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At the local Community Champion Awards, governors were recognised for the contribution they make to the schools. We are really pleased to inform you that John Veall, the Chair at Berkeley Primary School won the Governor of the Year award, with Mike Galey, Chair at St Peters and St Paul CE Primary School and ex-Chair of Fredrick Gough, coming Runner Up. While the LA appreciate all the work that our governors carry out for the good of the children and young people, it is nice when the work you undertake is recognised externally.
The Governor Services team offer John and all those nominated for the award, our congratulations and thanks for the work that they do for their community.
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Words Count and Humberside Fire & Rescue have been working in partnership for the past two years supporting almost 60 pupils from across Scunthorpe to develop their reading skills and read for pleasure. We are delighted to confirm that they have been recognised for the wonderful work they are doing and have recently won the Community Champions Award for 'Outstanding Contribution to a Learning Community'
Jason Frary commented “As a service it’s important that we interact with all areas of the community we serve, if we can be seen as role models and encourage members of the community to realise the importance of reading, then this can only be a positive move.
Currently firefighters are supporting Oasis Academy Parkwood and Westcliffe Primary School. In the near future they will go on to support Enderby Road Infant School and Willoughby Primary Academy.
 Pictured above are firefighters Jason Frary and Martin Rogers along with Words count representatives Sarah Tipler and Sue Read.
For further information contact:
Emma Wilkinson
Development Officer Literacy, Community Engagement & Family Learning Participation & Achievement
North Lincolnshire Council
Learning & Development Centre
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Some of our own members of the Governor Services team (and an elf in training) put their best feet forward to show some community spirit and support the local hospice. Well done to all those who took part!
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When we entered East Midlands in Bloom, we had hoped that the judge would see just how integral outdoor learning is to our curriculum, and how proud our staff, governors and most importantly children, are of our school gardens. We were all very pleased to hear the news that we had won the ‘Best School Garden’ category.
We have always maintained the idea that our outdoor spaces should be constantly, growing and changing, adapting to increasingly match the needs of our pupils. We aim for our children to see our gardens as an extension to what they do in the classroom – a place to bring learning to life. This is something that underpins the values and ethos of our teaching staff.
The vegetable garden has been long established and we have really worked at using it to teach children where their food comes from. We try to encourage them to see the benefits of healthy eating by using produce to supplement our school dinners and for teaching important cooking skills. In recent years we have added to our main garden with a Literacy Garden, which doubles as a wildlife area; a Pollination Garden, for teaching children about the pollination process and encouraging pollinators; a Memory garden, for quiet reflection; an orchard and a World War II garden complete with an Anderson shelter.
Creating these spaces was an exciting challenge. We are exceedingly lucky to have two governors who were able to bring our ideas to life. John Hickling has a background as a horticulturalist and Graham Johnson has his own company designing structures for outdoor spaces. Both these governors also continually help us to maintain our spaces and embed the activities the children undertake into our everyday planning and curriculum needs.
Every member of staff is responsible for ensuring their children of all abilities and backgrounds are able to access the outdoor space and help to maintain it. We have regular grandparent helpers who come in weekly to assist John with the general garden maintenance and helping with small groups of children, and have support from dedicated staff and helpers who even offer up their time during the holidays to keep the garden in bloom.
We have previously won awards for North Lincolnshire’s Best Kept Garden, Young Environmentalist Award and the RHS Level 5 Award, this has really raised our confidence in what we do and helped us to understand where we need to develop our outdoor spaces to get the best for our children. We have been pleased to share our ideas with other schools, which has been mutually beneficial. We hope to continue developing our outdoor spaces and hope that this will lead to more success in the future.
I trust that this start of term letter finds you well and having enjoyed a well-earned break over the festive season. It was a pleasure to see so much of the excellent work of schools in the run up to Christmas being celebrated in the local media, including nativities and the charitable endeavours of staff and pupils alike – important aspects of education that contribute valuably to personal development and learning.
