Headteacher Briefings Spring Term 2016-17 The Ladder of - PowerPoint PPT Presentation

Step 4 Visits When we visit we would like to observe the pupil and work with the pupil, 1:1, class teacher and/ or S ENCO to create an action plan which can be used to measure progress. We expect that evidence will be provided based on these goals and we will review it after a period of time. This may involve us loaning you equipment and providing training. Step 5 Follow up We will follow up the action plans and set new targets where required. We will continue to support you for as long as needed. Many of our pupils remain on our books for many years due to the challenging and changing nature of their needs. We will contact once a term to check if any support

Look on the S t Francis S chool (Lincoln) Website Head to the outreach S ection. There you will find Referral forms, our promo leaflet and parental consent form. Please help yourself to our leaflet today.

LLP Strategic Plan Challenge Promote Strengthen school to school support Drive future strategic initiatives Innovation fund • Supporting Governance in • Lincolnshire • Mobilise • Peer to Peer Review • Data sharing at Headteacher Briefing • Champion Empower Upscale promotion and communication Foster strong links between schools, among the partnership schools local teaching schools and their communities • Teacher Leadership and recruitment strategy • Emotional wellbeing • Small scale projects • Attendance and admissions • LLP Collaboration • Caring schools learning placements

Challenge LLP will: Schools will: Support Governance in Lincolnshire: • Involve governors more in the peer-to-peer • review process NLGs to receive resources and structural support • Encourage governors/trustees to network, • Enhance Peer to Peer Review though relate to the LLP vision, and become NLG’s the launch of an online form • Review effectiveness of the peer review Introduce considerations around data evaluation • Continue to engage and challenge in peer sharing at Headteacher briefings • review • Be open with outcomes to support other schools • Be open and honest with data Discuss common themes and start to work • across clusters

Champion LLP will: Schools will: • Develop Teacher Leadership and • Encourage and develop staff Recruitment Strategy • Build small-scale projects into appraisal • Support small scale projects aimed • Develop potential staff opportunities at all at engaging teaching staff at all levels levels to enhance their practice • Enhance succession planning • Foster LLP collaboration through • Promote teaching in Lincolnshire monitoring and embedding the • Continue to engage with research projects partnerships KPI’s • Develop cross-phase partnerships building on the Mobilise cluster groups

Promote LLP will: Schools will : • Administer innovation fund to • Pause and reflect on the impact and encourage and embed innovative success of Mobilise 1 practice in Lincolnshire schools • Engage with the design of Mobilise 2 • Design Mobilise 2: The means • Commit time resources to embedding through which Lincolnshire schools practice will engage with research • Commit to accessing the innovation fund by bidding for opportunities

Empower LLP will: Schools will: • Consult with Headteachers on • Understand processes, then identify emotional wellbeing pathways children to access the well-being • Implement a year-long pilot to pathway manage attendance and admission, Continue to demonstrate genuine care • followed by an evaluation and for looked-after children by engaging reassessment of the initiative with the new service • Allocate two case workers to the • Follow the ladder of intervention and “Caring Schools Learning Placements” engage with the BOSS to know when initiative and how to make referrals • Enhance confidence and self- awareness on how to develop pathways • Participate in the pilot

Lincolns olnshi hire School D Direc ect/ t/SC SCITT ITT Ne Network

Is the rec the recruitm tment an and re retenti tion of f high high qual ality t teac eachers t to L Lin incolnshir ire an an is issue? ‘TeachLincs’ – a county wide strategy where we all invest in the recruitment and retention of high quality teachers within Lincolnshire • Will incorporate Initial Teacher Training • Appropriate support and development for NQTs and RQTs • Retention of high quality teachers – why stay in Lincolnshire? • Pathway to success – career development and opportunities within Lincolnshire • Leadership development – keeping our ‘ home grown’ within the county

Routes into ITT • SCITT (School Centered Initial teacher Training) – an organisation with a school (or schools) at the heart of it, able to award QTS • School Direct – a single school acting on behalf of a group of schools and working with a SCITT or HEI to offer QTS and PGCE • HEI (University) – providers who award QTS and PGCE through the traditional route. • School Direct fee-paying – candidate pays course fees to train • School Direct salaried – the school employs the trainee as an unqualified teacher during their training period

Your role: • Hosting and encouraging volunteers in school • Talent spotting (Teaching Assistants) • Actively engaging in Initial Teacher Training (ITT) (eg by hosting a S CITT or S chool Direct student) • Promoting teaching as a profession to students, parents and community • Promotion of “ get into teaching” processes and timescales within school, in community and on website.

