Spring 2017 Growing in strength... Dear Colleagues, Welcome to our Spring Term 2017 School Improvement Update. 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 2017 proves to be a successful year for all of you. It's certainly been a most remarkable second half of 2016. We are used to change in education; it's a way of life and time after time we adapt to it and, in my opinion, become stronger as a result. In 2016, we've had a new Prime Minister and new Education Secretary and, of course, Brexit. Sir Michael Wilshaw is no longer Chief Inspector of Schools. We've had an Education White Paper compelling all schools to become academies, that was then scrapped by the government at the end of October. And then of course there's the future opportunity for 'all' schools to become grammar schools...? May I humbly suggest that the policy may need a little more thought before all schools become grammar schools...? In the here and now, we've all been coping with the new assessment system, new tests, scaled scores, interim frameworks and a new look RaiseOnline report that now gives Key Stage 1 progress measures from EYFS baselines! The Floor Standard and the revised definition for 'Coasting' schools for 2016 are very challenging indeed. I am pleased to report, however, that in Havering we had no schools below the Floor and no schools designated as ‘Coasting’ on the three year measure. Despite all the changes and, let's face it, occasional confusion around national policy, one thing remains constant - children in our schools and academies still need educating to the highest possible standards. And it is here that Havering consistently performs well above national standards - in the top 10% of all 152 Local Authorities for the majority of primary school accountability measures at key stages 1 and 2. Our Ofsted performances are also now starting to improve so we have every reason to be positive and optimistic for 2017. Once again, Happy New Year to all teachers, pupils and governors in Havering - and keep up the good work. Grahame Smith School Improvement Manager
Hsis School Improvement Update Issue 6 The Importance of Leadership at all levels under the current Ofsted Framework Hacton Headteacher Nigel Emes
At the Hsis Headteachers’ Forum in September 2016, I was shocked to hear about huge differences between LA attainment and Ofsted ratings. The question I ask is: is this to do with leaders' preparation for and ability to lead inspections in their schools? We are all very aware that the new Ofsted Framework introduced in September 2015 focuses much more on leadership at all levels. From our experience of Ofsted in November 2015, nearly two thirds of the two inspections was spent with school leaders. Meetings with HMI’s and Inspectors were extremely challenging. However, as far as humanly possible, leaders at Hacton felt confident and competent to lead the inspection in the way we wanted it led. Leaders were: »» Knowledgeable »» Prepared »» Focused All leaders/governors knew about the School’s strengths and areas for development and what we had to put in place or were putting in place to bring about the necessary improvements. My governors had, with myself and my Deputy devised a script that they had taken along to the meeting with HMI based on information they had been given at governors’ meetings and visits to the school in the previous 12 months. All middle leaders prepared an A4 script of successes that had been achieved in their subject areas / phases. At Hacton we found it very useful to start where attainment or progress had improved significantly and then work backwards with regard to developments that school leaders had put in place that had impacted upon progress and attainment. We ensured that middle leaders had practiced their Ofsted interviews with one another and together. At Hacton we received some excellent middle leadership support from Hsis. Leaders were also honest about school improvements they were leading, what was being put in place and impact or expected impact. Continued on page 2