Havering School Improvement Service - Newsletter 5

Hsis School Improvement Update Issue 5 A new suite of Hsis Conferences for 2016-17

Autumn 2016 Dear Colleagues, Welcome back to a brand new academic year with some familiar old challenges!

I hope that you all had a good and well-deserved break and are raring to go for 2016-17.

Well, it was certainly a breathless summer of change: Brexit, PM resignation, PM appointment, Michael Gove and Nicky Morgan gone and Justine Greening now overseeing education (at least she was at the time of going to print!). I have no doubt that the educational direction of travel will be more of the same, but it will be interesting to see if there are any nuances to the bigger agenda, what with a new Prime Minister, new Secretary of State for Education and a new Chief Inspector of Schools at Ofsted. Watch this space…

In Havering, our primary performance remains strong.

On balance, 2015-16 was a good year from an Ofsted point of view with many schools improving on their previous grade or maintaining a good or outstanding judgement. Also, our 2016 results appear to be very positive - though as we all know, uncertainty still reigns on how performance will be represented this year after all the changes and, let’s be honest, all the chaos.

Still, provisional signs are promising, with Havering schools performing 9% above the national average for Reading/Writing/Maths (% Expected+) at Key Stage 2 and typically 3 to 4 percentage points above national average in most measures at Key Stage 1. We also continue to make progress in EYFS – again performing above the national average. Well done to everyone for keeping Havering at (well near) the top of the ladder.

For 2016-17, we will be enhancing our CPD offer for Hsis Package 1 and 3 schools with a range of new one day conferences, with external speakers for English, Maths, Early Years, Computing and EMA. These will provide opportunities for colleagues in schools to attend current, cutting-edge conferences, at no additional charge. We will of course be continuing to run our Headteacher Forums, the Deputy/ Assistant Headteacher Forums, subject, aspect and phase leader networks, HLTA sessions and various leadership, curriculum and teaching events – so there’s something for all members of staff. Please book these sessions in the usual way.

Hsis Conference dates 2016-17: »» Hsis ‘Bringing the Curriculum to Life with Education Technology’ Conference - in association with Martin Bailey of ‘Animate to Educate’ Thursday 22 September 2016, 9am – 4pm »» H sis Early Years Conference Wednesday 12 October 2016, 9am – 4pm »» Hsis ‘Supporting Inclusion, Teaching and Learning through Technology’ Friday 11 November 2016, 9am – 4pm »» Hsis ‘Social Media in Education’ Conference Friday 25 November 2016, 9am – 1pm »» Hsis Ethnic Minority Achievement Conference: ‘Surviving, Striving and Thriving’ Wednesday 22 February 2017, 9am – 4pm »» H sis Maths Conference Monday 13 March 2017, 9am – 4pm »» H sis English Conference Tuesday 28 March 2017, 9am – 4pm Book via www.haveringeducationservices.co.uk

Finally, for 2016-17, we will be enhancing our CPD offer for Hsis Package 1 and 3 schools with a range of new one day conferences, in the column opposite.

With best wishes to you all for a successful 2016-17.

Grahame Smith School Improvement Manager Delegates in the Pod at CEME

English – What an amazing exclamation sentence that was!

So now that moderation is finally over and the results are in, it’s a good time to think about what we’ve learned from the new English assessment regimes at KS1 and KS2. First of all, the Interim Assessment Frameworks have turned out to be less Interim than we might have thought because, as I type this, I see that they’ve been published unchanged for 2017. Some welcome stability, perhaps.

At KS1 the moderation team and moderated teachers learnt a number of useful lessons. First of all, we discovered how amazingly irritating the exclamation sentence is! Teachers and moderators spent a lot of time hunting the pesky creature through the pages of children’s otherwise interesting, lively writing. Our advice is to pin the blighter down as early as possible by teaching children the different ways that they can express emotions in writing without relying solely on punctuation. This can be done by asking children to write diaries, letters or stories which express emotions (surprise, irritation, anger etc.) and showing them how sentence structure can convey feelings (What a terrible day that was!).

