Welcome to Autumn Leadership Briefings

Welcome to Autumn Leadership Briefings
Chair of Lincolnshire Learning Partnership – Suzanne Scott

LLP Conference 2019

Lincolnshire Performance Data Review

OFSTED Overview Outstanding Good Requires Improvement Inadequate Phase
Outstanding Good Requires Improvement Inadequate Phase Lincs National Nursery 60.0% 62.6% 40.0% 35.4% - 1.8% 0.3% Primary 14.7% 19.1% 71.9% 70.5% 9.4% 9.2% 4.0% 1.2% PRU / AP 50.0% Secondary 24.5% 23.7% 43.4% 56.3% 13.2% 15.1% 18.9% 4.9% Special 45.0% 39.1% 54.3% 5.0% 4.4% 2.2% Total 18.4% 21.6% 65.9% 66.9% 9.5% 9.7% 6.1%

Overall Effectiveness: RI and Inadequate

EYFS Data Name % Achieving GLD National 71.5% East Midlands 69.6%
Statistical Neighbours Average NYA Lincolnshire 69.0% Boston Borough Council 62.2% East Lindsey District Council 65.8% Lincoln City Council 66.1% North Kesteven District Council 76.2% South Holland District Council 65.5% South Kesteven District Council 73.3% West Lindsey District Council 69.5% Overall Average Score 34.6 34.2 NYA 34.3 32.5 33.8 32.8 35.9 34.0 35.5 34.4

EYFS Data Strength Areas for Development Early Years Percentage of pupils meeting the expected standard in Early Learning Goals: Technology, Exploring and Using Media and Materials, and Being Imaginative continue to stay above National. Increase the number of pupils achieving GLD by improving standards in Literacy to reduce the increasing GAP between Lincolnshire and National. Reduce the GAP between Disadvantaged pupils achieving 'All Early Learning Goals'.

Phonics

Phonics – Year 2

Reading, Writing and Maths
Key Stage 1 Name Number of Pupils Reading, Writing and Maths Reading (R) Writing (W) Maths (M) % >=EXS % GDS National 649,367 65.5% 11.7% 75.5% 25.6% 69.9% 15.9% 76.1% 21.8% East Midlands 52,659 63.4% 10.8% 73.6% 24.1% 68.4% 14.9% 74.9% 20.5% Lincolnshire (Locally Calculated) 8,316 62.3% 10.2% 72.2% 23.4% 66.9% 14.7% 73.5% 19.3% Boston Borough Council 855 58.8% 7.0% 66.0% 15.6% 62.9% 10.6% 70.2% 15.4% East Lindsey District Council 1,385 59.9% 8.4% 70.3% 21.4% 64.9% 12.6% 71.4% 18.2% Lincoln City Council 1,017 55.9% 8.6% 65.4% 59.2% 68.0% 17.2% North Kesteven District Council 1,371 65.2% 12.3% 76.7% 27.3% 71.3% 76.5% South Holland District Council 995 61.0% 9.9% 71.5% 20.7% 66.3% 14.3% 72.4% 18.6% South Kesteven District Council 1,629 11.8% 75.3% 26.1% 69.8% 16.4% 76.9% West Lindsey District Council 1,064 66.5% 76.6% 28.5% 70.8% 76.3% 21.3%

Key Stage 1 Strengths Areas for Development Key Stage 1
Percentage of pupils achieving Expected Standard attainment in Writing and Maths has continued to increase in 2018. Percentage of pupils achieving Greater Depth attainment has continued to increase in 2018 in all subjects. The Greater Depth attainment measure GAP between LA and National is reducing for Writing and Maths. To improve percentage of pupils achieving expected standard in Reading, Writing, Mathematics combined. To improve attainment/progress of spring summer males born did not achieve a GLD or meet the threshold of the phonics screening Reduce the Writing GAP between LA Disadvantaged and National Disadvantaged.

% RWM Expected Standard or Above
Key Stage 2 Progress 2017 & 2018 Trend: Region Name % RWM Expected Standard or Above Reading Progress Writing Progress Maths Progress 2017 2018 National 61.6% 64.3% 0.0 East Midlands 59.0% 62.2% -0.7 -0.5 -0.2 -0.6 -0.4 Lincolnshire 56.9% 59.5% -0.9 -0.3 -1.2 Boston Borough Council 56.5% 1.1 1.2 0.1 0.3 East Lindsey District Council 54.9% 57.1% -1.0 City of Lincoln Council 48.4% 53.3% -2.0 -0.8 -1.9 North Kesteven District Council 64.9% 67.0% South Holland District Council 53.2% -1.1 -1.7 -1.4 South Kesteven District Council 60.2% 63.3% -0.1 -1.5 West Lindsey District Council 55.8% 60.9% -1.6

Key Stage 2 Name Cohort EXS+ GDS Lincolnshire 7,758 71.4% 24.7% 75.5%
Reading Writing Maths GPS EXS+ GDS Lincolnshire 7,758 71.4% 24.7% 75.5% 18.2% 71.0% 18.1% 73.6% 29.0% Boston Borough Council 754 66.3% 17.1% 76.1% 13.9% 70.8% 14.5% 72.0% 27.9% East Lindsey District Council 1,295 22.2% 15.6% 69.0% 16.4% 72.3% 29.3% City of Lincoln Council 928 65.7% 21.6% 70.2% 14.4% 65.4% 16.7% 69.5% 28.0% North Kesteven District Council 1,178 78.4% 30.2% 82.7% 22.7% 77.2% 21.4% 81.7% 32.9% South Holland District Council 956 64.0% 20.4% 70.4% 16.5% 66.4% 14.0% 65.9% 23.5% South Kesteven District Council 1,601 74.0% 28.6% 78.7% 72.8% 22.6% 75.3% 29.4% West Lindsey District Council 1,040 74.9% 27.8% 76.6% 18.3% 73.1% 17.2% 75.8% 30.3%

