Services 2020-2021 - Trading with Schools
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
Services 2020-2021
2
Contents
Educational Services
Services to Children in Care 6 Administration ICT Support 53
Educational Psychology Service 8 SIMS Services 54
Every Child a Reader 11 Schools Internet Service 58
Dean Field Studies Centre 14 ICT Purchasing 61
Governor Development Service 16 ICT Hardware Maintenance Service 62
Equalities & Diversity and the Backup and Archiving Service 63
18
Prevent Duty Schools Telephony Service 64
School Improvement, Advice and ICT and SIMS Consultancy Services 65
20
Support
Email Service (Outlook/Office 365) 66
NQT Induction Service 22
Academy Moderation 24 Partner Services
Support Services Data Protection Officer (DPO) Service 68
GovernorHub 69
School Admissions Service 26
The Key 70
Free School Meals Service 27
Safeguarding in Education 72
Education Welfare Service 28
Fleet Services 73
Schools Finance Consultancy 30
Health Improvement in Bristol Schools 74
Schools Finance Systems 32
Occupational Health 76
BPS Budget Software 34
ID/Access Service 77
Payroll Posting Support 35
Cash & Valuables in Transit 78
School Absence Insurance Scheme 36
Security Services 79
Maternity Insurance Scheme 37
Energy Service 80
School Finance - Additional Options 38
Internal Audit 82
HR, Payroll, DBS & Health & Safety 40
eTeach 84
Procurement and Contracts
42 Democratic Services 86
Management
Schools ICT Support 46 Translation & Interpreting 87
Whole-School ICT Support 48 Pest Control 88
Mobile Devices in the Classroom 52 Legal Services 90
3
Welcome
I am pleased to introduce Bristol’s eighth catalogue of traded services, 2020-2021.
Trading with Schools is a public-sector trading entity within Bristol City Council that
is designed to support schools, academies and educational settings in the delivery
of high quality education for all young people.
We offer a wide range of high quality services to schools to support the continuous
improvement of education in the city and to secure the best possible outcomes for
our children.
Our offer spans a range of school improvement and school support services and
includes the following new services from April 2020/21:
• Translation and Interpreting service
• Fleet Services
• Pest Control
• Democratic Services (specific school appeals service for Academies)
We employ over 100 staff who take great satisfaction in serving the Bristol school
community with our bespoke packages of support.
For 2020-21 Trading with Schools remains committed to providing:
• High quality services;
• Value-for-money;
• A transparent pricing framework;
• A single point of contact.
The TwS Annual Report for 2018-2019 highlights some of the achievements in
the previous financial year as well as the high levels of client satisfaction with the
services we provide. We are proud of the service we offer our school community
and continue to welcome your feedback which enables us to continue to be a
dynamic and responsive service. If you have any feedback on how the content of
this catalogue of services can be improved, or if you require any further information
on the services detailed in this catalogue, please do not hesitate to contact
TwSClientManagers@bristol.gov.uk
Ali Mannering
Head of Trading with Schools
4
Educational
SECTION 1
Educational Services
Services
5
Services to Children in Care
As Corporate Parents, Trading with Schools provides a wide range of services and
support for Children in Care and works closely in partnership with The HOPE Virtual
School. Improving outcomes for Children in Care is the top priority for TwS.
Service features
TwS Education and Educational Psychology Care where there is significant concern that
services support schools, educational a placement is at risk and where The HOPE
settings and The HOPE Virtual School to has requested support beyond what is
ensure that Children in Care are successful statutory for the child’s school to provide;
learners and enjoy their learning. • In addition the Governor Development
Service provides direct support to The
TwS provides: HOPE Governance Board as requested by
• A School Admissions Service which the Chair or Headteacher of The HOPE
champions a high quality place of Virtual School. In addition, governors
education for all Children in Care, working of The HOPE Virtual School access any
closely with the Headteacher of The HOPE training provided by GDS;
Virtual School; • The School Improvement Service, at the
• An Education Welfare Service which request of the Headteacher of The HOPE
undertakes casework for Children in Care Virtual School, will fulfil a challenge and
who are not attending school on a regular support role where Children in Care are not
basis; making sufficient progress at school.
• Support from the Educational Psychology
Benefits for educational settings
Service to identify the educational,
psychological and developmental Access to high quality support and advice to
issues which underpin the educational enable Bristol's Children in Care to achieve
arrangements for Children in success in their learning.
6
EDUCATIONAL SERVICES
Service standards LA Commissioned service
• Admissions requests for Children in Care A wide range of TwS services work in
will be addressed as a priority and will be partnership with the Headteacher of The
placed in the requested school within 5 HOPE Virtual School and this team to ensure
school days. the statutory duties for Children in Care are
• A response from the Education Welfare delivered.
Service within 5 working days relating to
De-delegated service
Children in Care non-attendance.
• A response from the Educational All schools have made a financial
Psychology Service within 10 working days contribution to the special services delivered
and relevant paperwork within 15 days, in to support schools and The HOPE Virtual
response to concerns raised by The HOPE School in the delivery of improved outcomes
Virtual School. for Children in Care.
• A response to requests for Governor Traded service
support within 2 working days and access
There is no direct traded service for Children
to the Governor Development Service
in Care. However schools may wish to
helpdesk at any time during the working
develop a greater understanding in relation
week.
to Children in Care and can purchase services
• Timely, clear written feedback from the
from Trading with Schools.
School Improvement Service visit within 10
working days.
7
Educational Psychology Service
The Educational Psychology Service provides a link Educational Psychologist for every
maintained, academy and free school in Bristol and works with children and young
people across the city according to their needs and the requirements of schools and
settings. Educational Psychologists use psychology to help children and young people
learn to their full potential, develop their strengths and be happier and more resilient.
Bristol Educational Psychologists work in a variety of ways with schools and settings
to meet the learning and development needs of all children and young people from
0-25. Most work is focussed on those with Special Educational Needs and Disabilities
(SEND) and other vulnerable groups.
