EDUCATION BRIEFING SPRING TERM 2019 What does the education provision look like in the current climate?
About us. Hello. Festival Bridge Our mission is to radically improve the cultural education offer by creating, advising and facilitating partnerships and networks in the places in which we work. We provide support, advice and guidance to inspire educators and practitioners, helping them to ensure children and young people’s creative and cultural experiences are the most valuable they can be. Festival Bridge is one of ten national Bridge organisations working nationally with investment from Arts Council England and the Department for Education.
Images Š JMA Photography | Beth Moseley Photography
POLL
How many sections is Education Provision divided into in 2019? o 2 o 3 o 4
How many Academy Trusts are there in the Festival Bridge area?
School and Academy Leader priorities 2019 Ensuring that the community view is positive and therefore all places are filled. Viewed as successful
Securing the confidence of the Governing Body Financial planning to incorporate increased staffing costs and changes in the curriculum Recruitment and retention of staff Delivery of the National Curriculum
Social and Emotional education with the need for schools and academies to embrace special needs and mental health Incorporating the organisation into wider networks with the changes in the role of the Local Authority to secure improvement support Personal and all staff wellbeing
Why might organisations engage with you? The School/Academy Improvement Plan priorities Opportunity to increase capacity to deliver The families are used to contributing/PTA funds available for partnership work The vision for the organisation is to increase partnership work The work of the partner organisation resonates with Headteacher/Academy Vision
The organisation makes it so straightforward to deliver Feedback from previous work was positive The partner has thought of all the Health & Safety requirements including Disclosure & Barring checks ( DBS) Safeguarding Right time, right person, right approach
The process
Build through mirroring the school or
academy plan in your offer
Identify key personnel relevant to your offer. Reception or not? Governors? Research Websites for plans that mirror your offer – Quick Wins!
An introduction to the key themes influencing the statutory education of children in 2019
DfE expectations The Governing Body The Headteacher Accountability, including Ofsted Arts & Culture at the heart of improvement priorities High profile aspects of education with opportunities for providers
The Employee experience
DfE summary - 1 ď ą All children in England between the ages of 5 and 16 are entitled to a free place at a state school. ď ą Most state schools have to follow the National Curriculum. The most common ones are: o community schools, controlled by the local council and not influenced by business or religious groups o foundation schools and voluntary schools, which have more freedom to change the way they do things than community schools o academies, run by a governing body, independent from the local council - they can follow a different curriculum o grammar schools, run by the council, a foundation body or a trust - they select all or most of their pupils based on academic ability and there is often an exam to get in
DfE summary - 2 Special schools with pupils aged 11 and older can specialise in 1 of the 4 areas of special educational needs: o communication and interaction o cognition and learning o social, emotional and mental health o sensory and physical needs
The early years foundation stage (EYFS) sets standards for the learning, development and care of your child from birth to 5 years old. All schools and Ofsted-registered early years providers must follow the EYFS, including childminders, preschools, nurseries and school reception classes.
DfE summary - 3 ď ą The Education and Skills Funding Agency (ESFA) funds education and training for 16 to 19 year olds through institutions such as schools and academies with sixth-forms, further education colleges, special post-16 institutions (SPI), Independent Learning Providers (ILPs) and special schools. ď ą We also fund some private institutions such as those specialising in the arts for example dance and drama. Young people aged up to 25 who have a education, health and care plan (EHCP) are funded as if they are aged 16 to 19.
The Governing Body Education Funding Agency expectations It is the board’s responsibility to guide, support and challenge your executive team to ensure your school or academy trust is: o setting the right strategic direction o improving outcomes for the communities it serves o discharging its duties responsibly o taking proper account of effective use of the tax payer’s money o ensuring probity National Governors Assocation: The governing board provides strategic leadership and accountability in schools. It has three key functions: o Overseeing the financial performance of the school and making sure its money is well spent o Holding the headteacher to account for the educational performance of the school and its pupils o Ensuring clarity of vision, ethos and strategic direction
Who leads the school? The Education Act 2002 requires all maintained schools to have a headteacher, or a person appointed to carry out the functions of a headteacher during an absence of the headteacher or pending the appointment of a headteacher. Academies have greater autonomy in determining their leadership structure in accordance with their funding agreement. They also have other freedoms including in respect of the academic curriculum, setting the length of the school day and term, to set teachers’ pay and conditions, and to employ teachers without qualified teacher status. DfE/NgA
Teaching School Alliance “Teaching schools are strong schools led by strong leaders that work with others to provide high-quality training, development and support to new and experienced school staff. “ DfE To find a teaching school near you visit: https://tscouncil.org.uk/ Lesley Birch is the Lead for East of England and NE London Anne Stokes is the lead for Norfolk Andy Samways is the lead for Suffolk
Role of the Local Authority The Local Authority no longer manages or controls state education providers. Providers are now largely self-governing. They only come into contact with the LA when they choose to make use of the services or when the LA intervene as a result of poor performance. The role of the LA in 2019: o Ensure sufficient school places are available by building or extending schools o Balance the supply of school places o Assess and provide home to school transport o Provide support services for schools o Assist the government in implementing initiatives and legislation relating to schools, children and families o Allocate finance to schools As a result the LA are dependent on effective governance in schools.
