Welcome Chairs Strategic Briefing - Gwyneth Langley Zoe Williams - Bucks Education Partnership
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Chairs Strategic Briefing
Welcome
Gwyneth Langley Zoe Williams
©2021 Bucks Education Partnership
1 © 2020 Herts for Learning
The Guided Tour
CHAT QUESTIONS POLLS SLIDES
©2021 Bucks Education Partnership
Agenda
9.40 Covid-19 Update
Catherine Tallis – Director of Business Services, HfL
10.00 Connected Learning
Chris Carter – eDevelopments Adviser, HfL
Kate Kellner-Dilks – Teaching and Learning Adviser, HfL
10.30 Assessment Update
Ben Fuller – Lead Assessment Adviser, HfL
10.50 Panel Discussion
11.10 Governance Updates and Priorities for The Term Ahead
BEP Team
3 © 2020
©2021 BucksHerts for Learning
Education Partnership
Covid-19 Update
Catherine Tallis
Director of Business Services, HfL
4 © 2020
©2021 BucksHerts for Learning
Education Partnership
Scope of update 1. Ofsted update for Governors 2. Questions that Boards should be able to answer in key Covid-19 related areas 3. Covid-19 Reflection ©2021 Bucks Education Partnership 5 © 2020 Herts for Learning
How is Ofsted judging the effectiveness of schools and governing
boards in responding to Covid 19?
Routine Ofsted inspections have been temporarily suspended as a
result of Covid-19 to alleviate pressure on school leaders and staff.
However, Ofsted retains the power to inspect schools if it has
significant concerns.
Some monitoring visits of schools judged to be inadequate or RI
this term are being conducted. These are not part of the normal
programme of monitoring but additional inspections to ensure that
leaders and managers are taking effective action to provide
education in the current circumstances.
At present, routine school inspections will not resume until the
summer term.
©2021 Bucks Education Partnership
6 © 2020 Herts for Learning
Focus of spring term monitoring inspections
Inspectors will discuss with school leaders and those responsible for governance:
• the actions being taken to provide education in the current circumstances
• how effectively leaders are : adapting the existing curriculum to meet current
challenges, providing education remotely and providing education for vulnerable
pupils and for other pupils attending school on site
• leaders’ plans to support pupils with special educational needs and/or
disabilities, whether they are in school or being educated at home
For Governors there will be a focus on whether an effective contribution to
leaders’ actions in providing the best possible education for all pupils in the
current circumstances is being made. This includes examining the decisions
leaders have taken about the curriculum
Full guidance and details:
https://www.gov.uk/guidance/january-2021-maintained-schools-and-academies
7© 2020 Herts
©2021 Bucksfor LearningPartnership
Education
Questions to be considered on the curriculum?
Are you delivering a full curriculum to all?
Is it broad, balanced and ambitious?
How are you assessing gaps in learning?
How are you addressing these gaps?
How are you supporting vulnerable learners and
pupils with SEND?
Are there any barriers to curriculum delivery e.g.
small staff cohort and how can these effectively
be overcome?
©2021 Bucks Education Partnership
8 © 2020 Herts for Learning
Questions to be considered on remote (connected) learning
• Have you published information about their remote education
provision on your website? The DfE provides a useful template .
• Have you named a senior leader with overarching responsibility
for the quality and delivery of remote education?
• Are you providing effective remote learning, driven by pedagogy.
Does provision include a mix of online (live and recorded) and
independent tasks?
• Are you delivering the expected amount of remote learning? (3
hours per day at KS1, 4 hours at KS2, 5 hours at secondary).
9© 2020 Herts
©2021 Bucksfor LearningPartnership
Education
Questions to be considered on remote (connected) learning
• Is there a digital platform for remote education provision in
place that is used consistently across the school and allows
interaction, assessment and feedback?
• Are staff are trained and confident in the use of the
platform? Is CPD regularly provided?
