Hsis School Improvement Update Issue 12 – Spring Term 2019

Hsis School Improvement Update Issue - 12

Spring Term 2019 Dear Colleagues, Firstly, I'd like to take this opportunity, on behalf of all of us in the Hsis team, to wish you all a very Happy New Year - and I hope that 2019 proves to be a successful year for all of you.

Grahame Smith

I hope that you will find the Spring Term 2019 edition of the Hsis School Improvement Update very interesting. We have certainly been receiving positive feedback from colleagues at all levels about the insights within the articles and the contributions from schools and companies. In this term’s edition we have articles on well-being and technology, our recent Mathematics Conference, the Healthy Early Years London programme, teacher workload, the work of the Havering Academy of Leadership and much much more.

2018 was a very successful year for Havering’s schools and academies.

This time last year, I published in this column a table from the FFT Aspire data report for Havering. Forgive me the indulgence, but I’m going to do it again! Below is a snapshot of Havering’s overall Key Stage 2 performance, showing where our pupils are at the end of primary education in Havering.

It makes for beautiful reading – showing Havering performance as significantly above average (the green circles) in every single threshold measure for 2018 – just as we were last year and (almost) in 2016 too.

What’s inside?

2

Maths – Exploring Mathematics

3

English – Building an English Curriculum

4

Science – Primary Assessment

4

Workload Reduction – How can edtech help?

5

Early Years Foundation Stage – Healthy Early Years

London Award Programme in Havering 6

Online Safety – Children’s

mental health and technology 6

Primary Languages

7

Music – Live Music in Havering primary schools

8

EAL – PIE update

9

EAL – Meeting the pastoral and learning needs of EAL learners

9

Secondary Update – 2018

Outcomes: What have we learnt?

10 SEND and Assessment – A more informed approach 11 Safeguarding Contacts 12 Havering Academy of Leadership – The Importance of Leadership

So, well done them. Well done you.

Once again, Happy New Year to all teachers, pupils and governors in Havering - and keep up the excellent work!

13 Elm Park Primary School – Excellence Award 13 The Key – Update 14 More governors and

trustees for Havering schools and academies

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

14 Product pilots for Hsis

Follow us on Twitter:

@HES_orguk

schools

15 Twitter – Update 16 In-School Consultancy

and Diary Dates

Maths – Exploring Mathematics: Problem Solving, Reasoning and Magic Havering Primary Mathematics Conference Our Havering Primary Mathematics Conference took place at CEME, during the Autumn Term. Teachers from schools across the borough and beyond attended and threw Kairen Raper themselves wholeheartedly into a day of information, engagement, problem solving and magic. We saw teachers working on the floor with enormous problem solving materials, enthralled with mathematical tricks and working hard on a huge variety of activities.

Teachers enjoyed a key note speech from Andrew Jeffrey, The Mathemagician who shared a variety of activities and mathematical magic tricks. Andrew said the session would “look at ways to ensure ALL children get to experience a little of this magic, whatever their previous experience, attitudes and current attainment level." We were all amazed, entertained and surprised by activities that could be transferred to the class room.

Fran Watson, from NRICH provided a workshop entitled Rethinking Reasoning which aimed to promote the development and progression of reasoning using a framework that NRICH have created. Everyone tried some of these tasks, exploring the opportunities they offer for reasoning in different contexts and for different purposes.

The Problem Solving Company shared a variety of large, problem solving resources allowing teachers to experience

the challenges pupils might face with such tasks. The session also contained a fantastic 'escape room' style task involving a box, padlocks and numerous maths problems.

It was interesting to see how competitive everyone became once engaged with the tasks.

During a workshop with the Happy Puzzle Company we considered how to engage pupils and increase their confidence. We also tried lots of practical puzzles which challenged our ability to solve problems by thinking logically, encouraged team work and led to several outbursts of laughter.

A representative from Maths – No Problem offered a session looking at Bar Modelling. There was an opportunity for teachers to use a bar model with numerous questions.

Teachers identified that Bar Modelling is not a method for solving problems, but a way to see the mathematical structure in a problem and can be used to turn real life problems into a mathematical form acting as a bridge between the concrete and the abstract.

At the end of the day we had a prize draw with lots of interesting prizes donated by our exhibitors. It was a busy, activity filled day and the feedback has been extremely positive. I’ve already heard from teachers who made use of some of the activities in their schools the very next day!

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

2

English – Building an English Curriculum Some thoughts after the English Conference It was great to see so many of you at the recent English conference responding to the Ofsted English Lead Sarah Hubbard’s call for a clearer focus on the curriculum. Alongside the now customary, and reassuring, ‘mythPeter Ellison busting’ slides (There is no such thing as an Ofsted prescribed curriculum), Sarah made some very useful points about Ofsted’s position in the continuing debate about the relative importance of knowledge and skills within the curriculum.

She highlighted a key paragraph in Ofsted’s recent commentary on their research into the curriculum:

through a broad curriculum which encourages independent reading and provides plenty of opportunities for pupils to learn about the wider world.

