Spring Term Governor Briefing 18 March at and 19 March at Future House Victoria Primary Department of Children’s Services

Spring Term Governor Briefing

18 March at and 19 March at

Future House Victoria Primary

Department of Children’s Services

Education and Schools

Update

Monday 18 March – Cindy Peek Deputy Director Children’s Services

Tuesday 19 March – George McQueen Assistant Director Access and Inclusion


The number of students gaining 5 A*-C grades at GCSE was in line with the national average and also closed the gap on the year before (Bradford 81.7, National 81.8).


More than half of the students - 52.4% - gained 5 good GCSEs including English and mathematics (the national benchmark).

This figure was below the national average of 59.4 – but closed the gap on the previous year.

It was also Bradford’s best ever figure.


Three quarters of the pupils assessed at the end of Key Stage 2 reached Level 4 and above.

This was the District’s best ever but below the national average of 79%.


The progress made by primary age pupils in Bradford in English between Year 2 and Year 6 outstripped the national performance.

The District's figure rose by 5% to 91% - 2% above the national average.


Schools are now recording their best ever attendance levels.

Primary school attendance has risen to 95.3% for the full school year 2011/2012 compared with 93.9% for 2007/2008.

Secondary school attendance was not as high at 93.2% in the same 12 months (91.4% in 2007/2008).


Latest figures show record numbers of Bradford young people leaving Year 11 are staying in education or going into training.

Only 141 pupils (2.4%) were Not in Education, Employment or Training (NEET) in 2012 which is almost half the figure of 273 for the previous year.

Pupil Premium

March 2013

Ros Garside


Closing the Gap• Council Priority to decrease gaps between under-achieving

groups and others while raising standards overall

• Children living in poverty (FSM)– Looked after children– Children from particular ethnic minority groups (Pakistani

heritage; Gypsy, Roma, Traveller heritage) – Boys

• Ofsted expectation that all pupils are making good progress; that gaps have been identified and are being addressed

Pupil Premium (from April 2011)• Not only provides additional funding but shines a spotlight on

disadvantaged groups: aims to break the link between deprivation and under-achievement

• Allocated to children who have received Free School Meals (FSM) at any time in the last six years

• Also allocated to children who have been looked after for six months or more (and children of Service families)

• Not ring fenced but it is expected that the money will be spent on eligible children and others with similar disadvantages

• The money is for raising achievement but this may include social as well as academic support

Pupil Premium in BradfordPhase Minimum Maximum Total

Primary £1914 £253008 £14,043,076

Secondary £71011 £681936 £6,944,611

Special £1800 £156000 £218700

Bradford Case Studies

• Looked at five schools with high standards at the end of KS2 and small gaps

• Currently undertaking action research with a group of schools where there were significant gaps in 2011

• Action research intended to provide further examples of good practice

Case Studies: Quality of Provision• Quality first teaching which is well

matched to the needs of all learners

• Pupils’ involvement in planning their own learning, linked to creativity in the curriculum

• Effective feedback to children on their work

• Development of Social and Emotional Aspects of Learning and skills of resilience, motivation, perseverance, self-esteem

• Peer Tutoring within lessons

• Peer mentoring, eg ‘big brothers, big sisters’

• Involving families in supporting education, eg support in parenting, improving their own learning, aligned expectations between home and school

• Creativity in the curriculum, appealing to diverse learning styles

• Enrichment activities to broaden children’s experience and widen their horizons

• Assemblies and other events which present role models and provide information about how to succeed in different careers

http://webarchive.nationalarchives.gov.uk/20110809101133/nsonline.org.uk/node/87009

http://webarchive.nationalarchives.gov.uk/20110809101133/nsonline.org.uk/node/87009

Case Studies: Leadership

• Distributed leadership, building collective capacity• Focus on attendance, including hard to reach families• Teaching and learning as the school’s core purpose• Closing gaps an ethical imperative• Rigorous and honest self-evaluation that is firmly based on observation

of lessons, a robust analysis of data on outcomes and scrutiny of progress in pupils’ work

• Rigorous monitoring and follow-up action to address breaches in attendance or behaviour

• Rigorous and systematic planning, resource management and data-rich strategies and impact analysis

• Tracking of the performance of different groups and modification of teaching and learning as a result

• Collaboration within and between schools• Focus on transitions as gaps widen over time

What should be in place in all schools• Schools are accountable for how they use the additional funding to

support pupils from low-income families and the other target groups

• New measures have been included in the performance tables that show the achievement of pupils who attract the Pupil Premium