The DfE Expectations can be found here
©2021 Bucks Education Partnership
10 © 2020 Herts for LearningQuestions to consider on Safeguarding
Have all staff (and governors) read and understood the
revised Keeping Children Safe in Education legislation
(January 2021)?
Has the headteacher / DSP consulted with the governing
body over changes to safeguarding arrangements?
Has the school adapted its safeguarding policy to reflect
changes made e.g to remote education?
Is the school’s approach sufficiently flexible to adapt to
ongoing change?
How do Governors ensure that Safeguarding processes are
being robustly followed in school at this time?
11©2021
© 2020Bucks
HertsEducation Partnership
for LearningQuestions to consider on Health and Safety
• How are ‘bubbles’ are kept consistent and separate from other
groups?
• Are masks being worn at the appropriate times?
• How is physical distance maintained between adults and between
adults and learners ?
• How are staff managing challenges such as:
- Interacting one to one and in small groups with learners?
- Intervening in case of need for physical restraint / support?
- Avoiding contact between groups?
- Arranging classrooms?
• Is lateral flow testing being carried out effectively?
12©2021
© 2020Bucks
HertsEducation
for Learning
PartnershipQuestions to consider on Managing Risk
Have the SLT provided updated risk assessments
through the pandemic? Have you as a Board tested its
robustness.
Is there a continuous discussion between senior leaders
and the Board around Covid-19 risk assessments given
that they don’t stand still?
Do the latest risk assessments include testing,
arrangements for clinically extremely vulnerable
members of staff and staff/leaners isolating?
13©2021
© 2020Bucks
HertsEducation Partnership
for LearningQuestions to consider around Finances
Do you have a clear picture of the Covid-19 costs incurred by the
school? How have these impacted on the school’s budget?
Do you know what additional funding/resources the school has
received?
Have you been involved in discussions about how the Covid-19 catch up
funding will be spent? Is there a written plan? How will this be
monitored and evaluated to ensure maximum impact?
Have governors conducted / seen a full financial impact analysis of
Covid-19 on the school and how this impacts on your three-year
financial planning?
©2021 Bucks Education Partnership
14 © 2020 Herts for LearningQuestions around wellbeing
• How is the wellbeing of the Headteacher? How
are they being supported?
• Is there a current strategy for addressing mental
health and wellbeing across the school
community?
• How have wellbeing policies and procedures
been adapted to provide support during the
Covid-19 pandemic for both staff and for
learners?
©2021 Bucks Education Partnership
15 © 2020 Herts for LearningReflection
• When the time is right Boards should take the time to debrief on what
has been learned from the school’s response to Covid-19.
• Boards will need to review the strategic direction of the school,
merging the pre-Covid and post-Covid priorities
• Boards should consider how they can support leaders to fuse the best
of what existed in March 2020 with the positive learning from the last
10 months? e.g. parents evenings, EdTech platforms
• How will you operate as a Board? A blended approach with some
meetings in school and some remote meetings to facilitate a work/life
balance for those attending?
16 © Bucks
©2021 2020 Herts for Learning
Education PartnershipConnected Learning: Enabling digital and
remote learning
Chris Carter – EdTech Adviser, HfL
Kate Kellner-Dilks – Teaching and Learning
Adviser, HfL
17 © Bucks
©2021 2020 Herts for Learning
Education PartnershipIn this brief session…
Digital learning – Where are we up to?
Remote learning – What are the expectations? What is the evidence?
Connected learning – What might effective remote provision involve?
Possible questions to explore
Looking ahead – Where do we go next?
©2021 Bucks Education Partnership
18 © Herts for LearningDigital Learning; where were settings before Covid?
Many schools were building a digital strategy that
included the adoption of a cloud-based digital
education platform.
Supports learning in the classroom, homework, long-
term illness etc.
HfL has supported many schools with this, including
running a major event just 3 weeks before lockdown
began.
