Dover District Governor Briefing Autumn 2015 Welcome

Agenda Welcome Tina Gimber, Governor Services, South Kent Kent Governor Association Steve Hammond, Dover KGA Rep. Provision of School Places David Adams, Area Education Officer, South Kent School Improvement Fiona Wainde, Senior Improvement Advisor, South Kent In the News Tina Gimber, Governor Services, South Kent

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Kent Governors Association Steve Hammond Autumn 2015

Commissioning School Places Dover David Adams Area Education Officer Autumn 2015

Progress in Implementing Proposals For September 2015 our commissioning intentions were to:- Permanently expand White Cliffs Primary College for the Arts by 1FE. Commission 15 Year R places in Whitfield – Green Park CPS permanently expanded by 0.5FE. Commission places at Guston CEPS – the school provided up to 30 places in Reception for 2015.

Progress in Implementing Proposals, cont’d Establish SRBPs at Nonington CEPS (8 places for BESN) and River PS (12 places for SLCN). Increase the designated number of Portal House School by 20 places as part of the rebuild. Re-commission Castle Community College Secondary SRBP for dyslexia to become SLCN provision of up to 20 places (16 places for pre-16 and 4 for post-16).

Forecasting accuracy - Primary Forecast Reception Year 2014/ Actual Reception Year Jan Forecast Primary Roll 2014/ Actual Primary Roll Jan The Reception Year forecast was 1.1% higher than the actual roll at January 2015, which is marginally above the tolerance level of plus or minus 1%. The total primary forecast was higher than the actual roll by 0.3%.

Forecasting accuracy - Secondary Forecast Year / Actual Year 7 Jan Forecast Secondary Roll 2014/ Actual Secondary Roll Jan Forecasts over-estimated the number of Year 7 children by 3.3%. It is likely that parents chose Shepway schools above Dover schools. The total secondary forecast was higher than the actual roll by 0.5%.

Targets Maintain between 5% and 7% surplus capacity in each District: Reception Year:Years R - 6 January %January % Across Kent ensure that 85% of parents secure their first preference primary school and 84% secure their first preference secondary school: 90.9% of primary parents and 88.6% of secondary parents secured their first preference school.

Birth Rates – Dover, Kent, National

Dover births

Housing Dover District Council has indicated that up to 8,000 new homes may be built in the District by Sites in and around Dover, Deal, Sandwich and Aylesham will impact on the need for school places. Implications: Discovery Park Aylesham Sir Roger Manwood Preston Deal Parochial Whitfield

2016/20 Draft Commissioning Plan Primary Commissioning Position Secondary Commissioning Position Planning Group by by by –20 to Whitfield30 Year R places - Whitfield Aspen PS 1FE expansion of Whitfield Aspen PS St Margaret’s- at-Cliffe 8 Year R places at Guston CEPS 0.3FE expansion of Guston CEPS by by by –20 to FE expansion60 Year 7 places

Dover District Governor Briefing National, Local and Ofsted Updates Fiona Wainde Senior Improvement Adviser - Primary Autumn 2015

South Kent Team Fiona WaindeSenior Adviser David AdamsArea Education Officer Tina GimberGDSO Jenny HowarthEYFS Adviser Jenny JonesIA: Ashford and Dover Simon MolonyIA: Ashford, Dover and Shepway Sam Morgan-PriceIA: Ashford and Shepway Wendy SimmonsIA: Shepway Ruth SwailesIA: Ashford and Shepway Jayne TrueIA: Dover and Shepway Sheila WildingIA: Dover and Shepway Tom WinekSISO Barbara Morrison Natalie Briggs Administration Team

School Improvement Support Entitlement is unchanged: –Securely good/outstanding = 3 visits –RI/Risk of RI = up to 12 visits –Category/Risk of Category = up to 20 visits –Academy = 3 keep in touch visits –Appraisal for Headteachers of RI and category schools –Support during Ofsted Visits include those of IA, EYFS Adviser or GDSO Visits are evaluative, with recommended next steps Progress and impact meetings for more schools – termly or seasonally Each visit is approx. 3 hours Additional visits can be purchase via School Improvement Team directly (pay as you go) or via SLA Contact: Jayne Bartholomew ment_from_september_2015_is_here/

New Headteachers in Dover HeadteacherSchool Mr Ian RowdenAylesham Primary School Miss Helen WardVale View Community School Mr Neil Brinicombe (Acting)Lydden Primary School Mrs Juli TimoneyHarbour School

