Chairs Briefing Meeting Oldham Governor Support Service Gerri

Chairs Briefing Meeting Oldham Governor Support Service Gerri Barry Information and Advice Service Manager The Honeywell Centre Wednesday 17 January 2018

Inspiring Governance • Inspiring Governance – Join the 250, 000 • Watch the video: https: //www. youtube. com/watch? v=Oc 9 U_o. R_ERM 2

Housekeeping 3

Welcome and introductions Clerks Briefing • Gerri Barry Information and Advice Service Manager PASSWORD PROTECTED WEBPAGES www. oldham. gov. uk/chairsofgovernors www. oldham. gov. uk/linkgovernor 4

New Oldham Council Website now accessible 5

A – Z Navigation 6

New Governor Webpage www. oldham. gov. uk/governors Chairs Briefing report can be found here www. oldham. gov. uk/ chairsofgovernors 7

Spring Term Governing Body Agenda • Gerri Barry Information and Advice Service Manager • Andy Collinge Head of Education Support Services 8

Inspiring Governance – Advertise here! • https: //inspiringgovernance. org • www. inspiringthefuture. org 9

The BIG Push 2018!! Forms and Information to collect this term • SEND website compliance and good practice • Competency Framework for Governance – Lead Governors • Governor Contact Details Form • Governor Database Information Form • Governors Skills Audit and Matrix • Prevent online training • DBS checks 10

School Mental Health Services and Schools Link Programme • This programme is a ground-breaking initiative to help Clinical Commissioning Groups (CCGs), other service providers and Local Authorities work together with schools and colleges to provide timely mental health support to children and young people. • It works to empower professionals and support staff by brokering contact, sharing expertise and developing a joint vision for children and young peoples’ mental health and emotional wellbeing in each locality. • Mental health leads from participating schools and colleges will attend two day-long workshops alongside mental health professionals to facilitate joint working and share best practice. 11

School Mental Health Services and Schools Link Programme • • There will be two different one-day workshops (9. 30 -4 pm) facilitated by Anna Freud staff 6 -8 weeks apart. These workshops will be attended by schools and colleges, and professionals from a range of services which advise and support children and young peoples’ mental and emotional health and wellbeing. We will have 3 cohorts of 20 schools/college representatives plus the same number of health professionals in each cohort on the following dates: Cohort 1 Cohort 2 Cohort 3 Workshop 1: 20 February Workshop 1: 22 February Workshop 1: 23 February Workshop 2: 18 April Workshop 2: 19 April Workshop 2: 20 April Venue: Workshops to be held at the Civic Centre, West St, Oldham, OL 1 1 UG • • If your school/college is interested in participating in the programme, or for more information, please contact Elaine Machin by email or phone - Tel: 0161 770 4550, email: elaine. machin@oldham. gov. uk by Monday 12 th February 2018. Places will be limited to one per school or college (both workshops must be attended by the same nominated lead). 12

SEND – School Website Compliancy • Missing SEND information on school websites 115 Good practice Compliance Schools (Total 115) 95 75 60 07 -Nov-17 59 57 07 -Dec-17 55 10 -Jan-18 33 35 20 15 -5 19 22 19 19 16 14 7 7 Link to other Link to POINT Link to Oldham SENCo contact useful resources website Council’s Local details Offer 9 8 Accessibility Plan/Policy 11 8 7 Send Report/Local Offer 10 7 6 Send Policy 13

SEND: Useful questions you should find the answer to: • Mainstream schools – – • how many pupils in your school have SEND? how many pupils have EHC plans or statements of special educational needs? how many staff have a particular role in relation to SEND? how much money the school gets for pupils with SEND and how is it spent? Special Schools – In special schools, all the pupils will have either EHC plan or a statement of special education need – but the school still has a duty to ensure the needs of all the pupils are met. • What not to do: – A SEND governor should not assess the quality of the SEND provision in their school, the role is a strategic role – A SEND governor should not speak to teachers directly about the progress of children and young people with SEND, their contact should be with the SENCO. – A SEND governor should not attempt to deal with complaints from parents, encourage them to speak to the Headteacher first. 14

