Leadership Briefings Summer Term 2017 - 2018
• Introduction and Welcome Slides are available @ www.lincolnshirelearningpartnership.org
Lincolnshire Learning Partnership Update
Assessment and Moderation
SATs Monitoring • Positives • Issues arising • Considerations
Pre-Key Stage Standards 2018-19 Entry to the expected standard in Emerging to the expected reading (ER1) standard in reading (ER2) The pupil can, when a story is read The pupil can, when a story is read aloud by an adult (1:1 basis): aloud by an adult (1:1 basis): ● answer questions, such as Where is ● Follow what is being read by this? What is this? Who is this? What focussing on text, pictures or is he doing? Using their preferred sound mode of communication ● Point to pictures of characters and ● in a familiar story, jump in with the places in response to questions next word or phrase when the adult such as ‘Where is (the)…?’ pauses ● Join in with actions or known The pupil can: ● Indicate or sign the correct picture or words and phrases in stories or object (when 3 are presented) when rhymes, using their preferred the adult says or signs the first sound mode of communication ● Indicate or sign the correct letter ● Show awareness that something is (when 3 are presented) when the going to happen e.g. by trying to adult says or signs the sound turn the page or demonstrating ● Say or sign (or a close approximation anticipation to) every letter of the alphabet This would be the same for KS1 & KS2
Rochford review KS2 Key Stage 1 teacher assessment framework
Rochford review KS2 Key Stage 1 Interim teacher assessment framework
Latest updates • Phonics • Moderation • STA
Early Years and Childcare
EYFS Profile – Schools’ and settings’ responsibilities Headteachers and Managers Headteachers are responsible for submitting accurate, reliable and high quality EYFS profile data to their LA. Headteachers should also be involved in quality assurance processes before data is submitted to their LA. They should make sure their staff has enough time for resolving queries. Headteachers should only sign off item level data, and permit onward transmission to their LA, once they have checked that the data is: • free of errors • an accurate reflection of the attainment of the cohort Headteachers are also responsible for resolving any queries their LA may have as a result of their processes. (EYFS Profile Handbook 2018 p48-49)
Checking File
Baseline and the future of the EYFS Profile
Mobilise Update
Mobilise Choice Feedback • Collaboration • Cluster meetings • Access to and discussion of research • Leadership opportunities • Links to whole-school priorities • Impact on pupils, in particular SEND and PP
Mobilise TA Project • Impact felt in schools that have embedded the project in this second year • Ofsted recognition of project’s impact; TAs’ impact on learning, pupil independence and benefit of liaison time • Focus on TAs’ position in classroom, wait-time, different models of teamwork and the place of TA peer-observations and performance management targets has raised profile further
Mobilise 2018.19 Projects Grant-funded Curriculum Small-scale Design Trials primary & secondary Cognitive Theory Maths KS2 & KS3 and Memory Feedback & English KS1 & Marking KS2
What do I need to do now? • Book one member of SLT onto a taster session (15 th June – Lincoln; 28 th June – Spilsby; 2 nd July – Grantham) • Discuss at your cluster meeting 5 and/or 6 • Register as an individual school via email link https://bit.ly/2kpsOmp sent to all schools before half-term/on website (deadline 4 th July) • Speak to the Mobilise team, if you have any questions: 07769 661479 vanessa.hopkinson@kyrateachingschool.com
SEN Support Guidance Document 2018
What is SEN Support? • SEND Code of Practice 2015: majority of children/young people with SEN or disabilities will have their needs met within local mainstream settings. • Where pupil is identified as having SEN, educational settings should remove barriers to learning and put effective special educational provision in place. • Requires robust graduated approach ; high quality teaching, differentiation, evidence based strategies and interventions and specialised assessments from external agencies and professionals. • Successive assess, plan, do, review cycles used to remove barriers to learning and secure identified outcomes. • Educational settings receive notional funding to implement support (up to £6,000 per pupil)
SEN Support Guidance document • SEN Support should be adapted or replaced depending on how effective it is in achieving identified outcomes. • SEN Support Guidance document provides clarity for educational settings (0-25 years) & professionals regarding what should be routinely available in all mainstream educational settings in Lincolnshire. • Across four SEND categories (Cognition & Learning; Social, Emotional & Mental Health; Communication & Interaction and Sensory/Physical Needs). • Evidence of difficulty, measures of progress and provision to address need. • SEN Support ('universal' to 'targeted') demonstrate graduated approach in securing outcomes.
SEN Support Guidance document To inform decision, LA expects to see full evidence of the action • taken by educational setting as part of the graduated approach, as clearly set out in SEN Support Guidance document. Provides clarity for mainstream settings to be able to demonstrate • fully utilised resources to support pupils with SEND. Provides clarity within EHC needs assessments around support and • provision that can be accessed through SEN Support ('universal' and 'targeted'), and therefore does not need an EHC Plan, or requires provision over and above that which is available. Where, despite relevant and purposeful on-going graduated • approach, pupil is not making expected progress, it is relevant to request EHC needs assessment.
SEN Support Guidance document Shared with all mainstream settings: • – Letter to all Heads/SENDCo’s, School’s Bulletin, SEND Graduated Approach Briefings. Shared on Local Offer: • – Find by going to Local Offer and putting ‘ SEN Support Guidance ’ in the search engine – All settings asked to update their Local Offer to include the document. Shared with staff within LA: • – Int_Comms (internal staff communication) – Staff ‘1 minute briefing’ – Children’s Services Director’s Briefings – Children’s Services’ Team Managers
Heads up - Local Area SEND Inspections We will be inspected by Ofsted and the Care Quality Commission • Ofsted and CQC will visit educational settings during the 5 days • They will be evaluating how effectively Lincolnshire partners collectively • assess and meet the needs of pupils (0-25 years) with SEND and what difference we’re making to their outcomes We have some challenges: • – Attainment of pupils with SEND – Absence of pupils with SEND – Exclusions of pupils with SEND The views of parents, children and young people are a fundamental part of • the inspection framework – think about establishing parents’/young people’s groups in settings to hear their voice first-hand and see if we can resolve concerns/difficulties before they tell the inspectors!
Inclusion Lincolnshire Update
Rate of Exclusion (formal and informal)
Lincolnshire
Lincolnshire
Ladder CPD Offer
CHIPS
Alternative Provision
Alternative Pathway Places (Available from October) - current CMAT pathway learners will transition across - for dual registered and permanently excluded pupils, Y9-11 - two lots, North and South - pupil places accessible via referral through the Ladder (panel) - flexible placements, 1-5 days per week - DfE approved Technical Awards “The very small number of pupils who attend alternative provision behave well, attend regularly and make good progress. Staff hold regular review meetings to monitor their progress.” (Ofsted)
Charges – 2018-19 Primary intervention placement : £1,373 KS3 intervention placement : £1,931 KS4: dual registered placement For 1-4 day dual registered placements: pro-rata transfer of AWPU and pupil premium For 5 day dual registered placements: 4.5 day AWPU equivalent and pupil premium KS4: single registered placement* Transfer of AWPU and all pupil –led funding, e.g. FSM, IDACI, prior attainment. (also applies to permanent exclusion – a 2018/19 change) https://assets.publishing.service.gov.uk/government/uploads/system/uploads/att achment_data/file/691111/Operational_guide.pdf * Note. Only available for those schools that have first commissioned one (long) term of AP directly. Only available for Y10 and 11)
Team Around the Child – TAC Report
TAC Update • 2047 open TAC’s • Overall, Education settings make up 75% of TAC Lead Professionals Primary 879 Secondary 473 Other/Special 106 Nursery/Pre-school 93 College 9
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