Lincolnshire School Direct ITT Providers: • Bardney S chool Direct Partnership (Lincoln) • Bourne Westfield S chool Direct Partnership (S outh Lincolnshire) • Staniland Academy S chool Direct Partnership (Boston) • Hartsholme Academy S chool Direct Partnership (Across Lincolnshire) • St. George’s Academy Partnership S CITT (S leaford) • East of England Teacher Training S CITT (Across Lincolnshire) • Educate Teacher Training S CITT (Across Lincolnshire) • Ellison Boulters S chool Direct Partnership (Lincoln) • Witham St Hughs S chool Direct Partnership (Lincoln) • Mount Street S chool Direct Partnership (Lincoln) • St. Francis Special School S chool Direct Partnership (Lincoln) • The Deepings S CITT (S outh Lincolnshire) • LTSA S CITT (Across Lincolnshire) • Tall Oaks S chool Direct Partnership (Gainsborough) • Washingborough S chool Direct Partnership (Lincoln) • Little Gonerby CoE Infant School S chool Direct Partnership (Grantham)

Survey 1. Do you find it hard t o recruit high quality teachers? If yes, what are the issues/ barriers? 2. Are you satisfied wit h the quality of NQTs entering t he profession? If not, what are the issues/ barriers? 3. What might be done t o help solve t he issue of recruitment and ret ention of quality teachers t o Lincolnshire? 4. Please include your name and school and let us know if you wish t o get involved with t he future development of this work.

For more information and support with recruitment, or to give us a more detailed perspective of the issues that you face: teachlincs@ gmail.com .

Asse ssme nt, Mo nito ring a nd Mo de ra tio n Ma rc h 2017 Pa t E c c le s

K e y me ssa g e s  No c ha ng e s until 2018/ 19 E YF S, K S1 o r K S2  Inte rim a sse ssme nt fra me wo rks still in pla c e fo r 2017 (ind ic a tio ns fo r 2018 a lso )  Still a c c ura te fit fo r sta te me nts in the fra me wo rks – d e spite NAHT re q ue st fo r b e st –fit  T e sting o f K S1 & K S2 mo d e ra to rs is ve ry vig o ro us  Sc ho o ls sho uld mo d e ra te jud g e me nts within o wn sc ho o l a nd a c ro ss sc ho o ls  Mo d e ra tio n b e twe e n infa nt a nd junio r sc ho o ls re q ue ste d  Cro ss c o unty mo d e ra tio n a lso to va lid a te jud g e me nts na tio na lly  Ca n visit a sc ho o l mo re tha n o nc e fo r mo nito ring  Sub mit yo ur a c c e ss a rra ng e me nt fo r K S2 o n time – d o no t wa it until 24 th April!

Use o f Ma ths E q uipme nt in te sts K S1& K S2  a b lue / b la c k pe n o r a pe nc il  a sha rp da rk pe nc il fo r ma the ma tic a l dra wing (pa pe r 2 o nly)  a rule r (sho wing c e ntime tre s a nd millime tre s)  a rub b e r (o ptio na l) (a t K S2 ra the r this wa s no t e nc o ura g e d)  a mirro r (pa pe r 2 o nly fo r K S1 a nd pa pe rs 2 &3 fo r K S2)  K S2 - a ng le me a sure r o r pro tra c to r (pa pe rs 2 a nd 3 o nly) No te tha t 3 D sha pe s c a n b e use d in te sts if a c hild ha s issue s with visua lisa tio n using 2-D dia g ra ms