So, where do we go from here? I think the next step for many schools might be to look at their curricula for reading and writing and ask themselves some questions: •H ow do we choose the books we read and study? Why these particular texts? How do they contribute to pupils’ knowledge of literature and the world?

•H ow do we ensure that no child is left behind in the learning of phonics? How can all our children be helped to read fluently and with expression?

•H ow do we link reading to writing across the curriculum in such a way that subject knowledge and subject-specific literacies (e.g. writing in science) are taught?

•H ow do we select tasks which enable pupils to use their newly leaned vocabulary so that it becomes part of their repertoire for talking, thinking and writing?

There’s no doubt that we will all be discussing curriculum planning more frequently in future because, in the end, a school is its curriculum – and reading and writing are at its heart.

Without doubt, schools need to have a strong relationship with knowledge, particularly around what they want their pupils to know and know how to do. However, school leaders should recognise and understand that this does not mean that the curriculum should be formed from isolated chunks of knowledge, identified as necessary for passing a test. A rich web of knowledge is what provides the capacity for pupils to learn even more and develop their understanding.

So what are the implications for a school’s English curriculum?

You can read Sarah Hubbard’s presentation in full on the portal (go to English resources).

Sarah’s presentation reflected many of the discussions going on in Havering schools at the moment:

We will be running two courses in 2019 on curriculum planning:

•T he importance of vocabulary in pupils’ reading and learning progress.

•T he knowledge of a range of challenging and seminal texts (novels, poems, plays and non-fiction).

•A focus on the application of unconscious phonic knowledge enabling pupils to read fluently with expression.

•T he development of pupils’ knowledge of the world

•P lanning an engaging reading curriculum (June) •D eveloping a whole-school writing curriculum (November) Peter Ellison Inspector Standards and Effectiveness - English e. peter.ellison@havering.gov.uk t. 01708 433822

3

Science – Primary Assessment in Science PLAN is a set of free resources produced to enable teachers to have a clearer understanding of National Curriculum (England) expectations for meeting the standard in science. Annotated Mina Patel collections of children’s work provide examples of what working at the expected standard for primary science might look like for the knowledge and conceptual understanding statements of the programmes of study (POS).

These resources are quality assured and moderated through the network - so teachers and subject leaders can use them with confidence.

Each collection of work shows one example of how a pupil has met National Curriculum statements for a particular area of content but these are not intended to be the definitive way of teaching these statements.

These PLAN planning matrices can be used by teachers to assist with planning.

Please click here to access ASE PLAN: https://www.ase.org.uk/plan Mina Patel Associate Adviser, Science e. hsis@havering.gov.uk t. 01708 433813

Top tips for teachers:

• Please sign up to the Havering Primary Science Conference on Friday February 8th 2019.

We have local teachers sharing good practice and both local and national leaders and institutes speaking about projects and resources for primary science. An all day conference held at CEME from 9am – 4pm that is not to be missed!

• Have you considered the Thames Boat Project? ‘School on the River’ is a free KS2 hands-on Geography and Science workshop, lasting a full school day and based at Teddington Lock. Children learn from the environment around them, explore the foreshore and do science experiments into the health and history of the river.

Please go to www.thamesboatproject.org Have you considered the Primary Science Quality Mark (PSQM) for your school?

It aims:

• To raise the profile of science in primary schools;

• To provide schools with a framework and professional support for developing science leadership, teaching and learning; • To celebrate excellence in primary science;

• To work with existing and facilitate new networks across the UK and wider to provide local support for primary science; • To assemble and make accessible to the wider science education community a rich data base of current practice in primary science.

Please register before March 2019 to start for April 2019 via: http://www.psqm.org.uk/register-your-interest

Workload Reduction: How can education technology help support feedback and marking?

Education technology has a key role to play in ensuring a reduction in workload and time saving in schools. In October 2014, the DfE launched the workload challenge where they asked teachers for their views on how to reduce unnecessary workload. Teachers said that 3 of the biggest areas that can lead Dave Smith to unnecessary workload are marking, planning and data management. In 2018, the DfE launched the Workload Reduction Toolkit, which included a focus on the use of education technology to address workload reduction in terms of communications, curriculum planning and resources, data management, feedback and marking. The Toolkit has several case studies (which the Hsis Computing Team were asked to lead on) focusing-on the use of education technology. One case study explored ways to replace written feedback with verbal feedback. For writing tasks, the teacher would read the work and record what pupils needed to do next into an audio device - subsequently playing this back to pupils in class, reducing note taking. The schools held meetings for parents to explain

4

the reduction in written feedback in the pupils’ books. In terms of quick assessment and feedback, voting systems have been around in various forms for many years, they are nolonger reliant on (expensive) designated handsets. One such system, Learning by Questions (LbQ), is being trialled in Hsis schools. LbQ consists of several curriculum-linked question sets displayed on the screen by adding a code entered by a tablet app or website for pupils to engage with, providing immediate feedback to pupils and teachers alike. Find out more at www.lbq.org Another system is Plickers, a free tablet app which allows teachers to poll a class, without the need for pupil devices. Just give each pupil one of the cards and use a teacher tablet to scan them to do instant checksfor-understanding, exit tickets, and impromptu polls. Finally, continue to make use of simple and reliable visualisers as a quick and easy way to share outcomes of pupils' work and feedback too.

