Hsis School Improvement Update Issue 11 – Autumn Term 2018

Autumn Term 2018 Welcome back to yet another brand new school year. I hope that you enjoyed a well-earned break and managed to relax over the holidays.

The performance of our Havering primary schools Grahame Smith and academies remains very strong. Our 2018 results appear to be very positive once again, with progress measures being significantly above average in all subjects at Key Stage 2. Well done to everyone for keeping Havering right near the top of the ladder.

I also wish to inform you of a number of changes within the Hsis Team. I am delighted to announce that Amanda Jackson (Quality Assurance), Dave Smith (Traded Services) and Jacqueline Treacy (Quality Assurance) are now all Senior Inspectors within the Hsis and Quality Assurance Team. Ian Gurman, our Senior Inspector for Secondary has left us, but I am pleased to say that Ian will remain with us as an Associate Adviser going forward.

Finally, this is a good time of year to visit the new Havering Academy of Leadership website. Here, you can find a great range of Havering-based services:

Hsis School Improvement Update Issue - 11

What's inside?

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Maths – Concrete, Pictorial and Abstract (CPA)

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English – Successful success criteria?

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Education Technology – Are you making the most effective use of iPads?

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Science – Reach Out-CPD

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Early Years Foundation Stage – Update

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MFL – The Europa Centre for Languages

• leadership development programmes from Hsis, the Havering teaching schools and other providers • mentors for new or less experienced colleagues

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Demographic 8

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• and much more…!

Veggie Run – Promoting Healthy Eating in Havering

• networking opportunities with other local schools • resources and publications covering a range of leadership topic

Music – New skills for teachers from Primary Music Leaders’ Network

• on-site support from NLEs, NLGs, LLEs, SLEs and local consultants • effective practice from schools and academies across the borough

EAL – Havering’s Changing

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Scratch Maths

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Hopes and Streams

10 Online Safety – Keeping Children Safe in Education 2018

www.haveringacademyofleadership.co.uk Twitter: @HaveringAofL

11 Havering Academy of

Leadership –

Facebook: www.facebook.com/HaveringAofL I would like to take this opportunity to wish you all the very best for a successful 2018-19.

The Class of 2018 12 Secondary Update 13 Havering Museum – At the Heart of Creative Learning 13 HLTA – Preparation and Assessment 14 SEND – Inclusion and Assessment

Grahame Smith School Improvement Manager e: grahame.smith@havering.gov.uk t: 01708 433942

14 Primary Conferences

Follow us on Twitter:

15 The Key – Update

@HES_orguk

16 Twitter – Update 16 Diary – Dates For Your Diary

Maths – Concrete, Pictorial and Abstract (CPA) The Concrete Pictorial and Abstract approach is not new to the mathematics classroom. In 1978 Bruner spoke of Forms of Representation; these were Enactive (Concrete) Iconic (Pictorial) and Symbolic (Abstract).

The terms Concrete, Pictorial and Kairen Raper Abstract are often found in materials linked to the Mastery Approach used in places such as Shanghai and Singapore. Indeed, the Singapore Ministry of Education has advocated the use of the Concrete, Pictorial, Abstract approach since the early 1980s. In the Singapore Ministry of Education syllabus for 2013 it was stated that this approach is: “about learning by doing. It is particularly effective for teaching mathematical concepts and skills at primary and lower secondary levels, but is also effective at higher levels. Students engage in activities to explore and learn mathematical concepts and skills…

They could use manipulatives or other resources to construct meanings and understandings. From concrete manipulatives and experiences, students are guided to uncover abstract mathematical concepts or results. During the activity, students communicate and share their understanding using concrete and pictorial representations. The role of the teacher is that of a facilitator who guides students through the concrete, pictorial and abstract levels of understanding by providing appropriate scaffolding and feedback.”

(Singapore Ministry of Education, 2012, p.23) If we use this approach in the mathematics classroom it is important to see that the Concrete (use of manipulatives and activities) and Pictorial (representing the problem using pictures and illustrations) are not only for younger or struggling pupils or for simpler mathematical concepts.

Many higher level mathematical concepts can be more easily grasped if pupils have developed their own understanding through the use of the Concrete and Pictorial; ensuring a deeper understanding of the abstract and not merely remembering process. Pupils do not always

need to work through the CPA stages and do not always need to start with the concrete.

The use of these CPA strategies allow pupils to visualise mathematical problems and identify which of their subject based skills are needed to reach a solution. Bar modelling is a clear example of using the Pictorial approach to understand a maths problem. Bar modelling is not a method for solving problems it is a way to allow the learner to see the mathematical structure in a problem. It can be used to translate real life problems into a mathematical form and help children move form the Concrete to the Abstract. It is helpful if a variety of manipulatives are available in classrooms and pupils are encouraged to select those manipulatives they deem most useful for visualising and then solving the tasks. It can also benefit pupils’ understanding and retention if once a problem is solved using a formal algorithm they convince themselves or a friend of the accuracy of their answer using manipulatives or pictures (Concrete or Pictorial) Several research articles claim the use of the Concrete, Pictorial and Abstract approach supports fluency and application; for example, in 2010 M.M. Flores stated that students who used the CPA approach to subtraction with regrouping demonstrated improved fluency and confidence in arithmetic computations involving subtraction.

Fantastic examples of the use of the Concrete Pictorial Abstract approach can be seen in classroom all across the borough. If you are fortunate enough to be one of the schools where this in happening make sure to share the good practice. If you and your pupils have fun with CPA it is to be hoped that there will be quantifiable evidence of its positive impact.

Kairen Raper Inspector Standards and Effectiveness - Maths e. kairen.raper@havering.gov.uk t. 01708 433815

English – Successful success criteria?

Peter Ellison

Over the last few years, success criteria to support children’s writing have become ubiquitous. Often, children are asked to copy them down or stick them in their books and then tick the criteria that they feel that they have satisfied.

I’ve never seen these used for reading, although they may exist.

Recently, the practice has come under some scrutiny because the STA has raised questions over whether they compromise pupils’ independence and therefore interfere with assessment.

I have rarely seen success criteria that are so specific that

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they prevent assessment but I have come across examples which were very unlikely to help pupils.

When unsuccessful, it is usually due to the fact that they require pupils to add particular features to their writing. Pupils are therefore given a sort of pre-writing list of ingredients which they must include. This can lead to pupils squeezing a particular feature into their writing when they are not yet sufficiently in control to use it wisely. Nevertheless, they tick the box and are deemed to have satisfied the criterion.

