Hsis School Improvement Update Issue – 13 – Summer Term 2019

Hsis School Improvement Update Issue - 13

Summer Term 2019 Dear Colleagues, Welcome to our Summer Term 2019 School Improvement Update. I hope that you have all had a restful Easter break and that the summer term has begun smoothly.

Grahame Smith

What’s inside?

As always, the summer term is a busy one for all schools and academies – not least because of the assessment and testing season. This year, of course, we are also anticipating the new Ofsted Framework which will come in to operation from September 2019. Having seen the proposals as part of the national consultation, it does look as if there will be a number of significant changes from the current framework – not least the new ‘Quality of Education’ judgement that will focus not just on outcomes, but also the effectiveness of a school’s curriculum and its Intent, Implementation and Impact. Ofsted are keen to stress that this does not mean urgent wholesale reviews – no ‘reinventing wheels’, ‘babies and bathwater’ or any other cliché we can muster! It does mean, however, taking an intelligent look at the ‘substance’ of our offer to children: the experiences, opportunities, knowledge and skills that we pass on. I have no doubt there will be plenty more discussions around the curriculum in the coming months and we will do all we can to support leaders with the challenges ahead.

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

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• Leadership development programmes from Hsis, the Havering teaching schools and other providers • Mentors for new or less experienced colleagues • On-site support from NLEs, NLGs, LLEs, SLEs and local consultants • Effective practice from schools and academies across the borough • Networking opportunities with other local schools • Blogs, a newsfeed, a noticeboard, resources and publications covering a range of leadership topics. Find out more: www.haveringacademyofleadership.co.uk Twitter: @HaveringAofL Facebook: www.facebook.com/HaveringAofL

Matters 3

English – Knowledge Organisers

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Maths – Sumdog Maths Pilot and Maths Week London

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Science – Raising Science Capital

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Early Years Foundation Stage – Reception Baseline Assessment

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Music – New Model Curriculum

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Primary Languages –

Enhancing your Curriculum

Havering Academy of Leadership – 2019 Havering Headteachers' Conference highlights

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Key Stage Three

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Reducing Workload

10 Religious Education – New opportunities and guidance 10 Havering Train2Teach 11 Havering Sports Collective 11 SEND – Autism and Girls 12 EAL – Updates 12 Safeguarding – Families Facing Adversity

Wishing you all an enjoyable and successful summer term.

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

Ofsted – The Curriculum

13 Wellbeing – Update 14 EdTech – Boosting Educational Technology in Schools 14 The Key – Update

Follow us on Twitter:

@HES_orguk

15 Twitter – Update 16 Hsis In-School Consultancy 16 Termly Forums, Networks

and Conferences

Ofsted – The curriculum matters Ofsted’s proposed new Education Inspection Framework (EIF) will see the introduction of a new key judgement: the quality of education. Ofsted places the curriculum at the heart of education and the curriculum therefore will be a key Jacqueline Treacy consideration in the evaluation of this judgement.

Ofsted’s definition of the curriculum is that it is, “a framework for setting out the aims of a programme of education, including the knowledge and skills to be gained at each stage (intent); for translating that framework over time into a structure and narrative, within an institutional context (implementation); and for evaluating what knowledge and understanding students have gained against expectations (impact).”

content knowledge). Consider how these are needed in teaching children to use Ordnance Survey maps and digital technologies in geography or the teaching of local history at KS2.

It will be the responsibility of leaders, including subject leaders to ensure that teachers have the required knowledge, understanding and skills needed to implement the curriculum.

“Leaders provide effective support for those teaching outside their main areas of expertise.” (Draft Inspection Handbook p 49). Are you confident that all teachers have the pedagogical content knowledge for all subjects and all key stages? If not what plans have you got in place to ensure curriculum requirements are met?

What does this mean for you in schools?

Intent: Do you and members of your community have a shared understanding about the purpose of education and the rationale for the curriculum you offer?

Do you have a clear framework for setting out the programmes of study in your curriculum, which includes the knowledge and skills that children will be taught at each stage of their learning journey? Do curriculum leaders understand the importance of knowledge, progression and the sequencing of key concepts in curriculum design? Does the coverage of the curriculum enable pupils to access content and make progress?

The Early Years Foundation Stage Framework and the National Curriculum will be central to the curriculum offered in maintained schools. Academies are expected to offer all pupils a curriculum that is similar in breadth and ambition, including the requirements to teach English, Mathematics, Science, and Religious Education.

Every school will need to consider local needs and context in order to ensure the curriculum gives its children, especially the disadvantaged “the knowledge and cultural capital they need to succeed in life.” (Draft Inspection Handbook p10)

Implementation: How is your framework delivered then in practice to secure your curriculum intent? It is for you to decide – there is no ‘right or wrong way’, but it needs to match the aims and values of your intent.

It is important that there is rigour in the teaching of subject specific knowledge. If you use a topic based approach, be careful not to lose the ‘subject lens’. Do subject leaders have the knowledge, expertise and ability to design and implement a curriculum that provides sufficient depth and coverage of knowledge and secures progression in learning over time?

Teachers will need to have a good knowledge and understanding of the subjects they are required to teach (content knowledge), how to teach (pedagogical knowledge) and how to teach each subject (pedagogical

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How does the implementation of your curriculum provide equality of opportunity? How do you ensure pupils with additional needs have access to the same curriculum offer as other pupils?

Impact: Does the implementation of your curriculum secure your intent? Do all pupils have access to a broad and balanced curriculum? Is there rigour in the teaching of subjects that allows pupils to acquire subject specific knowledge and understanding and make good progress over time and achieve well? Are pupils prepared for the next stage of their learning? How do you know?

Conclusion: For those of us who believe that the measure of a school’s success has to be more than outcomes on a performance table, the proposed new EIF will be welcome, especially for colleagues in challenging circumstances who act with moral purpose to ensure that the children in their schools have access to a rich and broad curriculum. It will be interesting to read the outcomes of the consultation on the proposed new EIF.