Dave Smith Senior Inspector, Traded Services (Hsis) e. dsmith1.311@lgflmail.org t. 01708 433824

Early Years Foundation Stage – Healthy Early Years London Award Programme in Havering Helping every London child to have a healthy start in life The Mayor of London, Sadiq Khan, officially launched The Healthy Early Years London (HEYL) Programme in late 2018.

The Programme is one of the initiatives introduced as part of the Mayor’s new Health Inequalities Strategy, specifically focussing on helping every London child to have a healthy Celia Freeth start in life by supporting parents and carers, Early Years settings and schools.

The HEYL Programme celebrates the valuable role that Early Years' settings and schools play in addressing the wide range of health and education priorities including the following:

How to participate?

To participate in HEYL, simply visit the following website and register your school: https://www.london.gov.uk/ what-we-do/health/healthyearly-years-london/get-anaward Once you have registered your school, you will be able to complete the ‘First Steps’ registration form and begin your First Steps Award.

You simply need to tick to show that: • All staff have been informed • Parents have been informed • You have started to look at the Voluntary Food and Drink Guidelines • You have added your current Ofsted grading Having gained your First Steps Award, you will be able to print off your certificate in recognition of your achievements. You will then be able to work towards meeting the criteria to achieve your Bronze Award.

If you would like more information about how your school can get involved in the Healthy Early Years London Programme, or you require further support in gaining your HEYL Awards, please contact Celia Freeth.

Havering was one of six London Boroughs to be selected to participate in the recent Healthy Early Years London pilot which ran from June to October 2017, with a total of eight Early Years Settings choosing to take part.

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

Public Health are working in partnership with the Early Years Quality Assurance Team to deliver the Healthy Early Years London Programme in Havering. We are keen for all Early Years providers to achieve their First Steps award and have a staggered roll-out of additional support to help interested settings achieve their Bronze, Silver and Gold Awards.

5

Online safety – Children’s mental health and technology Digital 5 A Day The Digital 5 A Day guide promotes a positive relationship with technology rather than being too restrictive and is based on the NHS’s five steps to mental well-being. These have been placed Amanda Jackson in a digital context and it gives parents guidance and children room to explore and learn while keeping them safe. Importantly, it encourages them to do so themselves.

The 5 elements of a good digital diet are: connect, be active, get creative, give to others, be mindful.

The Digital 5 A Day provides a simple framework that reflects the concerns of parents/carers as well as children’s behaviours and needs. It can also act as a base for family agreements about internet and digital device use throughout both the holidays and term time.

The campaign gives children and parents easy to follow, practical steps to achieve a healthy and balanced digital diet.

The campaign started last year, but it has not reached many schools to date.

You can find out more here https://www.childrenscommissioner.gov.uk/2017/08/06/ digital-5-a-day/

Linking with Switched on Online Safety You could link the Digital 5 A Day to the following Switched on Online Safety Units.

Unit 1.3 - We are responsible internet and device users (Remembering to take time out from technology); Unit 1.5 We are good digital citizens (Developing awareness of what makes a good ‘digital citizen’); Unit 2.2 We are not online bullies (Creating a strong message against online bullying); Unit 3.2 We are digital friends (Developing an awareness of online bullying); Unit 4.2 We are standing up to peer pressure (Dealing positively with peer pressure); Unit 5.2 We are responsible for our online actions (Learning to take responsibility for actions).

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

Primary Languages – What are the keys to success?

Dan Alliot

This year we continue with our termly Primary Languages Network meetings – a chance for subject leaders to come together and share ideas (and challenges) relating to how their schools are implementing the Primary Languages curriculum across KS2, how to ensure learners make substantial progress, and how this can be monitored and evidenced.

It is rewarding to see teachers leave the sessions with ideas to take back directly to their own classrooms and colleagues, newcomers inspired to ‘have a go’, and everyone committed to promoting a positive message to young learners around the value of other languages and the way these can be enjoyed by learners and teachers alike.

We now host our regular meetings at The Europa Centre for Languages – a very fitting venue, perhaps, given that we boast one of the country’s only venues of its type, with a national reputation, which is on our doorstep and has managed to stand the test of time since 1986.

The 2018 National Language Trends Survey of schools has reported some interesting findings – some concerning and others encouraging; • Whilst it highlights that there is a continued shortfall in the number of learners continuing to GCSE or post-16 study of languages, we now know that at KS2, around 80% of primary schools are delivering between 30-60 minutes of language learning each week (75% of which teach French, 23% Spanish and fewer teach German, Italian or other languages).

• Access to training for teachers continues to be a concern

6

(regarding their confidence and knowledge of the subject), but there has been an increase in the number of schools (to 42%) who are delivering their language curriculum via class teachers, and 13% of schools adopt a collaborative approach (between class teachers and the visiting language teachers).

