1. Governors Association Briefing 22 June 2015
Patrick Leeson
Corporate Director Education and Young People’s Services

2. National Developments
Common Inspection Framework
EYs and National Curriculum Assessment
GCSE Attainment and Progress 8 Measures
Education and Adoption Bill

3. Common Inspection Framework
Inspectors will make graded judgements in the following areas:
Overall effectiveness
Effectiveness of leadership and management
Quality of teaching, learning and assessment
Personal development, behaviour and welfare
Outcomes for children and learners
The effectiveness of Early Years and sixth form provision, where applicable
Importance of timely and responsive – link to systems
No delays in allocation
No duplication
Not everything goes through triage need to form good relationships with schools

4. Common Inspection Framework
This new inspection process from September 2015 places greater emphasis on the impact of leaders’ work in developing and sustaining an ambitious culture and vision in the school; a broad and balanced curriculum; safeguarding, which will be central to every inspection; and pupils’ outcomes, where inspectors will give most weight to the progress of pupils currently in the school rather than attainment and nationally published data.

5. Common Inspection Framework
Short inspections every 3 years for good schools will focus on whether good quality provision has been sustained.
Inspectors will focus on the performance of the school or provider and leadership and management
If a significant concern arises that the school or provider may no longer be good, inspectors may recommend that a full inspection takes place
If there are indications that the school or provider has improved and may be ‘outstanding’ inspectors will recommend that a full inspection is scheduled

6. Early Years Assessment in 2016
New baseline assessment in Reception:
Schools can choose from approved list of six for first use in autumn 2015.
Schools must use an ‘approved’ baseline assessment from autumn 2016 unless they choose to be held to account on attainment alone (from )
EYFS Profile to be non-statutory from 2016/17.
KCC recommends Early Excellence

7. NC Assessment KS2 in 2016
2015 last year of reported levels, new tests to higher ‘expected standard.’
Externally marked tests in reading, mathematics and grammar, punctuation and spelling.
Outcomes will be reported by scaled scores.
Draft test frameworks and test performance descriptors published by STA by Sept 2015.
Teacher assessments reported - based on new ‘performance descriptors.’
Moderation (of writing TA) ‘to be improved.’

8. NC Assessment KS2 in 2016
KS2 floor standard measure to be raised to 85% of pupils achieving standard in reading and maths tests and in writing teacher assessment.
Progress:
Progress measure from 2016 is based on the percentage of pupils making ‘sufficient progress’ in all of reading and writing and mathematics,
‘Sufficient progress’ to be defined in 2016 after new KS2 tests have been taken for the first time.
Transitional arrangements from 2016 to 2023.

9. Measuring progress from 2014 to 2023
Years
Basis of measuring progress in primary schools
2014
‘levels of progress from KS1 to KS2 reading and maths test outcomes and writing TA (as now)
2015
2016
KS1 ‘old’ TA levels to overall KS2 ‘new’ test and TA outcomes
2017
2018
2019
2020
KS1 ‘new’ TA outcomes to overall KS2 ‘new’ test and TA outcomes
2021
2022
New Reception baseline (2015) to overall KS2 ‘new’ test and TA outcomes OR KS1 ‘new’ TA outcomes to KS2 ‘new’ test and TA outcomes (whichever better)
2023
Early baseline to overall KS2 test and TA outcomes

10. Measuring Progress at KS2
Pupil progress will be determined in relation to the average progress made by pupils with the same baseline (i.e. the same KS1 average point score).

11. GCSE Progress 8 and Attainment 8
Performance measured for progress and attainment in the best of 8 GCSE subjects
English
Maths
3 academic Ebacc subjects
3 technical or other subjects subjects
Double weighting in English and Maths means that they contribute 40% of a school’s Progress 8

12. GCSE Progress 8 and Attainment 8
In February 2015 the DfE published Attainment 8 and Progress 8 scores for schools in Kent based on 2014 results. Schools receive an average grade and are below the threshold with a progress VA score of Pupils’ estimated attainment 8 is calculated from their KS2 outcomes. Their value added score is based on how far above or below this estimate they achieve. The school’s Progress 8 measure is averaged across all pupils.

