LA /ESSEX PRIMARY HEADS’ ASSOCIATION SOUTH AREAWEDNESDAY 29 FEBRUARY 2012

MEETING SUMMARY: ISSUES AND RECOMMENDATIONSAgendas and minutes for these meetings available at www.essexprimaryheads.co.uk

Attendance ListDISTRICT AND EPHA AGENDA (a.m.)(Notes below)Sue Faulkner, South Area Improvement ManagerBrenda Dalley, South Chair

The new Ofsted Framework -feedback

RSPB presentationWorkshops:

Human Resources surgery Practical phonics EYFS update “Know your school”

SEPHA meeting

New Headteachers welcomed Hasan Chawdhry Holt Farm Juniors (Interim)Liz Mulcahy Felmore PrimaryPaul Parascandolo Our Lady of Ransom Catholic PrimaryFarewell to the following Headteachers:Monica Dimmock Glebe Infants and UHILynette Higgins The Len Wastell Infant SchoolPhil Manterfield Ingatestone and Fryerning JuniorsHarriet Phelps-Knights, Huma Karim, Lou Reck, Glenys Jones, Lisa WrightHannah Chisholm

Nicki Harris, Steve BallKathy EwersKaren Musgrove & Kath HardyLinda Kilmurry, KYSS & Jenny McCutcheon, Fairhouse Juniors Brenda Dalley

p 1* AREA AGENDAWelcome, introductions and update

Terry Reynolds, Director for Learning

p 2 Working together – a vision for schools, children and families (West meeting)

Dave Hill, Executive Director Schools, Children and Families

p 3-5 Essex Schools and Education Strategy – services to schools and the SEN/AEN strategy

Terry Reynolds

p 6-8 Achievement for All – national and local roll out of the programme

Alison Fiala, Head of Primary ImprovementCarey Bennet, Regional Lead Achievement for All (3As) Ltd.School input from the AfA local pilot

p 8 -10 Human Resources update (North East meeting)

Nigel Sawyer, HR Senior Consultant

p 11-13 Social Care: Local Area Update Safeguarding update – toolkit to support schools’ safeguarding audit of practice

Mark Stancer, Head of Local Delivery South Quadrant

p 13-15 Statutory Assessment – EY, KS1 & KS2 Seona Ford, Senior Adviser for Assessment p 15 -16 School budgets 2012/13 Yannick Stupples-Whyley, Finance Business Partner, Finance

Professional Servicesp 16 Briefing papers:

Equality Act 2010 & Public Sector Equality Duty 2011

Services to Schools Early Years Foundation Stage

p 17 Key dates SOUTH meetings with the Local Authority officers 2011/2012 -at The BelvedereWednesday 13 June 2012Headteachers’ Annual Conference 2012Friday 16 March 2012 Stock Brook Country Club, Nr BillericayDeputy Headteachers’ Annual Conference 2012Friday 12 October 2012 Weston Homes Community Stadium

*Page numbers refer to the full minutes (posted on the website) of the Spring term Area meetings with LA Officers and Headteachers.

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LA /ESSEX PRIMARY HEADS’ ASSOCIATION SOUTH AREADISTRICT AND AREA MEETING

