SURREY GOVERNORS WEBINAR - TUESDAY 29TH SEPTEMBER 2020 - Schools Alliance for Excellence

SURREY
GOVERNORS
WEBINAR
TUESDAY 29TH SEPTEMBER 2020

TODAY’S HOSTS

        MARIA                  JANE                      RUTH
        DAWES               WINTERBONE                  MURTON

                All Surrey children are our collective responsibility   2

THIS SESSION

• Lockdown – local and national
  containment planning –Jane
• Contingency planning and remote
  learning proposals – Maria
• Risk based school improvement- Maria
• HR matters; HTPM, exit interviews - Ruth
• Money – budgets and finance issues – Jane

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LOCKDOWN – LOCAL AND NATIONAL
    CONTAINMENT PLANNING
          Jane Winterbone

                                4

COVID 19 CONTAINMENT FRAMEWORK: LOCAL

• Outbreak prevention and containment: Education and
  childcare fully open to all
• Raised local alertness: Education and childcare fully open to all
• Raised local concern: Education and childcare fully open to all

                                                                      5

COVID 19 CONTAINMENT FRAMEWORK: NATIONAL
• Area of concern: Education and childcare fully open to all
• Area of enhanced support: Education and childcare fully open to all
• Area of intervention: National partners/Upper Tier LAs, Health Protection Team agree
  local Tiers on escalation basis:
   Tier 1 – Fully open and face coverings in communal area for Year 7 and above
   Tier 2 – Secondary schools move to rota model for onsite and remote education
   Tier 3 – Secondary schools/FE Colleges/Other education move to remote education for
   all except vulnerable and critical worker children, and DfE selected year groups
   Tier 4 – All mainstream childcare/education settings move to remote except for
   vulnerable and critical worker children. AP, special schools and other specialist settings
   will allow for full-time on-site attendance of all pupils.
   NOTE: Closure of schools is a central government decision.                               6

ENSURING A SAFE RETURN TO SCHOOLS

Health and Safety Executive (HSE) spot checks:
Feedback from school leaders on key themes
• The size of the school and number of staff
• The risk assessment – who wrote it, how others contributed to it, how it has been shared?
• An assessment of how well the school is controlling the risk of COVID-19
• Knowledge of, and adherence to, government guidance documents
• Access to hand washing and sanitiser
• Complying with social distancing
• Cleaning
• Response to infection – managing a confirmed COVID-19 case
The call lasts approximately 15 minutes with some multiple choice and yes/no answers.

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COMPREHENSIVE AND LATEST INFORMATION FOR
SCHOOLS

 https://www.surreycc.gov.uk/people-and-community/emergency-planning-and-
 community-safety/coronavirus/school-leaders
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CONTINGENCY PLANS FOR REMOTE LEARNING
               Maria Dawes

                                 9

What is expected?
• A contingency plan for providing
  remote education in place by the end
  of September.
• Your contingency would be actioned
  immediately for the following:
    1. Individuals or groups of pupils
       need to self-isolate, but the rest
       of the school is still open OR
    2. There is a local outbreak and you
       are asked to close temporarily for
       most pupils like during the initial
       school closures in March.
                                             10

What is expected from ‘remote teaching’?

• Core teaching programme
• Daily contact
• Set assignments and monitor pupils' engagement
• A planned and sequenced curriculum (knowledge and skills)
• Provide frequent explanations of new content
• Monitor pupils’ progress
• Avoid an over-reliance on long-term projects or internet research
  activities

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What you need to include….

 • Access to online and offline resources linked to your curriculum
   expectations
 • Consistent use of online tools (interaction, assessment and
   feedback)
 • Ensure staff are trained in the use of online system
 • Provide printed resources
 • Consider needs of SEND and vulnerable pupils

 There are no expectations for how many weeks of remote learning
 you need to plan for, but as most pupils will self-isolate for 14 days,
 at least 2-3 weeks for each year group should be appropriate.

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SUPPORT

          https://schoolsallianceforexcellence.co.uk/Our-Offer/Media-Library
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QUESTIONS FOR GOVERNORS TO ASK – REMOTE
LEARNING
• Are the school/trust plans for providing remote education considering the
  needs of all pupils and groups of pupils?
• Do the plans provide alternatives to on-line learning activities if required?
• How does the school/trust intend to monitor pupil and family engagement
  with remote education activities?
• Is monitoring sufficient to allow teachers to gauge how pupils are
  progressing through the curriculum?
• How are the learning needs of pupils being assessed following the summer
  lockdown?
• What, if any, adjustments have been made to the curriculum?
• Is the school/trust continuing to provide a broad and balanced curriculum?
• How are staff being supported to manage any workload implications arising
  from full opening and the control measures?

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OFSTED AUTUMN TERM VISITS

 • Ofsted’s routine inspections are still
   suspended until January 2021
 • ‘Visits – not inspections’
 • No grading
 • The insights that inspectors gather will be
   aggregated nationally to share learning with
   the education sector and beyond.

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MAINTAINED SCHOOLS AND ACADEMIES
• Ofsted will visit all 'inadequate' schools and a sample of schools
  across the other Ofsted grades.
• You will get up to a day’s notice before the visit.
Ofsted will consider:
• How you are managing the return to school
• Safeguarding
• Blended learning (on-site/remote education)
• Any barriers in managing pupils' return to full education
• How you are addressing any identified health and well-being
  issues for specific pupils
• How pupils are settling back into expected routines and
  behaviours
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THE VISITS WILL NOT:
• Use the education inspection framework or the school inspection
  handbook
• Result in any grade or progress judgement
• Judge your school on its response to COVID-19 during the spring and
  summer terms of 2020
• Require any pre-written planning or other documentation (the lead
  inspector will make a simple phone call to discuss the logistics of the
  visit with you)
• Require documents or records in a certain format –
• Require any lesson plans, assessment examples or displays to be
  prepared by staff
• Use lesson visits to collect evidence
• Review your school’s policies
• Interview governors

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18

Ofsted will publish a brief letter
about the context of the visit and
the next steps they have agreed
with you.