Key Stage 2 Strengths Areas for Development Key Stage 2 Reading, Writing and Mathematics Combined at KS2 has increased to 59.4% from 57.8% in 2017 To be in line with National in Reading, Writing and Mathematics (64.3%). Progress of Lincolnshire pupils with Average* KS1 Prior Attainment. To improve the maths progress of most able

Average Attainment 8 Score
Key Stage 4 DfE Number School Name District Pupils completing KS4 Average Attainment 8 Score Grade 5+ English & Maths 2018 2017 Diff (+/-) - National (NCER) **** 46.2 42.9% 925 Lincolnshire - Relative ** 6,935 7,255 47.7 0.0 44.2% 43.8% 0.4% Lincolnshire - Actual * 7,549 46.4 1.3 42.4% 1.8% Boston - Relative ** Boston 589 635 44.3 39.2 5.1 31.2% 30.2% 1.0% City of Lincoln - Relative ** City of Lincoln 891 946 42.6 46.9 -4.3 36.6% 39.7% -3.2% East Lindsey - Relative ** East Lindsey 1,152 1,256 46.8 45.7 1.1 41.1% 40.2% 0.9% North Kesteven - Relative ** North Kesteven 1,207 1,247 49.3 47.6 1.7 41.2% 41.3% -0.1% South Holland - Relative ** South Holland 882 926 46.7 -0.9 41.6% 41.7% South Kesteven - Relative ** South Kesteven 1,479 1,480 50.4 49.9 0.5 52.3% 51.3% West Lindsey - Relative ** West Lindsey 735 765 52.4 54.7 -2.3 60.3% 58.2% 2.1%

Key Stage 4 Strengths Areas for Development Key Stage 4 Attainment 8 and Grade 5+ English and Maths above National % pupils achieving 5+ in English & Maths 55.8% of schools submitted (29 out of 52) show a positive improvement to % pupils achieving 5+ in English 42.3% of schools submitted (22 out of 52) have improved their pass rates in this subject compared to 2017. % pupils achieving 5+ in Maths 55.8% of schools submitted (29 out of 52) have improved their pass rates compared to 2017 in this subject.

Peer Review Outcomes

Top Five Areas of Strength in Lincolnshire Schools Overall
Top areas of strength in Lincolnshire schools based on peer reviews

The Focus of Peer Review Discussions Examples of top 5 areas of focus for peer reviews as reported by Lincolnshire schools in Pupil Progress – DISAD writers, progress is hindered by mobility – school recognises number of children reaching GD needs to increase, progress measures are below the National Middle Leadership – New models or systems introduced so needs work or new members of staff or within recruitment Teaching & Learning – marking and feedback is currently under feedback, ensure the successful group work Is recorded somehow, new staff so need to be kept consistent practice across the school with new team including NQT Attainment – Ensure outcomes in Phonics are at least in line with the national, overall outcomes in KS2, KS2 reading results Assessment – Tracking of formative assessment still in a developing stage – new system, to make fuller use of the school’s assessment and tracking system ensuring that all users use this to identify the progress of significant groups, further development of peer and self assessment

Top Five Development Areas in Lincolnshire Schools Overall
Top areas for development in Lincolnshire schools based on peer reviews

‘What was the focus for the peer review?’
Focus of the peer review: Key words cited in response to the question during peer reviews: ‘What was the focus for the peer review?’

Focus of the school improvement workshop?

Schools’ Top Concerns in 2017-18 by Locality
Key: - Boston - East Lindsey - Lincoln - North Kesteven - South Holland - South Kesteven - West Lindsey

Schools’ Top Concerns in 2017-18
by Phase Key: -Infant - Nursery - Primary - Secondary - Special

