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NEW OFSTED INSPECTION ARRANGEMENTS by osJ0v81

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									Learning and Children’s Services
Patrick Leeson
Director of Learning and Children’s Services




DIRECTOR’S REPORT TO SCHOOL GOVERNORS
FOR THE AUTUMN TERM 2006




CONTENTS



1.   2006 School National Curriculum Tests and Exam Results (Provisional)


2.   SEN Strategy Update


3.   Changes in Guidance on Exclusion from Schools


4.   JAR Initial Feedback


5.   Cluster Services Update


6.   Health and Safety


7.   Governor Training Courses – Autumn 2006


8.   Governors Update on New Draft School Admissions Code


9.   Other Updates




                                        1
2
 1.           2006 SCHOOL NATIONAL CURRICULUM TESTS AND EXAM RESULTS


Congratulations to all schools for the impressive improvements in pupil attainment
achieved in the summer 2006 National Curriculum tests and public examinations. Thank
you to all governors for their support for school improvement in Kingston and the
continued achievement of such high quality education and standards. The quality of
leadership and management in schools is clearly critical to our success and governors
play a major part in ensuring we have good and outstanding schools.

The results remain provisional, however early indications are that standards in Kingston
remain outstanding with significant overall improvement on the previous year.

Results at Key Stage 1

In 2006, standards remained high at Key Stage 1 and exceeded national averages. In
reading 88% of pupils achieved level 2 or above, 85% in writing, and 94% in mathematics.
In reading level 2 performance was maintained while in writing and mathematics it
dropped slightly, mirroring the national picture. Kingston’s overall results are maintained
at 4% above the national average for reading, writing and mathematics. (A major writing
project is planned to impact on the Foundation Stage, Key Stage 1 and Year 3).
Kingston’s trend of improvement at KS1 is better than the national picture, as set out
below.

                     Reading L2+                                               Writing L2+                                               Mathematics L2+

                      Kingston     National                                     Kingston     National                                       Kingston     National

      96                                                        96                                                        96

      94                                                        94                                                        94

      92                                                        92                                                        92

      90                                                        90                                                        90
 %




                                                            %




                                                                                                                      %




      88                                                        88                                                        88

      86                                                        86                                                        86

      84                                                        84                                                        84

      82                                                        82                                                        82

      80                                                        80                                                        80
       2001   2002   2003   2004   2005       2006   2007        2001   2002   2003   2004   2005       2006   2007        2001   2002     2003   2004   2005       2006   2007




At level 3 and above, results continue to exceed national averages. In 2006, 35% of
pupils achieved level 3 in reading, 19% in writing, and 33% in mathematics. In reading
level 3 performance was maintained despite a drop nationally, while in writing and
mathematics Kingston dropped broadly in line with the national picture. Kingston’s
results are 10% above the national average for reading, 5% for writing and 12% for
mathematics.




                                                                                      3
                        Reading L3+                                                            Writing L3+                                                               Mathematics L3+

                          Kingston         National                                               Kingston          National                                                 Kingston        National

       40                                                                  40                                                                         40

       35                                                                  35                                                                         35

       30                                                                  30                                                                         30

       25                                                                  25                                                                         25




                                                                                                                                                  %
 %




       20                                                                                                                                             20




                                                                      %
                                                                           20

       15                                                                  15                                                                         15

       10                                                                  10                                                                         10

       5                                                                    5                                                                         5

       0                                                                    0                                                                         0
       2001     2002     2003     2004     2005       2006    2007          2001      2002     2003       2004      2005       2006   2007            2001        2002     2003      2004    2005       2006     2007




Results at Key Stage 2

Attainment at Key Stage 2 has been maintained or improved. In 2006 in English 86% of
pupils achieved level 4 or above, while 82% achieved this level in mathematics and 92%
in science. It is expected that when results are finalised attainment in English will rise by
1%. Although these results are still marginally below the LA’s published targets of 88%
in English and 86% in mathematics, average point scores have increased significantly
and performance continues to be well above the national average. Kingston’s trend of
improvement at Key Stage 2 is better than the national picture.

                          English L4+                                                        Mathematics L4+                                                             Science L4+

                       Kingston           National                                           Kingston            National                                           Kingston             National

  95                                                                  95                                                                     95


  90                                                                  90                                                                     90


  85                                                                  85                                                                     85


  80                                                                  80                                                                     80


  75                                                                  75                                                                     75


  70                                                                  70                                                                     70
   2001        2002    2003       2004     2005       2006    2007     2001        2002    2003     2004       2005     2006       2007       2001         2002    2003       2004       2005       2006       2007




At level 5 and above, attainment improved in English by 7%, in mathematics by 4% and in
science by 2%. The 2006 results show that 42% of pupils attained level 5 or above in
English, 44% in mathematics and 56% in science. Kingston’s results are 10% above the
national average for English, 11% for mathematics and 10% for science. This
improvement reflects the Authority’s focus on more able pupils with the work that is being
done through our Local Area Agreement.

                           English L5+                                                        Mathematics L5+                                                            Science L5+

                       Kingston           National                                           Kingston            National                                          Kingston             National

                                                                           60                                                                60
       60



                                                                           50                                                                50
       50



                                                                           40                                                                40
       40



                                                                           30                                                                30
       30



                                                                           20                                                                20
       20
                                                                            2001    2002     2003       2004     2005       2006   2007       2001         2002     2003      2004       2005       2006   2007
        2001    2002     2003      2004     2005       2006    2007




                                                                                                         4
Results at Key Stage 3

Standards and improvement at Key Stage 3 are outstanding. In English 83% of pupils
attained level 5 or above, which represents an improvement of 3%, 84% in mathematics
which is an improvement of 1% and 80% in science, representing an improvement of 1%.