Service features Benefits for educational settings
Educational Psychologists have in-depth Working with the Educational Psychology
training at post-graduate level and pre- Service:
training experience of working with children, • Improves learning progress and increases
young people and families. Each Educational wellbeing;
Psychologist offers a range of support to • Supports inclusive practice, preventative
schools and settings, using the framework approaches and quality first teaching and
of the SEND Code of Practice and research systems for working with families and
evidence on effective intervention. young people;
There is always an emphasis on teaching • Increases staff knowledge and confidence
skills and tailoring support so each child in meeting the needs of individual pupils
or young person is as fully included in the and groups;
school and community as possible. Thinking • Improves understanding of the
ahead to adulthood is a guiding principle for psychological and systemic processes that
this. affect the development of children and
young people;
Bristol Educational Psychologists support • Provides rigorous analysis of individual
a ‘graduated response’ (supporting needs programmes and the SEN systems in
early, trying low key interventions initially place to support learning, behaviour and
and increasing intervention if needed) and a emotional well-being.
'assess', plan, do, review’ cycle by:
• Carrying out observations and assessments Service standards
and consultation with others to gather • When a piece of work has been completed
information (assess) this is written up setting out agreed
• This is used to make sense of situations and outcomes and actions within 15 working
needs and to decide on strategies to help days.
(plan); • An immediate response and advice follows
• Agreeing clear outcomes to work on (do); critical incidents.
• Making sure that outcomes and progress • The service meets additional standards for
can be monitored and setting up ways specific commissions or pieces of work.
to do this. Where possible Educational
Psychologists are involved in review
meetings developing school practice and
supporting progress over time (review).
8
EDUCATIONAL SERVICES
Bristol Educational Psychologists deliver a wide range of approaches to support schools with
children and young people’s learning, mental health and wellbeing. Some examples are given
in the table below of questions settings ask and how Educational Psychologists can help:
Examples of our offer
For the Whole Individual/Group
For Key Staff
School Community Pupil Support
How can we develop learning and
Key staff (SENCo; designated lead How can we intervene for pupils
wellbeing for our whole school
for Mental Health & Wellbeing; making limited or no progress?
community, including all our pupils,
HLTAs supporting complex pupils; What is helpful for children with
parents/carers and staff? How
SLT) require wide knowledge and challenging behaviour, poor social
can we have excellent support for
skills because of the level and skills, high levels of anxiety/poor
vulnerable groups and those with
range of needs they manage. What attention or who have experienced
SEN? How can we tackle stress
can provide this? loss and trauma?
across our organisation?
Work with link EP to develop SEN Work with link EP to identify staff Work with link EP to interrogate the
processes such as robust assessments, knowledge and development attainment and progress information
using data, graduated response and requirements, and then identify the for individuals and groups of pupils.
helpful records. support and activities that match these. Work to develop in-school assessment
and linking this to intervention.
Training packages that can be ELSA (Emotional Literacy Support
disseminated throughout school on the Assistants) training: enables support Specialist assessment – for example
Education Endowment Foundation key staff to build a repertoire of helpful dynamic or standardised assessments
evidence based work such as Effective techniques with ongoing supervision to provide detailed information and
Feedback, Peer Tutoring, Homework to implement these. plan intervention for outcomes.
and Meta cognition.
Supervision or coaching for staff, Training through TwS CPD for areas
How to be a dyslexia friendly school. particularly those working with such as resilience or ELSA.
Maths and dyscalculia. vulnerable and challenging pupils
A range of intervention approaches
where having this support can provide
Bespoke sessions for parents such as such as:
a fresh perspective, prevent situations
routines, wellbeing, sleep or social
getting ‘stuck’ and emotional overload. • DNA-V (Discoverer, Noticer,
media.
Advisor, Values) 1:1 mindfulness-
Youth Mental Health First Aid (YMHFA)
Awareness knowledge about Mental based therapeutic model to affect
– an internationally recognised 2 day
Health for all staff delivered through positive change for young people;
training outlining key mental health
½ day Youth Mental Health First Aid • Narrative approaches – tools
conditions, risk and resilience factors
(YMHFA). for resolving and ‘re-authoring’
and how to respond.
experiences;
Acceptance and Commitment Therapy
SENCo Conference. • Therapeutic Story Writing – small
(ACT), group-based intervention to
group intervention for KS2 that
support school staff wellbeing. This
addresses literacy and wellbeing;
is an evidence-based course that
• VIG (Video Interaction Guidance)
has been shown to be effective for
detailed and powerful use of Video
reducing clinically significant stress
clips to identify strengths and
levels and for general populations of
attunement to build relationships.
staff as well.
We offer a wide range of other support such as: Solution Focussed Brief Therapy, Growth Mindset
development, direct work with parents and carers, whole-pschool consultancy, training for
professionals, work with refugees and community and voluntary agencies. If you want to
discuss bespoke work please contact your link EP or TwSClientManagers@bristol.gov.uk
9
Educational Psychology Service continued
LA Commissioned service De-delegated service
Each year the Local Authority commissions The Educational Psychology Service offers
work from the Educational Psychology maintained schools prepaid visits according
Service to meet Local Authority to the level of de-delegation. School staff
responsibilities for children and young and the link Educational Psychologist work
people. Some responsibilities are statutory, together to identify the most vulnerable
so must be provided, but increasingly children and young people and deliver work
responsibility for provision has been at the individual, group or systemic level to
devolved to individual settings. support needs and develop skills across the
The key responsibilities for the service can school.
include:
Traded service
• Psychological assessment and advice
writing for Education and Health Care Individuals and settings may purchase work
Assessments and Plans and Annual Reviews as an annual order or through a ‘pay-as-
and re-assessments as requested by the you-go’ approach. The annual order enables
Local Authority; settings to plan ahead and book times that
• Out of county work as requested by the are convenient.
