Governor Forum and Network Meeting Autumn 2019 Monday

Governor Forum and Network Meeting Autumn 2019 Monday 14 October 2019 Margaret Mc. Millan Tower

Agenda 6. 30 – 6. 50, Jane Booth - Working together to Safeguard Children – The Bradford Partnership 6. 50 - 7. 05, Jenni Mayo – Feedback from a Chair of Governors from an Early Inspection under the new Framework 7. 05 - 7. 25, Sue Lowndes – Bradford Results 2019 7. 25 – 7. 45, Michael Purches – SEND Update 7. 45 - 8. 15, Andrew Redding – Finance Update 8. 15 - 8. 30, Information from School Governor Service and Discussion of Topics requested by Governors - School Places

Working Together to Safeguard Children The Bradford Partnership Jane Booth Chair of the Bradford Partnership

Legal status • Children and Social Work Act, 2017 • Working Together to Safeguard Children 2018

What are/have we been doing? BSCB: • Moved to the new arrangements for the Children’s Partnership following the enactment of the Wood Review recommendations. • Re-settling the CDOP function on to dual LA/CCG function now sitting in health • Tasking of sub-groups and assessment of impact – media etc. • Setting up new arrangements for Child Practice Reviews (Replace SCRs) in parallel with old system • Supporting the work of the Improvement Board

What are/have we been doing? BSCB: • Developed a framework for service responses – the Continuum of Need • Re-issued the most recent guidance on information sharing • Re-issued the refreshed guidance on escalation of concerns where there is a dispute between agencies • Issued Standard Operating Procedures in respect of multi-agency responses to complex safeguarding (e. g. CSE, CCE etc) • Commenced thematic SCR re CSE

A Joint Approach • Transitions • Training Review • Learning from Reviews • Joint Comms and Engagement Sub Group • Joint Risk and Vulnerability Sub Group • Homelessness – joint audit and challenge • Joint Website Development

• Strengthening our engagement with and offer for schools

Some key points • Continuum of need • Escalation policy • Information sharing protocol • S 175 audits

Challenges/Issues and potential solutions Understanding the scale and nature Smarter collection and analysis of of abuse in the District and quality data, increased audit and scrutiny of agency responses Understanding the scale and Smarter collection and analysis nature of abuse in the District Coordinating responses to newly and quality of agency responses recognised/emerging safeguarding Coordinating responses to newly issues e. g. Criminal exploitation recognised/emerging safeguarding issues e. g. Criminal exploitation Improving community engagement and awareness Lack of capacity in key agencies Establishing both Boards as as effective Establishing effective for vehicles for the promotion vehicles the promotion of high quality safeguarding responses of data, increased audit and Working across the three relevant scrutiny partnerships to understand risks and Working across the three relevant best challenge agencies to develop partnerships practice to understand risks and challenge agencies to develop best practice Recent establishment of joint subgroup Doing things once wherever possible! Maximising the benefits of the newly established joint business unit

NEXT STEPS • Identification of joint priorities for boards • Enhancement of joint audit and challenge • Shared methodology to measure impact of reviews • Joint Learning Strategy and review of training offer • Exploration of tri-board learning events • Enhancement of the voice of the service user.

Feedback from a Chair of Governors from an early Inspection under the New Framework Jenni Mayo Chair Harden Primary School

Bradford Results 2019 Sue Lowndes, Strategic Manager School Standards and Performance

Notes • Charts are based on provisional data • 2019 National averages for Foundation (GLD), Phonics and Key Stage 1 measures are taken from NCER data and are denoted by a green dotted line • 2019 Key Stage 4 results for Bradford are not validated and are provisional (denoted by a red dotted line). There are no national averages and no Progress 8 measure until the Df. E Statistical First release is published in October 2019

Early Years Foundation Stage

Yr 1 Phonics

Yr 2 Phonics

KS 1 Expected Standard - Reading

KS 1 Expected Standard - Writing

KS 1 Expected Standard - Mathematics

KS 1 Greater Depth - Reading

KS 1 Greater Depth - Writing

KS 1 Greater Depth - Mathematics

KS 1 Trend

Number of Bradford schools below the national average for: • Reading: 93 out of 160 • Writing: 88 out of 160 • Maths: 89 out of 160 (excludes Special schools)

Performance of Groups • Girls continue to outperform boys in all three subjects. The largest difference in attainment by gender continues to be in writing with a gap of 15 percentage points (girls = 75%, boys = 60%), which has widened from 14 points in 2018. • The average gap across subjects between disadvantaged and non-disadvantaged children is 13 percentage points, which has widened from 10 points in 2018. • The average gap across subjects for FSM pupils is slightly wider at 15 percentage points, up from 13 points in 2018.

Key Stage 2 – Reading

Key Stage 2 - Writing

Key Stage 2 - Mathematics

Key Stage 2 - GPS

Key Stage 2 – Combined R Wr Ma

KS 2 Greater Depth – Reading

KS 2 Greater Depth Writing

KS 2 Greater Depth - Mathematics

KS 2 Greater Depth - GPS

KS 2 Greater Depth R, Wr, Ma

Key Stage 1 to 2 - Progress

% of pupils achieving the Expected Standard across the different subject areas at the end of Key Stage 2

Number of Bradford schools below the national average for • Reading: 83 out of 159 • Writing: 77 out of 159 • Maths: 73 out of 159 • RWM: 77 out of 159 • GPS: 71 out of 159 (excludes Special schools)

Performance of Groups • Girls continue to outperform boys in all subject areas except Maths, where both gender groups have achieved 77%. • The largest difference in attainment by gender continues to be in writing with a gap of 11 percentage points (reduced from 13 points), but the gap has widened for Reading (7 to 10 points).