                       English L5+                                             Mathematics L5+                                          Science L5+

                Kingston             National                                 Kingston       National                                 Kingston          National

 90                                                           90                                                       90



 85                                                           85                                                       85



 80                                                           80                                                       80



                                                              75                                                       75
 75


                                                                                                                       70
 70                                                           70


                                                                                                                       65
 65                                                           65


                                                                                                                       60
 60                                                           60                                                        2001   2002   2003       2004     2005     2006     2007
  2001   2002   2003        2004       2005     2006   2007    2001   2002   2003    2004     2005      2006   2007




Standards at level 6 and above are at least good and have improved substantially.
Attainment in English rose by 4%, in mathematics by 3% and in science by 3%. This
builds upon the progress made in raising standards in 2005. Overall 55% attained level 6
or better in English, 70% in mathematics and 57% in science. The trend of improvement
at level 6 is better than the national picture as set out below.

                       English L6+                                             Mathematics L6+                                            Science L6+
                Kingston           National                                   Kingston       National                                  Kingston       National

 75
                                                              75                                                      75
 70
                                                              70                                                      70
 65                                                           65                                                      65
 60                                                           60                                                      60
 55                                                           55                                                      55

 50                                                           50                                                      50

 45                                                           45                                                      45

 40                                                           40                                                      40

 35                                                           35                                                      35

 30                                                           30                                                      30

                                                              25                                                      25
 25
                                                               2001   2002   2003    2004     2005      2006   2007    2001    2002   2003       2004       2005     2006      2007
  2001   2002    2003       2004        2005    2006   2007




Due to the continuing high levels of performance in schools we now propose for the first
time to celebrate the number of Level 7+ attained. In 2006 25% reached this level in
English, 51% in mathematics and 29% in science. Higher attaining pupils will continue to
be a focus for our school improvement work this year.

Results at Key Stage 4

GCSE results at Key Stage 4 are still very provisional as a number of schools are still
requesting remarks. However, at least 69% of pupils attained 5 or more GCSE grades at
A*-C, compared to 66% in 2005, when Kingston’s results were 9% above the national
average. This is the highest level of attainment reached in Kingston and represents a rise
of 9% since 2002. Additionally, 60% of pupils gained 5 GCSEs at grades A* - C including
English and mathematics. 97% of pupils gained 1 GCSE grade A – G. This meets
Kingston’s target for 2006 and represents an increase of 3% since 2001 which is slightly
greater than the national trend.



                                                                                         5
                         GCSE 5 A*- C

  75

  70

  65                                               LA
                                                   attainment
  60
                                                   National
  55                                               attainment

  50

  45
       2002   2003   2004      2005     2006



The attainment of children who are looked after by the local authority (LAC or children in
care) was good. 67% of the very small cohort (6 out of 9) gained at least 1 GCSE or
equivalent which is greater than the target of 55% and greater than last year’s national
average of 60.3%. 44% of the Looked After Children gained 5 GCSEs at grades A – G
and 22% obtained 5 GCSEs at grades A – C. Three children did not obtain GCSEs or
equivalent, two of these have severe disabilities and one succeeded in attending the gap
project for young people who would otherwise not be in education. Flexible provision
allowed one of this cohort to be highly successful at GCSE in Year 11.

Early indications from schools and the college show that A Level performance is still
improving. Further analysis of these results, together with final GCSE results, will be
available in November when the national performance tables are published. The GCSE
results are expected to rise marginally from present levels as they did in the last two
years. This is due to the discounting that is allowed for pupils for whom English is not
their first language and where they have been in the country for less than two years.

National Rankings Key Stage 1 – Key Stage 3

Key Stage        Level                  Subject            2005    2006
                                        Reading            17th    26th
                 Level 2+               Writing            10th    20th
                                        Maths              3rd     6th
Key Stage 1
                                        Reading            6th     6th
                 Level 3+               Writing            10th    16th
                                        Maths              2nd     4th
                                        English            3rd     4th
                 Level 4+               Maths              4th     5th
                                        Science            23rd    3rd
Key Stage 2
                                        English            4th     3rd
                 Level 5+               Maths              5th     2nd
                                        Science            13th    4th
                                        English            18th    5th
                 Level 5+               Maths              5th      4th
                                        Science            8th     12th
Key Stage 3
                                        English            4th     1st
                 Level 6+               Maths              2nd     2nd
                                        Science            3rd     4th

                                               6
Summary of Local Authority Provisional Results

Key Stage 2 Level 4+

           Results                                  Target
           2002 2003         2004     2005   2006   2006      2007
English    81%     83%       85%      86%    86%    88%       87%
Maths      77%     77%       80%      82%    82%    86%       87%
Science    89%     88%       89%      89%    92%    Not statutory


Key Stage 2 Level 5+

           Results                                  Target
           2002 2003         2004     2005   2006   2006      2007
English    41%     40%       37%      35%    42%
Maths      36%     41%       41%      40%    44%
Science    44%     49%       52%      54%    56%    Not statutory

Key Stage 3 Level 5+

           Results                                  Target
           2002 2003         2004     2005   2006   2006      2007
English    74%     79%       80%      80%    83%    83%       82%
Maths      78%     80%       83%      83%    84%    84%       83%
Science    76%     78%       78%      79%    80%    83%       82%


Key Stage 3 Level 6+

           Results                                  Target
           2002 2003         2004     2005   2006   2006      2007
English    40%     50%       49%      51%    55%    50%       56%
Maths      57%     64%       66%      67%    70%    63%       67%
Science    41%     57%       50%      54%    57%    52%       56%


GCSE

           Results                                  Target
           2002 2003         2004     2005   2006   2006      2007
5 A*-C     60      67        64       66     69     70        70.3
5 A*-C *   NA      58        55       59     60     NA        63.7
1 A*-G     92      95        97       97     97     98        98

* Including English and Mathematics




                                        7
Key Questions for Governors

         Have the school’s results improved or not, and why?
         Were targets achieved?
         Is the level of performance at each key stage and in each subject above or below
          average, for similar schools, the borough and nationally?
         Are the rates of progress for pupils satisfactory or better?
         Are there groups of pupils who are under-achieving?
         What are the significant achievement gaps that need to be addressed?
         What changes need to be made to the School Improvement Plan as a result of
          this year’s results and do resources have to be shifted to any new priorities?

