Spring Leadership Briefing 2019

Secondary and Special

Welcome to the Lincolnshire Learning Partnership

Spring Leadership Briefings

Introducing the “capacity review”

“Do we settle for the world as it is, or do we work for the world as it should be?”

Barack Obama – Audacity of Hope

4 ©2015 U.S. Education Delivery Institute

The capacity review will be based on an approach called “delivery”

At its core, the delivery approach aims to answer four questions consistently and rigorously:

1. What are you trying to do? 2. How are you planning to do it? 3. At any given moment, how will you know

whether you are on track? 4. If not, what are you going to do about it?

5 ©2015 U.S. Education Delivery Institute

1. Develop a foundation for delivery

1A. Define your aspiration

1B. Review the current state of delivery

1C. Build the Delivery Unit

1D. Establish a guiding coalition

2. Understanding the delivery challenge

2A. Evaluate past and present performance

2B. Understanding root causes of performance

3. Plan for delivery

3A. Determine your reform strategy

3B. Draw the delivery train

3C. Set targets and establish trajectories

4. Drive delivery

4A. Establish routines to drive and monitor performance

4B. Solve problems early and rigorously

4C. Sustain and continually build momentum

5. Create an irreversible delivery culture 5A. Build a system capacity all the time

5B. Communicate the delivery message

5C. Unleash the "alchemy of relationships"

The delivery framework breaks down an organization's capacity to deliver on its goals into 15 essential elements.

Lincolnshire Teaching Schools Together

Opportunities

• NPQs

• Stronger Governance

• Science

• Kyra Research School

Teacher Subject Specific Training

TSST is available for academic year 2018 to 2019 in:

• Secondary mathematics

• Core maths

• Physics

• Modern foreign languages (MFL)

Teacher Subject Specific Training

The purpose of TSST is to:

• Improve the subject knowledge of non-specialist teachers and returning teachers.

• Increase the number of hours taught in these subjects.

• The training is free of charge to participants.

Teacher Subject Specific Training

TSST is specifically for: • Non-specialist teachers who could potentially teach mathematics, physics or MFL in addition to, or as their main subject. • Non-specialist teachers who are currently teaching mathematics, physics or MFL (either full-time or in addition to their specialist subject.) • Teachers who are looking to return to the profession

In addition to non-specialists and returning teachers, TSST MFL is also for: • Specialist MFL teachers who are not currently teaching MFL and who need refresher training to enable a move back to a MFL role. • Specialist MFL teachers who have the capacity to teach a second language in addition to their language specialism. • Overseas trained teachers who are resident and eligible to work in England

Teacher Subject Specific Training

• For further information or to book a place, please visit the LTSA website:

• https://www.lincolnshiretsa.co.uk/page/?title=Teacher+Subject+Specialism+Training+%28TSST%29&pid=190

What makes great professional development?

What makes the biggest difference to practice in the classroom?

Effective professional development • Peer collaboration on meaningful problems

• Trusted leaders who listen

• Teamwork for great behaviour for learning

• Time and resource for relevant CPD

• A trusting, respectful, open culture

• Fair, consistent appraisal & feedback

Professional development should: • have a focus on improving and

evaluating pupil outcomes. • be underpinned by robust

evidence and expertise. • include collaboration and

expert challenge. • be sustained over time. • must be prioritised by school

leadership.

http://www.lincolnshireteachingschoolstogether.co.uk/

County Pupil Population Projections

School Place Planning

• LA Statutory duty: Education Act 1996

• 2012-2018 over 7000 new school places

• Over £61m of BN and £9m S106 investment

• 2500 places planned for 2019-2022

• £35m of Basic Need in next planning cycle

• Working collaboratively with schools, academies, Trusts and the DfE/RSC

Lincolnshire Pupil Numbers

• School Projections > Planning Areas > County

• 2022/23 = 0% primary, 14% secondary increase

• Rural/Urban significant variation at primary

Lincolnshire Pupil Numbers

50,000

52,500

55,000

57,500

60,000

62,500

65,000

17-18 18-19 19-20 20-21 21-22 22-23

Total Primary Age Pupils in Lincolnshire

Pupils from NewHousing

Number of pupilsof primary age*

Number of PrimarySchool Places (excSpecial)

32,500

35,000

37,500

40,000

42,500

45,000

47,500

17-18 18-19 19-20 20-21 21-22 22-23

Total Secondary Age Pupils in Lincolnshire

Pupils from NewHousing

Number of pupilsof secondary age*

Planning Cycle and Capacity

• Winter/Spring – Collate demographic data and projections to identify priority areas