Local Authority;
• Responding to critical incidents within the
A wide range of activites are available
Local Authority;
including all those outlined earlier
• Supporting the Local Authority with any
statutory duties in relation to vulnerable If you would like to discuss other needs and
children and young people, such as options please contact:
mediation and tribunal and SEND reforms; TwSClientManagers@bristol.gov.uk
• Attendance at Local Authority decision
making panels.
10EDUCATIONAL SERVICES
Every Child a Reader
Every Child a Reader (ECaR) is a means of organising and managing a range of effective
literacy interventions for children struggling to read and write across the school. It is a
school-led approach which aims to ensure that every child achieves success in literacy
through targeted support.
At the core of the strategy is Reading Recovery (RR), which provides intensive teaching
of the very lowest attaining children and professional support for staff to ensure quality
first teaching and reduce the need for intervention.
To deliver Reading Recovery and Every Child a Reader, the school is required to appoint
and train a designated 0.6 experienced teacher to deliver the programme. Reading
Recovery is a programme accredited by the Institute of Education, University College
London. All Reading Recovery teachers are registered with the national/international
network.
Service features
This service is led by skilled Reading • Teacher leaders accredited to MA degree
Recovery Teacher Leaders who have key roles level by the International Literacy Centre,
in our Teaching and Learning Consultant which is linked to the London Institute of
Team and offer schools and other settings Education.
a range of evidence-based interventions • High quality monitoring and feedback on
for children struggling to read and write the implementation of Reading Recovery
in primary schools and promote the wider and related interventions.
Every Child a Reader approach. • 100% service satisfaction.
Benefits for educational settings LA Commissioned services
• Narrowing the attainment gap for There are no LA Commissioned services.
disadvantaged children across the school.
De-delegated service
• Supports the reduction in the demand for
costly special educational needs provision. There is no de-delegated service.
• A highly-skilled literacy expert in school Traded service
who can share their knowledge with the Initial Professional Development Training for
whole school staff. In addition, to work with new Reading Recovery Teachers:
the leadership team to identify, evaluate • 20 in-service sessions with live lesson
and implement the most appropriate observation;
interventions for children, in a streamlined • Four support visits to the school;
approach, to raise attainment for all. • Training for a school intervention manager;
• Access to professional networks of support • Monitoring and reporting;
across ECaR schools. • Accreditation.
• The opportunity to apply for the Bristol
ECaR Standard, which accredits the quality Ongoing CPD for trained Reading Recovery
of the provision for literacy, in particular teachers to maintain accreditation:
reading, in the school. • 6 in-service sessions and a visit from the
Teacher Leader;
Service standards • Support to implement ECaR across the
• Initial response to requests for advice or school;
support within 2 working days. • Advice on the application process for the
Bristol ECaR Standard.
11ECaR – Improving Literacy
Whole School Reading Support
TwS Teaching and Learning Consultants can work with senior leaders to carry out a
whole school review of reading provision and tailor bespoke support to tie in with
schools’ specific improvement priorities, targeted at particular groups of pupils from
EYFS to KS3.
Whole School Review of Reading Provision Bookbanding
This review provides an opportunity for An audit will be carried out to assess current
senior leaders and English subject leaders resourcing of reading books.
to work with a Specialist Reading Teacher, Recommendations for purchasing new
overseen by our ECaR Teaching and Learning stock can be made. Books will be colour
Consultants. A report will identify strengths book-banded to ensure that children’s book
and areas for development using a self- choices match their current attainment
evaluation tool based on best practice and encourage children to read widely and
in the teaching of reading. Professional develop personal motivation to read.
development needs will be identified in
Reception Literacy Programme (A–Z)
order to improve teaching practices and
impact on provision. This will take the form Targeted at Reception teachers, this training
of an action plan. supports pupils to achieve a good level of
development in reading and writing within
Running Records and Benchmark Training a 6 week period. It aims to give teachers
This is a thorough and reliable assessment of confidence in teaching early reading
a child’s reading which will support teachers’ and writing skills in readiness for the Y1
judgements, inform classroom practice curriculum following recommendations from
and support systematic implementation of Bold Beginnings (Ofsted 2017).
reading interventions. The training includes
Boosting Reading @ Primary (KS1, 2 and 3)
instruction on how to use the PM Benchmark
Kit to take periodic assessments to show Boosting Reading @ Primary (BRP) is a one-
progress over time. to-one reading intervention for struggling
readers, which helps children to apply phonic
skills, develop independent reading and
comprehension skills. A trained reading
partner delivers three 15 minute sessions a
week for 10 weeks.
12EDUCATIONAL SERVICES
Inference Training Reading Recovery Training
Whole-school approach for teaching high
Initial Professional Development Training to
level and in-depth reading comprehension
become a new Reading Recovery Teacher.
and demonstrates a wide range of strategies
Reading Recovery is a means of raising
to boost reading comprehension.
attainment in literacy. Reading Recovery is
The training covers the barriers to a short-term intervention for children who
comprehension, pupil profiling and inference have the lowest achievement in literacy
training for pupils. learning in their first years at school. The
The Inference Training materials include goal is for children to become effective
short text extracts for KS2 and KS3 pupils and efficient readers and writers, able to
with support notes for adults. Many extracts work within an average range of classroom
are from recent award winning titles which performance. The training course offers a
have been carefully chosen to contain rich comprehensive package which provides
opportunities for pupils to discuss and enjoy. depth and range of knowledge and skill.
Through sharing their expertise, your teacher
Switch-On Reading and Writing Training can improve practice and standards across
(KS2 and 3) the school.
Switch-On is an intensive, 10 week Reading Recovery Continuing Professional
personalised literacy intervention for children Development (CPD)
who are well below the expected standard in CPD for Trained Reading Recovery Teachers.
literacy in KS2, KS3 or Special Schools. CPD will enable your experienced Reading
Recovery teacher to have a sustained impact
The 2 day training enables the trainees
on literacy in your school. The course will
to practice a broad and inclusive range of
deepen professional expertise, so that
teaching strategies and questioning skills to
more of the hardest-to-teach children are
help develop pupils’ understanding. Switch-
successful in literacy. It will enable them
On addresses both reading and writing by
to support lighter touch interventions
alternating the focus each session.
for children with less complex needs and
maintain accreditation from UCL, IOE for
continued implementation of Reading
Recovery and Every Child a Reader.