• Expectation that schools report on the pupil premium on the school’s website. The Best On-line Information is:– Easy to find!– Gives overview of PPG and why it has been introduced– Provides access to Pupil Premium Policy– Gives total allocation of PPG and breakdown of expenditure for

each year– Gives impact for 2011/12 and intended impact for 2012/13

Uses in Bradford• A full year of swimming for all

pupils in Year 5• Consultancy support• Counselling and behaviour support• Help fund a Breakfast Club• Early intervention for targeted

pupils• Easter holiday booster classes• Enrichment activities, including

extension of outdoor learning• Increase the hours of our Parental

Involvement Worker• Increase teaching assistant support

aimed at targeted groups• Nurture group

• Nursery nurse• Provide one to one tuition • Providing small group support focused

on closing gaps in learning• Provide an additional after school

homework support group• Provide quality, effective feedback to

individual pupils by way of weekly tutorial meetings

• Provide staff training for above• Software to support independent

learning• Speech and Language support• Support for families• Support materials• Subsidies for trips and residential visits

Ofsted’s View• 68 schools visited in Autumn 2012; report in Feb 2013• Many schools are getting it right – they know how funding is spent and

the impact it is having• Some schools struggle to demonstrate how the funding is making a

difference because:– Systems for tracking the spending of the funding are not

rigorous– Mechanisms for evaluating its effectiveness are not good

enough• Inspection reports from now on will focus more sharply on how well

schools are using PP• Criticism will be clear in Ofsted reports if pupil premium is not being well

spent to close gaps• Ofsted has also produced an audit and action planning tool

Successful schools (Ofsted Feb 2013)• Carefully ring-fenced funding• Never confused PP with low ability• Thoroughly analysed which pupils

are under-achieving and why• Drew on research evidence to judge

likely impact• Expected good teaching for all• Allocated best staff to intervention

groups to improve maths and English or employed experts

• Checked success through regular use of data

• Gave pupils clear feedback on how to improve

• Trained support staff to support achievement

• Had a designated senior leader for expenditure and impact

• Focused on barriers such as attendance or behaviour

• Made sure staff knew which pupils attracted PP and included this in performance management

• Thoroughly involved governors in decision making and evaluation

• Were able to demonstrate impact of each aspect of spending

The Governors’ Role• Do you know how pupil premium is spent in your school(s)?• Is its use based on evidence of what works?• What is the impact of PP?• How is use of PP reported to governors? How is use of PP

reported to parents?• If your PP budget is increasing in 2013/14 how is the additional

sum going to be spent?• Are you using Ofsted's ‘Pupil Premium: analysis and challenge

for schools’ document?• Did you know there are awards for the best use of pupil

premium? See DfE website; closing date is 13 April

School Places

Tony Sinkinson

School Organisation and Place Planning

Number of children by age group known to the Health Authority

5000

5500

6000

6500

7000

7500

8000

8500

9000

16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1

Age as at 31/08/12 from Health Authority data

Primary cohorts

6400

6500

6600

6700

6800

6900

7000

7100

7200

7300

7400

7500

7600

7700

7800

7900

8000

R 1 2 3 4 5 6

Year Group

Po

pu

lati

on

2012/13

Primary cohorts

6400

6500

6600

6700

6800

6900

7000

7100

7200

7300

7400

7500

7600

7700

7800

7900

8000

R 1 2 3 4 5 6

Year Group

Po

pu

lati

on

2008/09

2012/13

Primary cohorts

6400

6500

6600

6700

6800

6900

7000

7100

7200

7300

7400

7500

7600

7700

7800

7900

8000

R 1 2 3 4 5 6

Year Group

Po

pu

lati

on 2008/09

2009/10

2010/11

2011/12

2012/13

Primary cohort changes over time

6400

6500

6600

6700

6800

6900

7000

7100

7200

7300

7400

7500

7600

7700

7800

7900

8000

R 1 2 3 4 5 6

Year Group

Po

pu

lati

on 2008/09

2009/10

2010/11

2011/12

2012/13

Primary cohort changes over time

6400

6500

6600

6700

6800

6900

7000

7100

7200

7300

7400

7500

7600

7700

7800

7900

8000

R 1 2 3 4 5 6

Year Group

Po

pu

lati

on 2008/09

2009/10

2010/11

2011/12

2012/13

Secondary Cohorts

5500

5600

5700

5800

5900

6000

6100

7 8 9 10 11

Year Group

Po

pu

lati

on

Jan 2008

Jan 2009

Jan 2010

Jan 2011

Jan 2012

Jan 2013

Primary - spare capacity

6400

6500

6600

6700

6800

6900

7000

7100

7200

7300

7400

7500

7600

7700

7800

7900

8000

R 1 2 3 4 5 6

Year Group

Po

pu

lati

on

2012/13

PAN

In year pressure on places• In excess of 7000 in year applications each

year• On average, 15 applications for each year

group each week• Not evenly distributed across District• ‘Delay’ in removing leavers from school rolls,

