Su Rai – Healthy Schools Manager srai@Swindon.uk Or swindonhealthyschools@Swindon.uk

1. Su Rai – Healthy Schools Manager srai@Swindon.gov.uk Or swindonhealthyschools@Swindon.gov.uk

2. Why the Healthy schools Programme? • National Programme supporting Health and Wellbeing of Children. (Swindon is one of the fewest authorities who run the programme – FREE!). • Captures all the provisions schools already have in place for HWB. • PH aims to support areas that need developing or changing in schools. • Aims of the programme are to improve and promote links between health, behaviour and achievement.

3. Swindon Healthy Early Years Programme (SHEYP) • The Swindon Healthy Early Years Programme is open to all Early Years Centres. • Aim of the programme is to support schools in achieving positive health outcomes for young people from an early age. • Expansion of the Swindon Healthy Schools programme, so young people will recognise the brand throughout their schooling.

4. What does the programme include? • 7 sections to this award: • Leadership and Managing change • Policy and procedures • Children’s Learning, Development and Evaluation • Ethos and Environment • Supporting Families and Signposting to Services • Staff Training, Development, Health and Wellbeing • Partnerships with parents/carers, local communities and external agencies • early_years_award - Blank Doc

5. 3 Tier Award Bronze: settings demonstrate a whole school approach to health and wellbeing including physical activity, nutrition, oral health, emotional wellbeing, safety and immunisations – baseline audit Silver: settings need to identify a main health priority for their centre. Propose a projects which will address the identified need through intervention, practice and evidence. Gold: settings implement their silver action plan demonstrate and quantify the change that has taken place since the intervention.

6. Centres who have achieved SHEYP Pilot Schools 2018 5 New schools 2019 Vorda Pre school Croft Pre school Happy days Pre School Little Pippins Pre School Acorns at Oaktree Pre School Moredon Primary and Nursery Rodbourne Cheney Pre School Central Robert Le Kyng 1st Early Years Silver Award Moredon Primary and Nursery

7. Any Questions? Contacts: Su Rai – srai@Swindon.gov.uk Emma Sperring - esperring@Swindon.gov.uk

8. New Ofsted Framework A brief overview of the new Education Inspection Framework (EIF)

10. OFSTED’S purpose “A force for improvement through intelligent, responsible and focussed inspection and regulation” OFSTED strategy 2017 - 22

11. Headlines from the new framework • Curriculum is at the heart of inspection (in the case of EY this is the EYFS). • Less data driven – reduction of workload. • All children should have access to high quality care and education (inclusion)

14. Separate judgements for PSED and Behaviour and Attitudes

15. From the Outstanding Grade Descriptor • The EYFS curriculum provides no limits or barriers to the children’s achievements, regardless of their backgrounds, circumstances or needs. The high ambition it embodies is shared by all staff.

16. PSED and Behaviour and Attitudes • Judgements have been separated. • Inspectors will explore the quality of the input they won’t attempt to measure impact. • Personal development – input of adults eg how do you develop firm attachments? • Behaviour & Attitudes – output of children. How do adults support children with regulating behaviour? • What does your behaviour policy look like? • Do you work closely with parents (consistency)?

17. Quality of Education • Intent – why are you delivering the curriculum? Meaningful learning. • Implementation – How are you delivering the curriculum? • Impact – What difference are you making? Emphasis on what children know, understand and can do. • Curriculum will be at the heart of the quality of education judgement. It should be systematically planned and cumulative. Emphasis on vocabulary, developing early communication and reading skills as well as phonics in YR

18. Quality of Education continued • Teaching (Pedagogy)*Definition of teaching • Assessment (formative and summative) • Attainment and progress • Knowledge and skills • Readiness for what comes next • Reading • Maths

19. Teaching (Handbook footnote P80) Teaching should not be taken to imply a ‘top down’ or formal way of working. It is a broad term that covers the many different ways in which adults help young children learn. It includes their interactions with children during planned and child initiated play and activities: communicating and modelling language; showing, explaining, demonstrating, exploring ideas; encouraging, questioning, recalling; providing a narrative for what they are doing; facilitating and setting challenges. It takes account of the equipment adults provide and the attention given to the physical environment, as well as the structure and routines of the day that establish expectations. Integral to teaching is how practitioners assess what children know, understand and can do, as well as taking account of their interests and dispositions to learn (characteristics of effective learning), and how practitioners use this information to plan children’s next steps in learning and monitor their progress.