WEDNESDAY 29 FEBRUARY 2012

ATTENDANCE

Present Rochford/RayleighBasildon/Billericay/Wickford Hasan Chawdhry Holt Farm JuniorsTracy Ahern The Phoenix Primary Brenda Dalley Hadleigh Infant & NurseryAlison Blant Pitsea Juniors Monica Dimmock Glebe InfantsRonnie Branch Sunnymede Juniors Richard Green Grove Wood Primary David Bridge The Willows Primary Robin Goodier Holt Farm Infants Luke Bulpett The Kingswood Junior School Melissa Heatherson Hockley PrimaryGill Chapman Leigh Beck Infants & Nursery Andy Howe Rochford PrimaryJean Clark Ghyllgrove Infants Peter Malcolm Rayleigh PrimaryVaughan Collier Buttsbury Juniors Travis Martinson Glebe JuniorsMelissa Eades Sunnymede Infants Caroline Miller Edward Francis InfantsTim Eastwell Lincewood Primary Hayley O’Dea Great Wakering Primary Jo Farrow Greensted Infants & Nursery Paul Parascandolo Our Lady of Ransom Catholic PriWendy Foster Millhouse Infants Lorna Pigram St Nicholas CE Primary Jude Gibbon Ghyllgrove Juniors Lou Reck Down Hall PrimaryMarilyn Hampton Bardfield Primary Maureen Sealeaf Stambridge PrimaryGlenys Jones Fairhouse Infants Gary Soars Edward Francis JuniorHuma Karim Noak Bridge Primary Nikki Stevens St Teresa’s Catholic PrimaryDebbie Loveless Kingswood Infants Marion Still Barling Magna PrimaryJenny McCutcheon Fairhouse Juniors Dale Watson Wyburns PrimaryLiz Mulcahy Felmore Primary Dave Walton Woodham Ley PrimaryJohn Peoples St Peter’s Catholic Primary Rachel Welch Waterman Primary Penny Pepper Eversley Primary Canvey Island/CastlepointDiane Pilgrim Briscoe Primary & Nursery Jacqui Gosnold William Read PrimaryHarriet Phelps-Knights Janet Duke Primary Stephen Harris Winter Gardens PrimaryCristina Portoles Laindon Park Primary Annette Keeney St Katherine’s CE PrimaryHannah Robinson Cherry Tree Primary Michael Thomas Kents Hill JuniorsJames Rogers Vange Primary & Nursery BrentwoodAngela Russell St Anne Line Catholic Infants Margaret Cooper Doddinghurst CE JuniorsSean Tobin Merrylands Primary Karen Gibbons Blackmore Primary Alison Waite Hilltop Juniors Shelagh Harvey Ingatestone InfantsLisa Wright North Crescent Primary Paula Masters Holly Trees PrimaryJayne Young Northlands Infants & Nursery Matt O’Grady West Horndon PrimaryIn Attendance Keeley Pullen Doddinghurst Infants Pam Langmead EPHA Manager Louise Putt Bentley St Pauls CE PrimaryMike Blant EPHA Liaison Officer Helen Craig/Sue Wilson Downham Primary Pat Brown Schools FacilitatorLA Officers ApologiesTerry Reynolds Director for Learning Lynette Higgins The Len Wastell Infant SchoolAlison Fiala Head of Primary Improvement Debbie Rogan Wickford CE InfantsSue Faulkner South Area Improvement

ManagerKevinWatts Northlands Junior School

Mark Stancer Director of Local Delivery South Social Care

Linda KilmurryHannah Chisholm

KYSSRSPB

Steve BallNicki Harris

ECC Human ResourcesECC Human Resources

Carey BennettSeona Ford

Regional Lead Achievement for AllSenior Adviser for Assessment

Karen Musgrove Early Years Kath Hardy Early Years Yannick Stupples-Whyley ECC FinanceKathy Ewers Teaching and Learning Paul Yates & Mark Payne 4MySchools

Note: If your attendance or apologies have not been noted please contact the EPHA Manager at langmead@tesco.net for amendment.

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SOUTH EPHA DISTRICT MEETING MINUTES 29 February 2012

1. WELCOME AND INTRODUCTIONS

Brenda Dalley, Chair of SEPHA, and Sue Faulkner, the South Area Improvement Manager, welcomed headteachers to the district and area meeting.

2. OFSTED FRAMEWORK JANUARY 2012 – UPDATE

A number of headteachers, including Harriet Phelps-Knights (Janet Duke Primary), Huma Karim (Noak Bridge Primary), Lou Reck (Down Hall Primary), Glenys Jones (Fairhouse Infants) and Lisa Wright (North Crescent Primary), fed back their experiences of the new Ofsted framework, introduced in January 2012.

It was generally felt that, as expected, the approach to all inspections was largely driven by RAISEonline data; in some cases the heads felt that inspectors were unwilling to change their initial judgement of the school, which was based wholly on RAISEonline. On the whole, inspectors seemed to focus considerably more on attainment outcomes than progress data.

One phrase used by an inspector was the expectation that “all senior leaders at all levels communicate with each other regularly” and this was followed up during the inspection. There was a general feeling that all leaders, including governors, will have a comprehensive understanding of the school’s strengths and weaknesses and are working together to address issues. At Noak Bridge Primary this was a problem as the Senior Leadership Team has not been in place for some time and the headteacher has been leading the school largely on her own.

There was a mixed picture about the inspection of phonics: in some of the inspections it was barely considered, whilst in others there was a strong focus on inspecting phonics. In all inspections the inspectors did listen to a small number of children read and they determined which children they would hear.

There was a consistent feeling that the bar has been raised considerably and for most the inspection process was an ordeal, though some were more positive than others, depending on the team’s approach.

