School Improvement Update Issue 4 Scotts Primary School’s personalised approach to CPD Continuing to improve standards in teaching and learning is the school’s top priority over the next few years as it expands from a one to a two-form entry school and a key element in this is access to high quality CPD. Although teachers have opportunities to attend courses through the Hsis training package and outside providers, they are also encouraged to take a more personalised approach to professional development through the school’s JPD (Joint Professional Development) programme which aims to support them, through a cycle of peer-to-peer collaboration, in becoming reflective and proactive in seeking self-improvement. This programme was developed through: Shared understanding – staff meeting time was used to develop a shared understanding of high quality teaching and learning and how this impacted on outstanding outcomes for pupils. Collaboration – teachers, more experienced and newly qualified, systematically identify areas for improvement in their own practice and work alongside colleagues (either in own phase or beyond) to try out new ideas in a safe and supportive climate. Coaching – the majority of teachers had never had experience of coaching either of themselves or others so it was important to provide some basic training in coaching techniques – this has enabled peer discussions and support to be most effective. Team building – teachers not only have real ownership of their own development but take pride in the achievement of their partner colleagues - this has created a real team ethos. Evidence – teachers complete a brief action plan for each target they set themselves and evidence is compiled through peer observations and informal discussions, as well as pupil outcomes. Celebration – staff are encouraged to share their successes and ‘failures’ (we teach children that learning comes through failure and the same is true of adults) at key points throughout the year in an informal and supportive setting.
Summer 2016 Dear Colleagues, Welcome to Edition 4 of our termly Hsis School Improvement Update. I hope that the summer term has gone well for everybody at your school. As we head towards the end of another academic year, it is worth reflecting back on 2015-16. It has been a year of enormous change (again) and a year of enormous planned change (again)! We have now had quite a few inspections under the ‘new’ Framework and generally they have been successful. Headteacher colleagues have reported them to be rigorous but fair. Our congratulations go to those schools whose improved effectiveness has been recognised by Ofsted and HMI. The profile in Havering continues to improve. We have also been working to develop new assessment systems following the removal of levels. This of course has had major ramifications for everyone: headteachers, classteachers, children, governors and parents, Ofsted, the LA…It is a major overhaul of systems, processes and indeed philosophy about learning and progress. In terms of statutory assessments, tests and official DfE guidance, it is perhaps not unfair to suggest that there has been significant confusion around dates, reporting, tracking, the ‘standards’ achieved and the language and terminology of the new system. As so often in the past, it is the profession itself that has taken the lead, and in Havering there have been some really excellent and innovative developments in this area – so congratulations to all those involved. You may have also noticed that there is a new White Paper, proposing system wide changes that will have significant implications for all schools and Local Authorities. We wait to see how the debate unfolds but for sure, this would represent one of the biggest overhauls of education infrastructure for many years. Once again we are pleased to have secured a very high level of buy-back for Hsis services for 2016-17. We are proud that you continue to place your trust in our services. We never take your support for granted and we are always trying to add value to our packages with additional features, opportunities and flexibility. We look forward to working with you again across the coming year.
Although it has taken nearly two years to fully embed the programme within the School Development Cycle, it continues to be a key driver in the pursuit of excellence – the next step is to expand the programme and give Teaching Assistants and LSAs similar opportunities to develop professionally through collaboration.
Finally, I would like to thank colleagues in schools for the tremendous support I have received personally during such a difficult time for myself and my family. It is very much appreciated.
Jan Taylor Head Teacher, Scotts Primary School
Grahame Smith School Improvement Manager
With very best wishes to you all,
English Reading Exemplification Materials for Key Stages 1 and 2 After a long wait, the Standards and Testing Agency has finally published the exemplification materials for reading at Key Stage 1 and Key Stage 2. You can find them here: www.gov.uk/government/collections/nationalcurriculum-assessments-2016-teacher-assessmentexemplification Although they are not statutory, teachers in Year 2 and Year 6 may find them very helpful when they are undertaking their summative national assessments. This is especially true of the videos which are up on YouTube and linked in the written materials. Year 6 teachers, of course, will be primarily concerned with preparing their pupils for the test, as this is what is published and used by secondary schools but the videos and transcripts are nevertheless useful as a guide to the sorts of small group discussions which teachers can use to gather information to support Teacher Assessment.