Directory of School Support
How might the peer reviewed school support others in its area of strength or expertise? Alford Primary School Curriculum and Governance Barkston & Syston CE Primary School Safeguarding Bassingham Primary School Attendance & Punctuality, Monitoring & Evaluation and Pupil Progress Boston Tower Road Academy Monitoring & Evaluation, Personal Development, Behaviour & Welfare, Safeguarding and SEND Boston West Academy Curriculum, Personal Development, Behaviour & Welfare and Teaching & Learning Gainsborough Nursery School Assessment, Attainment, Curriculum, Leadership,Monitoring & Evaluation, Personal Development, Behaviour & Welfare, Pupil Progress and Teaching & Learning Grantham Ambergate Sports College Assessment, Middle Leadership and SEND Grantham St Mary’s Catholic Primary School Assessment, Curriculum, Leadership, Personal Development, Behaviour & Welfare, Spiritual, Moral, Social and Cultural Diversity (British Values) and Sports Premium Grasby All Saints CE Primary School Social and Cultural Diversity (British Values) Great Steeping Primary School Sports Premium Hemswell Cliff Primary School Middle Leadership, Personal Development, Behaviour & Welfare, Safeguarding, SEND, Social and Cultural Diversity (British Values) and Teaching & Learning Lincoln St Giles Nursery School Curriculum, Pupil Progress and Teaching & Learning Metheringham Primary School Governance, Leadership, Personal Development, Behaviour & Welfare and Other Alford Primary School – Sharing, planning outcomes, share the schedule of Governance and individuals' expertise Barkston and Syston CE Primary School – Organising systems Boston Tower Road Academy – Clear and effective systems are in place which feed the school's action plans an ultimately impact on outcomes for pupils, the development of the pastoral team in school, including support for families has been very effective in engaging 'hard to reach' families and ensuring that children are better equipped/ready to learn, safeguarding is a key strength in the school, a team has been devised which ensures a culture of safety and well-being as well as being able to rapidly respond to emerging situations, SENCo is an SLE and ensures that children and families with additional needs are well supported and make progress. Boston West Academy – embedding learning beyond the classroom into the curriculum, recently reviewed the behaviour and relationships policy including use of restorative approaches and emotions coaching. Still early days but would be happy to share experiences. Have 4 SLEs with a range of expertise to offer. Gainsborough Nursery School – Assessment is accurate and effective, school moderates with other nursery schools. The school has high expectations of the children and they attain well, especially children entering below expected development, wide and varied curriculum, the HT demonstrates excellent knowledge, drive and reflection that sustains continual improvement and because of this the schools self-evaluation is accurate and reflects the needs of the school community, all staff have a clear understanding of their role in each child's learning, development and well-being Grantham Ambergate Sports College – The school has a wealth of understanding around assessing SEND pupils, involved in the LEARN SEND, the middle leaders have been coached well by senior leaders and are able to support their peers or the school could support others to develop middle leaders, this school is an outstanding SEN school with an SEN Teaching school and are able to support all areas of SEND both in SEN schools and within mainstream Grantham St Marys' Catholic Primary School – Have a clear understanding of what assessment is and what is isn't in the school – we have not tried to replicate levels but looked at what is assessed and why to ensure it impacts on pupil progress, developed over time, planning for REAL projects which are creative and engage learners, while being rigorous in terms of standards, is now well embedded to the benefit of all pupils, establishing vision, self-evaluation and planning for improvement, strategies for developing whole school protocols and procedures, reviews of systems in place and ideas for possible protocol and policy, focused on pupil centred approach and not 'one size fits all', making links between core values (including British values) and national curriculum to ensure that SMSC is not an add on, outstanding leadership and links to enable Sports premium to be carefully targeted to improve teaching and learning Grasby All Saints CE Primary School – As a Church school, can support with a SIAMs visit Great Steeping Primary School – The assessment package we use is excellent, user-friendly and very quick Hemswell Cliff – English lead can offer support on Active English, SBRL can offer support on cognition and learning, work around values, PSHE and working outside agencies, being pro-active, record keeping, working with outside agencies, interventions, values based education, mixed age classes, how to ensure good progress despite huge barriers to learning Metheringham Primary School – strong monitoring of milestones and school improvement, experienced leadership team, very focused on school improvement and its impact across the school, excellent learning environment that promotes pupils wellbeing, pupils positive and able to talk about their needs and good role models, Early Years learning environment and provision led by a strong and outward looking teacher

Directory of School Support – pg2
How might the peer reviewed school support others in its area of strength or expertise? Morton Trentside Primary School Governance,Leadership, Safeguarding, SEND, Sports Premium Navenby CE Primary School Attendance and Punctuality North Hykeham All Saints CE Primary School Leadership, SEND and Other North Hykeham Ling Moor Primary Academy Assessment and Teaching & Learning North Somercotes CE Primary School Attendance and Punctuality, Pupil Premium/Disadvantaged and SEND Scampton Pollyplatt Primary School Assessment, Leadership and Middle Leadership Scothern Ellison Boulters CE Academy Assessment, Attainment, Leadership, Middle Leadership, Monitoring and Evaluation, SEND, Spiritual, Moral, Social and Cultural Diversity (British Values) and Teaching & Learning Skellingthorpe St Lawrence CE Primary Spiritual, Moral, Social and Cultural Diversity (British Values) South Rauceby Ash Villa Primary School Other Spalding The Garth School Attainment, Curriculum, Pupil Progress and Teaching & Learning Sturton by Stow Primary School Curriculum, Monitoring & Evaluation, SEND and Teaching & Learning Sutterton Fourfields CE School Waddington Redwood Primary School Staff Development Morton Trentside Primary School – systems in place, safeguarding, attendance, EYFS Lead, inclusion lead, SENCo skills,Leader of sports k and u? Navenby CE Primary School – rewards North Hykeham All Saints CE Primary School – developing a team based approach to school development, support to other schools interested in pursuing, Development in EY provision including pre-school North Somercotes CE Primary School – thorough and rigorous monitoring and tracking systems in place, high outcomes for disadvantaged children, PP review outlined key strengths, HT a trained PP reviewer, 2 high quality SENCos in school Scampton Pollyplatt Primary School – have supported other schools previously by demonstrating our assessment systems and enable others to develop their own, to strengthen their approach by sharing best practice, approach to middle leadership been used by other schools to develop their own systems South Rauceby Ash Villa School – There is a high level of expertise in the school in relation to meeting students emotional well-being and metal health needs Spalding The Garth School – The school is in a position to share outstanding practice; learning journals, feedback slips, progress over time and evidence folders. The presentation of data is also strong with recent amendments having been made. The school is working towards further development of an already outstanding thematic curriculum, outlining the informal, semi-formal and formal curriculums, most pertinent to individuals pupils' needs. Teachers in other schools would be welcome to come and observe the outstanding teaching and learning in place for pupils with SLD and PMLD. Sturton by Stow Primary School – This year we have introduced learning behaviours through our curriculum. This has been led by our curriculum lead and has involved all children and staff in the process. We have a detailed programme of a wide range of monitoring activities throughout the year. We are now developing a greater involvement of middle leaders. Our SENCo is very experienced and has a wealth of SEN knowledge. Our maths lead is an SLE and a maths mastery specialist. She is able to support with a mastery approach to maths teaching and developing reasoning and fluency skills Sutterton Fourfields CE School – quality collective worship, links with wider community and inclusive school Waddington Redwood Primary School – Support other schools who were looking to start their journey around maths mastery