South Kent Achievements EYFS & KS1 GLDPhonicsLevel 2+ Reading Level 2+ Writing Level 2+ Maths North South East West

South Kent Achievements at KS2 Level 4 R/W/M Expected progress Reading Expected progress Writing Expected progress Maths GPS North East South West

Summer outcomes Early Years Foundation Stage % 2013 Kent 2014 Kent 2015 Kent Direction of travel 2015 Kent Target 2015 National Kent v National 2015 Ashford 2015 Dover 2015 Shepway Percentage of children achieving a Good Level of Development *based on 151 Local Authorities Above

Summer outcomes Early Years Foundation Stage 2015 District% GLD 2013 % GLD 2014 %GLD comparison with National Area/District Rank (out of 4/12) Kent Above- South Kent Above2 nd Ashford Above7 th Dover Above5 th Shepway Above11 th

Key Stage % 2013 Kent 2014 Kent 2015 Kent Direction of travel 2015 Kent Target 2015 National Kent v National KS1 Phonics * Above KS1 level 2b and above Reading * Above KS1 level 2b and above Writing * Above KS1 level 2b and above Maths * Above *based on 153 Local Authorities

Key Stage KentSouthAshfordDoverShepway KS1 Phonics67.0%69.2%69.9%68.1%69.1% KS1 level 2b and above Reading 84.1% 84.6%86.3%81.3% KS1 level 2b and above Writing 74.0%73.2%72.4%77.7%70.0% KS1 level 2b and above Maths84.0%82.7%83.4%84.4%80.2%

Dover Key Stage Trend Comparison with National District Rank EYFS GLD 69.7% 73.9% 66.2% Above 5 KS1 Phonics 77.0% 78.6% --7 KS1 level 2b and above Reading 80.9% 86.3% 82.1% Above 4 KS1 level 2b and above Writing 70.4% 77.7% 72.1% Above 3 KS1 level 2b and above Maths 80.1% 84.4% 81.6% Above 6

Key Stage % 2013 Kent 2014 Kent 2015 Kent 2015 Kent Target 2015 National Kent v National KS2 level 4 and above RWM = KS2 level 4 and above Reading8589 n/a 89= KS2 level 4 and above Writing = KS2 level 4 and above Maths Below KS2 level 4 and above GPS717478n/a80Below 2 levels progress Reading = 2 levels progress Writing Above 2 levels progress Maths = KS2 level 5 and above RWM Above 3 levels progress Reading levels progress Writing levels progress Maths

Key Stage % KentSouthAshfordDover Shepway KS2 level 4 and above RWM 80%79.4%77.8%81.1%79.7% KS2 level 4 and above Reading 89%89.1%88.3%90.0%89.1% KS2 level 4 and above Writing 87%87.3%86.9%87.9%87.4% KS2 level 4 and above Maths 86%85.9%84.9%86.7%86.5% KS2 level 4 and above GPS 78%75.9%75.3%75.8%76.8% 2 levels progress Reading 91%91.1%90.0%93.3%90.4% 2 levels progress Writing 95%95.0%95.4%95.9%93.6% 2 levels progress Maths90%88.5%86.3%90.6%89.3%

Dover Key Stage % Trend Comparison with national District Rank KS2 level 4 and above RWM 81.1% 80% Above 5 KS2 level 4 and above Reading 89.2% 90.0%89% Above 7 KS2 level 4 and above Writing 86.3% 87.9%87% Above 7 KS2 level 4 and above Maths 87.2% 86.7%87% Below 5 KS2 level 4 and above GPS 74.3%75.8% 80% Below 9 2 levels progress Reading 92.5% 93.3% 91% Above 2 2 levels progress Writing 96.5%95.9% 94% Above 2 2 levels progress Maths 93.2%90.6% 90% Above 4 KS2 level 5 and above RWM 23.9%21.9% 24% Below 9 3 levels progress Reading 40.9%36.5% levels progress Writing 41.4%44.3% levels progress Maths 37.7%32.8%-- 8

Closing the Gap – 2015 District 2014 FSM attainmen t L4+ RWM 2014 Gap 2015 FSM attainme nt L4+ RWM 2015 Gap 2015 Area / District Rank Kent N/A South nd (out of 4 areas) Ashford th = Dover rd Shepway th The proportion of vulnerable pupils achieving a combined Level 4 in South Kent is 16.7%, which is 0.9% below the Kent gap of 17.6% in The gap has widened in Ashford by 0.3%, narrowed in Dover by 3.3% and widened in Shepway by 3.1%.