Ofsted – The curriculum matters (continued) Links you may find useful: Draft Education inspection framework: https://www.gov.uk/government/publications/education-inspection-framework-draft-for-consultation Draft Ofsted inspection handbooks: https://www.gov.uk/government/publications/ofsted-inspection-handbooks-drafts-for-consultation Education Inspection Framework Overview of research: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/771328/ Research_for_education_inspection_framework-final-160118.pdf Curriculum research: assessing intent, implementation and impact: https://www.gov.uk/government/publications/curriculum-research-assessing-intent-implementation-and-impact Amanda Spielman’s commentary: https://www.gov.uk/government/speeches/commentary-on-curriculum-research-phase-3 HMCI commentary: curriculum and the new education inspection framework: https://www.gov.uk/government/speeches/hmci-commentary-curriculum-and-the-new-education-inspectionframework Amanda Spielman at the Muslim Teachers’ Association: https://www.gov.uk/government/speeches/amanda-spielman-at-the-muslim-teachers-association Jacqueline Treacy Senior Inspector – Quality Assurance e. jacqueline.treacy@havering.gov.uk t. 01708 431287

English – Knowledge Organisers: An effective way to support cross-curricular writing

Peter Ellison

Over the last few years there has been an ongoing debate over the relative importance of knowledge and skills in education. The government, through the latest iteration of the National Curriculum and supported by research undertaken by OFSTED, has endorsed the effectiveness of a ‘knowledge rich’ curriculum.

This has led teachers to consider how best to present knowledge and to develop pedagogy to ensure that pupils retain it. Although this is not primarily an English concern, it can often be crucial to the success of writing across the curriculum. This is because children write much more effectively if the content of their writing is well understood and fully integrated. Simply, the more they know and the more deeply they understand the content, the better they are able to express their knowledge.

One approach that has become increasingly popular is for teachers to use knowledge organisers, both as a planning tool and for children to learn from. If you haven’t seen one of these, then google ‘knowledge organiser’ and you’ll see hundreds (of varying quality). The principle behind them is that they enable the teacher to group all the knowledge that pupils will learn during a unit of work onto a single sheet of A4 (sometimes covering only one side, sometimes both). The information is usually presented in boxes with each box containing a specific type of information (e.g. Map or diagram, specific vocabulary, key events or aspects, interesting facts). The idea is that pupils learn the

information in one box at a time until they have learnt the whole sheet. Once the information has been learnt, the organiser is removed so that pupils have to rely on their own learning.

Knowledge organisers have a number of advantages: •T hey make clear to pupils the minimum that they have to learn •T hey are useful planning tools because they encourage teachers to specify the minimum learning required •T hey separate the learning of content from writing or expressing the learning so that pupils don’t have to learn the content and write about it at the same time •T eachers can be confident that all pupils have the same basic level of knowledge.

•T hey can be published on the school website and made available to parents.

There isn’t room here to reproduce a knowledge organiser but they are easily found online. If you’d like to see some KS2 good examples, please get in touch.

To learn more, this is a good introduction: https://cornerstoneseducation.co.uk/what-areknowledge-organisers-and-how-can-we-use-them-inthe-primary-classroom/ Peter Ellison Inspector Standards and Effectiveness - English e. peter.ellison@havering.gov.uk t. 01708 433822

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Maths – Sumdog Maths Pilot and Maths Week London Sumdog Pilot Update The Sumdog pilot in Havering is well underway, with over 4.5 million maths questions answered in Havering since Oct 2018! Around 1,000 year 3 and 5 pupils have been logging on every week, and are sitting a second round Kairen Raper of Rising Stars’ PUMA tests this term.

We’ll be able to update you on the progress that pupils are making in our next issue. In the meantime, we’ve been getting some really great feedback from teachers about the ways in which they are using Sumdog in their classrooms.

“Children love it, and are therefore enthusiastic about maths.”

Lauren Dann St Patrick's Catholic School

“We can tailor the programme to fit what we are covering and also use previous years' curriculum for those children who have greater gaps in their understanding.”

Ros Clare Clockhouse Primary School

“I can see which children are using it regularly at home as well as in school.”

Katie Marsh The James Oglethorpe Primary School

“The assessments are helpful in identifying where the children are in their learning and we are able to change questions we don’t want. The children enjoy the competitions.”

Aimee Watkins Clockhouse Primary School

Sumdog also provides engaging, adaptive learning for spelling and grammar and the pilot schools have also been trialing these. If your school would like to have a closer look at what Sumdog can offer for your classes, visit www.sumdog.com/teacher/sign_up Maths Week London: Engage, inspire and motivate children this year with Maths Week London 2019!

On Thursday 14th March I attended the launch of the London Maths Week, at City Hall, London. This is a fantastic opportunity - open, free, to all London schools and is backed by the Mayor’s Fund Sumdog are the driving force behind the week HES are proud to be supporting the first ever Maths Week London, taking place 10-14 June 2019. The aim of this new project is to build children’s confidence, nurture a love of maths and spark an interest in a subject that impacts all of our lives, every day!

Primary and secondary schools from across London are invited to join in the fun and raise the profile of maths across the capital.

There are plenty of ways to get involved! Visit the website www.mathsweeklondon.org to enter the free online maths contest, register for a free starter pack and much more!

On behalf of Maths Week London, The Mayor’s Fund for London will be issuing a number of grants available up to £250 that can be applied for to support you in running your own activity during Maths Week London. To be eligible to access this support funding, schools must have higher than average pupils on free school meals or be situated in an area of deprivation. Find out more and apply at www.mathsweeklondon.org/grant Get involved by sharing your ideas ahead of Maths Week London! Join our Facebook group, follow us on Twitter @MathsWeekLDN and use #MathsWeekLDN. Kairen Raper Inspector Standards and Effectiveness - Maths e. kairen.raper@havering.gov.uk t. 01708 433815

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Science – Raising Science Capital

Science Capital is a Teaching Approach that is designed to support teachers in helping students find more meaning and relevance in science in their everyday lives.