Mo de ra tio n 2017 – se le c tio n o f sc ho o ls  the da te / o utc o me o f pre vio us mo de ra tio n visits  the e xpe rie nc e o f te a c he rs in ye a r 2 o r ye a r 6  c ha ng e s in se nio r le a de rship  Ofste d c o nc e rn  c o nc e rn re la ting to 2015/ 16 a sse ssme nt c yc le inc luding ma la dministra tio n  o the r lo c a l c o nc e rns  unusua l pa tte rns o f a tta inme nt  sc ho o ls se le c te d fo r mo de ra tio n b y the Sta nda rds a nd T e sting Ag e nc y

Mo de ra tio n Pro c e ss  Sc ho o ls no tifie d o n o r a fte r 19 th Ma y 2017  Mo de ra to rs will sho w le tte r c o nfirming tha t the y ha ve pa sse d the te st fo r mo de ra to rs  Sc ho o ls se le c te d will ne e d to pre se nt the ir te a c he r a sse ssme nts (printe d o ut) fo r pupils in the c o ho rt  Mo de ra to r will se le c t sa mple pupils – K S1 10% o r a minimum o f 3 pupils pe r sub je c t a nd K S2 15% o r a minimum o f 5 pupils (c o ho rt size de pe nde nt)  Sc ho o ls to de c ide wha t e vide nc e fro m a c ro ss the c urric ulum to pre se nt – this will b e re vie we d a g a inst inte rim a sse ssme nt fra me wo rks  Pro fe ssio na l dia lo g ue to a sc e rta in ho w judg e me nts ha ve b e e n ma de a nd to disc uss a ny g a ps in e vide nc e a g a inst the inte rim fra me wo rks

Mo de ra tio n judg e me nts Mo d e ra to rs will…  re vie w e vid e nc e fo r e a c h pupil in the sa mple a g a inst the ‘ pupil c a n’ sta te me nts fro m the inte rim T A fra me wo rks within the sta nd a rd a wa rd e d (inc lud ing a ny pre c e d ing sta nd a rd s)  ho ld a pro fe ssio na l d isc ussio n with the ye a r 2/ 6 te a c he r(s) to und e rsta nd ho w the T A jud g e me nts ha ve b e e n re a c he d a nd to d isc uss a ny g a ps in e vid e nc e a g a inst the inte rim T A fra me wo rks  b e sa tisfie d tha t pupils’ e vid e nc e is ind e pe nd e nt b y using the c rite ria sta te d in the 2017 e xte rna l mo d e ra tio n o f te a c he r a sse ssme nt d o c ume nts. If a pupil ha s re c e ive d a d d itio na l suppo rt, this sho uld b e c la rifie d b y the sc ho o l.  re q ue st a d d itio na l e vid e nc e a nd / o r e xpa nd the sa mple if the re is insuffic ie nt e vid e nc e o r c o nc e rn a b o ut the a c c ura c y o f a jud g e me nt. In c e rta in c a se s, the sa mple ma y b e e xpa nd e d to inc lud e the who le c o ho rt  e nsure tha t the sc ho o l is a wa re o f the L A a ppe a ls pro c e ss – yo u will b e g ive n a c o py a nd se nt o ne to o ! Ple a se no te a syste ma tic la c k o f e vid e nc e to suppo rt te a c he r a sse ssme nt is vie we d a s ma la d ministra tio n

E nd o f E xte rna l Mo de ra tio n Visit  pro vide fo rma l fe e db a c k to the He a dte a c he r o r a re pre se nta tive o f the se nio r le a de rship te a m  e xpla in the pro c e ss fo r ho w the L A will c a rry o ut a ny a g re e d re -mo de ra tio n o f pupil e vide nc e ( this is not a n e vie w of e vide nc e ) a ppe a l – it’s a r  pro vide the sc ho o l with a c o mple te d L A re c o rd o f the visit, whic h inc lude s:  the a g re e d va lid a te d jud g e me nts fo r a ll mo d e ra te d pupils  a ny re vise d jud g e me nts if the L A e xte rna l mo d e ra to r(s) jud g e d tha t the re wa s insuffic ie nt e vid e nc e fo r the sta nd a rd a wa rd e d , o r if the L A e xte rna l mo d e ra to r(s) c o nsid e re d the pupil to b e wo rking a t a hig he r sta nd a rd  a ny d e c isio ns tha t the sc ho o l inte nd s to a ppe a l  a ny c o nc e rns tha t re q uire furthe r a c tio n b y the sc ho o l o r L A (suc h a s a re - visit)