For Year 2 teachers, the videos are even more useful because they shine a light into the difficult to assess area of decoding. It’s clear that the fluency of a pupil’s decoding, as evidenced through reading aloud, is crucial to the STA’s view of the expected standard. Watch two children read the same book – ‘The day the crayons quit’, one ’working towards’ and the other ‘at the expected standard’ so that you can see the differences between the two standards. The materials also provide transcripts of discussions between teachers and pupils which you can use as models for your own assessments and it’s worth noting that all the books used in the materials are ‘real’, popular children’s books which are both entertaining and challenging. So, take a look and use the materials as the basis of discussion with colleagues in your year or across the school. They provide plenty of food for thought. Autumn Term English Leaders’ Network Meeting Wednesday 12 October 2016, 4.15pm – 5.45pm
Peter Ellison Inspector Standards and Effectiveness - English
Maths Arithmetic or Mathematical reasoning? Arithmetic or mathematical reasoning - where should we focus? Many teachers have had this discussion around the new end of Key Stage tests. In the new end of Key Stage maths tests there is an emphasis on mathematical reasoning. In addition to an arithmetic paper, Key Stage 1 will have one mathematical reasoning paper containing 35 questions and Key Stage 2 will have two mathematical reasoning papers to be completed in 40 minutes per paper. The description of these papers includes assessing mathematical fluency, solving mathematical problems and mathematical reasoning. Schools are demonstrating success with the teaching and learning of arithmetic. However, it is important that teachers consider the style of question shown in the sample papers published in July 2015. These questions expect pupils to apply their mathematical learning when answering a variety of questions. The questions have less scaffolding than many of those seen in some text
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books and worksheets. Pupils may have a good grasp of mathematical content and methodology, but, could easily be unable to apply their knowledge in unfamiliar settings. In planning it is important to include opportunities for mathematical talk, discussion, investigation and creating maths problems. These strategies are not just about answering test questions, but rather about creating able mathematicians who are confident and who develop a love of the subject. There is great value in teachers modelling how to reason mathematically and develop language skills to support mathematical thinking. “Developing reasoning skills with young learners is a complex business. They need to learn to become systematic thinkers and also acquire the ability to articulate such thinking in a clear, succinct and logical manner.” The NRICH Team 2014 Autumn Term Maths Leaders’ Network Meeting Wednesday 12 October 2016, 4.15pm – 5.45pm
Kairen Raper Inspector Standards and Effectiveness - Maths
Secondary Update When the Government’s performance tables are published in January 2017 they will look very different to those we have been used to seeing in the past; but what will the results look like when they first come out in late August? Well, probably not very different at all. Students will still be focused on the number of GCSE good passes they achieve, at A*- C, including English and maths – and so will the media and colleges.
both English and in maths) and the English Baccalaureate or EBACC (percentage of students who achieve a total of six good passes in English, maths, two sciences, a modern foreign language and either history or geography).
In fact, this will probably continue to be the case going forward also, although the grades will be changing from A*- G to 9-1: in 2017 for English and maths, followed by all other subjects in subsequent years.
In the new performance tables, the grade that each student achieves in each subject will be given a numbered score, and their Attainment 8 score can be calculated as the total across the eight qualifying subjects. Each student’s results can then be calculated as an average Attainment 8 score, and the school will be given an average Attainment 8 score.
So, it is the area of reporting school performance, rather than student results, which will change this year, with the introduction of the new measures of Attainment 8 and Progress 8, along with the existing measures of the Basics (percentage of students who achieve a good pass, A*- C, in
The two new measures of Attainment and Progress 8 are designed to reflect the achievement of students across a broad curriculum of eight subjects, with Progress 8 destined to become the most significant measure of all, as it will reflect the progress made by students across the curriculum and across the five years of secondary school, regardless of each student’s prior attainment on entry.