“We recommend that all education providers actively consider and
evaluate the benefits of moving to a cloud-based approach for their IT
system”
DfE, EdTech Strategy, April 2019
©2021
19 Bucks
© Herts Education Partnership
for LearningDigital Learning; where were settings before Covid? To varying extents, digital learning was already evolving. But slowly. Covid accelerated this hugely, but not always in line with a strategy. Schools overwhelmed by offers of free tools and resources. Ad-hoc tools, varying degrees of success. ©2021 Bucks Education Partnership 20 © Herts for Learning
Digital Learning; where were settings before Covid?
Covid has ‘forced’ many settings into adopting
digital tools for remote teaching / learning.
Digital learning should be happening anyway – we
can now see more clearly than ever that working
with a large digital element will become the norm.
The Edtech journey must continue, even when
schools are fully open. Governors must champion
this journey.
Digital learning should not be seen as something that was only utilised
to get schools through lockdown.
©2021
21 Bucks
© Herts Education Partnership
for LearningWhy us a Digital Platform in non-Covid times?
• Ideal for setting / receiving any sort of digital
work – computing and across the curriculum.
Keep digital work organised and accessible.
• Continue to use for homework – parents/carers
able to see work and your feedback – engage
them more in the child’s learning
• Engaging for many young people to use digital technology
• Help develop essential digital skills for the future
• Use for snow days or any other reasons children cannot come in to school
• Online tools are accessible (nearly) everywhere – use the same tools at
home as in school
©2021
22 Bucks
© Herts Education Partnership
for LearningWhat does great digital learning look like?
• Digital learning is not about technology – it’s about learning.
• Setting challenging, meaningful work in different subject areas.
• Clear progression with knowledge and skills built incrementally.
• Use digital assessment tools to gauge progress.
• New content explained clearly through video or quality, accessible digital
resources.
• Meaningful feedback provided for work.
• A blended approach – considering the advantages of both synchronous and
asynchronous teaching.
©2021
23 Bucks
© Herts Education Partnership
for LearningWhat are the expectations?
What is the research saying?
• DfE - Restricting attendance during the national lockdown: schools, January
2021 ‘Remote Education’ section
Restricting attendance during the national lockdown: schools (p52 – 56)
• DfE – Schools coronavirus operational guidance, Updated 22nd Feb 2021
Schools coronavirus operational guidance (p45 – 48)
• Ofsted - What’s working well in remote education, 11th January 2021
What’s working well in remote education
• EEF – Remote Learning: Rapid Evidence Assessment, April 2020
Remote Learning: Rapid Evidence Assessment
©2021
24 Bucks
© Herts Education Partnership
for LearningKey documentation - DfE
Template for schools:
share information
about your remote
education
This optional template is designed to
help school leaders share relevant
information with pupils and parents or
carers about how they will provide
remote education. The information
should be published on school websites
by 25 January 2021 to support
understanding of what pupils, parents
and carers should expect during periods
• Key Stage 1: 3 hours a day on average across of school closure or pupil isolation
relating to coronavirus (COVID-19).
the cohort, with less for younger children
• Key Stage 2: 4 hours a day
• Key Stages 3 and 4: 5 hours a day
https://www.gov.uk/government/publications/providing-remote-education-information-to-parents-template
25 © Herts
©2021 for Learning
Bucks Education PartnershipKey documentation - DfE DfE guidance: Restricting attendance during the national lockdown: schools, ‘Remote Education’ section, p52 – p56 26 © Herts for Learning ©2021 Bucks Education Partnership
Key documentation - DfE
DfE guidance: Schools coronavirus operational guidance, updated 22nd February 2021
‘Remote Education’ section, p45 – p48
Schools coronavirus operational guidance
27 © Herts
©2021 for Learning
Bucks Education PartnershipOfsted - What’s working well in remote education
Contents: Ofsted: What’s working well in remote education published 11th January 2021
What is remote education?