3. ROYAL SOCIETY FOR THE PROTECTION OF BIRDS (RSPB)A presentation by Hannah Chisholm

The RSPB was formed in 1889 to protect birds from being hunted, mainly for their feathers. There are nature reserves across the country and the RSPB also works internationally in 120 countries.

The association has a strong tradition of community outreach and working with schools. In Essex there are a number of key projects, including Wallasea Island and the Bowers Marsh Nature Reserve

Hannah referred to a research document, Every Child Outdoors, which pulls together key evidence of the importance of children working and playing outside (available on the EPHA websitehttp://new.essexprimaryheads.co.uk/info-and-documents/good-practice)

The RSBP offers various opportunities to schools including visits (both in school and on nature reserves) and give advice on setting up wildlife and bird watching areas on school premises. These are available at a reasonable cost:Mini visits are £50, ½ a day £100 and a full day £180. The RSPB will also offer coach subsidies to schools.

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Wildlife Action AwardsThis award scheme is all about finding out about wildlife, doing practical things to help and telling other people. The scheme gives schools the opportunity to achieve a bronze award, a silver award and a gold award; the activities required to achieve them are divided up into four sections:

Finding out what’s there Helping wildlife Being environmentally friendly Spread the word.   

There are 33 tasks in the award scheme and you get one point for each. However, two of the activities (making a pond and making a wildlife garden) are worth double points.Bronze awardTo get the bronze award, the school needs to complete six activities, including at least one from each section. (But only five activities if one of the activities chosen has double points.)Silver awardFor a silver award, the school needs to do another six (making a total of 12), including at least two from each section.Gold awardFor a gold award, the school needs to do another six activities (making a total of 18), with at least three from each section.

More information from http://www.rspb.org.uk/waa

Hannah ChisholmSouth Essex Education OfficerThe RSPBWat Tyler Country ParkPitsea Hall LaneBasildonEssexSS16 4UH Tel: 01268 498629Mobile: 07540013184E-mail: hannah.chisholm@rspb.org.ukE-mail: SE.Education@rspb.org.uk

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WORKSHOPS:

HUMAN RESOURCESPresentation by Nicki Harris and Steve Ball

Teacher’s PensionsHeadteachers were reminded that there will be a change to the contributions made to teachers’ salaries, which will increase from 6.4% to a variable rate of 6.4% - 8% of salary.

ECC will be writing to all members of the Teacher’s Pension Scheme and these letters will be distributed via schools; headteachers were asked to forward these to their staff. The letters will indicate the banding rather than individual salaries. It was noted that Academies will need to write to their own staff.

If schools are using the ECC payroll system the changes will be automatic, but if schools are using an alternative provider it will be necessary to ensure that those payroll services have made the relevant changes to contributions.

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Department for Education consultations and decisions

National Professional Qualification for HeadshipHeadteacher were reminded that it has been proposed that the requirement for a new headteacher to have NPQH will no longer be mandatory. Revocation of the NPQH is subject to the parliamentary process, and until that takes place the regulations still stand and the NPQH is still required. The department estimates that the parliamentary process will be completed by the end of February.

Governing Bodies may still decide that NPQH is a requirement for headship in their school, but it will not be a statutory requirement.

Qualified Teacher StatusThere is currently a consultation considering whether qualified teachers from America, Australia and New Zealand should automatically be granted QTS. The decision should be made shortly and it is anticipated that the new status would be introduced by the 1st April or 1st August. There is also a consultation around giving FE teachers who hold QTLS (Qualified Teacher Learning Skills) automatic QTS.

General Teaching CouncilThe GTC will be closed from 31 March 2012 and will be replaced by The Teaching Agency. This body will take over the role of the GTC, regulating the standards in the profession. The Teaching Agency is a new executive agency that will be responsible for ensuring the supply of high quality teachers and training, and for teacher regulation. It will open in April 2012 and take on some key functions currently carried out by the Training and Development Agency for Schools, General Teaching Council for England, Children’s Workforce Development Council and the Qualifications and Curriculum Development Agency subject to the necessary parliamentary approvals.

The agency will support teachers, instructors, early years’ workers, classroom-based support staff, SENCOs, educational psychologists and examination officers.

Subject to parliamentary approval of related legislation, the Teaching Agency will be responsible for three key areas of delivery 

supply and retention of the workforce

the quality of the workforce

regulation of teacher conduct.

Performance Management and Capability proceduresHeadteachers were reminded that, from September 2012, schools will be free to adopt their own procedures for performance management and capability, in accordance with new regulations, The Education (School Teachers Appraisal) (England) Regulations 2012. The Department for Education has produced a combined model for performance management and capability, Teacher Appraisal and Capability.