Ian Gurman Senior Inspector, Secondary
So, a school’s performance measures for 2016 might look something like this: Progress 8 +0.21
(where 0.0 would represent expected progress and +/- 0.5 represents an average of a half grade higher/lower than expected per student per subject)
Basics 64%
(2015 National Average 58%)
Attainment 8 6.1
EBACC 29%
(equivalent to a B grade average across the school) (2015 National Average 24%)
Hsis/EMA Conference dates 2016-17 Hsis Bringing the Curriculum to Life with Education Technology in association with Martin Bailey of ‘Animate to Educate’ Thursday 22 September 2016, 9am – 4pm Hsis Social Media in Education Conference Wednesday 28 September 2016, 9am – 1pm Hsis Early Years Conference Wednesday 12 October 2016, 9am – 4pm Havering Supporting Inclusion, Teaching and Learning through Technology Friday 11 November 2016, 9am – 4pm Ethnic Minority Achievement Conference Surviving, Striving and Thriving Wednesday 22 February 2017, 9am – 4pm Hsis Maths Conference, Spring Term 2017 Monday 13 March 2017, 9am – 4pm Hsis English Conference, Spring Term 2017 Tuesday 28 March 2017, 9am – 4pm Venue for all CEME Book via www.haveringeducationservices.co.uk
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Working Scientifically with the Royal Society of Chemistry (RSC)
Towers Infant School Sharing Practice Mina Patel Associate Science Adviser
Earlier in the year the RSC delivered two half day training courses for the NQTs in Havering. Sue Thompson, regional primary school co-ordinator for the RSC shared her expertise in chemistry with our teachers so they were able to take away teaching ideas for the classroom focusing on practical skills at KS1 and KS2. Our NQTs participated in the RSC Global Experiment and collected data which has been shared online. So please take a look at the free RSC Primary Science resources below to find lots more practical ideas to do chemistry in your classrooms: www.rsc.org/learn-chemistry/
Top Tips for Science leaders • Have you considered focused assessment for working scientifically? • Did you know schools can apply for ’Enthuse and Impact’ awards to fund CPD? www.stem.org.uk/bursaries#ENTHUSEAward
Jan Lobley, Headteacher of Towers Infant School has kindly offered local schools the opportunity to contact her to discuss the School’s recent Ofsted inspection. Please feel free to contact Jan via office@towersinfant.co.uk Hsis would like to thank Jan for this.
Dates for your diaries – other network meetings Wednesday 28 September 2016, 4.15pm – 5.45pm Primary RE Subject Leaders’ Network Meeting (Autumn Term 2016) Wednesday 2 November 2016, 4.15pm – 5.45pm Hsis Assessment Leaders’ Network Meeting (Autumn Term 2016)
Computing – what makes a Havering Clicker Software good computing learning wall? Training Centre The computing curriculum introduces lots of new key vocabulary, for example algorithm, variable and debug. Pupils need to understand what these words mean and be using them in lessons. Add key words to the display; examples here: Dave Smith www.simonhaughton.co.uk/displayComputing and Online resources Safety Adviser »» Include some tips for pupils to search the and Business Development internet more effectively Lead »» Use unique key words to search »» Use inverted commas “to be or not to be” This will bring up web pages with exact phrases »» Advice on how to cross reference/compare information »» Remind them about intellectual property. For example, think about copyright of images, audio and text »» Use ‘-‘ and ‘OR’ when searching. Searching for ‘jaguar speed-car’ will get web pages with the speed of the animal rather than the car. Using ‘happy OR joy’ will give you pages for happy or joy »» Use it to build resilience. For example, give tips for debugging code. See www.barefootcas.org.uk for some ideas. »» Use it to display brilliant work, as always! You might want to think about annotating computing work as it is not always apparent what the project was, the steps taken or how much work went into it. As above, try to include key vocabulary here.
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A new local partnership to support SEND/Inclusion A new partnership between Hsis, the Havering Children and Adults with Disabilities 5-19 Support Team, Crick Software and Corbets Tey School will bring training and events for local schools. This will include local events to support with software training for Clicker products hosted by Corbets Tey School. This initiative has been supported by Hsis investing Switched on Computing royalties to pay for software licences. Conference Havering Supporting Inclusive, Teaching and Learning through Technology – which will include keynote speakers and information on making the most effective use of technology to support SEND/Inclusion. Friday 11 November 2016 9am – 4pm
Rooms 233/234/235 Havering Learning and Development Centre, CEME Innovation Centre www.haveringeducationservices.co.uk
Online Safety – ‘What is…?’
Havering Primary History Network
Get the low-down on the latest social media trends from www.saferinternet.org
A high-quality history education should help pupils gain a coherent knowledge Pat Fitzpatrick and understanding of Britain’s past and Associate History that of the wider world. It also inspires Adviser pupils’ curiosity to know more about the past. Equally, it should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement.
