Primary Leadership Network Summer 2019

1. Primary Leadership NetworkSummer 2019

2. Curriculum up-dates: -RE-Relationships Education and Health Education -Broad and balanced curriculum-Support from the EAL and GRT Service

3. RE Agreed Syllabus RE is statutory for all pupils aged 5-18 Schools must follow an approved syllabus- Maintained schools –Locally Agreed Syllabus (Reviewed every 5 years) VA schools- Diocesan syllabus Academies – as agreed by the management board, usually the Locally Agreed Syllabus

4. Important to note: RE is legally required for all pupils. . RE is different from assembly. Flexible delivery of RE is often good practice: an RE themed day, or week of study can complement –but not usually replace – the regular programme of timetabled lessons. RE should be taught in clearly identifiable time. c 5% of curriculum time Important to plan for coherence and progression.

5. Reviewing the syllabus Responding to: National RE reviews and initiatives Changes to assessment guidance/processes Ofsted changes Feedback from teachers and pupils New syllabus from Sept 2019 Free to maintained schools £100 for academies

6. Intent The principal aim of RE is to engage pupils in systematic enquiry into significant human questions which religion and worldviews address, so that they can develop the understanding and skills needed to appreciate and appraise varied responses to these questions, as well as develop responses of their own.

7. What is new? End of key stage outcomes A Curriculum Framework for RE 2013

9. What is the same? The syllabus is based around a key question approach, where the questions open up the content to be studied. The syllabus gives some example key questions to help you to deliver the statutory Programmes of Study. The key questions are not statutory but are designed to support you in delivering high-quality RE that enables coherence and progression. The key question outlines give structured support in terms of ‘emerging’, ‘expected’ and ‘exceeding’ learning outcomes and suggested content, to enable good planning and progression.

10. What the syllabus includes: The Aim and Purpose of RE Legal requirements for RE Contribution of RE to whole-school: SMSC, well-being, literacy, PSHE, citizenship, British Values, religions and worldviews Breadth of study: which religions and beliefs are to be studied + when? Programmes of study, 4-19, EYFS-KS5 Assessment processes ‘after levels’ – an age related outcomes based approach Planning processes for teachers to use and fully applied in the unit plans Inclusion statement Application of syllabus requirements to special school contexts Advice on including Academies and all their pupils

11. Teaching units from RE Today Medium term half termly single-page RE plans provided for all as part of the syllabus. 54 units available for schools to purchase. Single price per unit: £12.50 (full primary set of 42 would cost £525) Full primary set: £159 per school Full secondary set: £99 per school Three free illustrative units for all schools at the launch events sales@retoday.org.uk

12. Training The Launch of the new North Yorkshire SACRE Agreed Syllabus for RE, 2019 Monday 10th June, 9.30-3.30pm. Cedar Court Hotel, Harrogate Course Code: SI-0619-T054 Regional half day sessions: SI-0719-T011 02/07/2019 pmFalsgrave Centre, Scarborough, SI-0719-T012 05/07/2019 am Evolution Business Centre,, Northallerton SI-0719-T013 10/07/2019 am Selby District AVS LTD, Community House, Selby, SI-0719-T014 11/07/2019 am Ripon Community House, Ripon. SI-0719-T015 12/07/2019 am The Rendezvous Hotel, Skipton,

13. RE, RSE and Health Education will become statutory for all schools in September 2020 To embrace the challenges of creating a happy and successful adult life, pupils need knowledge that will enable them to make informed decisions about their wellbeing, health and relationships and to build their self-efficacy. Pupils can also put this knowledge into practice as they develop the capacity to make sound decisions when facing risks, challenges and complex contexts. Everyone faces difficult situations in their lives. These subjects can support young people to develop resilience, to know how and when to ask for help, and to know where to access support. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/781150/Draft_guidance_Relationships_Education__Relationships_and_Sex_Education__RSE__and_Health_Education2.pdf

14. Statutory Relationships Education and Health Education – curriculum content for primary schools

15. NYCC Support - Clare.barrowman@northyorks.gov.uk A range of guidance documents are available on http://cyps.northyorks.gov.uk/health-wellbeing-pshe • This includes the PSHE and Citizenship guidance for schools including the suggested PSHE entitlement framework for years group 1-6 • Relationships and sex education guidance for schools A variety of training is available to support schools implement the statutory guidance. • Central training for implementing effective relationships and sex education for a primary school and being an effective PSHE subject leader • Termly PSHE and Health and Wellbeing network meetings • School based whole staff training • implementing effective relationships and sex education • effective PSHE curriculum • online safety curriculum

16. North Yorkshire Healthy Schools Award It will be an online self evaluation tool available from September 2019 Training will be provided in localities to support schools getting started It will be free for all North Yorkshire schools to access for the next two years. Schools will be asked to self evaluate and provide evidence for four themes: • Personal, Social , Health Education including Relationships and Sex Education • Emotional Health and Wellbeing • Physical Activity • Food in Schools • For all four themes there will be a pupil voice element that will need to completed by pupils Schools will be awarded: • Bronze (one theme) • Silver (two themes and the staff wellbeing elements) • Gold (all four themes completed)

17. Broad and balanced curriculum Training and support Small schools- Mixed-aged planning Curriculum mapping tool

18. EAL and GRT Service Schools receiving funding directly: £515 per primary EAL pupil for the first 3 years in UK education Pupils whose first/ home language is not English. Includes bilingual children, where one parent’s first language is not English Includes children born in the UK Includes children who are fluent in English

19. Cluster ATA offer

20. Ethical Leadership in Education Ethical dilemmas – educational moral maze School-led system, competing demands, ongoing change 2017 ASCL established independent commission Accountability is not enough – we have to do good

21. Framework for Ethical Leadership in Education Common language to help • Characteristics • Values and virtues – not a tick list Which virtues is it most helpful to be explicitly reminded of? What are your expectations in sector led system? Which characteristics and virtues for Locality Board’s vision?