SEND Local Offer • Schools are being reminded to http: //pointoldham. co. uk prioritise updating their SEND information and policies on their own websites. www. iassoldham. co. uk • Schools are also requested to add onto their websites (those who haven't already) useful links/logos to key information for parents to access. www. oldham. gov. uk/fi s www. oldham. gov. uk/localoffer 15

Governor Skills Audit and Matrix • Completed Matrix for your school – please send your collated copy to gbsupport@oldham. gov. uk • Ofsted will expect to see these completed at the start of a school inspection • Individual Governor NGA Skills Audit form Ø www. oldham. gov. uk/downloads/file/4820/individual_governor_ nga_skills_audit • Collated Governing Body Skills Audit Matrix Ø www. oldham. gov. uk/downloads/file/4821/collated_gb_skills_au dit_matrix • Access both forms through the friendly link below Ø www. oldham. gov. uk/governordocuments 16

Updated Governor Contact Details Form 17

Competency Framework for Governance Pathway – Draft Document • Developed by the North West Coordinators of Governor Support (NWCOGS). • Aims to assist governors/trustees in developing the knowledge competencies identified in the DFE Competency Framework during their first term of Office. • Identifies key aspects required from induction through to being a more experienced governor. • Launched early 2018! 18

Feedback from the NCOGS Governor Conference – Oct/Nov 2017 • Questions to governors by Senior HMI – Stephen Mc. Mullan 19

Governor Information Cleanse and Update • This term we will be continuing to update the governor database and fill out all the gaps. • Chairs are asked to support the Clerks to collect the missing information. • We are also asking to update information on the Chair’s day job so that we hopefully signpost and access addditional training through the Oldham Business Leaders Network across Greater Manchester. Required Governor Information on Database Title Date of Birth Special Needs Forename Telephone numbers: Home | Mobile | Work Job Title Surname Email Address Business Owner/Director Address | Postcode Gender | Ethnicity Name of Business 20

A Competency Framework for Governance • To date, the following number of governors have been nominated as lead governors in specific areas: Lead Governor Total in place Jan 18 Special Educational Needs and Disabilities (SEND) 66 Safeguarding of children including Prevent Duty 57 Health and safety in education 51 Analyse information and data 50 Financial health and efficiency compared to organisations locally and nationally 48 Human Resource Education Policy 46 Closing the gap for EAL Learners (English as an Additional Language) 51 • Suggested relevant training has been signposted to these governors Vacant lead governor responsibilities must be filled this term 21

Local Authority Items for Information • Schools Forum – Governors are asked to receive and note the summary papers outlining discussions held at the meetings of the Schools Forum held during last term on 13 September and 29 November 2017. • ‘Sexual violence and sexual harassment between children in schools and colleges’ - New advice from the Df. E (December 2017) - The guidance covers: – what sexual violence and harassment is – schools’ and colleges’ legal responsibilities – a whole school or college approach to safeguarding and child protection – how to respond to reports of sexual violence and sexual harassment https: //www. gov. uk/government/publications/sexual-violence-and-sexualharassment-between-children-in-schools-and-colleges 22

Governors annual review Summer term 2018 23

Courtesy calls for New Governors • Please let your new governors know that… • The Governors Service, as well as sending out an induction pack to new governors, would like to make a quick courtesy call to new governors to say ‘Hello’ and talk them through the governor database. 24

Andy Collinge Head of Education Support Services Chair of Governors Briefing 17 January 2018

LA Support Staff Terms and Conditions • Changes have not been agreed with Trade Unions, however they can still be considered by governing bodies. • Agenda item on Spring term governing body meeting. • Proposed changes to be implemented by Sept 2018 include: – – Revised car mileage scheme. Changes to overtime payments to plain time. Removal of two days extra holiday for no sickness absence Salary protection scheme down from two years to one year • Final decision rests with Individual Governing Bodies. 26