20. Cultural Capital Links with “The Unique Child” • The essential knowledge that children need to be educated citizens • The essential knowledge to prepare them for future success • Some children arrive with different experiences • What will you be doing to prepare children and fill any gaps? • How are you “ambitious” for all of the children in your setting? • Don’t just want to see “Cultural Capital” displays.

22. Leadership and Management • Intent, Implementation & Impact • Rationale - Why you do what you do? • Are leaders and managers doing the right things for the children in their settings? • Progress – what can children do now that they couldn’t do before? • What are you doing to develop children’s knowledge and skills in all 7 areas of learning? • There is no need for any specific paperwork or documentation for OFSTED

23. Leadership and Management • School leaders are aware of the different needs of children who have just turned 2 and children who are 4. • Leaders must have a clear and ambitious vision for providing high quality, inclusive education for all (focus on disadvantage, SEND, EAL) • Leaders integrity in relation to fully inclusive provision with regard to SEND. Inspectors will look at whether children are accessing their full EY entitlement. Are there children on reduced hours or who have been excluded from the setting? Is a graduated approach embedded in practice?

24. Tracking children Inspectors will ‘track’ children to find out what it is like to be a child in your setting. • At least 2 children will be tracked • If you have EYPP and 2 year funded children inspectors will track at least one of each of these. • They may select EAL, SEND, oldest, youngest etc. • All staff need to be able to discuss progress child is making in all areas of learning • The curriculum is the progress model egwhat do children need to learn and how can we support them to do that – the planning should come from the learning not the activity.

25. Inspection Report • Inspectors will take into account judgements and evidence across quality of education, personal development, behaviour and attitudes to learning and leadership and management to make an overall effectiveness judgement. • The report will focus on “What is it like to be a child in this setting?”

26. Part 3 of the Handbook • Section on the evaluation of reading/ Phonics. See handout.

27. Webinar -https://foundationyears.org.uk/2019/06/webinar-recording-available-ofsted-education-inspection-framework/Foundation Years mailing list – https://foundationyears.org.uk/

28. School Admissions Sept 2020 • Request to delay for Summer Born children • School admissions process and dates for September 2020

29. Background – Deferred and Delayed Admissions • Children entitled to a full time school place in the September after their 4th birthday • But parents do not have to send their child to school until they become statutory school age – the term after their 5th birthday • Children born between 1st April and the 31st August are known as Summer Born Children. • Summer born children do not need to start school until the September after their 5th birthday – a full year after they were first entitled to a school place.

30. Defer or Delay? Defer: to defer the start date of a child to later on in the school year - the term after their 5th birthday: Delay: parents of summer born children can request that they be admitted outside of their normal age group, to reception instead of Year 1, in the September following their 5th birthday.

31. What should parents of summer born children consider before requesting to delay? • Parents can defer the start date until a set point • Request to attend school in their normal age group on a part time basis until they are statutory school age • Parents of summer born children can make an in year application for a place in the September following their 5th birthday and they will begin in Year 1 • Parents of summer born children can Request to delay the start date of their child to the September after their 5th birthday into Reception rather than Year

32. What should be considered before requesting to delay? • Your child will continue to develop between the time you request to delay and the time they would be due to start school • Reception classes are tailored to meet the needs of the youngest pupils – parents are urged to speak to the school • If you move school and want the child to be educated outside of their normal age group you would need to make a fresh request – one admitting authority does not have to uphold another's decision • A fresh request to delay is needed when applying for Junior or secondary school places and this may be refused • Reaching compulsory school age in year 10 – a child ceases to be compulsory school age on the last Friday in June when they are 16 – for children taught out of cohort they will reach this in Year 10 and the child will be under no obligation to attend school in year 11 to do their GCSE’s. • Eligibility for school transport will cease a year earlier (in year 10 not year 11)

33. Process to Delay: • Parents to talk to early years professionals / school / LA and visit schools • Submit online application for a school place in September 2020 • Submit Request to Delay form • Admitting Authority (AA) of the school will consider the request • Parent will be informed of the decision in writing • If request is agreed, the parent must make a fresh application the following year for those schools. • If refused, the application for September for 2020 will continue

34. What does the Admitting Authority consider: • When they receive a request, the admitting authority must make a decision on the basis of the circumstances of the case and in the best interests of the child. • Take into account: • the views of the parent and any evidence provided • the views of the Head Teacher of the school applied for • Information about the child’s academic, social and emotional development • Where relevant; their medical history and any medical professional views • Any views of any other professional involved with the child • Whether they have previously been educated out of their age group • Whether they may naturally have fallen into a lower age group if it were not for being born prematurely.

