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 12 th October 2016 • • Introduction / Welcome Inclusion Taskforce & Primary Inclusion Panel – Ian Reed Move More – Rob Copeland The Big Classroom – Chris Nash Local Authority SEND Inspection Update – Tim Bowman School Improvement & Achievement Strategies – Learn Sheffield Real Junk Food Project – Rene Meijer Commando Joe’s – Jamie Cocker

Inclusion Taskforce & Primary Inclusion Panel – Ian Read

Inclusion Task Force

How did the Task Force come about? Discussion in an open meeting at the Town Hall in March to discuss locality working around the SEND agenda Following the cross-locality moderation/sampling process with ‘Lead SENCos’ Consultation on how the SSG should be used going forward Further discussion at the Inclusion Programme Board

Membership of the Task Force Locality ‘Lead SENCos’ Headteacher representatives of primary, secondary and special Educational Psychology Service SEN Team MAST Social Care Mental Health

Underlying Principles The group are working for the ‘greater good’ of Sheffield children, young people and families. The ‘tone’ of the meetings are open and honest. Hard topics should not be left unsaid. It is vital that all members of the group can ‘make things happen’ at a locality and citywide level. We seek to involve all services in the solutions.

The First Task Undertake a citywide moderation across all localities (including special) by February half term Establish a robust protocol for future moderation Establish key documentation to support the task Establish a consistent way of using the SSG to assess provision (and need) Gain confidence in what quality provision looks like for children with high needs

Long Term Aims Build a team of informed and capable professionals who can feedback and inform decisions at a locality and citywide level Establish consistency of language and understanding of provision and need across the city Identify, and establish mechanisms for sharing, best practice Offer support and challenge for schools Establish more effective cross-phase working Help to establish efficient and effective use of existing services

Primary Reintegration Protocol

Principles of the Protocol A Primary Re-integration Panel will meet each half term and will include the same headteachers for 1 term (2 meetings). The Panel will be made up of a maximum of 3 headteachers and representatives from the Local Authority (to avoid conflict of interest a headteacher will not consider an application for their own school). The Primary Inclusion Centre (PIC) and the LA will be responsible for identifying children who are ready for re-integration (based on the Readiness for Re-integration toolkit and a visit/discussion with a HT representative from the Panel). Pupils being considered by the Panel will have an agreed ‘package of support’ to aid their transition back into a mainstream setting. This will be a minimum of 4 weeks PIC support and will involve an agreed level of support from other relevant services. The LA will seek parental preference for 3 schools on the understanding that a school will only admit a maximum of 1 pupil per year through the Panel. The circumstances of the receiving school will be considered by the Panel. Funding support will follow the pupil to their new setting - £ 3, 000.

Mainstream Ready? To aid the Primary Inclusion Centre in knowing when a pupil is ready for reintegration back to a mainstream school we have now adopted the ‘Readiness scale for reintegrating children with social, emotional and behavioural difficulties into mainstream classrooms’ (Rebecca Doyle, Norfolk CC - BJSE vol 28, No 3 (September 2001) This assessment is a screening for suitability for inclusion and gives a diagnostic developmental profile. Used over time it gives a clear measurement of pupil development skills in each area. It is a specific, quantitative assessment tool to help analyse behaviour; measure readiness to reintegrate; and highlight specific areas that need further development. The profile will also indicate areas of relative strength as well as areas for further development. The profile can therefore be used to inform IEP targets, track progress and inform planning for reintegration.

Readiness for Reintegration In order for a pupil to be considered for a reintegration, the Primary Inclusion Centre will submit a readiness for reintegration form. This form details a pupils strengths and weaknesses across the following 5 areas; 1. Self Control 2. Social Skills 3. Self Awareness 4. Skills for Learning 5. Approach to Learning A scoring system is then used to indicate if a pupil is ready to be considered for reintegration to a main stream school.

Scoring There are 78 questions all scored 1 -4. A score of 1 indicates that the pupil rarely fulfills the criterion A score of 4 indicates that the pupil almost always fulfils the criterion. The maximum score that could be achieved is 312. 70% (218) is suggested as the score required to instigate a move to a mainstream school.

Example Questions Below is an example question from each of the 5 scoring areas. Self Control and Management of Behaviour Can accept discipline without argument or sulking Social Skills Asks permission to use objects belonging to another person 1 2 3 4 3 4 Self Awareness and Confidence States feelings about self, e. g. happy angry, sad, etc Skills for Learning Can attempt to listen to explanations and instructions and attempt to act on them 1 2 Attitude to Learning Will sit appropriately without causing a disturbance in both class and general school areas on request 1 2

Other Information In addition to the readiness for reintegration document, the PIC will also provide information on current attainment levels, attendance, safeguarding and any further material appropriate to that pupil. i. e. SEN information. The idea being that schools will get a ‘warts and all’ picture of pupils so that the best long term provision can be provided for the pupil in question.