Closing the SEN Gap – 2015 District 2014 SEN attainme nt L4+ RWM 2014 Gap 2014 District Rank 2015 SEN attainm ent L4+ RWM 2015 Gap 2015 Area / District Rank Kent N/A N/A South nd (out of 4 areas) st (out of 4 areas) Ashford th th Dover th rd Shepway st st

Closing the Gender Gap – 2015 District 2014 Female attainme nt L4+ RWM 2014 Gap 2014 Rank 2015 Female attainm ent L4+ RWM 2015 Gap 2015 Area/ District Rank Kent N/A N/A South rd (out of 4 areas) nd (out of 4 areas) Ashford th rd Dover th th Shepway rd th =

Area and District Priorities Closing the gap for disadvantaged pupils (Pupil Premium) and those with additional needs (SEND) Achievement in Mathematics Achievement of more able children and proportions working above expectation Continue the work already started to improve outcomes in GPS Ashford Achievement in Reading Dover Closing the gender gap Shepway KS1 Achievement

Kent Direction Laid out in: Vision and Priorities for Improvement 2015 – learning-and-skills-vision-and-priorities-for-improvement.pdf Aims: All pupils to attend a good school Raise standards in all Key Stages and meet ambitious targets Closing the achievement gap for disadvantaged pupils Emphasis on: Services for vulnerable groups School to school support including KAH, collaborations and system leadership Joined up approach to district based working

National Direction For governors there is greater Emphasis on: Governing bodies operating as ‘Executive Boards’ holding Headteacher to account Range of professional expertise being represented Governors’ strategic role including input into, and agreeing, the SEF and school improvement plan Monitoring visits to evaluate implementation and impact of school improvement plan Demonstration of challenge of the Headteacher and other leaders Impact of governance on standards How governing bodies assess and meet their own training needs Governors’ evaluation of their own performance and impact Ensuring safeguarding arrangements are not just compliant but highly effective Thank you

National Direction Education and Adoption bill raises the profile of the responsibility of the Regional Schools’ Commissioner 13/Considering_the_impact_of_the_Education_and_Adoption_Bill_provisions.pdf Coasting schools eligible for intervention ‘Schools that are coasting by doing ‘just enough’ to avoid falling below the expected standard in any one year, will be eligible for intervention if they consistently fail to make improvements over time (3 years). We consider that these schools are not supporting their pupils to make the progress they should.’ DfE September 2015 From 2016 a coasting school will be defined as in which: In 2014 and 2015 fewer than 85% of pupils achieved level 4 in reading, writing and mathematics and below the national median percentage of pupils make expected progress in reading, writing and mathematics, and in 2016 fewer than 85% of children achieve the new expected standard in reading, writing and mathematics. NB Floor standard will remain at 65% in 2016

National Direction Schools causing concern: Statutory Guidance for local authorities. January Concern Jan2015_FINAL_24Mar.pdf Statutory responsibility for LA if concerns are not being addressed promptly: ‘The Local Authority should issue a warning letter, copied to Ofsted, unless there is a particularly good reason not to’ Use statutory powers of intervention, if necessary School causing concern defined as one with: Low standards of performance of pupil (attainment and/or progress below floor or sudden drop, poor achievement of disadvantaged pupils or low performance when compared with similar schools) Leadership and management (including governance) prejudicing (or likely to prejudice) standards Concerns over safety and/or safeguarding Kent response is measured, balancing support with challenge: Joint review meeting with SIA and Head of School Improvement for schools at risk of category / RI, resulting in one of the following –Letter summarising concerns and agreed actions –Pre-warning Notice –Warning Notice High level of IA support and school to school support Follow-up monitoring

Ofsted Update Fiona Wainde Senior Improvement Adviser – South Kent Primary

Area Ofsted Outcomes 19 inspections in 2014/15 in the south –2 schools went from category to good (one in Dover, one in Shepway) –4 schools went from RI to good (two in Ashford and two in Dover) –1 school in Dover went from good to RI –1 school in Shepway was judged for the first time as RI –6 schools retained their good judgment (2 in Ashford, 3 in Dover and 1 in Shepway) –1 school in Dover was judged to be good for the first time –1 school in Dover moved from good to outstanding –2 schools went from RI to outstanding (one in Dover and one in Shepway) –1 school in Ashford retained its outstanding judgement Number of Category schools has decreased from 6 to 1 (4 converted, two moved to good) Number of RI Schools has decreased from 15 to 11 Number of good schools increased from 67 to 73 Number of outstanding schools increased from 12 to 15 % of good and outstanding schools –Ashford92.1% (from 82.5%)District rank 2 –Dover 94.9% (from 87.5%)District rank 1 –Shepway78.1% (from 69.7%)District rank 9