Recognising the breadth of what schools do to improve outcomes (in the widest sense) for children and young people is topical. In North Lincolnshire we have agreed those outcomes as children feel safe and are safe, children enjoy good health and wellbeing, and children recognise and achieve their potential. There is now a very welcome debate occurring nationally about how school standards will be evaluated through inspection from September 2019 onwards. Ofsted has been conducting its own research into what makes an effective curriculum and this has led the inspectorate to state that they “will better recognise those schools in challenging circumstances that focus on delivering a rich and ambitious curriculum” through future inspection. A rebalancing of both the qualitative and quantitative difference that schools make is attuned to our shared ambition set out in ‘All our Children 2020’.
Encouragingly, some school leaders and boards of governors have already seized the initiative and begun new conversations with parents, carers and staff about curriculum intent and how each school’s curriculum can best create both excellence and equity. This has been a hot topic at North Lincolnshire’s Youth Council in recent years with a strong call from young people for schools and colleges to provide a ‘curriculum for life’.
Ofsted will be consulting in January on the new education inspection framework (EIF). Her Majesty’s Chief Inspector has stated that at the heart the proposals will be a refocusing of inspections on the quality of education, including curriculum intent, implementation and impact. I should urge you to respond to the consultation, ensuring the values and opinions of education leaders in North Lincolnshire are heard loud and clear.
Our ambition for North Lincolnshire to be the best for children’s education and wellbeing never diminishes. To that end, standards and performance remain important. Newly published, I have attached the 2018 Annual Education Report to provide some further narrative as to how well the education sector is achieving in North Lincolnshire. We have changed the style of the document this year to be less technical and more celebratory – whilst still signposting the areas for further development across the local area. A companion document for Special Educational Needs & Disabilities covering the 2017/18 academic year has been published on the local offer website. I’d welcome your feedback on the style and content of these reports.
When I wrote to you in September, I outlined that North Lincolnshire had been selected by the Department for Education to be an early adopter of the new multi-agency safeguarding arrangements that supersede the local children’s safeguarding board (LSCB). Our new Multi-Agency Resilience & Safeguarding (MARS) arrangements were launched at an excellent conference on 2 November, at which the three statutory partners of police, clinical commissioning group and Council gave their formal commitments. Over time, information for safeguarding children and young people will migrate to the new MARS website. During this transition the LSCB website will remain live and valid until June 2019. Please be assured that the expertise of education leaders across North Lincolnshire will remain central to developing and embedding the new safeguarding arrangements.
At the start of the academic year, I also shared with you the challenge that we have in collectively resolving the financial pressure on the High Needs Block of the Dedicated Schools Grant (DSG). High needs funding supports the needs of children and young people with additional needs, including special educational needs and disabilities (SEND). We have set about addressing this challenge in three ways: the local authority is identifying central efficiencies; secondary headteachers and principals have worked with the local authority during the autumn term to transform the local approach to alternative provision; and, we have started work to review SEND banding to ensure resources are effectively targeted. Darren Chaplin (Head of Access & Inclusion) will be writing to all schools next week with details of the proposed SEND bands and to seek your views. In a welcome development, the Department for Education has allocated an additional £372,000 to our High Needs DSG for this financial year and next. Through these combined actions and efficiencies we will continue to meet the needs of children and young people with SEND within the resources available.
There are a number of developments at school level for information. From January, New Holland CE & Methodist Primary, Goxhill Primary and East Halton Primary schools come under a single governance structure, creating the Humber Estuary Federation with Carloline Breslin the executive headteacher. Also from January, Winterton Infants CE School and Winterton Juniors School have a single board of governors as the Winterton Federation. The Axholme North Leisure centre opened in December on the Axholme Academy site – incorporating a 25m length swimming pool, this increases the swimming opportunities for schools across the area. And finally, it would be remiss of me not to say huge congratulations to headteachers Tracy Millard (St Hugh’s School) and Kristina Webb (Alkborough Primary) and their respective governors and staff for continuing to be recognised as outstanding schools following their inspections last term.