There is nothing wrong with encouraging pupils to evaluate the success of their writing. Quite the opposite – it’s a very important element of learning to write. The problem is that the

inclusion of a certain number of features doesn’t automatically improve a piece of writing.

So how do we encourage pupils to try out new features (e.g. different sentence structures or figurative language)? I think that the best way is to give them opportunities to try these out as straightforward exercises, separate from longer pieces of composition. The purpose of these would be to give pupils practise in using the features in different contexts. They could then judge whether they are appropriate to use in their longer independent writing and, hopefully, they would naturally become part of their writing repertoire.

When we want them to evaluate their writing, developing pupils’ ability to be self-critical may be the best way to

ensure progress. Rather than ticking (or not) a list of features, pupils need to be shown ways to evaluate its quality and effectiveness (e.g. ‘Does this sentence make sense?’, ‘Is my writing tense enough?’ or ‘Does my writing make readers feel angry?’). If the writing needs to be improved, that is when they can reach into their repertoire of features and choose the one that fits.

Success criteria or not? I’d love to hear your views or learn about your practice – so get in touch.

Peter Ellison Inspector Standards and Effectiveness - English e. peter.ellison@havering.gov.uk t. 01708 433822

Education Technology – Are you making the most effective use of iPads?

In the previous issue of the Hsis School Improvement Update we explained the benefits of using cloud-based approaches to teaching and learning.

In this article, we are going to explore ways in which to make the best use of iPads seen in many schools.

• Develop a vision for the use of iPads – whether to enhance teaching and learning and/or to reduce teacher workload. This should be aligned to a strategy focusing-on how this will be achieved, and the impact measured.

Dave Smith

• Consider sharing iPads across classes or phase groups instead of timetabling pupil iPads, allowing teachers to use them when they want, not when the timetable says.

purposes can be made easy by taking a photograph and uploading it to Showbie.

• Apple Classroom can be used to set-up classes and groups, linked to the school’s management information system, allowing teachers to guide pupils through a lesson, see their progress, and launch the same app on every pupil device at the same time, or launch a different app for each group of pupils. This helps to reduce printing and photocopying.

• Ensure that the iPad display can be mirrored (shown) through an IWB or touchscreen display. By simply double pressing the iPad’s home button, or swiping up the screen with four fingers, then swiping the task manager to the right, the AirPlay screen mirroring options are displayed.

• Make use of ‘Switched on iPad – English, Maths and Science’, providing activities to integrate iPads into Key Stages One and Two. These are freely available to Hsis schools for download from MyRisingStars: https://www.risingstars-uk.com/user/login • Ensure that there is a school-configured Volume Purchasing Programme account for free and paid for apps to be deployed to teacher and pupil iPads. Additionally, consider allowing teaching staff to download free apps to teacher iPads (ensuring that a Mobile Device Management policy in place) via a school configured account.

• Try to avoid over reliance on content apps and look to content-free apps such as Explain Everything to provide a different way of recording a science experiment, DoInk Green Screen to create green screen versions of favourite texts or the Socrative app for a grammar quiz.

• Apps such as Showbie can be used to provide ongoing two-way feedback with pupils regarding their work in either written or audio form. Pupils can read or listen to this in school or at home, reducing the need for separate time to go through comments written in their books.

Evidence of outcomes of pupils’ work for assessment

From this menu you can send a live stream of your iPad’s screen to an Apple TV or software that supports AirPlay – including Reflector.

Further support

• Email hsis@havering.gov.uk for an iPad apps’ list for educational use.

• For strategic support, training and advice regarding iPads – please contact the Hsis Computing and Online Safety team via hsis@havering.gov.uk or 01708 433813 Dave Smith Senior Inspector, Traded Services (Hsis) e. dsmith1.311@lgflmail.org t. 01708 433824

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Science – Reach Out CPD Reach Out CPD is a partnership between Tigtag and Imperial College. Reach Out CPD is free and accessible to all 200,000 primary teachers in the UK.

• Light and Sound • Forces and Magnets • Future of Energy • Working Scientifically • Food and Feeding • Body Systems • Plants • Planet Earth and Space • Animals and Humans • Rocks and Soils

The online CPD includes a whole series of brand new films created by Tigtag to inspire teachers with imaginative classroom ideas and upskill primary Mina Patel teachers' knowledge and understanding of the topics listed below.

Please access the free science CPD resources online and sign up here: https://www.reachoutcpd.com/

Imperial College London is one of the world’s leading science universities. Their move to support primary education is an extension of its existing outreach work, aimed at raising the aspirations of students and inspiring them to study science, technology, engineering and medicine. Through Reach Out CPD teachers will learn directly from experts from Imperial about the science they need to cover in the classroom.

• Have you seen the free school gardening activities and resources with the Royal Horticultural Society?

Activities, lesson plans and information sheets all aimed to encourage outdoor learning. https://schoolgardening.rhs.org.uk/resources

There are 30 courses (each 20 minutes long) for teaching 5-11 year-olds covering everything from plants to planets. Each one provides teachers with concise topic knowledge and a whole raft of resources to use in class, including captivating short videos, practical activities and experiments, whiteboard visuals and more. Topics covered include: • Seasonal Changes • Environment and Habitats

Scientific snippets...

• Date for your diaries: Friday, February 8th, 2019 for the HES Primary Science Conference.

• Primary Science Quality Mark – Please register your interest for a future Havering PSQM hub. http://www.psqm.org.uk/ Mina Patel Associate Adviser, Science e. hsis@havering.gov.uk t. 01708 433813

Early Years Foundation Stage – Update Following the Primary Assessment consultation, it has been confirmed that the government intends to: • Introduce a new statutory assessment for the Reception year from 2020.

Celia Freeth

• Improve the Early Years Foundation Stage Profile in key areas.

performance at a cohort rather than an individual level. The assessment therefore focuses on the information needed to provide a reliable and valid baseline for progress measures which will be reported at the end of Key Stage 2”.

(NFER, 2018).