13Dean Field Studies Centre
The Dean Field Studies Centre (DFSC) is a residential outdoor learning centre, situated in the village of
Parkend in the Forest of Dean, less than an hour away from Bristol. DFSC has been owned and operated
by Bristol City Council for 48 years. The Centre’s main area of expertise is the design and delivery of
general outdoor learning courses blending a mix of outdoor pursuits and team building exercises
alongside developing environmental awareness. Other more specialist courses can be arranged.
Service features
DFSC has 90 beds for residential courses, Others, such as orienteering, shelter building
with bedrooms mostly arranged for 3 to 4 and compass courses are all less than 10
students each. Accommodation is on four minutes walk away. Many varied walks,
floors with staff bedrooms on each floor. mountain biking and a treasure hunt activity
There is en-suite disabled accommodation start from the doorstep. Caving, canoeing and
for a small group with staff supervision. abseiling are all within 4 miles and a short
The Centre also runs day visits and events for minibus ride.
up to 144 additional students at a time. The Centre grounds have a new purpose-built
It caters for all ages of student as well as eco building that is used on courses and can
providing INSET training for teachers and also be hired out as a venue for conferences,
some corporate development courses. The meetings and a variety of other functions,
service provides conferencing facilities for up even including weddings! There is also a High
to 100 delegates on day visits using the Dean Challenge Course, comprising a 13 metre
Garden Room and Pond Cabin as a breakout climbing tower and a variety of other High
room. Development training can be provided Challenge apparatus. This is used extensively
alongside these facilities. for team work and personal development.
The service runs team problem solving A main benefit for schools and other users
challenges in schools and specialises in is the very competitive pricing of DFSC and
combining this with Peer Mentor training. the fact that all courses are bespoke. The
Centre works closely with schools to design an
Events can be run for up to 144 students at a
activity programme to meet their needs. The
time. These events work particularly well for
Centre prides itself on its friendly and caring
Year 7 Induction Days and with Sixth Form attitude to all visitors. Members of staff go out
Mentors. The advantage of this service is the of their way to develop a very positive attitude
time and cost saved with transportation. and ethos, which schools say gives a very
These events can also be delivered to provide personal feel to their experience.
CPD for school staff. Lesson plans, resource
list and ‘after sales’ expert advice allow Benefits for educational settings
schools to run similar events themselves in Outcomes for students include the following:
the future. • Personal development of pupils – e.g.
increased confidence, self-reliance,
Most school courses are run during term
perseverance and commitment.
time and there are also opportunities for
• Experience of achieving success and
weekend and holiday courses. The Centre is
responsibility. Developing a positive attitude
ideally located for a wide variety of activities
to new challenges.
both on-site and in the local woods and
• PSHE and Citizenship including developing
immediate area. Activities such as stream
key skills of communication, problem
studies, team problem solving challenges,
solving, leadership and teamwork.
tunnel complex and all the high challenges
can be done on-site.
14EDUCATIONAL SERVICES
• General support to school curriculum and Traded service
enrichment. Geography, Environmental • Residential courses for up to 82 people at a
Awareness, Science, PE and History can all time, fully catered.
be focussed areas. • Term time and holiday/weekend courses
• Contribution to improving educational and residentials.
attainment and an increased motivation • Day events for up to 144 students,
and appetite for learning. specialising in Year 7 induction days and
• Promoting healthy lifestyles and fitness. team building programmes.
• Developing an improved working • Team Problem Solving Events delivered at
relationship with teachers. schools combined with peer mentoring
INSET Programmes and CPD for teachers/
Service standards staff in learning outside the classroom,
• All courses are bespoke and activity including teaching numeracy and literacy in
programmes tailor-made to meet your the outdoors, as well as general staff team
needs. building.
• Course proposals and quotes are provided
DFSC has experienced teaching staff who are
within two working days.
experts in the design and delivery of Gifted
• The Centre holds the relevant AALS Licence
and Talented enrichment courses, including
to provide adventurous activities and
working clusters of schools.
the main centre teachers are Accredited
• The Centre Manager is the Outdoor
Practitioners of the Institute of Outdoor
Education Advisor for Bristol City Council
Learning.
and can provide expert advice and
• All staff are qualified in the relevant
guidance for schools on their varying
NGB awards and hold current First Aid
learning outside the classroom needs:-
qualifications.
- Conferencing facilities for up to 100
• Feedback on catering is consistently at an
delegates daily or up to 75 delegates
excellent standard - 5/5 rating for Food
residential
Hygiene from Food Standards Agency.
- Corporate events and team building days
LA Commissioned services • Sports tours – accommodation and team
building and chance to arrange fixtures
There are no LA Commissioned services.
with local Gloucestershire teams.
• First Aid in the Outdoors courses for
De-delegated service
teachers and outdoor professionals.
There is no de-delegated service. • An excellent base for undertaking field
studies and more curriculum-based
courses.
Most of the residential bookings are taken
at 3 times over the year (Jan/June/Sept) for
set periods in the following academic year
(generally about 14 months in advance). This
allows schools to secure their booking well
in advance. All that is needed is number of
students, length of course and time of year to
provide a free quotation. There may be last
minute availability for some term time dates
so it is always worth enquiring. Day visits and
weekend courses can be booked at any time
subject to availability.
15Governor Development Service
The Governor Development Service specialises in highly effective and efficient support
and training for chairs of governors, governors and clerks. The service provides reliable,
prompt and relevant advice, information and training enabling governors of subscribing
schools to fulfil their role and contribute fully to their school’s improvement agenda.
