WELCOME Education Directors’ Briefing 22 nd January 2016

1. WELCOMEEducation Directors’ Briefing22nd January 2016

2. PE & SCHOOL SPORTAPPRENTICE BRIEFING

3. AIM OF SESSION • To give an overview of School -based PE and School Sports Apprenticeship programme • To give an overview of the Partnership between Gedling Sports Partnership & SOLAR • To give an insight into the work of a PE and School Sports Apprentice • Outline the commitment required from schools and the process to host an Apprentice

4. Gedling Sports Partnership Gedling SP are a non for profit charitable organisation Gedling SP are an accredited training provider of the Level 3 Diploma – Advanced Apprenticeship in Supporting the Delivery of PE & School Sport. Gedling SP have a successful programme being delivered in 15 schools in the district this year. Gedling SP will provide a dedicated Course Tutor for each Apprentice and will co-ordinate the recruitment, training, and assessment towards the level 3 Diploma. The Course Tutor and Gedling SP Director of Education will be the first point of contact during the programme for schools.

5. School Sport Nottingham SSN role is to integrate the role of the Apprentices into our wider PE & School Sport programme to enhance the workforce. We will provide training in various local programmes e.g. Change 4 Life & Healthy Lifestyle Clubs, Young Sports Leaders, Personal Best Challenge, Legacy Challenge, Lunch Time Activities to enable delivery in schools. Work with Gedling SP to monitor progress & development of programme.

6. Role of the Apprentice in School • In host school four days a week – one day attending training and working within the School Sport Nottingham events programme. • Supporting within PE throughout the school day. • Running lunchtime and after school clubs. • Supporting with preparation of teams for competitions/festivals. • Supporting with administration with subject leader. • Updating and content of display boards. • Tidying PE cupboards. • Taking small cohorts of challenging groups to keep active. • Running Change for Life Clubs. • In the classroom – supporting within lessons, paired reading.

7. L3 Diploma Background / Tutor Days Apprentices aged 17-19, ideally have G.C.S.E. English and Maths at grade C or higher (or Functional Skills Level 2) and an interest/background in sport Within Gedling, the Apprenticeship model is based upon the one year delivery of the qualification: Level 3 Diploma - Advanced Apprenticeship in Supporting The Delivery of P.E. and School Sport Complete portfolio of evidence covering all aspects of Teaching and Learning of P.E. First 4 Sport are the training provider Undertake CPD to include training from NGBs, first aid, experienced teachers and/or Course Tutor Programme will also provide careers advice, Lead sessions for peers & Self and peer assessment of delivery

8. Apprentices at Work

9. Apprentice Blog…

10. Pathway Developed Level 3 Apprenticeship Continue to work in a school environment, coaching role or apply for university Potential of Level 4-6 Qualifications in conjunction with the University of Derby September 2017

11. School Commitments • To produce a contract of work and organise payroll and DBS checks • To ensure Apprentice works in a safe and encouraging work environment • To provide access to in-school Safeguarding and CP training • To incorporate Apprentice into all aspects of school life • To offer support and guidance in all areas of school life • To allocate a mentor to the Apprentice with a P.E. background • To release the Apprentice for the 1 day a week with Course Tutor • Ensure apprentice is given appropriate planning time, break and lunch time • Offer access to a computer and e-mail if possible

12. Apprentice Mentor The school will need to provide a Mentor, with a PE background, for the Apprentice and the role of the mentor within school setting will be: • To ensure Apprentice is given appropriate workload & create Apprentice’s timetable • To support Apprentice within their school setting and be point of contact for both Apprentice and Course Tutor/ Director of Education • To attend an introductory briefing with Course Tutor/Director of Education to outline programme • Where and when possible, observe and monitor performance of Apprentice • Organise a weekly mentor meeting to review progress • Ensure Apprentice is given appropriate break times and access to lunch • Attend Progress Reviews every half term with Course Tutor

13. Commitment from Apprentices The Gedling SP expect all Apprentices to follow these minimum guidelines to guarantee a high standard of work. • To display a positive attitude at all times • Ensure excellent levels of attendance and punctuality • Demonstrate a commitment to school and tutoring sessions. • Have a willingness to learn and develop new skills • Be adaptable and use initiative • Demonstrate good organisation skills, ability to keep to deadlines