General Data Protection Regulation (GDPR) • Effective from 25 May 2018 • Agenda item on Spring term governing body meeting. • Discussions at Primary Headteacher's re: SLA • Majority of schools have access training via Yew Tree School • Check list to be issued to schools re: GDPR • Roll out training for governors on GDPR in conjunction with the Information Governance Service (IGS). 27

Data protection – New Legislation – Key Links • New legislations comes into place in May 2018 • Webinar that provides useful information • https: //www. brownejacobson. com/education/training-andresources/training-videos/2017/09/how-to-implement-gdpr-in-yourschool-hear-from-dai-durbridge-and-helena-wootton • Preparing for the GDPR - 12 -steps to take now • Information Commissioners Office https: //ico. org. uk/for-organisations/data-protection-reform/ • European Data Protection http: //ec. europa. eu/justice/data-protection/reform/index_en. htm 28

Key Education Priorities Overview of priorities and challenges for the Education & Early Years Service 2017 -2018 Andrew Sutherland Director of Education and Early Years Chairs of Governors Briefing 17 January 2018

Structure of presentation 1. Context and background to the service challenges in 2017 -2018. 2. Performance in 2017 compared to 2016 across all areas of the service. 3. Action in 2018 moving all schools to good/outstanding. 4. Summary of successes/challenges and next steps 5. Questions. 30

Oldham’s Schools Objectives • To achieve the objective of all Oldham schools being good or outstanding by 2020 we need all schools to be focused on the priorities below: – Outstanding and consistent classroom teaching – Outstanding leadership at all levels of the school which challenges, supports, and collaborates effectively on how to improve their school – Effective use of data and intelligence to ensure leaders really know their school – A culture and ethos in school that aims for high attainment and refuses to accept second best – Excellent transition experiences at early years to primary/primary to secondary; and secondary to post 16 education. – A curriculum that meets the needs of all pupils and which builds 31 skills as well as knowledge.

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Attainment Gaps • Compared to national gaps, in Early Years we see significant issues with the development level of children with English as an additional language, above and beyond what is expected nationally. Influenced by 1000 international new arrivals per annum 34

Prevalence of Disability and Special Educational Need (SEN) • There are 6033 (14% of total school population) with disability and special educational needs (SEND). This figure has reduced significantly from 7754 (19% of the total school population) in 2011 – although the complexity of need has increased. • There are 4868 pupils on SEN support in Oldham; equal to 11% of the total school population. This is lower than the England average of 11. 6%. % of Total School Population 2015/16 SEN 14% Non SEN 86% % of Total School Population 2009/10 SEN 19% Non SEN 81% 35

Prevalence of Disability and Special Educational Needs (SEN) • Number of children and young people with EHC Plans 1764 % of pupils in receipt of SEN Support % of total school population 100% 90% 80% 70% 60% 81% 86% 60% 50% Non SEN 40% SEN 30% 10% 50% % of Pupils 40% National average 30% 20% 89% 11% 10% 19% 14% 2009/10 2015/16 0% 0% SEN Support Non SEN Support 36

Children achieving a ‘GLD’ by the end of reception SEN Support & EHCP Improvement in early identification of children with SEND with resulting increase in numbers receiving SEN Support Number of EHC plans issued for children in the 0 -4 age range reflects increasing complexity of need Reduction in GLD scores for the SEN cohort in Oldham reflects the complexity of need North West Statistical Neighbours England 2014 3. 00 2015 3. 00 2016 4. 00 5. 00 7. 50 - 3. 00 4. 00 25. 0% Children Achieving a 'Good level of development' 19. 3% 20. 0% 17. 2% 16. 0% 15. 0% 10. 0% 5. 0% 2. 2% 1. 6% 0. 0% 2014/15 2015/16 2016/17 Percentage of children achieving a 'Good level of development' by the end of reception - SEN Support Percentage of children achieving a 'Good level of development' by the end of reception - EHCP 37

Looked After Children with SEND • There are 518 LAC, 66 have a special educational need and 26 have a recorded disability. • Approximately 17% of school aged LAC have an EHC plan which is higher than the national average • The number of care leavers with an EHC plan has increased since April 16 38