E nd o f E xte rna l Mo de ra tio n Visit NE W… I f the sc ho o l a nd the L A e xte rna l mo de ra to rs a g re e so me pupils ha ve the po te ntia l to me e t the ne xt sta nda rd b e fo re the da ta sub missio n de a dline , the L A re c o rd o f visit sho uld a lso inc lude the ne xt ste ps:  if sc ho o l T A judg e me nts we re a c c e pte d in full b y the L A, the a dditio na l e vide nc e must ha ve b e e n inte rna lly re -mo de ra te d b y the sc ho o l a nd sub mitte d b y the T A sub missio n da te , o r  if sc ho o l T A judg e me nts we re no t a c c e pte d in full b y the L A, the a dditio na l e vide nc e must b e sub mitte d to the L A fo r re vie w prio r to the T A sub missio n da te T his is not an appe al – it’s a r e vie w of e vide nc e

Appe a ls Pro c e ss - 4 sta g e s T he He a d te a c he r/ the ir SL T re pre se nta tive , must ma ke it c le a r o n the mo d e ra tio n fo rm tha t the y wish to a ppe a l the jud g e me nts ma d e b y the mo d e ra to r. T he 4 sta g e s a re a s fo llo ws: a tor . T he mo d e ra to r’ s jud g e me nt will b e 1. Disc ussion with HT a nd mode r suppo rte d b y a d e ta ile d e xpla na tio n o f ho w a nd why the jud g e me nt ha s b e e n ma d e . If a g re e d b y HT no furthe r a c tio n a nd mo d e ra to r jud g e me nt a c c e pte d . If no t a g re e d the n g o to sta g e 2. At this point a ll the e vide nc e pr e se nte d to justify the te a c he r a sse ssme nt must be photoc opie d (r e c or de d for visua l a nd/ or a uditor y e vide nc e submitte d) a s no othe r a dditiona l e vide nc e is pe r mitte d for the a ppe a ls pr oc e ss. . T he o rig ina l e vid e nc e will 2. F ur the r mode r a tion by a nothe r L A mode r a tor b e re vie we d b y a no the r mo d e ra to r. If a g re e d b y HT no furthe r a c tio n a nd se c o nd mo d e ra to r jud g e me nt a c c e pte d . If no t a g re e d the n g o to sta g e 3. 3. E xte r na l mode r a tion by a nothe r L oc a l Author ity. T he o rig ina l e vid e nc e will b e re vie we d b y a mo d e ra to r fro m a ne ig hb o uring L o c a l Autho rity. If a g re e d b y HT no furthe r a c tio n a nd third mo d e ra to r jud g e me nt a c c e pte d . If no t a g re e d the n g o to sta g e 4. A. T he o rig ina l e vid e nc e will b e re vie we d b y a 4. E xte r na l mode r a tion by ST mo d e ra to r se le c te d b y ST A. T he judg e me nt will be fina l.

I n the e xe mplific a tio n… T he na rra tive a c c o mpa nying the ta sks is wha t g ive s us the e vide nc e o f unde rsta nding a s it se ts the c o nte xt, e xpla ins the ta sks a nd so me time s c la rifie s wha t ha s g o ne b e fo re . T he se a re iso la te d pie c e s o f wo rk. Yo ur b o o ks sho uld b e a lre a dy “te lling the sto ry” a nd pro viding muc h o f the c o nte xt o ve r se q ue nc e s o f le sso ns. Yo u sho uld b e c a pturing the e vide nc e a s yo u g o thro ug h ho w ta sks a re pre se nte d , c le a r ma rking , a nno ta tio ns e tc .