14. Finances • 1 apprentice to work in school for 4 days per week (tutored 1 day per week by Gedling Sports Partnership) • Potential availability of grants up to £2500 can be accessed locally: An Apprenticeship Grant for Employers of £1500 and local authority funding of between £1000 – £2300 • The current rate of pay for a 1 year apprenticeship age 16-19 as from October 2015 is £3.30 per hour, £99 per week • Minimum salary based on 30 hours per week (although they will be expected to work more hours!), 52 weeks per year (minimum 6 weeks of holidays provided) • Excellent use of PE & Sport Premium

15. Timetable & Process • February – Schools invited to express interest in hosting an Apprentice. • March / April – Advert locally & nationally for applications. • April / May – Practical interviews (schools involved if desired). • May / June – Apprentices allocated to schools. • June / July – Introductory meeting between Apprentice, school & Gedling SP Line Manager. • July / August – Apprentice induction training. • September – Apprentice commences in school.

16. IDEALImmediate, medium and long-term response for asylum seekers/other new arrivals/EAL

17. IDEAL Team • Senior Achievement Consultant • 2 F/T equivalent Achievement Consultants (3 people) • 1 teacher / 2 TAs with Year 11 provision • Administrator

18. Syrian Refugees Project • Arrived Nottingham Dec 2015 • 10 families, 14 school-age children (mostly secondary, 5 SEN) • Housed predominantly NG7 • EAL initial assessments complete • Specialist educational provision in place from w/b 11th Jan • Liaison with mainstream schools for transition/induction by start of Feb

19. Year 11 EAL New Arrivals Provision • Admissions criteria • Vulnerable groups – asylum seekers, LAC, Roma, pregnant teenagers etc • On roll at City school/academy • Part-time (every morning) until permanent move to Ellis Guilford (Easter), full-time • Positive outcomes 2014-15 • ESOL, Functional Maths/ICT/first language GCSE

20. Initial EAL Assessments • For FAP (Fair Access Panel) • All newly-arrived EAL beginners (mainly new to UK) who have been out of education for specified time period • Primary and secondary • Asylum seekers, EU migrants etc • Written report containing detailed personal and academic information to enable receiving school to organise appropriate provision

21. Core Offer • Equivalent of one-day free consultant support to all maintained schools e.g. staff meeting/ INSET/ audit of provision /in-class partnership/ advice and resources/ observations/ audit/ data

22. Central CPD Programme • 11 CPD days over academic yearSEF EqualitiesVulnerable Groups EAL and MathsEAL (various) EAL/SENRoma Diversity • £150/day for delegates from City schools/academies • Reduced price for package of 3 or 5

23. EAL Network Meetings • Termly, half-day • Primary and secondary staff • Free to colleagues from City schools/academies

24. Annual Conference • Asylum Seekers and Refugees – Nottingham’s Response • Weds 6th July 2016

25. Designated teacher of looked after children • Termly, half-day network meetings next one in March, date to be confirmed • Formal and informal rolling programme of training including some proactive and some reactive topics • Annual LAC Conference

26. Key issues: • role of DT • legal framework • attainment – reasons for underachievement • strategies and interventions • working together • risks and concerns • PEPs – good practice

27. Wraparound and Holiday Childcare Consultation Parent and Childcare Provider ‘Rights to Request’ Nick Lee https://www.gov.uk/government/consultations/wraparound-and-holiday-childcare

28. Context • Policy aim – to support working parents by making more quality childcare available during the week (breakfast and after school clubs) and during school holidays • Advice from DfE is to help schools and academies understand how to respond to requests from parents for childcare provision and requests from childcare providers to use school facilities • Expectation on schools to carry out activities in the draft guidance when responding to requests from parents or childcare providers

29. Schools are encouraged to make their facilities available for use by the wider community • ‘Rights to request’ refer to children from Reception up to the end of Key Stage 3 (Year 9) and only refer to the school the child attends • School to monitor type and number of requests received and be clear on arrangements and timescales with parents and childcare providers • Transparent process required and governing bodies to make final decision about action to take

30. Dealing with ‘rights to request’ • If ‘threshold’ number of requests received, schools to consult on needs of families and ensure delivery model to meet needs, which could include: • Approach childcare providers to deliver a service on/off site • Approach other local schools to gauge wider local demand and have a school to ‘host’ the childcare • Deliver the wraparound and/or holiday care directly • Provision should be suitable for all children in the school, including those with disabilities or SEN • Schools should not refuse a request without a reasonable justification