The school’s Link Inspector or School Improvement Partner (SIP) will be working closely
with you this term to help analyse the results, set targets for 2008 and agree appropriate
support from the local authority’s School Improvement Services.

For more information please contact Nick Whitfield, Directorate Head of School
Improvement on 020 8547 5290, or email: Nick.Whitfield@rbk.kingston.gov.uk




 2.       SEN STRATEGY DEVELOPMENTS


Increasing capacity in Kingston schools to meet the needs of pupils with Special
Educational Needs

In response to trends in the incidence and nature of SEN (Special Educational Needs) in
Kingston we HAVE consulted with schools and families on proposals to develop and
extend our local provision in order to better meet changing needs. Nationally, as well as
locally, we are seeing an increasing complexity of need, a significant increase in children
with emotional and social needs and autism, an increase in the number of SEN students
asking to stay on into post 16 and a significant increase in the costs of independent
sector SEN provision.

There have been 2 strands to our strategy in providing a more responsive and effective
service for these children and young people:

         To enhance the capacity of Kingston Special Schools to meet a wider range of
          pupils‘ needs and to increase provision at post 16 for pupils with SEN
         To increase access to mainstream education for pupils with SEN by establishing
          additional resourced or enhanced provisions in mainstream primary and
          secondary schools

The benefits to children, young people and their families are:

         to promote inclusion by developing the role of mainstream schools as centres of
          expertise in meeting children’s needs
         to increase access by mainstream schools to expertise in our special schools
         to increase post-16 provision for young people with SEN to meet the increasing
          numbers seeking full time education beyond 16
                                              8
Existing specialist provision is currently available now in 6 of our mainstream primary
schools and nurseries. These are located at Buckland Infants, The Mount, Surbiton
Children’s Centre, Malden Manor, Knollmead and Tolworth Infants. Over the next few
years we plan to open 2 more resourced provisions. In addition 2 more schools will
receive enhanced resources to support pupils with ASD (Autistic Spectrum Disorder). A
significant number of students with ASD attend one of our boys’ Secondary schools and
there are plans to extend specialist provision for girls with Autism.

For more information please contact Julie Ely, Head of Service, SEN Assessment
& Support for Learning Service on 020 8547 5269, or email
julie.ely@rbk.kingston.gov.uk




3.      CHANGES IN GUIDANCE ON EXCLUSION FROM SCHOOLS


The current Guidance on Exclusion from Schools and Pupil Referral Units was issued in
October 2004. The DfES is proposing to issue revisions to Part 2 of the Guidance -
Removing Pupils From A School Site And The Decision To Exclude in September 2007.
This will be sent in draft form to schools and Local Authorities during the course of the
Autumn Term 2006.

The key changes for Governing Bodies and Head teachers to consider in this proposed
revision are:

    There will be an obligation on schools to provide suitable full-time education in cases
     where the aggregate number of school days of fixed period exclusion to which the
     pupil has been subject in that school year exceeds five days (no matter which school
     those exclusions where from).

    During the initial five days of the fixed term exclusion, work should be set, sent home
     for the pupil to complete and marked. In this period the parent /carer is responsible
     for the excluded pupil and must ensure that he or she is not found in a public place
     during normal school hours without reasonable justification.

    If a school consider that parental influence could be better brought to bear in
     improving the behaviour of the pupil who has been excluded, they should consider
     whether it may be appropriate to offer a parenting contract. A parenting contract may
     also be offered before a pupil’s behaviour has deteriorated to the point where
     exclusion is the only appropriate response.

    Head teachers must arrange a reintegration interview with parents following the
     expiry of a single fixed period exclusion of at least one day from primary school or
     more than five days from a secondary or special school. The interview should
     normally be held on the day the pupil returns to school. If that is not possible it must
     be held at a mutually convenient times between three days prior to the pupil’s return
     to school and fifteen days following the day on which he or she returns to school.

    It is the responsibility of the school during the first five days of a permanent exclusion
     to ensure that work is sent home for the pupil to complete. After the first five days,
                                               9
      the Local Authority is responsible for ensuring that suitable full-time education is
      provided.

NEXT STEPS

The Local Authority will be meeting with head teachers to:

     discuss the impact of these changes and identify the issues in preparing to
      implement this guidance in September 2007
     Develop a strategy to address these issues so that schools and the Local Authority
      are able to implement these requirements

ROLE OF GOVERNORS

Governors will need to discuss the implications of these changes with their head teacher
and consider how they may want to work in partnership with other schools, either in their
cluster or in the case of secondary schools, across the clusters to deliver the
requirements of these changes in the Guidance.

This will be particularly relevant to the requirement to deliver full time education to any
pupils whose cumulative periods of fixed term exclusion exceed 5 in any one school
year.