Emergency inspections
Ofsted will continue to carry out
section 8 emergency inspections as
normal in response to serious
concerns such as safeguarding.

RISK BASED SCHOOL IMPROVEMENT
           Maria Dawes

                                19

RISK BASED SCHOOL IMPROVEMENT
• In light of the COVID situation and suspension of school performance
  measures for the 2019/20 academic year, we have amended our School
  Improvement Strategy;
• The proposed process and means of categorising schools incorporates a
  range of risks in a self- evaluation process which will enable us to
  identify both vulnerabilities in individual schools, and to identify wider
  Surrey issues which will need to be addressed at a county- wide
  strategic level;
• There are 8 risk areas: safeguarding; governance; school leadership;
  staffing; quality of education; behaviour and attitudes; finance and
  estates
• All schools and academies are invited to make a return to SAfE

CHAIR, GB OR NOMINATED GOVERNOR’S ROLE

 Work with your Headteacher/Head of School and if applicable MAT CEO to
   review your school against the school improvement risk assessment

                     GOVERNANCE                                                  LEADERSHIP
  GB lacks strategic oversight.                             Failure to seek external validation of the quality of
                                                            education, governance and leadership can cause
                                                            complacency and undermine standards over time.
  GB fails to monitor the school's key performance
                                                            Lack of capacity, expertise or experience undermines
  indicators ('KPIs') and act as a critical friend to the
                                                            the running of the school and the quality of provision.
  headteacher, providing challenge where
  appropriate.                                              School leaders are narrow-minded, disorganised and
                                                            fail to reflect on what works or seek feedback thereby
                                                            causing stagnation, undermining morale and the quality
  GB is overly operational.                                 of provision.
                                                            Poor communication with and distance from
  GB is ill-informed and overly reliant on the senior       stakeholders adversely affects the reputation of the
  leadership team.                                          school and its popularity in the community.

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HR MATTERS
 Ruth Murton

               22

HEADTEACHER APPRAISAL (MAINTAINED SCHOOLS)
• MUST be completed by 31st December 2020
• The HTPM panel should be trained – contact your Governance Services
  provider
• This should be a different panel to your Pay Committee (some overlap is OK)
• Teachers’ standard apply and use Headteacher Standards of Excellence as a
  reference
• Must be supported by an External Adviser
• SAfE can provide an External Adviser – contact admin@schoolsallexcel.com
• Consider the appropriateness of the objectives where there is limited
  external data
• External Advisers should not:
    •   Lead the appraisal meeting itself, which should be led by the governors on the
        appraisal panel.
    •   Make pay recommendations in respect of the headteacher: this is the role of
        the governors with appropriate HR advice as necessary.

• Remember to set dates for interim reviews.

            The same pragmatic approach should be taken here as for teachers             23

TEACHER APPRAISAL 2019/2020

• Maintained schools must continue to ensure pay progression for
  teachers is linked to performance management but that schools should
  use discretion and pragmatism and an adapted approach to this process
• Teachers should not be penalised in respect of any pay progression
  decisions as a result of partial school closures, where this has impacted
  on the ability of the teacher to fully meet their objectives.
• Must be:
   • fair and appropriate
   • take account of performance in previous appraisal periods; and
   • in-year performance prior to the March ‘closure’

                                                                              24

TEACHERS’ PAY AWARDS 2020/21

                                           This statutory guidance (for
                                           maintained schools)* is
                                           effective from 1 September
                                           2020. You should read this and
                                           consider it in budget planning

   *May apply to Trusts but depends on staff contracts                      25

MONEY…
Jane Winterbone

                  26

IMPACT OF COVID ON
SCHOOL FUNDING

• School budget are under intense
  pressure
• Decisions must be based on safety first
• Maintained schools with potential
  issue should contact SAfE or LA
• Qualifying costs as a result of COVID
  which can be claimed back are set out
  in DfE guidance
• Catchup funding should be ringfenced
  for work to reduce the COVID gap
                          https://www.gov.uk/government/publications/coronavirus-covid-19-financial-
                          support-for-schools/school-funding-exceptional-costs-associated-with-
                          coronavirus-covid-19-for-the-period-march-to-july-2020                       27

CORONAVIRUS (COVID-19) CATCH-UP SUPPORT

• £650 million one-off catch up premium for academic year 2020-21
• To provide extra support to children who have fallen behind while out of
  school
• All state-funded mainstream schools will receive £80 per pupil for Year R to
  11
• All state-funded special, AP and hospital schools will receive £240 per place
• £350 million for catch-up tutoring (National Tutoring Programme) aimed
  specifically at the most disadvantaged children for academic year 2020-21
• Governors as part of their role should scrutinise their school’s approach to
  catch-up – including plans for and use of the catch-up funding.
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SAfE SUBSCRIPTION 20/21
• In order to sustain and build the
  school-led improvement system we
  are reliant on a proportion of our
  income from Surrey Schools.
• The subscription remains 89p per pupil
  for 20/21
   • Free attendance at all subject networks
     and pastoral networks
   • Free attendance at COVID19 events
   • 20% discount on all other events and
     networks
• Please confirm your intention to pay
  this by completing this short form
  asap.

    We are the glue that connects the system

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