Mina Patel

https://transformingpractice. sciencemuseum.org.uk/what-is-sciencecapital/

Lianne writes about a whole school project below that helped her school raise its science capital. “One less bottle” https:// www.onelessbottle.org/ "At St Ursula’s we have been working on a great project (Reducing our use of single-use plastic) and it has made such an impact on the children and their parents. We now only use refillable water bottles.

• Whole school plastic approach.

• Raised awareness of the need to reduce our use of singleuse plastic.

• 240+ refillable bottles used instead of single-use.

• Our 'Super Scientists' go to classes daily to check that refillable bottles are being used and to find out any ideas the children might have to help save our oceans, animals and planet.

• Class assemblies have been held to make the children aware of plastic pollution.

During Project Week each Year Group at St Ursula’s carried out various activities: • Yr 3 created PowerPoints and posters about protecting our environment. We are hoping that local shops will display our posters.

• Yr 4 then wrote to KFC and Capri Sun about our school project and the need to reduce straws/single-use plastic. A letter has also been sent to Sea World in Orlando, as they inspired us to do the straw count.

• Yr 5 did a litter pick around our school and wrote to Sir David Attenborough.

• Yr 6 did a litter pick of the local area (Straight Road) to find out how much plastic is ending up in our environment. Plus they wrote to Sadiq Khan asking for more drinks fountains in and around London.

Outcomes of the project so far: Our school have become #oneless pioneers. Staff members made pledges to #oneless bottle to reduce their own use of plastic bottles. We had a Facebook poll to ask if parents would make their own pledge to #oneless bottle. We had competitions to write a rap/song/hymn about protecting our world and reducing the use of plastic and prizes were awarded. We are really proud of our achievement and the enthusiasm shown by our children.”

Lianne shares some more useful websites for subject leaders who want to raise science capital at their schools: #onelessbottle https://www.onelessbottle.org/ Inspiring engineers http://www.moreheroesneeded.com/start Keep Britain Tidy https://www.keepbritaintidy.org/ Explorify https://explorify.wellcome.ac.uk/ Newsround https://www.bbc.co.uk/newsround/news/watch_newsround

• Yr 4 worked with Michaela Edgar from Keep Britain Tidy to deliver workshops to their parents about recycling plastic and other materials.

ASE ( Association of Science Education) https://www.ase.org.uk/resources/primary-science/issue-154/ practical-steps-building-science-capital-in-primary-classroom

• Yr 4 also did a 'Straw Count' across the whole school and managed to save 277 straws from ending up in landfill (in one week).

James Dyson Foundation (free resource box for 6 weeks) https://www.jamesdysonfoundation.co.uk/

• The Yr 4 children, along with Michaela Edgar (KBT) and Mrs Nightingill (Yr 4 Teaching assistant) turned the straws into a piece of plastic art called 'The Last Straw'.

Mina Patel Associate Adviser - Science e. hsis@havering.gov.uk t. 01708 433813

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Early Years Foundation Stage – The Reception Baseline Assessment: An Update

Celia Freeth

“The purpose of the Reception baseline assessment is to provide an on-entry assessment of pupil attainment to be used as a starting point from which a cohort-level progress measure to the end of Key Stage 2 (KS2) can be created.

assessment has been designed to include routing rules; “Routing helps to prevent pupils from being presented with too many activities in which they are unlikely to be successful.

It also helps to reduce the time required for the assessment and the possible discomfort that pupils may feel if they are unable to complete an activity.” (STA, 2019, p.5).

The Reception baseline is not intended to:

An online scoring system will record the results of the assessment; “At the end of the assessment, the Reception baseline will record a single raw score out of 45 for each pupil. This score will not be made available to schools. Raw scores will be recorded in the national pupil database and used to create a cohort level progress measure for schools at the end of Key Stage 2.” (STA, 2019, p.9).

• provide on-going formative information for practitioners • be used in any way to measure performance in the early years, evaluate pre-school settings or hold early years practitioners to account • provide detailed diagnostic information about pupils’ areas for development.” (STA, 2019, p.4) The Reception Baseline National Pilot 2019/2020 The Reception baseline national pilot will commence this September. On the 27th February 2019, the Standards and Testing Agency published the assessment framework.

The assessment framework provides the essential details of the assessment and is supported by an accompanying information video available on the GOV.UK website.

The assessment has been developed to consist of tasks in mathematics, literacy, communication and language, which have clear links to the national curriculum. Self-regulation tasks will no longer be included in the assessment. The use of physical resources has been included to “enable some pupils to better demonstrate their skills and level of understanding to the practitioner” (STA, 2019, p.7).

Within the first six weeks, all pupils in the Reception cohort should be assessed by a fully trained practitioner. Each assessment will last approximately twenty minutes. The

Observational assessment, including completion of the EYFS Profile, will work in tandem with the Reception baseline assessment. The aspect of self-regulation will form part of the reformed EYFS Profile. The statutory assessment at the end of the Key Stage 1 will become non-statutory, at the earliest, from the academic year 2022/2023.

For Referencing and Further Information: Standards and Testing Agency (2019) Reception Baseline Assessment. [Online]. [March 2019]. Available from: https:// www.gov.uk/guidance/reception-baseline-assessment Standards and Testing Agency (2019) Reception Baseline Assessment Framework. [Online]. [March 2019]. Available from: https://www.gov.uk/government/publications/ reception-baseline-assessment-framework Celia Freeth Early Years Quality Assurance Manager e. celia.freeth@havering.gov.uk t. 01708 433802

Music - New model curriculum for Music Recent Consultations

Gary Griffiths

The DfE have commissioned the Associated Board of the Royal Schools of Music to produce a model curriculum for Music at KS1, KS2 and KS3.

Publication is expected this summer and consultations will take place over Easter.

An expert panel will oversee the development of the curriculum. Four members of the expert panel are from music education hubs (including three from London). All have led music in schools, covering primary and secondary between them, and at least one has a school improvement background.