I n yo ur b o o ks… E nsure tha t  ta sks a re c la rifie d  le ve l o f inde pe nde nc e / suppo rt is c le a r  re a so ning a nd e xpla na tio ns a re b e ing c a pture d – e .g . “tho ug ht” b ub b le s, a sking fo r e xpla na tio ns, sho w / e xpla in to me ho w yo u wo rke d it o ut, fe e db a c k c o mme nts in ma rking with so me “c he c king ” q ue stio ns

Writing Mo de ra tio n a t K S1 a nd K S2 Writing is no t ind e pe nd e nt if it ha s b e e n: 
  mo d e lle d o r he a vily sc a ffo ld e d 
  c o pie d o r pa ra phra se d 
  suppo rte d b y suc c e ss c rite ria tha t a re o ve r-d e ta ile d a nd o ve r-a id pupils 
  e d ite d a s a re sult o f d ire c t inte rve ntio n b y a te a c he r o r o the r a d ult E xa mple s o f d ire c t inte rve ntio n  whe re the pupil ha s b e e n d ire c te d to c ha ng e spe c ific wo rd s fo r g re a te r impa c t,  whe re inc o rre c t o r o mitte d punc tua tio n ha s b e e n ind ic a te d  whe re writing is pro d uc e d with the suppo rt o f e le c tro nic a id s tha t a uto ma tic a lly pro vid e c o rre c t spe lling , syno nyms, punc tua tio n, o r pre d ic tive te xt.

Qua lifie rs: so me , ma ny, mo st Sta te me nts c o nta in q ua lifie rs to indic a te tha t pupils will no t a lwa ys c o nsiste ntly de mo nstra te the skill re q uire d:  Some – indic a te s tha t the skill/ kno wle dg e is sta rting to b e a c q uire d, a nd is de mo nstra te d c o rre c tly on oc c a sion , b ut is not c onsiste nt or fre que nt  Many – mo re tha n so me – no t a s ma ny a s mo st  Most – indic a te s tha t the sta te me nt is g e ne ra lly me t with o nly o c c a sio na l e rro rs

Writing is no t inde pe nde nt if  mo de lle d o r he a vily sc a ffo lde d 
  c o pie d o r pa ra phra se d 
  suppo rte d b y suc c e ss c rite ria tha t a re o ve r-de ta ile d a nd o ve r-a id pupils 
  e dite d a s a re sult o f dire c t inte rve ntio n b y a te a c he r o r o the r a dult, fo r e xa mple 
 whe re the pupil ha s b e e n dire c te d to c ha ng e spe c ific wo rds fo r g re a te r impa c t, o r 
 whe re inc o rre c t o r o mitte d punc tua tio n ha s b e e n indic a te d 
  pro duc e d with the suppo rt o f e le c tro nic a ids tha t a uto ma tic a lly pro vide c o rre c t 
 spe lling , syno nyms, punc tua tio n, o r pre dic tive te xt

Ove rly suppo rte d writing

I nde pe nde nt writing Writing is like ly to b e ind e pe nd e nt if it:  e me rg e s fro m a q ua lity te xt, to pic , visit, o r c urric ulum e xpe rie nc e , in whic h pupils ha ve ha d a ra ng e o f o ppo rtunitie s to e xplo re a nd d isc uss wha t is to b e writte n a b o ut 
  e na b le s pupils to a pply the ir le a rning ind e pe nd e ntly, po ssib ly with a n e le me nt o f c ho ic e , fo r e xa mple writing fro m the pe rspe c tive o f a c ho se n c ha ra c te r 
  ha s b e e n ind e pe nd e ntly e d ite d a nd / o r re d ra fte d b y the pupil. his ma y b e in re spo nse to se lf, pe e r, o r g ro up e va lua tio n 
 T  is pro d uc e d b y pupils who ha ve ind e pe nd e ntly d ra wn o n c la ssro o m re so urc e s suc h a s d ic tio na rie s, the sa uruse s, wo rd b a nks, c la ssro o m d ispla ys, b o o ks o r we b site s fo r suppo rt a nd id e a s 
  is info rme d b y c le a r le a rning o b je c tive s a nd limite d suc c e ss c rite ria whic h a re no t o ve r d e ta ile d a nd d o no t o ve r-a id pupils

Writing inde pe nde nc e de mo nstra te d

E vide nc e s fo r writing mo de ra tio n a t K S1  Gra mma r, Punc tua tio n a nd Spe lling te st if use d, c a n fo rm pa rt o f the e vide nc e  Na rra tive must b e inc lude d  I nde pe nde nt sa mple s o f writing (fic tio n/ no n fic tio n)  Child's writing (E ng lish/ lite ra c y) b o o ks  Cro ss-c urric ula r writing  T e a c he rs' a sse ssme nts o f c hildre n's writing  Pla ns/ e va lua tio n c o mme nts