With building works well underway for the Church Square House extension, decanting from Civic Centre is expected to be complete during the spring term. This prepares the way for a key part of the University Campus North Lincolnshire, with the exciting development by North Lindsey College and the University of Lincoln of a new university centre at the former Civic Centre. We are also reviewing the use of the Learning and Development Centre (LDC) on Enderby Road in Scunthorpe. The LDC is well used for partnership meetings, but the building is now coming to the end of its serviceable life and is increasingly problematic to sustain. Whilst no decision has been made yet, we will be looking at options for the providing the LDC functions into the future. Schools will be kept informed as a decision is reached.
On behalf of the local authority, I wish you and your school every continued success into 2019.
Yours faithfully
Pete Thorpe
Director of Learning, Skills and Culture
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Keeping Children Safe in Education 2018 (that schools must follow) –Andy Walton, School Improvement officer, Safe Schools and Settings
In this guidance, there’s very much emphasis on thinking about children with SEN and disabilities, those who were care leavers, and those children who were previously looked after, but in the main those children are adopted children. This links into the guidance for designated teachers for looked after children and previously looked after children. The new guidance is also very clear about peer-on-peer abuse, and indeed on sexual violence and sexual harassment.
Safeguarding and Child Protection Policy
Keeping Children Safe in Education (2018) provides clarity that schools should have their own individual safeguarding policy. This policy should meet the needs of their children in their community, with the particular kinds of issues that may be most important for them. Multi-Academy Trusts may have an overarching policy, but each school must be able to include procedures and information that is particularly relevant to them.
Safeguarding Children with SEND
In the last version of Keeping Children Safe in Education (2016) schools were told that they should take into account the safeguarding needs of children with SEN and Disabilities. This guidance goes a little bit further and underlines what that means. There’s a concern sometimes that, for children with SEN and disabilities, that their SEN or disability needs are seen first, and the potential for abuse second. If children are behaving in particular ways or they’re looking distressed or their behaviour or demeanour is different from in the past, maybe staff should think about that being a sign of the potential for abuse, and not simply see it as part of their disability or their special educational needs.
Children with SEND have a higher risk of being left out, of being isolated from their peers, and they are disproportionately affected by bullying. Schools are encouraged to make sure that children with SEN and disabilities have got a greater availability of mentoring and support. Whilst most schools do offer that, this guidance is very clear that should happen.
Online Safety
For online safety, there is a recognition in this guidance that most children are using data on their phones, on the 3G or the 4G network. In schools, this means that not only must staff think about filtering and monitoring within the school’s infrastructure, they also need to have a policy about children accessing the internet whilst they’re at school.
Contextual Safeguarding
One concept that has been brought included in Keeping Children Safe in Education (2018) that wasn’t there before is the research by Dr. Firmin at the University of Bedfordshire on safeguarding adolescents, particularly in their social settings beyond school. Her research is about informing policy and practise. The research shows how important it is that the assessments of children take into account all of their social sphere, not only that at school. More information can be found on the Contextual Safeguarding
Network’s website: https://contextualsafeguarding.org.uk/about/what-is-contextual-safeguarding.
Emergency Contacts for Children
One aspect of safeguarding that was very clear in the consultation, was this idea that schools need to have more available emergency contacts for children. There have couple of serious events in the last 18 months, in which parents have died and their young children have been left with them.
Keeping Children Safe in Education (2018) says that schools should have at least two emergency contacts for every child in the school in case of emergencies, and in case there are welfare concerns at the home.
Use of Reasonable Force
Following the theme of looking after children with SEN and Disabilities, the use of reasonable force is emphasised in the guidance, as something that we really need to be cautious about. There are some circumstances when reasonable force might be a possibility, or it might be part of a strategy to deal with an incident of very challenging behaviour, but this guidance, along with previous comments from Ofsted, is very much about creating individual plans in order to minimise the likelihood of challenging behaviour, and when it does occur, that there is less use of physical restraint and other restrictive methods.
