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
Department of Children’s Services
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).
Department of Children’s Services
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.
Department of Children’s Services
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%.
Department of Children’s Services
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.
Department of Children’s Services
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).
Department of Children’s Services
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
Department of Children’s Services
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
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
Department of Children’s Services
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.
Department of Children’s Services
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
Changes within the 2012 STPCD (cont)
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.
Changes within the 2012 STPCD (cont)
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?