Month: June 2019

Categories
Events

FREE Event at Greig City Academy on Thursday 25th July

Black Arts Production Theatre (Bap) is a local performing arts theatre company based in Tottenham.  They are having a free performing arts event that directly addresses some of the solutions to the youth violence in our communities. The event will comprise of a series of sketches  performed by young people,  followed by a panel discussion.  

 

The target audience are families, as we believe this is the most effective way to create a change. 

 

It all takes place on Thursday 25 July at the Greig City Academy school located on Hornsey High Street.  The doors open at 5.30 and the show starts 6 pm – 8pm

 

Please contact for further information: marcellesb@aol.com

Categories
Early Help Schools

Haringey’s Parenting Support Resource is now online

Haringey’s Early Help Service’s Parenting Support document provides an up-to-date list of services running parenting programmes, courses, workshops and projects across Haringey.

 

Up till now, you could only see this document by downloading it as a PDF from the Haringey Parenting webpage.

 

From June 2019 this valuable resource will be available online, enabling you to view it via your laptop, PC or mobile phone. This will make it much easier for parents, carers, schools and others to access information on the parenting support services available in Haringey.

 

Where possible, we will also attach further materials and information, such as flyers and referral forms, for individual support services. Our aim is to support a faster and streamlined referral process for Haringey’s parents, carers and the professionals who support them.

 

Read more here (external link)

Categories
Healthy Schools Schools Smarter Travel

Thursday 20 June is Clean Air Day

What is your school doing to highlight this important day? Air quality is high on our agenda, it affects everyone, especially the children in your schools. Clean Air Day is a good reason to ask parents and staff to try to leave their cars at home for one day to make a difference to the air quality. 

  • Watch The Mulberry Primary’s Air Monsters vs Air Rangers short animation.

  • Research show that there is nine times more pollution inside a car than outside. Children arrive fitter and more alert if they actively travel to school. 

  • Clean Air Day is a nationally recognised day, along with Car Free Day on 22 September.

  • Haringey Council has pledged to help schools, residents and groups organise temporary play street closures on this date.

Use these links to help with ideas to promote the day: 

https://www.cleanairday.org.uk/news/date-announced-for-clean-air-day-2019

https://stars.tfl.gov.uk/explore/idea/details/1102 

https://www.cleanairday.org.uk/

 

Haringey is currently consulting on the draft Air Quality Action Plan if you can forward this link to all your staff and families, we welcome feedback from every resident. https://www.haringey.gov.uk/news/tackling-toxic-air-residents-have-their-say

 

Categories
Healthy Schools Schools

Harmful practices – briefing for schools

Schools Bulletin_Harmful Practices

 

This is a briefing for schools about the different forms of harmful practices. This briefing has been produced by Haringey’s Harmful Practices Working Group, a multi-agency partnership which seeks to identify and reduce harmful practices in Haringey.

 

Schools should be aware that students may be most at risk of some forms of harmful practices during the long summer holiday. This briefing has been designed to support schools’ understanding of the different forms of harmful practices, the signs to be aware of, and the action that education professionals need to take to safeguard their students. We advise that schools circulate this briefing within their own staff bulletin.

 

If you have any questions or require any further information, please contact: Bridie Blower, Violence Against Women and Girls Coordinator, telephone:  020 8489 5441 email: Bridie.Blower@haringey.gov.uk

 

Categories
Events Schools

Last call: Post-16 Strategy Group Meeting on Thursday 20 June

All secondary schools and sixth forms are invited to send a representative to the Post-16 Strategy Meeting taking place on Thursday 20 June at the Haringey Education Partnership offices at Hornsey School for Girls, Inderwick Rd, Crouch End, London N8 9JF from 2pm – 4pm. The meeting will consider developing Haringey’s post-16 strategy to meet the needs of Haringey’s learners in seven strands:

·         The Haringey offer

·         Destinations

·         Outcomes

·         Careers advice and guidance

·         NEETs and unknowns

·         Exclusions and AP

·         Employment for EHC and SEND pupils

 

All secondary schools and academies are invited – there is no charge for non-HEP schools. Please call 020 3967 5100 if you have any questions.

 

Categories
Governance

Ofsted: new Education Inspection Framework published

'The new iteration of Ofsted’s Education Inspection Framework which will take effect from September 2019 has been published.