• Whilst learner progress is interrupted by sporadic teaching (where Languages drops off the weekly timetable, particularly around SATs time), there are reportedly more schools who assess learner progress systematically and use this information to inform planning, choice of schemes, approaches to monitoring learning and recording that information within effective and non-onerous systems.

The national survey suggests that learner success is directly related to the degree to which the curriculum is embedded securely and systematically, where teachers receive support and training, and where senior leaders can empower subject leaders to establish a curriculum which is engaging and accessible. Schools within our network report continued success and demonstrate a determination to improve provision year-on-year with clear foci. Still in its comparative infancy as a subject area in primary schools, these network meetings provide an essential forum to ensure that Primary Languages will be a subject which is enjoyed by learners, where success is measured by attitudes as well as outcomes, and where challenges are met through collaboration and sharing.

Dan Alliot Associate Adviser, Primary Languages e. hsis@havering.gov.uk t. 01708 433813

Music – Live music in Havering primary schools

Gary Griffiths

More live music is always very near the top of schools' wish lists. Havering Music School has long offered Primary Live, an orchestral concert in the Queen's Theatre. Primary Live took place in December 2018, with seven schools enjoying a mixed programme, animated by one of our senior teachers, Karen Tweddle.

Karen introduces each item and the orchestra plays extracts to illustrate points for the audience to listen out for, which guides their listening when the orchestra plays the whole piece. There is usually some singing and musical games. In the past, children have been able to come up on stage to conduct the orchestra (briefly, and with a guiding hand on the baton where necessary!). This year, two children from each school came up and accompanied the Sleigh Bell Polka by Johann Strauss on, fittingly, the sleigh bells.

Although we try to allocate spaces to schools fairly, we only have space for about 450 children at Primary Live, so during the summer term, we reinstated our popular primary concerts on Monday afternoons.

A quintet comprising flute, euphonium, violin, viola and piano offers a concert of up to an hour (or it can be split into two shorter concerts if schools prefer). Like Primary Live, the quintet concerts are presented with the age of the audience

in mind, demonstrating the different instrument families and playing a range of music, some of which is familiar to pupils and some quite deliberately not.

While we would love to see more children learning to sing and play as a result, the main purpose is to give children the experience of live musicians. The children seem to appreciate this too, and join in enthusiastically when asked. If they sit too still and quiet, that's always a bit worrying!

We have been out to ten infant, junior and primary schools so far and around 3,800 children have heard us play. We are now taking bookings for the spring term. Your school does not need to be a customer of the Music School to benefit from these concerts.

The Friends of Havering Music School generously subsidise the concerts, so we are able to offer them to Havering maintained schools and academies for just ÂŁ100 per visit.

Please contact jackie.graham@havering.gov.uk to enquire about availability.

Gary Griffiths Head of Havering Music School. e. gary.griffiths@havering.gov.uk t. 01708 450313

7

EAL – Proficiency in English (PIE) update

EAL experts across the country have urged the DfE to reconsider the decision to withdraw the Carol Rockey Michelle Wain PIE scale, urging schools to continue using this to identify need and target support.

A recent report, published by The University of Oxford, The Bell Foundation and Unbound Philanthropy, explores the link between proficiency in English and academic achievement. Using 2017 data from six Local Authorities, the research demonstrates that, with regard to children with EAL, proficiency in English is core to academic success with gender, FSM status and ethnicity having very little impact on a child’s fluency in English.

Above all, the report concludes that, whilst pupils who are New to English, Early Acquisition or Developing Competence need support with their English in order to achieve their full potential, being bilingual can have positive associations: the achievement of pupils rated Competent or Fluent in English is typically higher than monolingual English children!

By continuing to assess pupils using this scale, schools can track pupil progress, monitor interventions and further explore this link between fluency and achievement.

8

Character Education resource If you are an LA-maintained primary or a primary academy with a subscription to EAL services, please look out for your free copy of ‘Character Education: The Star Awards Programme for Primary Schools’.

We are delighted to present you with this resource as part of our partnership with Rising Stars publishers. The resource focuses on six key strands of character education with age-appropriate and progressive lessons for pupils as they move through your school. With its range of downloadable and editable resources, it can be tailored to match exactly to your school’s values and used to supplement your PSHE and SMSC provision.

Our thanks go to Drapers' Pyrgo Priory, Gidea Park College, Scargill Infant School and Scotts Primary for trialling the resources.

If you would like help on how to use the resource, please contact us!

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

EAL – Meeting the pastoral and learning needs of EAL learners Rainham Village Primary School has always had a significant number of EAL learners with over 32 languages being spoken in school. Since the start of September 2018, we have admitted 24 new pupils across the school into years other than Reception with 14 of these Helen Harrow children being EAL learners and for 8 of them we are their first UK school. We are very conscious of how it feels to arrive in a new country as well as a new school and our policy is to ensure, if necessary via image cards, that each child can access their basic welfare needs first.