Improvement of the Early Years Foundation Stage Profile in key areas

• 2019 Large scale voluntary pilot

In late June, the much anticipated reforms to the EYFSP where announced. The pilot outlines that the seven areas of learning and development will remain. As previously, children (at the end of the year they turn five) will be assessed against 17 Early Learning Goals (ELGs) achieving an Emerging, Expected or Exceeding outcome. The content of the ELGs and their descriptors have been revised and the pilot includes guidance for evidence gathering. The proposed ELGs and descriptors are included in this article. Key changes include, for example, the inclusion of Self-Regulation and Literacy Comprehension, and the removal of Technology and Shape, Space and Measures. The Education Endowment Foundation will be managing an independent evaluation and will publish the findings of the pilot.

• 2020 National roll-out

• 2018-2019 Pilot involving 25 schools

• 2023 Key Stage 1 assessment becomes non-statutory

• 2019-2020 Large scale non-statutory take-up

• 2027 First progress scores published

• 2020-2021 Statutory

“The RBA is designed to provide a measure of children’s

• The reforms being piloted are intended to reduce the

Introduction of the Reception Baseline Assessment In April, the National Foundation for Educational Research (NFER) was selected as the single supplier to design and deliver the Reception Baseline Assessment (RBA). The new assessment will be activity based, lasting approximately 20 minutes, measuring children’s skills in communication, language and literacy and early mathematics. Questions regarding self-regulation are also being considered in the trial. The assessment will enable school level progress measures, with the first measures published in 2027.

• 2018 Trialling in a nationally representative selection of schools

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assessment and moderation burden on teachers, improve the clarity and consistency of assessments made by teachers, and support children’s early development in language and vocabulary” (Education Endowment Foundation, 2018).

The changes are proposed for the purposes of the pilot, and may be subject to change.

Celia Freeth Inspector, Early Years e. celia.freeth@havering.gov.uk t. 01708 433802

Proposed ELGs COMMUNICATION AND LANGUAGE ELG Listening • Listen carefully and respond appropriately when being read to and during whole class and small group discussions; • Make comments about what they have heard and ask questions to clarify their understanding; • Hold conversation when engaged in back-and-forth exchanges with their teacher and peers.

ELG Speaking • Participate in small group, class and 1-to-1 discussions, offering their own ideas, using new vocabulary; • Offer explanations for why things might happen, making use of new vocabulary from stories, non-fiction, rhymes and poems when appropriate; • Express their ideas using full sentences, with modelling and support from their teacher.

PHYSICAL DEVELOPMENT ELG Gross Motor Skills • Negotiate space and obstacles safely, with consideration for themselves and others; • Demonstrate strength, balance and coordination; • Move energetically, such as running, jumping, dancing, hopping, skipping and climbing.

ELG Fine Motor Skills • Hold a pencil comfortably using the tripod grip; 11 • Use a range of small tools, including scissors, paintbrushes and cutlery; • Show accuracy and care when drawing and copying.

PERSONAL, SOCIAL AND EMOTIONAL DEVELOPMENT ELG Self-Regulation • Show an understanding of their own feelings and those of others, and regulate their behaviour accordingly; • Have a positive sense of self and show resilience and perseverance in the face of challenge; • Pay attention to their teacher and follow multi-step instructions.

ELG Managing Self • Manage their own basic hygiene and personal needs, including dressing and going to the toilet; • Understand the importance of healthy food choices; • Explain the reasons for rules and know right from wrong.

ELG Building Relationships • Work and play cooperatively and take turns with others; • Form positive attachments and friendships; • Show sensitivities to others’ needs.

LITERACY ELG Comprehension • Demonstrate understanding of what they have read and has been read to them by retelling stories and narratives using their own words and new vocabulary; • Anticipate – where appropriate – key events in stories, non-fiction, rhymes and poems; • Use new vocabulary during discussions about stories, non-fiction, rhymes and poems and during role-play.

ELG Word Reading • Say a sound for each letter in the alphabet and at least 10 digraphs; • Read words consistent with their phonic knowledge by soundblending; • Read aloud simple sentences and books that are consistent with their phonic knowledge, including common exception words ELG Writing: • Write recognisable letters, most of which are correctly formed; • Spell words by identifying sounds in them and representing the sounds with a letter or letters; • Write simple phrases and sentences that can be read by others.

MATHEMATICS ELG Number • Have an understanding of number to 10, linking names of numbers, numerals, their value, and their position in the counting order; • Subitise (recognise quantities without counting) up to 5; • Automatically recall number bonds for numbers 0-5 and for 10, including corresponding partitioning facts.

ELG Numerical Patterns • Automatically recall double facts up to 5+5; • Compare sets of objects up to 10 in different contexts, considering size and difference; • Explore patterns of numbers within numbers up to 10, including evens and odds..

UNDERSTANDING THE WORLD ELG Past and Present • Talk about the lives of the people around them and their roles in society; • Know some similarities and differences between things in the past and now, drawing on their experiences and what has been read in class; • Recall some important narratives, characters and figures from the past encountered in books read in class.

ELG People, Culture and Communities • Describe their immediate environment using knowledge from observation, discussion, stories, non-fiction texts and maps; • Know some similarities and differences between different religious and cultural communities in this country, drawing on their experiences and what has been read in class; • Explain some similarities and differences between life in this country and life in other countries, drawing on knowledge from stories, nonfiction texts and – when appropriate – maps.

ELG The Natural World • Explore the natural world around them, making observations and drawing pictures of animals and plants; • Know some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class; • Understand the effect of the changing seasons on the natural world around them.

EXPRESSIVE ARTS AND DESIGN ELG Creating with Materials: • Draw and paint using a range of materials, tools and techniques, experimenting with colour, design, texture, form and function; • Share their creations, explaining the process they have used; • Make use of props and materials when role-playing characters in narratives and stories.

ELG Performing: • Sing a range of well-known nursery rhymes and songs; • Perform songs, rhymes, poems and stories with others, and – when appropriate – move in time with music; • Co-construct, invent, adapt and recount narratives and stories with peers and their teacher.

Department for Education (2017, September). Primary Assessment in England: Government consultation response.

Standards and Testing Agency (2018, April). Reception baseline assessment.

National Foundation for Educational Research (2018, July). The Reception Baseline Assessment.

Educational Endowment Foundation (2018, June). The Early Years Foundation Stage Profile pilot.

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Modern Foreign Languages - Enrich learning at ‘The Europa Centre for Languages’ C. Find resources that provide wider language learning opportunities. Give confidence to pupils to understand and apply language skills.