By Key Stage 2… • Most attainment gaps are less than would be expected. • For Bangladeshi pupils, however, progress does not yet meet expectations. By Key Stage 4 however this differential is less marked. 39

Key Stage 4 • By Key Stage 4 the group that brings the most challenge to improved attainment in Oldham is the population of white working class males. • They represent the biggest single factor in explaining the dip below national average. • This is a relatively consistent pattern over time. 40

• Skill levels are one of the most important determinants of socio-economic outcomes. Skills are not only an important route out of poverty for individuals, but a key driver of economic prosperity. Unfortunately Oldham has traditionally had a weak skills base, which is a legacy of generations of manual employment. This has resulted in residents finding it difficult to enter new growth sectors over recent years. • While Oldham has continued to improve attainment rates across the borough, adult skill levels still remain a concern. There a higher proportion of residents with no qualifications and fewer residents holding degree level qualifications compared to GM and national averages. NVQ 4 and above NVQ 3 NVQ 2 NVQ 1 Other qualifications No qualifications Oldham (%) Greater Manchester (%) England (%) 27. 6 16. 5 15. 2 15. 0 7. 8 15. 0 33. 6 18. 0 16. 6 11. 2 7. 1 10. 1 36. 7 17. 3 16. 3 11. 6 6. 6 8. 4 Source: ONS – Annual Population Survey 2016 41

Ofsted judgements • Ofsted judgements of overall effectiveness are consistently above average at Primary level. • Secondary judgments are less reliable over time: a tranche of “Inadequate” schools have recently moved to “Good”, but this still leaves Oldham with significant challenges 42

Performance and Analysis Challenges • On average Oldham’s children start school at a lower level of development than most of the rest of the UK. Key factors: – High deprivation. – Above average numbers of children with English not their first language. – International new arrivals – nearly 1000 a year on average with little or no English on arrival. • Under previous measures Key Stage 2 outcomes were a strength. Under new curriculum and assessment model, 2016 onwards, Oldham’s performance has not matched previous standards. • Pupils in Oldham make below average progress at secondary school, by the time they take their GCSEs, attainment is below the England average, all be it improving. • There a higher proportion of residents with no qualifications and fewer residents with degree level qualifications compared to GM and national averages. 43

Performance and Analysis Challenges Affecting Performance • Secondary fixed exclusions present a mixed picture, permanent exclusions are significantly and consistently above the national rate, and usually more than twice that rate • Whilst overall pupil absence rates have been falling in recent years, in line with the national trend, unauthorised absence has increased for both primary and secondary schools • An increasing school age population that is creating pressure on school places • The number of international new arrivals coming into schools who already working in challenging circumstances and are at or above capacity • Lack of capacity and skill set to produce and quality assure effective EHC Plans • Lack of present capacity of the school improvement team to take responsibility for leading and quality assuring SEND outcomes 44

Performance and Analysis Challenges • Although there are green shoots in performance in Oldham continued work requires to be done to reach national standards: – The proportion of children achieving the EYFSP standard has increased by 23% between 2013 and 2017, so 64% of young people are now school ready when they start school*. Whilst the improvement trend is better than national, it is still 7% behind national figures. – Young people left Primary Schools in 2017 with better levels of Reading, Writing & Maths than in 2016, however the performance of pupil groups varied. Overall achievement is still 6 ppts below national. – Progress in Secondary Schools has seen marked improvement from 2016 to 2017. Progress 8 for all pupils has improved by 0. 17 and for disadvantaged pupils by 0. 36, resulting in the gap between the two reducing by 0. 19. 45

Summary of Issues • The proportion of schools judged good or outstanding has risen from 74% in Jan 2014 to 86% in November 2017. This is due to an improvement in the figures for secondary schools and stable figures for primary schools, and brings the borough in line with national averages. • Outcomes for children and young people remain too low. Un-validated returns for 2017 indicate improved outcomes at all key stages and against statistical neighbours, however standards will remain below national averages. • This difference between Ofsted judgements and overall outcomes is explained by the good progress that is being made by children & young people from their starting points in many primary and secondary schools. Conversely, the starkly low starting points of many children in Early Years is inhibiting their trajectory to achievement in line with their peers across the nation at KS 1, 2 and 4. 46

