Director of Education Conference Chair of Governors

1. Education Directorate Director of Education Conference Chair of Governors February 12th 2019

2. Agenda Welcome and Introductions Clare Kershaw Termly Education Update Director of Education Use of FFT data to provide Nicola Woolf challenge and support to school leadership AD of Education -West Governance - The Bigger Picture Linda Robinson, ‘Aligning Stakeholder Engagement NLG with Pupil Outcomes’ Desktop Activity Kerrie McGrory & Engagement/Effectiveness/Accountability & Iain Birtwell Strategy SE Partners- NE & West Brainstorm with Partners – What do Governors need/want from future events? Q&A with the Director All

3. SEND Update • Essex Headteacher Roundtable Inclusion Statement. Schools continue to sign up to this statement of aspiration and intent to work in an inclusive manner. It is a reflection of the Code of Practice for Special Educational Needs and the DfE guidance on exclusions. Schools recently received some up to date guidance on this which clarifies that the statement is not a contract. One word has been changed in the document so that: That school leaders must be confident that before a decision to exclude is made, that they can show thatevery option available to them have been exhausted and that this will lead to improved practice and provision available to meet all needs in the future. Now reads That school leaders must be confident that before a decision to exclude is made, that they can show thatall reasonable options available to them have been exhausted and that this will lead to improved practice and provision available to meet all needs in the future

4. SEND Update • Essex SEND Peer Review – we now have 100 school leaders of SEND trained to work with schools to peer review their practice around SEND. The reviewers are now part of an network which will meet termly to discuss and develop their practice and skills in working in this way. There are two parts to the review – a self review and then a review framework to use with schools. It is useful for governors to have sight of this and to use it as part of their work in ensuring that their school is developing excellence in working with children and young people with SEND Has your school taken part in the training? • SEND Re- Design and Consultation • Appreciative Enquiry – the focus of our appreciative enquiry team is looking at the annual review process and how we can make it a positive and useful part of our work with children and their families. The team are talking to parents and SENCOs and will be producing a set of recommendations which will feed into developing new ways of working

5. SEND RedesignThe challenges that we face • Essex’s level of EHC plans is high and continuing to rise; • The profile of SEND in Essex has changed considerably over the last ten years; • Lack of capacity in Essex special schools and an increasing need to commission places at independent schools; • Budget pressures; • Growing pupil population; • Rising permanent exclusions; • Lack of parental confidence in services and processes; • Rising tribunal appeals; • Under-developed post-16 offer.

6. What are we seeking to achieve? • A service that understands the experience of children, families, schools and settings and to deliver improved outcomes for children and their families; • Develop success measures for the service; • Improve expertise and the level of confidence in our service; • Deliver our statutory responsibilities as effectively and efficiently as possible and move towards delivering support at a pre-statutory stage; • Support the school-led SEND programme, PFA and the appreciative enquiry work; • The structure needs to be cost effective – looking at both DSG and non-DSG funding; • Re-identify the purpose of the EP, PS STT and SAS services; • Improve links with Social Care and health; • Future proof the service, including looking at digital solutions.

7. What are we designing? In scope: • Educational Psychology Service; • Pre- School and Specialist Teacher Service; • Statutory Assessment Service; • SEND Strategy and Innovation (x2 roles); • SEN Tribunal Team.

8. Indicative timescales (may be subject to change) • The design process was completed at the end of January 2019; • The proposed structure will be considered by the design authority on 7th February; • Informal engagement with SEND teams will follow in February 2019; • A wide scale consultation on the future of SEND in Essex will take place in March to April 2019; • Formal staff consultation April to June 2019; • Selection process for new structure in the second half of the Summer Term 2019; • Launch of new structure January 2020.

9. Exclusions updateWhen can a pupil be excluded from school? The decision to exclude should be as a last resort and can only be made as a • Response to serious breaches of a school’s discipline policy and • If allowing a pupil to remain in school will seriously harm the education or welfare of the pupil or others in the school The threat of exclusion must never be used to influence parents to remove their child from the school.

10. Permanent Exclusions • As of 3rd February 2019 94 pupils had been excluded from Essex schools • 4 in KS1 (includes 1 pupil not yet statutory school age ) • 19 in KS2 • 33 in KS3 • 38 in KS4 • For the same period in 2017 /18 77 pupils had been excluded

11. Excluding a child from school is a legal process and subject to statutory guidance • Independent Review Panels are increasingly challenging schools on the support they have put in place for a pupil before the decision is made to PEX. • Governing bodies should satisfy themselves that appropriate support for the pupil has been put in place • Education Access offer training, advice and guidance around exclusions and will always work with schools to try and find an alternative option

12. Key points to consider An exclusion must only be for a disciplinary reason. It is unlawful to exclude for a non-disciplinary reason i.e. if the school feel they cannot meet need • Are there any contributing factors that may have led to the poor behaviour eg bereavement • Is appropriate provision is place to support any SEN or disability a pupil may have • Is a multi agency response appropriate? • Are all pupils are treated fairly particularly where the pupil is from a group vulnerable to exclusion such as SEN, LAC etc