31. For more information…. • Support is available to develop wraparound childcare and holiday care from the Early Years Team: • Please contact Louise Meadows, Childcare Workforce Development Manager, on 87 64543 for more information • Full draft guidance and the response consultation form can be found online at: https://www.education.gov.uk/consultations/ • Consultation response deadline is 29th February 2016

32. Ofsted updateKaren Slack, Jo Keeley, Loretta Sheppard

33. Governors skills and knowledge, particularly Chair and Vice-chair • What training have they undertaken in the last 2 years and who was the provider? • How many hours each week do they spend on governing body activity? • May ask Chair and Vice-chair if they have sufficient time and the barriers to spending time to meet the schools needs. • Do Chair and Vice–chair have a background/interest in education?

34. Is there a vision and strategic direction for the school? • Do they know the strengths and areas for development for the school?

35. Science – focus for this term • Science provision in school. • Frequency of science lessons – recorded by inspectors on a tick box sheet. • Proportion of practically based lessons. • Practical evidence of experiments. • Quality of pupils evaluation of experiments. • How well do activities encourage pupils to think for themselves? • Comparison of curriculum time spent on English, Maths and Science.

36. Science.. • Link to writing – are pupils able to write about their practical experiences Transition to KS3 • How well prepared/adequately prepared/not prepared

37. Feedback on Ofsted experience • Risk assessments for last two trips • Asked safeguarding questions throughout, including mid day supervisors • Work sample of books of child who was “secure” • Consistency in staff knowing what “secure” • Looked at “mastery” • Looked at consistency; marking, staff understanding

38. DSL log • Case studies of two referrals to social care (one that was accepted, one that wasn’t) • Pupil premium logs of how it was spent and impact • Evaluation of Sports premium funding

39. Section 8 Safeguarding experience Line of enquiry – missing children • Checked register of breakfast club • Spoke to children in class Single central record • Qualifications of teachers • DBS – looked for gaps • Right to work in the UK • Prohibition from teaching

40. ID • Disqualification by association • Gaps in employment history • Dates of reference take up prior to start date Volunteers in school • Register • Signed protocol • Policy • Safeguarding sheet/information

41. Ofsted Inspecting safeguarding in early years, education and skills from September 2015 https://www.gov.uk/government/publications/inspecting-safeguarding-in-early-years-education-and-skills-from-september-2015 Ofsted Handbook for short, monitoring and unannounced behaviour school inspections https://www.gov.uk/government/publications/handbook-for-short-monitoring-and-unannounced-behaviour-school-inspections

42. Alternative Provision Process Update(Funding meeting 4th February: – Primary Schools 8.30am-10.00amSecondary Schools 10.30am-12.00pm)Pat Fielding

43. LA Officers, as requested, have taken advice and recommendations from Authorities beyond the City and have developed: • a range of financial models • distribution formula for calculating individual school and phase allocations • potential Service Level Agreement documentation

44. statutory responsibilities and quality assurance mechanisms • potential linkages with Nottinghamshire County Council through a shared framework agreement • different options / models for the primary and secondary phases • implications for our existing Learning Centres

45. SEND Review ProgressPat Fielding

46. Recommendations and actions

47. Ambitions for education: Sir Michael Wilshaw speech 18th January Ambitions for education: Sir Michael Wilshaw - Speeches - GOV.UK There are many challenges facing our education system but 3 are acute: • the gains made by children in primary schools are often lost in secondaries • a disproportionate amount of that underperformance is in the North and the Midlands • educational provision, for the many children who do not succeed at 16 or who would prefer an alternative to higher education, is inadequate at best and non-existent at worst

48. We need to improve 3 things: • accountability and oversight • the way schools of all types work together • leadership, and the leadership of teaching in particular

49. ADSL Pilot Programme • 18 ADSLs validated • 1 Nursery • 1 Special Schools • 9 Primary • 6 Secondary •  First meeting and induction to the role 11th February • Introduction to the wider DSL group at the next DSL network on Thursday 10th March

50. Save the date School and Academy Leaders’ Conference Friday 18th March 8.30am-2.00pm (including lunch) National College for Teaching and Leadership Application opens end of January