In reading, we learnt that video provides the best method of assessment. A short video of a child reading a familiar book followed by a few well-chosen questions will go a long way to

satisfying even the Greater Depth criteria.

At KS2 we learnt that vocabulary has become even more important. This is difficult because, of course, we can’t predict what vocabulary a child will need. Nevertheless, children who are used to encountering new vocabulary and assimilating it into their repertoire will undoubtedly do better in the tests (and in the rest of their school careers).

This underlines the need for all children to be exposed to challenging texts through shared reading.

In writing we found ourselves hunting the passive. We learnt that it doesn’t appear naturally in many children’s writing but needs to be encouraged through the choice of specific kinds of writing task. Science, Geography and History often provided the best tasks.

We also discovered that, in some cases, poor handwriting got in the way of otherwise superb writing being judged as evidence of Greater Depth, so be on the look-out for able writers with poor handwriting and intervene as early as you can.

We will have an opportunity to discuss the SATs, Teacher Assessment and Moderation in greater detail at the next Primary English Subject Leaders’ Network

Peter Ellison Inspector Standards and Effectiveness - English

Maths – The common denominators of moderation The 2017 Interim Teacher Assessment Frameworks for the end of Key Stages 1 and 2 have been published. They remain the same as those issued in 2016. The interim framework does not include full coverage of the content of the national curriculum and focuses on key aspects for assessment. To achieve the different standards pupils will need to be able to demonstrate a broader range of skills than those being assessed within this interim framework. It is important to remember that the end of Key Stage tests will be based on the full curriculum programmes of study and people should not, merely, teach to the framework.

Following the recent round of moderations certain areas for attention have been identified. It is important that when teachers are making their assessment judgements they refer to the published framework. In several schools, evidencing reasoning in maths proved difficult. The standards listed below were those which caused most problems at Key Stage 1.

Working at the Expected Standard »» The pupil can use estimation to check that their answers to a calculation are reasonable (e.g. knowing that 48 + 35 will be less than 100).

2

»» The pupil can use different coins to make the same amount (e.g. pupil uses coins to make 50p in different ways; pupil can work out how many £2 coins are needed to exchange for a £20 note).

Working at greater depth within the expected standard: »» The pupil can reason about addition (e.g. pupil can reason that the sum of 3 odd numbers will always be odd). »» The pupil can use multiplication facts to make deductions outside known multiplication facts (e.g. a pupil knows that multiples of 5 have one digit of 0 or 5 and uses this to reason that 18 × 5 cannot be 92 as it is not a multiple of 5). »» The pupil can find and compare fractions of amounts (e.g. 1/4 of £20 = £5 and 1/2 of £8 = £4 so 1/4 of £20 is greater than 1/2 of £8). »» The pupil can describe similarities and differences of shape properties (e.g. finds 2 different 2-D shapes that only have one line of symmetry; that a cube and a cuboid have the same number.

We will have an opportunity to discuss the SATs, Teacher Assessment and Moderation in greater detail at the next Primary Maths Subject Leaders’ Network Kairen Raper Inspector Standards and Effectiveness - Maths

Secondary Update – Swept under a MAT or put in chains?

Since 2010, the academisation of the secondary sector in Havering has occurred at a more rapid rate than in the primary sector: from the first “sponsored” Drapers’ Academy in 2010 to the conversion of 13 other schools to become stand-alone academies, between 2011 and 2013; leaving only four LA maintained secondary schools as we begin the 2016-17 school year.

Schools Commissioner!)

As primary colleagues know well, the government agenda has evolved since then; with a vision for all schools to be a part of a “small”, “local” Multi Academy Trust (or MAT) as opposed to being a stand-alone academy or part of a large national academies chain (or even continuing as an LA maintained school). So, as primary schools start to have conversations about how, when and with whom they might like to strike up a relationship, secondary schools are once again in the vanguard of either forming or joining MATs (sometimes with a little gentle persuasion from the Regional

The remaining secondary schools and academies are all in discussions to form or join MATs in Havering or neighbouring LAs, so the secondary landscape will look very different by the end of this school year. In the meantime, primary schools will have to learn a new set of names for their local secondary schools and, in several cases, the names of new headteachers.