County Plan – One Plan

County Plan – One Plan County Strategy Lincolnshire County Council
Statutory functions Risk rating Partnership working Commissioning School Improvement Lincolnshire Learning Partnership Board (LLPB) Governance Representative of all schools Lincolnshire Teaching Schools Together (LTT) Teachers and leaders from Lincolnshire schools CEO of MAT’s Networks Capacity Schools – Pupils

Moving Forward One Vision for the Education system The system:
Must have roles that are clear and understood Built in adaptability and accountability Uses research and knowledge to lead improvement Founded on clear principles of working

Details Proposal to have a 3 year plan Pupil outcome focused
Longer term strategic working Education in Lincolnshire – can be world class

Timescale Lincolnshire Vision plan Lincolnshire System Data Your role
September 18 - March 19: Lincolnshire vision Lincolnshire Education System refined Lincolnshire Education Plan September 18 – March 19: Evaluation of current system Refinement of the system Communication to the sector System based on priorities and knowledge System led by data at county and school level Sector-led Know your data Understand how you can contribute to the system Who can support you

Participating schools
LTT ITT Trainees ITT Placement schools SLEs, LLEs, NLEs Leaders of governance CPLD days S2SS CPLD participants Participating schools

To reduce the attainment gap for disadvantaged children and vulnerable groups at Early Years, KS1 & KS2 by improving literacy and communication skills. £496,000 to work with 41 schools. To raise the attainment in Key Stage 2 Maths in Lincolnshire Schools. £254,000 to work with 20 schools. To improve outcomes for pupils on SEN Support. £430,000 to work with 33 schools. Building on Mobilise to provide access to multi-faceted support for English and Maths. light

Strategy for School Improvement

Strategy for School Improvement
The role of the Local Authority in Lincolnshire's sector led system is to provide strategic direction, facilitation of information and to support and connect the sector led school improvement model. Work strategically with the Lincolnshire Learning Partnership and Lincolnshire Teaching Schools Together to develop a highly successful sector led system. The Local Authority will maintain a view of all schools and academies, through the national performance measures for attainment, progress, absence and exclusions through desk-top review. Monitor and intervene when schools are high risk or a school causing concern. Education Team Locality Leads offering advice, support, monitoring and challenge.

School Causing Concern
Risk Rating No Known Issues Seek Assurance Vulnerable High Risk School Causing Concern

Risk Rating No Known Issues
The Local Authority is assured that the School/Academy is taking effective action. Education Locality Leads will provide and telephone support. Keeping in Touch communication. No Known Issues

Risk Rating Seek Assurance
Performance Data e.g. Attainment and Progress Visit to the School to seek assurance that the school is taking effective action to address any potential issues or concerns. A risk rating will then be provided and communicated with the school to either escalate to vulnerable or return to No known Issues Seek Assurance

Risk Rating Vulnerable Performance Data
Vulnerable to inspection less than good. Education Locality Leads will visit approximately four weekly May be included in any strategic school improvement activities and projects. Maintained Schools – can bid for intervention funding. School Improvement visit where appropriate escalation is required. Vulnerable

Risk Rating Leaders and Governors are not taking effective action. If inspected, high risk of an inadequate judgement. Strategy Meeting to co-ordinate and provide strategic input. Receive a pre-warning notice to inform the school of actions it must take to the address concerns. Receive a Performance, Standards and Safety warning notice (School Causing Concern guidance). High Risk

Risk Rating – Schools Causing Concern
School Inadequate Academisation Order Awaiting a sponsor or being re-brokered to an alternative Trust. Failed to fulfil the terms of the Performance, Standards and Safety warning notice. Strategy Meeting to co-ordinate and provide strategic input. Ensure the pace of the improvement is maintained or a solution is found. School Causing Concern

Key LCC Policies

Return to Home Interviews

Missing Children and Return Interviews
What do we mean by missing? ‘Anyone whose whereabouts cannot be established and where the circumstances are out of character, or the context suggests the child/young person may be subject of a crime or at risk of harm to themselves or another’. The risks associated with missing children The strengths of collaborative multi-agency working when children go missing. Police Children’s Services Health Key Partners

Return Interviews What is a Return Interview?
Criteria for a return interview? Return interview requests - average per week Purpose of the return interview Timely opportunity to gather any information that can help protect a child from harm or minimise the likelihood of further missing episodes. Provide a safe space for a child to discuss any concerns or harm that they may have been exposed to whilst missing. Ensure the child and young person’s voice is heard and acted upon.

The importance of relationships within return interviews.
We acknowledge that the quality of the relationship is integral to the success of any professional interaction with a child or young person. A child or young person is far more likely to disclose concerns or worries to someone they trust and feel safe with. We recognise that for almost all children who go missing, school remains a vital place of safety and security. Improving the quality of information gathered within interviews will promote stronger safety plans for the child.

A new approach to return interviews for missing children.
Actively seek to increase the percentage of return interviews undertaken, particularly complex and challenging cases. Ensure relationships is the primary factor in considering who conducts a return interview following a missing episode. Analyse the information obtained from interviews to provide a better understanding around missing children. Engage with a wider resource of professionals to complete return interviews. In some cases this may include those professionals within school. Work in close partnership with schools to promote this change of practice. Provide support and assistance to partners to ensure clarity and understanding.