The model curriculum will have the same force as existing model curricula available for other subjects. It will not be

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compulsory for any school to adopt it, although feedback we have received from primary music co-ordinators suggests that many will welcome it.

Primary schools following the Charanga Musical School schemes of work (www.haveringonlinemusic.co.uk) need not worry that they should adopt the model curriculum, as Charanga have developed their scheme in line with the National Curriculum.

Havering Music School remains concerned about the availability of Music GCSE and A Level both nationally and within the borough. We strongly believe that: • M usic should be embedded in the curriculum of every school up to the end of Y9 • e very secondary pupil should have a genuine offer of a recognised qualification in Music at KS4

Music - New model curriculum for Music (continued) • s imilarly, an A Level course should be available in the borough to every post-16 student • M usic should be taught by a qualified teacher, who is a Music specialist, at KS3 and above.

We run a Music GCSE course (Edexcel) at our Saturday Music Centre. Candidates need to satisfy us that they are unable to take GCSE Music at school and that the additional work will not be detrimental to their other subjects. Any GCSE Music student in Havering is able to attend additional support classes (any board) at our Saturday Music Centre. Please enquire with the Music School office.

If at some point in the future, all our secondaries offer a viable Music GCSE (or BTEC), we will consider that a success and close our course, as has happened in another area of the country.

If your school engages self-employed peripatetic music teachers, you need to know…

A recent employment tribunal found that a singing teacher at an independent school in Essex should be recognised as a worker and not self-employed. The implications of this include the right to receive holiday pay, whistleblowing protections and

protection against discrimination. This ruling may not mean that every peripatetic teacher must immediately be taken onto the payroll (although IR35 might). Further implications are likely though: for example it may become more difficult to end the arrangement in the event of a fall in demand or unsatisfactory performance.

As part of our Music Education Hub work we are pleased to support any school in Havering to develop their Music curriculum and policy. If you would like to request a structured, supportive conversation, please contact karen.tweddle@havering.gov.uk. There is no charge for this service.

Havering Music School pays for maintained schools and academies in the borough to become members of Music Mark. Please contact gary.griffiths@havering.gov.uk for your school to be nominated for the school year 2019/20.

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

Primary Languages - Enhancing your curriculum How do you bring languages to life?

What fun and effective alternatives to an expensive trip abroad do you have? How do you promote your wider curriculum?

The Europa Centre's language enrichment activities engage reluctant children, stretch the most able, and increase confidence of pupils when speaking a foreign language.

Language sessions at the Europa Centre help to give pupils a sharper focus as they will have to actively use their language skills in real life situations with native speakers. This will happen even at a beginner’s level. For example, pupils are required to speak French/Spanish/German to order a drink and a snack at the café and when buying items in shops. It will demonstrate to the children that languages are real tools not just something they learn in school. These sessions give them confidence and awareness that they really can ‘do’ languages.

Role-plays in shops will demonstrate that speaking perfectly is not always necessary, that communication is much more valuable. In return the pupils will become aware that they might be able to understand more than they realise. It will boost pupils’ motivation to continue with their language studies when back in school, and with increased enthusiasm.

The sessions with native speakers enhance pupils ‘cultural

awareness.' It encourages them to be curious about life in other European countries and will help primary teachers to include this aspect of the wider curriculum.

Organising a foreign trip is time-consuming and unaffordable for many families. A session at the Europa Centre gives the pupils a flavour of life in France, Spain or Germany whilst remaining in Havering, and without the financial commitment of an expensive trip abroad.

We cater for groups up to 30 children and offer two different packages for KS2, with differentiated resources for the Year 3 and Year 4.

Our sessions can be the springboard to encourage young children to carry on with language learning at secondary level.

It might also plant the seed for lifelong language learning.

To discover how the Europa Centre can help you, please join us at the next Hsis Primary Languages Forum on Tuesday 14th May at 4.15pm, which is hosted at the Europa Centre.

The Primary Language Network meetings take place on a termly basis. The most recent meeting was well attended and staff shared ideas around their schemes of work, challenging more able learners in Language lessons and supporting the less confident.

If you wish to come and discover the Europa Centre for yourself contact us on: Carole Vuarrier School Provision Coordinator - The Europa Centre e. carole.vuarrier@havering.gov.uk t: 01708 431681

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Highlights from the 2019 Havering Headteachers’ Conference - Leading Change, Changing Lives The 2019 Havering Headteachers’ Conference was organised by the Havering Academy of Leadership and hosted at the Stoke-by-Nayland Hotel near Colchester.

The event opened with speeches on local priorities and education partnerships from Havering Chief Executive, Andrew Blake-Herbert and Havering’s Director of Children’s Services, Tim Aldridge. Delegates heard from Sean Harford, Ofsted’s National Director, Lord Jim Knight former Schools Minister and current Chief Education Officer at TES Global, as well as Andy Buck – Author and Founder of ‘Leadership Matters’ who focused on approaches to leadership. Day Two explored wellbeing with inspiring input from Viv Grant – Director of Integrity Coaching and Dr Pooky Knightsmith – Mental Health Educator, Speaker, Author and Adviser.

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Key Stage Three – The Lost Years or a Golden Opportunity?

The curriculum is the heart of the school; it tells parents, students and staff what we want for our students. It is very clear that Ofsted is placing greater emphasis on the curriculum, especially in KS3. KS3 has often been viewed as the lost years in a child’s education journey; a twilight zone Stuart McLaughlin that bridges their KS2 SATs and GCSE courses in KS4. To this end, Ofsted’s focus on the curriculum will be the catalyst for some schools to rethink and re-energise their KS3 offer.

In many respects, curriculum planning is one of the most important decisions for senior leaders. We all know that the curriculum is more than the subjects taught and how much time they are allocated. It is how a school ensures that its vision, mission and values are realised.

Senior leaders are under huge external pressure when making decisions about the KS3 curriculum in terms of trying to satisfy Ofsted, the pressures of delivering EBacc in KS4 and the temptation to start preparing for the more demanding GCSE exams too early.