Some common myths about remote education
1: Remote education is a way of delivering the
curriculum
2: Keep it simple
3: When adapting the curriculum, focus on the
basics
4: Feedback, retrieval practice and assessment are
more important than ever
5: The medium matters (a bit)
6: Live lessons aren’t always best
7: Engagement matters, but is only the start
More resources on remote education
28 © Herts
©2021 for Learning
Bucks Education PartnershipEEF - Rapid Evidence Assessment on Remote Learning
1. Teaching quality is more important
than how lessons are delivered.
2. Ensuring access to technology is key,
particularly for disadvantaged pupils.
3. Peer interactions can provide
motivation and improve learning
outcomes.
4. Supporting pupils to work
independently can improve learning
outcomes.
5. Different approaches to remote
learning suit different types of content
and pupils.
©2021
29 Bucks
© Herts Education Partnership
for LearningWhat might you be focusing on?
Wider remote education provision
Teaching and learning
Engaging and supporting parents/families
Monitoring and evaluating
©2021
30 Bucks
© Herts Education Partnership
for LearningIs the provision allowing learning to happen?
Teaching Learning
©2021 Bucks Education Partnership
31 © Herts for LearningEnabling effective remote teaching
Identify learning that can be facilitated through a remote environment (knowledge, concepts, skills), drawn from
the school’s ‘normal’ curriculum
Consider the most effective ways to present, scaffold and enable this learning;
taking into account pupils’ prior learning, age, and access to devices and platforms
Pre-recorded / Examples, models and Other?
Live teaching
links to videos explanations Blend of these?
Schedule time for practice / rehearsal, following the input, allowing for the learning to be explored and secured
Provide an effective system for pupils to submit their learning and receive feedback
Monitor pupils’ engagement, exploring barriers and making reasonable
adjustments to enable access where necessary
©2021 Bucks Education Partnership
32 © Herts for LearningEnabling effective remote teaching
Identify learning that can be facilitated through a remote environment (knowledge, concepts, skills), drawn from
the school’s ‘normal’ curriculum
©2021 Bucks Education Partnership
33 © Herts for LearningEnabling effective remote teaching
Identify learning that can be facilitated through a remote environment (knowledge, concepts, skills), drawn from
the school’s ‘normal’ curriculum
Consider the most effective ways to present, scaffold and enable this learning;
taking into account pupils’ prior learning, age, and access to devices and platforms
Pre-recorded / Examples, models and Other?
Live teaching
links to videos explanations Blend of these?
©2021 Bucks Education Partnership
34 © Herts for LearningEnabling effective remote teaching
Identify learning that can be facilitated through a remote environment (knowledge, concepts, skills), drawn from
the school’s ‘normal’ curriculum
Consider the most effective ways to present, scaffold and enable this learning;
taking into account pupils’ prior learning, age, and access to devices and platforms
Pre-recorded / Examples, models and Other?
Live teaching
links to videos explanations Blend of these?
Schedule time for practice / rehearsal, following the input, allowing for the learning to be explored and secured
Provide an effective system for pupils to submit their learning and receive feedback
©2021
35 Bucks
© Herts Education Partnership
for LearningEnabling effective remote teaching
Identify learning that can be facilitated through a remote environment (knowledge, concepts, skills), drawn from
the school’s ‘normal’ curriculum
Consider the most effective ways to present, scaffold and enable this learning;
taking into account pupils’ prior learning, age, and access to devices and platforms
Pre-recorded / Examples, models and Other?
Live teaching
links to videos explanations Blend of these?
Schedule time for practice / rehearsal, following the input, allowing for the learning to be explored and secured
Provide an effective system for pupils to submit their learning and receive feedback
Monitor pupils’ engagement, exploring barriers and making reasonable
adjustments to enable access where necessary
36 © Herts
©2021 for Learning
Bucks Education PartnershipWhat might the priorities be when pupils return?
Some of the (perhaps competing) ideas...
Pupils’ Knowing Retrieval of
where the previous
well-being gaps are learning
Routine and Priorities for Time to talk
structure coverage and socialise
Getting Play and Assess
through the social where pupils
curriculum interaction are
©2021 Bucks Education Partnership
37 © Herts for LearningWhat are we hoping to achieve in the initial return?