The Appraisal Regulations set out the principles that apply to headteachers and teachers in all maintained schools and unattached teachers employed by a local authority, in each case where they are employed for one term or more. They retain the key elements of the 2006 Regulations but allow schools more freedom to design arrangements to suit their own individual circumstances. They provide the minimum national framework within which schools should operate and say nothing, or very little, on many subjects on which the 2006 Regulations made detailed provision. If they wish, schools may include in their own policies details that are no longer covered by the Appraisal Regulations.

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Schools and local authorities must stay within the legal framework set out in the Appraisal Regulations and in other relevant legislation that affects all employers (for example legislation on equality, employment protection and data protection).

Schools and local authorities must have an appraisal policy for teachers and a policy, covering all staff, which deals with lack of capability. The DfE model policy applies only to teachers, including head teachers, but schools might wish to adapt it for use with all staff. It has been written in the context of schools, but the same principles apply to unattached teachers. It is good practice for schools to consult staff on their appraisal and capability policies. This model policy has been provided as an optional resource for schools and others to which they can refer as they wish as they review and develop their own policies.

The Local Authority has produced separate performance management and capability procedures, based on the regulations and the DfE model, but separates out these two different aspects of management. The LA procedures are currently out to consultation with the trade unions, but it is anticipated that they will be circulated to schools in the next 2 – 3 weeks. Governing Bodies will need to consider and adopt procedures during the summer term, for use from 1 September 2012.

Headteachers were reminded that there will be new teaching standards from all mainscale teachers from 1 September 2012. A consultation is underway in relation to post-threshold status and the proposal is that there will be a new Master Teachers standard, replacing post-threshold, AST and Excellent Teachers.

According to the DfE , the 'Master Teacher Standard' describes a clear set of characteristics for high-performing teachers. They include: Deep and extensive knowledge of their specialism, going beyond the set programmes they

teach. Command of the classroom, skilfully leading, encouraging and extending pupils. They will have

the respect of both pupils and parents. Excellent planning and organisation to ensure pupils are well-prepared for all forms of

assessment. Their classes demonstrate a stimulating culture of scholarship alongside a sense of mutual

respect and good manners. They are highly regarded by colleagues, who want to learn from them. They play a role in the

development of school policies and they engage with professional networks beyond the school.

ECC Human Resources Headteachers were reassured that the current restructure of school improvement services in the Local Authority has not impacted on HR, which has been running as an effective and popular traded service for years. The service has reviewed its operation and will make some changes, enabling consultants to be in schools more easily.

Further training opportunitiesThere will be a two hour training session at the summer term Area headteacher meetings on the new performance management and capability procedures and Deputy Headteachers will also be able to attend. Details will be sent to all schools in the summer term.

HR also works in partnership with the ELP (Essex Learning Partnership) to offer training across the county.

PRACTICAL PHONICSLed by Kathy Evers

Key messages in Reading and Phonics Spring 2012

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Skilled reading requires two processes:

that the reader recognises and understands the words on the page (word recognition processes or decoding using phonic skills)

the development of language comprehension (written texts as well as spoken language are understood and interpreted).

Teaching reading needs to give attention to both dimensions: word recognition and comprehension.

Phonics: The phases of learning Systematic Synthetic Phonics are based on Letters and Sounds but transferable to all schemes. The teaching of phonics should have a clear focus and be multi-sensory and interactive.Children are expected to be secure at Phase 3 by the end of Reception – they will know one representation of 44 phonemes

Children are expected to be firmly in Phase 5 by the end of Year 1 – they will have learnt alternative spellings for phonemes and that some graphemes represent more than one phoneme

Year 1 Phonics Screening Check‘This academic year, all schools with Year 1 pupils will be required to administer the Year 1 phonics screening check. This is a statutory assessment and will take place between 18 and 22 June 2012. Schools should have received copies of the ARA for this. More details will be available in April.