13. GCSE Progress 8 and Attainment 8
Based on DfE published Attainment 8 and Progress 8 scores for Kent, using 2014 results:
10 schools were below the threshold of -0.50
The scores ranged from to 0.87
The top 12 schools were in the range 0.52 to 0.87

14. Education and Adoption Bill
Expectation that all schools judged inadequate by Ofsted will become sponsored academies Coasting schools will be put on notice to improve, depending on a clear plan for improvement Still waiting on definition of coasting, but reasonable to suppose these are schools where headline results are not necessarily poor but that insufficient numbers of pupils are making expected rates of progress

15. Education and Adoption Bill
Current academy numbers in Kent: 99 Primary Schools (22%) 73 Secondary Schools (71%) 1 Special School (4%) Total: 173 Schools (29%) 17 academies sponsored after inspection judgement Total: 411 KCC maintained schools (71%)

16. New National Curriculum Assessment Without Levels

17. New National Curriculum
Fewer things –greater depth
“Mastery curriculum” expectation that pupils will deepen their understanding to provide firm building blocks for future learning. Teachers to present knowledge so that it is accessible for all pupils. Opportunities for innovation and exciting curriculum design.
Concepts, knowledge and skills rather than attaining a “level threshold”
Initially a step change in expectations, higher “expected standard” in comparison to old NC – there will need to be a period of adjustment
Main headings of the new National Curriculum – published September 2013.

18. Mastery
Expectation that high proportion of pupils will be reaching the expected standard with evidence of secure acquisition of knowledge and skills
Expectation that far fewer pupils will be below the expected level
Main headings of the new National Curriculum – published September 2013.

19. What has Kent been doing to support schools?
‘Six Steps to Success’ tracking system and guidance – Training workshops for schools in all districts
New curriculum and assessment training for Headteachers and Governors
Detailed materials on KLZ to support schools - Kent Tracking Statements for all year groups for Reading, Writing and Maths which align closely to the new National Curriculum.
‘Pupil Pathways’ and ‘Reaching Higher’ –targets in accessible language in line with new curriculum
School Improvement Adviser support for all schools
High take up of Six Steps approach although some schools are using other systems such as Target Tracker, schools are free to choose which ever system they prefer or make up their own.
Excellent materials on Literacy and Numeracy Toolkits, termly briefings for all literacy and numeracy co-ordinators in all schools. Regular briefings and updates at Headteacher Breakfast Briefings, large number of New Curriculum and Assessment Training Sessions for Headteachers and Governors.
Bespoke Governor training available on request.
New pupil-friendly targets – written in language for children and their families to understand. The language increases in difficulty as they progress through the year groups, as expectations of terminology rises. We anticipate these targets will also help schools in writing their annual reports, as they provide accessible language which describes attainment. This is in keeping with the ethos of future assessment
Pupil Pathways – a set of core targets for the majority of the class i.e. those working from Emerging towards the Expected standard
Reaching Higher – a set of developmental targets for those children working within the Exceeding band
These will help achieve cohesion across the county and have already been warmly received by schools

20. Example: Tracking Grid - Class Progress: Maths Number and Place Value
Autumn
Spring
Summer B
Emerging
Expected
Exceed
Emerge
Expect
Exceed’
Year R
Year 1 3%
12%
75%
10%
Year 2
Year 3
Year 4
Year 5
Year 6
00/00/2013
Your Name

21. Transition Year
This is the last year that KS1 and KS2 statutory results will be reported as levels.
First year that schools are teaching new National Curriculum.
Schools are developing and using systems to track progress using new performance descriptors.
Opportunity for schools to try out new curriculum models and assessment as there is more flexibility.
It will take 7 years before true progress against baseline measures can be made – up to schools to be confident about the progress pupils are making – exemplified through pupils’ work, data and quality of provision
Schools are using tracking systems that work best for them. EIS has developed Assessment Manager based on schools’ needs and requests so that teachers can track steps of progress over the year. It is expected that children will make 6 steps of progress in a year