What is..? Snapchat
Amanda Jackson Inspector Standards and Effectiveness Computing and Online Safety
Snapchat is an app that lets you share photos and videos with friends. The images only last for a few seconds, then they automatically delete. You can also create a Snapchat Story that is a collection of several photos and videos shown together, that will stay ‘live’ for 24 hours, and then delete. You can share your Story with friends, or make it public.
Instagram Instagram is a photo and video sharing network. Instead of ‘friends’, you have ‘followers’. Your Instagram feed is made up of the photos and videos posted by the people you follow. You can also tag people in photos, and mention people in comments using the @ symbol and their username. You can also ‘check in’ and share the location of where your photo/video was taken.
Periscope Periscope is Twitter’s new, live streaming app that allows users to live-broadcast from anywhere in the world. Users can also watch other people’s live stream if their feed is public. You can also choose to make the video available to certain users only.
Yo Yo is a simple social networking app that lets users send a one word response to each other, reading “Yo” and speaking it aloud at the same time.
The Havering Primary History Network is a termly forum, which proactively supports history subject leaders in providing for a high-quality history education, so that, by the end of each key stage, pupils can demonstrate knowledge, application and understanding of the matters, skills and processes specified in the programme of study. The forum provides wide-ranging support to subject leaders, including the opportunity to network with colleagues from other schools; the pooling of ideas and best practice, including online resources; the sharing of documentation for planning, monitoring and assessment purposes (e.g. skills progression records). In addition to these benefits, the forum is a great opportunity for exploring support, resources and funding opportunities, offered by external agencies. During this academic year, Historic England delivered a presentation, on Historic Schools, a national programme supporting schools in using local heritage resources to deliver and enhance the curriculum. Also, the Land of the Fanns Landscape Partnership reported on how schools can apply for Landscape Partnership grants. Autumn Term History Meeting Tuesday 11 October 2016, 4.15pm – 5.45pm
Musical.ly Musical.ly is a social networking sites that lets you share your own versions of music videos, by filming yourself and/ or your friends miming along to the lyrics of a song. You can view other people’s videos, and remix them. You can opt to make your videos public, or available to selected users only. New sites pop up all the time, but the message we tell young people always stays the same: respect others online, think before you post, and only accept friends and followers from people you know and trust. Contact Hsis E hsis@havering.gov.uk T 01708 433813
Top Tips for History leaders • Use Twitter and other social media resources as an invaluable source of information about primary history and wider teaching and learning. • Incorporate an ‘end product’ into your unit planning – a final engaging and creative activity that will enable children to show what they know and understand about a topic. This can be an incredibly useful opportunity for assessment of pupil skills, knowledge and understanding. • Access local history organisations. For example, Havering Museum is an excellent source of expert knowledge and artefacts. It provides sessions for schools, mapped to the National Curriculum programmes of study, which are designed to give pupils the opportunity to learn within a unique environment.
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Computing and Online Safety BESA (British Educational Suppliers Association) and Naace (The Education Technology Association) Education Technology Leadership Briefing Paper Impartial Overview of Education Technology Implementation and use in UK Schools (2016) Mentioned by Nicky Morgan, Secretary of State for Education in her speech at Bett 2016 “…the British Educational Suppliers Association and Naace (The Education Technology Association) have done a really interesting piece of work on this in their ‘Leadership briefing paper’ which seeks to guide system leaders on how to make the best use of the technology they have and make smarter use of other technology, allowing them to plan ahead using previously unavailable evidence and research.” Sent to every Hsis school, the Briefing Paper, co-written by Dave Smith, Hsis Computing and Online Safety Adviser, has a Quick Audit Tool on page 12, which enables leaders to consider key priorities. Here are some key points that we felt would be of use.
Funding and ICT Investment »» Do we have a long term (3-5 year) strategic plan for our ICT investments? »» Are we allocating ongoing budget money for underlying infrastructure maintenance and replacement? (e.g. system software, Wi-Fi, administration, display technologies).