So, as we start the new school year, what do we know?

Well, in February 2016, Abbs Cross joined the Loxford Academy Trust, which is based in Redbridge, and from September The Chafford School has been a part of the Harris Academy Trust. Also from September, Bower Park, Brittons and Hall Mead have come together to form the Empower Learning Academy Trust, and Frances Bardsley’s LIFE Education Trust has been established and is expecting other schools to join them soon.

Ian Gurman Senior Inspector, Secondary

Havering Apple RTC iLearning Festival 2016 The Havering Apple Regional Training Centre (RTC) iLearning Conference was held at CEME on 16 June 2016 – a great example of school-led CPD sessions that were run by staff and pupils from RTC members Engayne Primary, Elm Park Primary, Scargill Junior, as well as new RTC members Corbets Tey, Five Elms Primary (Barking and Dagenham), Belmont Castle Primary (Thurrock), the Hsis Computing and Online Safety team and Toucan Computing. Sponsored by Apple Education UK and Toucan Computing Limited, the free event was a great success with educators sharing their practice and hints and tips on how to make the most effective use of Apple technology to have impact in the classroom. Teaching staff from schools from across Havering, Essex, London and as far away as Suffolk attended. Guest keynotes included the Principal of Flitch Green Academy, Essex, as well as Apple Distinguished Educator Julian Coultas (ADE), who shared useful advice on ways to both embed education technology into practice and the latest apps for learning.

Feedback was extremely positive, with delegates enjoying the chance to hear ‘colleagues talking about how they have used specific apps successfully in their schools’, the chance to engage with ‘workshops that were very intriguing and packed with lots of useful information’ and ‘enjoyed getting apps… to take back to school’.

Attendees also commented that it was ‘Good that there were actual children there’. Highlights included: Five Elms

Laura Woods of Elm Park Primary School sharing how to use apps to enhance teaching and learning

pupils explaining how to create green screen films to support speaking and listening and writing; Elm Park staff demonstrating how to use Minecraft in the classroom; Scargill Junior exploring Coding through PE and Engayne leading a session on using iPads to support the teaching of Foreign Languages.

Well done to everyone involved.

Look out soon for the 2016-17 course offer co-ordinated by the members of the Havering Apple Regional Training Centre. These will be bookable via the Havering Education Services portal, as well as flyers that will be sent to schools.

Dave Smith Havering Apple Regional Training Centre Manager

3

Ofsted Emerging pitfalls Gaining Good from Ofsted in sufficient numbers continues to be a Holy Grail eluding us here in Havering, despite continued high attainment We have been closely monitoring not only reports, as so often final reports are short and seem only to tell a fractional story at best, or to be a compromise at worst, but the actual activity and cut and thrust of the inspections as they progress. We have drawn some unofficial observations from these during the year which we would like to work on with head teachers and governors expecting inspection.

This year, as nationally acknowledged, has been a little odd as far as test results are concerned, with an enormous drop in the national combined average and some unexpected results from individual schools. Ofsted, though unfortunately not the Regional Schools Commissioner, have recognised the uniqueness of these results and informed inspectors to make progress of pupils within the school currently the main focus of the outcomes and teaching judgements. This no doubt causes jubilation and frustration in equal measures amongst heads. However, what we know is that the primary evidence is the children’s work. Therefore, consistency, sufficiency, copious extended writing across the curriculum, year-appropriate curriculum coverage and very well-kept books are of paramount importance. Further, while it is expected that schools track progress in different ways, leadership needs to be able to clearly and crisply articulate their chosen methodology and above all have some method of demonstrably evidencing progress from starting points (for SEND pupils particularly) and accelerated progress (particularly for the pupils with higher starting points).

