Headteacher and Chair of Governors Briefings Autumn term 2019 1
Welcome & Introductions Chris Hilliard Consultant Deputy Director – Education 2
CENTRAL BRIEFING 1 st October 2019 – 8.30.10.30 am The Main Hall, Gosford Hill School, Oxford Road, Kidlington OX5 2NT SOUTH BRIEFING 7 th October 2019 – 8.30-10.30 am The Hilton Garden Inn, Marcham Road, Abingdon, OX14 1TZ NORTH BRIEFING 8 th October 2019 – 8.30-10.30 am The Willows, Banbury Cricket Club, Whitepost Road, Bodicote near Banbury OX15 4BN 3
A g e n d a 8.30 am Welcome Jayne Howarth 8.35 am Ofsted and safeguarding Hannah Farncombe Lara Patel 8.50 am Achievement and attainment Kim James 9.00 am Learner Engagement: o The Oxfordshire Hospital School Steve Lowe o Recommissioning Alternate Provision Deborah Bell 9.35 am SEND: o Update on SEN Casework team Jayne Howarth o Requests for EHC needs Assessment o Ofsted Re-visit and progress on Oxfordshire Local Area Written Statement of Action 10.30 am Close of meeting 4
Ofsted and Safeguarding Alison Beasley Local Authority Designated Officer 5
Safeguarding in and out of Education: Findings from OSCB case reviews Vince Clark Service Improvement Lead
Introduction ➢ Summary of key messages from OSCB case reviews, with respect to educational settings over the last twelve months. ➢ Refers to cases not published so contains generalised findings only.
Background ➢ 2018/19 OSCB worked on four serious case reviews ➢ 2 have been signed off by the Board ➢ 1 is due for sign off ➢ 1 has been completed as far as possible ➢ 3 ongoing partnership reviews
The reviews ➢ 9 children ➢ Age :majority aged 10-15 years ➢ Gender: 5 male, 4 female (2 of whom are transgender). ➢ Education provision: ➢ 1 child was home educated ➢ 1 education through their residential provider ➢ 5 in mainstream education. ➢ All schools aware of the children’s needs
Key Messages ➢ OSCB case reviews ➢ Children A-F and Child J – evidenced overarching safeguarding risks linked to education ➢ Current case reviews also reflect this ➢ Reviews evidence crucial role that schools play to keep children safe ➢ Information held in schools should support decisions and plans ➢ 2 current reviews: recommendations that relate specifically to schools
1.Schools & colleagues in the safeguarding network ➢ Recognition required of crucial role that schools play in keeping children safe. ➢ Any differences of opinion of safeguarding leads to be explored and understood. ➢ Resolution of any differences not possible, formal escalation processes should be used by schools.
2. Manage safeguarding records systematically and carefully. ➢ Capture and review concerns about safety and wellbeing of a child. ➢ Share them when children transfer schools.
3. Escalate concerns to safeguarding leads and follow up when your concerns persist. ➢ Record observations to identify any patterns of concern. ➢ Teachers need mechanisms to discuss concerns further through effective supervision.
4. Children are safest in full time education. ➢ Children on reduced time-tables, absent from school and children educated at home are at increased risk. ➢ School attendance is a critical factor to a child’s safety.
5. When the child is not in school be aware of the implications of elective home education including risks; ➢ Which agencies are in touch with the family & to what effect. ➢ School nurses commissioned through Public Health.
10 Learning points to strengthen working together in Oxfordshire
Learning points to strengthen working together 1. Understand the ‘lived experience’ of the child in the family 2.Curiosity 3.Response to physical abuse 4.The role of schools in keeping children safe 5.Parental wellbeing
Learning points to strengthen working together 6. Fragmented management of health needs 7. Children’s emotional wellbeing 8. Children’s limited capacity to protect themselves as they move into adolescence 9. Rethinking ‘did not attend’ 10. Understanding safeguarding risks that exist in the child’s environment
Learning and School Improvement Kim James Head of Learning & School Improvement 20
Oxfordshire – Good schools Good schools for all pupils Golden thread - ‘Safeguarding culture’ % Good and Outstanding schools % reaching the ‘Standard’ at all key stages (focus on disadvantaged students) 10/15/2019 26 March 2019 21
Challenges ahead…. • New Ofsted framework ( remember 2012) • Parent view – new questions on SEN • Outstanding primary schools – To develop further our understanding of the primary curriculum, we will be carrying out a number of inspections of exempt outstanding primary schools between October 2019 and April 2020. These inspections will be in addition to the 10% already identified through risk assessment. – This work will help us better understand strong curriculum management in primary leadership and identify good practice at the level of three individual subjects. – Each inspection will focus on one of the following: • modern foreign languages • history • geography.
OCC Education Performance Report September 2019 Confidential
2019
Learner Engagement The Oxfordshire Hospital School Steve Lowe Headteacher of The Oxfordshire Hospital School 25
Supportin ing pupil ils at school wit ith medical conditions Headteacher Briefings 2019
Aims : • To understand the challenges ; • Summarise the statutory obligations that schools have; • Clarify roles and responsibilities; • Provide advice around statutory obligations; • Identify further support and training.
The current position The most recent Freedom of Information (FOI) request 1 found that only 11.5% of the 200 schools asked in 2017 could demonstrate they have an adequate medical conditions policy which meets Government standards. 1 Health Conditions in Schools Alliance According to DfE 2 data, of the 783,400 children recorded as persistently absent in 2017/18 (absence rate of 10%+), 41.6% missed school due to illness and 4.7% due to medical appointments. Of pupils completing GCSEs in 2017 who met the persistent absentee threshold for illness or medical appointment absences in secondary, 15.5% experienced at least one 'unexplained exit’. 2 https://www.gov.uk/government/statistics/pupil-absence-in-schools-in-england-2017-to-2018
Concerns that schools may have 1. Lack of knowledge about the young person’s needs 2. Limited knowledge of the statutory obligations placed on schools in the context of all the other legislative requirements placed on schools 3. Limited understanding of how to make reasonable adjustments 4. Limited time to give to a very small number of pupils with medical conditions 5. Limited budget for allocating additional resources The challenges
Statutory Guidance Local authorities (LAs) must have regard to it [this legislation] when carrying out their duty to arrange suitable full-time education (or part- time when appropriate for the child’s needs) for children who are unable to attend a mainstream or special school because of their health. This duty applies to all children and young people who would normally attend mainstream schools, including Academies, Free Schools, independent schools and special schools, or where a child is not on the roll of a school. It applies equally whether a child cannot attend school at all or can only attend intermittently. Statutory obligations
Statutory Guidance 4.4 The Act defines disability as when a person has a ‘physical or mental impairment which has a substantial and long term adverse effect on that person’s ability to carry out normal day to day activities.’ Some specified medical conditions, HIV, multiple sclerosis and cancer are all considered as disabilities, regardless of their effect. 4.5 The Act sets out details of matters that may be relevant when determining whether a person meets the definition of disability. Long term is defined as lasting, or likely to last, for at least 12 months. 4.7 A school must not treat a disabled pupil less favourably simply because that pupil is disabled – for example by having an admission bar on disabled applicants. Statutory obligations
Statutory Guidance On 1 September 2014 a new duty came into force for governing bodies to make arrangements to support pupils at school with medical conditions. The statutory guidance in this document is intended to help governing bodies meet their legal responsibilities and sets out the arrangements they will be expected to make, based on good practice. The aim is to ensure that all children with medical conditions, in terms of both physical and mental health, are properly supported in school so that they can play a full and active role in school life, remain healthy and achieve their academic potential. Statutory obligations
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