Support for Reintegration Pupils who are being reintegrated will get a minimum 4 week support package that will incorporate TA support from PIC, a phased timetable, a review meeting and support from other services as appropriate (e. g. MAST) Schools will receive £ 3, 000 to support them to manage a successful reintegration. Resource utilisation will be discussed alongside the package of support from the PIC. On the next page is an example of what the support may look like in practice.

Alternative Provision Vision - for pupils exhibiting exclusion risk factors • • Reorganisation and diversification of the Alternative Provision pathways Increased local partnership working A devolved funding model Restructured and improved Local Authority Support Leading to: • Reduction in the incidence of fixed term and permanent exclusions and increased attendance. • A greater focus on support for pupils exhibiting exclusion risk factors. • Increase in children and young people who are ready to learn, able to succeed in their learning and develop the skills they need to progress. • Greater local accountability. Delivered by: • Placing family working at the centre of support. • A holistic approach to wellbeing with a particular focus on emotional ill health. • Investment earlier on in prevention. • Holistic, timely and efficient assessment of need. • Greater local control over resources. • A greater focus on transition work between phases.

Primary PX and FX 2015 -16 There are increasing rates of PX and FX in the primary phase, both city-wide and for BME pupils, compared to previous years However, the rate of increase in FX is slowing compared to previous years. A total of 34 pupils were permanently excluded, which is 11 more than the previous year. The permanent exclusion rates for BME and White British pupils were equal in 2012/13, but in 2015/16 the BME rate was almost double that for White British pupils. Both groups had 17 exclusions in 2015/16. National exclusions data for 2015 was published in the summer: Primary FX ranked 137/152, improvement of one place on 2014; primary PX ranked 59/108, no change on 2014

Sheffield Inclusion Centre Commissioning Model 2016 - 2017

Policy response – early help model • Alternative provision - Opening up of a at risk of exclusion pathway within the SIC jointly funded by LA and Schools. • Inclusion Panels (Primary & Secondary) - to provide widened accountability in the system , oversee and approve allocation of funds. • Locality working - Reconfigured Inclusion Support Service and resource to follow pupils at the point of reintegration. • Revision of school contribution for permanent exclusion places. 22

Financial Implications • • Permanent exclusion per pupil at Sheffield Inclusion Centre funded by LA (£ 10 K) & School (£ 6 K). Engagement places per pupil place at Sheffield Inclusion centre funded on a termly basis by LA (£ 3 K) & School (£ 2 K) Exclusion prevention fund administered via the Primary and Secondary Inclusion Panels. The fund will be for investment in exclusion prevention programmes / development. Specialist Outreach Services (under development ) to prevent placement breakdown. Time bound provision and support for crisis situations. Permanent Exclusion places Current Per pupil Place at Sheffield Inclusion centre funded by LA on a cohort basis at £ 2. 2 M & per School on a pupil basis (up to £ 4 K per pupil via AWPU). 2016 -17 Per pupil Place at Sheffield Inclusion centre funded by LA (£ 10 K) & School (£ 6 K). School one off payment. Pupil Premium funding follows the pupil on a pro rata basis. Reintegration support available through SIC (sharing of assessments, transition activities subject to capacity). Pupil Premium funding follows the pupil on a pro rata basis. Funding follows the pupil at point of reintegration (Y 1 of PX). Pupils will receive a reintegration entitlement. £ 3 K (subject to financial profiling with SIC) Reintegration support will be made available via seconded school staff. Reintegration support available through SIC (sharing of assessments, transition activities, contribution to My. Plan, option to continue accessing SIC interventions). Engagement Places Not currently available Per pupil Place at Sheffield Inclusion centre funded on a termly basis by LA (£ 3 K) & School (£ 2 K) Termly payment. Outreach support fund and services will be available to help build capacity in schools and reduce the number of placements that break down having reached crisis point.

