Welcome to Learn Sheffield Please Note Refreshments are

Welcome to Learn Sheffield Please Note • Refreshments are in the Comfort Zone. • The fire exits are the main entrance and at the rear of the building (at the end of the corridor containing the toilets). • No fire drills are planned to take place during this session. • This briefing is being filmed so that it can be viewed by colleagues who are not able to be here. • The slides from today, any handouts referred to, brief notes and the link to access the recording will be emailed out as soon as possible.

Briefing Agenda - Wednesday 7 th December 2016 • Introduction / Welcome • Inclusion/SEND Strategy Update – Alasdaire Duerden • Nurturing and Developing Leadership: From Aspiring Middle Leaders to Executive Headship – Sean Finch – Ambition School Leadership • Primary Achievement Strategy – Bev Nicholson • Learn Sheffield Update – Bev Nicholson • Impact of Outdoor Learning & Upcoming Opportunities – Jane Campbell – Wildlife Trust

Inclusion/SEND Strategy Update – Alasdaire Duerden

Inclusion/SEND Strategy Update Alasdaire Duerden Programme Lead, Inclusion Strategy & SEND Reforms 4

Inclusion Strategy: Vision Over the next five years we will transform the lives and futures of vulnerable children and young people. Parental confidence in the education, health and care system will be very high and families will be well supported to enable their children to succeed. Our practice will be the best in the country. Key Changes and Proposals • Targeting investments in favour of inclusion – no reduction in inclusion funding overall • Changing the way we work - more local control and influence over resources • Establishing an integrated locality model and emphasising early identification and support and whole family working • Reducing reliance on specialist placements • Integrating support for the most vulnerable children and their families • Redesigning and re-commissioning provision and services to better meet needs 5

Inclusion Strategy: Increasing Demand Primary Need is increasing: ASD – currently 50% of all those with statements/EHCPs SEMH – currently 18% of all those with statements/EHCPs SLCN – currently 16% of all those with statements/EHCPs Specialist places not matched to need Too many places are focused on SEMH, rather than ASD. Extreme and disruptive behaviour In 2015 -16 more than one third of pupil enrolments at the PRU were longer than 1 year in duration. Only 4% were shorter than 1 month compared to nearly 40% in 2013/14. 6

Inclusion Strategy: Increasing Pressure on SEND System Percentage of statements/EHCPs in Special Schools 7

Inclusion Strategy: High Needs Funding Pressure Total HN Funding Pressure: £ 3. 5 m • Current SEN business case 17/18 deficit of £ 1. 5 m • Additional placements over and above 16/17 baseline approximately 100 placements full year cost of approx. £ 2 m Sheffield City Council retains statutory responsibility for securing specialist provision and is responsible for allocating the high needs funding budget. 8

Inclusion Strategy: Locality Funding - Allocation Total Top Up Funding £ 2. 1 m Upfront Allocation: £ 75 k per Locality £ 525 K Band C & D Funding Balance for Proportional Allocation • Apr – Aug (5/12 ths): Based on numbers of pupils with SEN in each locality as a proportion of total SEN in the city using the January 2016 Census • Sept – Mar (7/12 ths): Based on numbers of pupils with SEN in each locality as a proportion of total SEN in the city using the January 2016 Census £ 247. 5 k (£ 432 k) £ 1. 3275 M (£ 1. 15 m) 9 Note: allocation methodology has changed

Inclusion Strategy: Locality Funding – Drawing Down Funds 10

Inclusion Strategy: Inclusion Task Force The Inclusion Task Force are delivering a school-led approach to implementing the Inclusion Strategy. Membership • Chair – Ian Read, Headteacher, Watercliffe • Seven Locality Lead Headteachers (all Primary) • One Secondary Headteacher • Two Special School Headteachers • Locality SENCO representatives • Council (Head of Inclusion; Principal EP; Rebecca Mason; MAST) (Considering expanding membership to include wider services) Current Focus • Effective use of the Sheffield Support Grid; and • City-wide moderation 11

Inclusion Strategy: Working with Health Mechanism in place with Health and Social Care to ensure the right services contribute to funding places that require health and social care support. Strategic Direction includes moving towards: • Pooled Budgets • Community Paediatrics 12

Inclusion Strategy: Next Steps Good progress has been made so far. Localities and schools are working hard to move to this new way of working but there is more to be done to ensure our vision for Inclusion is realised. Next Steps include: • Identifying and sharing good inclusive practice & challenging poor practice • Further development of Outreach Services • Agreeing role of Integrated Resource Units &Hubs within the Locality model • Development of Alternative Provision and SIC • Development of 0 -25 Inclusion Service • Implementation of community/neighbourhood based health services • Development of key progress indicators on Inclusion 13

Inclusion Strategy: Strategic Risks 1. There is a risk that the invest to save model and related policies do not deliver the required step change in local practice and/or the development of good quality local provision that will be needed to increase confidence in mainstream provision, meet growing need and reduce the demand for high cost, specialist places. Red/Amber/Green 2. There is a risk that we fail to meet our statutory duty to secure suitable educational provision for children and young people with SEN and to make and fund provision to meet the special educational needs set out in statements and EHC plans. Red/Amber/Green 14

Nurturing and Developing Leadership: From Aspiring Middle Leaders to Executive Headship – Sean Finch- Ambition School Leadership