SEND Area Inspections

SEND Ofsted/CQC Local Area Inspection
SEND Local Area Ofsted/CQC inspection is happening The inspection will review how local areas support these children and young people to achieve the best possible educational and other outcomes such as being able to live independently, secure meaningful employment and be well prepared for their adult lives.

The inspection of the local area will cover and report on the following aspects in arriving at a judgement about the effectiveness of the local area: The effectiveness of the local area in identifying children and young people who have special educational needs and/or disabilities The effectiveness of the local area in assessing and meeting the needs of children and young people who have special educational needs and/or disabilities The effectiveness of the local area in improving outcomes for children and young people who have special educational needs and/or disabilities

In reaching their judgements, inspectors, in line with the Code of Practice, will pay particular attention to: The accuracy and rigour of the local areas’ self evaluation, the extent to which the local area knows its strengths and weaknesses, and to what it needs to do further to improve the life chances of children and young people with special educational needs and/or disabilities To what extent the outcomes for children and young people are improving as a result of the collective actions and support of local agencies and bodies The early identification of special educational needs and disabilities The timeliness and usefulness of assessment How well agencies and bodies plan and coordinate their work to assess need and provide necessary effective support How well the local area works in co-production with parents and young people

Important aspects for schools
Ensure that your SEN Information Report is up to date Engage and involve parents and young people in decision making – do you have forums or mechanisms for consulting with parents and young people on decisions which affect them? Ensure that your Governing Body has a good understanding of SEND and their responsibilities under the SEND Code of Practice 0-25 years (January 2015) Evidence how you identify and support children with SEN early using the Graduated Approach Know your outcomes data for children with SEND – how effective are your interventions? Ensure that the school website includes a link to the Local Offer

Morning Break

Finance Update

National Funding Formula – 2019/20
DfE guidance released to Local Authorities: Significant progress has been made across the system in moving towards the National Funding Formula (NFF) in its first year of operation. Local Authorities will continue to determine local formulas in 2020/21 – originally the 'soft' transition period was to end in 2019/20. Three key aspects of the schools NFF are being updated in 2019/20, which are in line with the original NFF intentions, of which are used to fund a Local Authorities Schools block – this is the overall funding that is used to set the Local Authorities funding formula for school: Within the Schools block, the government will provide for at least a 1% per pupil increase for each school in 2019/20 through the NFF compared to their 2017/18 baseline. The minimum per pupil funding levels have increased to £3,500 for all primary schools and £4,800 for all secondary schools that have pupils in years 10 and 11. The gains cap has increased so that schools can attract gains of up to 6.09% against their 2017/18 baselines (3% + 3% compounded).

National Funding Formula – Cont.
Other NFF points to be aware of: DfE has reduced the Primary low prior attainment factor value to £1,022 to balance the increase in the cohort – to keep the overall the funding on a comparable basis. Growth funding will be allocated to Local Authorities using a new formulaic method based on lagged growth data – this impacts the funding for planned school reorganisations in the primary and secondary sector. Further details are still to be shared by the DfE before the Local Authority can understand the implications to financially fulfilling its agreed School Reorganisation policy. Exclusions arrangements in place from 2018/19 - when a pupil is excluded from a mainstream school, the Local Authority must deduct from the school’s budget in-year the amount within the formula relating to the age and personal circumstances of that pupil, pro rata to the number of complete weeks remaining in the financial year from the ‘relevant date’. SEN funding and Pupil Premium will also follow the child.

Lincolnshire’s Funding Formula
2018/19 Following a consultation with all Lincolnshire mainstream schools, and approval through the Local Authority decision making process on the 10 January 2018, Lincolnshire applied the same funding formula factors and monetary values as the government’s NFF in 2018/19. The government applied a floors and ceilings approach to enable incremental steps for schools to move towards the NFF allowing for a sustainable re-distribution of funding across the country. 2019/20 The Local Authority will still be responsible for setting the mainstream school funding formula for all schools including academies in Lincolnshire. The approval process in January 2018 agreed to the direction of travel of replicating the government's NFF to ensure schools' allocations are on a sensible trajectory towards the move to the 'hard' formula from 2020/21. The Local Authority remain committed to replicate the NFF in 2019/20 with the protection arrangements (floors and ceiling) in place. It is crucial that the overall funding delegated to schools is affordable based on the allocation made through the Schools Block of the Dedicated Schools Grant to the Local Authority from central government. There remain a number of uncertainties due to the use of lagged data in the Local Authority Schools block allocation, which will need to assessed. The Local Authority will consider all options available to ensure individual school level implications are minimised., if affordability is an issue.

Funding Post 2020/21 The schools funding levels from 2020/21 will be subject to the decisions taken at the next spending review, which will impact the speed of gaining schools and downward trajectory of funding for losing schools. Key factors that will require clarity from the government: The speed of which gaining schools (in excess of 6% per pupil gains) will be funded directly through the national funding formula. For losing schools nationally, the downward trajectory of funding through the operation of the minimum funding guarantee to move away from the historical funding arrangements and for all schools funded through the national funding formula. How the government intends to fund school cost increases relating to pay and general inflation going forward.