Multi-Academy Trusts’ Central SCR
The guidance is now clear that Multi-Academy Trusts don’t need to have separate Single Central Records for each school. MAT can keep the master SCR at their headquarters. However, the guidance says that it must be accessible on each school and that is probably going to be a technological challenge. It is likely therefore that individual schools will continue to look after their own SCR.
Volunteer Risk Assessments
Schools will now be required to complete a risk assessment for each volunteer to decide whether they need to do an enhanced DBS check or not. Remember, even if it is decided an enhanced DBS is to be requested, if the volunteer is not in regulated activity, then you’re not legally allowed to do a barred list check.
S128 Checks in Academies, Free Schools and Independent Schools
The s128 checks that people have not been prohibited from the management of a school. In the past, the guidance simply said that this applied to people in management positions. Keeping Children Safe in Education 2018 now specifies what that means: governors/trustees, head teachers, members of the Senior Leadership Team and departmental heads. If someone has been prohibited from the management of schools, then this will appear on their DBS certificate.
Alternative Provisions Schools are responsible for the safeguarding of their pupils when they’re placed in an alternative provision. The new guidance says that schools should obtain a written statement from the provider that they have completed all the vetting and barring checks that are necessary on their staff.
Proprietor-led Schools and DSLs
In proprietor-led schools, which are often owned by one or two people, and without governors, this latest guidance makes it statutory to ensure that the person who is the Designated Safeguarding Lead is a ‘suitable person’. This means that they are sufficiently independent from the family running the school to be able to deal with things that occur.
It is suggested that in the written confirmation of the person’s appointment as DSL, that they will be required to talk to the Local Authority Designated Officer about any issue where they are concerned, particularly, but not solely, where there may be allegations against a member of the owner or their family. This enables there to a separation between the family running the school and the DSL. Consideration should also be given as the whether they should have access to an education lawyer or to another external company who the DSL can ask for advice.
Home-stays (Exchange Visits)
If children are staying with parents from overseas as part of an exchange, the guidance is now very clear, they do need to have an enhanced DBS check. The DBS service will process these checks without payment because those parents are volunteers. If there are other people in the family aged over 16, then the school can decide whether they will do an enhanced DBS check for those 16 and 17 year olds who live in the house.
Peer on Peer Abuse
A key theme in the guidance is around peer-on-peer abuse and, in particular, sexual violence and sexual harassment. Peer-on-peer abuse includes bullying, physical abuse, sexual violence and sexual harassment, sexting, and so-called initiation ceremonies. The guidance is very clear that the schools approach to these issues must be in their policy. It states how the school deals with these particular issues, how the risk of peer-on-peer abuse is going to be minimised, how these incidents are recorded, investigated and dealt with, how the victims, and perpetrators, are to be supported. It is very clear that this abuse should always be treated seriously, and never just as banter or part of growing up. Staff need to understand what’s meant by peer-on-peer abuse, and how the school is dealing with it.
Sexual Violence and Sexual Harassment
The ‘Sexual violence and sexual harassment between children in schools and colleges’ guidance, which was published by the government in December 2017, has now been republished with a May 2018 date. A summary of the document has now been included in Keeping Children Safe in Education (2018) as Part 5, which gives it statutory status. Schools need to make sure that all their systems and policies, procedures, and training includes sexual violence and sexual harassment.
Further information can be found here: https://safeguarding.pro/sexual-violence-and-sexual-harassmentbetween-children-in-schools-and-colleges-dfe-2017/
Safeguarding Learning and Development for staff
Induction training must now include the school’s behaviour policy and the school’s procedures for managing children who are missing education, as well as the staff code of conduct, and the child protection policy.
Keeping Children Safe in Education Part 1 has to be read by all members of the staff; and for everyone working directly with children, they also need to read Annex A.
Annex A now includes four key topics that were not included previously:
- Children and the court system, when children are appearing as witnesses;
- Children will family members in prison;
- Criminal Exploitation of children (County Lines); and
- Homelessness.