Any suggestion that there are better and worse methods of teaching or assessment is forbidden, so no comments can be made in reports regarding classroom practice or marking directly. However, the focus will be on the observed impact of the teaching over time on pupils and testing pupils’ knowledge. Anecdotally, I recently inspected a school which achieved the desired outcome despite the team seeing only five lessons over two days. We examined a large number of books across ALL subjects, looked at art and other practical subject outcomes, interviewed many pupils, heard many pupils read, asked pupils to talk about their learning, how they improve their work and what they needed to do next. There is no expectation at all that marking will be copious, but there is a clear expectation that feedback will demonstrably evidence improvement - consistently across classes, groups and subjects. Wellkept books are also considered strong evidence of good behaviour.

Safeguarding and safety has always been important, but has significantly risen up the agenda in terms of the detail of the inspection. The more cynical might consider that

4

this is the quickest way to require improvement or indeed, if ineffective, a category, but whatever the agenda, it is clear that inspection teams in this area are examining the minutiae of every aspect. There is no room for any lapse in procedure or compliance, even if no child is at risk as a result. We urge schools strongly to have a thorough audit and ensure that all processes are regularly reviewed and records are constantly updated. There is no margin of error!

Governance continues to be a key area. All schools need to ensure their GB minutes evidence real and on-going challenge, not just yes/no questions, or items of factual information, that there is clear evidence of performance management being robust, including the head teacher and that governors are well informed. There needs to be evidence of them accessing external information and that the head teacher’s report is detailed and high quality. A pre-emptive review of governance always goes down well! In feedback inspectors will ask teachers about their experiences of this and about support and training.

Pupil Premium, particularly white disadvantaged boys, continues to be a focus in the London region. Schools need to be able to present confidently on this and governors need to be able to explain the impact of pupil premium money in this regard. Schools should ensure that their pupil premium and SEND reports on the website are informative and above all evaluative as these are read in advance and give a first impression. These pupils and SEND pupils are highly likely to be tracked through as a sample.

The next point is rather mother and apple pie, but nevertheless trips up a number of schools. The starting question in any inspection will always be ‘How well have the previous inspection issues been addressed?’ This is a definite and schools must be ready with full evidence or a very clear story as to why something has not improved.

Essential to the latter argument is also a convincing recovery plan and early signs of impact.

SMSC and British Values remain a significant focus.

Although generally this has been strong, recent inspections have become more focused on ensuring that all the discrete elements are met. Leaders should be clear that they have covered all aspects and be able to point to examples. This will of course be tested with children.

Lastly there appears to be increasing unpredictability in the way different HMIs choose to run inspections. Sudden, unexpected, detailed questioning about an area that did not seem either large or obvious, or an area that seems to be a pet interest of the lead inspector has been a frequent feature! Leaders need to be confident enough to ask clearly what evidence is needed and find it. There is no room for panic. It continues to hold as a truth that inspection confidence and management by leaders can make a big difference to a marginal outcome!

Susan Sutton Education Quality and Effectiveness Manager

Online Safety – ‘What is…?’

Get the low-down on the latest social media trends from www.saferinternet.org

more about the app, the risks and what we can do to avoid them here www.saferinternet.org.uk/news/pokémongo-gaming-gone-mobile

What is Pokémon Go and what do schools need to know?

Upcoming events

Pokémon Go was launched in July and was a popular summer craze with many pupils continuing to play.

Pokémon Go is an app enabling users to create a character and partake in a mobile version of the Pokémon game made popular through Nintendo. Once created the app uses Geo Location enabled through the phone to identify the user’s location. A map is then provided which shows nearby Pokémon. The basic premise of the game is to walk or ride towards the Pokémon in order to capture it and increase your game status. Capture is achieved by throwing a virtual ball on screen at the character.