Funding Parameters Exemption due to emergency circumstance Where an unforeseen and severe event impacting on multiple pupils occurs which results in a number of pupils being subject to permanent exclusion an exception may be considered. The circumstances must have implications for a whole school and / or community and the decision to except will be at the discretion of the Inclusion Panels. Any costs associated with exemption will be borne from the Engagement place fund. Offsetting engagement funding The £ 6 k cost per year for permanent exclusion is a maximum cost to the school per year. Any school who goes on to permanently exclude a pupil, despite accessing the SIC engagement provision and meeting the targets agreed on the reintegration plan, will have the amount spent on SIC engagement provision deducted from their annual charge. Factors which contribute to exclusion The factors contributing to exclusions in Sheffield are complex and interwoven rendering it unrealistic to single out an individual characteristic. Issues of deprivation, mobility, school policy and individual behaviour all feature highly. It is acknowledged that some schools have higher levels of pupils with these risk factors. These schools will be identified and have access to a locality based fund administered via the Primary and Secondary Inclusion Panels. The fund will be for investment in exclusion prevention programmes / development.

Further Details: Emma Beal – Service Manager Alternative Provision emma. beal@sheffield. gov. uk Genine Nuttall – Reintegration and Exclusion Officer genine. nuttall@sheffield. gov. uk

Move More – Rob Copeland

The Move More Schoolyard challenge: Bringing physical activity data into lessons Prof. Robert Copeland C. Psychol, Professor in Physical Activity & Health, Director National Centre for Sport and Exercise Medicine - Sheffield

NCSEM-Sheffield Vision To create a culture of physical activity that results in Sheffield becoming the most active city in the UK by 2020

NCSEM-Sheffield Mission Make it easier for everyone in Sheffield to be active everyday.

Challenge Overview • Mass participation event to engage the City in Physical activity and Showcase the existing work in Sheffield. – – – Month of July 2016 pre Olympic Games Engage at least 50, 000 people in physical activity Engage at least 5, 000 people currently inactive Launch the Move More app for physical activity monitoring Raise awareness & increase signposting to physical activity

Move More Celebration • Mixture of ‘free-to-access’ physical activity tasters and opportunities and physical activity challenges • City-wide challenges • (e. g. Sheffield United vs. Sheffield Wednesday) • Community challenges • (e. g. local groups, teams or parks) • Workplace challenges • (e. g. active travel challenges, work-based walking) • School challenges • (e. g. active travel challenges, classroom and play-based challenges)

How can we make it easier for physical activity to become part of everyday school life?

How might we achieve change?

The Move More School Challenge

The Move More School Challenge.

Setup of Schoolyard Challenge • Commission from Learn Sheffield • Workshop to inform design • CPAQ & DITL • Pilot Scheme - 6 Schools

Setting your challenge up. The Move More Schools website is designed so that teachers can set up their own call within their school. It works like this: 1. Add teachers to your school account. Each teacher receives an invitation to set up their class(es). 2. Teachers create their class (see existing classes right).

Schoolyard Challenge - Malin Bridge

Schoolyard Challenge - Data • Total Pupils – 1941 • Total Journeys – 106, 755 • Total Bands – 2244 • Travelled from Sheffield to Athens • 2669 miles

What worked: Schoolyard Challenge - Hinde House • Used as a 15 minute warm up for PE lessons - children 100% active for a full 15 minutes. • Used a part of an active maths lesson. Children answer a question, tag, answer a question…Great for inter class competition ‘The best PE lesson ever!’

Schoolyard Challenge - Mansel • We've used it as a mental maths activity, working out how many more tags we have managed to get and how many more to beat the next class/school etc. • The class leader boards have been great and quite often it’s not been the expected ‘sporty’ children at the top which has surprised some staff • Staff have noticed the positive impact it has had on the children’s focus when they return to the classroom.

Schoolyard Challenge - Hinde House • Children definitely moving more and more importantly children are running who don’t normally even walk! • XXX in Y 2 – needs to move more but doesn’t! He soon got hooked and was running between the sensors. He would normally just sit around at school but he really wanted to take part, for the first time he was enjoying physical activity.

Schoolyard Challenge - Stocksbridge • We used the website feedback to target the inactive/disengaged and work with them to do more - got small social low ability groups together to walk the courses together “ I think the tagging & doing daily mile is fun because it keeps you fit and healthy. ” I am beating my teacher!!

Schoolyard Challenge - Stocksbridge • Most children were fully engaged in the trial and enjoyed the competitive side of it. Teachers showing the results every day on the whiteboard definitely helped motivate • We set up the boxes to be 40 meters (ish) from each other so we could do some maths calculations and work out how many miles etc the children/classes/school had done. • Some classroom teachers used the bands during their lessons to actively break up teaching

Schoolyard Challenge - What didn't work? • Our children seemed to get fed up after a week so we would possible look at having a move more challenge week, promote in assemblies and reward high performers on a regular basis. The PE staff set up a 'wake and shake' every morning and this loss of motivation happened with that too after a few weeks. • As PE staff think this is an amazing tool to use and promote physical activity. Sometimes this enthusiasm is not always reflected by classroom teachers who have other priorities.