If our KS3 curriculum planning starts with the broader aims of the school rather than succumbing to external pressures, then it has the potential to not only prepare students for the rigours of GCSE but to prepare them for life beyond school, to ensure they are good well-rounded citizens and to ultimately further the vision of the school whatever that may be.

There are a number of important questions that may help senior leaders when considering their KS3 curriculum: • Is your curriculum helping to realise your school’s vision, mission, values and other priorities?

• Have you articulated the broader aims and outcomes that

you want students to achieve through the KS3 curriculum?

• Does your curriculum ensure continuity and challenge for the transition from KS2 into KS3?

• Is the focus on developing skills or mastery or knowledge (or a mix of these)? Whichever it is, it is important that this is clear and articulated.

• Is the KS3 curriculum broad and balanced allowing for SMSC education, physical development, personal development, cultural enrichment, development of employability skills etc.?

To this end, how much time will be dedicated to the core subjects versus providing sufficient time for more practical, personal development and expressive subjects?

• When planning the curriculum, do you take into account the extra-curricular opportunities and other enrichment activities as part of the offer?

• Do you offer a two or three year KS3? Whichever it is, what is the justification?

• Have you built in sufficient aspiration and academic rigour?

Do you plan to meet the DFE’s expectation that 90% of learners will take the EBacc?If so, how will you balance this against the needs of students of all abilities and backgrounds?

Rather than telling people what they should include in their curriculum, the purpose of this article has been to encourage leaders to reflect on some of the key questions that they should consider. After all, there is not a one size fits all model.

If we start with main principles, goals and outcomes that we want our students to achieve then we can make the KS3 curriculum a golden opportunity for our learners, rather than the lost years!

Stuart McLaughlin is Principal of Bower Park Academy, part of the Empower Learning Academy Trust

Ways to reduce workload in your school – Recently added ‘tips and case studies from school leaders, teachers and sector experts’ The Department for Education (DfE) continues to issue content to the Teacher Workload Reduction Toolkit. Recently they reviewed and added to the ‘tips and case studies from school leaders, teachers and sector experts’. It is an easy read as it appears in short bitesize pieces, covering Amanda Jackson all the key areas: feedback & marking, curriculum planning, data management, communications, managing change, behaviour, performance management and staff support. It can be found here https://tinyurl.com/yy486a2z or by searching for the title.

It provides tips to remove unnecessary workload and make policies and processes in schools more efficient, including through the effective use of technology. It also links to case studies of how schools have changed their practice.

The document supplements the materials in the Workload Reduction Toolkit, and builds on the principles and recommendations of the ‘Making Data Work’ report from the Workload Advisory Group and independent review groups on marking, planning and data management.

The document is aimed at school leadership teams, but may also be helpful for governors, middle leaders, teachers and support staff. It takes up to 15 minutes to read. The linked case studies take an additional 15 minutes to read. The hints and tips are not intended to be exhaustive and there is no requirement for schools to use them.

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

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Religious Education - New opportunities and guidance Our Havering Primary RE Subject Leaders’ meetings are still going strong. This term’s meeting will be held at Ardleigh Green Junior School on 2nd May 4:15 – 5:45 and will have a focus on teaching Havering’s syllabus for RE. All RE Subject Leaders are Julia Diamond-Conway warmly welcomed.

During 2019, Havering SACRE (Standing Advisory Council for RE) is carrying out a review of Havering’s RE syllabus.

It is really important to SACRE that the views of those who work with the syllabus are taken into account. SACRE is incredibly grateful to the teachers and governors across the borough who responded to the survey on the syllabus last term.

SACRE is made up of a variety of people. We have representatives from different religions and worldviews, local councillors and teachers. It is incredibly important to have teachers’ voices on SACRE as they help us to put pupils and the RE classroom at the heart of everything we do. We meet after school once a term and currently have one empty teacher vacancy. If you teach RE (either at secondary, or primary - including during PPA cover) and would like to help us discuss RE in Havering once a term, please do get in touch.

Our RE and art competition is open to every school in the

borough, with a closing date of 31st July 2019. Entries should be A3 or smaller and can be 3D as long as no one side is larger than A3 size. The themes are: • Pilgrimages and Journeys • Questions, Questions • Where is God? • Windows on the Soul • Mysteries of Life!

Pupils’ entries should each be accompanied by a short explanatory piece of writing and can be sent to SACRE c/o John Smailes at Romford Evangelical Free Church.

Across the country, withdrawal from RE has become a more frequent and tricky issue for schools to deal with.

The National Association for Teachers of RE have written guidance and made this available, jointly with the NAHT, for all schools. The guidance document is available for free to schools who register with their details at http://tinyurl.com/yyawydbd This guidance has been endorsed and shared by the DfE. Julia Diamond-Conway Hsis Associate Adviser RE National RE Adviser NATRE e: hsis@havering.gov.uk t: 01708 433813 www.natre.org.uk

Havering Train2Teach – Get onboard An Initial Teacher Training programme with a 100% success rate, Havering Train2Teach, led by Engayne Primary School, is a hands-on teacher training programme that has been producing outstanding teachers since its inauguration in 2016.

Many of the trainees in the scheme are career-changers, coming from professions such as opera singing, being a librarian or a photographer, meaning that they can bring a wide range of life experiences and knowledge into the classroom. A number have also been TAs or HLTAs, gaining a degree whilst working to fulfil a life-long ambition to be a teacher. As the course lasts one academic year, trainees are available to take up NQT roles in the July of their training year.

The scheme works on the belief that the key to nurturing successful teachers of the future is training delivered by strong mentors in good or outstanding schools. Trainees benefit from unique, individualised guidance from speciallytrained mentors, and the results of this are clear: a 100% pass rate last year, 72% of the trainees were ‘outstanding’, and 100% took up posts in Havering schools.