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Action in the Early Years 2017 -2018 • Action to put a comprehensive Early • Years programme is in place. A significant element of this is implementation of Oldham’s Right Start model which is aligned to the GM Early Years programme. • The Early Years programme focuses on: – improving speech, language and communication and literacy – improving personal, social and emotional development – improving maternal mental health – parenting support, including improving the home learning environment – enhancing physical activity – securing high quality early education – strengthening leadership and management Impact of the work across services to improve school readiness at age 5 is evident in the increase of children reaching the national good level of development measure (GLD). For example: – In 2017 the (GLD) increased by 3% to 64% compared to a national rise of 2% points to 71% – Across all key learning and emotional and wellbeing areas, the number of children reaching the expected level or above has increased from 55% in 2013 to 72% compared to an increase from 65. 4% to 79% nationally – There has been an improvement in the number of children reaching the expected level or above across all early learning goals in the personal, social and emotional development area of learning from 66% in 2013 to 77. 9% in 2017 compared to a 48 national improvement from 76. 3% to 85. 2%.

Action in Schools and Academies 2017 -2018 The Council strategy for school improvement is enhancing the local school-led system through the Oldham Education Partnership and separating this aspect of school improvement from the Council’s and MAT’s functions of overview and intervention in schools causing concern. Indications from inspection reports, external review and outcomes in 2017 are that the strategy is having a positive effect on education in Oldham, as follows: Overview: 97% of schools and academies now share their data/intelligence and participate in the school improvement programme. The service and the MATs are resourcing school improvement action through a blended model involving School Improvement Partners and Peer/MAT reviews. System Leadership: We have in place a ‘Schools Causing Concern Index’. It is shared with schools and analysed by the School Improvement Group, who ensure that support is put in place. This has included commissioning school to school support for Schools Causing Concern, directing work-hubs onto targeted themes and commissioning support from areas of good practice within the authority. Intelligence gathering led to the ‘School Oldham’ improvement plan for 2017 -18 which has clear priorities including: • • Literacy (particularly boys), Leadership, Curriculum development Safeguarding. 49

Examples of school improvement challenge in secondary schools and academies Action Impact Specific support and intervention in four weak secondary schools: • Supported the Interim Executive Board at Failsworth School with people and resource leading to positive impact on outcomes and enabling the school to join the CO-OP MAT; • Re-established the Interim Executive Board at Royton & Crompton School to drive improvements in leadership and management and safeguarding, and enable the school to join the EACT MAT; • Collaborated with the RSC to close GM University Training College (UTC) and managed the logistical challenges created by closure of Collective Spirit Free School. • • MATs with recognised track records are responsible for school improvement at Failsworth and Royton & Crompton. A greater proportion of students are in Good or Outstanding Secondary Schools. Key stage 4 attainment improved with achievement of a good grade in both English and Maths (4+ or C+) rising from 56% in 2016 to 59% in 2017. Key stage 4 progress improved with P 8 rising from -0. 34 in 2016 50 to -0. 2 in 2017.

Service action to secure additional national resources for school improvement – SSIF – linked to away day priorities • A £ 140 million ‘Strategic School Improvement Fund’, aimed at ensuring resources are targeted at the schools most in need of support to drive up standards, use their resources most effectively and deliver more good school places. • We have four bids: – Oasis Limeside: Reading recovery programme (25 schools) – Focus Trust: Early literacy support (10 schools) – Harmony Trust: International New Arrivals champions – South Pennine Trust: Maths transition (10 schools) 51

Measuring Success – our areas of focus Our targets should be as specific as the priorities we have agreed. These targets are shared by all partners. Phonics/ SATS GLD At least 1% above national increases SEND/ FSM/ Outcomes LAC for vulnerable learners Mental health support A 8/P 8 Reduce exclusions 52

