Welcome to the Breakfast Briefings for Headteachers of Special Schools

1. Spring 2009 Welcome to the Breakfast Briefings for Headteachers of Special Schools Email copies available from: sgregory@cfbt.com School Improvement Service in Partnership with

2. Agenda 8:15am Arrival. Tea / Coffee 8.35am ContactPoint John O’Connor Presentation / Discussion 9.05am School Workforce Census John O’Connor 9.25am ICT Schools Network Jez Bailey Presentation / Discussion 10.00am 21st Century Schools / Report Cards Andy Breckon 10.15am TEA / COFFEE 10.35am Introduction to Head of Service Paul Snook Feedback from Special School Funding Grp Peter Broster Developing Moderation Strategy for P Scales Gary Nixon OfSTED Update Gary Nixon CASPA Update Paul Snook 11.30am CLOSE

3. ContactPoint Project John O’Connor

4. ContactPoint Project John O’Connor (Lead Officer) Clare Rowley (Local Implementation Manager) ‘This is a solution for Lincolnshire and not just the Local Authority…’

5. BASIC DEMOGRAPHICS UNIVERSAL SERVICES ADDITIONAL SERVICES ‘INDICATORS’ General Practice Contact Details Youth Worker Contact Details Child’s Name CAF Indicator Who, when, where? Social Worker Contact Details Health Visitor Contact Details Gender Lead Professional? Contact Details Unique Identifier SENCO Contact Details Date of Birth Educ/School Contact Details School Nurse Contact Details Primary Residence Sensitive Service Contact Details Parent / Carer Contact Details Information held on ContactPoint • Sexual Health • Mental Health • Substance Abuse

6. D A T A F E E D Local National Modified CMS (F.Q) CMS Adaptor DWP D A T A S U P P L Y Web Access (P.Q) NHS P R A C T I T I O N E R A C C E S S ContactPoint DCSF ONS No IT Access other Mediated Access other LA’s ‘accountable’ Data supply audit

7. Who will have access ? Mediated access Audit Direct Management Information (ideally) Case Management System or the Web ContactPoint Role Based Access Conditions of Access

8. Data Quality Accreditation Data Protection Registration Fair Processing Notices ContactPoint Users: Had their ‘need’ established eCRB Photo ID Training Maintenance Users will be audited. Responsibilities for Schools

9. ICS CAF ContactPoint Information Sharing Further information Integrated Working Arrangements • ContactPoint • Common Assessment Framework (CAF) and Lead Professional • Information Sharing Protocols • Integrated Children’s System (ICS) • Fact sheets, case studies, ‘Making It Happen’ booklet For more information please visit: http://www.lincolnshire.gov.uk/integratedapproaches Or E-mail- ContactPoint@lincolnshire.gov.uk

10. Questions?

11. School Workforce (SWF) CensusJohn O’Connor

12. We are preparing for a new statutory census based on the school workforce with the following timetable: Jan 2009 – pilot schools only May 2009 – pilot schools only Oct 2009 – all schools involved in pilot Jan 2010 – all schools involved in statutory census Statutory census then continues each term at the same time as the pupil termly census SWF Census Overview

13. Who is included in the census? Workforce = both teaching and support staff in regular service whether through a contract or service level agreement SWF Census Overview

14. Why? Replace current incoherent surveys based on the workforce…collect once use many times Make comparative management information available to schools and local authorities Aligns workforce data to the common basic data set SWF Census Overview

15. SWF Census Overview • What is collected? • 5 modules are collected using the following pattern • All modules relate to all teachers, those in grey do not apply to support staff

16. SWF Census Overview • Who is responsible? • Schools for their workforce • LA for its workforce that work in schools • Is there any resource available to help? • No

17. SWF Census Overview • Lincolnshire is quite unique • Mouchel is used by all but 5 schools in Lincolnshire for payroll and HR admin so there is a single data repository • We have already run a pilot with 39 schools, covering all phases, sizes & capabilities leading to an error rate of 0.04% and double the approval rate nationally • Work has already begun on changing processes to be SWF compliant • Absence recording – not just sickness or unpaid absence • ‘Origin’, ‘Destination’ and ‘Start date in school’

18. SWF Census Overview • A proposed way forward… • There will need to be a one-off exercise to validate/cleanse the data stored on SAP (May) • Starters and Leavers forms have already been modified so this information is now being collected • Some data will need to be retrospectively collected • Absence from 1st Jan 2009 until online absence system modified (expected April – unconfirmed)

19. SWF Census Overview • A proposed way forward… • Qualifications of teachers • Have sourced this data from the General Teaching Council on school’s behalf, aim to validate/cleanse with schools (May) • Limitations to the data though • Curriculum • Will need to work with a pilot set of schools in May to advise further • At present only required if a school has an integrated Management Information System that holds this information • I’ll be writing to schools soon

20. Any questions?

21. ICT Schools Network Jez Bailey

22. Changes to ICT Service ManagementIn Lincolnshire Schools

23. The NETLinc Project Started 11 years ago to provide connectivity and ICT services to schools. Requirement to replace most of central core server infrastructure. ICT technological development continues but NETLinc services remain fixed. Recognition that service offering not meeting school requirements.