Due to arrival of these children, our first response was to hold a meeting for our support staff and remind them of what we can do within our budgetary constraints. We looked again at the ‘City of York building blocks for reading and writing’ and reminded ourselves as to how all children learn to read and

write, not just EAL learners. As a team across different year groups, we thought carefully as to how we could support the class teacher with differentiation of the task as well as differing tasks completely to enable as rapid as possible acquisition of language. Rainham Village Primary School subscribes to ‘The Learning Village’ and this resource has been extremely useful in supporting language acquisition whilst promoting independence within the classroom. We also use iPads within the classroom to aid translation, where pupils have first language literacy, and provide images there and then to support learning understanding.

Carol Rockey, Havering EAL Team Adviser, has also observed lessons, met new arrivals and offered concrete advice to staff members.

Helen Harrow Deputy Head Teacher Rainham Village Primary School

Secondary Update – 2018 Outcomes: What have we learnt?

As we come back for the spring term, the school performance tables will be updated with the 2018 validated outcomes on the national comparison websites. If you want to look at any particular school and make sense of its results, but you are still unsure of Ian Gurman all the new GCSE examination grades, have another look at the autumn 2018 edition of this School Improvement Update where the key performance measures are explained.

So, with all the changes, what have we learnt? Well, as was widely predicted, the examinations were more rigorous (read “harder!”) as a result of far more course content in the exam specifications, and grades based solely on examination performance, rather than coursework. Also, as primary colleagues will have similarly seen in the Key Stage 2 test papers, the technical vocabulary and general knowledge demands on students in the examination papers were significantly higher than in the past – with more high mark, extended answers required, rather than short, low tariff questions.

You might be tempted to think “It’s the same for everyone” but the Havering picture suggests otherwise. Headteachers report that the new specifications suited more able, more advantaged students who could adapt to the unpredictable demands and technical vocabulary of the exam papers and who had the general knowledge and “cultural capital”

necessary to be able to answer the more abstract questions.

By contrast, less able and disadvantaged students generally under-performed, disproportionately, compared to some of their peers.

This is not just anecdotal evidence – it is supported by the data. Whilst you might expect students with high prior attainment at Key Stage 2 to attain highly at GCSE, that should not be the case for progress, right? In fact, Havering’s secondary schools have traditionally struggled to achieve good progress from the high attaining pupils that are increasingly coming up from our primary schools. However, in 2018, the 3 schools with the highest average prior attainment on entry also achieved the 3 highest Progress 8 scores; and 5 of the 6 schools with the lowest prior attainment on entry achieved 5 of the 6 lowest Progress 8 scores!

As a result of these changes, along with what we know about the changes in Ofsted’s new framework, most schools are undertaking a thorough review of their curriculum, how they prepare their students for GCSEs, beyond simple course content, and how they can support their less able and disadvantaged cohorts. All in all, 2018 feels like it was a pivotal year.

Ian Gurman Associate Adviser, Secondary e. hsis@havering.gov.uk t. 01708 433813

9

SEND and Assessment – a more informed approach Meaningful assessment is an ongoing topic of conversation in our school.

It effectively keeps us reflecting on whether we are focussing on each pupils' key priorities.

School Standards Minister Nick Gibb has said on behalf of the DfE that a new Emma Allen statutory assessment will replace P scales 1 to 4 and will be based on the ‘7 aspects of engagement’, an assessment approach that focuses on pupils abilities in specific areas like awareness, curiosity and anticipation.

This assessment approach will enable every kind of progress made by these pupils to be identified. This addresses a key issue with P scales, which focused on linear progress, which is not always how children with the most complex needs progress.

At Corbets Tey we are measuring all pupils' engagement, including those working in the early stages of the National

10

Curriculum. We are also developing a much more informed dialogue regarding the next steps of learning we are preparing for.

We are delighted to have five mainstream primary schools now working with us to pilot our assessment system based on expanded Early Learning Goals. This aims to guide primary aged pupils in developing the foundations for learning required to successfully enter the National Curriculum.

For our older and more complex pupils, we are redesigning our curriculum to ensure the most relevant emphasis on developing functional skills.

Assessment leads many of our school improvement initiatives and keeps us fully on our toes in doing our very best to meet our learners' needs.

Emma Allen Headteacher Corbets Tey School

Safeguarding Contacts Any concerns about pupils should be taken to your DSL and Team.

Any concerns about the conduct of adults in the workplace should be taken to the Headteacher.

Whistleblowing – concerns about the conduct of an adult in the workplace.

I f you have a concern about the conduct or behaviour of an adult that you work with, paid or volunteer, speak to your Headteacher.

If you have concerns about the Headteacher contact the LADO. LADO - Local Authority Designated Officer.

01708 431653 Lisa Kennedy lado@havering.gov.uk Additionally there is the NSPCC whistleblowing helpline 0800 028 0285

MASH – concerns about the safety of a child.

Child welfare and safety concerns must always be taken to your DSL (Designated Safeguarding Lead) and team in school.

