Welcome to the Tri-boroughLondon Borough of Hammersmith and Fulham, Royal Borough of Kensington and Chelsea, City of Westminster

NQT Welcome

• Borough characteristics and features

• The induction process

• Professional Development for NQTs • Sources of information and support 

Tri-borough Working

• There is one structure for School Standards across the three

• boroughs

• Andrew Christie is Director of Children's Services

• Ian Heggs is the Director of Commissioning

• Richard Stanley is the Assistant Director School Standards

• Three Principal Lead Advisers with responsibilities across the three,

• and specific responsibilities for a particular borough

• Jenny Bax LBHF

• Lucy Nutt RBKC

• Richard Capel WCC

The Aims of Tri-borough Working

• The vision of the Tri-borough Children’s Services programme is "combining services to tackle common problems, improve people's lives and make public money go further."

• Tri-borough is an ambitious programme, pooling resources and expertise to pioneer new ways of delivering joined-up public services while saving the taxpayer £33.4 million by 2015/16.

• Tri-borough is about improving lives and saving money. A shared youth service providing new opportunities for teenagers. A single adult service providing seamless care with our hospitals.

The local authorities areas

• Are small but diverse and densely populated Boroughs; with contrasts in wealth and social mobility

• Standards: key stage outcomes in our schools are among the highest across the country.

• Across authorities, OfSTED inspections reflect that view in that 91% (H&F), 82% (K&C) and 86% (WCC) of our schools have received either a ‘good’ or ‘outstanding’ judgement from OfSTED (Summer 2013) compared with just 70% nationally in 2011/12.

• Challenging profile Achievement is significant because of the schools’ population profile.

• Privately educated: Around 30% of H&F and WCC resident children are educated privately, over 50% in K&C - and just 6% nationally (Spring 2013).

Local authority context - chart

Local authority context - data

Free meals, EAL and ethnic Primary:

minority, 2013 Free meal EAL Ethnic

Kensington and Chelsea 2013 31% 56% 77%

Hammersmith and Fulham 2013 35% 49% 74%

Westminster 2013 36% 72% 88%

National 2013 19% 18% 29%

Free meals, EAL and ethnic Secondary:

minority, 2013 Free meal EAL Ethnic

Kensington and Chelsea 2013 23% 50% 75%

Hammersmith and Fulham 2013 31% 43% 70%

Westminster 2013 41% 61% 84%

National 2013 16% 14% 24%

Local authority context - chart

0%

20%

40%

60%

80%

100%

Free meal EAL Ethnic Free meal EAL Ethnic

Meal entitlement, ethnicity and EAL

K&C 2013 H&F 2013 WCC 2013 National 2013

Primary Secondary

Tri Borough Population IDACI

Local authority context – IDACI

0.0%

20.0%

40.0%

60.0%

80.0%

Most deprived 20%

Next most deprived 20%

Middle 20% Next least deprived 20%

Least deprived 20%

Children Deprivation Index, 2013

K&C 2013 H&F 2013 WCC 2013 National

Over 100 languages spoken

ArabicBengaliKurdishAlbanianSomali

PortugueseFrenchPersianSpanishChinese

SomaliArabic Polish

Spanish Albanian

Portuguese French Bengali Persian Urdu

Schools will have a teacher responsible for EAL, who can provide guidance, this may be: •EAL Coordinator•Inclusion Coordinator/Manager•SENCO•Literacy Coordinator•a member of the senior leadership team

•LBHF – EAL Adviser

ArabicSpanish

PortuguesePhilipinoFrenchSomaliItalian

AlbanianTigrinya

Farsi

• At least 50% of our school population is bilingual

• Range of need – new arrivals to advanced bilingual learners

• Need to focus on attainment at higher levels (e.g. Level 3 at KS1, Level 5 at KS2)