This statistic also highlights another huge benefit of Train2Teach: it provides an opportunity for Havering to develop home-grown talent. Not only does the programme involve Professional Studies units provided by the TES Institute, but it also provides face-to-face training that is bespoke to Havering. It is partnered with a number

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of different schools in the borough, such as Mawney Foundation School and Hilldene Primary School, and is constantly open to new partnerships. These partnerships are doubly beneficial, as in-school trainees are supernumeraries, providing greater flexibility within school. Furthermore, the scheme also provides an opportunity for schools to retain high-quality, well-established teachers through the mentoring roles available, for which there is specialised training. Both trainees and mentors praise the merits of Train2Teach.

‘We provide this course and training in Havering so we retain trainees locally for our own schools and develop them into our teachers and leaders of the future.’

And this year promises to be yet another success in the Train2Teach scheme, with all 16 of its current trainees on track to graduate from the programme as ‘good’ or better.

Jill Mackintosh Director Havering Train2Teach Engayne Primary School e: jmackintosh@engayne.co.uk t: 01708 223492 http://haveringtrain2teach.com/ f: HaveringTrain2Teach @HTrain2teach

Havering Sports Collective - A wealth of support...

The Havering Sports Collective was formed when the Government withdrew funding for School Sports Partnerships in 2011. We work across the Borough of Havering collaborating with a number of local partners and companies to provide a network specialising in PE, Sharon Phillips school sport and physical activity.

Primaries and secondaries buy in to receive a variety of services including teacher support for PE, Midday Assistant training, Playleader training, specific sports coaching, Health days and Smart Sessions which seek to educate childrenin Healthy Active Lifestyles and healthy food choices. We have a local group membership with the Youth Sport Trust which provides a wealth of resources and case studies relating to our core provision as well as opportunities for staff development. We also manage and organise the Government funded School Games programme for both primary and secondary schools and host a wealth of additional sports competitions and festivals providing opportunities for all young people to achieve their personal best. In addition to this we coordinate the primary football leagues and cups and also the netball league. At secondary level we manage and coordinate trials for Borough teams and provide transport to County events. We also have leadership programmes providing the chance for students to develop their skills in officiating and assisting at local events.

Havering PE coordinators and Heads of PE meet every term for updates, opportunities and CPD and share good practice. They also have a chance to meet pre vetted external providers and local club officials and coaches who work with schools. This helps to foster excellent community exit routes for students across the Borough. Our main aim is to keep schools joined together through sport and, provide a conduit through which others can make contact and provide a variety of high quality services to further the enjoyment of all young people in sport and physical activity.

We welcome the opportunity to work with all schools and colleges in Havering and look to provide the support that they need to retain high quality PE lessons, offer a variety of extracurricular sports clubs and encourage all young people to be physically active as part of a healthy lifestyle.

Please get in touch to see how we can assist your school.

Sharon Phillips Havering Sports Collective Strategic Lead and School Games Organiser e: sph@cooperscoborn.co.uk t: 01708 251837 www.haveringsportscollective.org @HavSchoolSport

SEND – Autism and girls As a special school where we tend to have a population of approximately 75% boys at any time and a high percentage of pupils with a diagnosis of Autism, we don’t tend to have enough conversations where the theme is focused on Autism in girls.

It is reported that diagnosis of Autism in girls is more challenging as those who are higher functioning will often display far more sociable skills. These may have been carefully mastered to appear similar to their peers and others around them. If diagnosis is missing or delayed until much later in life these girls may feel misunderstood, different or even go on to develop mental health problems.

‘Our challenge in schools is to evolve a curriculum and pedagogy which are responsive to our new understanding of girls with ASC and their specific needs. This will involve a process of inquiry, to investigate and explore, for and with the girls, how best their needs can be met.’

Professor Barry Carpenter CBE, (Chair, ASC and Girls Forum) There is a really useful free mini guide: ‘Autism in girls: Flying under the radar’ accessible via www.nasen.org.uk.

This includes advice on supporting girls with Autism as well as perspectives from parents and professionals (written by Jo Egerton and Barry Carpenter, with the ASC and Girls Forum, National Association of Headteachers).

General facts and figures from the National Autistic Society:

1 in 100 people are on the Autistic spectrum

in the UK •M any are struggling to get the diagnosis and the services that they need.

•9 0% of Autistic people have anxiety and depression.

• Often the therapies and support they need are not available.

•3 x as many boys as girls are diagnosed with Autism.

It's increasingly believed that girls may be better at masking their difficulties, leading to their Autism being missed.

In 2015, the ratio of men to women supported by The National Autistic Society’s adult services was approximately 3:1, and the ratio of boys to girls in the charity’s schools was approximately 5:1. The National Autistic Society also have a Women and Girls' online training module.

Emma Allen Headteacher, Corbets Tey School

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English as an Additional Language (EAL) Cross Borough EAL forum 2019 On 3rd April, the EAL Team hosted an annual Cross Borough Carol Rockey Michelle Wain EAL Forum, coorganised with Barking & Dagenham and attended by delegates from schools in Havering, Barking & Dagenham and Redbridge. This is the third time we have run this event and it was great to see colleagues networking within Havering and beyond!

In response to feedback from the 2018 Forum, the chosen theme of the afternoon was differentiation in the mainstream which included: •J annis Abley signposting delegates to a document, arising from collaboration between EAL professionals from all three local authorities, for moderating EAL assessments; •K amil Trezbiatowski sharing research and practical strategies for differentiation in mainstream classrooms, including the use of substitution grids; •S ue White from Widgit demonstrating how to use simple templates to create resources to support EAL learners through a combination of pictures and translations.

Delegates then had the chance to attend a hands-on workshop and had further opportunities to network over case studies and coffee.

We plan to keep this as an annual event within the Havering EAL team’s calendar so, if you missed it this year, there will be another chance to join us on the 1st April 2020!

The Bell Foundation We would like to take this opportunity to signpost schools towards the growing body of work being carried out within The Bell Foundation’s EAL Programme and the future collaboration that the Havering EAL team plan to have with this important organisation.

