1. Red, Amber & Yellow Conferences Julie Halley School Improvement Adviser

2. Purpose of RAY conferences-BLT support. Support, develop and facilitate-guided by need of the schools. Arrange appropriate speakers and trainers-led by need and demand. Encourage school collaboration and provide opportunities for this. Share expertise and experiences. Share what is successful.

3. Dates Friday 6 th December Thursday 23 rd January Tuesday 13 th May

4. Friday 6 th December 0830-0900 Arrival, coffee and pastries. 0900-1030 EYFS-Sally Thorpe and Christine Lewin- 1030-1100 Coffee and networking. 1100-1230 Working effectively with the Governing Body- Sangita Skilling & Pippa Brand-Benee. 1230-1330 Lunch 1330-1500-The latest Ofsted update-Behaviour and safety-workshop. 1500-1530 Working teabreak to plan and shape collaborative working networks and begin to consider projects.

5. Assessing children’s attainment and progress in the EYFS

6. School Inspection Handbook p.31  “When judging achievement, inspectors must have regard for pupil’s starting points in terms of their prior attainment and age”

7. Key Action Points  Record the percentage of children who enter school at a level that is typical for their age and those who enter above and below.  Ensure that you are clear about areas where attainment on entry is higher or lower than expected

8. Ofsted Subsidiary Guidance Sept 2013  “there are no standardised expectations for three- and four-year-olds on entry to nursery and reception.  “Inspectors should discuss with the school leaders how they measure children’s starting points and the proportions of children that demonstrate development that is typical for their age.”

9. Key Action Points  Use on entry information to inform initial plans and to ensure that provision meets the needs of the current cohort.

10. School Inspection Handbook p.31  “inspectors must take account of the learning and progress across year groups of different groups of pupils currently on roll of the school”  “including disabled pupils, those who have special educational needs, those for whom the pupil premium provides support and the most able.”

11. Key Action Points  Continue to gather information through observing and interacting with children in a range of contexts, to plan for next steps and to record individual attainment.

12. Key Action Points  Monitor progress at regular intervals throughout the year to ensure each child makes at least typical progress in all areas of learning.  Consider individual children who do not make typical progress and what you will do in response to this information  Consider the difference in achievement between different groups of children

13. School Inspection Handbook p.33  “Evaluation of achievement in the EYFS should take account of the proportions of children who have made typical progress or more from their starting points.”  “An example of typical progress for a child is to start nursery or reception displaying the knowledge, skills and understanding that are typical for his or her age and then to meet the early learning goals by the end of reception.”

14. Ofsted Subsidiary Guidance Sept 2013 Judging Progress:  “inspectors must consider the proportions that have made typical or better progress taking account of staggered entry; full and part time attendance and length of time at the school.”  “They should consider the achievement of different groups of children, especially those who are vulnerable to underachievement, as well as their readiness for year 1”  “They should make judgements through: discussion with staff and children analysis of assessment records observations of children’s dispositions to learning what children know, understand and can do”

15. Key Action Points  Analyse data and produce a summary of attainment and progress for Governors and external bodies.

16. YR Progress Summary Matrix A tool for tracking progress

17. Reflection Key Action Points

18. Behaviour and Safety-new Ofsted requirements. Julie Halley School Improvement Adviser

19. Behaviour & Safety Aim of session; To produce guidance that we can share to ensure that we have all the evidence we need to show this to Ofsted in our school.

20. Extract from Tribal letter to inspectors 4 th December 2013. Further to the Autumn EFES Update which highlighted four areas of report writing Ofsted want to see improved, HMCI has recently added another which focuses on the reporting of behaviour. He is very clear that culture, behaviour and attitudes to learning determine the success of a school. Inspectors, therefore, need to be much more forthright in schools that are less than good on issues such as low-level disruption, uniform, the tidiness of the school and classrooms, behaviour in corridors and in the dinner hall, courtesy to staff at all levels etc. Inspectors are reminded that the criteria for behaviour require careful consideration of the impact of pupils’ attitudes to learning. Good behaviour is closely associated with success in terms of achievement. Naturally, there is still room for professional judgement but, as always, it is important to be sure that the evidence base rigorously explains why the grade is as it is. When writing the report inspectors should avoid sweeping simplistic statements about behaviour and include examples of typical behaviour. These should balance behaviour as observed during the inspection with the views of stakeholders and evidence gained from pupils’ work and results over time.

21. Ofsted-Behaviour & Attendance New Ofsted updated document. Read-5 mins. Discuss on tables.

22. Task Statements from new framework around the room. On post-its write words or phrases that describe what could happen to show Ofsted that this is all in place.

23. Behaviour & Safety issue. HT & teaching staff Local & wider community Teaching Assistants PupilsEnvironmentDocumentation

24. Feedback Common features? Can we produce a guidance list for all RAY schools? How can we lead the changes? How can we show that what we put in place is having an impact? What is our evidence?

25. Personal reflection- Confidence rate- where are you on the line? Documentation? Conduct of all pupils in all situations? Consistency of practice and conduct across all staff in all areas? Values and vision, culture and values-clear and visible enough in all we do? Where are you on the line? Confidence level-Fully in place vs Not anything in place?

26. Actions HeadteacherStaffPupils EnvironmentCommunityDocumentation

27. What should our guidance look like? Groups to produce an agreed format to share.

28. Collaboration Working in areas. Discuss ideas for collaboation. Work in small groups of 2 or 3. Discuss a collaborative project that will benefit all in the group. Produce a brief plan for consideration before our next meeting.

29. Feedback Groups to briefly share their ideas for their collaborative project.

30. Actions Website. www.bucksgfl.org.uk Password - sunshine Think and reflect on the collaborative project.