The changes confirm Ofsted’s increased focus on the quality of the curriculum, with a single ‘quality of education’ judgement set to replace the existing ‘quality of teaching, learning and assessment’ and ‘outcomes for pupils’ categories. The current judgement for ‘personal development, behaviour and welfare’ will be split in to two separate categories – ‘behaviour and attitudes’ and ‘personal development’.

Ofsted have confirmed that there will be a ‘grace period’ until September 2020 as schools grapple with the shift in focus from outcomes to a 'broad and rich learning experience'. During this time, schools which have a plan in place to review their curriculum and can demonstrate genuine action to do so will not be downgraded.

Categories
Governance

DfE open call for evidence on character and resilience

The Department for Education (DfE) has opened a call for evidence on character and resilience. The deadline to complete the online form is 5 July 2019. The Character Advisory Group is seeking views on the development of character and resilience in young people from school and college staff, governors/trustees, young people, parents, carers and more.

Ian Bauckham CBE, chair of the advisory group, says:

"An excellent academic education and good qualifications sit alongside other important outcomes for young people. Developing aspects of character and resilience can also help young people to achieve their goals, overcome challenges, develop their readiness for adulthood, and help the most disadvantaged to compete more equally with their advantaged peers in the labour market.

The call for evidence will directly inform the advisory group, and therefore we are encouraging all those governing to respond to the call for evidence to inform the department about the state of character and resilience in your school(s) settings."

 

Categories
Governance Healthy Schools

Mental health training rolled out to secondary schools

Mental Health Awareness Training (MHAT) is a free national programme delivered by the Anna Freud Centre for Children and Families, a mental health charity.

Taking place between September 2019 and February 2020 in over 130 locations, the training is available for two members of staff and is open to all schools and colleges who have not already received it. A full list of schools and colleges is available on the Anna Freud Centre website.

Grounded on a rigorous evidence base, MHAT aims to provide staff working in secondary schools with the knowledge, skills and practical tools needed to promote and integrate mental health and wellbeing across the whole school community. Secondary teachers will receive training on how to recognise the warning signs for depression and anxiety as part of a government-funded mental health drive. The training will also cover:

  • what the evidence tells us about mental health difficulties in schools
  • spotting the early signs of a mental health problem
  • positive approaches to promoting mental health and wellbeing in the whole school community

 Davina Metters, head of programming in mental health in the school's team at the Anna Freud Centre says,

“It’s about ensuring that you have a robust mental health and wellbeing policy in place, and giving teachers skills to go back to their settings and set that up.”

Governors and trustees can play a vital role in supporting pupil and staff wellbeing by upholding an ethos of mutual care, developing a shared vision for supporting a whole-school approach to mental health and wellbeing and establishing a strategy to make it happen.

Categories
Governance Schools

Careers hubs to expand in 20 areas

The Secretary of State for Education, Damian Hinds, has announced a £2.5 million investment in expanding careers hubs, provided through the Careers and Enterprise Company.

The hub model brings together schools and college groups to provide career guidance and links with employers, universities, training providers and career professionals to improve outcomes for young people. The career hub model has outperformed the national average in all the Gatsby benchmarks and disadvantage areas have seen the biggest improvements.

The list of Local Enterprise Partnerships (LEPs) successful in their bids to establish a careers hub can be found here.

Categories
Governance

New Education Endowment Foundation guidance on improving behaviour in schools

The Education Endowment Foundation has published new guidance on improving behaviour in schools, responding to a clear need for schools to have consistent and clear policies that promote positive behaviour in lessons. The report, based on extensive research and consultancy, is built around six recommendations for preventing and responding to misbehaviour. These are categorised as either ‘proactive’ (strategies to prevent bad behaviour from happening), ‘reactive’ (how to deal with bad behaviour when it happens), or as relating to ‘implementation’ (focusing on the need for consistency and coherence in behaviour policies).

Practical examples of each are included to support senior leaders and classroom teachers in primary and secondary schools, though governors and trustees may also find the guidance useful, even in schools where behaviour is generally good. Particularly instructive is the finding that “universal systems” of behaviour management are unlikely to work, whereas more personalised approaches can significantly improve the behaviour of disruptive pupils. In terms of implementation, many require deployment at classroom level, though others still require a school-wide focus.

The report’s publication is timely and should be read alongside the Timpson review of school exclusion.