The only exception to this is if the DSL and team are not available and there is an emergency. You can use the MASH number if you have concerns about any children, not just those that are pupils at your school.

MASH – Multi Agency Safeguarding Hub 01708 433222 (day) 01708 433999 (night)

LSCB

https://www.havering.gov.uk/lscb

Prevent SO15 Counter Terrorism Command

DC Gavin Moore – 07919 628083 or 0203 276 1100 Gavin.F.moore@met.pnn.police.uk PC Jag Shina – 07767765808 Jag.s.shina@met.pnn.police.uk

Hate Crime

Prevent and Hate Crime Coordinator Jess Finnin – 01708 433 225 jessica.finnin@havering.gov.uk or prevent@havering.gov.uk

CSE

CSE (Child Sexual Exploitation) – Lorraine Bartlett lorraine.Bartlett@havering.gov.uk

Missing

CSE & Missing lead – Lorraine Bartlett lorraine.Bartlett@havering.gov.uk Missing education - Lynn Purton – 01708 431852

Gangs & Serious Youth Violence

Chris Stannett – 01708 434916 or 07960 034141 LBH & East London Gangs & Serious Youth Violence - Louise Giles, Detective Sergeant, East Area Gangs Unit – 0201 161 8891 or 0203 276 0523 GangsUnit@met.pnn.police.uk

Safeguarding lead for Education

Penny Patterson – 01708 433813 penny.patterson@havering.gov.uk or ppatterson.311@lgflmail.org

Children with disabilities

Duty Team – 01708 432488 cadduty@havering.gov.uk Anita Sangha – 01708 433367

FGM, Honour Base Violence.

Modern Slavery

Praxis – 0207 729 7985 http://www.praxis.org.uk

Online safety for parents

NSPCC Online Safety Helpline for Parents – 0808 8005002

Online safety support for people working with children

UK Safer Internet Centre POSH - Professionals Online Safety Helpline – 0344 381 4772

Police

• 999 – if something is happening now • 101 – if something had happened, or there is a future risk • 112 - from a mobile with no credit

11

Havering Academy of Leadership – The Importance of Leadership Our vision is simple. It is for Havering’s schools, academies and colleges to have the highest standards of leadership, so that our children and young people can thrive whilst they achieve outstanding outcomes and personal development.

The Academy of Leadership now co-ordinates the provision of leadership programmes at all levels and is working to ensure a coherent leadership development programme from the range of providers, including the Local Authority and the Teaching Schools, national and regional programmes and commercial partners. In essence, it is aiming to ensure that there are no gaps in provision and no unnecessary duplication.

The Academy has already co-ordinated responses from right across the borough and the website, accessed free, hosts the following: We know that effective leadership in schools is by far the most important driver for improved provision, standards and outcomes. It became crystal clear that if we were to secure continuing high standards for the children and young people of Havering, then we needed to invest in leadership.

In an increasingly diverse, even fractured educational landscape, the simple truth was clear: we needed to develop and nurture both current and future leaders by providing (or commissioning) and promoting opportunities for all tiers of leadership. In addition, we needed to map provision from local providers to ensure that there are clear and coherent pathways for staff, including effective induction when new to post, support and challenge when in post, and opportunities, development and preparation for those aspiring to the next tier.

In order to steer this ambitious project, a Leadership Strategy was developed and then the Havering Academy of Leadership was launched, governed by a Board of representative headteachers and principals reflecting the range of stakeholders, providers and education sectors.

The website was launched on 15th March 2018.

The Academy is a genuine collaborative of partners: conceived, born and bred in Havering, to support and develop leadership in Havering’s education community.

It was forged by a partnership between Havering Local Authority, the two Havering Teaching Schools and headteachers, principals and governors across the borough. All schools, academies, free schools and colleges, in all sectors, are automatically members of the Leadership Academy and we are supported by a number of high profile partners, including TES, BESA, SSAT, Rising Stars and The Key.

12

•L eadership training and programmes (local, regional, national) •O n-site consultancy from system leaders (NLGs, NLEs, LLEs, SLEs, consultants and advisers) •M entors drawn from schools for all levels of leadership •A n Effective Practice Register •N etworking opportunities •P ublications and resources The Academy also has a strong social media presence where it promotes upcoming programmes and events, key leadership updates and developments locally and nationally, and advertises opportunities for its member schools for both formal and informal professional development.

One of the future functions of the Academy will be advocacy - for leaders in Havering in relation to local, regional and national initiatives, developments and pressures. The Academy will also track effective leaders at all levels to encourage leadership talent to stay and grow in Havering.

The birth of the Havering Academy of Leadership has provided Havering with a vehicle for managing, promoting, nurturing and retaining talented leaders. It’s still early days, but there is a collective will to make it work.

Get involved now – it’s there for you, wherever you are on the career ladder!

Website: www.haveringacademyofleadership.co.uk Email: leadershipacademy@havering.gov.uk twitter.com/HaveringAofL facebook.com/HaveringAofL

Elm Park Primary School achieves Centre of Excellence Award The school does not see behaviour needs as a barrier to full access to the stimulating and creative curriculum on offer…

Huge congratulations to Elm Park Primary who have achieved the IQM Centre of Excellence Award after meeting the very high criteria. Highlights from the report show how high inclusion is on the school's agenda.