Teachers Pay Grant School Teachers’ Review Body recommended the following pay award for teachers from September 2018: 3.5% to the minimum and maximum of the unqualified pay range and main pay range. 2% to the minimum and maximum of the upper pay range, leading practitioner pay range and all allowances. 1.5% to the minimum and maximum of the leadership pay ranges. On the 14 September 2018, the DfE confirmed the position of the funding to support schools in meeting this cost covering 2018/19 (September – March), and 2019/20 financial years. The grant will be based on the number of pupils aged 2 to 19 in: maintained nursery schools primary and secondary maintained schools primary and secondary academies and free schools all through maintained schools and academies 16 to 19 maintained schools 16 to 19 academies

Teachers Pay Grant (cont.)
The DfE has calculated the overall cost of the pay award nationally. The DfE has subtracted a 1% pay award from the overall increase in cost that schools would have been planning for, in line with the previous public sector pay cap. Funding at a national level has been broken down by sector to determine the following per pupil rates (or place rates for special and alternative provision). The Education and Skills Funding Agency (ESFA) will pay the funding for maintained school to Local Authorities, who will need to pass the funding directly on to the schools at the rates published. The ESFA will pay the funding for academies directly to the academy. Local Authorities will distribute to institutions who provide for children with high needs . The ESFA will provide further detailed guidance and information in October. This will include school level allocations for mainstream schools, and local authority level allocations for high needs. Payments made by the ESFA will be made later in the autumn. The Local Authority is following up with the DfE on a number of matters relating to the announcement, particularly on the point of a schools financial planning for future pay awards. Schools Sector 2018/19 2019/20 Primary £16.40 £28.29 Secondary £26.54 £45.56 Special and Alternative Provision £65.65 £113.46

Pensions Update

Employer Responsibilities in the Lincolnshire Pension Fund
If you are a prime account school or an academy, and therefore have responsibility for your payroll and HR functions, you are identified as a separate employer in the Lincolnshire Pension Fund, the Local Government Pension Scheme for Lincolnshire. As an employer in the Fund, there are a number of key responsibilities you have, both under the LGPS Regulations and the Pensions Act. This briefing provides a high level summary of those responsibilities, the consequences of failing them, and signposts you to additional advice and information.

Key employer responsibilities
Paying your contributions – on time Submitting monthly data – on time And matching the payment made! Ensuring all data is accurate Ensuring all events are notified in a timely manner E.g. starters, leavers, hours changes, retirements etc. The Pensions Act and LGPS Regulations require that employer and employee contributions are paid across by the 19th of the month following your payroll, and therefore the data submission should be sent across at the same time so that it can be matched and processed. You can always pay it earlier, and this gives time for any errors to be identified and put right ahead of the statutory deadline. It is your responsibility to ensure that the data sent is accurate – your staff’s pension entitlements are based on this data, and the Fund won’t necessarily know if it is incorrect. Within the regulations there are also deadlines for sending information to new starters and leavers, but if you haven’t made us aware of them, we can’t do that. Even if your payroll is outsourced, these are still your responsibilities.

Consequences… If you miss the deadlines for payment and data:
Fines from the Fund Reported to the Pension Board Reported to the Pensions Regulator (TPR) If your data is not clean: Higher employer contribution rate Reported to TPR Fines from TPR – up to £50,000 Most importantly… your staffs’ pensions might be wrong! The receipt of data and cash is monitored, and s are sent advising employers if they have been late (or are incorrect). If this happens three times in a rolling six month period, you will be fined. If there’s a problem and you know you might be late, contact the Fund so we can assist. The Local Pension Board receives a quarterly update on all late payers, and has a responsibility to refer you to the Pensions Regulator if you are consistently late or incorrect. Data quality is high on TPR’s agenda, and they have imposed fines and issued public reports where employers have not fulfilled their responsibilities. These fines can be as high as £50,000. And as there is a valuation coming up in March 2019, where new contribution rates are set for employers, if your data is not considered to be accurate then the Actuary can increase your contribution rate by up to 5% to allow for errors. But most importantly, if you haven’t provided accurate and up-to-date information, then your staff can be impacted in having incorrect pension expectations, or even missing out on pension entitlements.

Monitoring your payroll provider…
Our ideas: Monthly report to include: Date and value of data submission Date and value of payment Data quality – how, what? Considerations: Payroll – do you sign it off? Do you check rates taken for pensions – incl. 50/50? Do you check additional payments – APC's, AVC's? Have AVC's been paid across to Prudential – timing? If your payroll is externally managed, you need to ensure that you have rigorous contract monitoring in place to ensure that they are completing all the duties they are required to on your behalf. Some of our ideas of things you could request or consider are shown here – in looking at data quality you may wish to do spot checks. Remember, you are still responsible even if you have outsourced.

What we offer to help… Standard monthly exception reporting via the portal Is this being cleared each month? Membership Audits Complete data check – should be annual event Training events Use your Pension Fund Representative (PFR) Don’t forget your historical data… Monthly exception reports are available once your data has been processed – this identifies where additional information is required or where information may be incorrect – areas covered are new starters, part time hours mismatches, and leavers reports. Our administrators, WYPF, offer membership audits, where you can check all your support staff details. This should be an annual event, but particularly important ahead of a Valuation or a change of payroll provider. WYPF also offer training events covering your responsibilities and also more detailed payroll training – details are on the website. And every employer has a named PFR, who can assist you and will also come out and visit. One important thing to remember is your historical data – sometimes we need to go back through 13 years of payroll information when calculating a pension – are you able to provide that? Who is responsible for it if you change payroll provider? You need to ensure you or your payroll provider has access.