24. Netlinc Services to Schools 5 fixed NETLinc ICT Services

25. Fundamental questions from review of the service • What are the LA responsibilities? • Centred around connectivity. • How can we provide innovative ICT services? • Leave it to the professionals! • How can we achieve best value? • Multiple suppliers operating in a competitive market.

26. Connectivity Replacement of NETLinc central server Infrastructure. Core connectivity to ALL schools via Lincolnshire Schools Network (LSN) Comprises only of elements common to all users. No recharges to schools in the form of buy-back.

27. Core Services • Connectivity to the Lincolnshire Schools Network (LSN). • Connectivity to the National Education Network (NEN) and free content. • Internet Access. • Firewalling and security testing. • Filtering (e-mail and internet). • E-safety behaviour management systems. • E-safety advice, issue escalation and training. • ICT management advice, consultancy and issue escalation. • Administration and quality assurance for approved companies. • Remote access to schools for ICT technicians. • Antivirus software and updates. • Webhosting. • Learning platform (Assimilate) provision and training. • Video conferencing system. • Helpdesk for connectivity issues.

28. Services All ICT services in schools provided by professional commercial companies. Choice of supplier to schools. Comprehensive range of services. Competition in market place ensures that prices are “realistic”.

29. ICT Services 2009 Standard for ICT Support in Lincolnshire Financial assurance for schools Annual review of performance Publication to all schools

30. Companies expressing interest

31. Role Of Children’s Services Strictly independent. Quality checks. Escalation of issues and problems. Source of help and advice.

32. Transition to the new network Transition to new services from 1st April 2009. Expected to take up to 2 years to achieve. No break in service cover. Schools given time to make a choice. Funding will be provided to make the change and provide new school servers.

33. Lincolnshire in partnership with Mouchel Mouchel introduced own unique brand of ICT service to the market. Agreed to continue to support old equipment until schools ready to move. Charge directly for this service in similar way to other familiar services. Increased flexibility, quality, service levels. Average cost saving of 7.5%

34. Further Information ICT Children’s Services Team 01522 553505

35. Andy Breckon 21st Century Schools / Report Cards

36. School Improvement Service in Partnership with

37. The 21st Century school system will ensure • Children and young people are fully engaged with their education until at least the age of 18 and reach world class standards. • All children and young people are supported to progress, with excellent teaching; stretched to develop their talents and to learn in a way which excites them and meets their needs. • All children and young people learn in an environment of good behaviour, are not bullied or discriminated against and develop the wider personal skills, characteristics and attitudes they need to succeed. • Through collaborative working with other services, children and young people’s additional needs (including SEN) are met as early as possible. • High levels of parental engagement and satisfaction with schools. School Improvement Service in Partnership with

38. Key components of a 21st Century school • Maintaining high aspirations for allchildren and young people and providingexcellent personalised education anddevelopment. • Enabling schools to play a key role inidentifying and helping to addressadditional needs. • Providing a range of activities andopportunities to enrich the lives ofchildren, families and the widercommunity. • This 21st century school system is much more outward-facing, working incloser partnership with children, youngpeople and parents; other schools, colleges,learning providers and universities. • We therefore intend to work with partners todevelop a 21st century school system inwhich schools work more extensively and effectively with parents, other providersand wider children’s services School Improvement Service in Partnership with

39. School Improvement Service in Partnership with

40. School Report Card For parents and carers, the new School Report Card will: • provide a clearer, more balanced and comprehensive account of each school’s performance, which complements Ofsted’s inspection reports; • inform parents’ choice of school and improve schools’ accountability to parents; and • provide information in a more easily understandable format, which is accessible to a wider audience. • For schools, the new School Report Card will: • provide a single, clear and prioritised set of outcomes against which schools will be judged by all parts of the system, with predictable consequences for both excellent or poor performance; • recognise the value of schools’ work for all children and across all outcomes (but only hold schools to account for those outcomes they can influence); and • provide a balanced account of outcomes achieved and the degree of challenge faced by each school. • For government the new School Report Card will: • provide a means of achieving the vision for 21st century schools; • help to hold schools predictably and consistently to account for what is most important; and • incentivise schools in the right way, and remove perverse incentives. • For Ofsted, the new School Report Card will: • support the school inspection process.

