Headteacher Briefing Thursday 8 September 2016
Welcome • Introductions • #lovebradford World Record Attempt - 15 Sept 2016 Michael Jameson Strategic Director Children’s Services
Children’s Services Management Introduction Jim Hopkinson, Deputy Director Children’s Social Care Jenny Cryer, Assistant Director Performance, Commissioning and Partnerships
The LA and Changing Education Landscape Judith Kirk, Deputy Director Education, Employment and Skills
The LA and Changing Education Landscape • Roles and Responsibilities of the LA • Education, Employment and Skills Restructure • Academy Agenda • Funding • Provisional Data
Roles and Responsibilities of the LA The publication of the Education White Paper, “Educational Excellence Everywhere” (March 2016) sets out: • Ensuring every child has a school place: that there are sufficient school, special school and alternative provision places to meet demand. • Ensuring the needs of vulnerable pupils are met: including identifying, assessing and making provision for children with Special Educational Needs and Disability and Looked After Children; promoting school attendance and tackling persistent absence; ensuring that alternative provision is available for Headteachers to commission • Acting as champions for all parents and families: including listening to and promoting the needs of parents, children and the local community – working alongside elected mayors; supporting parents in navigating the system through a continuing role in admissions; supporting children, young people and parents to navigate local SEND arrangements.
Restructure: Education, Employment and Skills
Academy Agenda • Maintaining Relationships – Moving Forward • Prioritisation – DfE Priority Criteria 1. Schools in category – Special Measures, the schools gets an Academy Order 2. Sponsored schools not in category 3. School relying on another school to convert 4. Current converter Academies slipping into category 5. New Multi Academy Trust / joining a MAT • Charging
Bradford LA Provisional Primary Performance 2016 Early Years Foundation Stage – Good level of Development
Early Years Foundation Stage – Good level of Development: FSM
Phonics – Year 1 % Working At expected standard
Key Stage 1 Achieving Expected Standard or better
Key Stage 1 2016 Outcomes for selected groups
Key Stage 2 Achieving expected standard or better
Key Stage 2 Achieving Higher Standard
Key Stage 4 – the “Basics” (Eng & Maths A*-C)
Key Stage 4 – EBacc
Key Stage 4 5+ A*-C incl. English & Maths
Key Stage 5 APS per student & Grades
Multi-agency Education Safeguarding Team Alina Khan Education Safeguarding Strategic Manager
Multi-agency Education Safeguarding Team • Established end of April 2016 • Overall objective: establish identities of all children living in the Bradford MD, ensuring all children are accessing an appropriate education provision. • The partnership brings together the expertise and data from Police, Public Health, Children's Services and the DWP
Outcomes of the MEST • Knowledge of whereabouts and welfare of all school aged children in Bradford; • Identification of all CME; • Identification of all unregistered schools
How we operate… • Core staff in the MEST come together daily on an operational level • Weekly meetings take place on Wednesday mornings for strategic partners of MEST • Referrals from the core team and partners come through via esh@bradford.gov.uk
Progress so far… • Contact with DWP re child benefit claims for children aged 4-17 years • Rag-rating of CME and EHE cases, internal systems and processes • Briefings arranged for Police and Police Wardens regarding the signs of CME or children attending an unregistered school • Data accuracy issues
Next steps… • Establish a key set of performance indicators and measures • Investigation and entitlement discussions regarding B code students • Analysis of DWP data for those children who are not on school roll • Move towards becoming ‘referral - ready’
Changes to Pupil Registration Regulations – September 2016 Improving information in identifying children missing education
A requirement on ALL Schools to: • Inform their LA in every circumstance when they are about to delete a pupil’s name from the admission register; • Inform their LA of the pupil's destination school and home address if the pupil is moving to a new school (where they can reasonably obtain this information); and • Provide information to their LA when registering new pupils, including the pupil's address and previous school (again where they can reasonably obtain this information).
Changes to Pupil Registration Regulations September 2016 • All additions to and deletions from the school register must be reported to the LA within 5 days • The guidance will place a greater responsibility on school to carry out ‘reasonable enquiries’ when the whereabouts of a pupil is unknown prior to deleting from the school roll. • Carrying out ‘reasonable enquiries’ is already established good practice in Bradford schools when a child is believed to be missing with their family.
Changes to Pupil Registration Regulations September 2016 • Prior to referral, schools already will – Visit the child’s last known address. – Try all known telephone contacts. – Gather intelligence from the wider school community • We will continue to encourage schools to make Children Missing Education referrals as soon as they believe a child and family have gone missing and reasonable enquiries have been carried out. We ask that schools do not wait until 20 days have elapsed and the child is removed from roll before making a referral.
How will we manage this? • We have designed a web based pro-forma which will be accessed via a secure log in on Bradford Schools Online. • The pro-forma will require you to provide • Basic details of the child, name, DOB, UPN etc. • Details of the child’s current and new address (if known), parents names and contact details • The reason they have been removed from roll • Details of the new school if known • In the case of a child and family whose whereabouts are unknown it will prompt you to make a Children Missing Education referral to the LA
How will we manage this? For a child being admitted: • Details of the child’s previous school – it will also ask if you have informed that school of the admission and received the child’s common transfer file . • A number of fields on the pro-forma will be mandatory and the form cannot be submitted without these fields being completed. • For more information about changes to Pupil Registration Regulations, contact neil.hellewell@bradford.gov.uk 01274 439673
Improving Responses to Domestic Violence and Abuse School Notifications
Education Safeguarding Strategic Manager alina.khan@bradford.gov.uk 01274 439384
SEND & Behaviour Review Angela Spencer-Brooke SEND and Behaviour Strategic Manager
Strategic Responsibilities Behaviour services LDD 14-25 Delivery of SEND Leadership and management of SEND services including VI, HI, Autism, Cognition and Learning, Educational Psychologists Statutory duties relating to SEND and behaviour SEN inspection Special Education Inclusion Officers Portage
Core principles • Work in partnership with schools and settings to improve outcomes for SEN pupils in Bradford Schools • Ensure sufficiency, efficiency and effectiveness • Ensure LA meets it’s statutory duties with regard to SEND • Co-produce plans with schools, pupils and parents • Build capacity in the system to respond to need.
Part 1: • Ensuring the sufficiency of specialist places in the Bradford District for children and young people with special educational needs and disabilities (SEND) – Current and Future Need
5 year trend for SEND in Bradford January 2016 January 2015 January 2014 January 2013 January 2012 Number % of Number % of Number % of Number % of Number % of of Pupils Pupils of Pupils Pupils of Pupils Pupils of Pupils Pupils of Pupils Pupils Special Education Needs 2.1% 2.1% 2.0% 1.9% 1.9% No SEN 83,004 83.6% 81,579 82.8% 77,717 80.7% 74,925 79.9% 72,726 78.6% SEN Support 14,189 14.3% 14,871 15.1% 16,690 17.3% 17,032 18.2% 18,016 19.5% EHC Plan 2,103 2.1% 2,026 2.1% 1,915 2.0% 1,783 1.9% 1,738 1.9% Total 99,296 98,476 96,322 93,740 92,480
Context • The Bradford District has experienced a significant population increase in the last 10 years. In terms of special educational needs and disabilities (SEND) the largest areas of growth are in relation to Autism Spectrum Disorders (ASD) and Severe Learning Difficulties (SLD). • The population of the Districts special schools has changed (more complex needs).
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