LBHF RBKC WCC

Primary results 2013

Key Stage 2 Reading, writing

Level 4 and above Reading Writing Maths and maths

Hammersmith and Fulham 2011 86% 78% 82% 71%

Hammersmith and Fulham 2012 89% 83% 84% 77%

Hammersmith and Fulham 2013 88% 85% 86% 78%

Kensington and Chelsea 2011 89% 83% 87% 77%

Kensington and Chelsea 2012 90% 86% 90% 82%

Kensington and Chelsea 2013 92% 90% 92% 84%

Westminster 2011 86% 80% 82% 70%

Westminster 2012 89% 84% 86% 77%

Westminster 2013 88% 86% 88% 80%

National 2011 84% 80% 80% 67%

National 2012 87% 81% 84% 75%

National 2013 85% 83% 84% 75%

Secondary results 2013

GCSE 5+ A*-C 5+ A*-C Ebacc

Indicators with EM

H&F 2011 92% 71% 33%

H&F 2012 84% 66% 31%

H&F 2013 n/ a 66% n/ a

Kensington and Chelsea 2011 91% 73% 22%

Kensington and Chelsea 2012 90% 80% 25%

Kensington and Chelsea 2013 92% 80% 38%

Westminster 2011 86% 63% 15%

Westminster 2012 88% 70% 18%

Westminster 2013 88% 70% 34%

National 2011 80% 58% 15%

National 2012 83% 59% 16%

NQT to System Leadership

• Start of career, beginning to work in the Tri-borough– Newly Qualified Teachers: teachers in the first years of their careers

• Middle Leaders– Teachers beginning to take on leadership and management responsibilities, including heads of subject

area, heads of year and subject co-ordinators

• Established Leaders– Experienced leaders who are not planning to pursue opportunities for further responsibilities, including

assistant and deputy headteachers

• Entry to being a headteacher– Those aspiring to their first headship

• New headteacher– Newly appointed first-time HT / Principals and those in their first three years of leading, to support and

develop personal leadership development

• Advanced Leaders– Experienced HT / Principals looking to further develop their professional qualities, skills and expertise in

a variety of networks beyond the academy and begin to extend a range of leadership styles

• Consultant / System Leaders and beyond– Experienced HT / Principals and other school leaders who are ready to further develop their facilitation, mentoring and

coaching skills; understanding and leading the culture change required to develop system leadership

NQT Induction key features

• NQT entitlements

• Roles/responsibilities

• Statutory guidance, monitoring progress against the Teachers’ Standards

• Termly reviews and assessment reports, final decision about successful induction completion

• NQT Professional Development

Starting as you mean to go on.....

Establishing Protocols

Derrick Lowe September 2013 NQT

‘How we should operate in this classroom so that we can become successful learners’.

Derrick Lowe September 2013 NQT

Teaching Standard 7A teacher must: Manage behaviour effectively to ensure a good and safe learning environment

• have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy

• have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly

• manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them

• maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary

Derrick Lowe September 2013 NQT

Reflective Practice

Derrick Lowe September 2013 NQT

Some useful resources

• Behaviour Management Pocketbook: Peter Hook & Andy Vass

• Pedagogy and Practice Teaching and Learning in Secondary Schools Units 18, 19 & 20

• Times Educational Supplement Pro

Derrick Lowe September 2013 NQT

Teacher Support Network

Helen Chambers

Congratulations! • Congratulations on the start of your new teaching career! • We know how excited you must be, but also a little

apprehensive about what comes next• Don’t worry, you are not on your own and there are

plenty of places that you can go to for help, support and advice

• Teacher Support Network is one of these and is here for you throughout your career

Starting Out• Our Starting out guide for new teachers is a great place

to start. Visit our website and read hints and tips on:

– work relationships and fitting in – meeting the parents– looking after your voice– maintaining a good work-life balance

Pupil behaviour• For help with Managing pupil behaviour read our brand

new practical guide. Here you will find information on:

– low and high level disruption – your responses to poor behaviour – relationships with pupils – strategies to improve behaviour

Our services

Money managementSupport Coaching Counselling

Grants Information Signposting Online tools

NQT Training Provision

• 2nd year of Bi-borough training• All courses led by experienced

professionals working within the Bi-borough or London area

• Course programme designed to reflect the needs of NQTs and has been developed in response to feedback

• 95% + of courses rated good or outstanding

NQT Training Provision

• The courses provided can be found online at…http://lms.rbkc.gov.uk/login/index.php

• To book onto the courses contact Clare Sumpter Clare.Sumpter@rbkc.gov.uk

Good luck for an exciting and eventful year ahead!