13. The Youth Service.Support and opportunities available toschools • This service remains an area of the Directorate that continues to provide support for our young people. • School leaders awareness of the range of services that are out there to support young people needs to increase. • The newest service to be launched by the youth service is linked to our Young Carers. This is a huge issue with more than 10,000 young carers in Essex who provide regular unpaid care to someone every day. School leaders/Governors who know of young carers in their schools should tap into this service to help support our young people in this situation. • Other resources/services that are available include:

14. “What we do………” • Community Youth Provision & Youth Centres • We support volunteers and community groups to work with young people by helping them access training and resources including free use of County Youth Centres • Duke of Edinburgh’s Award (DofE) • The world’s leading youth achievement award for year 9’s and up to 25 yrs. old • Essex Young Carers Service • Personalised support to young carers and their families; sharing good practice to schools to improve outcomes and achieve Young Carers in Schools Award • Young Essex Assembly (YEA) • The elected youth council for Essex, that represents the voice of young people locally and at UK Youth Parliament • Bespoke/commissioned programmes – Chelsea’s Choice/County Lines • Fully funded Drama performances and workshops to raise awareness of CSE and Gangs for yr. 7 and above. • National Citizen Service (NCS) • Summer programmes in Basildon, Brentwood, Chelmsford, Hockley & Rayleigh, Loughton, Maldon, Wickford • For 15 to 17yrs, NCS offers a range of adventures, a chance to meet new people, boost their CV and engage in social action • Youth Strategy Group’s (YSG’s) • discuss priorities for young people and commission projects within each district Website http://youth.essex.gov.uk/

15. “What we do………” • Good Man • A Male Mentor Programme for boys and young men who are at risk of entering into abusive relationships in the future and/or are at current risk within an abusive relationship • Opportunity Ready • Blend of face-to-face, individual/group based provision, telephone support and bespoke in-work support delivered jointly between Essex Youth Service & Employability and Skills unit for yr. 11’s at risk of NEET • Young Commissioners & Young SEND Commissioners • Opportunity to get involved and influence and have a say on the services available to young people • Re-integration Programmes • 10-week programme that works with young people who struggle with their education • Targeted Youth Advisers (TYA’s) • Supports young people through individual and group work interventions • Work Experience • Support young people 15 and 24 years to access work experience placements Website http://youth.essex.gov.uk/

16. Traded opportunities with the SE Team • The School Effectiveness Team will continue to provide a core offer of support to schools via the SLIS and ASHE partnerships for the remainder of this year and next year. • The development of tailored support for schools continues through the expansion of our traded support offer which includes: • Sixth Sense (6th form and college programme) Bespoke safeguarding Training for schools • Ofsted Preparation and support Performance Management • Peer Review Training Governor Training/support • SEN Reviews Bespoke SIP support • Middle Leader support/Development Bespoke consultant support • DHT Recruitment Tailored school reviews • HT Recruitment SEF Writing • Bespoke subject Leader support/training PPG Reviews • Governance Reviews • New for September 2019 • Data Subscriptions Bespoke Attendance training/support • Bespoke support with DataEY offer re: training • Ofsted update meetings One off conferences • .

17. Traded support continued… • From September some services that are currently free to schools will see a cost attached to them. One such area is the data that we provide for schools. From September the data and the systems to support school leaders to interrogate the data will still be available, but at cost. School Leaders have been informed of this. • Within this Data Package will be included new tools to support school leadership with using data to help identify areas of strength and development

18. Understanding Data and Target Setting Nicola Woolf – Assistant Director of Education West Essex

19. Governors play a key part in leadership and management: understanding data is part of their monitoring role, helps them to develop the critical friend role and enables them to plan strategically

20. A Critical Friend Monitoring and evaluating: • Recognises and celebrates the achievements of the school (strengths) • Knows where the school is not achieving as well as is could (weaknesses) • Provides support and encouragement when priorities for action and strategies to bring about improvement are being explored • Strikes an appropriate balance between challenge and support

21. Use Data to Ask Questions and Take Action Questions to ask • What are the strengths? • How do results compare nationally / within LA / to similar schools and other schools within my partnership/MAT? • Are there differences between performance of different age groups within the school? • Are there differences between the attainment or progress of pupil groups, e.g. gender, ethnic minority students, children with EAL, travellers more/less able? • Are there differences in attainment between subjects? • Are there differences between teacher assessment and test results? • Are there trends over time? (is this a National trend or particular to the school?) • Is the data statistically significant? (how many children does this represent?)