For more information please contact Jill Roucroft, Directorate Head of Youth,
Inclusion and Participation Services on 020 8547 6681, or email:
jill.roucroft@rbk.kingston.gov.uk




 4.     JAR INITIAL FEEDBACK


The JAR (Joint Area Review) inspection of the work of the local authority and its
partners in improving outcomes for children and young people took place between 4 and
15 September. I would like to thank all those who contributed so positively. I would also
like to express my gratitude for the excellent work of governing bodies in contributing to
the very good outcomes that are reflected in the JAR feedback.

Ten inspectors from Ofsted, the Health Care Commission, the Adult Learning
Inspectorate, the Commission for Social Care, the Audit Commission and the Probation
Service Inspectorate looked at all aspects of Kingston’s work for 0-19 year olds. They
reviewed documentation, case files, policies and plans, visited schools and other
settings, spoke to children, young people and parents and interviewed a wide range of
staff. The initial feedback is very positive and a report will be published in early
December. The feedback is as follows:




                                             10
Being Healthy

Health outcomes are mostly good, and some are very good e.g. teenage pregnancy
rates, immunisation, initial breast feeding. User satisfaction rates are positive. There are
good examples of health visitors and others providing early intervention services. There
is a very good healthy schools programme, a very good school nursing service and well
co-ordinated services for reducing substance misuse. Good progress is being made with
the obesity strategy and there is a good sexual health strategy. The mental health of
children and young people is well served, with good progress on the CAMHS tier 2
service which is well designed and showing good early results. Health indicators for
Looked After Children (LAC) are very good. The health needs of children with learning
difficulties and disabilities (LDD) are adequately addressed. There is good information
available for parents and carers and a good strategy is in place to address the long
waiting list for those with autism to be diagnosed.


Staying Safe

Performance is sustained at a high standard and most children and young people feel
safe in the community and feel listened to. Outcomes for LAC are good and continue to
improve. Most placements are good and stable with effective monitoring. LAC reviews
are held in a timely manner, with effective monitoring of outcomes and children have
their say. Many care leavers are well supported. Child protection referral is flexible and
there is access to a wide range of information for children, young people and families,
including parenting programmes. There is a good range of preventative work including
ASKK plus pilot beginning to show good outcomes. There are good plans for the use of
the Common Assessment Framework. There is well established child protection training.
Plans for integrating services for disabled children and young people show a good
model of consultation.


Enjoy and Achieve

Standards are high and well above national and similar authorities. Overall the
contribution of services to enable children to enjoy and achieve is of a very high
standard and there is high level of information and support to parents, children and
families through the Children’s Information Service. There are effective family learning
programmes. The quality and range of early years provision is very good and effectively
supports children’s wellbeing. Early Years providers are very well supported. There is
good progress to integrate early years childcare and education and good consultation in
developing children’s centres, with careful mapping of provision. The local authority’s
school improvement strategy is excellent. The school improvement service is highly
effective and challenging to all schools. There is a good programme of tracking
vulnerable groups through good data analysis. Cluster groups are beginning to enable
shared expertise and support for pupils. Overall standards are excellent; schools add
significant value and weak areas are tackled effectively. Attendance is very good and
truancy rates are among the lowest in the country. Fixed term exclusions have risen but
are comparatively good. Children and young people educated at home are well
monitored and there is a good range of alternative provision with partners and extra
curricular provision. The majority of young people feel they do well, most enjoy school


                                            11
and are encouraged to be successful. The attendance and progress of LAC are good
overall and above the national average.

Making a Positive Contribution

The LA provides good leadership to improve children’s and young people’s participation.
School clusters are enhancing this work and providing good examples of engaging
children and young people in decision making and consultation. Children and young
people are well supported in managing change or in trauma or crisis and value transition
support from the Youth Service and Connexions. The Participation Strategy is well
conceived but not yet fully embedded across all services. There are good examples of
where consultation has made a difference. Young Livin’ and Youth Unlimited magazine
are good. 90% LAC contribute to their annual reviews. There are good examples of
children and young people with LDD contributing to consultation.


Achieving Economic Well-being

There are many strengths: local services are making a significant contribution and
parents and carers are well supported. There is good quality childcare provision across
the borough and good take up of available benefits. Progress, advice and support for the
majority of young people are good and most stay in education post 16. The numbers not
in education, employment and training are very low. This is equally good for LAC and
those with LDD. There is an increasing range of vocational provision. Work related
learning and E2E are good. A high proportion achieve level 2 qualifications at post 16.
Achievement rates are very good but there are variations between school 6 th forms.
There is a good 14-19 strategy which is systematically implemented, monitored and
reviewed. There is good development of post 16 provision and increasingly effective
partnership working between schools, the college and training providers. The majority of
children and young people are in appropriate accommodation. There is good support
through breakfast and after school clubs. There is also good transition support for LAC
into education, employment and accommodation and there is good and developing
multi-agency transition planning.


Service Management

There is strong leadership and management. The Children and Young People’s Plan is
an ambitious programme based on sound needs analysis and all partners are strongly
committed to delivering it. There is good joint working – for example between the
Children and Young People’s Trust Board, different agencies in the Partnership and
schools. The Participation Strategy is good and progress is being made with good
examples of consultation and engagement. The Schools Survey is positive. New and
innovative preventative services are developing strongly. Partnership arrangements are
clearly structured with clear lines of accountability. There is a good track record of
maximising financial capacities and finances show a good record of budget control and a
good understanding of service issues. Sickness absence rates are low. The local
authority’s performance management digest is a clear document with a framework for
monitoring progress across the 5 ECM outcomes. There is good use of ICT and active
data quality assurance.



                                          12
Youth Service

The Youth Service was also inspected and feedback is that young people are served
well by the service. It is a good youth service providing good value for money and there
has been very good progress since the last inspection. The contributions to improving
the 5 ECM outcomes are good and very good in enjoy and achieve and in making a
positive contribution.