hence releasing places• Available places ‘locked into’ the system

Implications• Increased flexibility and willingness of

all schools to respond– A ‘system wide’ approach is required– All schools to consider possible expansion– All schools to implement quicker and more

flexible response to in year applications

• Significant increases in populations will start to impact on Secondary sector– Similar response required

Teachers Pay and Conditions

HR Advisory ServiceDepartment of Business Support


What will this session cover?

• Identify and discuss those changes to the STPCD 2012, that governors need to be aware of.

• The consequences of the content and recommendations within the recent 21st report by the School Teachers Review Body.

Changes within the 2012 STPCD

• The 2012 STPCD contains a number of changes from the 2011document that governors need to be aware of.

• No longer any reference to the Core Standards.

• A new Appraisal Policy has been introduced.

• Teacher availability over the school year.

• A Headteacher can no longer be paid on a higher ISR range than that stipulated in the STPCD.


Changes within the 2012 STPCD (cont)

The following areas, no longer form part of the determination of the ISR and are dealt with as discretionary payments

• schools causing concern

• difficulties filling a vacant Headteacher post

• difficulties retaining the current Headteacher, and

• temporary appointment as a Headteacher of more than one

school

Governing bodies may also make discretionary payments to Headteachers for the following reasons’– continuing professional development undertaken outside the

school day;– activities relating to the provision of initial teacher training as part

of the ordinary contract of the school;– participation in out-of-school hours learning activity agreed

between the Headteacher and the Governing Body;– additional responsibilities and activities due to, or in respect of the

provision of services by the Headteacher relating to the raising of educational standards to one or more additional schools


The total of all discretionary payments made to a Headteacher in respect of any school year must not exceed 25 per cent of the amount which corresponds to that individual’s point on their ISR for that year.


Things are going to change!

• In February 2012, Michael Gove asked the STRB to review current provisions for teachers’ pay with a view to raising the status of the profession and contributing to improving the standard of teaching in schools.

• The report makes a number of recommendations to the government, Michael Gove has accepted them all.

• Replacement of increments based on length of service.

• Extension to all teachers pay progression linked to annual appraisal.

• Abolition of mandatory pay points within the pay scales for classroom teachers. Points at present are to be retained for reference only in the main pay scale, to guide career expectations for new teachers.

What are the key areas of the report?

What are the key areas of the report? (cont)

• Retention of a broad national framework, including the higher pay bands for London and fringe areas and an upper pay scale as a career path for experienced teachers who make a wider contribution to the school.

• Replacement of the unnecessary detailed threshold test for progression from MPS to UPS, with a simple criteria based on one set of Teachers Standards.

What are the key areas of the report? (cont)

• More discretion for schools to use allowances for recruitment and retention.

• Reinforcement of the responsibility of Headteachers and of governing bodies.

• A much more simplified STPCD

The report also made a number of further recommendations, which have been accepted by the government, these are,

• Retention of four geographical pay bands

• Differentiated performance based progression on MPS

• More flexible performance based progression within the UPS

• Local discretion to pay a higher salary to the most successful teachers

Further recommendations…

Further recommendations…(cont)

• No change to the current core TLR provisions,

however fixed term TLR’s for time limited projects

introduced.

• Removal of 3 year time limit on recruitment and retention payments.

• DfE to communicate clearly to schools the scope of

greater use of existing discretionary recruitment

and retention payments.

Further recommendations…(cont)

• No obligation when schools are recruiting to match a teacher’s existing salary on either the main or upper pay scales.

• The requirement for two consecutive successful appraisals for progression purposes on the upper pay scale be discontinued. The existing post-threshold, AST and ET standards are abolished.

What are the next steps?

• NEOST have already made comments on a draft 2013

STPCD document, which it is stated will be released in

advance of September 2013, in order that stakeholders

can prepare for the changes ahead.

• Upon the release of the new STPCD, governors will

need to re-look at their school’s pay policy.

•The school’s HR Advisory Service are available for

advice, guidance and model policies in relation to this.

Any Questions?

Documents

Spring Term Governor Briefing 18 March at and 19 March at Future House Victoria Primary Department of Children’s Services