35. School Admissions information for Sept 2020 • Applications online • www.swindon.gov.uk/info/20071/school_places_and_admissions • Put 3 preferences, apply ontime • Drop in sessions – 1st October 2pm -5 pm at Civic Offices, 2nd October 10:30-13:30 at North Swindon Library. • Secondary Closing date – 31st October 2019 (23:59) • Primary closing date – 15th January 2020 (23:59) • Secondary offer date – 2nd March 2020 – by email • Primary offer date – 16th April 2020 – by email

36. Need more information? Contact: Schooladmissions@Swindon.gov.uk Emily Heaton – strategic School Admissions Manager or Alison Collett – Operational School Admissions Manager: acollett@Swindon.gov.ukoreheaton@Swindon.gov.uk

37. Updates

38. Data Celebrate! • Swindon GLD slightly up on last year at 71.2% this is still below national figure but 0.6% below compared with 0.7% last year (3 year rising trend) • Swindon boys above national! 66.4% GLD compared with national 65.5% (3 year rising trend)

39. Data continued Areas for development • Fall in % of disadvantaged children achieving GLD 54.9% compared with 55.6% in 2018 • Fall in C&L overall due to a fall in percentage achieving goal in speaking 85% compared with 85.4% in 2018. Gap between LA and National figures in C&L and in speaking is wider than in previous years.

40. Early Years Pupil Premium (EYPP) - reminder Designed to narrow the attainment gap between young children from low-income families and their peers by improving the facilities, equipment and learning experiences to benefit the growth and development of eligible children. • Do you know who your EYPP children are? • Have you identified specific areas for development? • Do you know exactly what the money has been spent on? (roughly £300 per child per year) • Are you able to talk about the impact of the additional money for the child? • Are you able to show data/evidence of the child’s progress and narrowing the gap?

41. What can I spend EYPP money on? Spending must be linked to the needs of EYPP children and must improve the quality of the provision • You can choose to pool money and spend on additional staff (must support EYPP child) • Spend on training for staff e.g. sign-a-long, speech and language • Purchase extra resources or equipment • Provide extra experiences e.g. forest school • Provide additional sessions (as long as you can show the impact) • Trips/Visitors/Enrichment activities

42. Updates • Changes in EY team • Feedback from previous meeting (including agenda for future meetings) • Cluster work • Referrals for Nursery children • New Neurodevelopmental conditions pathway • Free OFSTED/New Self Evaluation Tool workshop session(s) Wednesday 6th Nov book via EY funding email address earlyyearsfunding@swindon.gov.uk

43. Updates – Maths opportunity • Free maths projects available through Boolean Maths Hub • Early Years Innovative Mathematics Teaching and Learning through Action Research • For established practitioners working with children 3 – 8 years • Through this work group, teachers have ‘opened’ up mathematics and taken a lead role in research. • To find out more email BooleanMathsHub@clf.cabot.ac.uk

44. Recruitment of Early Years FSP Moderators What are we looking for? • B.Ed., Cert. Ed., or other degree and PGCE, minimum of 5 years relevant teaching experience • Recent experience of teaching in an EY’s reception class (at least 2 years) • A secure knowledge of the EYFS and FSP moderation process • The ability to build professional relationships, be respectful and communicate effectively

45. What will the role involve? • Attendance at training • Attendance at twilight sessions (agreement trialling, moderators meetings and school drop-ins) • Joint moderation visits with another EYFSP moderator (about 4, summer term) Closing date for applications 4/11/2019 Informal interviews w/b 11/11/2019 For further information email Ceri McAteer cmcateer@Swindon.gov.uk

47. Useful websites • Small talk website https://small-talk.org.uk/?gclid=EAIaIQobChMI7vqc_KLN5AIVxLTtCh24NgnOEAAYASAAEgJPbPD_BwE • Health Visitor Information on “My Care, My Support” http://children.mycaremysupport.co.uk/i-need-help-with/health/health-visitor-services.aspx

48. Feedback Please take a moment to complete the feedback forms on your table. Contact us Ceri McAteer cmcateer@swindon.gov.uk 07774178011 Emma O’Neill eoneill@Swindon.gov.uk 07766368228