Schoolyard Challenge - What didn't work? • The charging of the batteries every night is not feasible with a teaching workload, as well as getting them out and in every day. I managed it for 2 weeks but would be difficult to sustain. • The initial set up of the website assigning 350 bands to each class then each child was a massive and time consuming job for me. I had to ask several other teachers and TA to help me typing each child's name in and number and write the child name on the band in permanent marker. • The children keep loosing bands and even permanent marker rubbed off. The bands need to be more identifiable to that child e. g. the number needs to be permanently printed onto the band

Schoolyard Challenge - St Thomas Canterbury

Next Steps. . . • Workshop(s) with staff and pupils to refine the process and implementation aspects • Commissioners meeting • Merit in pursuing a larger trial with robust outcome measures and longer follow-up • Funding applications – Sport Premium Option

Contact details Prof. Robert Copeland C. Psychol Director NCSEM-Sheffield r. j. copeland@shu. ac. uk @Dr. Rob. Copeland Web: www. shu. ac. uk/research/cses/ www. movemoresheffield. com

The Big Classroom – Chris Nash

Local Authority SEND Inspection Update – Karen Halford

OUTLINE OF ENGAGMENT • Five working days notice of inspection • Settings visited on day three and four • Inspectors provide list of schools for Local Authority to select 12 -14 from. e. g. Total list of 20, 12 Primaries on the Inspectors list and LA asked to pick 6. • Setting selected from across whole sector and phases e. g. potentially one Special School visited.

STRUCTURE OF SETTING ACTIVITY Visits included 30 minutes with: • SLT and Governor • Parents • Children or young people Head teacher responsible for pulling together representative group

FOCUS OF ACTIVITY • • Focus on both SEN Support and EHC Plans. Reviewed pupil progress data for both groups Parent and Student Voice For Post 16 they wanted other impact data e. g. progression routes, paid employment, community participation and Independent

FOCUS GROUPS: Day 1 and 2 • Early Years • Early Identification • Vulnerable Groups • Preparation for Adulthood • Outcomes • Assessment • Universal family Nurse Services • Information, Advice and Support • Parent Participation • Joint Commissioning • SEN Panel

EVIDENCE OF SUCCESS

School Improvement & Achievement Strategies – Bev Nicholson / Stephen Betts

Learn Sheffield Update • School Improvement Strategy - Secondary, Special & Primary categorisation • Achievement Strategy – Primary • AGM/EGM – Board nomination/election process • Sheffield Priorities – next steps • Professional Subject Networks (now wk. bgn 14 November) • The Opportunities Bulletin • Learn Sheffield website … www. learnsheffield. co. uk

Real Junk Food Project – Rene Meijer

Fuel For School Engaging children and parents in food and sustainability

3 of the 10 biggest global challenges Food security Inclusive growth Climate change and sustainability Image: REUTERS/Daniel Munoz

A real problem in Sheffield £ 400 M in edible food is wasted 40, 000 people in Sheffield in food poverty That is 7 in every 100

Fuel For School - Key components Resources to support (extra-) curricular activity Workshops and assembly sessions Weekly deliveries of surplus food

Fuel For School - What will it achieve Engage in addressing food waste issues Create rich and active learning for your pupils Provide access to food on a Pay As You Feel basis Make your school a part of the campaign against waste

What can you do next? Visit our pilot school Friday November 4 th, 10 am at the Pathways Academy Arrange a visit to your school for further discussion Sign up for our Sheffield roll out 10 schools every month, starting in November

Commando Joe’s – Jamie Cocker

Why Commando Joe’s www. commandojoes. co. uk Working in partnership with

Our Journey… Partnership Since 2011 Founded 2009 70 Highly Trained Instructors 58% Reduction in Problem Behaviour 46% Improved Reading Grades 175 K Supported Pupils www. commandojoes. co. uk Independent Research 350 Schools 52% 95% Increase in Attendance Increase in Pupils Attitude Towards School Working in partnership with

