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Governance

Schools need stronger partnerships to tackle knife crime, says Ofsted

A report commissioned by Ofsted (external link) has suggested that schools do not have the capability to counter knife crime alone, and advocates that they need to better utilise partners such as local authorities and the police.

Ofsted’s research has examined how schools, colleges and pupil referral units in Greater London have fared in protecting pupils from knife crime in school, and how they have dealt with children who have brought knives onto the school site. They found that incidents are exceptionally rare, but local partnerships are underutilised, which makes responses inconsistent. While finding that there is no evidence to suggest that exclusions are the main factor in surging incidents of knife crime, the report reminds school leaders to follow the statutory guidance in relation to exclusions and consider early interventions for groups most at risk.

Mike Sheridan, Ofsted’s Regional Director for London, states:

‘Schools should be fully involved in local knife crime strategies, but too few are brought around the table. Only just over half of the schools surveyed were aware their borough had a knife crime strategy. Schools work effectively to keep their pupils safe, but they can be isolated from each other and other agencies, leading to inconsistencies in the way schools approach this issue.’

Governors and trustees should be aware of their statutory responsibility in assuring children’s safety at their school(s).

Categories
Governance

New Ofsted Inspection Framework: consultation deadline approaching

This is a reminder that Ofsted’s consultation of its draft framework for the inspection of of maintained and academy schools (external link), which will take effect from September 2019, will close on 5 April 2019.

The proposals for the new framework include a single “quality of education” judgement to replace the existing “quality of teaching, learning and assessment” and “outcomes for pupils” categories. Inspectors will focus on a provider’s curriculum intent, implementation and impact, and pupil performance will not be considered in isolation but in the context of the school curriculum. The aim is to “de-intensify the inspection focus on performance data and place more emphasis on the substance of education and what matters most to learners and practitioners.” The framework proposals are based on in-depth research carried out by Ofsted, details of which can be found here (external link).

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Governance

Updates to the DfE's Governance Handbook

The Department for Education (DfE) has released an update to the Governance Handbook (external link). This document is a crucial resource for governors and trustees as it gives a detailed breakdown of their roles, responsibilities and legal duties, with signposting to useful resources.

The list of updates in this edition can be found on pages six to eight of the handbook. The new guide includes, amongst other things, greater emphasis on parental engagement, updated signposting to resources – including the new DfE workload reduction toolkit, updated information on Analyse School Performance, and a new subsection on executive pay.

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Governance

DfE publishes guidance for governing boards on workload

The Department for Education (DfE) has published a suite of guidance and materials to help boards and trustees support workload reduction in their school(s) and for themselves.These materials are to help governing boards and trustees:

  • support workload reduction in their school(s)
  • review and streamline their own practice to reduce their workload

The 3-stage guidance sets out practical tools and guidance to support governing boards to reduce workload, including a workshop which can be run as a whole-school activity or in teams and a discussion template.

  • Stage 1 contains tools to help schools carry out a workload audit.
  • Stage 2 sets out what schools can do to tackle identified issues which can lead to excessive workload in schools, including support for governing boards and trustees
  • Stage 3 contains tools to help schools evaluate the impact of changes after a workload review.

You can access a summary sheet on reducing workload: support for governing boards here.

Categories
Governance Healthy Schools

DfE releases guidance on Relationships Education, Relationships and Sex Education (RSE) and Health Education

The Department for Education recently published the new draft guidance for schools on Relationships Education, Relationships and Sex Education (RSE) and Health Education. This guidance replaces the previous guidance on Sex and Relationships Education which was published in 2000. From September 2020, it will be mandatory for all schools to teach these subjects in line with the new guidance.