For all children to be ready for further curriculum learning, do they first need...?
Opportunities to
Time to socially interact
To be comfortable and re-establish positive
and play with peers,
feel secure in the school learning behaviours and
re-establishing
environment strategies to self-regulate
relationships
within learning
To reactivate previous
To secure the necessary
learning, both from before
prior learning ready for the
and during remote
next steps in learning
learning
©2021 BucksforEducation
38 © Herts Learning PartnershipCurriculum planning for the return of all pupils – considerations
Identify key learning necessary to progress to the
Learning, knowledge and skills from before and during remote learning
next phase and prioritise this learning
Initial return of all pupils
Routine talk WELL-BEING social skills play
Diagnostic assessment
Retrieval opportunities
Low stakes, formative
Reactivation of previous
Identifying ‘missing’ or
learning
insecure learning
Prioritise learning and curriculum content
necessary for the next phase
©2021 BucksforEducation
39 © Herts Learning PartnershipPossible questions to explore (remote provision)
• Who is your designated senior member of school staff for remote provision?
• What information is on the school website? Is it clear and accessible?
• What is the main platform being used? Do all staff and families feel confident using
it?
• What other platforms, websites and programmes are encouraged to allow further
learning and exploration?
• How is remote teaching and learning being facilitated? (live, pre-recorded, links,
blend)
• Are engaging and purposeful activities/tasks then used to reinforce this?
• What proportion of pupils are accessing learning regularly and how do you know?
• What happens when pupils are identified as not accessing learning?
• Does any of the above raise ‘next steps’ and what might they be?
©2021 BucksforEducation
40 © Herts Learning PartnershipWhat does great digital learning look like? The aim… To be able to deliver the curriculum in-school or remotely, with as seamless a change as possible between one or the other. • Further lockdowns • Snow days • Long-term illness • Preparing learners for the future ©2021 Bucks Education Partnership 41 © Herts for Learning
Looking ahead
This term and beyond, schools and settings should…
• Look at their digital strategy and accelerate those elements that are needed to
facilitate digital learning (both in and out of school.)
• Adopt a whole-school digital education platform that you will continue to use
as your chosen tool. Use the DfE funding if needed (now extended).
• Invest in training and digital infrastructure so that the tools can be used in
school. If everyone knows how to use them, then further lockdowns will not be
so disruptive.
• Use the platform. Leaders should set expectations of staff around the use of
technology to support learning. All staff need to be on board.
• Update policies and AUPs to reflect the use of digital education platforms.
• Plan for supporting those with limited access to technology at home.
©2021 BucksforEducation
42 © Herts Learning PartnershipFree event next week – sign up!
Showcase event: 9th – 11th March.
