LASGB Annual General Meeting October 2020 Suzanne Edwards
LASGB Annual General Meeting October 2020 Suzanne Edwards Head of Service – Education, Quality and Performance (interim)
Agenda • Covid-19 Update • Schools’ Return to Learning • Ofsted Interim School Visits • Education Endowment Foundation joint Project • National Leaders of Governance (review)
The current picture • Increasing level of concern – nationally / regionally • Proposal to move to tiers: Tier 1 Tier 2 Tier 3 Tier 4 Current position Some local area restrictions; Face coverings in secondary where social distancing cannot be maintained EY, primary, special and AP continue to admit pupils; secondary schools move to rota basis; vulnerable and key worker pupils attend full time Childcare, nurseries, primary schools, AP, special continue to have all on site; vulnerable and key worker + Df. E target year group(s) only in secondary and FE Nurseries, childminders, maintained schools and colleges – key worker and vulnerable pupils only; AP and special continue full time attendance
Pressures settings are facing Attendance • Disruption to learning • Reduced staff capacity Leadership • Rapid response to change • Communication and support Systemic strain • Financial pressures and risks • Logistics – transport / buildings
Covid 19 – key issues • • • Incremental numbers on daily / weekly basis Multiple single cases / outbreak now 5 or more Increasing infection rates in primary Public Health and test and trace pressures – 3 core symptoms Increase in EHE since start of September Asymptomatic confirmed cases Importance of minimising contacts – in and out of school Transmission via family / community Remote learning and keeping in touch plans Safeguarding responsibilities and Ki. T during self isolation Imperative that HTs understand guidance – and adhere to this
Other issues • Transport: safe behaviours / additional capacity • Catering: food parcels supported • Edenred vouchers can be ordered by schools – Schools who wish to register for access to the Edenred voucher system should: • Contact Miss Ahlam Bennajem at Edenred on Ahlam. Bennajem@edenred. com requesting a free school meal service agreement and criteria. • Return the completed e-form to the Edenred customer support team in its original Word document format and cc Miss Bennajem. • It can take up to 5 working days to be set up and receive a login to your account email.
Sector reopening feedback and support • • • Positive return to start of term Df. E daily re attendance Covid 19 click sheet – EY to post 16 Regularly update guidance – V 2. 8 in schools Continuation of training programme on line Transport and catering support Email: COVID 19 Educationquestions @lancashire. gov. uk SSG visits and support ongoing Phone: 01772 531555 (8 am 5 pm) SHSO call line for immediate queries Ofsted interim visits – guidance Madrasah training / information sharing
Actions for Governors • Support for school leaders • Ensure safeguarding responsibilities are being met consistently – esp re known vulnerable pupils : new process to ensure services know if isolating • Discuss remote learning plans and needs – does school have capacity / require support? • Understand the financial impact of C 19 • School arrangements re staff absence due to C 19 • Ensuring a focus on recovery of learning • Comms with families and adherence to schools complaints policy
Lancs Pupil Attitude Survey: Key Messages July Online, short, focus on C 19 situation, interactive spreadsheet, individual pupil responses, free to SSG schools 96% positive about ‘lockdown’ work & support • Those in school most positive, mixed economy least Exceptions: • 20% falling behind, not enjoying work, isolated • 33% reluctant/worried re returning, miss variety • 50% anxious, worried about falling behind • Some variation by gender, age and Disadvantage Repeat survey underway (28/09 – 12/10)
Schools’ Return to Learning - Expectations • Education is not optional • Judgments at a school level about how to balance risks from coronavirus with providing a full educational experience for children and young people • The curriculum remains broad and ambitious – – Create time to cover missed content/meet pupils’ needs Plan to return to full curriculum by summer term 20201 Some restrictions for Music, PE, practical subjects RHE/RHSE taught summer 2021 at the latest • Plan for the possibility of a local lockdown and how to ensure continuity of education – Remote education (for home learning/to supplement lessons) Df. E Guidance for Full Opening: Schools
Remote Learning - Expectations Where a class, group or small number of pupils need to self-isolate, or there is a local lockdown requiring pupils to remain at home, we expect schools to have the capacity to offer immediate remote education. Schools are expected to consider how to continue to improve the quality of their existing offer and have a strong contingency plan in place for remote education provision by the end of September. • Programme equivalent length to core teaching in school • High-quality online/offline resources & teaching videos • Interaction, assessment & feedback – daily teacher contact • Printed resources for pupils with no access • Family support for younger pupils/SEND Df. E Guidance for Full Opening: Schools