Next Steps
- Update your child protection policy
- Update the safeguarding and learning development programme for your staff
- Check that there is more than one emergency contact number for the children
- Create and complete risk assessments for volunteers
- Check that all Section 128 checks have been completed for any departmental heads
- Obtain written confirmation from Alternative Providers that they have completed relevant checks
- Check any future home-stay arrangements include Enhanced DBS checks for parents where
- Overseas pupils stay
North Lincolnshire is piloting the Primary Futures project in a number of primary schools in the spring term. The council has teamed up with the charity Education and Employers on its campaign to involve employers in raising self-belief and aspirations of children from a very young age.
The work connects schools with volunteers who will go into schools and talk to children about their specific job and about what their work role involves. The core aim is to broaden children’s aspirations and spark their imagination about the huge range of jobs available to them in the future.
North of England Primary Futures lead John Killeen explains “Children start to form opinions on what they can do from as young as six years old. By meeting real people talking about jobs they love, children can be inspired to really think about what jobs may be possible for them. Crucially to begin to see the link between learning at school and possible careers”.
Gender and other stereotyping often plays a part in this. The programme dispels any myths that some careers are ‘for boys and others for girls’.
“It is amazing to see the children talking animatedly with the volunteers asking lots of questions and realising how, what they learn at school, can affect their futures”.
To make this possible we need more volunteers to sign up to Primary Futures.
Volunteers from all walks of life from apprentices to Chief Executives.
North Lincolnshire Council have committed to this fantastic programme and it would be brilliant if school governors joined this influential project. We know that we have governors from many walks of life who have a vast range of knowledge, skills and experience linked to the world of work.
All that is required is commitment of a few hours, to go into a primary school and talk to the children about their job. This is coordinated through Primary Futures.
To sign up as a volunteer or to find out more information visit:www.primaryfutures.org
Or contact Julie Lane, Skills & Employability Lead North Lincolnshire Council. Tel: 07584 217546
John Killeen Primary futures Lead
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The first of four briefing letters from Mags Smithson, Lead Officer: Community Participation & Wellbeing, Participation & Achievement have been sent into all primary and secondary schools outlining the actions that need to be taken and the support that is available.
Training for governors has been scheduled for the spring term and dates can be found in the training section of this newsletter or by logging into the services to education booking site.
Roadmap to statutory RSE The Sex Education Forum and the PSHE Association have launched a new 'Roadmap to statutory RSE'. The Roadmap is a one-page digital tool with a series of hyperlinked buttons that will guide schools through the actions and resources needed in order to provide high quality RSE ready for the statutory requirement. The road map takes a step by step approach to breakdown the task of preparing for statutory RSE into manageable chunks. You can download the roadmap here: https://www.sexeducationforum.org.uk/resources/advice-guidance/roadmap-statutory-rse-0
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As part of safeguarding provision, your school may be involved Safer Internet Day activities. Governors may wish to find out what your school is doing to support this initiative.
Resources to support the day are available at:
https://www.saferinternet.org.uk/safer-internet-day/safer-internet-day-2019/education-packs
In November the DfE issued updated guidance on mental health and behaviour in school. The latest update includes information about school responsibilities, and how to identify behaviours that may be related to a mental health problem. It also includes working with other professionals and external agencies, and where to find extra support. To read the guidance please access the hyperlink below.
https://www.gov.uk/government/publications/mental-health-and-behaviour-in-schools--2
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North Lincolnshire SENDIASS (Special Educational Needs and Disabilities Information Advice and Support Service) is a statutory service which provides confidential and impartial information, advice and support service on issues related to Special Educational Needs (SEN) and Disability, including health and social care matters relating to these. It is free, easy to access and confidential.
We support children and young people with SEND, and their parents and carers to be involved in decisions and processes that effect the child or young person’s education.
SENDIASS provide:
- help to open up positive dialogue between parents, carers, young people, schools, local authority (LA), health and voluntary bodies in respect of SEND issues.
- support to resolve disagreements between parents, young people and schools, or the LA regarding SEND.