Register:
https://www.hertsforlearning.co.uk/events/technology-
schools-showcase-empowering-schools-get-best-edtech
9
©2021 BucksforEducation
43 © Herts Learning PartnershipAssessment Update
Ben Fuller
Lead Assessment Adviser
@HertsAssessment
44 © 2020
©2021 Herts
Bucks for Learning
Education PartnershipLatest News – Summer 2021 • No statutory assessment (tests or teacher assessment) this summer for KS1, KS2 or phonics • Encouragement that schools will still engage in summative assessment internally (reporting to parents, transition to secondary schools) • EYFS Profile – will not be collected by LAs, but “best endeavours” to carry out the assessment encouraged • GCSE/A-level – no exams. Consultation on system for centre-assessed grades now closed; awaiting response ©2021 Bucks Education Partnership 45 © Herts for Learning
“We know that schools will continue to use assessment to inform teaching, to enable them to give information to parents on their child’s attainment in their statutory annual report and to support transition of KS2 pupils to secondary school. We strongly encourage schools to use past test papers in their assessment of pupils.” (Standards & Testing Agency) ©2021 Bucks Education Partnership 46 © Herts for Learning
Summary of planned changes to national assessment • EYFS – reforms to the EYFS curriculum (statutory from Sept ’21) • Introduction of Reception Baseline Assessment (statutory from Sept ‘21) • RBA to become basis for measuring progress to KS2 (Summer ‘28) • Removal of statutory assessment at KS1 after 2023 • Y4 Multiplication Tables Check – due to be optional this year, statutory next • Engagement model (replacing P1-4) – statutory next year ©2021 Bucks Education Partnership 47 © Herts for Learning
Early Years Assessment • Reception Baseline – statutory from Sept 2021 • EYFS Reforms – changes to ongoing assessment and final assessment • Some schools chose to be ‘early adopters’ this year of EYFS Reforms and (separately) Reception Baseline • No statutory moderation where EYFS Reforms implemented • EYFS Profile under the Reforms has no ‘Exceeding’ judgement – just Expected or Emerging • Changes to the 17 Early Learning Goals ©2021 Bucks Education Partnership 48 © Herts for Learning
Early Years Assessment – new ELGs
Communication Physical Personal, Literacy Mathematics Understanding Expressive
& Language Development Social & the World Arts & Design
Emotional
Development
Listening, Gross Motor Self-regulation Comprehension Number Past & Present Creating with
Attention & Skills Materials
Understanding Managing Self Word Reading Numerical People, Culture
Fine Motor Patterns & Communities Being
Speaking Skills Building Writing Imaginative &
Relationships The Natural Expressive
World
Used to be Used to be
3 ELGs in 2 ELGs in
this area this area
©2021 Bucks Education Partnership
49 © Herts for Learning‘Engagement model’ • Relates to pupils with severe or profound multiple learning difficulties, not engaged in subject-specific study • Replaces P-scales 1-4 • Statutory assessment tool from 2022 • Not to be confused with Pre-Key Stage Standards (which are a higher standard of attainment than the Engagement Model) • Not a numerical scale; it is about holistic assessment across 5 areas • www.gov.uk/government/publications/the-engagement-model • exploration • realisation • anticipation • persistence • initiation ©2021 Bucks Education Partnership 50 © Herts for Learning
So, no official data for 2 years running – what does this
mean for monitoring school performance?
• IDSR – pupil performance data remains ‘stuck’ on 2019 results (other
indicators have been updated)
• How can governors monitor ongoing school standards?
• Progress = the journey a learner takes through a well-sequenced and
appropriate curriculum
• How are curriculum leaders planning and mapping the teaching of their
curriculum area?
• How are they monitoring how well this is being implemented?
• Talk to children, visit lessons, look at children’s work and displays – is that
curriculum subject “alive and well” in your school?
©2021 Bucks Education Partnership
51 © Herts for LearningThe current situation – questions to explore • How effectively were schools able to deliver remote learning? Broad & balanced curriculum? • How well is formative assessment being used to ensure pupils are engaged and making good progress in learning? • (Last term, and in future as more children return to school) How are schools addressing (or planning to address) the issue of ‘lost learning’ and getting children ‘back on track’ in their learning? How are they using the universal catch-up premium funding? How effective is their approach? • www.hertsforlearning.co.uk/back-on-track ©2021 Bucks Education Partnership 52 © Herts for Learning
Internal assessment data • At some point, schools will want to carry out some internal assessment – but summative assessment is not the top priority • Formative assessment (e.g. low stakes quizzes, discussions etc.) more relevant to exploring gaps in learning and responding to these • When ready, schools will be able to share some headline data with governors based on their internal assessments • There should be agreement between Governors and the school SLT about the nature and format of such data • Remember that data is only a starting point for discussion ©2021 Bucks Education Partnership 53 © Herts for Learning
Panel Discussion
Kate Kellner-Dilks
Catherine Tallis Chris Carter Teaching and Ben Fuller Jo Pearce
Director of Business eDevelopments Learning Adviser, Lead Assessment Bucks Chair of
Services, HfL Adviser, HfL HfL Adviser, HfL Governors
54 © Bucks
©2021 2020 Herts for Learning
Education PartnershipGovernance Updates
BEP Team
55 © Bucks
©2021 2020 Herts for Learning
Education PartnershipGovernance Updates
• DfE Governance Update March 2021
- Available here
- Guidance on governor meetings and visits has not changed. Remote meetings
and visits are recommended unless on-site arrangements are essential.