Schools’ Return to Learning - Support • Catch-up premium – – – – £ 80 per pupil (R to Y 11), 240 pp in AP, special & hospital schools paid in 3 tranches specific activities to support pupils to catch up for lost teaching e. g. small group or one-to-one tutoring, texts, devices schools to determine based on cohort and circumstances target spending according to need (not every pupil) EEF evidence-based guidance • National Tutoring Programme – subsidised “tuition partners” or academic mentors (Oct/Nov) • Reception Year Early Language Programme – online resources and training from spring (limited places) Df. E Guidance for Full Opening: Schools
Schools’ Return to Learning - Support • Oak Academy video lessons – Free, online, entire national curriculum (plus SEND content) • Digital Education Platforms – Free access to “Google for Education” or “MS 365 Education” • Ed Tech Demonstrator schools – Free support from school network • – – – Df. E devices Laptops, tablets, 4 G routers Local school closure Disadvantaged & shielding clinically vulnerable pupils Y 3 -Y 11 Df. E Guidance for Full Opening: Schools
Schools’ Return to Learning – Key Questions Implementing operational plans is the responsibility of school leaders, but governors should have oversight and confidence • • • Are plans being implemented successfully and safely? To what extent is the full ‘normal’ curriculum being delivered? What is in place/planned to address learning gaps? How are the most vulnerable being supported? What contingency plans are in place to deliver remote learning? How is staff wellbeing and workload being managed? How are pupils/staff/parents responding to new arrangements? Has pupil or staff attendance been affected by C 19? Are there any financial implications arising? Df. E Guidance for Full Opening: Schools
Ofsted Interim School Visits Routine inspections paused (until January 2021? ) Interim Visits (from 28 th Sept) – – – – NOT using Education Inspection Framework 1 day’s visit (from 10 am), 1 HMI, 1 day’s notice May visit ANY school – all inadequate schools No grades/judgments School inspection grades unchanged NO lesson visits Meet Headteacher and Safeguarding lead • Others by agreement if safe & appropriate • NO routine conversation with governors, LA or MAT – NOT focusing on ‘lockdown’ provision
Interim Visits: Focus
Interim Visits: Safeguarding This may include discussion of safeguarding procedures during ‘lockdown’… safeguarding is a key focus
Lancs EEF Joint Project • Breaking the link between family income and educational achievement • Evidence-based: what works to improve teaching & learning – 27 research schools and 10 associates (+1 associate in Lancs) • 15 guidance reports covering all key stages – Literacy, maths, social & emotional learning, behaviour, metacognition, SEND, working with parents, digital technology, TAs, (CPD, feedback) • Major focus on Effective Implementation – Selecting priorities & doing fewer things, well • 2 year project • Open to all schools – Free to 48 “priority schools” (allowing access to EEF project funding) – Heavily subsidised to all other schools Education Endowment Foundation
Lancs EEF Joint Project Support On-going Guidance Report briefings Target audience Every school All teachers Outcome Overview of how the evidence can support teaching and learning in school ‘Making the Most for Disadvantaged Learners’ CPD Every school PP Lead Phase specific subject CPD based on a Guidance Report Every school Lead teacher Updated 3 -year PP strategy plan with specific focus on COVID catch-up provision Evidence based subject pedagogy On-going Network Area meetings All Headteachers On-going wraparound Implementation support from school advisers ‘Train the Trainer’: Implementation Evidence Lead for Education full day support on PP plan and subject support On-going monitoring of plan and EEF partnership impact on schools. Adapting delivery in response to feedback if necessary. SSG Schools Evaluation of new PP plan and provision. Network Area meetings focus and followup District Lead schools Effective implementation of change: and Advisors capacity to deliver in Network Areas/Districts Priority Schools Bespoke support to priority schools: wider school training, coaching. Education Endowment Foundation
Df. E School Governance Update – 8. 10. 20 • • New role descriptors for school governance providing a helpful overview of structures and key roles of all those associated with school governance. The 2020 edition of the Governance Handbook, updated to reflect key changes such as the new Ofsted framework and the introduction of RSHE, and with new information on cyber-security and the new requirement for academy trust boards to have a clerk/governance professional to come in line with other governing boards Governing board roles during C 19 – emphasising the need for governors to continue to fulfil their duties under the 3 core functions and encouraging a pragmatic approach to meetings to suit individual governors' wishes (either remotely, or in person following safety guidance). Information on cyber-security following an increase in attacks on education establishments, including key questions for governors to ask of school leaders. Information about the Df. E funded training opportunities for governors and clerks. Recommendations on the reform of National Leaders of Governance. A significant research report from the NFER offering a national overview of key features such as governance structures, membership, recruitment and retention. A reminder to keep governor details updated on the Get Information About Schools website.