Service features Benefits for educational settings
The Governor Development Service provides • Enables the governing body to undertake
statutory services and the offer of an annual its full range of roles and responsibilities
subscription package to all schools, including effectively.
academies and free schools. • Assists governors in ensuring they are well
The subscription package includes quick informed when determining the school’s
and easy access to advice and support on strategic direction.
all matters of school governance, unlimited • Supports governors in providing confident
free places on a published programme support and challenge to senior leaders.
of governor training events, support and • Supports governors in contributing
networking opportunities for your clerk effectively to school self-evaluation and
to governors and regular email bulletins improvement and meeting the high
giving essential updates and guidance for expectations now placed on governing
governors and school leaders throughout bodies under the Ofsted inspection
the year. Subscribing schools also receive framework.
discount on a range of top-up services • Supports clerks to fulfil their role
provided by partner organisations to support effectively.
good governance. Bespoke training and Service standards
governance reviews are also available at an
• Response to enquiries from governors,
additional cost.
clerks, headteachers and school staff within
Selected services can be purchased on 2 working days.
a ‘pay-as-you go’ basis by schools and • At least 95% satisfaction with training
academies that opt not to sign up for a full sessions.
year’s subscription.
16EDUCATIONAL SERVICES
LA Commissioned services
LA Maintained Schools • Unlimited free places for governors and
The service fulfils the Local Authority’s clerks on our published annual training
statutory function to LA maintained schools programme;
in providing: • Clerks’ network meetings which provide
• Legally compliant Instruments of essential updates and support to improve
Government; effectiveness of your clerk and your
• Support with the appointment of Local governing body;
Authority governors; • Essential updates and guidance for
• Access to information and training which governors and school leaders through
enables governors to fulfil their roles and the termly Governance Essentials online
responsibilities; newsletter
• Support in establishing temporary • Information packs and templates relating
governing bodies for new LA maintained to key areas of governance;
schools. • Guidance and support in the
establishment of different models
Academies of governance – e.g. reconstitution,
The service fulfils the Local Authority’s formal collaborations, federations and
statutory function to academies in providing amalgamations.
Local Authority governors, where requested.
The following services are also offered to
De-delegated service subscribing schools at an additional cost:
There is no de-delegated service. • Bespoke training delivered at your school;
Traded service • Independent review of governance;
LA maintained schools and academies • Option to access ‘Modern Governor’ online
purchasing the subscription package have training at a beneficial rate - for more
access to: information and a free trial visit
ModernGovernor.com;
• Advice and support for chairs of • Option to subscribe to ‘GovernorHub’
governors, governors, headteachers, online documentation storage, calendar
business managers and clerks on all and communication tool at a beneficial
matters of school governance. This rate;
includes assistance when challenging • Option to subscribe to ‘The Key for School
situations arise such as disputes and Governors’ and ‘The Key for School
complaints; Leaders’.
17Equalities, Diversity and Inclusion
The service can provide consultancy, staff training, and quality assurance for the
development of whole school approaches to Equality and Inclusion. Sharing up-to-
date information and effective practice whilst helping schools meet their statutory
obligations and deliver effective equalities practice.
Service features
The Teaching and Learning Consultant lead • Support to meet the requirements of
in equalities has a wide ranging knowledge, the Ofsted framework, with particular
expertise and experience in Equalities and regard to how effective the school is in
Diversity and works within the broader promoting equality of opportunity and
school improvement team. tackling discrimination;
Working with other colleagues and partners, • Support for schools to ensure compliance
the service aims to narrow the gap for with equalities legislation;
vulnerable groups, support schools in • Development for those leading on the
understanding and ensure the learning equalities agenda within their school.
environment is an inclusive one which
tackles discrimination and provides equality De-delegated service
of opportunity, celebrates diversity and The core offer consists of:
promotes community cohesion. • A self-evaluation tool for schools on
The consultant is able to provide particular compliance with the Equality Act 2010;
expertise in: • One Governor Briefing to provide clear
• Bespoke school reviews with a focus guidance on the statutory duties of
on equalities, this can include quality Governing Bodies in respect of equalities,
assurance of policies, procedures and diversity and inclusion;
practice; • Provide information and advice to LA
• Advice and guidance on equalities; colleagues and education settings on
• Supporting schools in developing equalities
effective systems and processes to • Representing the LA in partnership
recognise, record, respond and report meetings that relate to education and
prejudice related incidents with a strong equalities, diversity and inclusion
focus on improving behaviour and safety
and tackling bullying. Traded Service
All schools can access traded support in
Benefits for educational settings order to improve inclusive practice and
The core offer consists of: meet their legal requirements in equalities.
• Developing school capacity to meet the Bespoke advice, school-based support and
needs of all young people and address all training can be offered on a pay-as-you-
relevant equalities requirements; go basis or as part of a wider negotiated
• A clear audit of strengths and areas for package of support.
development; to ensure equalities has
strategic prominence and is integral to
self-assessment and school improvement;
18EDUCATIONAL SERVICES
Prevent
As of July 2015, the Counter Terrorism and Security Act 2015 placed a new duty on
schools and other education providers. Under section 26 of the Act, schools are required,
in the exercise of their functions, to have “due regard to the need to prevent people from
being drawn into terrorism". This duty is known as the Prevent Duty. Keeping Children
Safe in Education (DfE, 2019) says that protecting children from the risk of radicalisation
should be seen as part of schools' and colleges' wider safeguarding duties, and is similar
in nature to protecting children from other forms of harm and abuse.