Summary examples of data improvement in 2017 • The proportion of children achieving the EYFSP standard has increased by 23% between 2013 and 2017, so 64% of young people are now school ready when they start school*. Whilst the improvement trend is better than national, it is still 7% behind national figures. • Young people left Primary Schools in 2017 with better levels of Reading, Writing & Maths than in 2016, however the performance of pupil groups varied. Overall achievement is still 6 ppts below national. • Progress in Secondary Schools has seen marked improvement from 2016 to 2017. Progress 8 for all pupils has improved by 0. 17 and for disadvantaged pupils by 0. 36, resulting in the gap between the two reducing by 0. 19. 53

SEND data challenges in contrast to general improvements • In Early Years there was a continuous increase between 2014 and 2017 in the average point score for pupils without SEND from 32. 4 to 33. 4; but for pupils with SEND this remained static over the period from 22. 3 to 22. 5, so the gap between groups widened. • In primary schools there was an increase between 2016 and 2017 in the percentage of pupils without SEND meeting the expected standard in Key Stage 2 Reading, Writing and Maths from 55% to 64%; and less so for pupils with SEND from 11% to 16%, so the gap between groups widened. • In secondary schools between 2016 and 2017 there were improvements in Progress 8 scores for pupils without and with SEND and the gap between the groups narrowed from 0. 7 to 0. 6. 54

Strategic Response to the challenges The local authority, Oldham Education Partnership and the Opportunity Area in partnership – note ties into away day themes of early years and curriculum change. • Oldham is one of 12 Opportunity Areas, a part of the Government’s social mobility priority. • Each area has a ‘place based’ plan. Oldham’s identifies three priorities for action: – Ensuring all children are school ready by the age of five. – Raising attainment for all, and raising it fastest for disadvantaged pupils. – All children and young people to be ready for life, learning and work. 55

Oldham Education Partnership priorities • Leadership Development – Ensure access to a set of programmes to support leadership development – Increase knowledge of the support that is available to schools including the use of NLEs, SLEs, NLGs, SLGs etc. and (aspirant) leaders in other schools and academies – Strengthen the quality and impact of Governance in Oldham • Literacy – Further develop readiness for learning linked to speech, language and communication in Early Years – To improve writing outcomes across Oldham with a particular but not exclusive focus on Boys and SEND students – Raise attainment in reading across Oldham 56

Oldham Education Partnership priorities (2) • Curriculum Development – Improve Transition at reception/ year 6 and post 16 levels – Develop a coherent curriculum 0 -19 to enable children and young people including those with SEND to make good progress personally and academically within the Oldham context • Safeguarding in Education – Robust Safeguarding procedures are in place in all schools and Academies – Education establishments are able to implement their duties under section 11 of the Children Act 2004 – SEND and SEBD pupils have appropriate online safeguarding messages delivered – including to parents and carers 57

Summary of strengths in the Education and Early Years Service (E&EYS) • Ofsted judgements of overall effectiveness are consistently above average at Primary level • Secondary judgments are less consistent over time: however, there is an improving picture • Attainment in 2017 increased from 2016 at all levels • The Level of partnership working between the OEP, LA, Schools and National Partners, including OA strong • Strong implementation of MASH and Early Help offer and Right Start service 58

Reflections • The E&EY service is increasingly confident in the role of providing strategic leadership, reflecting its politically democratic responsibility as part of the local authority • The service has an improving and deeper understanding of its strengths and challenges to be overcome • The service is acutely aware that successful delivery of school improvement and inclusion (SEND) challenges requires increased and dedicated resource which is pinpointed at the correct priorities – led by data and intelligence • The service has a major window of opportunity to coordinate local and national partners to work collectively to achieve agreed outcomes • The service must lead on shaping and measuring the key performance outcomes for the children of the borough, and be accountable to the administration for the outcomes achieved 59

Thank You Questions?