Further information http://www.education.gov.uk/schools/teachingandlearning/pedagogy/a00197709/developing-a-new-year-1-phonics-screening-check

Match-funding for systematic synthetic phonics products and trainingAn online version of the catalogue of approved synthetic phonics products and training is available from the Eastern Shires Purchasing Organisation (ESPO) website. Match-funding is available until March 2013 for all state-funded schools in England with Key Stage 1 pupils, including academies and Free Schools. The Department will not provide funding direct to schools.The catalogue provides all the information schools need to take advantage of this initiative.http://www.espo.org/pdfs/phonics-catalogue-2011.pdf

Key questions: Is an effective system in place for tracking progress in reading? (FS, KS1. KS2) Is there rigorous tracking of phonics progress and attainment by the leadership team and

teachers in relation to national expectations? Are the SLT and staff making effective use of assessments of reading, both day-to-day and

summative to inform next steps? Is there an identified member of staff with responsibility for phonic provision, development

and application to reading/writing – Early Literacy Lead or Literacy Subject Leader. Does the teaching of reading provision include :the balance of shared/individual/guided

reading with clear differentiated planning; modelling of good reading strategies; language comprehension and word de-coding taught effectively

Is there a vibrant reading environment, including a planned reading area in each classroom with appropriate and adequate reading resources of good quality?

How are parents engaged and encouraged to support reading? Is provision mapping for reading in place and regularly updated? Unlike intervention

mapping, this is a systematic approach to mapping appropriate support for pupils including classroom provision, guided and group work and individual interventions. How does the

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school effectively use this to support all groups of learners. Is there an action plan for raising standards in reading and are Governors involved in

monitoring progress against this? Is good practice in reading shared within the school and across other schools?

Support for schoolsDetailed phonic training for KS1 and KS2 teachers is available alongside School Improvement Programmes tailored to individual school needs.To book, phone 01245 434300 or email schools-ld@essex.gov.ukOpportunities to be found in the CPD Brochures or on the CPD website http://www.mycourses.e-gfl.org are as follows:-An Introduction to Systematic, Synthetic Phonics - Phonics into Practice – Getting Started with Phonics - Teaching of Reading at KS1 - Guided ReadingIf you would like any further information on any aspect mentioned above, please contact Carole Sleightholm – Lead Curriculum Adviser (carole.sleightholm@essex.gov.uk

EARLY YEARS FOUNDATION STAGE Karen Musgrove and Kath Hardy

Reforming the Early Years Foundation Stage (the EYFS):Government response to consultation December 20th 2011IntroductionHeadteachers were reminded of the current focus on the reform of early years provision in family and other setting. This links:

Child poverty…early intervention…Early Years Foundation Stage…child protection.‘Children's future attainment, wellbeing, happiness and resilience are profoundly affected by the quality of their experiences during early childhood. Parents are the most important influence, but high quality early education can also make a big difference to children's life chances. Improving the support that children receive in their early years is central to the Government's aims of greater social mobility and reducing the number of children in poverty. ‘Publication of the Government response to the Early Years Foundation Stage (EYFS )December 2011The Early Years Foundation Stage (EYFS) is a comprehensive statutory framework that sets the standards for the learning, development and care of children from birth to five.All providers are required to use the EYFS to ensure that whatever setting parents choose, they can be confident their child will receive a quality experience that supports their care, learning and development.

In the three years since its introduction, it has helped improve outcomes for children.In Essex

NI 72 Essex Results Over 3 Years

Attained 2009 2010 2011 Yes 45% 50% 52% No 50% 50% 48%

NI 72 National Results Over 3 Years

Attained 2009 2010 2011 Yes 52% 56% 59% No 48% 44% 41%

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Notwithstanding this, less than half of children nationally (41%) are still not considered to have reached a good level of development by the end of the year in which they turn 5. In Essex this percentage is 48%. The framework describes what a good provider of early education and childcare should do, the levels of development that most children can be expected to reach by age five, and the requirements against which Ofsted inspects, to ensure high quality. In a diverse sector, the EYFS aims to assure parents of a consistent quality experience for their child. The framework supports an integrated approach to learning and care, with continuity for children for the transition from the foundation years into Year 1 of the National Curriculum.

Dame Clare Tickell published an independent review of the EYFS in March 2011. She recommended a slimmed down Early Years Foundation Stage for 0-5-year-olds, reducing the number of early learning goals from 69 to 17 and focusing on three prime areas of learning: communication and language, physical development and personal, social and emotional development. The reform includes simplified assessment at age five; and a new written summary of children's progress for parents when their child is aged around two.On December 20th the Department for Education published the Government's response to the consultation and announced the launch of a one month consultation on proposed changes to the EYFS (Learning and Development Requirements) Order 2012 and aspects of the learning and development requirements. The Government will implement changes to the EYFS from September 2012.