For more information please contact Patrick Leeson, Director of Learning and
Children’s Services on 020 8547 5220, or email:
patrick.leeson@rbk.kingston.gov.uk




5.       SCHOOL CLUSTER SERVICES REPORT


Introduction

School clusters provide access to a range of core services for local children, young
people and parents. These services are not an expectation in every school, but they
should be available locally for families that need them by coordinated provision across
the cluster of schools.

Overall there has been good development of school cluster working over the past year
and improved provision of a network of preventative and early intervention services for
children and families through extended school services, children’s centres, and school
health services. We are very close to providing the extended school ‘core offer’ across
all parts of the borough.

We have provided new support through the Family Liaison Service which provides
support for parents. The ASKK (Advancing Services for Kingston Kids) model has also
improved our information sharing about vulnerable children and provided packages of
support for children and families that were referred by schools for additional support.
These developments are a major part of our integration of services to support children,
young people and their families, especially those that are most vulnerable, in a more
holistic way. Schools are leading this work in their cluster arrangements.

Some Key Questions for Governors

        Is the school actively contributing to cluster arrangements?
        Are governors well informed about the school’s involvement?
        Has the school developed policies for extended school or children centre
         activities?
        Can the school provide access to, or signpost parents to, the core offer?
        Are vulnerable children and their parents receiving more support?
        Does the school have clear plans to close achievement gaps by providing
         additional support?
        Can parents and carers access appropriate childcare for 0-14 year olds?

                                          13
      Are family learning and adult learning opportunities available?
      Is the school accredited as a ‘healthy school’?
      Are health promotion and healthy lifestyle activities provided, and supported by
       the school nurse and health visitor?
      Do pupils have a good range of extra curricular activities and study support
       before and after school and during school holidays?
      Is the school making use of ASKK to refer vulnerable children?
      Is the school providing parenting support programmes and making use of the
       Family Liaison Service to work with parents?
      Is the school making its resources available to the local community?


School Clusters

Schools, with the local authority and partners in health and the police, are committed to
joining up services to secure more effective early intervention and prevention. Schools
make up the largest universal service where most difference can be made to providing
more local, responsive and flexible support to improving the 5 outcomes for children and
young people, to supporting parents and to targeting help to vulnerable families. The key
purposes of cluster working are to:

      Ensure schools lead changes in the system
      Promote leadership beyond single institutions
      Strengthen and make more visible our common purpose
      Share commitment to success for all children
      Provide more holistic children’s services
      Coordinate joint delivery across agencies and improve multi-agency working
      Facilitate access to specialist services
      Develop a network of extended services to deliver the core offer, including
       childcare
      Improve teaching and learning and tackle variable performance
      Personalise learning and support
      Ensure more productive and efficient use of resources


Progress to Date

The 6 clusters of schools, based on geographical areas within Kingston, have been
developing collaborative efforts to support school improvement and to target support to
vulnerable children and young people. Partners in health and the police have re-aligned
their resources to ensure police teams and school nurses form part of cluster
arrangements. Clusters have been facilitated by members of the Directorate Learning
and Children’s Services Senior Management Team. As the clusters have become more
established, headteachers have taken the lead in developing the agendas and action
plans for each cluster.




                                           14
Cluster 1      Cluster 2     Cluster 3       Cluster 4        Cluster 5      Cluster 6

Buckland,      Green Lane,   Coombe          Christ Church    Bedelsford,    Alexandra,
Moor Lane,     Holy Cross,   Boys,           P, Dysart,       Hollyfield,    Fern Hill,
Chessington    Knollmead,    Coombe          Grand Ave,       King           Latchmere I
Community      Malden M,     Girls, The      OLI,             Athelstan,     and J,
College,       Malden P,     Mount,          Southborough,    Maple I,       St Agatha’s,
Ellingham,     Robin Hood,   Corpus C,       St Matthew’s,    St Andrew’s    St Luke’s,
Lovelace,      R Challoner   Coombe          Tolworth I and   and St         St Paul’s
St Mary’s,                   Hill I and J,   J,               Mark’s, St     Jnr, Tiffin
St Paul’s                    Christ          Surbiton         John’s,        Girls
St Philip’s,                 Church          Children’s       St Joseph’s,
                             Primary,        Centre,          Tiffin Boys
                             New             Tolworth Girls
                             Malden
                             Burlington I
                             and Jnr


More recently discussions have begun with governors about cluster governance
arrangements. A group of governor representatives will be meeting this term with the
Director of Learning and Children’s Services to explore the issues around governors’
responsibilities for extended services and the possibility of shared governance for some
aspects of the work of clusters.

Good progress has been made in developing a network of extended services. Extended
schools have appointed staff to develop their programmes of extended services and the
LA Extended Schools Manager, has facilitated their development. Consultation has
taken place on the needs of parents and carers for extended services, and in particular
for childcare, to ensure provision is well matched to needs in the local community. Six
new Children’s Centres plus Surbiton Children’s Centre , at least one in each cluster,
have been identified and are in the process of developing a range of family support,
parenting, childcare, health and early learning services for 0-5 year olds.

School improvement and the work of link inspectors has also been re-aligned; their roles
have been re-designated as School Improvement Inspectors and one inspector is
attached to each cluster to support its development as an education improvement
partnership.