Discussion Workshops 25 minutes each workshop Table Workshop name Early Years School Readiness 1 2 SEND and SEN Support Services 3 School Improvement 4 Virtual School 5 Academies, Free Schools, Place Planning and School Governance 6 Post 16 Participation, Careers Education Attendance and LA Statutory Responsibilities 7 Opportunity Areas 8 The Whole School Approach to Emotional Health and Mental Wellbeing

Plenary Andrew Sutherland Director of Education and Early Years Chairs of Governors Briefing January 2018

Health & Wellbeing ‘Call to Action’ Bowel health and screening Ian Walsh Head Teacher St Luke’s Primary School

Bowel health and screening Please click the link below for full information: https: //www. bowelcanceruk. org. uk

Date and time of next meeting • Monday 14 May 2018 - Time 5. 30 -6 pm Light refreshments and networking, 6 -8 pm Meeting • Chair/Vice-Chair are requested to book a place on the next Chairs Briefing using the online booking system: www. oldham. gov. uk/governortrainingprogramme 65

10. Any other urgent business 66

Recently Published Updates • News and updates • Additional training resources and reading links you may wish to access online

Health and Wellbeing • Remember to walk-the-walk and celebrate the impact you have with everyone you come in contact with in your role as a Chair of Governors! • Watch this short uplifting video below (2 mins): www. youtube. com/watch? v=Z_QXe. KGkg 5 E 68

NGA News • NGA’s chief executive, Emma Knights, who received an OBE for services to education. Commenting on the honour, Emma said: – “I am delighted to have recognition for the work of the National Governance Association - past, present and future. So many people have contributed to raising the profile of school governance. Most importantly, the honour is also due to the 250, 000 volunteers governing state schools in England who give freely their time for the benefit of pupils and whom NGA supports. – The good wishes sent to me over the past week have been extremely touching and the number of people celebrating this award as recognition of school governance was humbling. Thank you. – It was also very pleasing to see sixteen governors and trustees honoured for their voluntary contribution, and we are happy to help others nominate for this coming year. But only a few will be recognised in this way, so let’s make 2018 a year in which all our volunteers are thanked. ” 69

Recruiting a Headteacher • The Df. E has issued “Recruiting a Headteacher, a guide to help governors and trustees make effective decisions when recruiting and selecting headteachers and other school leaders”. • For an associated toolkit, see https: //www. nga. org. uk/Guidance/Finance-and. Staffing/Executive-and-Seniorleadership/Headteacher-Recruitment-Toolkit. aspx • or via https: //www. gov. uk/government/publications/recruitin g-a-headteacher 70

Find and compare schools in England • Find and compare schools in England has been updated as from 3 January 2018 • Search for primary, secondary and special needs schools and colleges near you, and check their performance. • You can view and download: – exam and test results – Ofsted reports – financial information • see: https: //www. gov. uk/school-performance-tables 71

Primary School Performance Tables • On 14 December 2017, the Df. E issued Primary school performance tables, 2017 – Nationally, 61% of pupils reached the expected standard in reading, writing and mathematics: 65% of girls and 57% of boys. – Girls made more progress in reading and writing while boys made more progress in mathematics. – The attainment gap between pupils eligible for free school meals (FSM) and other pupils has widened by 1% compared to 2016, with 43% achieving the expected standard in reading, writing and mathematics this year. – Pupils with special educational needs (SEN) had the biggest attainment gap, with just 18% reaching the expected standard in all three subjects. 511 primary schools fell below the floor standard and 524 were identified as ‘coasting’. See https: //www. gov. uk/government/statistics/primary-school-performance -tables-2017 72

Df. E issued documents • The Df. E has recently issued the following: – Ready reckoners to calculate progress scores for pupils and schools for the 2017 key stage 2 revised data release. See https: //www. gov. uk/government/publications/ready-reckonersfor-key-stage-2 -2017 – revised information on the 2017 national curriculum assessments at key stage 2, including breakdowns by pupil characteristics. See https: //www. gov. uk/government/statistics/national-curriculumassessments-key-stage-2 -2017 -revised – provisional information on the 2017 phonics screening check and assessments at key stage 1, including breakdowns by pupil characteristics. See https: //www. gov. uk/government/statistics/phonics-screeningcheck-and-key-stage-1 -assessments-england-2017 73