41. School Improvement Service in Partnership with

42. Attainment: The academic outcomesachieved by the pupils, as reflected bytest and/or examination results (forexample, the proportion of pupilsattaining level 4 in the Key Stage 2 tests,the proportion of pupils attaining 5 GCSEs including English andmathematics, or the average point scoresachieved by pupils) Pupil progress: The progress that pupilsmake during their time at school, takingaccount of their starting points andcapabilities as well as of their finalattainment (for example, value added, orthe proportion of pupils making 2 levelsof progress between KS 1 and KS 2). This may also includeinformation about progression in the nextstage of learning for pupils leaving aschool; School Improvement Service in Partnership with

43. Wider outcomes: Pupils’ health, safety,enjoyment, opportunity and ability tomake a positive contribution, andprospects of future economic wellbeing.Schools have had a formal duty topromote the wellbeing of their pupilssince September 2007, and Ofsted andthe DCSF are currently consulting on theindicators that could be used from 2009to supplement attainment data to helpschools more roundly assess theirperformance against all five Every ChildMatters outcomes1. This category mightalso include the extended servicesprovided by a school, and their impact onpupils’ achievement and wellbeing. Narrowing gaps: It is importantto recognise and incentivise schools’efforts to raise the achievement ofdisadvantaged and vulnerable groups ofpupils: for example, those looked after bythe local authority, those entitled to freeschool meals, children from underperformingblack and minority ethnicgroups, the children of travellers, orchildren with SENor disabilities. It is important toensure such indicators do not reward aschool where gaps were narrow becauseperformance was poor; nor placedschool with larger numbers of suchchildren under any disadvantage. Analternative would be to incorporate‘narrowing gaps’ indicators within each ofthe other categories. School Improvement Service in Partnership with

44. Parents’ and pupils’ views: ‘Users’ view ofthe school, which might be of particular interest to prospective parents – either ofthe school overall, and/or of particularaspects of its offer (for instance, parents’views on how well a school engages them in their child’s education anddevelopment; pupils’ views on the extentto which they feel safe or experiencebullying). Alternatives would be tocombine both parents’ and pupils’ viewsunder a single ‘user’s views’ heading; orto incorporate these categories within the ‘wider outcomes’ category. Indicators ofpupils’ well-being based on parents’ and pupils’ views are among those on whichOfsted and the Department for Children,Schools and Families are consulting (seehttp://www.ofsted.gov.uk under ‘Consultations’. School Improvement Service in Partnership with

45. Presentation of Performance in each category We are proposing that a numerical score should be given for a school’s performancewithin each category, as illustrated below.This will make the relative strengths of theschool’s performance across the range of outcomes clear to users of the SchoolReport Card. A possible addition, or alternative, would be to provide a ‘rating’ (for example: red, amber,green; or A, B, C) for each category. This would help readers understand the relative strength of performance. For example, whilst a score of 80/100 might look better than a score of 60/100, if the national standard is higher in one area than another then both might be equally good scores. School Improvement Service in Partnership with

46. Overall Score We are strongly attracted to including an overall score for each school on the Report Card, calculated from its scores for each of the categories of performance A single overall score would be important in simplifying and streamlining the system, by providing a single balanced measure taking account of the whole range of school responsibilities. In this way it would help ensure that the focus of public attention and accountability is on how the school is performing in the round. The overall score would reflect the relative weightings given to the different categories. By also providing the detailed scores of schools’ performance in the individual categories and indicators School Improvement Service in Partnership with

47. The School’s ‘direction of travel’ • We think that many users of the School Report Card might want to have information on whether a school’s overall performance has improved, declined or remained the same over recent years. • We propose, to include information about changes in the school’s performance since the previous year, and over the past three years, alongside its scores for the most recent year. School Improvement Service in Partnership with

48. Schools working in partnerships 21st Century Schools: A World-Class Education for Every Child sets out our intention to develop a 21st century school system in which schools work more extensively and effectively with parents, with other providers and with wider children’s services. The School Report Card and Ofsted The School Report Card and inspection by Ofsted will play different but complementary roles in the arrangements for holding schools to account for their performance. The School Report Card will be updated regularly. As a result, we expect that a school’s most recent Ofsted inspection report and its most recent School Report Card may give somewhat different views of a school’s performance. The difference may arise because the school’s performance has changed between the date of the information used to prepare the School Report Card, and the date of last inspection. School Improvement Service in Partnership with

49. Tea / Coffee Break

50. PAUL SNOOK Introduction to Head of Service