- face to face or telephone support regarding SEND, including understanding and interpreting SEN documentation, EHCP’s and personal budgets and applying it to their personal circumstances.
- advise and support to help promote independence and self advocacy for children, young people and their parents.
- For more information please contact SENDIASS on 01724 277665 or visit http://www.northlincslocaloffer.com/special-educational-needs-and-disability-sendiass/ .
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For those governors not familiar with the EEF, the charitable organisation produces significant research based support for schools. The latest guidance considers how successful parental engagement can improve children’s academic outcomes.
Quoting the NGA the guidance is “Particularly relevant for those governing, the EEF recommend that schools should take a strategic and planned approach to engaging with parents. With evidence mixed about the effectiveness of various parental engagement strategies, schools need to understand that parental engagement is not easy and will require “sustained effort and support”.
https://educationendowmentfoundation.org.uk/tools/guidance-reports/working-with-parents-to-support-childrens-learning
While schools normally try to be inclusive and welcome parents into school there are occasions when parental behaviours mean that they have to be barred from the site. The DfE issued guidance on 27.11.2018 on controlling access to school premises.
The guidance can be found at the address below:
https://www.gov.uk/government/publications/controlling-access-to-school-premises/controlling-access-to-school-premises
In November 2018 school leaders were sent a letter sent on behalf of six organisations, in support of reducing the teacher workload. The DfE produced a toolkit that schools and academies may wish to use to identify and address workload issues.
https://www.gov.uk/guidance/reducing-workload-in-your-school
Below is a link to the updated guidance of what schools must publish on their website which includes additional clarification in line with regulations to the SEN section (updated 25 October 2018).
https://www.gov.uk/guidance/what-maintained-schools-must-publish-online
https://www.gov.uk/guidance/what-academies-free-schools-and-colleges-should-publish-online
Please can we remind governors that part of their role is to monitor their school’s compliance with regard to the requirements for the school website. This is one of the first places that Ofsted will look before they visit the school. Keeping the website up to date is a simple way to give a good ‘first impression’ and assurance of the operational management of the establishment.
The DfE have produced updated support material for the completion of the 2018 – 2018 SFVS which maintained schools are required to complete. The update includes added information and a link to the trial for the School Resource Management self-assessment tool that governors of academies may find of use.
https://www.gov.uk/guidance/schools-financial-value-standard-and-assurance-sfvs
www.nlagb.synthasite.com
Report from the NLAGB Annual General Meeting 7 November 2018
The focus for the meeting this year was an update on the General Data Protection Regulations (GDPR) 6 months after they came into force in May. Executive members had been made aware on many occasions of the challenges that meeting the requirements of these new rules had presented for governors and school leaders. We had therefore invested in bringing a leading national expert to be the key speaker at the AGM. Dai Durbridge is a legal expert and a partner at Browne Jacobson, specialising in helping schools with GDPR. He is a reassuring, knowledgeable and a very entertaining speaker.
Despite this event being widely advertised directly to governors and schools, (emphasising that not only governors but also senior leaders, business managers and data protection officers were welcome) attendance was disappointing. However, those who did attend all found the session to be extremely useful and the presentation and minutes from the AGM have therefore been shared on our website so that those who were not present can view these if they wish to do so.
NLAGB Executive Committee 2018-2019
The following people were elected for the coming year:
Chair: Angela Dunkerley
Vice Chair: Peter Raspin
Treasurer: Denise West
Secretary: Barbara Spencer
Committee: Rob Smith
Eleanor Wasley
John Speyer
How to contact us
The Association Executive group can be contacted directly through our website or alternatively the clerks will always relay messages directly to us and we will contact you directly if you have asked us to do so.
Contributing to the activities of the Association
If you would like to join the executive, please do contact us and we will be happy to provide more information about what this entails. Similarly, if you do not wish to make this full commitment but would like to support us in other ways (maybe attending conferences on behalf of North Lincolnshire governors) please do get in touch to discuss possibilities.