E vide nc e s fo r writing a t K S2  Jud g e me nts a re b a se d o n a b ro a d ra ng e o f e vid e nc e fro m a c ro ss the c urric ulum a nd will inc lud e E ng lish/ lite ra c y b o o ks  Ind e pe nd e nt e xa mple s o f pupils writing must d e mo nstra te ho w the pupil a tta ins the c rite ria in the inte rim fra me wo rks thro ug h writing fo r a ra ng e o f purpo se s a nd a ud ie nc e s inc lud ing writing a sho rt sto ry (to b e a b le to a c hie ve E XS)  No t a ll sta nd a rd s will b e e vid e nt in a ll writing , b ut the y ne e d to b e e vid e nc e d a c ro ss a ra ng e o f writing e xa mple s (re me mb e r q ua lifie rs)  Ha nd writing ne e d s to b e ne a t flue nt a nd jo ine d fo r pupils jud g e d to b e a t the GDS

E vide nc e s fo r ma ths mo de ra tio n a t K S1  Pupils te st sc ripts fro m the K S1 ma ths SAT s  Child's individua l ma ths wo rk b o o k  Pho to g ra phs/ vide o s  T e a c he rs' re c o rds o f c hild's wo rk  Child's individua l sa mple o f wo rk  Cro ss-c urric ula r ma the ma tic s a c tivitie s  Me nta l Ma ths tra nsc ripts/ re c o rding s  Pro b le m so lving a c tivitie s

Ca pture the e vide nc e da ily a lo ng the wa y… Mar king, annotations, thought bubble s, c lar ity ar ound the tasks, “e xplain how you know”…

Suffic ie nt e vide nc e – pro b le ms with white b o a rds!  Do n’ t lo se e vide nc e a lo ng the wa y o n white b o a rds…g e t it re c o rde d!  Pho to c o py e vide nc e o r a sk the c hildre n to re c o rd the ir jo tting s o n pa pe r whic h c a n the n b e sig ne d a nd da te d ra the r tha n rub b e d a wa y - do n’ t lo se pa rt o f the le a rning jo urne y.

Str ong e vide nc e … . T he wo rk in my b o o ks sho ws se q ue nc e s o f T he se q ue nc e s o f le sso ns whe re I ha ve le sso ns in my b o o k a pplie d , pra c tise d a nd sho w c le a r c o nso lid a te d the c o re le a rning jo urne ys. “Autumn/ Spring T e rm” le a rning Whe n I ha ve c a rrie d My wo rk sho ws My le a rning o f o ut c a lc ula tio ns, my c o nc e ptua l ma the ma tic a l use o f a ppro pria te und e rsta nd ing – a nd c o nc e pts a nd skills is me nta l skills a nd suffic ie nt flue nc y a nd e mb e d d e d in stra te g ie s is c la rifie d in c o nfid e nc e with the pro b le m so lving a nd my wo rk. le a rning to this po int re la te d to a ppro pria te c o nte xts T a lk a nd d isc ussio n a re I use re so urc e s to My wo rk sho ws tha t I a b ig pa rt o f my suppo rt, e xpla in a nd ha ve ric h le a rning in c la rify my thinking o ppo rtunitie s to ma the ma tic s. My pra c tise skills in va rie d re a so ning a nd wa ys tha t ma ke me e xpla na tio ns a re think c a pture d

Note how the te ac he r c ontinue s to pr obe unde r standing – and the pupil’s use of a visualisation alongside the ir e xplanation. NB: Childr e n in Ye ar 2 will not be c alc ulating ove r 100 but this is a good e xample of a te ac he r annotation to show ate gy . the pupil’s me ntal str

Quality te ac he r annotations give insight into a pupil’s me ntal flue nc y

Mo de ra tio n o f re a ding E vide nc e s  Gro up Re a ding Re c o rd / Guide d Re a ding  Re a ding Dia ry (ho me fo r c hild a nd pa re nts)  Pho nic re c o rds  Re a ding Jo urna ls  I ndividua l re a ding re c o rd  Running re c o rds  Co mpre he nsio n ta sks  Re a ding ta rg e ts  Re c o rding s o f c hild re a ding / disc ussing re a ding ta sks  Asse ssme nt re c o rds – e .g . c o mmo n e xc e ptio n wo rds.