In addition to the wide range of curriculum-based teaching resources available within the EAL Nexus platform and the speciallycommissioned research reports, The Bell Foundation are now providing free webinars on a range of areas of interest. These have included such titles as ‘English as an Additional Language and educational achievement in England’, hosted by Professor Steve Strand, University of Oxford, ‘The case for EAL Assessment’, hosted by Professor Constant Leung, King's College London, and Katherine Solomon, The Bell Foundation.

Please don’t worry if you have missed these as the webinars are recorded for easy access at any time – and further titles are planned that will be of interest to practitioners in Havering schools.

The Bell Foundation is currently planning the development of practical tools that can be used to assess the proficiency in English of EAL learners alongside the curriculum. To ensure that these resources are designed to be user friendly and fit the context in which they will be used, The Bell Foundation is looking for schools to test the new materials. We hope that Havering schools will show interest in this project and we would be delighted to hear from you if you would like to be involved. Please don’t hesitate to contact us for more information.

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

Safeguarding – Families facing adversity For children, there are problems that are very high risk: •L iving in a home with domestic violence or domestic abuse

Penny Patterson

•D rug or alcohol abuse - of the parent, or an immediate relation, or the child themselves

• Behavioural problems such as anxiety, stress and anger Another indicator that a family is experiencing multiple problems is when they are known to be regular users of a wide range of services – e.g. benefit services, social housing, health, social care, youth offending or probation.

Family adversity extends to situations where a family struggles with everyday living. This may include:

• Mental health problems - of the parent, or an immediate relation, or the child themselves

• Living in poverty

If these three problems are in a family, the family will always fail. They are known as the co-morbidity factors, they used to be known as the Toxic Trio.

• Family insecurity

All Staff should be on the lookout for possible signs and indicators: • Poor attendance at school or nursery • Not reaching developmental milestones • Poor educational attainment • Poor attachment to parents due to emotional unavailability

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• Chronic or serious illness • Family break up All concerns, including low level welfare information should be taken to the DSL and team. You should follow your in-school concerns procedures.

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

Wellbeing in Havering - Useful advice and practice from local schools Suttons Primary Mental Health Award Suttons Primary School are proud to have achieved a Silver Status School Mental Health Award. They are the 50th school in the country to achieve the award. The Carnegie Centre of Excellence for Mental Health in schools has recognised the work they do to support families and staff as well as pupils.

The school has several projects that support emotional wellbeing. There is a Mental Health curriculum, children practice yoga, enjoy mindfulness and can access a lunchtime Chill and Chat room. Three members of staff have completed the Thrive Approach 10 day Licensed Practitioner training; they are skilled to reengage children who have struggled with a difficult life. Pupils build trusted relationships with adults who support them in feeling safe.

Previously the whole focus was the child, but action plans put in place as part of the award process enabled leaders to think about other stakeholders, especially parents and staff.

The school has a strong community; they talk about being parts of the ‘Suttons Family’.

A popular project, which supports staff wellbeing, is ‘Guardian Angels’. Anonymous angels look out for one another and leave a small treat if someone is having a bad day. It always raises a smile!

Karen Blake Deputy Headteacher, Suttons Primary School Work-Life Balance at Whybridge Infant As with all schools, well-being is a priority at Whybridge Infant School for pupils and staff. Here is what two recent new members of staff said: “I have never laughed so much with colleagues in the staffroom until I joined Whybridge Infants. Sharing experiences and having a social time at break and lunchtime encourages a team atmosphere.” Staff member since January 2018 “Everyone is happy and there is a clear ethos of promoting a work-life balance with a supportive leadership team and caring colleagues. There is a strong sense of Whybridge being a family” Staff member since January 2019.

The leadership team are keen for all staff to have down time whilst at work. It is an expectation that rather than work all through the lunchtime, staff are in the staffroom from 12:30pm and have at least 45 minutes to eat their lunch leisurely and join in the many random topics of conversation often resulting in hilarious laughter. The result of the lunchtime period is that staff feel refreshed and ready to tackle the afternoon in a positive frame of mind.

The leadership team also regularly makes use of staff meeting time to perform many tasks such as the writing of pupil passports, pupil progress meetings and subject monitoring

rather than expecting staff to do these tasks in their own time. The result of the above is a supportive team of colleagues with a good work – life balance.

Ian Bakmann-Madsen Headteacher, Whybridge Infant School Social and Emotional Wellbeing of pupils at Parklands Junior Pupils can struggle at school if there are emotional barriers that inhibit their learning. At Parklands Junior School, we strive to break these barriers by applying a range of strategies to support pupils' social and emotional wellbeing. Pupil voice and peer mentoring are an integral part of this. We have Pupil Ambassadors, who have a number of duties, including ensuring that no child is alone during their free time and a Pupil Council who run various projects including our Science Garden. Our Anti-Bullying Committee (ABC), holds weekly meetings and has undergone restorative training. Our ‘Quad’, where our goats, chickens and rabbits live, is a quiet and calm place for children to reflect and have some time out if needed.

Pupils learn how to care for the animals that live there, whilst helping to develop aspects such as empathy, team building, emotional literacy and resilience.

Home:school communication is imperative to the pupils’ wellbeing. A daily drop-in service is available for parents/ carers, who are able to pop in as and when they need to with any concerns, questions etc. Children are able to come and see me at any time they have a concern or worry about anything. We also have worry boxes in every classroom and outside my office.

Communication with staff and outside agencies assists us in gaining a full understanding of the ‘bigger picture’. Weekly welfare meetings are held where myself (safeguarding), SEND administrator and the attendance officer discuss our most vulnerable children and how best we can support them. All staff know that they can contact me at any time to discuss any concerns that they may have. We have implemented the Metropolitan Police's Operation Encompass, which informs us if the Police have been called out to the house of a child in our school. This enables us to have a clearer picture of the support that may be required at that time.

We hold regular assemblies on how the children can keep themselves safe both in school and at home. Every year I have organised specialist speakers to come and speak to the children and parents about bullying, social media and online safety. In my opinion the most important thing we can do is listen, but also hear what is being said to us.