Specialist Services that Support the Clusters

In order to ensure the effectiveness of the clusters in delivering in a coordinated and
collaborative way, the Local Authority and partners are developing more integrated
specialist services and strategies which provide targeted support to children and young
people with higher levels of need. These are:

      ASKK (Advancing Services for Kingston Kids) Information Sharing Service and
       the Children’s Information Service
      Family Liaison Service
      FASS – the multi-disciplinary CAMHS provision for Tier 2 to support emotional
       well being and mental health


                                             15
      Multi-agency Safeguarding Team dealing with child protection, linked to the Local
       Safeguarding Children’s Board
      Youth Support Services
      Integrated Service for Disabled Children
      Youth Offending Team
      Drugs and Alcohol Action Team
      Teenage Pregnancy Strategy
      Secondary Planning and Placement Panel
      School Attendance Panel
      Looked After Children Team
      School Nursing Team
      Safer Neighbourhood Police Teams
      Speech and Language Therapy Team


The work of clusters requires significant amounts of facilitation and coordination. This
has been provided by the LA’s Extended Schools Strategy Manager working with
clusters’ extended school coordinators, and by headteachers and senior managers in
Learning and Children’s Services. There has also been a requirement to coordinate
access to multi-agency working and specialist services such as ASKK and Family
Liaison. The focus is now on expanding the development of extended school services,
including children centres, and integrating other service provision for children and
families through cluster working.

Extended Service Developments
From the start in Kingston we have adopted an approach which aims to develop a
network of extended services, with some schools taking a leading role and acting as
hubs for some services within their clusters. All schools therefore are providers of some
extended school activity and can provide access to the core offer, which may be
delivered in a number of locations and by a range of providers in addition to the services
provided by the school.

All schools in Kingston are delivering some aspects of the core offer whether directly or
in partnership with other organisations. While we are close to delivering the core offer,
the pattern of provision now needs to be developed further in a more systematic way
across the borough, in response to the needs identified in each cluster.




                                           16
  Schools/ Clusters                Identify needs / target Extended Services
                                    groups
  Can provide access to                                        (delivered by a range of
  the core offer by:                                          providers in schools and
                                                              other locations )
   Signposting parents             Provide            better
   and      children to             information         about Core offer:
   services                         services to children and
                                    families                   Childcare
   Hosting        services         Provide better access to
   provided by a third              services particularly for  After school and
   party on the school site         targeted groups              holiday activities
                                   Improve          existing
   Commissioning                    services            where  Parent information
   services      to   be            necessary                    and Family Support
   delivered on /off the           Develop new services in
   school site to meet              response to identified  Family learning and
   specific needs                   needs                        adult learning
                                   Identify the preferred
   Delivering     services          mode of delivery for  Referral to specialist
   directly                         each service                 services

                                                                  Community use of
                                                                   school facilities
                                   Identify  and       share
                                    resources

Multi-Disciplinary Team Work

The LA is also developing its multi-disciplinary team work to support the work of clusters.
This includes the following services working in a more joined up way to support schools.
Two teams will service three clusters, and managers will coordinate the delivery of multi-
disciplinary services to the cluster in consultation with the headteachers and other staff
who support cluster working.

      Team Manager
      EWOs
      Educational Psychologists
      School Nurses
      Health Visitors
      Social Care Workers
      Family Liaison Workers


Cluster Services Funding

The LA has allocated funding for each cluster, where one school will be the nominated
budget holder. This is to support additional activity agreed by clusters for vulnerable
children and families and is in addition to funds already allocated, both capital and

                                            17
revenue, to support extended schools, children’s centres, and the childcare strategy
between 2006 and 2008.


 CLUSTER ALLOCATIONS 2006/07




                                                  50% NOR
                      FTE
 Cluster              Pupils       FSM            50% FSM                 2005/06

                                   Entitlement 2006/07                    Balance

                                                  £                       £
 1 Chessington        2,407        318                                    0
                                                  43,496
 2 Old Malden         3,115        205                                    12,119
                                                  39,234
 3 New Malden         4,568        528                                    15,000
                                                  76,313
 4 Tolworth           4,559        344                                    13,843
                                                  61,053
 5 Kingston Town      3,230        292                                    14,233
                                                  47,239
 6 North Kingston     3,075        129                                    15,000
                                                  32,666




                                                  300,001                 70,195



For more information please contact Patrick Leeson, Director of Learning and
Children’s Services on 020 8547 5220, or email:
patrick.leeson@rbk.kingston.gov.uk




 6.   HEALTH AND SAFETY UPDATE – AUTUMN TERM 2006



Governors are responsible for keeping under review standards of health and safety in
the school and for taking corrective action where there are deficiencies in policy, practice
or training.



                                            18
Each school will have its own health and safety priorities and plans, but it may be helpful
to keep under regular review the following key areas.

Fire Safety – arrangements that take into account new legislation come into force in
October 2006. The new law requires persons in control of the building to have a fire risk
assessment and a planned programme of work which addresses the risks identified in
the assessment. The London Fire and Emergency Planning Authority is currently
undertaking a review of the fire safety standards in RBK schools and, under the new
Regulations, has an increased focus on enforcement action. Your school will be part of
this review of fire safety standards and governors should consider the outcomes.

Asbestos – each school should carry out an annual check and have a plan for
controlling any remaining asbestos in the building. Any refurbishment projects (including
minor works and those which involve demolition of structures) need to consider the
possible presence of asbestos before work begins.

Contractors - recent concerns have highlighted the activities of contractors in RBK
schools and the consequences of poorly controlled work and lack of communication
between the contractor and school managers. It is advisable to ensure that contractors
have the appropriate risk assessments and there are agreed procedures for the safe
conduct of contractors on site, especially in relation to the health and safety of school
staff, visitors, children and young people.