Level of training in the use of technology provided for staff »» Have I recently audited my staff ICT capabilities? »» Do I have a staff ICT training plan? Do you need assistance with developing a long term strategic plan or staff training? The Hsis Computing and Online Safety Team can assist. Please contact us via hsis@havering.gov.uk
Digital Content Access »» Has the school recently reviewed its content purchases and subscriptions to ensure that it is being used and is value for money and is targeting improvement in pupil outcomes? With this in mind – are you making the most effective use of the wide-ranging resources available as part of your LGfL contract? www.lgfl.net/pages/Content-Grid.aspx Download the Briefing Paper here www.naace.co.uk/naace/besa-naace-educationtechnology-briefing-paper/ Autumn Term Computing and Online Safety Leaders’ Network Meeting Thursday 17 November 2016, 4.15pm – 5.45pm
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Ethnic Minority Achievement (EMA) Team
Jackie Keylock
Carol Rockey
Michelle Wain
Ethnic Minority Achievement Advisers
Assessing EAL learners A new English curriculum has presented both challenges and opportunities in the assessment of early-stage learners of EAL. In terms of challenges, there is the issue of how to assess children’s literacy skills against age-related expectations when they may have starting points in English literacy that are several years below their chronological age. Let’s face it – a 10-year-old child that starts school in the UK knowing only a few words in English cannot be compared to their English-speaking peers or even to a 5-year-old child operating at an age-appropriate level. In addition, there is the simple fact that most children need to be able to express their ideas orally before they can write them down and some children also choose to remain silent for their first few months in the UK whilst they listen to and process the new language. During this time it can be hard to monitor a child’s literacy skill development as oracy is the key skill that will underpin this as they grow in confidence and understanding. The Havering EMA team have produced an EAL Progress Continuum assessment tracking document which focuses on measures for tracking the progress of, and providing appropriate support for, children starting at a UK school with very limited English. It allows for oracy skill development to be tracked as well as reading and writing skills, thus showing progress that might otherwise be hard to measure. The document is based on an alignment of the former QCA EAL levels (Step 1, Step 2 and Level 1 Threshold) with Key Performance Indicators from the National Curriculum statements. This provides a continuum of language competence, from early beginner to intermediate level (the equivalent of Year 3 age-related expectations), for use with children through Key Stage 1-3. The Havering EMA team are in the process of signposting Havering schools (e.g. LA-maintained primaries and subscribers) to a new online EAL assessment pack which is available for download – you may have already received a visit! If you have not yet received a visit, and would like more information, please contact a member of the team.
EAL Conference Wednesday 22 February 2017 Put the date in your diary now and join us at CEME for our EAL focussed full-day conference (Surviving, Striving and Thriving) We have confirmed speakers from The Refugee Support Network, Oxford University Department for Education and FFT Aspire who will focus respectively on the needs of refugees and asylum-seekers and what schools can do to create a warm welcome, vocabulary development for learners of EAL, and tracking progress and setting challenging targets for this group. In addition delegates will be offered a choice of workshops and a full programme and registration details will be circulated at the beginning of the autumn term.
Discounts for Havering Schools As the EMA team come across products and services that may be of interest to schools in Havering and benefit to EAL learners, we always try to negotiate a discount for Havering Schools. We are very pleased to remind or inform schools that as a result of these negotiations Havering schools currently have access to the following: Opeus - SMSC Gridmaker – 10% discount Havering schools who wish to audit, analyse and evidence their SMSC and British Values provision, may wish to buy into SMSC Gridmaker, a software programme which Opeus will personalise to meet each school’s needs. Visit www.smsc.opeus.org and use one of the following codes to access a 10% discount: Summer Term 2016 = SUM16HAV Autumn Term 2016 = AUT16HAV Spring Term 2017 = SPR17HAV
Talking Products – 10% Discount Talking Products Ltd offer an exciting range of voice recorders that are perfect for helping children to develop important speaking and listening skills. They are easy to use, tactile and multi-sensory, keeping children of all ages and abilities actively engaged with their learning. Activities can include interactive talking displays, create-your-own talking book, phonics, matching and sequencing, sentence building, talking treasure hunts and capturing thoughts and ideas for writing. Havering schools can access a 10% discount on the full Talking Products range when you spend £20 or more by using the code HAV10 at the website www.TalkingProducts.com Scholastic books – 5% discount The EMA Team recently purchased a set of Popcorn ELT readers from Scholastic Books for each of the Havering schools that we work with. Schools who wish to purchase more of these can use the code HAV5 to access a 5% discount on further purchases of the Popcorn ELT readers at the website www.scholastic.co.uk Mantra Lingua – 25% discount