Stranger danger messages are applicable here. Alan Earl, Harm Reduction Officer, from UK Safer Internet Centre partners, the South West Grid for Learning, explains a bit

Inclusive Teaching and Learning through Technology Friday 11 November 2016, 9am - 4pm, CEME Conference Centre, RM13 8EU. This conference is run in partnership with Corbets Tey School and Crick Software and will focus on overcoming barriers to developing a whole school approach to using technology to support: »» Communication »» Literacy progress »» Visual support »» Social awareness and understanding Places can be booked through the portal: www.haveringeducationservices.co.uk Amanda Jackson Inspector Standards and Effectiveness – Computing and Online Safety

School Improvement Update: Havering’s Newest HLTAs HLTA Assessment Preparation The first Higher Level Teaching Assistant Assessment Preparation Sessions to take place in the borough have just been completed. We have had very positive feedback from those who took part. Our cohort of prospective HLTAs are about to begin their inschool assessments leading to accreditation.

Our first cohort Further 3 Day HLTA Assessment Preparation Courses

are planned for the Autumn and Spring Terms. The next one will take place, at CEME, on 1 and 2 November and 6 December, 9.30am – 3.30pm. Delegates are required to attend all sessions. This course is facilitated by Havering and led by Babcock, our regional provider of assessment. It involves three days at CEME and a half day assessment visit in your own school. The course is available to all schools in Havering with payments being made, directly, to Babcock. Full details are on the portal and schools need to register their interest there.

5

Reading for pleasure for learners of English as an Additional Language

New DfE requirement to report on language proficiency for EAL learners

At the end of the Spring term 2016 the Havering EMA Team provided our LA Maintained Primaries with a selection of EAL readers with audio CD from Scholastic books, and a year’s subscription to an on-line library of dual language texts via ‘Kitaboo Club’ from Mantra Lingua.

EAL Co-ordinators across Havering were thrilled with these free resources and keen to use them in innovative ways with pupils learning EAL and their families. We are pleased to share initial feedback from two schools below who have already made good use of their subscription to Kitaboo Club and would love to hear more from other schools regarding their own projects.

Stephanie Bauer from Ardleigh Green Infant School used the School’s subscription to ‘Kitaboo Club’ at an EAL focussed after school club and told us: ‘I trialled using the Kitaboo books with parents and their children from Reception to Year 2. They were invited to come into school one evening a week for a term to access the books with the children. Feedback from the parents was that the books were engaging and age appropriate and that they found the site easy to use. They also commented that, ‘it was excellent and very useful’. Many of them said they had tried to find dual language books at the library but had not been able to find any. I think the books were most suited to KS1 but the Reception children also enjoyed sharing them with the adults.

Angela Piggott from Harold Court Primary describes here her lunchtime club: ‘It has been a great pleasure to set up an EAL reading club at lunchtimes using the Kitaboo books. Children have been given the opportunity to read a range of popular books in their first language and to hear the story in their mother tongue.’

'The club has really taken off and the children have valued the experience of making new friends with a similar heritage and culture. Bringing their packed lunch with them, the ambience at the big screen viewing is one of fun and unity. The activities at the end of the books have proved challenging and test the children’s understanding as they are in English.'

‘I am very grateful to all at Kitaboo books for creating this wonderful resource. Several of our parents have also embraced the opportunity to share the Kitaboo books at home with their children. The feedback I have received is very positive and they are delighted that their children are continuing to develop their first language through this marvellous resource.’

Great work at both schools to promote the enjoyment of reading for all!

Let us know how your school has used these free resources michelle.wain@havering.gov.uk or carol.rockey@havering.gov.uk

6

Carol Rockey

Michelle Wain

For initial collection in October 2016, and thereafter in every January census, the DfE will require the reporting of children’s levels of language proficiency where a pupil’s language is ‘other than English’.

The EMA team have produced a guidance document to assist you in the assessment of children’s language proficiency.

This can be found as a communication on the Portal entitled Guidance for school leaders: Collection of language proficiency data - Autumn 2016 school census. It can also be found on our resources pages by following the primary school link to our 'Admission, induction and assessment of early-stage learners page.' The guidance document is saved in a new Section 10 of the EAL Admission and Assessment pack recently circulated.