D. Support children in their foreign language study, by going beyond the use of songs, rhymes and games.

As a vibrant educational contributor to the wider London community and beyond, the Europa Centre can support local schools to deliver better exams results and engage their students in high quality language experience following the National Curriculum. A language enrichment activity at the Europa Centre can help your school to promote your wider curriculum, culture awareness and respect for others.

The focus of these visits is on speaking and listening mainly through in-situ interaction with native speaker and realistic but fun activities. Children can interact spontaneously with modern foreign language specialists.

How do you promote your wider curriculum, develop an understanding of the world, encourage openness to other cultures and foster respect for others outside the classroom?

One way is to cultivate language teaching at primary level which will give all pupils the best possible start and help them flourish in their secondary education.

Learning a foreign language is compulsory for all KS2 children and it is vital: 1. Learning a foreign language at an early age helps children to develop an ability to communicate and extend their knowledge of how language works. It provides excitement, enjoyment and challenge, whereby children become enthusiastic learners and develop positive attitudes to language learning throughout their life.

2. Provide language skills for those who will grow up to be vibrant contributors to the global economy.

3. Prepares pupils at school for the opportunities, responsibilities and experiences of a successful later life, possibly working abroad.

How do we make this happen?

A. Provide high quality and appropriate opportunities for language immersion which create an appetite for language learning, stimulate their engagement in conversations, their ability to ask and answers questions; express opinions and respond to those of others.

B. S uccessful language learning takes place when learners are exposed to rich input in the target language.

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The unique atmosphere at the UK’s only European learning village is at the centre of language learning. In 2017, the Europa Centre celebrated its 30 years of serving the local community and beyond. Over 100 schools from around the country regularly take advantage of the diverse and immersive language visits. Following a launch of a revitalised range of language learning experiences, we are inviting, local schools to look at our webpage: www.europacentre.co.uk To discover how the Europa Centre can help you, please join us at the next Hsis Primary Foreign Languages Forum on Tuesday 9th October 2018 - 16.15-17.45 hosted at the Europa Centre itself.

Come and discover the Europa Centre – À bientôt!

Carole Vuarrier - School Provision Coordinator e. carole.vuarrier@havering.gov.uk t. 01708 431681

EAL – Havering’s Changing Demographic A quick update from the EAL team

Carol Rockey

Michelle Wain

English or Early Acquisition in terms of English proficiency in January 2017.

The Havering EAL team would like to share a little data with you...

According to the January 2018 school census, 18 per cent of Havering’s school population are now learning English as an additional language across the primary and secondary phases, including in special schools. As we predicted back in 2017, Romanian has now overtaken Lithuanian as the most widely-spoken language other than English and the number of Urdu-speaking pupils has also risen steadily over the past year.

Top 15 languages other than English spoken in Havering Primary, Secondary and Special Schools, January 2018

With regard to the level of EAL need in Havering schools, the DfE have carried out an interesting analysis which we shared with schools from Havering, Barking & Dagenham and Redbridge at our Cross-LA EAL Network in April 2018.

At first sight, Havering appears to have less of an EAL need compared to neighbouring local authorities based on sheer percentages alone. The following data is taken from the January 2017 school census and shows where Havering ranks alongside its neighbours and amongst 152 local authorities in terms of EAL percentages.

Therefore, nearly a quarter of children with EAL in Havering schools are in the early stages of learning EAL, resulting in us being ranked the 11th highest local authority in this measure. When the percentage of children in the earlystage of learning English is then compared with the overall percentage of children learning EAL, this gives a true picture of the level of need in Havering compared to our neighbours and nationally.

As you can see, the combination of these measures results in Havering being ranked as 30th out of 152 local authorities in terms of EAL need.

Cross-LA EAL Network, April 2018 Just in case you missed out on our Cross-LA EAL Network, here is a quick update.

Delegates from Havering, Barking & Dagenham and Redbridge schools enjoyed an afternoon of presentations and workshops around the theme of EAL admissions and assessment. Amongst the ‘information tables’ hosted by EAL experts, our thanks go to Cathy Brooks from Gidea Park Primary School, who shared information on how the school has managed its changing demographics with a special focus on how the needs of early-stage EAL learners are managed and tracked.

Delegates also had the opportunity to attend an informative workshop, run by Robene Dutta of Mantra Lingua, on web apps to support EAL admissions and induction processes.

Rank

Local authority

% of pupils with EAL

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Redbridge

59.1

14

Barking & Dagenham 48.1

62

Havering

16.1

Although the EAL need would appear to be less in Havering schools, what the above data does not account for is the high number of EAL learners in Havering schools that are in the early stages of English acquisition. This is clearly shown in the table below which shows the percentage of children across the three local authorities coded as New to

The event was very positively evaluated by delegates who appreciated the opportunities to network and share ideas.

Please watch this space for information on next year’s Cross-LA EAL Network, to be held in April 2019, with a focus on sharing good practice and differentiation for earlystage learners.

Michelle Wain and Carol Rockey Advisers, English as an Additional Language (EAL) e. michelle.wain@havering.gov.uk t. 01708 431650 e. carol.rockey@havering.gov.uk t. 01708 431651

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Primary Music Leaders’ Network Meetings give teachers new skills and pupils new opportunities The new Primary Music Leaders’ Network, run by Havering Music School in partnership with Havering School Improvement Services, has now been going for a year. Central to its meetings is practical training in skills that teachers can apply in the classroom. In October Gary Griffiths we welcomed expert early years music practitioner and trainer Sue Nicholls, who shared techniques and repertoire that people could take away and use the very next day.

In February and May, Music School staff led training in Samba and African Drumming.

Both sessions were focused on a halfterm scheme of work which has been tested in schools over a number of years. Attendees took away copies of the schemes of work and were offered the opportunity to borrow

instrument sets to use with their classes. One colleague who attended the Samba training said, “I used the Samba scheme of work with six classes, making a total of 180 children, but being able to borrow instruments from HMS benefitted the whole school, which is roughly 360 children!”

This network is funded by the Music Education Hub grant, so it is free to attend and we are keen to see anyone who is responsible for music delivery in Havering primary schools.

If schools have ideas or particular requests for training subjects for these meetings, please contact Gary Griffiths – Head of Havering Music School. e. gary.griffiths@havering.gov.uk t. 01708 450313

Veggie Run - Promoting Healthy Eating in Havering Veggie Run, England’s first council-created app to promote healthy eating to primary and junior school children was recently launched by Havering Council. Developed in partnership with local Havering children and supported by Change4Life and Quorn, Veggie Run aims to address the rising obesity epidemic in the borough and highlight the health benefits of a healthy school catered lunch.