Next steps

  • Haringey Public Health is developing a mailing list of school PSHE leads, to provide information and support with implementing the new guidance. Please ensure that your PSHE lead is included on this mailing list by contacting healthy.schools@haringey.gov.uk.
  • The Sex Education Forum and PSHE Association has produced a roadmap of 10 key steps to provide high quality Relationships Education, RSE and Health Education. The map offers a comprehensive breakdown of the actions for schools to help prepare for these subjects becoming statutory.
  • The Department for Education is looking for schools, who are already teaching a comprehensive programme of RSE, to become early adopters of the new guidance from September 2019. See the attached guidance for further information, and register as an early adopter school via the following link. Please also notify healthy.schools@haringey.gov.uk if you are considering becoming an early adopter.
  • For further information, please contact Meinir Jones healthy.schools@haringey.gov.uk.
Categories
Governance

NFER Teacher Labour Market in England – Annual Report 2019

The National Foundation for Educational Research (NFER)  has released its first annual report on Teacher Labour Market in England (external link). After the Department for Education (DfE) published its Teacher recruitment and retention strategy (external link), NFER responded with this report to “monitor the progress the school system is making towards meeting the teacher supply challenge over the next decade”. Drawing upon numerous sources of data on teaching recruitment and retention, the report aims to give policy makers and practitioners a good overview of the sector.

The report focuses on three key areas: the teacher labour market in England, teacher workload and the wider economic context. Overall, the key findings suggest that:

  • secondary schools and early years providers are particularly struggling with recruitment and retention; with secondary schools facing a “supply challenge over the next decade” and data between 2012 and 2018 showing that early years providers are struggling to retain teachers;
  • on average, 20% of teachers “feel tense about their job most or all of the time”, 7% higher than in other sectors, with over 40% also unhappy about the amount of recreational time they received outside of work.
Categories
Governance

Updates to Analyse School Performance (ASP)

Several updates have been made to Analyse School Performance, the Department for Education’s (DfE) data analysis tool for school leaders. Governors and Trustees will now be able to view their ‘Prior attainment of pupil by year group’ report for the 2017/2018 school year. In addition, the DfE has changed how the ASP website will be accessed. Previously, school leaders have used the Secure Access portal to access their school’s data. Now, they will need to use the new DfE Sign-in website, having migrated their account to the new service. DfE have produced a step-by-step guide (external link) on how to do this.

Governors and Trustees should be reminded of the importance of scrutinising school data, and how it can help them fulfil their core functions.

Categories
Governance

DofE launches teacher recruitment and retention strategy

The Department for Education (DfE) has released its teacher recruitment and retention strategy (external link). The aim of the strategy is to ensure that teaching continues to be an attractive and rewarding profession by tackling the most prominent concerns and professional obstacles faced by teachers and school leaders.

The strategy focuses on four priority areas:

  • ensuring that schools provide a supportive culture and reduce workload;
  • providing support for teachers early in their careers;
  • ensuring that teaching remains attractive throughout a practitioner’s career;
  • attracting more people into teaching by making it easier for the right people to become teachers.

The National Governance Association (NGA) contributed to the strategy development, alongside other organisations in the sector. Read more (external link) on the new strategy and the thoughts of Emma Knights, NGA’s chief executive, on recruitment and retention.

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Governance

DofE releases School Snapshot Survey results

The Department for Education (DfE) has released its report on the school snapshot survey (external link) conducted last summer. The survey comprised 758 interviews with school leaders and 1,040 interviews with classroom teachers. The aim was to uncover respondents’ views on several topics affecting the education sector today and to find out how their school has responded to changes in the sector. Respondents covered a wealth of issues in their responses, including: the curriculum; teacher workload, retention and recruitment; student support provision; and careers.

Amongst the findings, the report covers some of the steps schools have taken to reduce teacher workload, which includes updating policies (92%) and altering how marking is carried out (93%).  Furthermore, the survey revealed the extent to which schools are meeting pupils’ basic needs, with 83% of secondary schools providing “free sanitary products” and over half raising concerns that some pupils in their school do not have access to a nutritious diet in the school holidays.

 

Categories
Governance

DfE consultation on changes to teacher's pension contributions

Teacher's pension contributions will increase from 16.48% (in 2018-19) to 23.6% (for the period 1 September 2019 to 31 March 2023). The government estimates that, for 2019-20, this increase will cost state-funded schools £830 million and further education (FE) institutions £80 million.

The Department for Education (DfE) is proposing to “provide funding towards” the £830 million (in state-schools) and the £80 million (in FE institutions) for the costs incurred in 2019-20. However, according to FE Week (external link)  “any further funding [beyond 2020] would rely on the government’s spending review” scheduled for next year.

This week, the DfE is running a public consultation on the changes and, specifically, on their plans to provide 2019/20 funding towards the contribution costs. Click here (external link) If you would like to participate in the consultation. Closing date 12 February 2019.