Inclusion is at the heart Inclusion is at the heart of everything that Elm Park School does. It is an innovative and very caring school that is held in very high regard by its pupils, parents and the Local Authority. As one parent stated, “The school really looks after the whole child and teaches them respect for others and how to be interested in things out of school, not only academic achievements.” The Senior Leadership team are very reflective and forward thinking.

What the pupils said: Pupils state that the school is very fair with teachers always listening to both sides of an argument. One year 6 pupil

said, “They always include lots of fun in our learning.”

The pupils are very polite and articulate. They spoke about being given responsibilities, trusted to work independently and being encouraged to help other pupils who may not understand a particular piece of work.

A successful Restorative system at the heart of the school: The Restorative system has been very successful with all pupils appreciating the fact that the peer mentors aim to sort out initial problems without involving staff, unless needed.

The selection process imitates applying for a job after school, so the children can see the importance of the role with the application form and interview system. 90% of parents feel it has improved behaviour. The positive impact that it has had in the playground is going to be further developed by introducing in-class mentors as part of next year's action plan. Well done to all involved!

If you would like to know more about Restorative Approaches and Training across all key stages please contact: penelope.denny@havering.gov.uk Attendance, Behaviour and Traveller Service Manager

Update from The Key Here are some articles from The Key that are currently popular in Havering: 1. Spending the pupil premium (Search ref: 4720 on The Key) 2. Data protection policy and privacy notices: models (Search ref: 804 on The Key) 3. Performance management checklist (Search ref: 10126 on The Key)

Spending the Pupil Premium - Golden Rules The pupil premium must be used to: 1. Raise the attainment of eligible pupils 2. Close the attainment gap between these pupils and their peers You can spend the money as you see fit, as long as you can demonstrate that the interventions funded by the pupil premium are supporting 1 and 2 above.

Can I spend the pupil premium on...

Activities for all pupils?

Yes. There's no minimum number of eligible pupils needed as part of the activity for it to be a valid spending of the grant.

Employing teachers and support staff?

Yes. Groups taught by these staff members don't have to include a minimum number of eligible pupils.

School meals?

No. Funding for free school meals (FSM) is provided through the dedicated schools grant. This is also the case for free school milk.

How do I check who is registered on my school's membership?

If you are unsure who is registered on your school's membership, or would like to invite colleagues, you can do so by visiting my.keysupport.com/dashboard/ and click on ‘roles & organisations’ 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.

13

More governors and trustees for Havering schools and academies In response to a concern shared by some Chairs of Governors about recruiting skilled individuals to serve on governing bodies and trust boards, Havering Governor Services recently hosted a Governor Recruitment event.

The event was run in collaboration Maureen Smith with ‘Governors for Schools’, an education charity that connects skilled and committed professionals with schools and academies who need governors and trustees. As well as inviting targeted individuals by letter, the event was publicised across the Borough and was promoted on social media.

Trevor Cook, Assistant Director of Education, welcomed everyone to the event and was keen to stress how much the Council valued the contribution of governors within the education community. Trevor also outlined the opportunities for governors to share skills and experience but also to develop new skills and meet new people.

Julie Lamb, National Leader of Governance and Chair of Corbets Tey School and the Growing Together Federation, gave an honest account of the rewards and challenges of being a governor – the biggest challenge often being making the time to do the job!

We were delighted to meet over 25 potential governors who spent the evening talking to Chairs of Governors, experienced governors and Headteachers who were all keen to share details of the opportunities for governors and trustees in their schools.

The event generated a number of applications and we have been working with Chairs of Governors to ensure that candidates are appropriately matched with governing bodies requiring the skills on offer in the applicant’s preferred key stage and area of the Borough.

As well as being an enjoyable evening, allowing those interested in education to meet, the result has been the majority of governor vacancies in the Borough being filled and a new cohort of governors who will be able to strengthen the contribution made to the schools and academies.

Maureen Smith Governing Body Support Service Manager e. maureen.smith@havering.gov.uk t: 01708433665

Product pilots for Hsis schools – adding value to Hsis subscriptions As part of our desire to add value and offer new opportunities to Hsis subscriber schools, we were very pleased to offer two pilot projects with education resource providers. The first one was Sumdog, who are working with 10 Hsis schools during 2018-19 to research the efficacy of their online learning tools for maths. Sumdog provides teachers with immediate feedback on pupils’ understanding of maths concepts and next steps for learning. Pupils in Key Stage 2 have been engaging with the content for a minimum of thirty minutes per week. This agreement has provided user schools with a one-year Sumdog Maths subscription (plus subscriptions for the Reading and Spelling sections, in-school training and dedicated support, 3 sets of Rising Stars’ PUMA tests for Year 3 and Year 5 pupils, plus a £100 contribution towards teacher cover for the training sessions. In the first month of usage pupil engagement grew from 93 to 795 pupils across the 10 schools, including independent pupil use during the

14

October half-term holidays. We look forward to sharing more insights into the impact of Sumdog as the year goes on. Find out more about Sumdog at www.sumdog.com Alongside this, during the Spring term 2019, a number of Hsis schools will be working on a one term pilot of Inspection Coach and School Improvement Hub from 2Eskimos, the producers of the record keeping 2Build a Profile app. Inspection Coach is a self-evaluation platform, providing an overview of how schools rate against the Ofsted Inspection Framework. School Improvement Hub allows schools to assign actions to leaders aligned to the self-evaluation outcomes, providing a way to manage the school improvement process across one or more school.