Our team recently purchased a year subscription to Mantra Lingua’s ‘Kitaboo Club’ enabling LA-Maintained infant, junior and primary schools to access their online library of dual language texts. Schools who wish to purchase a further year can access a 25% discount. If you need any help or advice with this process or have any other questions, do contact the Ethnic Minority Achievement Team at Hsis. michelle.wain@havering.gov.uk
Industry suppliers from BESA consult with Havering schools During the spring and summer terms, headteachers, subject leaders and school business managers from a number of Havering schools were invited to participate in a panel discussion with leading companies from the British Educational Suppliers Association (BESA) BESA is the UK’s trade association for around 400 wellknown companies providing educational goods to schools and are co-organisers of the annual Bett and Education Shows. Among the many services that BESA provides to the educational supplies industry they pride themselves on helping commercial companies develop trusted, quality products that deliver real educational value to schools and the teaching community. With this in mind, BESA approached Hsis as its members wanted to seek the views of Havering teachers on matters of importance in the areas of science and special needs/inclusion. Lively and engaging debates took place during both events with BESA member companies including Oxford University Press, GL Assessment, TTS and
Rising Stars and there were very interesting insights into challenges faced by schools on topics such as assessment, effective teaching resources, budgetary issues, as well as discussing ideas for new services and resources. For more information on BESA visit www.besa.org.uk Hsis would like to thank the following schools for participating - Ardleigh Green Junior, Benhurst Primary, Corbets Tey, Harold Court Primary, Ravensbourne, St. Edward’s Church of England VA Primary, Scotts Primary and Squirrels Heath Infant.
BESA’s science members and science teacher panel Q&A session at CEME, Havering
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Radio Harold Wood is ‘On Air’ Pupils and staff at Harold Wood Primary have started their own radio station. Deputy Headteacher Nick Plumb explains how they did it and how it is helping to support teaching and learning Here, at Harold Wood, we have been looking to start up our own radio station. This all stemmed from a request by our children during School Council; they wanted music in the dinner halls during lunchtime. Whilst discussing this further, we were lucky enough to have a parent, who worked for Harmon, volunteer his services to help us move the project forward. After speaking to his company, he was able to donate surplus radio equipment – including BBC mics, mixing desks, computers, monitors and speakers. Not only this, he offered us his time to set it all up in our school! With the idea taking shape, I approached our hard working Parents’ Association. They kindly agreed to help purchase the final pieces to our radio puzzle – external speakers, twin CD player and amp which totalled just over £500.
The opportunities are endless, and our children are currently auditioning for their chosen field. We already have DJs creating playlists, sports fans ready to commentate on our home matches, stories being read, poems being performed and teachers are even being interviewed by the pupils. Who knows… we might even get the next Piers Morgan! We hope that this will engage some of our quieter children, giving them confidence and giving them the opportunity to show what they can do! The enthusiasm from the children has been fantastic and it has been the children you wouldn’t necessarily expect to volunteer! This is bringing our children together, creating new friendships and is another way of giving our pupils a voice. Further training is scheduled before the half term and the red ‘On Air’ light should be on just after half-term! Nick Plumb Deputy Headteacher
All things in moderation... It’s been a busy term as we all grapple with the new assessment processes and moderation procedures. With levels now gone, we have a new, allegedly more ‘streamlined’ assessment system. So, just when you thought you were getting the hang of it, see how well you know your assessment duties… Place the following in ascending order. Answers on a postcard - Good luck!
Working at
the expected standard
Growing development of
the expected standard
Early development of
the expected standard
Working at greater depth within
the expected standard
Working towards
the expected standard
Foundations of
the expected standard
Has not met
the expected standard
Nick Harding It is with great sadness that we have to report that former Hsis School Improvement Partner (SIP), Nick Harding, passed away recently. Nick was well known across Havering and was SIP to many schools in the borough until quite recently. He was a former headteacher and
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Local Authority inspector who had a real passion for education. Nick will be remembered fondly for his wise advice and his wry sense of humour. He made a very significant contribution to many schools in Havering. Our thoughts are with Nick’s family at this very sad time.