Section 5 Current Quality of teaching The behaviour and safety of pupils The achievement of pupils Quality of leadership and management Section 5 CIF Quality of teaching, learning and assessment Personal development, behaviour and welfare of students Outcomes for pupils Effectiveness of leadership and management

Section 5 Key judgements:  overall effectiveness  effectiveness of leadership and management  quality of teaching, learning and assessment  personal development, behaviour and welfare  outcomes for pupils 1 – 4 point scale as now

Judgements Quality of teaching, learning and assessment Personal development, behaviour and welfare Outcomes for pupils EYFS or study programme (can be higher than OE grade) Leadership and management OE

Frequency of inspection From September, Ofsted will inspect good schools once every three years under a new short inspection model. -premise that the school or provider is still good -check that leaders have identified key areas of concern and that they have the capacity to address them. -Focus on leaders’ vision and ambition for all children and learners, how they set the culture and ensure that all learners – particularly the most disadvantaged – make strong progress from their different starting points. -New short HMI led inspections for good schools -7 out of 10 inspectors will be current practitioners leading good or outstanding institutions

Risk assessment Normally in 3rd school year after the most recent inspection. Ofsted analyses:  pupils’ academic achievement over time, taking account of both attainment and progress  pupils’ attendance  the outcomes of any inspections, such as survey inspections, carried out by Ofsted since the last routine inspection  the views of parents, including those shown by Parent View  qualifying complaints about the school referred to Ofsted by parents  any other significant concerns that are brought to Ofsted’s attention.

Exemption  Maintained primary and secondary schools and academies judged outstanding at their most recent section 5 inspection can only be inspected under section 8 of the Education Act 2005  Outstanding special schools (including maintained special schools, special free schools, alternative provision academies and non-maintained special schools with residential provision), pupil referral units and maintained nursery schools are not exempt  HMCI has the power to inspect any exempt school at any time under section 8 if HMCI or the Secretary of State has concerns about performance

Exempt schools Exempt schools may be inspected where:  there are safeguarding concerns, including a decline in the standards of pupils’ behaviour  a subject or thematic survey inspection raises more general concerns  Ofsted has received a qualifying complaint about a school that, taken alongside other available evidence (specific powers under sections 11A-C of Education Act)  concerns are raised about standards of leadership or governance  concerns are identified about the breadth and balance of the curriculum

Exempt schools (continuedd) Risk assessment identifies concerns about decline in performance Section 8 inspection – if may no longer be outstanding can be converted to section 5

Trainees in the school Staff list must confirm if any NQTs or any trainees on placement including School Direct or School Direct (salaried) training routes Inspectors should not take trainees’ performance into account when assessing quality of teaching, learning and assessment across school

Monitoring of RI schools  will be re-inspected under section 5 no later than the end of the term of 24 th month after last inspection report  HMI monitoring inspection 3 – 6 months after report published  May be judged RI at second inspection – inadequate if not good after that

Short inspections – section 8  led by HMI for all secondary and large primaries  notification period the same as section 5  Parent View used to gather views  will not result in individual grade judgement  will be converted to section 5 if inspector is unsure if still good or could be outstanding (within 48 hours)  once had a short inspection, further short inspections at approximately 3 yearly intervals

Reporting on the short inspection  report in a letter format  judgement that the school is still providing a good standard of education  Judgement that safeguarding arrangements are effective  any next steps the school should take

New inspection documents The new common inspection framework and handbooks for each of Ofsted’s remits come into effect from September 2015 for the inspection of schools, further education and skills and early years provision: The common inspection framework: education, skills and early years from September 2015The common inspection framework: education, skills and early years from September 2015 School inspection handbook from September 2015 School inspection handbook for inspections under Section 8 of the Education Act 2005 from September 2015School inspection handbook for inspections under Section 8 of the Education Act 2005 from September 2015 Further education and skills inspection handbook from September 2015 Early years inspection handbook from September 2015 Non-association independent school inspection handbook from September 2015Non-association independent school inspection handbook from September 2015 Inspecting safeguarding in early years, education and skills from September 2015Inspecting safeguarding in early years, education and skills from September 2015

Serco information (ISP) Ofsted has also announced plans to recognise ‘exceptional leaders’. Ofsted will send a letter to a leader who has played a key role in turning around other institutions acknowledging their leadership as exceptional. A copy of this letter will go to the Secretary of State and Ofsted’s Annual Report will also feature those leaders who have been recognised in this way.