On-site meetings and visits should be managed in accordance with risk
assessments
• Remote Provision
- Schools required to publish details of provision on the school website.
Optional template to support this available here
- BEP Website Audit tool updated to reflect this and available here
56©2021
© 2020Bucks
HertsEducation Partnership
for LearningGovernance Updates
• KCSIE January 2021 Update
- An update to take account of changes to recruitment after the UK left the
EU (Part 3; Safer Recruitment, paragraph 172)
- Further information within DfE Guidance Recruit Teachers From
Overseas
• Admissions Appeals Arrangements
- Temporary relaxation of some of the requirements of the School Admissions
Appeals Code, to give flexibility for panels to meet remotely, extended until 30
September 2021
©2021 Bucks Education Partnership
57 © 2020 Herts for LearningUpcoming Deadlines
Maintained Schools
• Final budget deadline 21 May 2021
- Must be reviewed / approved by the FGB
Academies
• School Resource Management Self-Assessment Tool – 15 April 2021
Consultation
• Get Help Buying for Schools Consultation – deadline 11 March 2021
©2021 Bucks Education Partnership
58 © 2020 Herts for LearningTraining Updates
• BEP training programme continuing via webinar
• Spring / Summer Term 2021 places available to book on GovernorHub,
including:
- Chairs Knowledge Forum (27 April)
- Introduction to Governance (23 March, 10 June)
- Pupil Exclusions: The Role of the Governing Board (13 May)
- Additional Managing Allegations course (21 June)
- Additional Handling Complaints course (6 July)
• Whole Governing Board (WGB) training sessions available to book
59 © Bucks
©2021 2020 Herts for Learning
Education PartnershipModern Governor Training Updates
• Over 70 modules available to subscribers
• New modules
- Equalities
- Young Carers and The Role of Governors
- Investigations Best Practice
©2021 Bucks Education Partnership
60 © 2020 Herts for LearningFuture Briefing Dates • BEP Clerks Briefings (9.30am) - Wednesday 17 March 2021 via Zoom - Thursday 29 April 2021 - Thursday 8 July 2021 • BEP Chairs Strategic Briefings (9.30am) - Friday 28 May 2021 ©2021 Bucks Education Partnership 61 © 2020 Herts for Learning
Bookings via GovernorHub or support@buckseducationpartnership.co.uk
62 © 2020 Herts for Learning
©2021 Bucks Education PartnershipHfL Governors Annual Conference free to BEP Governors
support@buckseducationpartnership.co.uk or gov.courses@hertsforlearning.co.uk
Live keynote speakers 20th March 2021 Recorded seminars available to view 15th – 19th March 2021
• Early Years beyond September 2021
Mental health within schools
• Improving Reading for Health and Happiness
and the importance of promoting
• Assessment – Essentials and Updates (Primary and
wellbeing and resilience with
Secondary)
young people Kieran Murphy (Phase)
• GREAT – Governance Ready, Education and Training
• Personal development and a happy and thriving school
The governors’ role in closing the • Going green in school
gap in education • Unconscious Bias
Dr Kathy Weston (Tooled Up Education) • Apprenticeships for Schools
• How to help your school stay on strategy with
technology
• RE and collective worship
63 © 2020 Herts for Learning
©2021 Bucks Education Partnership
• Staff Health and WellbeingBEP Service Offer Details
©2021 Bucks Education Partnership
64 ©©2021
2020 Herts
BucksforEducation
Learning PartnershipThank you for joining us
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