Welcome to Headteacher Briefing

1. Welcome to Headteacher Briefing Thursday 14th June 2018

2. Agenda • SEND strategy – Alison Weaver • Financial Education programme for Primary aged children – Ann Griffiths • Update - Nick Lee - Ofsted - Department Developments

3. SEND Strategy Alison Weaver

4. Key developments • SEND Strategy • Consultation: draft strategy and high level action plan by end of term • Pre key stage standards • For implementation from 2018/19 in place of P5-8 • P scales 1-4, continue to use next year • Documents available at: https://www.gov.uk/government/publications/interim-pre-key-stage-1-standards https://www.gov.uk/government/publications/interim-pre-key-stage-2-standards • LA contact: Ann Baldwin, Learning Support Team Leader Ann.Baldwin@nottinghamcity.gov.uk

5. Further information • For further information contact: • Alison Weaver • alison.weaver@nottinghamcity.gov.uk • Janine Walker • janine/.walker@nottinghamcity.gov.uk

6. Financial Education for Children & Young People • Nottingham Head Teacher Briefing • 14 June 2018 • Ann Griffiths

7. Why financial education matters Money habits and attitudes can be formed by age 7, and behaviours by age 12 Childhood skills from as young as age 5 predict adult financial outcomes Increasingly early opportunities to spend, often ‘invisible’ More robust evidence is needed, but there are approaches that work to improve outcomes What parents do is vital –but most believe they should teach children much later than ideal 130+ financial education interventions, but significant gaps remain Too many young people are approaching independence without vital skills Too many young adults are making money mistakes, and are over-indebted

8. What we know about how well children are doing on financial capability To develop good financial capability: • Skills and experiences from early years • Knowledge, attitudes, and ‘socialisation’ developing with age • Responsibility and choices • Influence of adults in caring roles, and ‘trusted messengers’ vital • Relevant and timely learning Happily, many children are doing well: • Most have money and experience using it, incl. some experience of saving • The vast majority believe it’s important to learn about managing money • Most believe they can make a difference to their money situation • Overall there is a cautious attitude to borrowing • There is good theoretical knowledge of basic products and concepts The Money Advice Service

9. Findings: Overall financial capability of CYP There are still areas where overall, CYP are not doing so well: • Only half of children save regularly • Too few young people plan ahead for what they’re going to buy • There may be a lack of depth to some knowledge and how to apply it • Too few young people have access to and use bank accounts These are all things that can be influenced from early in life The Money Advice Service

10. We know that starting as early as possible matters Can you help me? I only have £5 to spend and I am hungry. I can spend it on a new toy or on lunch. Which should I choose? Children are more likely to choose needs over wants if: • they identify as a saver rather than a spender • are involved in spending decisions 26% 74% Toy Lunch The Money Advice Service

11. Some children and young people are at greater risk of having lower financial capability than others This includes children: • With poor behaviour or low social-emotional skills • Who have a teacher assessment of maths or English below expectation Within these skills, perseverance, irritability, and maths ability seem the strongest indicators of need • With long-standing illness, disability or impairment • Whose parents have no / low levels of qualifications • Living in social housing, in low income, ‘struggling’ or ‘squeezed’, or over-indebted homes • Who have a parent with sole caring responsibility The Money Advice Service

12. Some children and young people are at greater risk of having lower financial capability than others The aspects of financial capability children do better or worse on varies, e.g. • Poor behaviour linked to lower scores on mindset, ability • Social-emotional skills linked to mindset • Cognitive skills linked to ability, some mindset and connection • Longstanding illness /disability linked to varied specific measures • Economic indicators related to ability, connection, some mindset These nuances matter for tailoring support - and because some aspects drive financial behaviour more directly than others. The Money Advice Service

13. We have also learned more about the ways parents are a vital influence There are strong positive links between child financial capability and parents/carers: • Giving children regular money – regardless of the amount • Giving responsibility to their child for spending and saving decisions • Setting rules about money • Role modelling behaviours • Attitudes to teaching children about money • Parents’ own financial capability The Money Advice Service

14. What’s happening to help 130+ financial education interventions in UK, delivered by 100+ organisations Total reported reach of 3.3m, total funding >£13m – relatively small scale Provision is skewed towards older age groups Most is universal – relatively few focused on specific needs, or parents Schools most commonly reported delivery setting • >50% delivering in secondary schools, 40% in primary Most frequent topics covered: • budgeting, keeping track, and planning ahead • making spending and saving choices • needs vs wants • understanding ways to save Least covered topics include choosing and using mortgages, pensions, investments, and insurance; fraud and exploitation, and risk and gambling, also notably infrequent The Money Advice Service