The reform of the EYFS is an integral part of the Government’s wider vision for families in the foundation years, ensuring that through early help and intervention families are supported to give children the very best possible start in life and every opportunity to fulfil their potential. EYFS reform is part of a wider programme of change through: increased flexibilities in the 15 hours free early education entitlement for three and four year olds (with a sharper focus on quality improvement); the introduction of a new entitlement for two year olds (extended to 40 per cent of two year olds by 2014); reform to the network of Sure Start Children’s Centres (which will continue to be accessible to all families but offer services focused towards those in greatest need); trialling of parenting classes; and an increase in the number of health visitors supporting families from birth to age five. This overall package of reforms has the potential to transform children’s life chances.

In Essex it is expected that in 2012/13 300 school year olds will be funded. Families must be registered with the Children’s Centre and children will be identified according to a number of criteria, including their financial situation, disability, whether they are within a single parent family and so on.

What are the proposed key changes?

The Introduction of three prime areas and four specific areas of learning

Reduction of the number of Early Learning Goals from 69 to 17 with each goal simplified to a three-point scale which sets out what working towards, what achieving, and what exceeding each goal looks like

Simplification of the EYFS profile from 117 pieces of information to 20 pieces of information

Improved clarity around the statutory requirements for safety and welfare arrangements and renamed as the safeguarding and welfare arrangements

Introduction of a new Early Years professional qualification for those working in the childcare sector

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What is meant by the term school readiness?School readiness should be understood in a broad sense. It refers to children having the broad range of essential knowledge and skills that provide the right foundation for good future progress, through school and life. Preparation for that transition should not be seen in a narrow way.

A definition of school readiness states: that children should be “healthy, happy, communicative, sociable, curious, active and ready and equipped for the next phase of learning.”

What are the implications of simplified assessment at age five and how does this support a smooth and successful transition for children into Yr1?In response to the consultation and feedback from practitioners about the process of assessment and the nature and expectations of the ELGs the Government have made some amendments to the draft ELGs The scope of the mathematics goals has been broadened and some clarifications made around literacy (both reading and writing).

The Early Learning Goals now read as follows:

The Prime Areas

Communication and language Listening and attention: Children listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. They give their attention to what others say and respond appropriately, while engaged in another activity. Understanding: Children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events. Speaking: Children express themselves effectively, showing awareness of listeners’ needs. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events.

Physical Development Moving and handling: Children show good control and co-ordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing. Health and self-care: Children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently.

Personal, social and emotional development Self-confidence and self-awareness: Children are confident to try new activities, and say why they like some activities more than others. They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. They say when they do or don’t need help. Managing feelings and behaviour: Children talk about how they and others show feelings, talk about their own and others’ behaviour, and its consequences, and know that some behaviour is unacceptable. They work as part of a group or class, and understand and follow the rules. They adjust their behaviour to different situations, and take changes of routine in their stride. Making relationships: Children play co-operatively, taking turns with others. They take account of one another’s ideas about how to organise their activity. They show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children.

The Specific Areas

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Literacy Reading: Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read. Writing: Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.

Mathematics Numbers: Children count reliably with numbers from one to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing. Shape, space and measures: Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.

Understanding the world People and communities: Children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions. The world: Children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes. Technology: Children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes

Expressive arts and design Exploring and using media and materials: Children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function. Being imaginative: Children use what they have learnt about media and materials in original ways, thinking about users and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories.

The replacement EYFS profileIn addition to capturing 17 pieces of information the EYFS profile will also ask teachers to make ongoing assessments against three characteristics of effective learning. These characteristics describe factors arising from within the child which play a central role in learning and becoming an effective learner. These learning characteristics run through and underpin all seven areas of learning and development and need to be continuously observed and fostered but cannot be described in a developmental sequence.Proposed Timeline: (please note this is still subject to change)

Publication of the final revised EYFS framework and associated regulations Spring 2012 (end of March)

The Standards and Testing Agency at the Department for Education will be producing exemplification guidance to support teacher judgements against the goals for the EYFS profile. To be published Spring 2012

EYFS implemented September 2012 New EYFS assessments completed June 2013 New EYFS profile data published Autumn 2013

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Pilot for new EYFS profile are taking place over Spring and Summer 2012 terms

Reference was made to the Foundation Years websitehttp://www.foundationyears.org.uk/which includes a daily countdown to the introduction of the new EYFS.