Df. E Documents issued (cont…) – findings from a study of early years provision quality within the larger study of early education and development (SEED) project. See https: //www. gov. uk/government/publications/early-yearsprovision-quality – provisional statistics on the achievements of young people at the end of key stage 4 in England, in the 2016 to 2017 academic year. See https: //www. gov. uk/government/statistics/gcse-andequivalent-results-2016 -to-2017 -provisional 74

Ofsted news • Ofsted has confirmed new arrangements for short inspections. from January 2018: – Inspectors will continue to convert short inspections, usually within 48 hours, if they have serious concerns about safeguarding or behaviour, or if they think the quality of education provided by a school has declined to inadequate – When there are no significant issues with safeguarding or behaviour, but inspectors identify potential concerns about either the quality of education or leadership and management, the inspection will not convert. Instead, Ofsted will publish a letter setting out the school’s strengths and areas for improvement. A section 5 inspection will then take place later, typically within 1 to 2 years. This will give the school time to address any weaknesses and seek support from appropriate bodies. In the meantime, the letter will be clear that the school’s current overall effectiveness judgement has not changed. 75

Ofsted news Short inspections cont. … – When inspectors have reason to believe that a school may be improving towards an outstanding judgement, Ofsted will publish a letter confirming that the school is still good and setting out its strengths and priorities for further improvement. A section 5 inspection will then take place within 1 to 2 years, giving the school time to consolidate its strong practice. However, requests from schools for early inspections will be considered. The majority of short inspections will confirm that the school remains good and, as now, Ofsted will return to carry out another short inspection after approximately 3 years. 76

Ofsted news • Ofsted has issued revised versions of: – Handbook for short, monitoring and unannounced behaviour school inspections, section 8 https: //www. gov. uk/government/public ations/handbook-for-short-monitoringand-unannounced-behaviour-schoolinspections – School inspection handbook, section 5 https: //www. gov. uk/government/uploa ds/system/uploads/attachment_data/fil e/670083/School_inspection_handboo k_section_5. pdf 77

PE and sport premium for primary schools • The Df. E has updated its guidance for primary schools on publishing details of how PE and sport premium is used: • www. gov. uk/guidance/pe-and-sport-premium-forprimary-schools#accountability 78

Early years foundation stage profile: 2018 handbook • The Df. E has issued the Early years foundation stage profile: 2018 handbook See https: //www. gov. uk/govern ment/publications/earlyyears-foundation-stageprofile-2018 -handbook 79

Regional Schools’ Buying Hub Pilot • As part of its work to help schools use their resources as effectively as possible the Df. E is establishing Regional Schools’ Buying Hubs. • An initial pilot will be run in schools in the North West and South West. The hubs are designed to help schools buy goods and services in the most efficient and effective way. • The number of schools who can sign up for this free service is limited to 900 in each region, sign up early so as not to miss out. • For more details: https: //consult. education. gov. uk/schoolscommercial-team/927 e 1 fd 1/ 80

You. Tube and Webinars • Inspecting governance: an Ofsted webinar published: December 2017 (1 hour) https: //www. youtube. com/watch? v=xzib 0 i. AWa 4 E 81

You. Tube and Webinar • Webinar on governance - Autumn 2017 (38 mins) https: //www. youtube. com/watch? v=Rlz. Imdbgeq. U&fe ature=youtu. be • The Df. E have produced a 5 minute video on Analyse School Performance (Replacing RAISE) – A guide to getting started. https: //www. youtube. com/watch? v=h. Zxym. O 3 Rsj 8 82

How did you become a Chair of governors? • Watch the short interview on the link below (3 mins): https: //www. youtube. com/watch? v=h. Mb 0 swk 4 n. WY Keith Clover, a National Leader of Governance (NLG), talks about his experience of becoming a Chair of governors. In conversation with John Stephens (Director of Teaching Schools at NCTL). 83

Governor training • Access to other free training modules from The Open University – Future Learn Pilot • Massive Open Online Courses (MOOCs) • www. futurelearn. com 84