Mo de ra tio n Wo rksho ps le d b y ‘ ST A a ppro ve d mo de ra to rs’ All tra ining : Ye a r 2 b e twe e n 9 a m a nd 12 no o n, Ye a r 6 b e twe e n 1pm a nd 4pm  22 nd Ma rc h – Sle a fo rd Ne w L ife Ce ntre  23 rd Ma rc h – Ma rke t De e ping E ve ntus Co nfe re nc e Ce ntre  27 th Ma rc h – L inc o ln Sho w Ro o m T ritto n Ro a d  22 nd Ma y - Sle a fo rd Ne w L ife Ce ntre  24 th Ma y - Ma rke t De e ping E ve ntus Co nfe re nc e Ce ntre  26 th Ma y – Ho rnc a stle Admira l Ro dne y Ho te l F o r the se e ve nts b o o k via https:/ / e ve nt.b o o kitb e e .c o m/ ke ysto ne -te a c hing -sc ho o l o r fo r info rma tio n c o nta c t g ill.a rno ld@ b o urne we stfie ld.linc s.sc h.uk  26 th April Y2, 28 th April Y6 – Co nne c t T SA Bo sto n  25 th Ma y – Hyke ha m, Ma no r F a rm Ac a de my (E q ua te T SA)

Mobilise ‘Making Best Use of Teaching Assistants’

The Vision: “To unlock the potential of every child & young person in Lincolnshire, by radically raising outcomes & raising aspirations”. What does the EEF want to What does the LLPB want to achieve? achieve? To improve outcomes for children and young • • To secure the use of the people in Lincolnshire Teaching Assistant evidence • To strengthen the already established school and research in every improvement partnerships and support sector- Lincolnshire school, in order to led work improve outcomes for children To mobilise and utilise existing partnerships of • and young people; schools to become ‘evidence ready’ as a • To learn together about key mechanism for sustainable scale up and school features of effective and improvement sustainable ‘scale-up’ of the • To create ownership and passion at cluster level use of research evidence; and school level for the process of school • To create a sustainable improvement through the use of the evidence network of schools who are about TAs i.e. this is not ‘top down’ or ‘done to’ ‘evidence-ready’, and able to To exemplify excellent practice in our county, and • take on new evidence rapidly share this widely. and effectively in the future. • To create further coherence, transparency and inclusion in partnership working across all Lincolnshire Schools

Workforce Improving Ofsted practice Outcomes Value for for Research money children Leadership SEN development Pupil Premium

What should have happened? • Priorities identified and TAs deployed more effectively to support whole-school targets • SBLs attended 3 cluster meetings • SBL led 3 PLCs in own school • TA contract issues discussed/period of consultation to meet needs of children • Interventions reviewed and planned for • Completed mid-point Survey Monkey and RAG rating

http://mobilise.kyrateachingschool.com/ e: kyrateachingschool.com

Additional engagement opportunities? • MPTA (Maximising the Practice of Teaching Assistants) Training offered to schools • Discounted TA training from Catch Up Numeracy and Literacy; Nuffield Early Language • Intervention and Switch On Reading and Writing • Opportunities to engage with a morphology approach for children with dyslexia

How are we responding to your needs? – schools shaping the project • Presentation created to ‘launch’ project with TAs • Independent HR consultant employed • Produced exemplar SIPs for primary and secondary along with success Criteria and questions for consideration by SLT • • Strategic improvement plan clarification • Special schools’ cluster and Secondary schools’ cluster • Second PLC on RIII – independence, focusing on contracted as 1:1 • Scaffolding framework – MPTA training offered Extended time in PLC to allow for focus on sharing of practice • • Headteachers’ termly update • Website more accessible through recommendations • Alternative PLCs shared for ‘guest’ SBLs • Capacity issues – unable to attend PLC – received visit from RLs Resources sent to SBLs prior to PLC •