Service features
The Prevent lead has a wide ranging • Developing school ability to assess the
knowledge and experience and works within risks and inform a proportionate and
the broader school improvement team. appropriate response;
They can support schools with some of • Support to meet the requirements of the
the complexities surrounding the Prevent Ofsted framework, with particular regard
agenda, providing consultancy, triaging, to how effective the school is complying
self-assessment tools, training, and quality with the Prevent Duty;
assurance for the development of whole • Support for schools to ensure compliance
school approaches to Prevent. with legislation;
Working with other colleagues and • Development for those leading on the
partners, the service aims to share up-to- agenda within their school.
date information and effective practice
whilst helping schools meet their statutory De-delegated service
obligations; protecting children who are The core offer consists of:
vulnerable and at risk of being radicalised • A self-evaluation and action plan
and ensure effective learning opportunities framework to support schools in
to safeguard children from extremism and complying with the Prevent Duty;
promote community cohesion. • One Governor Briefing to provide clear
The consultant is able to provide particular guidance on the statutory duties of
expertise in: Governing Bodies in respect of the
• Bespoke school reviews with a focus on Prevent Duty;
Prevent, this can include quality assurance • Provide information and advice to LA
of policies, procedures and practice; colleagues and education settings on
• Supporting Senior leaders/designated Prevent, this is facilitated through the
safeguarding leads and/or governors virtual Prevent network;
on how they may respond to changes in • Representing the LA in partnership
legislation and Ofsted requirements; Prevent meetings.
• Referrals and Multi-Agency support.
Traded Service
Benefits for educational settings All schools can access traded support in
• A clear audit of strengths and areas for order to improve practice and meet their
development; to ensure Prevent has legal requirements in Prevent. Bespoke
strategic prominence and is integral to advice, school-based support and training
self-assessment and school improvement; can be offered on a pay-as-you-go basis or
as part of a wider negotiated package of
support.
19School Improvement, Advice and Support
The School Improvement Service provides:
• Advice, support and challenge to school leaders and governors;
• Support for schools’ self-evaluation to enable continued improvement;
• Knowledge of good and outstanding practice both within Bristol and at national level.
Service features
• A team of school improvement • Brokering high quality professional
professionals who have experience at development;
headship and/or Local Authority level. • Evaluating the quality of teaching and
• Experience with Ofsted inspections learning;
under the latest framework including • Quality assuring the school’s self-
accredited Ofsted inspectors or practising evaluation;
headteachers. • Brokering appropriate support from a
• Up-to-date knowledge and interpretation range of providers, including external
of new legislation and current educational organisations;
thinking. • Building the capacity of senior leaders and
governors to enhance school practice.
Benefits for educational settings
The service supports schools and other Service standards
educational settings to improve the quality • Initial response to requests for advice or
of educational provision and improve support within two working days and with
outcomes for children and young people. agreed follow up.
The School Improvement Service can • Timely clear written feedback for school
support schools in: improvement following core visit and
• Providing advice and support in a range of reviews within 10 working days and 5
contexts to help schools raise standards; working days for all other visits.
• Analysing a range of data and assessment
information to identify strengths and areas
for improvement;
• Strategic planning to address key priorities
from the school’s self-evaluation;
20EDUCATIONAL SERVICES
LA Commissioned services
• Compliance with the LA’s statutory duties • Data analysis and the use of data to
related to school performance. evaluate the quality of provision;
• Carrying out statutory moderation and • Advice, support and challenge to accelerate
monitoring of national test administration the progress of children eligible for the
on behalf of STA. Pupil Premium, SEND and under-achieving
• Act as a Corporate Parent and fulfil a groups including meeting the needs of
challenge and support role for Children in more able pupils;
Care. • Developing programmes of monitoring and
evaluation across a wide range of evidence,
De-delegated service including scrutiny of planning and pupils’
There is no de-delegated service. work, lesson observations and pupil voice,
in order to inform school self-evaluation;
LA Maintained Schools and Academies
• Developing effective systems for recording
For the majority of maintained schools the outcomes of school self-evaluation;
there is an entitlement to: • Support with developing an annual CPD
• The equivalent of 1 half-day visit each programme;
academic year from an Bristol Education • Strategic planning;
Partner to provide support and challenge • Pre- and post-inspection support;
based on a mutually agreed agenda. • Governor development;
• In addition, any school judged to be • Brokerage of external teaching practitioners
building capacity or a school causing and other forms of specialist support.
concern will be able to access additional
visits and support. This support will Additional Traded Options
be agreed with the Head of School Headteacher Appointments
Partnerships
Details of packages of support and costs for
Traded service governing bodies or academy boards for the
Bristol Education Partners can provide a recruitment of headteachers or principals is
bespoke traded service to all LA maintained available on request.
primary schools, academies, independent Headteacher Performance Management
schools and other settings that could
include: Support for governors and academy boards
with headteacher performance management
• Additional visits in the spring and summer is available on request.
terms focused on agreed lines of enquiry
e.g. teaching and learning and leadership
and management;
• Joint reviews, with SLT, of identified aspects
of provision, linked to aspects of the Ofsted
framework;
21Newly Qualified Teacher Induction Service
This is a service offered to schools to fulfil the statutory role of the Appropriate Body for
Newly Qualified Teacher (NQT) induction and to ensure that the induction period is as
successful and rewarding as possible. As the selected Appropriate Body for NQT induction,
Bristol City Council will ensure that all statutory requirements are met and will provide
support and guidance to schools and NQTs throughout the induction period.
Service features Benefits for educational settings
There are two key responsibilities for the • Support and advise on statutory
Appropriate Body, which are: entitlements, meeting responsibilities to
• To assure itself that schools fully understand NQTs and formal registering and accrediting
and are able to meet their responsibilities procedures.
for monitoring, support and guidance and • Considerable experience in supporting NQTs
for undertaking a rigorous and equitable throughout the period of induction into the
assessment of their NQTs; teaching profession and a comprehensive
• To decide, in light of the headteacher’s understanding of current regulations and
recommendations, whether an NQT has the Teachers' Standards.
satisfactorily completed their induction • Experienced staff within the wider school
period and to then communicate this improvement team available to support
decision to the NQT, the headteacher and induction tutors and NQTs throughout the
the Teacher Regulation Agency. year.
• Support for the school from a service officer
if an NQT is a cause for concern.