Educational Visits - All RBK schools have been provided with new guidelines (April
2006) to ensure that visits can be undertaken as safely as possible. Each school should
have appointed an Educational Visits Coordinator and ensured that he/she has received
appropriate training. The Borough Consultant on Educational Visits, Alan Cottle, is
available to advise schools.

Health & Safety Training – Schools are asked to ensure that staff at all levels have
received suitable training, that there are records of the training and that there is a
planned on-going programme which addresses this requirement.



Checklist for Key Health and Safety Priorities for Schools

                                                                          Yes    Don’t
                                                                                 Know
    1. Fire Safety

 Is there a named Fire Safety Co-ordinator at your school?

 Has the school undertaken a Fire Risk Assessment and is it
 reviewed at Governors meetings?

 Following the structural fire survey, has your school formed an action
 plan and started with improvements?

 Has your school adopted the RBK Model Fire Safety Policy for
 Schools?


                                            19
   2. Asbestos

Does the school keep its Asbestos Survey readily to hand?

Is it referred to when planning building work or minor building work?

Is any asbestos remaining in school surveyed annually to ensure it
remains in good condition?

   3. Contractors

Does the school have a system of monitoring contractors (even
those undertaking maintenance) to check they are working safely?

When choosing contractors, does the school ask to see Risk
Assessments for higher risk activities? (e.g. work at height)

Does your school inform contractors of any on-site hazards that
could affect them so that work can be planned accordingly?

   4. Educational Visits

Is there a named Educational Visits Co-ordinator (EVC) for the
school?

Has he or she attended EVC training?

Does the school keep RBK’s Guidelines on Educational Visits easily
available for reference?

   5. Health and Safety Training

Does the school consider what health and safety training staff need
as part of the appraisal process?

Is there a planned programme to ensure that staff with key health
and safety roles have attended relevant training?

Essential Training for Schools:

     Managing Safety for Headteachers and Chairs of Governors
     Voice Care – for teaching staff
     Fire Safety Management – for Fire Safety Co-ordinators and
       Site Managers
     Health & Safety on Educational Visit Co-ordinators for EVCs
     Asbestos Awareness – for Caretakers and Site Managers
     Moving and Assisting Pupils – for Learning Support Assistants
       and Teachers
     Ladder Safety – Caretakers and Site Managers




                                          20
For more information please contact Caroline Woodliffe, Senior Health and Safety
Adviser, Learning and Children’s Services on 020 8547 5161 or email:
caroline.woodliffe@rbk.kngston.gov.uk




7.    GOVERNOR TRAINING COURSES – AUTUMN TERM 2006


Please find listed below the governor training courses that are available during the
Autumn Term 2006 and early part of the Spring Term 2007. Please contact the
Headteacher/CPD coordinator to discuss before any bookings are made through KIMS.
The venue for all training is the King Charles Centre.

Exclusion from School
G06/001
12/10/06
7.00pm

Introduction to Schools Funding
G06/002
07/11/06
7.00pm

Child Protection Training for School Governors
G06/003
17/01/07
7.00pm

Induction Training: The new Governor
G06/004A
24/01/07, 31/01/07, 06/02/07 (the course runs for three evening sessions)
7.00pm

Governors Update on Literacy, Numeracy and SEN
G/06/005
30/01/07
7.00pm

Formula Funding and Setting the Budget
G06/006
07/02/07
7.00pm

Introduction to Special Educational Needs (SEN) for School Governors
G06/008
15/02/07
7.00pm

Places are available on all courses. Please contact the King Charles Centre on 020
8390 1081.

                                        21
 8.       GOVERNORS UPDATE: CONSULTATION ON NEW DRAFT SCHOOL
          ADMISSIONS CODE


The Government is consulting on a new draft Code on School Admissions. It is designed
to promote a fairer admissions system, ‘social equity’, reduce achievements gaps and
improve access for disadvantaged groups to schools with high levels of achievement.
The following summary sets out for governors the key points in the new draft Code and
all admissions authorities and other governing bodies are encouraged to respond to the
consultation.
The draft Code is to be welcomed for promoting social equity and its clarity about what
must and must not, or should and should not, be done as part of admission
arrangements – and the shared role of the ‘relevant bodies’ in ensuring that the Code is
effective.
The bodies to whom the Code applies are expected to ‘act in accordance with’ it rather
than, as now, merely to ‘have regard to’ it. The Code clearly states where the relevant
bodies must comply with a particular requirement or provision or, where the Code
prohibits practices or criteria, where they must not use them. It also shows where good
practice should be followed and poor practice should not be used.
The Code applies to the following bodies:
         Admission Authorities (local authorities for community and voluntary controlled
          schools, unless the function has been delegated to the governing body; governing
          bodies for foundation schools - including Trust schools – voluntary aided schools
          and Academies)
         Governing Bodies (when not admission authorities)
         Local Authorities (when not acting as admission authorities)
         Admission Forums
         Schools Adjudicators
         Admission Appeal Panels.
Admission Forums will monitor compliance with the Code, and the overall impact of an
area’s admission arrangements on fair access. They have powers to produce a report
on admission arrangements to the local authority and to the Schools Commissioner,
covering information on the number of preferences met and the social and ethnic mix of
schools compared with the communities they serve or in which they are located.
Key statutory provisions described include the following:
         local authorities are required to ensure fair access to educational opportunity and
          this duty applies to a wide range of education functions: local authorities will have
          to consider specifically, for example, whether their admission or transport policies,
          their extended services provision or local funding formulae are in line with the
          principle of fair access to educational opportunity