About the App

The app presents the newly created ‘Crunch Bunch’ team, designed to appeal to children from 4-11 years old. It is the first of its kind as it aims to teach children to dodge unhealthy foods and earn rewards by collecting fruit and vegetables. Users are able to view weekly school lunch menus and parents can purchase school meals via app links. The benefit of playing Veggie Run is that Havering school children can work towards winning termly sports prizes for themselves and their schools. Prizes have been sponsored by Everyone Active, Quorn the leading global meat substitute company, Cycles UK Romford and the Havering Sports Collective. Pupils are also able to win credit towards free catered lunches for one week from sQuid or a new bicycle. The council has two bikes with helmets for prizes for every school in

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the borough, and have made some children very happy during Havering catering assembly visits in the summer term 2018.

A Change4Life spokesperson said, “Veggie Run is a brilliant and an exciting app to help children understand about healthy eating, we are proud to support such an innovative app that directly rewards children with sports prizes.”

Dennis Brewin, Head of HES Catering Services, commented, “Veggie Run aims to get children excited about healthier eating choices and fitness and through sporty prize based games. All Crunch Brunch characters in Veggie Run are used across all new primary school menus in the borough, to ensure children see the direct link between game play and healthy eating.” The game was trialled with pupils at Engayne Primary School, receiving the following feedback from Ayla, aged 8, who enthused, “It’s very challenging and it helps me to understand how to dodge the unhealthy foods.”

Download the app at: iOS - https://itunes.apple.com/us/app/veggierun/ id1339059186?mt=8 Android - https://play.google.com/store/apps/ details?id=com.mct.veggierun&hl=enAssurance

ScratchMaths - Engaging Key Stage Two pupils in maths through coding The ScratchMaths project is a UCL initiative with an aim to engage Key Stage Two pupils in maths through the use of computer coding. Using specially designed problem-solving resources, the children learn to apply mathematical reasoning whilst increasing Karen Whelan their confidence with coding, using the scratch programme - https://scratch.mit.edu/.

In order to maximise the impact of the programme, we realised that each child would benefit from the use of their own device and therefore decided to invest in Chromebooks for each child in Year 6 initially. This involved staff fundraising and crowdfunding through Rocket Fund platform https://rocket.fund/. Upon seeing the impact of each child having access to their own Chromebook in Year 6, we decided to invest in more for the rest of the school.

As these resources are so effective in teaching coding, whilst also bringing mathematical concepts to life, Ardleigh Green Junior School has adopted the scheme throughout the school. The initiative has also developed teachers’ confidence in both teaching elements of computer science as well as some of the more difficult-to-explain mathematical concepts, in particular ratio, enlargement and scale. The children’s engagement has been incredibly positive and their understanding and knowledge of computer science concepts has improved immensely since we started teaching ScratchMaths. The scheme has also had a positive impact across end of Key Stage Two maths’ results within the school.

ScratchMaths was originally brought in for Years 5 and 6, but as it has proved so popular and successful, we have introduced the starter units to Years 3 and 4.

The ScratchMaths resources are all available online for free and come with full lesson plans, PowerPoints, unplugged activities, vocabulary posters, extra challenges and starter Scratch projects for each module. The scheme is not only cross curricular for computing and maths, but covers a wide range of other subjects and these are explicitly linked in the planning.

John Morris, OBE Headteacher Karen Whelan Digital Curriculum Leader for Innovation, Ardleigh Green Junior School

‘Hopes and Streams’ - LGfL’s latest Online Safety survey

Penny Patterson

Many Havering schools took part in the LGfL DigiSafe pupil Online Safety survey earlier in the year. It was the largest ever Online Safety survey of its kind, with 40,000 pupils in nearly 500 schools in over 100 local authorities all over the UK answering questions on a wide range of themes.

Whether your pupils took the survey or not, the results will be of interest to you – they have been compiled into a major report called ‘Hopes and Streams’. Visit pupilsurvey.lgfl.net to read the whole report, a particular themed section that may interest you, an executive summary in pictures, or a video overview.

Key headlines included child sexual exploitation via video chat and livestreaming – nearly 1 in 10 young people who video chat with people they haven’t met in person have been asked to change or take off clothes; more than 1 in 20

livestreamers told us that they had been asked to change or get undressed on screen.

Other concerning findings included a marked growth in mentions of mental health issues, particularly self-harm, and distress caused by the sharing of sexual and above all violent videos. Almost 1 in 6 had seen something that encourages someone to hurt themselves, and the survey revealed a new trend of ‘self-harm bullying’.

There were interesting conclusions about who pupils talk to (or not) and who they trust for advice on online safety issues which will affect your work with parents.

Find out more about Hopes & Streams here; https://bit.ly/2OVl4FA

Penny Patterson Senior Inspector, Quality Assurance e. penny.patterson@havering.gov.uk t. 01708 433813

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Keeping Children Safe in Education – KCSIE 2018

Amanda Jackson

This statutory guidance came into force on 3rd September 2018. Havering Schools are well placed to meet the requirements of this guidance as most were working above the 2016 requirements. There are specific areas of focus:

Policy – schools should have their own individual safeguarding policy; any MAT or other template must have specific school information.

Contextual Safeguarding – the assessments of children should take into account their social sphere, their life outside school.

Safeguarding Children with SEND – a child’s SEN or disability needs are seen first but the potential for abuse must not be ignored. Children with SEND have a higher risk of being left out, of being isolated from their peers, and are disproportionately affected by bullying; extra pastoral support should be considered for SEND children.

Reasonable Force (Ofsted & KCSIE) – schools should create individual plans to minimise the likelihood of challenging behaviour, and when it occurs, less use of physical restraint and other restrictive methods.

Online Safety – should be a key part of staff professional development. Most children are using data on their phones (3G or the 4G). If you allow children to use phones in school, you need to consider children having wifi access to filtered school internet.

Emergency Contacts for Children – schools must have more than one emergency contacts for children.

Vetting – SCR – Single Central Record • MATs don’t need to have an SCR for each school, the MAT can keep the master SCR, but the SCR must be accessible to each school (there must be no technical barriers and be GDPR compliant).