• Spring - Basic Need capital allocation to the LA

• Spring – Review Capital Programme

• Summer - DfE SCAP (School Capacity) Return

• Summer – Feasibility studies

• Autumn – Commence capital projects

• Autumn – Analyse projections v actual

Housing Developments

(2016-2036)

Emerging and adopted local plans

Over 70,000 new homes

14700 Pri & 13300 Sec

Contact Details & Information

• SOP (School Organisation Plan)

• ONS/LRO – Publicly available sources

• Perspective Lite (Projections and Natural NOR)

• www.lincolnshire.gov.uk/schoolorganisation

• schoolorganisation@lincolnshire.gov.uk

OFSTED Framework and OFSTED Update

Ofsted Update

What’s Staying the Same

Safeguarding

Inspectors will not use Schools’ Internal Assessment Data as Evidence

• While they will consider the school’s use of assessment (see slide above), inspectors will not consider schools’ internal assessment data during an inspection.

• IDSR as the starting point

• See at first hand the quality of education as experienced by pupils and understand how well leaders know what it is like to be a pupil at the school.

Assessment and Data

• Inspectors will evaluate how assessment is used in the school to support the teaching of the curriculum, but not substantially increase teachers’ workloads by necessitating too much one-to-one teaching .

• Schools choosing to use more than two or three data collection points a year should have clear reasoning for what interpretations and actions are informed by the frequency of collection..If a school’s system for data collection is disproportionate, inefficient or unsustainable for staff, inspectors will reflect this in their reporting on the school.

What’s it like really?.. ‘Deep Dives’, Chats and Groups

• Book scrutiny: More, well focussed, work scrutiny to view the 3 Is.

• Talking to leaders, teachers and pupils to find out and understand the 3 Is.

• Focussed consideration of the 3Is for SEND, EAL and Disadvantaged.

• NOT forgetting the PDW and B – This can be framed in the language of the 3Is.

Best Fit

• In order to judge whether a school is good, requires improvement or is inadequate, inspectors will adopt a ‘best fit’ approach, relying on the professional judgement of the inspection team.

[ ]

• * [The sections of criteria in square brackets, are included in recognition that not all schools will have had the opportunity to complete the process of adopting or constructing their curriculum fully by September 2019. The bracketed sections are transitional only, and Ofsted will before September 2020 to identify whether they should be deleted.]

Consultation

Curriculum is at the Heart of the Proposed New Framework

• There are some key messages coming from Ofsted relating to the proposed new framework and the focus on curriculum. LTT and LCC are currently working together to provide a range of advice and resources to all Lincolnshire schools to help them navigate their own curriculum journey.

What next?

• Don’t panic!

• Talk about your INTENT

• LTT and LCC are here to support Lincolnshire schools in the curriculum review journey

• Further details of face to face workshops, research and resources will be circulated via School News

Refreshment Break

Stephen Rollett ASCL

Health and Safety – Property Services

Schools Statutory Health & Safety Property Compliance Andy Fenn Facilities Service Manager Lincolnshire County Council

Overview • Health & Safety Law and Responsible persons

• Department for Education Guidance

• Who is the Responsible Person?

• Examples of Statutory Inspections / Testing

• Schools property compliance options

Health and Safety Law and Maintenance

• The basis of British health and safety law is the Health and Safety at Work etc. Act 1974 (HSWA).

Responsible persons responsibilities include:

• Delivering a healthy and safe environment

• Ensuring that risk assessments are undertaken and where appropriate the significant findings recorded (MHSWR)

• Monitoring arrangements for repairs, maintenance and improvement projects

• Initiating repairs or changes that are identified by risk assessments or statutory inspections

Responsible Person

Compliance Options For Schools

• Manage the Statutory and Essential Property items yourselves

• Pay an FM Company to provide some of the Statutory maintenance checks required

• Use the in house maintenance department (some academies)

• Use LCC Statutory & Essential Maintenance Scheme (SEMS)

Covered under Statutory & Essential Maintenance Scheme (SEMS) Statutory Essential Maintenance Annual Emergency Lighting Tests Intruder Alarm Service Annual Distribution Board Checks & Monitoring F Gas Register and Service Lift Maintenance 6 Monthly Fire Door Check Air conditioning Gas Safe Safety Check and Boiler Service EPBD 5yr Inspection TM44 Fire Alarm, Extinguisher & Sprinklers Water Risk Assessment Legionella Monitoring Generator Maintenance Lightning Protection Inspection 5 year Fixed Wiring Testing

Summary

• Legal Requirement

• Responsible person in Schools is usually the head teacher and the school management team

• Department for Education guidance

• List of required Statutory Inspections (not exhaustive)

Education System Updates

Workload Reduction Toolkit

• Please find a link to the workload reduction toolkit, that you may wish to assist you in reviewing your operating practices within school to support reduction

https://www.gov.uk/government/collections/workload-reduction-toolkit

EduLincs 2018/19 Refresh

A reminder that the refreshed brochure is now available.