• Undertake a quality assurance role to
ensure that all plans and assessments are
of a high quality and meet the necessary
requirements.
22EDUCATIONAL SERVICES
Service standards
• Initial response to requests for advice and • Be responsive to the needs of mentors, NQTs
support within 2 working days with agreed and schools in general by providing advice,
follow-up actions. guidance and support throughout the
• Full compliance with the responsibilities induction period via telephone;
of being an Appropriate Body for NQT • Provide additional support where concerns
Induction. or issues arise, in particular where an NQT
• To maintain at least 95% excellent or very is making insufficient progress towards
good satisfaction rating of the service. meeting the Teachers’ Standards;
• Maintain a webpage giving comprehensive
LA Commissioned services guidance including downloadable
The LA Commissioned services fulfil the role handbooks and other helpful
of the Appropriate Body for NQT Induction. documentation;
• Quality assure, process and retain
De-delegated service assessment forms;
• Signpost NQTs and tutors to a range of
There is no de-delegated service.
continuing professional development
opportunities;
Traded service
• Promote and disseminate best practice in
In acting as the Appropriate Body, the service NQT induction;
will: • Ensure that NQTs and their mentors can
• Register the NQT with the Teacher access other TwS professional development
Regulation Agency; opportunities on a pay-as-you-go basis;
• Ensure that each NQT receives their • Authorise reductions or extensions to
statutory entitlements (including a reduced induction periods;
timetable) and effective support from their • Validate completion of induction.
school;
• Ensure that the school meets their
responsibilities for monitoring, supporting
and assessing NQTs;
23Academy Moderation
The Standards and Testing Agency (STA) requires all academies to confirm
the arrangements that have been made to fulfil the duties regarding
the statutory end of Key Stage 1 and Key Stage 2 assessment processes.
Academies are asked to undertake a moderation agreement with a Local
Authority. This service fulfils the moderation and monitoring requirements
for Key Stage 1 and Key Stage 2.
Service features
Academies signing up to this service will: • Continue to be provided with guidance and
• Be part of the Bristol LA moderating and advice on all aspects of assessment. There
monitoring cycle for the Year 1 phonics will be access to advice by telephone and
check, end of Key Stage 1 assessment, email.
and the assessment of writing at the end
of Key Stage 2. As part of the statutory Benefits for educational settings
programme, your school may receive a • STA requirements for statutory assessment
moderation or monitoring visit; within academies will be met.
• Receive the Bristol LA KS1 and/or KS2 Local • Access to guidance and up-to-date advice
Agreements which outlines the moderation throughout the assessment cycle.
and monitoring processes in Bristol for the
Year 1 phonics check, end of Key Stage 1 LA Commissioned services
and end of Key Stage 2; All aspects will be in line with STA statutory
• Assessment data for Year 1 phonics and guidelines.
end of Key Stage 1 data is submitted to
the Local Authority, who then submit the De-delegated service
data to the DfE. End of Key Stage 2 data There is no de-delegated service.
is submitted to DfE directly by individual
schools; Traded service
• Be alerted to updates, if changes in Schools can request bespoke support related
national requirements occur and be to assessment.
informed about TwS training opportunities;
24Support
Services
25School Admissions Service
The School Admissions Service provides statutory services to support
schools and academies to fulfil the requirements of the School Admissions
Code. The Service, on behalf of the LA, is the Admission Authority for
Community and Controlled Schools and can be commissioned to undertake
the work for other schools and academies.
Service features LA Commissioned services
The service: The Admissions Service, on behalf of the
Local Authority, provides services without
• Will co-ordinate applications and offers for
a charge, which is the core offer. It can also
school admissions;
provide services which can be purchased by
• Is the maintaining Admissions Authority for
all schools and settings, which is the traded
maintained schools and settings;
offer. Check the grid on the next page to see
• Can manage admissions for academies,
which core services are applicable to your
and other settings;
type of school, academy or setting (ticked
• Operates an advice service for parents and
boxes).
communicates with over 15,000 parents
and carers annually. The table overleaf relates to New Reception
Admissions and transfer from Primary to
Benefits for educational settings Secondary education only.
• Extensive experience in accurate
For all other year groups, own Admissions
application of the School Admissions Code.
Authority schools must process their own
• Application of published admissions criteria
in-year applications if they do not purchase
and calculation of exact home-to-school
School Admissions Services. Schools have a
distances.
statutory duty to inform School Admissions
• Reduction in administration at school level.
the outcome of the application and offer
• Minimise the number of challenges to
parents/carers the right of appeal if a school
schools from parents and carers.
place cannot be offered.
• Reduction in the number of direct queries
from parents and carers at school level. De-delegated service
• Reduction in the need for schools to
There is no de-delegated service.
purchase mapping software and reduces
direct administration costs. Traded service
Service standards The admission authority for each type of
• The service is compliant with all of the school is outlined below:
statutory Service standards, as laid out in • Academies and Free Schools: Academy
the School Admissions Code. Trust and Free School Board of Trustees;
• In-year admissions dealt with within 10 • LA-maintained Community and Voluntary
school days. Controlled Schools: Local Authority;
• A named Admission Officer to oversee • LA-maintained Voluntary Aided and
allocations at your school. Foundation Schools: Governing Body.
26SUPPORT SERVICES
Voluntary Voluntary
Services Offered Community Foundation Academies
Controlled Aided
Receive applications via the e-admissions system and by
post.
Exchange information with other LAs where an application
is from outside Bristol.
Sort allocations from each school using the ‘equal
preference’ system.
Issue offer letters on behalf of all Bristol schools, receive
responses and inform schools.
Apply the published admission arrangements in order to
Traded Traded
allocate additional places.
Prepare and present admission appeals on behalf of your
Traded Traded
school.