Janette Watmough Pastoral Manager, Parklands Junior School

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Opportunities to boost education technology in schools - DfE edtech strategy, BESA LendED platform and the Rocket Fund Are you looking for a boost to your school’s edtech provision? If so, the Bett Show 2019 certainly had some answers.

A combination of encouragement from the Department for Education’s increased focus on edtech, the potential to trial products and services via the new BESA Dave Smith LendED website and the fundraising potential of Rocket Fund may help. https://rocket.fund/ The Secretary of State for Education’s speech outlined that the DfE “are going to be shaping…edtech strategy for England” with “a network of demonstrator schools and colleges” for edtech (reminiscent of the ICT Beacon schools from the start of this millennium) a positive direction in which to be moving.

Within his speech Hinds mentioned that BESA (the British Educational Suppliers Association) supported by the DfE had launched their new LendED platform providing schools with a place to search for edtech solutions. An opportunity to “try before you buy, case studies, hints tips and ideas and the reassurance that the companies have been vetted…an informed marketplace, where people can buy with confidence.”

As a way of funding new edtech equipment a number of Havering schools have already given the Rocket Fund a try, including Branfil Primary School – who raised £1234 from 27 donors for 4 new visualisers and Ardleigh Green Junior who funded a set of Chromebooks.

With these points in mind, why not review your edtech strategy, consider options on the BESA LendED platform (maybe even trialling some products and services), then when you have your well-researched shopping list/strategy in place, create a project using the Rocket Fund crowdfunding platform and encourage parents/carers, grandparents, relatives, local businesses, alumni and more to contribute to it. It is not about replacing existing funding, it is about supplementing it for the benefit of pupils and teaching staff alike. https://www.lended.org.uk/ Dave Smith Senior Inspector, Traded Services (Hsis) e. dsmith1.311@lgflmail.org t. 01708 433824

The Key - Ofsted question time Popular articles in Havering: 1. Leadership pay: determining and reviewing pay ranges 2. An ‘outstanding 21st century curriculum: case study' 3. Ofsted curriculum prompts: poster We put your burning questions to Ofsted’s deputy director for schools, Matthew Purves.

How long will it take to fully embed the new framework?

• Your curriculum isn't just about the exam syllabus. Think about the end points you want pupils to get to, the key concepts and what order they need to learn those in • In the first year, inspectors will observe that you're in the process of thinking about your curriculum and report favourably on that On-site preparation time: can the headteacher leave the school site?

• The headteacher will sit down with the inspector on-site and they'll do some of the preparation together • On-site preparation time is about creating the opportunity for those conversations Why the emphasis on EBacc, if we can decide our own curriculum?

• Radically different approaches to the curriculum will be judged fairly

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• (DfE) ambition: 75% of students to be starting to study the EBacc subjects from 2022. Inspectors may ask 'What are you doing to work towards it?'

• There's no children that maths, English, science, languages and humanities aren't appropriate for How will you judge a school in a challenging area?

• If children aren't achieving as well as other children are nationally, they still aren't getting the best possible quality of education • It will, however, judge schools fairly for working hard in difficult circumstances How will you ensure judgements are consistent?

• Moving away from internal data doesn't mean inspection is becoming less reliable. This view presupposes that all internal data is valid and reliable • Inspectors have always spoken to leaders, teachers, and pupils, observed classes and looked at work. Emphasis on joining all those things up 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.

What’s been happening on Twitter?

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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

Termly Forums, Networks and Conferences 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 12 February 2020 (Spring Term 2020), 1.30pm – 4pm

EMA/EAL 05 June 2019 (Summer Term 2019), 4.15 – 5.45pm 30 October 2019 (Autumn Term 2019), 4.15 – 5.45pm 04 March 2020 (Spring Term 2020), 4.15 – 5.45pm

Deputy/Assistant Headteacher Forums 20 June 2019 (Summer Term 2019), 1.30pm – 4pm 17 October 2019 (Autumn Term 2019), 1.30pm – 4pm 26 February 2020 (Spring Term 2020), 1.30pm – 4pm

Primary Languages 14 May 2019 (Summer Term 2019), 4.15 – 5.45pm 08 October 2019 (Autumn Term 2019), 4.15 – 5.45pm 15 January 2020 (Spring Term 2020), 4.15 – 5.45pm

Subject/Aspect Leader Network Meetings

RE 2 May 2019 (Summer Term 2019), 4.15 – 5.45pm 26 September 2019 (Autumn Term 2019), 4.15 – 5.45pm 22 January 2020 (Spring Term 2020), 4.15 – 5.45pm

English 09 July 2019 (Summer Term 2019), 4.15 – 5.45pm 09 October 2019 (Autumn Term 2019), 4.15 – 5.45pm 12 February 2020 (Spring Term 2020), 4.15 – 5.45pm Maths 03 July 2019 (Summer Term 2019), 4.15 – 5.45pm 07 October 2019 (Autumn Term 2019), 4.15 – 5.45pm 03 February 2020 (Spring Term 2020), 4.15 – 5.45pm Science 18 June 2019 (Summer Term 2019), 4.15 – 5.45pm 01 October 2019 (Autumn Term 2019), 4.15 – 5.45pm 03 March 2020 (Spring Term 2020), 4.15 – 5.45pm Science Conference: 01 November 2019

HLTA 18 June 2019 (Summer Term 2019), 1pm – 3pm 29 October 2019 (Autumn Term 2019), 1pm – 3pm 25 February 2020 (Spring Term 2020), 1pm – 3pm Music 23 May 2019 (Summer Term 2019), 4pm – 6pm 10 October 2019 (Autumn Term 2019), 4pm – 6pm 13 February 2020 (Spring Term 2020), 4pm – 6pm Assessment 13 June 2019 (Summer Term 2019), 4.15pm – 5.45pm

Computing and Online Safety 12 June 2019 (Summer Term 2019), 4.15 – 5.45pm 20 November 2019 (Autumn Term 2019), 4.15 – 5.45pm 12 March 2020 (Spring Term 2020), 4.15 – 5.45pm 5649

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