Teaching Assistant: ‘Learning about the scaffolding framework has been particularly helpful, learning when to step back and give time for the pupils to shine.’ Primary Headteacher: ‘The project has had a dramatic impact on our school and the latest round of lesson observations have shown a clear 'mind shift' in terms of how TAs are deployed. They are now not just 'busy', they are 'busy impacting on learning'! ‘ Primary SENCO & SBL: ‘TAs are very positive about the move to a more 'whole phase' timetabled deployment rather than being single class-based. ‘ Special School SBL: ‘Meeting other special school staff and hearing how Mobilise is working in their settings. I have taken away some things I hadn’t even thought about yet.’ School-based Lead: ‘We’re on an exciting risk-taking journey at the moment! TAs are now class-based, involved in teaching and learning…deployed where feel most confident.’ Cluster Lead: ‘I am really beginning to feel a sense of collaboration between us and a growing sense of ownership and REAL CPD in the meetings.’

How can we help you? Get in touch with the Mobilise team – we recognise that every school is unique so we’re happy to discuss individual concerns as well as share successes. Vanessa Hopkinson and Kathryn Malone (Regional Research Leads) vanessa.hopkinson@lincolnmountstreet.lincs.sch.uk kathryn.malone@lincolnmountstreet.lincs.sch.uk 07769 661605 We’re always happy to visit.

The Kyra Research School Supporting schools to use evidence to improve teaching practice

Kyra Research School – activity strands Dissemination • Bulletin, magazine, blogs • Distilling and making ‘practitioner ready’ Workshops & programme of • Training development • ‘Research champions Innovation • Mentoring & funding support • Making impact visible

Why get involved? Together we will use the evidence about what has worked in every school and classroom to the benefit of all children. Together we will use the evidence base to meet local priorities.

How to be part of the Kyra Research School story… • Subscribe to the RS newsletter • Invite us to speak to your staff • Tell us about your research experience • Write a blog or article for the newsletter • Become/nominate a research champion • Sign up for the Teacher Led Research CPD (for research champions) • Co-design/deliver the Teacher Led Research CPD • Sign up for themed taster workshops – dates coming soon • Join a professional learning community • Design an innovation project

How to contact us… James.Siddle@st-margarets-pri.lincs.sch.uk Juliet.brookes@kyrateachingschool.com Research@kyrateachingschool.com @KyraResearch Kyra.researchschool.org.uk 07789 020606

LLP Peer Review Relaunch Together, let’s: • Re-Energize the peer review process • Summarise the outcomes • Analyse the results • Prioritise next steps for Lincolnshire schools

The Vehicle for the Peer Review Relaunch… … is a new online survey tool to capture schools’ peer review outcomes • Headteacher of the peer reviewed school submits summary outcomes • LLP will provide partnership schools with data on: 1. areas of excellence in Lincolnshire schools 2. trends and priorities for development in Lincolnshire schools 3. “Yellow pages” style directory of schools able to support other schools in particular areas However: the data will only be as good as the input , so it’s important that all schools submit their peer review outcomes

What do you have to do? • Visit the online peer review summary outcomes survey here: https://www.lincolnshire.gov.uk/llp/sponsored-initiatives/peer- review/130937.article • Hint: You can complete the survey on a PC or Mac and on most tablets or other handheld devices • Tip: Have the school’s full peer review report to hand to answer the summary outcome questions Tip: Allow fifteen to twenty minutes to complete the survey; note: at this • time, there is no “save and resume” option, so once you have started, you must finish • Let’s take a closer look at the screens you will see

Screen 1: About the School Enter basic information regarding the peer reviewed school and the headteacher submitting the peer review.

Screen 2: About the School (ct’d) Enter information regarding the peer reviewed school’s phase, staffing demographics, designation, and location.

Screen 3: Partners and Peer Review Groups Enter information regarding the peer reviewed school’s partners and peer review group. Hint: Note the instructions about selecting multiple schools from the drop down menu.

Screen 4: The Peer Review The shared goal: building a robust picture of strengths and areas for improvement in Lincolnshire schools Rate the peer reviewed school on 19 attributes… …using a five point scale For up to three areas, briefly explain how the school excels… …or what it might improve