In order to undertake the reporting of language proficiency we recommend that your EAL co-ordinator refer to the Havering EAL Continuum to make a judgement about the appropriate code to use for each pupil, and then liaise with admin staff responsible for the school census.

Please contact michelle.wain@havering.gov.uk or carol.rockey@havering.gov.uk for further guidance.

EAL resources pages online The EMA team now have resources pages on the Havering Education Services Portal that can be located by clicking on your Communications tab via haveringeducationservices.co.uk and then clicking on Resources.

In addition to the new EAL Admissions and Assessment pack, we have also included the RE revised syllabus for Redbridge & Havering and we will be adding some SMSC resources in due course.

The downloadable resources are available to all Havering LA maintained primary schools, provided they have checked the ‘Havering LA maintained primary package 2016-2017’ out of their baskets. The resources are also available to subscribing academies.

History - Looking to the future...

History is a significant part of the National Curriculum. It is important that all those leading history in the primary school, at every stage in their professional development, are able to access high quality networking to support the teaching and learning of history, across both key stages.

The Havering Primary History Network is an established forum of subject leaders, which meets each term at different school locations around the borough, with the stated aim of proactively supporting those responsible for leading, managing and teaching history in primary schools to share innovative teaching ideas and plan for and implement outstanding history in their schools.

There are many benefits of membership of the forum.

For example, history subject leaders use it to explore strategies for developing exciting and engaging historical enquiry in their own schools. It also has a clear focus on promoting and reviewing resources, which are relevant to the history curriculum, and it is an excellent vehicle for the sharing of ideas and best practice with colleagues from other schools.

In addition to these benefits, the network provides a crucial opportunity for exploring cross-curricular themes and how these impact on the teaching and learning of history. As an example of this, at a recent meeting, we discussed and shared examples of SMSC-themed history activities and

explored how to record evidence of the impact of these activities, on pupils (See page 8 for dates).

Pat Fitzpatrick Associate History Adviser

Top tips for History subject leaders • Encourage the use of artefacts by teachers as a means of developing home-school links – ask parents and grandparents to bring in objects, so that the children can understand their lives might differ to those of other people.

• Utilise wide-ranging cross-curricular opportunities to develop children’s reading and writing skills, within history. The Literacy Shed is an excellent resource for developing cross curricular writing www.literacyshed. com/the-history- shed • Undertake an audit to identify how and when each of the five British Values can be best explored in history, in each year group. This will allow you to plan relevant materials and tasks, anticipate when pupils might raise questions and make comments which relate to work which links to the British Values and prepare appropriate responses to such interventions.

Sign-up to British Science Week 2017 Please register to take part in British Science Week 2017, which takes place between 10-19 March 2017. Last year’s theme was space. The theme for 2017 will be announced shortly alongside grants for schools to take part in activities. www.britishscienceweek.org/plan-your-activities/ activity-packs/ CREST Star activities are usually undertaken by 5-7 year olds and can be used during science week.

They are designed to last approximately one hour and you don’t need to be a teacher or have a science background to run them as each activity comes with an organiser’s card with instructions, highlighted safety points and a resource list. www.britishscienceassociation.org/ crest-star- activities Mina Patel Associate Science Adviser

Top tips for Science subject leaders • When planning for your science week or science day, please take a look at CREST star or the British Science week lesson activities. All are freely available.

• Did you know you can use CREST star activities for your science clubs?

• Do you have a gardening club? Have you seen the great activities on the Royal • Horticultural Society website to encourage children and families to take part www.rhs.org.uk/education-learning/gardeningchildren-schools/family- activities/Activities

7

How Corbets Tey School has developed positive partnerships with parents and carers As a Special School we are committed to offering parents the highest level of support within the resources we have.

Last summer we were able to decrease the size of our school kitchen to create a Parent and Carer room and office. This has allowed parents their own space to meet, attend training, use office facilities and also houses a resource bank of games and activities to enable them to reinforce their children’s learning at home.