• Volunteer Risk Assessments - schools must complete a risk assessment for volunteers to decide if an enhanced DBS is needed and if the volunteer is not in regulated activity, then you’re not legally allowed to do a barred list check.

• S128 – in Academies, Free Schools and Independent Schools this checks the list of people prohibited from the management of a school. Governors/trustees, headteachers, members of the Senior Leadership Team, phase leaders, departmental/subject heads/leads should be S128 checked, if someone is on the S128 list it will

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appear on their DBS certificate in future.

• Alternative Provision – schools should obtain a written statement from the AP provider that they have completed all necessary staff vetting and barring checks • Home-stays / Exchange Visits – If children are staying with a family as part of an exchange, the parents and over 18s need to have an enhanced DBS check (as a volunteer).

The school can decide whether they will do an enhanced DBS check for those 16 and 17 year olds who also live in the house Peer-on-Peer abuse – a key theme which includes bullying, physical abuse, sexual violence and sexual harassment, sexting, so-called initiation ceremonies. The school peer-on-peer policy must state how the school deals with these issues; show the risk of peer-on-peer abuse is going to be minimised; show how these incidents are recorded, investigated and dealt with and show how the victims, and perpetrators, are to be supported. Staff need to understand peer-on-peer abuse, and how the school will deal with it.

Sexual Violence and Sexual Harassment – revised guidance published May 2018 has a summary in KCSIE Part 5, which gives it statutory status. School systems, policies, procedures, and training must include sexual violence and sexual harassment.

Safeguarding Learning and Development for staff – Induction training must include the school behaviour policy, procedures for managing children who are missing education, staff code of conduct, SG & child protection policy. Keeping Children Safe in Education Part 1 and Annexe A to be read by all members of the staff.

New topics – Children and the criminal justice system; Children with family members in prison; Child Criminal Exploitation: County lines; Homelessness; So called ‘Honour-based’ violence What do you need to do – Update your Safeguarding & Child Protection policy; update the safeguarding CPD programme for staff; check that there is more than one emergency contact number for all children; create and complete risk assessments for volunteers that are not DBS checked; check that all Section 128 checks have been completed for SLT, departmental heads, middle leaders; obtain written confirmation from Alternative Providers that they have completed relevant staff checks; if you have exchange visits plan DBS checks for parents in host families.

And, if you need help and advice, please do get in touch.

Amanda Jackson Senior Inspector, Quality Assurance e. ajackson.311@lgflmail.org t. 01708 431662

Havering Academy of Leadership – The Class of 2018 Congratulations to all colleagues who completed the Hsis Leadership Development Programme.

They received their accreditation certificates from the Havering Academy of Leadership director Grahame Smith and programme tutor Martin Gregory.

“It was a great course and Martin has a great manner about him - it was well delivered.”

The programme consisted of 6 sessions run across the school year and focused on the key skills of school leadership, including: • Using data to improve provision and outcomes • School Self-Evaluation • Lesson Observations and feedback • Undertaking an effective work scrutiny • Effective Action Planning • Preparing for Ofsted and being ‘Ofsted Ready’ • The role of staff development and CPD. Now recruiting for the 2018-19 programme. Hurry... Starts 27th September 2018…! https://bit.ly/2OVl4FA

LOOKING FOR: • L eadership training and programmes?

• O n-site consultancy from system leaders?

• M entors for all levels?

• E ffective practice?

• N etworking opportunities?

• P ublications and resources?

CONTACT US: Website: www.haveringacademyofleadership.co.uk Email: leadershipacademy@havering.gov.uk Phone: 01708 433813

twitter.com/HaveringAofL facebook.com/HaveringAofL

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Secondary Update - A Guide to the New Measures Another year, another new set of measures!

At the time of writing, we do not yet know the GCSE outcomes for Havering’s secondary schools and academies; however, as you read this, you will probably have heard some Ian Gurman headline figures from schools and you may still be struggling to interpret how well a particular school may have done or has it been a ‘good’ year for Havering across the board?

Just a couple of years ago, it was easy: schools were judged on the percentage of students who achieved 5+ A*- C grades including English and maths. There were other measures, of course, but that was the ‘Gold Standard’; the secondary equivalent of the primary measure for the percentage of pupils reaching the expected standard in combined reading, writing and maths.

Those ‘other measures’ have proliferated in recent years, with differences in opinion about their relative importance.

Ask Ofsted, the DfE, parents, students, employers, schools or the media and you’ll get a different answer. There’s Progress 8, Attainment 8, %age of students entered for the EBacc, %age of students achieving a ‘good’ pass in the EBacc, %age of students achieving a ‘good’ pass in “The Basics (English and maths combined).

And what constitutes a ‘good’ pass? It used to be C+.

Then, last year, English and maths were graded 9-1 (9 being the highest grade), with a grade 4 being deemed a ‘standard pass’ (the equivalent of the old C grade) and a grade 5 being deemed a ‘strong pass’. The standard pass will still be used by colleges and employers but, as part of the government’s drive to raise standards, schools’ performance tables will measure strong passes. Oh, and this year almost all subjects will have been graded 9-1, not just English and maths.

So, where does that leave us in terms of trying to understand the early release of outcomes for 2018? Well, the Progress 8 score will probably be the ultimate measure – but will not be known for several months yet. Probably the only measure that will give you an indication of a school’s performance compared to last year and compared to the national average will be the percentages of students achieving a grade 4+ and the percentages achieving a grade 5+ in English, in maths and in the basics. Go figure!

Celebrating 2017 outcomes On June 21st 2018, the Havering Learning Partnership Awards Ceremony took place at Drapers’ Academy. It’s hard to believe that this was only the second year that this ceremony has taken place, because it has already established itself as a key event on every school’s calendar.

Once again, there were around 200 people assembled to celebrate the achievements of staff and secondary schools and colleges in Havering, in such categories as Progress

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and Attainment, Extra-curricular Enrichment and Individual Contributions. They were treated to an evening of fine food, great music from Drapers’ Academy students and the celebration of all that is great in Havering’s secondary schools and colleges.