Emphasis of New Framework Capacity of leaders at all levels to bring about sustainable improvement Some thoughts: Leadership structure: roles, responsibilities and leadership time? Involvement of middle and senior leaders in monitoring, improving the quality of teaching, the SEF and improvement planning? Senior/middle leaders understanding and use of data – their impact in closing gaps How does performance of school relate to the SEF? How is implementation and impact of items on improvement plan monitored and evaluated? What happens to the results of performance management? Monitoring of the quality of teaching and its follow-up including CPD Leaders role in developing pride, ambition and confident learners Leadership of the curriculum (rationale for design, involvement of stakeholders, use to raise aspirations, evaluation of its impact, what information is shared with parents…)

Emphasis of New Framework Safeguarding: Not just about compliance but about effectiveness Governing Body to: ‘Walk the floor’ an consider if you feel safeguarding has a visible profile in school Regularly monitor the single central register Experience relevant staff training and induction, and monitor their frequency Check colleagues understanding of the latest safeguarding updates, especially Prevent and response to allegations against staff (including the Headteacher) Monitor staff understanding of the whistle-blowing policy Consider a safeguarding audit Ensure policy reflects April 2015 changes ( ask IA to look at it) Regularly monitor the single central register

Emphasis of the New Framework Provision and outcomes for disadvantaged pupils - closing the performance gap Success indicators: Quality first teaching High expectations by all staff – ‘can do culture’ Interventions to fill gaps and accelerate progress Regular monitoring of impact interventions (each session) Use of data to inform planning

Preparation for inspection Good schools have only one day to show they are still good, underpinning the importance of: Brevity of written and verbal information - ‘Less is more’, ‘know the wood from the trees’…. Staff and students showing pride and ambition Demonstrating leadership capacity at all levels Articulating a clear understanding of what the data shows Summarising strengths and actions to address weaknesses confidently Having a concise, accurate and highly evaluative SEF Effective school improving planning with targets, milestones and monitoring of impact Keeping the focus on the things that make the difference to the judgments First impressions

Thank you for your participation – any questions?

In the news … Tina Gimber Governor Support & Development Officer Autumn 2015

Leadership and Governance Support Edukent Service Level Agreement: pril_2015_Web.pdf Support for HT recruitment Initial Advice and Guidance via the Area School Governance Officer Leadership and Governance SLA: _add.pdf Package 1 Best value for money and the most popular package. Package 2 Pay as you go Other services, such as a Review of Governance, Projects - at an additional cost, refer to SLA Governor Training Brochure: Development-Programme-April-15-to-March-16.pdf

AOB Complaints - new guidance for 2015 found at: Schools: 7/School_Complaints_Toolkit_2014.pdf 7/School_Complaints_Toolkit_2014.pdf Academies: procedure/putting-in-place-a-complaints-procedure Review the school website: Publishing business interests the names of the governors, personal relationships, details of other establishments where a governor/trustee/member, declared interests must be published on the school website. This was expected by 1 September 2015 New model Code of Conduct August 2015 to include the above expectations (see NGA website/KELSI) 032/The_Constitution_of_Governing_Bodies_of_Maintained_Schools_Stat_Guid ance....pdfhttps:// 032/The_Constitution_of_Governing_Bodies_of_Maintained_Schools_Stat_Guid ance....pdf

AOB Joint governor panels must be agreed in advance - model terms of reference on KELSI. New Monthly Governor update - have you received it? Clerking service is recruiting - over 90 clerks employed by KCC Clerking Service in over 200 schools. Clerk’s appraisal - has the Chair scheduled this? British Heart Foundation CPR training pack for secondary schools NGA website - a really useful tool, does your GB subscribe? Free School Governor Dashboard Webinar - FFT Governor Dashboard free webinar – extra sessions have been added to the autumn term - emea2.adobeconnect.com/content/connect/c1/ /en/events/ev ent/shared/default_template/event_landing.html?sco-id= emea2.adobeconnect.com/content/connect/c1/ /en/events/ev ent/shared/default_template/event_landing.html?sco-id= The end of Stakeholder Governance? - see consultation at