Co-ordinate in-year applications. Traded Traded
Provide schools with the information needed to apply their
n/a n/a n/a
published admissions arrangements
The above table relates to New Reception Admissions and transfer from Primary to Secondary education only. For all other
year groups, own Admissions Authority schools must process their own in-year applications if they do not purchase School
Admissions Services. Schools have a statutory duty to inform School Admissions the outcome of the application and offer
parents/carers the right of appeal if a school place cannot be offered.
Free School Meals Service
The Free School Meals Team provides an eligibility checking & processing
service for Free School Meals & Pupil Premium.
Service features Benefits for educational settings
A child may be able to get free school • Parents/Carers can apply via the online
meals if a parent is in receipt of any of the application system 365 days of the year
following benefits: • Instant confirmation if a pupil is eligible for
• Income Support; Free School Meals and Pupil Premium.
• Income-based Jobseekers Allowance; • Real time access to eligible pupils via the
• Income-related Employment and LA Database or Portal.
• Support under Part VI of the Immigration • The Free School Meals Officer also
and Asylum Act 1999; processes paper forms for upload to the
• The Guarantee element of State Pension Schools' Portal.
Credit;
• Child Tax Credit (provided you’re not also LA Commissioned services
entitled to Working Tax Credit and have The service is available to all maintained
an annual gross income of no more than settings free of charge.
£16,190);
• Working Tax Credit and run-on, paid for De-delegated service
four weeks after you stop qualifying for There is no de-delegated service.
Working Tax Credit/Universal Credit.
Traded service
Academies and Free Schools can purchase
the Free School Meals Service. The cost is
calculated based on the number of children
on roll at the October census point.
27Education Welfare Service
The Education Welfare Service (EWS) provides high quality professional
support to schools to ensure that parents/carers fulfil their statutory
obligation to send their child to school regularly. The EWS also tracks pupils
who go missing from school, is responsible for overseeing elective home
education and the areas of child employment, child performance licensing
and chaperones.
Benefits for educational settings LA Commissioned services
• Access to specialist attendance officers Universal provision for all schools/pupils
and other agencies to support vulnerable Statutory Legal Work
children and young people. The EWS undertake a wide range of legal
• Access to current information and guidance work, including:
on attendance legislation and statutory • Acting as a liaison with Legal Services
procedures. regarding Section 444 Education Act
• Effective attendance data analysis, 1996 prosecutions for irregular school
tracking and targeting to improve overall attendance after witness statement
attendance and reduce numbers of completion;
persistently absent (PA) pupils. • Undertaking Section 34 investigations
for Section 444 prosecutions - Section 34
Service standards Criminal Justice and Public Order Act 1994;
• The service is compliant with the current • Issuing penalty notices and subsequent
attendance legislation statutory guidance handling of processes in relation to
and other relevant codes of practice. prosecutions if penalty notices are unpaid
• A named Education Welfare Officer for your - Anti-Social Behaviour Act 2003 &
setting. Education Inspections Act 1996, Education
• Initial response to requests for advice or (Penalty Notices) (England) Regulations
support within 48 hours and with agreed 2007 as amended;
follow up. • Serving School Attendance Orders for
pupils who are not on a school roll and
are not being satisfactorily Educated
Otherwise - Regulation 3 Education (School
Attendance Order) Regulations 1995 and
Section 437 Education Act 1996;
28SUPPORT SERVICES
Traded service
• Undertaking Parenting Orders and All schools can commission additional EWO
assessments requested by magistrates - support where necessary
Section 8 Crime and Disorder Act 1998; EWS can provide a wide range of additional
• Preparing papers to lay before Family Court work, including individual attendance
for Education Supervision Orders and casework, whole-school attendance and
coordinating/ undertaking implementation support which can be tailored to meet the
- Section 447 Education Act 1996 and needs of schools and settings.
Children Act 1989. • Link EWO meetings in the educational
Safeguarding (Universal provision for all settings.
schools/pupils) • Reviewing attendance issues to identify
In order to safeguard children and young pupils requiring intervention.
people the EWS: • Providing comprehensive attendance data
• Tracks pupils who have stopped attending reports in support of review meetings.
and whose whereabouts are unknown • Completion of attendance audits of whole
(Pupil Tracking); - Education (Pupil setting procedures.
Registration) (England) Regulations 2006 as • Reviewing attendance policies.
amended; • Undertaking preventative attendance
• Undertakes casework for children identified surgeries for pupils with low-level absence.
as Children Missing Education (CME) - • Supporting settings in their preparation for
Section 436A Education Act 1996; Ofsted visits, including data reports and
• Oversees Elective Home Education (EHE) attendance at meetings with Inspectors.
in Bristol in line with its commissioned • The completion of attendance reports.
requirements - Section 7 Education Act • Targeted supervision/consultancy sessions
1996; for officers responsible for attendance.
• Completes Child Protection Case • Bespoke training for school staff about
Conference returns for referred cases, their role, legislation, penalty notices and
following requests by Social Care relating other associated tasks.
to pupils - The Children Act 1989. Fulfils • Attendance advice phone line for education
its statutory functions with regard to Child settings.
Employment, Performance Licensing and Individual Attendance Casework
Chaperones - Part 2 of the Children and In accordance with the Education (Pupil
Young Persons Act 1933, Part 2 Children Registration) (England) Regulations 2006 and
and Young Persons Act 1963, Children Section 444 Education Act 1996. The EWS
(Performances) Regulations 1968 and the can undertake individual casework on behalf
Children (Performances and Activities) of schools and educational settings, which
(England) Regulations 2014. can include:
• Undertaking home visits;
Core Offer • Undertaking assessments of the issues
LA Maintained Primary & Special Schools impacting on a child’s school attendance
LA maintained primary and special schools, with the parent/carer;
will receive whole school attendance support, • Developing Parenting Contracts and
and individual casework support that has been attendance plans for children with
commissioned by the Authority. persistent absence;
• Documenting interventions and contact
De-delegated service with parents to meet legal requirements;
There is no de-delegated service. • Writing witness statements based on the
above evidence to present in court.
29You can also read