Where to go from here… The website: www.wypf.org.uk Your PFR:
Kaele Pilcher Anisa Patel Your monthly contributions: Kay Waller – Escalation: Jo Ray – Pension Fund Manager It is important that you understand your responsibilities as an employer in the Lincolnshire Pension Fund, to ensure that your staff get the LGPS pensions that they are entitled to, and that you don’t fall foul of the Pensions Regulator. We offer much support and information on the website, with your PFR, or as part of our monthly contribution monitoring exercise. If you have any concerns that you need to escalate, please contact the Pension Fund Manager.

Intent, Implementation, Impact
OFSTED Update Intent, Implementation, Impact

Initial phone call New question: “are there now, or have there been recently, any tensions within the community which affect the school?”

Learning and memory WHAT content needs to be deeply embedded in long-term memory? WHAT do pupils pay attention to? AVOID overloading working memory. PROVIDE spaced repetition for ‘consolidation’

Data and Assessment Assessment should be undertaken to support the teaching of the curriculum (what could be called ‘quality first teaching’). Assessment should not drive teachers towards excessive individualisation, differentiation or interventions. This can be very difficult to achieve effectively without lowering expectations for some pupils and/or unnecessarily increasing teacher workload.

Data and Assessment cont.
An assessment can only ever be said to be valid for a particular purpose, or purposes, rather than ‘in general’. Are the inferences school leaders make from data valid? Are the assessments they use fit for purpose? Sometimes, assessment data is used to fulfil purposes that it was never intended to fulfil.

Inspectors (like teachers) need to make careful inferences about pupils’ progress by triangulating the results of different sorts of formal and informal assessments and other useful and relevant information. Assessment information is only ever a starting point. Inspectors should always prioritise looking at the progress and attainment of children in the school through first-hand evidence, such as lesson observations, work scrutiny and conversations with staff and pupils.

The curriculum is the progression model – in other words, progress is made through knowing more and remembering more. Data is simply an attempt to measure that outcome.

Progress means knowing more and remembering more Prior knowledge allows the learning of new content How effectively do leaders select and plan a curriculum with ‘transferable’ knowledge ‘sequenced’ knowledge

Equality Act 2010 Segregation is usually against the law. When inspectors discover segregation they will usually notify the regional duty desk. A small number of instances of segregation may be legal. Inspectors should therefore consider whether the particular case meets the positive action exemption. Where leaders have come under pressure to narrow their curriculum or to change school policies to the detriment of the promotion of British values this must be reported on explicitly. Credit should be given to leaders who stand up to this pressure in the interests of pupils and British values. All protected characteristics are equally important. For example, if we are using images to explore protected characteristics, we cannot simply focus on one or two. How do schools develop respect for all protected characteristics?

Top Tips: From schools recently inspected
Having the school assessment/tracking system explained in a paragraph in order that you don’t have to spend time on that. BOOKS. Are the key evidence base. All areas including quality of provision, outcomes, behaviour and progress. Internal assessment information and a coherent understanding of what its saying (all levels of leadership) 'Honesty and integrity'- including Self evaluation. Don’t over show but have it ready (particularly where it's not showing a positive picture)

The phone call - brief your DHT or second in command in case you aren't there - For S8 – and S5 handbooks lists what will happen on the phone call Documents you will need to have ready for the Lead Inspector – see Handbooks Attendance information - when you report attendance to governors DO include key groups for your school (and governors). You can then use this information during inspection. Code of Conduct - If you have a concern about conduct or process then raise it straight away, don't leave it until the final meeting! Handbooks - It is really helpful if HTs have copies of up to date handbooks - especially for S5 team meetings Data and other myths - see S5 handbook - share this with staff and governors - it is clear about what inspectors can and cannot ask for

Updates

Perspective Lite – What’s New?
Accounts & permissions managed in-school Unlimited accounts Weekly Digest goes to all Perspective users Watchsted (& look up an Inspector) available to all Heads and SLT users School policies & Safeguarding documents now available via Document Pool

Perspective Lite - Accounts
Schools can now Manage Users - via cog icon Heads control of user account admin and permissions – schools can create their own accounts – no limit on number You can use a pre-set permissions level Or pick and choose different levels of access to different modules to create custom permissions Heads can give other school staff the ability to set up other users and amend access Only Heads can grant others the ability to set up accounts

Perspective Lite – LA Documents
Know where to find School Policies & Safeguarding Docs: LA Services > Documents > LA Documents

Mental Health First Aid course in Lincolnshire
One free place for your school on a Youth Mental Health First Aid (MHFA) One Day course, funded by the Department of Health. The government has committed to fund over 3,000 places on the Youth MHFA One Day course over three years, so that by 2020 at least one person in every state secondary school in England has MHFA skills. For further information or to book on – Antonia Sharpe Course details The Youth Mental Health First Aid in Schools Programme is fully funded by the Department of Health with a value of £200pp. Date: 17th October 2018 Time: 8.45am-5pm (prompt start and finish) Location: Lincolnshire, The Priory Ruskin Academy in Grantham: Rushcliffe Road, Grantham, Lincolnshire, NG31 8ED.