Rationale … Diminishing the difference… Character Education … Reacting to national gender differences - Girls (57%) outperformed boys (50%) nationally in reading, writing, maths combined - Girls outperformed boys at the expected standard in reading, GPS & writing. - Largest gap is in writing - Inspiring for all children not just the boys, diminishing the difference in gender outcomes - Gives the children experiences through skills bursts which are then applied through an activity carefully planned to engage & promote the use of specific character traits. - Specific curriculum links to ensure learning is purposeful through links to the activity - Gives experiences children may not otherwise have the opportunity to ……… real life - experiences - Connecting with the children “goes to the middle part of the brain” gets children excited - Project to encourage deep & sustainable learning not episodic - Encourages personalised learning British / Human Values Outstanding resource to support a school’s ethos www. commandojoes. co. uk Working in partnership with

Heros Heroines Adventurers Explorers… “Amazing real life stories” Curriculum Coverage 24 Online Videos Sustainable model! Outstanding Lesson ‘Hooks’ 120 suggested missions! “Trialled by an Outstanding MAT” UNIT CHARACTER ‘HERO/HEROINE’ UNIT CHARACTER ‘ADVENTURER’ UNIT CHARACTER ‘EXPLORER’ Year 3 unit CHARACTERS Ed Stafford ‘Walking the Amazon’ Valentina Teraschkova ‘Journey in Space’ Nellie Bly ‘Around the World in 72 Days’ Year 4 unit CHARACTERS Edmund Hillary ‘Everest’ Bear Grylls ‘Survival’ Hannah Snell ‘An Unusual Journey’ Year 5 unit CHARACTERS Ernest Shackleton ‘ Endurance’ Kira Salak ‘ Gorrilla in the Mist’ Tim Peake ‘Blast off’ Year 6 unit CHARACTERS Nancy Wake ‘ The White Mouse’ Ranulph Fiennes ‘ Transglobe Adventure’ Amelia Earhart ‘Final Flight’ Cross curricular British / Human values epitomised…. . www. commandojoes. co. uk Working in partnership with

Framework for All COJO RESPECT Core Characters Support whole school Jubilee Centre Research Outstanding Lessons Co. Jo RESPECT Character Curriculum Behaviour traits Resilience Determined; self controlled; persistent; courageous; diligent; perseveres Empathy Just (fair); compassionate (forgiveness); kind; courteous; unselfishness Self Aware Self confident; self-disciplined; honest; humorous; humility; adaptability Passion Gratitude; motivated; positive attitude; inspires; will power Excellence Creative; curious; inquires; pride; critical thinking Communication Listens: influences; feedback; reflective; evaluative; presence Teamwork Cooperates; responsible; cares; decision makes; helpful; unity Outstanding resource to support a school’s ethos www. commandojoes. co. uk Working in partnership with

The Programme Amazing Equipment Curriculum coverage Staff Training School led programme 24 CJ Video’s Personalised certificates Fact sheets • • Homework ideas Celebrity video messages Outstanding Lesson ‘Hooks’ British Values *Free tablet Outstanding resource to support a school’s ethos www. commandojoes. co. uk • • • Character education box; CJ resilience education curriculum; SOW and lesson plans online ‘cross curricular’; Character effective reflection ‘tracker’; Reflection and celebration sessions; Personalised progress reports via certificate termly for each pupil; Impact report; Online resources and videos developed by a BAFTA winning graphics company; Monthly newsletter; National conference ticket ‘free’; Staff training; Tootoot safeguarding platform free 6 months Voice; National curriculum coverage; Free tablet - Subject to availability* Working in partnership with

Pathway to help pupils celebrate success…. . Online success tool ! Measure Progress Online Videos Personalised Certificate Outstanding resource to support a school’s ethos www. commandojoes. co. uk Working in partnership with

The Programme Amazing Equipment Online Videos Homework Factsheets Outstanding Lesson ‘Hooks’ Training Free tablet* £ 1, 725 nd Year 2 a 1, 725 £ r e t f a there Plus vat rogramme p r a e y 4 y Year d i s b u s E Df 1* www. commandojoes. co. uk School led programme • • • Character education box. CJ resilience education curriculum. SOW and lesson plans online ‘cross curricular’. Character effective reflection ‘progress tracker’. Reflection and celebration sessions. Personalised progress reports via certificate termly for each pupil. Impact report. Online resources and videos developed by a BAFTA winning graphics company. Monthly newsletter. National conference ticket ‘free’. Staff training. Tootoot safeguarding platform Free 6 months Df. E funded Pupil Voice. Working in partnership with

Next Steps. . Sheffield offer Only 25 available! £ 725 Exclusive Offer! Outstanding resource to support a school’s ethos www. commandojoes. co. uk Day. . g n i a r T TBC e u n e local V Full day sis…. a b e v r e first s e m o c t Firs places f f a t s x 2 ssions e s t r o p p ed su d n u f l a i t Poten Working in partnership with