion reduction action plan will be developed and progressed in partnership with secondary schools and the local authority (with a view to reducing the number and days lost to exclusions across the city).

Pupils who are excluded are more likely to become NEET (not in Education, Employment or Training). Reducing exclusions will help to improve pupil attainment and support their chances in becoming successful in the workplace.

How will we know?

Measure Current performance (2015/16)

Comparative performance (All Wales Average)

Target for 16/17 Target Changes

How much did we do?

6a.Total number of days lost to secondary fixed term exclusions

2160 days Not available 2052 No Target changes at this time, the 17/18 targets will be set through the 2017/18

How well did we do it?

6b. Attendance levels primary school 94.5 All Wales average 94.6

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EDU/016a 94.9 Service Planning Process 6c. Attendance levels secondary schools

EDU/016b 93.1 All Wales average

93.8 93.2

Is anyone better off?

6d. Pupils achieving the expected CSI outcome at the end of Key Stage 3 EDU/004

81.6 All Wales average 83.9

82.1

6e. Percentage of FSM pupils achieving Level 2 Inclusive


28.5

6f. Total percentage of pupils achieving the Level 2 Inclusive


55.2

6g. Pupils achieving Level 2 Maths 59.6 All Wales average 61.7

61.7

6h. Pupils achieving Level 2 English 67.7 All Wales average 66.2

68

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Partnership & Collaboration: Who do we need to work with? Welsh Government EAS Schools and Head teachers Citizens of Newport including parents & pupils Social Services Health Police Youth Offending Team Youth Services Communities First Voluntary Groups South East Wales consortia area working groups SE Wales Safeguarding children board What risks do we need to manage and prevent?

Risk Mitigation /Prevention Activity Risk Rating Current Risk Rating

Increasing numbers of new arrivals into Newport schools

Continue to review needs of service linked to New Arrival needs

High – reduction in funding is an on-going concern

High

Pressure on school places A primary school expansion programme is underway with directed capital investment to areas of the city where Section 106 monies are unable to be accessed. Families have been split between schools to accommodate admissions which impacts on attendance, lateness and well being

Low – work in progress, no barriers High – the primary expansion programme continues to extend places but demand is increasingly high

Low High

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Risk Mitigation /Prevention Activity Risk Rating Current Risk Rating

Numbers of pupils with additional learning needs increasing / relatively small workforce to support pupils and those at risk of exclusion

Service and team plans must be focussed on key outcomes for pupils with additional learning needs / those at risk from exclusion. LA links with EAS to ensure schools are challenged and supported to secure the right provision SEN statementing will change to ensure that all agencies are involved in supporting pupils.

Medium - work needs to be re-focussed, staffing budgets at risk. Medium – limited EAS support available Medium – Awaiting further Welsh Government guidance and will need time to achieve

Medium Medium Medium

Underpinning all of these risks is the continuing financial pressure

The Service Area will need to be realistic around the resources available. The Service Area will continue to monitor the existing budget regularly

Medium - Robust service area planning will consider resource allocation Low – Systems in place

Medium Low

Is there a budget available to deliver improvement?

Improvement objective Identified funding to deliver improvement (£’000)

Additional Financial comments

6.1 Improve the number of pupils achieving the expected level in the Key Stage 3 Core Subject Indicator, the number of pupils achieving the Level 2 Inclusive Indicator (in particular those accessing Free School Meals), the number of pupils gaining a Level 2 in GCSE Maths and English.

£8,775,037 The budgets available to deliver this improvement have been identified from a number of areas; they include the EAS contribution of £875,415, external grant funding of £7,899,622 (EIG) and £4,231,500 (PDG). Reduction in WG funding is an on-going financial concern.

6.2 Improve Primary & Secondary Attendance.

£305,233 The Education Welfare Service budget is available to deliver this improvement.

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Improvement objective Identified funding to deliver improvement (£’000)

Additional Financial comments

6.3 Reduce pupil exclusions.

£264,936 The Inclusion Management budget (noted) is available to deliver this improvement. The AEN services were delegated to schools and provide support to help deliver this improvement objective.

service plan performance exception report

Documents