This agreement has provided schools with a 1 year free licence (worth up to £800 per school). free training, plus a lifelong 20% discount on all 2Eskimos software. Find out more about the products at www.2eskimos.com

What’s been happening on Twitter?

15

Hsis In-School Consultancy – Training, Advice, Health Checks and Reviews… whole-school or subject review, middle leader development, data analysis, subject improvement planning, health checks for aspects such as safeguarding, staff meetings or training days, our very experienced team of inspectors and advisers are able to assist. Specialists in their field, they provide you with the reassurance of having the most up-to-date knowledge of local and national initiatives and practical and strategic advice on how to move your school to the next level in subjects and aspects including English, Maths, Science, Computing and Online Safety, Primary Languages and Early Years. We also offer Health Checks for Pupil Premium, Early Years, Assessment, Online Safety, Safeguarding, SMSC, GDPR (Data and Information Security) and bespoke subject reviews. We have also included English as an Additional Language (EAL). Please note that EAL consultancy is free to all Havering LA maintained primary schools at no charge in most cases and all other schools by subscription.

In order to assist school leaders in making the most effective use of support time, we have produced a guide to provide an outline of the types of in-school support and training that we can provide. Therefore, whether you are looking for a

This is by no means an exhaustive list and we are very happy to discuss any bespoke requirements that you may have.

Please do not hesitate to contact us via hsis@havering.gov.uk or 01708 433813 to discuss your specific needs.

Checkout the Hsis In-School Consultancy Guide via the following link - https://bit.ly/2V2mgLx

Dates for your diary Reserve your place on the following courses: Headteacher Forums 13 June 2019 (Summer Term 2019), 1.30pm – 4pm 01 October 2019 (Autumn 2019), 1.30pm – 4pm Deputy/Assistant Headteacher Forums 20 March 2019 (Spring Term 2019), 1.30pm – 4pm 20 June 2019 (Summer Term 2019), 1.30pm – 4pm 17 October 2019 (Autumn Term 2019), 1.30pm – 4pm

English as an Additional Language (EAL) 27 February 2019 (Spring Term 2019), 4.15 – 5.45pm 05 June 2019 (Summer Term 2019), 4.15 – 5.45pm 30 October 2019 (Autumn Term 2019), 4.15 – 5.45pm

Subject/Aspect Leader Network Meetings

Primary Languages 15 January 2019 (Spring Term 2019), 4.15 – 5.45pm 14 May 2019 (Summer Term 2019), 4.15 – 5.45pm 8 October 2019 (Autumn Term 2019) 4.15 - 5.45pm

English 05 February 2019 (Spring Term 2019), 4.15 – 5.45pm 09 July 2019 (Summer Term 2019), 4.15 – 5.45pm 09 October 2019 (Autumn Term 2019), 4.15 – 5.45pm

RE 29 January 2019 (Spring Term 2019), 4.15 – 5.45pm 25 April 2019 (Summer Term 2019), 4.15 – 5.45pm 26 September 2019 (Autumn Term 2019), 4.15 – 5.45pm

Maths 05 February 2019 (Spring Term 2019), 4.15 – 5.45pm 03 July 2019 (Summer Term 2019), 4.15 – 5.45pm 07 October 2019 (Autumn Term 2019), 4.15 – 5.45pm

Assessment 20 March 2019 (Spring Term), 4.15 – 5.45pm

Science 04 March 2019 (Spring Term 2019), 4.15 – 5.45pm 18 June 2019 (Summer Term 2019), 4.15 – 5.45pm 01 October 2019 (Autumn Term 2019), 4.15 – 5.45pm Science Conference: 08 February 2019 Computing and Online Safety 06 March 2019 (Spring Term 2019), 4.15 – 5.45pm 12 June 2019 (Summer Term 2019), 4.15 – 5.45pm 20 November 2019 (Autumn Term 2019), 4.15 – 5.45pm

HLTA 26 February 2019 (Spring Term 2019), 1pm – 3pm 18 June 2019 (Summer Term 2019), 1pm – 3pm 29 October 2019 (Autumn Term 2019), 1pm – 3pm Music 14 February 2019 (Spring Term 2019), 4pm – 6pm 23 May 2019 (Summer Term 2019), 4pm – 6pm 10 October 2019 (Autumn Term 2019), 4pm – 6pm

5563

16