The changing landscape of Havering’s secondary schools and academies The past year has seen significant change in the leadership and organisation of Havering’s secondary sector such that, by the time you read this, we expect all 18 schools to have academised, with many in Multi Academy Trusts (MATs) and with several new Headteachers: School

MAT

Headteacher

Abbs Cross Academy

Loxford School Trust

Nicola Jethwa

Gaynes School

Loxford School Trust

Sarah Speller (Interim Headteacher)

Bower Park Academy

Empower Learning Academy Trust

Stuart McLaughlin

The Brittons Academy

Empower Learning Academy Trust

William Thompson

Hall Mead School

Empower Learning Academy Trust

Simon London

The Campion School

Keith Williams

The Coopers’ Company and Coborn School

Sue Hay (Acting Headteacher)

Drapers’ Academy

Drapers’ Multi Academy Trust

Emerson Park Academy

Darren Luckhurst Scott McGuinness

The Frances Bardsley Academy for Girls

LIFE Education Trust

Julian Dutnall

Harris Academy Rainham (formerly The Chafford School)

Harris Federation

Gareth Stananought

Hornchurch High School (formerly The Albany School)

Partnership Learning Trust

Val Masson

Marshalls Park Academy

South West Essex Community Education Trust

Neil Frost

Redden Court School

Success For All Educational Trust

Paul Ward

The Royal Liberty School

Success For All Educational Trust

April Saunders

Sanders School

Success For All Educational Trust

Stuart Brooks

Sacred Heart of Mary Girls’ School St Edward’s Church of England Academy

Kim O’Neill Unity Schools Partnership (formerly Samuel Ward Academy Trust)

Ian Gurman Associate Adviser e. igurman.311@lgflmail.org t. 01708 433813

Jodie Hassan

Havering Museum – At the Heart of Creative Learning “Wow!” “Really?”, “Did this really happen?” These are just

a few of the things which pupils say when visiting the Museum. History comes to life in a fun and meaningful way, which children can relate to. Our education team translate the national Ellen Owen curriculum or other topics into a voyage of discovery where young minds can learn and become creative with the information.

Our aim is to celebrate local history and cascade heritage knowledge. Every school visit is designed to meet the needs of the teachers to match their learning programmes.

If children have special educational needs or disabilities then these can also be catered for, once discussed with us.

Local history is very popular and can feature topics like, WWI, WWII, RAF Hornchurch and its pilots. Object handling sessions are also very popular with the children. Other topics popular topics include Victorian Toys, the Titanic and in October 2018 we will be launching our amazing pre-history session. We aim to tailor session to meet the topics of the schools, so advise us of the topic and we will probably be able to prepare a session for you.

A typical session for 30 children, is 90 minutes long and

has a mixture of gallery trails and learning through visual displays or presentations. We also have a range of education loan boxes which can be hired from the Museum, for example Victorian Toys and Wartime etc.

The Museum can also be hired for teacher training events, seminars or one of our team can visit your school to deliver sessions.

For further information email: education@haveringmuseum.org.uk or telephone 01708 766571.

To view the Museum go to YouTube: https://www.youtube.com/watch?v=JfRN9XaHRQE A new education brochure will be available in September 2018.

Ellen Owen Director, Havering Museum e. education@haveringmuseum. org.uk t. 01708 766571

HLTA Preparation and Assessment This term has seen our third cohort of primary school support staff complete their preparation and assessment to gain Higher Level Teaching Assistant status. We have now seen over 50 delegates take part in the process… and they have lived to tell the tale. Havering Kairen Raper School Improvement Services work with Babcock, our Regional Provider of Assessment, to facilitate preparation and assessments which take place in the borough. Many of our delegates have expressed how pleased they are to only need to travel as far as CEME to participate in the three day assessment preparation.

We will be offering the three day Assessment Preparation and Assessment, again during the next academic year. This will take place at CEME on 13th, 14th May and 7th July 2019. The programme is for experienced teaching assistants or those working at a higher level and meeting the 33 Professional Standards for HLTA Status. (Note: Preparation is a compulsory requirement leading to assessment.)

Applicants need to have Level 2 qualifications in both English and Mathematics and are expected to produce the original certificates. For those without these qualifications or those unable to produce their proof of qualification it is possible to complete maths and English tests prior to beginning the process. These tests ensure eligibility for the assessment.

The tests are available form Babcock and are completed

in delegates’ own schools. The costs of the tests are £25 (plus VAT) per test or £40 (plus VAT) for both. Should the candidates need to take both of the tests it is advisable for them to be taken on separate days and Babcock require at least three days notice for these to be sent to schools.

This year’s costs for HLTA Preparation and Assessment will be remaining the same, £199 plus VAT for preparation and £450 for the following assessment. In total it is £649 (plus VAT) per candidate. Application forms and fees are sent directly to Babcock. Full details will be sent into schools in the Autumn term. Should you have any questions, please contact kairen.raper@havering.gov.uk Hsis continue to offer Primary HLTA Network Meetings to Package 1 and 3 schools. These are well attended and give people the chance to meet with other HLTAs from across the borough as well as providing CPD opportunities. The CPD is tailored to meet delegates’ requests for specific areas of CPD and to keep HLTAs informed about current educational practice and developments. Our next HLTA Network Meeting will take place on Wednesday 17th October 2018 (13.00 – 15.00) at CEME; places can be booked via the Portal.

Kairen Raper Inspector Standards and Effectiveness – Maths e. kairen.raper@havering.gov.uk t. 01708 433815

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Inclusion and Assessment for Children with SEND In 2017, it was reported that around 204,000 (or 14 per cent of all pupils in London) had some level of special educational need or disability. This is 20 per cent more than ten years previously and thousands more places for pupils with SEND will be needed in all types of school.

Emma Allen

As a special school, we too have been evolving at a rapid rate to deliver a curriculum that engages, stimulates and stretches our learners with increasingly complex needs.

With a commitment to ensuring 100 per cent engagement in learning, teaching has become increasingly personalised and delivery guided by pupil response. The EYFS framework and goals, with its recognition of the importance of developing communication, making relationships, selfawareness and managing feelings, has led us to focus on what we believe are the key priorities and foundations for becoming a successful learner. We now focus teaching and track progress of all pupils working below year 1 expectations on an expanded version of the Early Learning Goals. Our aim is to develop fluency and generalisation of skills as pupils graduate into the National Curriculum Programmes of Study.

complex learning difficulties. With increased engagement and enjoyment of learning, we see negative behaviours reduce and growing inclusion in all settings becomes an increasing possibility for success.