In addition, the 4Children website is very usefulhttp://www.4children.org.uk/

Dates for Schools’ half day briefing sessions: Half day morning and afternoon session. Times to be confirmed with information sent to schools

11/6/12 – Harlow CDC 12/6/12 – Harlow CDC18/6/12 – Gt Baddow CDC19/6/12 – Gt Baddow CDC22/6/12 – Colchester CDC25/6/12 – Colchester CDC26/6/12 – Wickford CDC27/6/12 – Wickford CDC

KNOW YOUR SCHOOL SURVEY Presentation by Linda Kilmurry, KYSS, and Jenny McCutcheon, Fairhouse Juniors

The Know Your Schools Survey is a tool for headteachers that will provide a strategy and culture review of all stakeholders. It gives a multi-dimensional picture of how staff, governors, pupils and parents view the school. By getting under the surface, the KYSS survey reveals behaviours, attitudes and perceptions that are moving the school forward or holding it back. The KYSS report provides objective evidence that can be used to guide strategic decision making. The information is also useful for checking the school’s understanding of where its strengths and opportunities lie.

There are seven KYSS impact indicators: Communication Leadership Spending strategically Performance and opportunity Values and behaviours Enjoyment and engagement Staff commitment

The KYSS report is designed to be simple and easy to interpret, with each section providing increasing levels of details.

What’s in each section? The section on participation levels sets out how many people from each stakeholder group

chose to take part in the survey, an indicator of engagement levels in the school. In the executive summary the circumplex provides a visual snapshot of how positively

stakeholders rated the school in each of the seven Impact Indicators. The report provides analysis and data for each of the Impact Indicators. Graphs highlight the

difference between stakeholder groups and show how the school compares with other schools. The school’s strengths and areas for development are also highlighted.

Towards the end of the report there are indications of the school’s lowest and highest average ratings.

Finally the report sets out recommendations for improvement based on the outcomes of the survey.

Jenny McCutcheon, Headteacher at Fairhouse Juniors, confirmed that they had found the

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completion of the KYSS to be a very positive activity. She explained that it takes about 20 minutes for staff, leaders and governors to complete the survey, whilst pupils (from Years 5 and 6) and parents/carers take around 10 minutes to complete the survey. The survey is completed on-line and the data is analysed by KYSS. The intention is to provide a constructive and developmental report.

The cost to schools is £1,300 for a school with up to 500 pupils, and £1,500 for schools with over 500 pupils. For this fee the school receives two bound copies of the report plus a soft copy, and a feedback session following the analysis of the data.

Linda also confirmed that there is a possibility of schools joining as a cluster and this could reduce the cost per school and also provide comparative data among schools, as well as individual reports.

For more information, contact:Linda Kilmurry or Martin RipleyTelephone: 0845 120 2483 or 07802 646532Email: assistant@kyss.org.ukWeb: www.kyss.org.uk

4.

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iv)

v)

SEPHA UPDATE

The following new Headteachers were welcomed to the South Area:Hasan Chawdhry Holt Farm JuniorsLiz Mulcahy Felmore PrimaryPaul Parascandolo Our Lady of Ransom Catholic Primary

Thank you and farewell to the following headteachers, who are retiring at the end of term:Monica Dimmock Glebe Infants and UHILynette Higgins The Len Wastell Infant SchoolPhil Manterfield Ingatestone and Fryerning Juniors

Sue Faulkner, the South Area Improvement Manager, was thanked for the work that she has done with SEPHA and South headteachers in the last few years. It was noted that it was not yet clear what role Sue will have in the new structure, but it was hoped that she will continue to work with headteachers and attend the Area Headteacher meetings. In the meantime, Brenda thanked her for her support and contribution and stressed how much SEPHA has appreciated her input.

Ofsted consultationHeadteachers were reminded that there is currently a consultation by Ofsted on a new framework for September 2012. This has been emailed to all schools and a link is available on the home page of the EPHA website.

EPHA websiteHeadteachers were reminded to refer to the EPHA website, www.essexprimaryheads.co.uk for up to date information, documents and templates and minutes and presentations from meetings. The website now includes a dedicated safeguarding page.

EPHA NewsletterThe spring term newsletter was circulated at the meeting. The newsletter includes a reminder to headteachers of what they get for their annual EPHA subscription.

The current annual subscription to EPHA is £100 (increasing to £120 in the 2012/13 financial year). In return for this subscription, headteachers will receive the following benefits:

A termly meeting for headteachers in each of the four areas of EssexA chance for all headteachers to meet with colleagues across their area, network and share good

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vi)

practice, find out about current local and national issues, and feed back their concerns and successes to the LA and other heads. All that, and a free lunch!