LADO A referral should be made to LADO when there is an allegation or a concern

that a person who works with children has:

Behaved in a way that has harmed a child, or may have harmed a child; or

Possibly committed a criminal offence against or related to a child; or

Behaved towards a child or children in a way that indicates that he or she

may pose a risk of harm to children.

The role of the LADO is to oversee and coordinate allegations made against

people who work with children. There can be up to 3 strands of an investigation;

- Police

- Social Care

- Employer

LADO

Referrals to LADO need to be made within 24 hours of an allegation of

harm being made.

To make a referral or to discuss any concerns you have regarding individuals

working with children, please contact the LADO team on 01522 554674.

Referral’s can be made at:

https://www.lincolnshire.gov.uk/lscb/the-lscb/contact-us/124619.article

Special School Project: Building Communities of Specialist Provision Strategy

• Executive Council approval November 2018

• Implementation of strategy commenced including £50m capital investment for special schools to ensure they can meet All Needs

• Awaiting outcome of Free School Application for Lincoln

• Focus on developing infrastructure to support implementation – workforce needs, satellite provision, health offer

• Developing SEMH in Special Education Strategy to address the needs of the increasing number of pupils requiring specialist provision

SEND Area Inspection Summary

• Clear vision for meeting the needs of CYP with SEND • Aim to provide right health, care and education provision at the

right time and right place • High Ambitions • Children and Young People feel positive about the support they

receive • Education and health services have collaborated successfully with

schools • More accountability is required to ensure consistency and speed

provision and review of action • Some delay in diagnosis of certain conditions • More awareness needed of the local offer – the services available Full report available online.

• 125 schools so far involved with the project

• Caring Schools Award - 22 schools Gold and 4 Silver standard in 2018

• Caring Schools Toolkit supports school improvement and self-evaluation

• Training, materials, resources and support are FREE to participating schools

Caring2Learn@Lincolnshire.gov.uk

Supporting Stronger Governance

• Training – Professional development / Learning Link

• Support tools for self review – Free resource to develop effectiveness and strategic

priorities of governing body

• Governor Recruitment – Inspiring Governance / Academy Ambassadors

• Statutory Requirements – Updating GIAS / Register of Interest – Clerk Appraisals

Duty to Refer Homelessness

What is the new duty?

• The Homelessness Reduction Act 2017 gives public authorities a statutory duty to refer service users they believe to be homeless or threatened with homelessness (within 56 days) to the local housing authority.

• The statutory duty is now effective and agencies are able to make a referral now

When to Refer?

Under the homeless code of guidance, a person is homeless if:

• They have no accommodation in the UK or elsewhere which is available for their occupation and which that person has a legal right to occupy

• A person is also homeless if they have accommodation but cannot secure entry to it, or the accommodation is a moveable structure, vehicle or vessel designed or adapted for human habitation and there is nowhere it can lawfully be placed in order to provide accommodation

• A person who has accommodation is to be treated as homeless where it would not be reasonable for them to continue to occupy that accommodation

Duty to Refer Homelessness Cont..

Before making a referral you must: • Have consent to the referral from the person(s) being referred

• Allow the individual to identify the housing authority in England to which they would like to be referred

• Have consent that the service user’s contact details can be given so the housing authority can contact them regarding the referral

• This can be verbal consent

Following the guidelines on the website where you can find the ALERT portal at:

www.lincoln.gov.uk/dutytorefer

County PE, Sport and Physical Activity Conference

• Early Years, Primary Schools and Secondary Schools are invited to attend this

year’s PE, School Sport and Physical Activity Conference.

• Friday 29th March at Bishop Grosseteste University, Lincoln. • A key note presented by Dr William Bird, followed by informative workshops led

by industry experts, have been developed to support all Schools and Early Years settings with information and opportunities to explore and develop Physical Development, Physical Activity, PE and School Sport.

• Please visit our the Active Lincolnshire website to book your tickets

http://activelincolnshire.com/sport/children-young-people/lincolnshire-pe-school-sport-conference-2019/

Summer Leadership Briefing Dates Primary and Special School

Tuesday 11th June The Bentley Hotel, Lincoln

Wednesday 12th June Springfield's Conference Centre, Spalding

Thursday 13th June Petwood Hotel, Woodhall Spa

Tuesday 18th June Urban Hotel, Grantham

Secondary and Special School

Wednesday 19th June The Petwood Hotel, Woodhall Spa

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