Parent Governor Election for Children’s and Young People Scrutiny Committee
For Maintained Schools only Further information is to be released later this week, by letter

Whole School Approach to Obesity
Healthy Weight Self-Service Portfolio of Interventions Currently around 1 in 5 children in reception, and 1 in 3 in Year 6, are overweight or obese. This evidence-based resource aims to support schools in enhancing their healthy weight activity through a whole school approach. Go to > Free of charge services Purpose The purpose of this slide is to introduce a new resource for schools. The ‘Healthy Weight Portfolio of Interventions’, compiled by Lincolnshire Public Health, details a range of resources schools can implement to enable more children in Lincolnshire to be a healthy weight. Why the resource has been developed Schools play a key role in providing opportunities for children to maintain a healthy weight. There’s good evidence that specific interventions in schools can in increase levels of physical activity and support healthy diets. The National Childhood Obesity Strategy: A Plan for Change (2017) states: "Long-term, sustainable change will only be achieved through the active engagement of schools, communities, families and individuals.“ Overweight and obese children are at greater risk of developing many short and long term health conditions, including coronary artery disease, high blood pressure, type 2 diabetes, some cancers and depression. Evidence shows that when children eat healthily and are physically active they: Have improved concentration, problem solving, attention and the ability to prioritise. Improved classroom behaviour Improved peer relationships and social competencies Reduced days absent from school Lower levels of anxiety and stress Improved academic achievement. The health and wellbeing of children and young people contributes to their ability to benefit from good quality teaching and to achieve their full academic potential. About the resource As well as a list of universal services and resources that can schools can use to promote active and healthy children, the document also covers: the local context, key evidence, links with Oftsed, and further information on developing a whole school approach to obesity prevention. Interventions should be sustained, multicomponent and address the whole school, including after-school clubs and other activities. Short-term interventions and one-off events are insufficient on their own and should be part of a long-term programme. The resource supports this whole school approach. Available on Edulincs – Under the Free of Charge services section ( Available to download now on Edulincs

Stronger Governance Training for Governors and Trustees Resources Consultancy Networking / Briefing Events To access support and to book training, or phone Details on the offer and booking forms will be available via the LTT website – (web address to be confirmed but currently live through LTSA) Training for Governors & Trustees: Professional development units via NGA Development programmes (Board / Chair / Clerk) – various pricing and funding available Bespoke sessions - £500 per session up to 25 governors – important to stress ability to invite other schools to encourage working partnerships and charge out to reduce cost…potential to achieve training for £20 per governor if full booking made plus promotion of school venue Resources: Online resource library being developed which will include guidance and support documents from all sectors across Lincolnshire such as documents to assist self-review in all educational settings, support for recruitment of governors and key governance documents Consultancy: Leaders of Governance (previously referred to as NLGs and LLGs) are able to offer support in various ways, including: External Advisor for Effective Headteacher Perf Man External Reviews of Governance Network / Briefing Events: Governor Partnership: 11 Oct – Horncastle 15 Oct – Lincoln 17 Oct – Grantham 18 Oct - Boston Clerks Networking – next sessions to be in Spring term Annual Governor Conference 2019: We are pleased to announce that in 2019 we will be hosting a Governor Conference at the Lincolnshire Showground on Wednesday 13th November Further information will be available on the LTT website in due course

Dates of next Leadership Briefings:
Leadership Briefings (Spring) 4th March 2019 Springfields Conference Centre, Spalding 5th March 2019 The Bentley Hotel, Lincoln 12th March 2019 The Petwood Hotel, Woodhall Spa 13th March 2019 The Petwood Hotel, Woodhall Spa - SEC 14th March 2019 The Urban Hotel, Grantham Leadership Briefings (Summer) 11th June 2019 The Bentley Hotel, Lincoln 12th June 2019 Springfields Conference Centre, Spalding 13th June 2019 The Petwood Hotel, Woodhall Spa 18th June 2019 The Urban Hotel, Grantham 19th June 2019 The Petwood Hotel, Woodhall Spa - SEC

Lunch & Locality Lead Afternoon Session

School Self Evaluation Development Session
Some ideas we have gathered along the way! October 2018 Locality Lead Team

Self-evaluation is a process and there is no right way to present your information.
Ofsted Section 5 handbook: “Ofsted does not require self-evaluation to be graded or provided in a specific format. Any assessment that is provided should be part of the school’s business processes and not generated solely for inspection purposes.” If you have already identified your priorities, you have already done your self-evaluation.

Make it simple Be clear about –
Who is the process for - not Ofsted, but Governors, school leaders…. How what you say links to evidence – use evidence from a range of sources including your monitoring and evaluation activities, peer review etc What are you doing, why are you doing it, and if it has it been successful Using self-evaluation to identify next steps - link to SDP priorities Self-evaluation being cyclical in nature – plan, do, review (identify priorities, carry out actions, review progress)

Make it simple Be concise –
Ensure you are evaluative not descriptive, with short sentences Be wary of including information that can be found elsewhere (this can make the information very lengthy) Cross reference information that is included - keep it current and the same across all platforms and activities Use the process to identify your lines of enquiry - where are we strong, where have we improved since our last inspection, what are we working on now Use the process to inform other key activities – school development plans, action plans, HTs report to Governors

Make it simple Be confident –
that you know your school, based on your monitoring and evaluation seek and welcome challenge – through Governors, peer review, clusters that you know the Ofsted evaluation schedule use evidence from leaders across the school invite external eyes to support and validate to build a culture that is open and developmental and not judgemental

Make it simple Your self-evaluation gives an impression of what leadership is like in the school. It can showcase your……. – clarity of thinking consistency ability to focus on what to do next skills in being evaluative and reflective proactivity (recognising self-evaluation is an on-going activity)

WAGOLL Have you used evaluative, not descriptive phrases?
Do you say what you are going to do rather than what you have done? Have you used evidence from your monitoring and evaluation activities? Have all stakeholders contributed? Have you considered the Ofsted evaluation schedule? Have you cross referenced/linked to your School Improvement Planning/action plans?

WAGOLL Have you asked ‘so what?’
Does the process accurately reflect what you know about your school? Is anything missing? Do you use self-evaluation information in your school improvement planning? Your HT report to Governors?

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