Mainstream schools are catering for an increasing number of pupils with diverse and complex learning styles. Using the Engagement Profile and Scale as a starting point for determining successful curriculum delivery is vital for learning how to teach our children with more severe and

Emma Allen Headteacher - Corbets Tey School

http://www.complexneeds.org.uk/modules/Module-3.2Engaging-in-learning---key-approaches/All/downloads/ m10p040c/engagement_chart_scale_guidance.pdf

Hsis Primary Conferences – Autumn Term 2018 Hsis Primary Mathematics Conference

Hsis Primary English Conference

The 2018 Hsis Primary Mathematics Conference is planned for Monday 19th November 2018, at CEME.

The 2018 Primary English conference will be held on Friday 5th October 2018, at CEME and we’re planning to offer a variety of keynote addresses workshops and activities – offered free to Hsis Package 1 and 3 schools.

The day will offer a variety of workshops and activities – offered free to Hsis Package 1 and 3 schools.

The Conference will provide ideas to support effective teaching and learning and will provide ideas that can be easily used in maths lessons.

In response to popular demand, Fran Watson of NRICH will be joining us. She will be delivering a totally different session to the one that was so well received at last year’s conference and we are very excited to discover what she will have to share with us this time.

We have also arranged for a number of education suppliers to exhibit on the day.

Full details of the conference will be sent into schools during the beginning of the Autumn Term.

As usual there will be a mixture of practical workshops and contributions from popular authors. Our keynote speaker this year is Sarah Hubbard, HMI and Ofsted's National Lead for English, who will update us on Ofsted's current thinking on the English curriculum.

Our authors are both award winners: Chris Wormell, writer and illustrator whose books have entranced younger children and Ali Sparkes, the author of The Shapeshifter series, a favourite at KS2.

Alongside these, there will be workshops from Nikki Gamble on creating a reading culture, The CLPE and Shakespeare’s Globe. So, all in all, we hope we will have something for everyone.

Full details of the conference will be sent into schools during the beginning of the Autumn Term.

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Update from our partners at The Key All schools in Havering have access to membership of The Key for School Leaders through our partnership with HES and the Havering Academy of Leadership. If you haven’t registered on The Key yet, visit https://schoolleaders.thekeysupport.com and select ‘school already a member.’

The Key for School Leaders is the national information service that provides busy school leaders with instant answers to their questions on all aspects of managing a school.

No question is too big or too small and we cover all topics that are important to school leaders – everything from raising achievement to managing the school budget, safeguarding to preparing for inspection.

The Key provides a wealth of practical resources, including concise summaries of government policies and legislation, template forms and reports, teaching school case studies, sample documents, news alerts, and more.

Here are some articles from The Key that you might find useful this term: 1. School improvement plan: template and checklist (Search ref: 498 on The Key) 2. Key dates and assembly ideas for school leaders (Search ref: 1630 on The Key) 3. Staff induction: your step-by-step guide (Search ref: 1134 on The Key)

The Key App News, significant dates and everything you usually get from The Key, now on your smartphone.

Download the app to receive: •A curated roundup of education news that matters to you, refreshed and updated every weekday •R emain logged in, so you’re fewer clicks away from everything you need.

•Q uickly and easily search The Key for guidance during meetings, wherever you are.

•S ave articles for later, between The Key app and your computer •U se the year planner to stay up to date with key dates and deadlines.

•R eceive alerts on breaking education news from trusted sources.

Visit https://resources.thekeysupport.com/downloadthe-smartphone-app to find out more.

If you need any help registering or using The Key, please contact The Key’s member support team on enquiries@thekeysupport.com or 0800 061 4500.

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What’s been happening on Twitter?

Dates for your diary Reserve your place on the following courses: Headteacher Forums 10 October 2018 (Autumn Term 2018), 1.30pm – 4pm 13 March 2019 (Spring Term 2019), 1.30pm – 4pm 13 June 2019 (Summer Term 2019), 1.30pm – 4pm Deputy/Assistant Headteacher Forums 17 October 2018 (Autumn Term 2018), 1.30pm – 4pm 20 March 2019 (Spring Term 2019), 1.30pm – 4pm 20 June 2019 (Summer Term 2019), 1.30pm – 4pm Subject/Aspect Leader Network Meetings English 25 September 2018 (Autumn Term 2018), 4.15 – 5.45pm 05 February 2019 (Spring Term 2019), 4.15 – 5.45pm 09 July 2019 (Summer Term 2019), 4.15 – 5.45pm English Conference: 05 October 2018 Maths 26 September 2018 (Autumn Term 2018), 4.15 – 5.45pm 05 February 2019 (Spring Term 2019), 4.15 – 5.45pm 03 July 2019 (Summer Term 2019), 4.15 – 5.45pm Maths Conference: 19 November 2018 Science 26 September 2018 (Autumn Term 2018), 4.15 – 5.45pm 04 March 2019 (Spring Term 2019), 4.15 – 5.45pm 17 June 2019 (Summer Term 2019). 4.15 – 5.45pm Science Conference: 08 February 2019

Computing and Online Safety 14 November 2018 (Autumn Term 2018), 4.15 – 5.45pm 06 March 2019 (Spring Term 2019), 4.15 – 5.45pm 12 June 2019 (Summer Term 2019), 4.15 – 5.45pm EMA/EAL 07 November 2018 (Autumn Term 2018), 4.15 – 5.45pm 27 February 2019 (Spring Term 2019), 4.15 – 5.45pm 05 June 2019 (Summer Term 2019), 4.15 – 5.45pm Modern Foreign Languages 09 October 2018 (Autumn Term 2018), 4.15 – 5.45pm 15 January 2019 (Spring Term 2019), 4.15 – 5.45pm 14 May 2019 (Spring Term 2019), 4.15 – 5.45pm RE 02 October 2018 (Autumn Term 2018), 4.15 – 5.45pm 29 January 2019 (Spring Term 2019), 4.15 – 5.45pm 25 April 2019 (Summer Term 2019), 4.15 – 5.45pm HLTA 17 October 2018 (Autumn Term 2018), 1pm – 3pm 26 February 2019 (Spring Term 2019), 1pm – 3pm 18 June 2019 (Summer Term 2019), 1pm – 3pm Music 18 October 2018 (Autumn Term 2018), 4pm – 6pm 14 February 2019 (Spring Term 2019), 4pm – 6pm 23 May 2019 (Summer Term 2019), 4pm – 6pm Early Years Early Years Conference: 30 November 2018 5466

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