15. In schools… 40% of children aged 7-17 say they have learned about money management at school or college Teachers and practitioners get little training or support Need for more research and robust evaluation of what works The Money Advice Service

16. CYP Commissioning Plan How MAS is working to make a difference The Money Advice Service

17. Supporting evidence and evaluation Evidence Hub – summaries of what we know about what’s effective http://www.fincap.org.uk/evidence_hub Evaluation toolkit, including outcomes frameworks – helping measure change and success http://www.fincap.org.uk/evaluation-toolkit The Money Advice Service

18. Examples of resources and delivery in primary schools The Money Advice Service

19. Your views • What is the biggest barrier or challenge you face in delivering financial education? • What example of good practice or a solution to a challenge would you like to share? • What else do you need from us or others, to help you deliver financial education well? The Money Advice Service

20. ann.griffiths@moneyadviceservice.org.uk

21. Update Nick Lee

22. Principles for a clear and simple school accountability system Gives school leaders clarity and transparency on: • When they will and will not be subject to action as a result of the accountability system. At present, it is not always clear how DfEdetermine what acceptable performance is. The vast majority of schools are doing well and those school leaders should know that they will be given space to do the best for their pupils without interference. • The consequences of the accountability system. At present, it can be unclear to school leaders what will happen as a result of Ofsted judgements or performance data. It should be clear when DfE will broker a school into a multi-academy trust (MAT), and when we are solely offering support to the existing leadership team.

23. The roles of different actors. At present, school leaders can feel accountable to multiple masters, with different demands placed on them. DfE will remove duplication and be clear which actor - Ofsted; the Department for Education through Regional School Commissioners (RSCs); local authorities; MATs; and schools themselves - is playing which distinct role. https://www.gov.uk/government/publications/principles-for-a-clear-and-simple-school-accountability-system

24. NQT Induction Programme 2018/19 End of Year Award Celebration This year the NQT End of Year Award ceremony will be taking place on Thursday 12th July 2018 at the Council House. This event is for all NQTs who have completed and passed their induction during September 2017 – July 2018. Also invited to the event is the Induction Tutor/Mentor and Head Teacher. Further details about this event will be sent to schools and academies closer to the date. If you would like to attend with your NQT please contact mavis.bartley@nottinghamcity.gov.uk

25. NQT Induction Programme 2018/19 Essential Guide to Induction This event is FREE for all NQTs who will be starting their NQT induction programme in September 2018. This year there will be a new concept for the day starting at 2.30pm and held at the Council House on Wednesday 26th September 2018. Further details about this event will be in the NQT Induction News Newsletter and on the NQT webpage. http://www.nottinghamschools.org.uk/teaching-and-learning-support/nqt-induction Induction Tutor / Mentor Training Course As the Appropriate Body for NQT Induction within Nottingham City, we have the responsibility to ensure that all Induction Tutors/Mentor are fully trained and equipped to undertake the role of induction tutor. This year we are hosting a course for all newly appointed induction tutors/mentors and existing mentors who have not undertaken training in the past 3 years. The course is scheduled to take place on Wednesday 10th October 2018 at Loxley House.

26. NQT Induction Programme 2018/19 Ongoing support and guidance from NQT Induction Team Support Service for NQTs experiencing difficulties In-house Induction Tutor Training and Mentor Training All-inclusive access to our NQT Welcome Event “The Essential Guide to NQT Induction” Nottingham CC Appropriate Body Access to our induction handbook for Tutors, NQTs and Head Teachers Access to our online assessment and monitoring system – NQT Manager Add –on additional services

27. NQT Induction Programme 2018/19 NQT Manager online system From September 2018 we will be launching our new online system for the induction of NQTs called NQT Manager. It is a completely online system which allows you to complete the entire induction process online. The system will allow you to register your NQTs and complete assessments on the internet. You will no longer be required to full out paper registrations and assessments forms. Other benefits are • Easy access to old assessments when filling in new ones to see what was written previously. • Automated notifications when assessments are coming up and reminders if they are overdue. • Easy to save and come back to later – even if you are somewhere else. • NQTs, tutors and head teachers all complete their parts of the assessment online and can see the other parts And much more… This system will improve our collective approach in response to the first outcomes of the recent DfE consultation on strengthening qualitied teacher status and career progression. The results of the consultation can be found via the link below although a final decision has not yet been published. Strengthening qualified teacher status and career progression Contact For further details regarding the NQT Induction programme and NQT Manager contact Mavis Bartley on 0115 8765039 or mavis.bartley@nottinghamcity.gov.uk

28. A School Approach to Family Working An Early Help Assessment with A Whole Family Approach Seminar 11th October 2018 The Council House, Market Square, Nottingham NG1