Accountability The performance of each school and academy can be found on the DfE website: o o o o o o
Pupil attainment and progress income and expenditure workforce pupil characteristics pupil absence Ofsted inspections.
Consultation on schools requiring support open until the end of March https://consult.education.gov.uk/inspection-and-accountabilitydivision/identifying-schools-for-improvement-support/
Ofsted Education Effectiveness Framework Launch, January 2019 “Inspection is in essence a professional dialogue between inspectors and a provider. We want to make sure that these professional dialogues are as much as possible about what matters to young people: the substance of their education. What are they being taught? How well are they being taught it? And how is it setting them up to succeed at the next stage?” “So a new quality of education judgement will look at how schools are deciding what to teach and why, how well they are doing it and whether it is leading to strong outcomes for young people. This will reward those who are ambitious and make sure that young people accumulate rich, well-connected knowledge and develop strong skills using this knowledge.” Consultation open until 5th April 2019: https://www.gov.uk/government/consultations/education-inspection-framework-2019inspecting-the-substance-of-education Amanda Spielman, Head of Ofsted
Poll
ď ąHave you read the current Ofsted framework?
Ofsted levers for leadership plans in the 2019 proposals Curriculum focus : focus on what actually makes a difference to pupil experiences
Test & Exam performance remain just as important Pause on full implementation : ‘inspectors will evaluate ‘intent’ favourably’ Near no-notice inspection: Ofsted is proposing that the lead inspector will arrive on site within a few hours of notification that the school is to be inspected.
‘Short’ inspection will get longer: Section 8 inspection of good schools will double in length to two days – the same length as full inspections, in order to cover more ground within an expanded framework. Finally : The consultation period is 12 weeks. Important to contribute
National Governors Association – online learning module published “ Arts & Cultural Education” a broad and balanced curriculum
school community and parents health and wellbeing spiritual, moral, social and cultural development social mobility developing life skills and employability skills
Opportunities Mental Health & Behaviour : https://www.gov.uk/government/publications/mentalhealth-and-behaviour-in-schools--2 Primary Careers Education : https://www.careersandenterprise.co.uk/funding/primary-fund Ethical Leadership Commission : https://www.ascl.org.uk/policy/ascl-ethicalleadership-commission.html The Ethical Leadership Commission (ELC) included senior representatives across the education sector and its final report, Navigating the educational moral maze, was launched at a summit at the Institute of Education in London in January 2019. Model Music Curriculum announced : https://www.gov.uk/government/news/government-backs-young-musicians Activity Passports suggested entitlements for pupils: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attach ment_data/file/772070/My_Activity_Passport.pdf Police in the classroom This is a useful resource created by the Police Association in partnership with the PSHE Association: https://www.pshe-association.org.uk/policing
DfE Teacher Recruitment & Retention Strategy Published to help school leaders in reducing teacher workload; to support early career teachers by introducing an Early Career Framework, extending a reduction in timetable hours to free-up space for teachers in their second year to concentrate on their professional development and strengthening the role of the mentor for improved coaching and support; to position teaching as an attractive profession through promoting flexible working, making it easier to find job shares, and developing specialist qualifications for teachers who want to develop their career in the classroom rather than in leadership; and to improve access to teaching as a career by creating a simplified application process and ‘one-stop’ for initial teacher training including opportunities to ‘try out’ teaching before applying. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attach ment_data/file/773930/Teacher_Retention_Strategy_Report.PDF.pdf
School and Academy Leader priorities 2019 Ensuring that the community view is positive and therefore all places are filled Securing the confidence of the Governing Body
Financial planning to incorporate increased staffing costs and changes in the curriculum Recruitment and retention of staff Delivery of the National Curriculum Social and Emotional education with the need for schools and academies to embrace special needs and mental health Incorporating the organisation into wider networks with the changes in the role of the Local Authority to secure improvement support Personal and all staff wellbeing
Next steps Confirm the age group you would like to work with Map your offer against the national curriculum or key theme for schools.
Research the schools in the local area whose plans reflect your work. Demonstrate how your work has an impact on children and young people through hard and soft evidence. Numbers matter! Adopt a targeted or scatter approach to reaching organisations Deliver Evaluate and report back to the organisation on the impact possibly with a copy to the Chair of Governors as evidence of value for money.
Thanks
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