National Leaders of Governance - Review
NLG Review: Recommendations • Role - support to improve organisational governance, particularly where governance is an identified weakness. • Payment – NLGs should be paid by Df. E. • Eligibility – include experienced clerks and governance professionals with strong track records as well as chairs with experience of leading improvement not currently in a school or trust with strong performance. • NLG Standards – new NLG standards, to include – i) professional credibility – ii) problem solving and influencing – iii) capacity building and knowledge transfer. • • Selection – robust, two-stage process to assess against new NLGs standards. Training – compulsory high-quality training and development programme. Deployment – deployed only where they have relevant expertise (ie. MATs). Accountability – designation for three years with quality assurance to inform full review of designation.
Lancs Governor Services: Strategic Direction Lancashire Governor Services improves the educational experience and life chances of children and young people by providing relevant, timely, high quality guidance, clerking and training to reflect the context and needs of individual schools and to enable the effective operation of school governing bodies
Lancs Governor Services: Strategic Direction Identified Strengths • Abreast of national developments • Links with other LCC teams • Bespoke support, taking school context into account • Team with wide experience and understanding • Positive reputation of service and LCC – high buy-back • Specialist knowledge within/across the team • Regular contact with schools • Accessible Areas for Development • LGS firmly within School Improvement Service • Stronger alignment between clerking and training teams • Consistent baseline of quality provision within and between area teams • Developing governor peer support • Lancs model for governance review • Tools to support governing boards
Your questions… • What is the counties current position on Maintained Nursery Schools and how will they support their viability given how Covid has affected an already difficult position?
Nurseries question Supporting their viability – LCC is protecting their funding for Autumn 2020 term, at the previous years levels (i. e. the top up funding that we have agreed for the whole sector). – The government have now also confirmed the maintained supplementary grant will continue until the end of the 2020 -21 academic year (previously had only guaranteed it up until the end of March 21. – LCC is continuing to support the wider sector with various initiatives to help increase take up across the board (e. g. targeted social media campaigns, contacting parents who are eligible for 2 year old places who have not yet taken them up etc. – In terms of the specific longer term viability of maintained nursery schools I am advised that the actions agreed in the cabinet paper back in January 2020 have been put on hold since COVID
Your questions… • Please can I ask if Lancashire are tracking and monitoring the number of children being removed to EHE and what safeguarding procedures are being put in place for these children who are essentially going off the radar and have not been seen in schools since March?
EHE updates • Revised guidance on the EHE website page which explains the difference between the remote home learning of the pandemic and long term EHE • An additional document is being developed to send out to parents with the general literature explaining this again • Parents are advised that if as a consequence of moving to EHE, the school place was then taken by another pupil, they may need to go to appeal if they wished to reinstate pupils back in school • EHE referrals are being tracked and shared at the fortnightly meeting of senior school improvement leads and locality spikes followed up; we are also scrutinising the reasons given for the referral • Sharing of data with team around the school services, inc CFW / SEND to triangulate and inform work with families • Support is being provided to schools to address this issue and reduce numbers
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