22. Managing fraudulent school applications
Parents must provide proof of the child’s main residence when accepting places at a school.
Example evidence might include: utility bills, bank or credit card statements with personal financial details blacked out, a bank statement of a savings account in the child’s name, child tax and working tax credit letter (TC602), child’s medical card or a letter from a medical centre, hospital GP surgery, local knowledge.
Schools should monitor address changes until the end of the first full term.
Speaker Notes
Schools and parents are informed of the deadline each year that evidence should be returned to school – Usually around the 15th May. The benefit of schools checking the evidence after offer day, is that often they will have local knowledge and know the families concerned and they need only check the 30/60 children offered not the several hundred which may have applied.
Where schools have appeals, they will be asked if all offers have been made correctly. You can’t say yes if you’ve not confirmed addresses with all those offered a place. Parents will often state at appeal that they know of people who lied about their address which raises doubt in the panels mind. Presenting officers need to be able to confidently state that they can evidence for every child offered a place that they have proof of residency or have investigated sufficiently to make an informed judgement that on balance it is believed the child is/was resident at the time of application closing date.
The list of evidence is for illustrative purposes only. Schools can use common sense when securing evidence. EG If a child has a sibling in the school who applied from the same address and the parent confirmed the address for the first child, schools can be more lenient than a new application from a family that lives in a house that is known to be used for short term lets, or who are known to own multiple properties. If parents can show evidence that both parents live at the same address, but struggle to provide specific evidence for the child, schools could be more comfortable accepting the evidence than a case where parents are know to live separately and where the child would not have been offered a place from one of the two addresses. If address evidence is in doubt, often a letter form the Council rather than the school can help flush out those who may be being less than truthful and we are happy to assist with this.

23. The Importance of Verifying Addresses
An appeals panel requires confirmation that all offers were made correctly. If this cannot be presented confidently to the independent panel, it strengthens any case a parent makes that their child may have been disadvantaged.
If the Governing Body considers that the original address was used to fraudulently secure a school place, it may withdraw the school place even after the child has started at school (only up to the end of the first term)
Where a place is removed, the applicant has the right of appeal and can request to join the school’s waiting list. It is worth checking your proposed approach with the LA.
Admissions is on hand to help!
36 Investigated fraudulent addresses for 2014 intake
21 Offers removed following investigation
For advice contact
1)New addition for 2015 admissions round, schools should monitor all movements up until the end of the first full term ie end of December. Parents are free to move, but additional scrutiny will be applied to ensure short term lets or manipulation of available resources has not been used to secure a place they would have not otherwise been eligible for
2)All parents have been informed of this change, in their offer /letter and have been told that they should inform the school if their circumstances change – this was brought in following people temporarily moving out of their family home for the period of applications then moving back. Previously this would have been accepted because it is entirely lawful and is the child’s permanent main residence at the time of application, we have since however strengthened our definition of permanent main residence so where it has clearly been a temporary )all be it legitimate) move out perhaps for renovation it would not be regarded as the permanent main residence.
3)If the child has not started school, a place should always be removed, if a fraudulent application appears to be likely. If the child has started, schools/governing bodies should carefully consider the impact on the child when removing a place. If the child has been on role for more than one full term, a place should not be removed, but applicants would lose all future priority for any sibling. The point of this is that the child should not be made to suffer socially due to the actions of the parent.
4)If a place is removed, the applicant will gain the right of appeal and can ask to join the school’s waiting list using their current circumstances. In this circumstance the school should look to identify who would have been the 31st child on offer day as it is that child who was disadvantaged by the application not anyone who may have come along since. (if that place is no longer required offers should be made from the waiting list as it stands.
5)Admissions Team is always on hand to help with any queries, first point of contact should be Craig Chapman who is the Coordinated Admissions Manager within the Fair Access Team