The termly Executive meetings and the Area Development Group meetingsHeadteachers are elected to the EPHA Executive to represent every area, district and Local Delivery Group in Essex; they meet termly to discuss national, county and local issues, with the aim of ensuring that the primary voice is heard in Essex and plays a part in driving forward the school improvement agenda. Increasingly, the Executive meets with national leaders in education, including representatives from the National College, as well as the Cabinet Member for Schools in Essex. We know that it is vital for headteachers to collaborate and cooperate with their local schools, but also feel that it is essential for the Essex primary voice to be heard at the strategic level in local and national politics. The Chair of EPHA is on the board of the National Network for Chairs of Headteacher Associations, a group that has direct access to NCSL, the DfE and Ofsted.EPHA Executive members also offer vital support to new and established headteachers across the county.

An annual Headteachers’ conference and a Deputy Headteachers’ conference.Two competitively priced conferences, dedicated to developing and celebrating school leadership in Essex.

Expenses and reimbursement for the EPHA Liaison Officer and primary headteachers who represent colleagues on a range of local and national groups across a range of children’s services.

A dedicated website for EPHAA website for Essex primary headteachers, with a wealth of information including minutes of key meetings and documents relating to schools and education, including model policies, safeguarding, information from the Local Authority and Department for Education, and good practice in education.www.essexprimaryheads.co.uk

A termly newsletterInforming headteachers of news and topical information, resulting from meetings and work carried out by EPHA officers and representatives.

EPHA ManagerThe employment of a manager, who runs the administration of the association, manages the website, organises annual conferences for headteachers and deputies, and supports the Executive and all headteachers across Essex.

Being part of a county-wide professional associationWhether or not a school is a Local Authority maintained school or an academy (or a free school), all primary-phase headteachers and principals in Essex are automatically members of EPHA.

As the education landscape changes, the Essex Primary Headteachers’ Association believes that the need for an over-arching strategic voice and a developed support network in Essex is becoming more and more important. Schools in other authorities are looking to the EPHA model to see how a successful association, capable of influencing local and national strategy, and also able to hold the LA to account and advise on the implementation of policies and initiatives, can be developed.

Report from Mike Blant, EPHA Liaison OfficerHeadteachers were referred to the report from the EPHA Liaison Officer, circulated at the meeting. Mike highlighted a number of aspects including:

Academy StatusWhilst the number of Essex primary schools converting to academy status remains low (34 representing about 7% of all Essex primary schools with around 75% of Essex secondary schools convert-ed/ing), nevertheless more groups of schools are dipping toes in the water to understand the benefits and/or impediments that academy status might bring.

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Mike recently attended a cross-phase ‘roundtable’ discussion along with colleagues – some of whom had taken their school to AS, some being academy ‘champions’ , others who were on their way to acquiring AS and yet others who still had questions – particularly around capacity issues and sustainability. Lord Hill chaired the meeting – the message being very much about AS having to be right for a particular school. There was no suggestion of AS being the panacea that some might have us think! He also suggested that whilst AS gives schools greater autonomy, those converting were choosing to continue to collaborate and strengthen partnerships within groups of schools.

Essex Learning Partnership (ELP)Recently ELP has been organising occasional but pertinent courses such as Ofsted Framework Training, Appraisal and Capability training. At present negotiations between ELP and Cambridge Education are being conducted in a partnership arrangement to provide a variety of courses/packages.The next event is a Leadership Symposium with Alan November – an international leader in education technology. This is a one day programme that explores strategic leadership issues to ensure the investment in educational technologies lead to improved pupil achievement (see fliers)Wednesday 9th May 2012Five Lakes£139 (second delegate £119)Contact Phil Bell: philip.bell9@btinternet.com

Strategic Education BoardRepresentatives for EPHA on this board will be Karen Springett and Mike Blant. They await the inaugural meeting …………

National Network of Chairs of Headteacher Groups Karen Springett and Mike attended the recent update from NCSL along with other East of England Chairs of HT groups.

Exciting developments going on with the formation of a national network executive (Karen is already involved and contributing to this group), capable of influencing government policy and strategy with input from the practitioners who know most about schools, children and their needs. This executive body would provide opportunities for local groups of headteachers to feed collective views onto the regional bodies and thence onto the national executive which would then take a stance on an issue to take to DfE, knowing that the majority of headteacher groups have contributed to, and supported, that view.

5. ANY OTHER BUSINESS

The following key dates were noted:

SOUTH meetings with the Local Authority officers 2012 - at The BelvedereWednesday 13 June 2012

Headteachers’ Annual Conference 2012Friday 16 March 2012 Stock Brook Country Club, Nr Billericay

Deputy Headteachers’ Annual Conference 2012Friday 12 October 2012 Weston Homes Community Stadium

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