North Lincolnshire representation on the NGA SEND Advisory Group
In July of 2018 two special school governors from North Lincolnshire volunteered to attend an NGA SEND Conference in Birmingham on behalf of the Association. As the challenges of managing funding for SEND provision is an area of considerable concern for all governors and school leaders, it was agreed that NLAGB would fund their travel costs. Pet Whittaker and Shelley Thomas came back absolutely bubbling with all they had heard and learnt and indicated that they would really welcome joining the membership of the Advisory Group that NGA were establishing to gather information, discuss national issues and influence future developments. It was agreed that NLAGB would fund travel for this as it is potentially beneficial to everyone. Pet and Shelley attended the first meeting of the group in November and provided the information below to summarise the issues that had been covered on that day. They are now encouraging us all to complete and submit the consultation form below (which has apparently already been sent to all schools). An electronic version of the form is also on the NLAGB website.
Report from the NGA’s Special Schools Advisory Group (SSAG)
28/11/18 National Governance Association, Birmingham.
This was attended by Pet Whittaker and Michelle Thomas, Governors at
St Luke’s Primary School
Agenda
- High needs funding - how is your school affected?
- Exclusions of pupils with SEND.
- LA services.
- Pupil premium and disadvantaged children.
- Prevent in Special Schools.
High needs funding
Conversations were had around the table that top-up funding had not gone up in over 3 years and the problems that arise from that.
In some areas, funding cuts have caused PRU’S (Pupil Referral Units) to be closed.
These units are being used for some of our more volatile and needy young people!
Exclusions of pupils with SEND
It was identified that some children coming into special needs schools had been excluded from mainstream schools, as they could not support their needs.
LA services
Across the country a lot of schools are now having to buy in private bodies (services) such as Psychologists - Sensory therapists and other services out of school budgets.
Pupil premium
There was discussion around Pupil premium and disadvantaged children, in particular, the more able! Those present considered how to lift aspirations, by not only using pupil premium across the whole school to raise attainment but to individualise and use to raise aspirations in other ways for children and young people.
Prevent
All agreed we are now more aware and trained in radicalisation within our schools.
Funding for the future
A survey has been distributed to schools so please feedback. In part it is looking at Top-up funding and how it affects our schools.
- Keeping Children safe in Education (updated September 2018)
- Working together to safeguard children (updated July 2018)
- Information that must be displayed on school websites (updated Oct 2018)
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Information that must be displayed on academy websites (updated Oct 2018)
- Data protection: privacy notice model documents
- Understanding your data: a guide for school governors and academy trustees (October 2018)
The update includes links to new and updated tools that help schools reduce cost pressures
Academies Financial handbook (updated September 2018)
Consultations (to view all live consultations please see the DfE website)
https://consult.education.gov.uk/
There are a number of current open consultations for schools and post 16 providers, including school security and also T level funding methodology.
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February 2019
- 6 February, 6pm to 8pm - Locality Network - Scunthorpe South
- 12 February, 6pm to 8pm - Locality Network - Isle of Axholme (location tbc)
- 12 February, 6pm to 8pm - Succession Planning for Schools
- 27 February, 6pm to 8pm - Special Educational Needs and Disability
- 28 February, 6pm to 8pm - Locality Network - Brigg and Kirton (location tbc)
March 2019
- 6 March, 6pm to 8pm - HR: Top Tips for Governors
- 7 March, 6pm to 8pm - Understanding Data and Asking the Right Questions - Session 2 of 2
- 19 March, 6pm to 8pm - Primary Statutory Relationships Education
- 20 March, 6pm to 8pm - Closing the Gap Part 1 - An Introductory Course
- 21 March, 9.30am to 12pm - Governors' Advisory Group
- 26 March - 6pm to 8pm - Everything Governors Need to Know About Information Governance
- 27 March, 6pm to 8pm - Secondary Statutory Relationships and Sex Education
All training takes place at the Learning Development Centre, Enderby Road, Scunthorpe, unless otherwise stated.
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