• Performance gaps for disadvantaged and FSM pupils remain largely the same as in 2018, with FSM pupils’ rates of attainment lower than those of disadvantaged pupils. • White pupils perform the worst out of the broad ethnicity groupings.

KS 2 Bradford & Statistical Neighbours

Key Stage 4

Provisional Data against the 4 measures

SEND Update Interim SEND Transformation & Compliance Coordinator michael. purches@bradford. gov. uk

Bradford District’s SEND Strategy

What do we want it to be like? • • Children and young people with SEND will achieve improved outcomes. Children and young people will have timely access to goodquality schools, colleges and services. The transition through to adulthood will be well understood by children and young people and families with clear pathways. Feedback from children, young people and families will show they feel more supported by education, health and social care services.

How do we get there?

Our priority areas 1. Communicating and updating our local offer 2. Improving the journey for children and young people with SEND to improve outcomes. 3. Developing services and provision 4. Preparing for adulthood

Across all our priorities … … Engagement and co-production with children & young people and their families

‘I’ statements and objectives

Our Local Offer • Continue to improve the LO website and raise its profile; • Co-produce it with children and young people; and • Widen the knowledge of SEND provision and services across the district to inform decision making by children and young people and their families.

Improving the journey for children and young people • Further develop the voice of children and young people in order to help them shape their individual plans and their services and provision; • Review the extent of our joined up work in developing provision and services; and • Extend support to mainstream schools to meet the needs of children and young people with SEND.

Improving services and provision • • • Further develop the skills and attributes of those providing support and services for children and young people with SEND; Clarify pathways for accessing education, care and health services with all stakeholders; Further develop multi-professional integrated locality teams to provide holistic, joined up support to children and families; Review provision and services for children and young people with ASD, speech & language needs and emotional well-being and mental health difficulties; and Commission more out-of school activities.

Preparation for adulthood • Embed a person-centred and truly multi-disciplinary approach to transition planning from Y 9 – including help with managing health and care needs and being able to live as independently as possible. • Develop a local learning pathway for young people aged 16 -25 with SEND; • Ensure good quality information is available for all young people to help them make their choices; and • Strengthen the opportunities for young people with SEND to prepare for and move into work – including apprenticeships and supported internships.

• • Do think our vision is the right one? Are we wanting the right things? Are our priorities the right ones? If we achieve the objectives will we be successful? • Is there anything missing? • What can you do to help?

SEND Information Report

There is a very clear requirement in the SEND Code of Practice for schools to publish an SEND Information Report, updated at least annually.

The Report must include (1): • Details of and links to your area Local Offer. • The name and contact details of the SENDCo. It is useful to include the name of the SEND Governor as well. • How parents can raise a concern or make a complaint. • Information about the expertise and training of staff in relation to children and young people with SEND and about how specialist expertise is secured (such as therapists). • How you make provision for pupils with SEND, whether or not they have Education, Health and Care Plans (EHCPs). • What interventions you make and their IMPACT. • The additional learning opportunities for pupils with SEND. • How SEND is identified and assessed.

The Report must include (2): • How you adapt the curriculum and the learning environment for those who have SEND (you may want to reference your Accessibility Plan here). • How the school enables pupils with SEND to engage in the activities of the school (including physical activities) together with children who do not have SEND. • Your approach to teaching pupils who have SEND. • Details of the support that is available for improving the social, emotional and mental health development of pupils. • How you involve pupils and their families in decision-making. • How you evaluate the effectiveness of your provision, including securing feedback and the views of pupils and their parents.

Tips: • Use the four areas of need as defined in the SEND Code of Practice to highlight the type of SEND in your school and the provision that you make. • Use the structure above to describe how you identify and assess pupils in your school, including the role of specialists and other agencies. • Include details of how you evaluate your provision by including feedback from all stakeholders (including pupils of course), observation/learning walk points and the impact of interventions. • With regard to your approaches to teaching pupils with SEND reference perhaps the graduated response, starting with quality first teaching to more targeted and specific interventions. • Remember to try to make it as accessible as possible to pupils and their families. Use illustrations, images and video clips.

Your SEN Information Report needs to tell the story of your everyday practice and provision and ideally go beyond the minimum requirement. It is an opportunity to celebrate with the whole community how inclusive you are!

Accessibility Audit and Accessibility Plans

The Equality Act 2010 requires schools to develop and publish an Accessibility Plan that outlines how they will improve the access to education for disabled pupils over time. The schools Accessibility Plan should be published on the school website.

To include in your Accessibility Plans: • Reference to an audit (that has informed the plan); • Targets on improving access to the physical environment; • Targets on improving access to the curriculum; • Targets on making information more accessible; • Specific actions to achieve the targets; • Specific timescales (dates rather than ‘ongoing’); • Named people who are responsible for making sure the actions happen; • Success criteria and the expected impact after the actions have been implemented; and • A review section – the actual impact of the actions at the end of the time period.

https: //localoffer. bradford. gov. uk/

Thank you! michael. purches@bradford. gov. uk 01274 435065 07887 376616

Finance Update Andrew Redding Business Advisor School Finance

Topics for discussion • School Places – concerns expressed about school numbers for primary schools.

www. skills 4 bradford. co. uk Adele Baines

Meetings for this Academic Year Monday 2 March 2020 And Monday 8 June 2020 At Margaret Mc. Millan Tower