22. Key Data Analysis Tools • Essex Primary School Data booklets (School, LA and national data (Early Years, Phonics, KS1,2) • Analyse School Performance (School, LA and national data) (Early Years, Phonics, KS1,2,4 and 5) • NOVA reports (School, LA, Regional and national data) (Early Years, Phonics, KS1,2,4,5) (NOVA is used to create the Essex Primary School Data booklet and this is just one aspect of this tool as schools can use this, if purchasing the LA traded data package, to create their own customised reports) • Fischer Family Trust (School and national data) (KS1-5 – including progress from Early Years) • School’s own internal tracking systems • Partnership/MAT data • National Performance Tables

23. School Tracking System Effective tracking: • identifies under-performance at the earliest stages • enables appropriate targeting of support/intervention • identifies inconsistencies across subject areas Therefore it is vital that schools track pupil progress throughout school

24. Governors should feel confident to answer the following questions: • What are standards of attainment like in the school? And how does this compare to similar schools within our partnership/MAT/ASHE group. How can we use this information to strengthen our areas for development? • What progress do pupils make in the school? Partnership? MAT? • What are the strengths and areas for development in the school? Partnership? MAT? • What is being/can be done to improve areas identified for development? Partnership? MAT? https://www.gov.uk/government/publications/understanding-your-data-a-guide-for-school-governors-and-academy-trustees

25. Examples of pre-prepared Data that will be available through the Essex Data traded package FFT Governor Dashboard – tailor made for a governor audience based upon extensive work with governors. Presents data in an easy to understand format but at the same time gives you everything you need to have a good understanding of school performance and challenge the school around their data. This is just one aspect of FFT suite of tools. This is looking back at data but FFT also looks forward at the estimates of students in the school now. Essex Primary School Data Booklet – created using NOVA for primary schools – looks at all pupils and groups Two-page summary of the school data

26. Data Analysis Task Using the pupil groups data, do any groups appear to be underperforming? Which groups are performing really well in this school? Are there significant differences between the subjects? Does this data raise any questions that you would want to ask the Headteacher?

27. LINDA ROBINSONNational Leader of GovernanceCoach & Mentor Aligning Stakeholder Engagement with Pupil Outcomes The Bigger Picture Directors Briefing for Governors February 12th 2019 Directors briefing for governors February 2019

28. THE BIGGER PICTURE By working together HOW? Inclusion Networks Directors briefing for governors February 2019

29. FIRST KNOW YOUR SCHOOL Overview for Governors Should Include; Number of Pupils Community Characteristics Pupil wellbeing and resilience Pupil Voice Parents Voice Staff, Trustees, MAT Partnerships Similar Schools, local and regional Directors briefing for governors February 2019

30. What are the EXTERNAL Influences? Directors briefing for governors February 2019

31. DO GOVERNORS UNDERSTAND THE IMPACT OF EXTERNAL INFLUENCES ON PUPIL OUTCOMES? Are the external and internal barriers understood (root cause) and being addressed? Directors briefing for governors February 2019

32. QUESTIONS for GOVERNORS to ASK What are the DISADVANTAGES that pupils and parents experience? What are the ADVANTAGES that pupils and parents experience What IMPACT do these experiences have on pupils learning outcomes and engagement with school? Directors briefing for governors February 2019

33. Reflection Review of school context aligned with external influences ? Directors briefing for governors February 2019

34. WHAT MAKES YOUR SCHOOL/MAT UNIQUE? Please discuss this with other school governors and share your thoughts Directors briefing for governors February 2019

35. Sharing What Makes Your School or MAT Unique

36. STRATEGIC APPROACH TO SHARING & ENGAGING with STAKEHOLDERS Shared VISION? THE IMPACT OF THE BIGGER PICTURE Directors briefing for governors February 2019

37. ENGAGING STAKEHOLDERS WHAT HAS YOUR SCHOOL DONE TO ACHIEVE THIS? How do you evidence that this is effective and sustainable? Directors briefing for governors February 2019

38. MONITORING STAKEHOLDER ENGAGEMENT WITH PUPIL OUTCOMES • How does the school? • INFORM • CONSULT • VALUE PARENTS Directors briefing for governors February 2019

39. Monitoring Questions • INFORM • Does the school have effective systems in place to hear from and inform parents, pupils and the wider community? • CONSULT • What do families need so that we can support them to support their children in achieving all that they can? • VALUE • Do we know how this is evaluated and measured? Directors briefing for governors February 2019

40. Reflection How will your monitoring practice reflect stakeholder engagement? Directors briefing for governors February 2019

41. THE BIGGER PICTURE Review the Whole School Approach Know and Understand your School Community What Makes Your School UNIQUE? Directors briefing for governors February 2019

42. Q & A Directors briefing for governors February 2019

43. Thank you Linda Robinson (NLG) lndbut@gmail.com 07914729589 Directors briefing for governors February 2019

44. School Effectiveness Team Table Top ExerciseEngagement, Accountability, Effectiveness and Strategy Kerrie McGrory – NE SEP Iain Birtwell – West SEP

45. Q&A Session with the Director/Closing Remarks Clare Kershaw Director of Education