We have a teacher three days a week who supports vulnerable families as well as one day a week from an experienced home/school support worker. We receive consistently positive reports about the value and impact of these roles in supporting our families.

Our parents are proactive and willing to support other parents utilising their own skills and experiences. We facilitate weekly coffee mornings which are well attended and wherever possible we ensure that the dedicated staff are available for all or some of the time. We have been lucky that in recent months we have been given half a day per week from a school nurse, who is valued by parents as well as staff.

We are currently working towards the ‘Leading Parent Partnership Award’, which we undertook to focus all the work we were already doing and help us to further define

our offer to parents and carers. It has been extremely useful creating an action plan for this area and helped us in developing the consistency of our practice.

This year we have started a staff room food bank which is used discretely and respectfully in line with the changing circumstances of some of our families. Our role goes beyond an educational focus in terms of the importance of both the child and their wider family’s well-being in order for them to thrive and make progress.

The other offer that is appreciated and valued by parents is our ongoing training programme. We offer small and large group training sessions in areas such as 'Communication Systems', 'Phonics at Different Levels' and 'Multi-Sensory Learning Opportunities'. We have also invited parents into an open Maths lesson from which we received very positive feedback.

I think that it is essential to: »» listen to parents, value their skills and experience and provide opportunities for sharing of knowledge; »» create opportunities that allow a genuine partnership between all those supporting each child; »» ensure that communication systems are always open and user friendly for parents and carers.

Emma Allen Headteacher - Corbets Tey School

Dates for your diary Reserve your place on the following courses Headteacher Forums 22 September 2016 (Autumn 2016), 1– 4pm 19 January 2017 (Spring 2017), 1– 4pm 4 May 2017 (Summer 2017), 9am – 12 noon Deputy/Assistant Headteacher Forums 6 October 2016 (Autumn 2016), 9am – 12 noon 23 February 2017 (Spring 2017), 9am – 12 noon 18 May 2017 (Summer 2017), 1– 4pm Subject/Aspect Leader Network Meetings English 12 October 2016 (Autumn 2016), 4.15 – 5.45pm 9 March 2017 (Spring 2017), 4.15 – 5.45pm 13 June 2017 (Summer 2017), 4.15 – 5.45pm Maths 12 October 2016 (Autumn 2016), 4.15 – 5.45pm 17 January 2017 (Spring 2017), 4.15 – 5.45pm 13 July 2017 (Summer 2017), 4.15 – 5.45pm Science 12 October 2016 (Autumn 2016), 4.15 – 5.45pm 18 January 2017 (Spring 2017), 4.15 – 5.45pm 14 June 2017 (Summer 2017), 4.15 – 5.45pm

8

Computing and Online Safety 17 November 2016 (Autumn 2016), 4.15 – 5.45pm 1 March 2017 (Spring 2017), 4.15 – 5.45pm 14 June 2017 (Summer 2017), 4.15 – 5.45pm History 4 October 2016 (Autumn 2016), 4.15 – 5.45pm 7 February 2017 (Spring 2017), 4.15 – 5.45pm 27 June 2017 (Summer 2017), 4.15 – 5.45pm EAL/EMA 2 November 2016 (Autumn 2016), 4.15 – 5.45pm 2 March 2017 (Spring 2017), 4.15 – 5.45pm 17 May 2017 (Summer 2017), 4.15 – 5.45pm RE 28 September 2016 (Autumn 2016), 4.15 – 5.45pm 26 January (Spring 2017), 4.15pm – 5.45pm 26 April (Summer 2017), 4.15 – 5.45pm Assessment 15 November 2016 (Autumn 2016), 4.15 – 5.45pm 18 January 2017 (Spring 2017), 4.15 – 5.45pm 17 June 2017 (Summer 2017), 4.15 – 5.45pm HLTA 29 September 2016 (Autumn 2016), 1 – 3pm 23 January 2017 (Spring 2017), 1 – 4pm 10 July 2017 (Summer 2017), 4.15 – 5.45pm