Ambition School Leadership Formerly Teaching Leaders and The Future Leaders Trust Sheffield School Leaders’ Half-Termly Briefing Nurturing and Developing Leadership: From Aspiring Middle Leaders to Executive Headship – Sean Finch

Why Leadership • Educational achievement is not equal. In 2015, only a third (33. 1%) of disadvantaged students in England got five or more GCSEs at C or above including English and maths. It’s almost double that for non-disadvantaged students (60. 9%). • Effective school leadership has a life-changing impact on pupils. Great leadership and management are key to recruiting and retaining teachers in challenging schools and developing the next generation of leaders. • But there aren’t enough great leaders in the schools that need them the most. Schools are struggling to improve because there are not enough skilled leaders doing the right things in the schools that face the biggest challenges. Each year, one in teachers leaves the profession.

Our Ambition and Mission – Pupils, teachers and retention OUR AMBITION We are working for a fair society built on an education system where every child can thrive, no matter what their background. OUR MISSION We are building a network of exceptional school leaders at all levels to transform the lives of the children who need it most. WE PROVIDE development programmes for school leaders.

Our network in Sheffield • We work with schools who serve disadvantaged communities. • Sheffield has been identified as an Achieving Excellence Everywhere local authority, along with other areas in South Yorkshire. • AEA Leadership Talent Subsidy – alongside the National College subsidising our programmes, we are able to subsidise our Primary Direct to Year 2 programme by 50% (£ 500 as opposed to £ 1000 for the year long programme). Sheffield Springs Academy Firth Park Academy Forge Valley Community School Oasis Academy Don Valley Hartley Brook Primary School Hatfield Academy Watercliffe Meadow Community Primary School Pathways E-Act Primary Academy Lower Meadow Primary School Byron Wood Primary School Oasis Academy Firvale

Next steps • Early-bird nomination deadline: Monday 19 th December • Primary Teaching Leaders: £ 1, 000 for two-years • Primary Teaching Leaders Direct to Second Year: £ 500 for one year • Secondary Teaching Leaders: £ 4, 000 (£ 2, 000 per year) Sean Finch, 0161 669 5615 sean. finch@ambitionschoolleadership. org. uk www. ambitionschoolleadership. org. uk

Primary Achievement Strategy – Bev Nicholson

• Steering Group Members – – – Chris Jennings, Headteacher at Greystones Primary School Linda Hoyle, Headteacher at Wincobank NI School Becky Webb, CEO Tinsley Five Rivers Multi Academy Trust Diane Stokes, Learn Sheffield Assessment Lead Bev Nicholson, Learn Sheffield • Key Strands – Statutory LA Moderation led by Diane Stokes – Locality assessment and support led by Locality Assessment Leads, coordinated by Chris Jennings – Bespoke support for targeted schools led by Bev Nicholson

Learn Sheffield Update – Bev Nicholson Upcoming Events (at Learn Sheffield) • Sheffield Cultural Education Workshop - Tuesday 17 th January (1: 00 -3: 30 pm) • SACRE Primary RE Conference – Wednesday 18 th January (all day) • Pupil Mobility Workshop – Thursday 26 th January (9: 00 -12: 00) Upcoming Communications (Dec/Jan) • Sheffield Priorities Action Plan • Latest Opportunities Bulletin • Learn Sheffield Autumn Update

Impact of Outdoor Learning & Upcoming Opportunities – Jane Campbell – Wildlife Trust

SRWTOutdoor Learning Business Plan 2016 -2021 Credit: Helena Marie Photography

Learn Sheffield School leaders’ briefing Outdoor learning Why bother? Jane Campbell Sheffield and Rotherham Wildlife Trust 0114 263 4335 schools@wildsheffield. com

We work with schools across Sheffield and Rotherham to improve the quality of outdoor learning and get pupils learning outside the classroom.

OUTCOME 1: REAL-WORLD experiences bring subjects ALIVE

OUTCOME 2: Learning outdoors is a CONFIDENCE BOOST for low-performing pupils

OUTCOME 3: BEHAVIOUR improves, in the moment and in the future.

OUTCOME 4: It contributes to pupils’ daily 60 MINUTES physical activity

OUTCOME 5: Being in the natural world boosts mental health

OUTCOME 6: It might be their only opportunity.

Natural England’s Natural Connections research report Asked 2500 teachers what they thought about outdoor learning.

57% - improved attainment 92% - improved health and wellbeing 92% - improved engagement with learning 93% - improved social skills

Barriers Lack of timetabled time? Assessment regime? Lack of funds? Lack of permission? Lack of skills/confidence? “It’s just not a priority” Which one of these outcomes isn’t a priority for you as a leader?

Natural England, 2016: “School students engaged in learning in natural environments have been found to have higher achievement (in comparison to their peers or projected attainment) in reading, mathematics, science”.

Funded opportunities: check Learn Sheffield opportunities bulletin and contact us: schools@wildsheffield. com Learn Sheffield outdoor learning network Do you have a story to tell? We are looking for thought leaders and case studies

SHEFFIELD is full of amazing learning opportunities

SRWTOutdoor Learning Business Plan 2016 -2021 Credit: Helena Marie Photography

“Evidence shows that if children are surrounded with lots of natural elements … they will be able to refresh … more efficiently and effectively … than children who stayed inside”. 5 year study in Australia, 2010