22. Framework for Ethical Leadership in Education https://www.nga.org.uk/News-and-Events/Campaigns/Framework-for-Ethical-Leadership-in-Education.aspx

23. NYOLS Update “Motivational Learning in Inspirational Environments”

24. Our mission: To make North Yorkshire the greatest outdoor classroom in the UK: Learning, Wellbeing & Personal Development. Concrete powerful learning experiences in nature

25. C NYOLS Curriculum

26. Tu Transferable skills & learning Taking the Outdoors back inside

27. SEMH provision Five ways to wellbeing report:

28. Research…

29. “The UK’s greatest outdoor classroom” • Key messages: • Innovative, exciting and highly relevant • Use us – we are yours • Go for winter – yes really! • Come and see us in action • Get in touch to explore ideas • Please contribute to our survey (PRIZE!)

30. Keep in touch: www.outdoored.co.uk Adam.Pritchard-Jenkins@northyorks.gov.uk

31. Stay safe: run, hide, tellRebecca Swift, Equalities Adviserrebecca.swift@northyorks.gov.uk

32. CONTEST: The UK’s counter terrorism strategy • Prevent to stop people becoming terrorists and supporting terrorism • Pursue to stop terrorist attacks • Protectto strengthen our protection against terrorist attack • Prepareto mitigate the impact of a terrorist attack

33. Stay safe: run, hide, tell Who do you train? Think about your site Identify alerts - invacuation Identify communications Training Exercising

34. ACT Awareness training It is strongly recommended that all staff in schools, colleges and settings complete the 7 short online training modules on ACT Awareness (details below), which are available on the NYCC Learning Zone. For education settings that are unable to access the Learning Zone, the training is available at: https://ct.highfieldelearning.com/

35. Central training: ACT Awareness (Action Counters Terrorism) Protect yourself, your staff, your business and your community. ACT Awareness is the national counter terrorism awareness initiative for businesses and organizations and is produced by NaCTSO (National Counter Terrorism Security Office) to help protect our cities and communities from the threat of terrorism.

36. Act Strategic ACT Strategic is a NaCTSO counter terrorism testing and exercising initiative, delivered by Counter Terrorism Security Advisors and Counter Terrorism Awareness Advisors. Attending a session will enable you to gain a better understanding of the threat from terrorism and of simple security measures that can be taken to protect a business or an organization. 12th September 9.30-1pm at the Evolution Centre, Northalleron Counter Terrorism Security Advisor North East CTU

37. Prepare and Protect: other things to consider Trips and visits Safer recruitment- more scrutiny with ID checks (passports/driving licences- how to spot a fake!) Visitors- protocols around background checks Site access and security Teaching pupils (age appropriate) about hate crime/signs of radicalisation/ knife crime/Run, hide, tell

38. Updated Ofsted safeguarding inspection guidance https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/754198/Inspecting_safeguarding_guidance_061118.pdf

39. Any questions?

40. In Year Fair Access Policy Principles and Process - Review 26 June 2018 Thirsk School

41. In Year Fair Access Key Documents: • Admissions Code 2014 • Department for Education – Guidance Fair Access Protocols 2012 • North Yorkshire County Council In Year Fair Access Policy

42. Principles (One): • Every Local Authority MUST have a fair Access Protocol. Agreed with the majority of its schools, in which all schools (including academies) must participate since it is binding on all schools. • School (including academies) should work together collaboratively, taking into account the needs of the child and those of the school. There is no duty to comply with parental preference when allocating place through the Protocol but it is expected that the wishes of the parents are taken into account. In Year Fair Access

43. Principles – (Two): When seeking to place a child under a protocol, all schools should be treated in a fair, equitable and consistent manner. Fair Access Protocols should not be used as a means to circumvent the normal in-year admissions process. A parent can apply for a place as an in-year admission at any point and is entitled to an admissions appeal when a place is not offered. An Application to direct from the Secretary of State should only be requested as a last resort. The Secretary of state will base his decision having regard to whether due process, in line with the locally agreed provisions in the In Year Fair Access Protocol, has been applied appropriately. In Year Fair Access

44. Principles (Three): • The Protocol should establish the education provision a child will receive whilst discussions are taking place. • In the event that the majority of schools in the area can no longer support the principles and approach of the local protocol, all the school Heads should initiate a review with the local authority. The existing protocol however remains binding on all schools up to the point at which a new one is adopted. In Year Fair Access

45. Responsibilities: It is expected that all parties will act with a sense of urgency to identify a school place for any child who has had difficulty securing one or who falls under the Fair Access Protocol. The collaborative will act to ensure that schools are held to account for the timeliness of their admissions in line with the IYFA. All schools, including Academies, are expected to respond to requests by the collaborative to admit a child under Fair Access Protocols within seven calendar days and the child should be admitted on roll and start attending the identified school within 15 school days. In Year Fair Access

46. Next steps • Collaborative clusters to appoint a head teacher chair • Establish the administration of the group • Decide on virtual or physical meetings • Understand the relationship between the FAP and the collaborative. • Chair meeting to be held on 1st of July 1pm

47. In Year Fair AccessQuestions?

48. In Year Fair AccessThank You