                                               22
      local authorities are required to secure diversity and increase parental choice
       when planning the provision of school places. They are expected to be able to
       show how their strategic planning functions take into account these new statutory
       duties
      it is now prohibited to interview parents and/or children as part of admission
       arrangements, except in the case of boarding schools – and then solely for the
       purpose of determining a child’s suitability for a boarding place
      admission to a school cannot be conditional upon parents signing a home-school
       agreement, and schools must not ask parents to sign them before being offered
       a place at the school
      a school has to admit a child with a statement of special educational needs (SEN)
       which names the school
      admission authorities are required to give the highest priority in their admission
       criteria to children in public care (looked after children).
Admission authorities must ensure that the practices and criteria used to decide on the
allocation of places are:
      clear and easily understood
      objective and based on known facts
      procedurally fair and equitable for all groups of children (including those with
       special educational needs, disabilities, those in public care, or who may be a
       young carer) and actively promote equity across all social groups and
       communities
      enable parents’ preferences to be met to the maximum extent possible
      provide parents/carers with easy access to helpful information
      comply with all relevant legislation and have been determined in accordance with
       the statutory requirements and the provisions of the Code.
All governing bodies must ensure that their other policies and practices do not
disadvantage certain social groups or discourage some groups of parents from seeking
a place at the school for their child. Local authorities should work with governing bodies
to ensure that admission arrangements which appear fair are not then undermined by
other school policies, such as a requirement for expensive school uniform, sportswear or
expensive school trips or other activities, unless arrangements are put in place to ensure
that parents on low incomes can afford them.
Admission authorities must not use supplementary application or information forms that
ask:
      for personal details about parents, such as criminal convictions or marital,
       occupational or financial status
      for details about parents’ achievement, educational background or whether their
       first language is English
      for details about parents’ or children’s disabilities, special educational needs or
       medical conditions unless this is in support of positive action

                                            23
      about parents’ or children’s interests, hobbies or membership of societies.
No personal information about parents is relevant in considering an application for a
place at a school and criteria which focus on parents cannot legitimately be included in
oversubscription criteria.
Tests must not be used by non-selective schools, unless part of approved banding
arrangements or aptitude selection. Photographs of children must not be required with
applications for places (but may be used as a security measure where tests are used).
Applications and any permitted supplementary forms must be completed by
parents/carers; children must not be required to complete forms.
Local authorities are required to make information about school travel and transport
options available to parents at least six weeks before parents apply for a school place.
The Education and Inspections Act 2006 extends rights to free home to school transport
for low income families to one of their three nearest secondary schools, where they are
between 2 and 6 miles away, to remove the lack of affordable transport as a barrier to
choice for these families. Admission authorities should bring this information to the
attention of parents. (See ‘Related Briefings’.)
All schools should be able to provide some free study support for children and young
people from low-income families through the flexibility in their delegated budgets and
their School Standards Grant. Schools may also use these funds to support access to
educational activities which are normally included as part of a childcare offer.
It is good practice for admission authorities to analyse information on their intakes, and
where possible their applicants, to find out whether they attract a wide range of families
or whether their school fails to attract all sections of the local community. Admission
authorities for all schools must act upon this information if their policies or practices
appear to be at fault. There are many ways in which this might be done; for example, the
most popular schools might work with primary schools in more deprived areas to
encourage applications from poorer families.
Admission Forums have an important role in monitoring compliance with the provisions
of this Code, and the overall impact of an area’s admission arrangements on fair access.
All Forums will have a power to produce an annual report and send it to the Schools
Commissioner. The Education (Schools) (Admission Forum) (Amendment) Regulations
set out a full list of matters to be covered but they should include, as a minimum,
information on the number of preferences met and the social and ethnic mix of schools
compared with the communities they serve.
The Code prohibits the use of oversubscription criteria that are unfair and must not be
used. It also provides guidelines and examples of good practice for admission
authorities to help them set criteria that are fair to all children and their families, and that
promote social equity rather than working against it. It is possible for a criterion to be fair
in some circumstances and not in others. It is for admission authorities and Admission
Forums, acting in accordance with the provisions and guidelines in this Code, to decide
which criteria they will use and in what circumstances. Admission Forums should
encourage all schools in their area to have arrangements that extend choice to parents
whatever their social group.
Amongst the listed criteria that must not be used are ability/willingness to support the
ethos of the school; reports from primary or nursery schools about past behaviour,
attitude or achievement; a sibling or other relative having been a former pupil; the

                                              24
behaviour or attendance of another member of a child’s family; a parent being a current
or former member of staff or governor at the school (except for a new appointee to a
post after 1st March in a year where there is a demonstrable skill shortage for the vacant
post).
Faith-based oversubscription criteria, like others, need to be clear, objective and fair.
Published arrangements must make clear how religious affiliation or commitment is to
be demonstrated, and whatever method is used must be objective and transparent – so
any references requested must be in writing. Faith schools must, as a minimum
requirement, give first priority to looked after children of their faith but should go further
and give first priority to all looked after children.
The other main points include the following:
      admission authorities should accept applications submitted late for a good
       reason if they are received before offers of places are made
      arrangements should also be in place for children of Gypsy, Roma and Traveller
       pupils to be quickly registered at a school whether residing permanently or
       temporarily in the area
      admission authorities must not adopt procedures or criteria that disadvantage
       children who arrive in their area outside the normal admission round
      places must be allocated to children and their families in advance of the
       approaching school year if accompanied by an official MOD, FCO or GCHQ letter
       declaring a return date
      specific guidance is given on different categories of children from overseas
      schools, including Academies, cannot refuse to admit a child with a statement of
       SEN which names the school even if by doing so they would exceed their
       admission number
      children with special educational needs but without statements must be treated
       as fairly as other applicants. Admission authorities must not refuse to admit a
       child because they consider themselves unable to cater for his or her special
       educational needs
      under the Disability Discrimination Act 1995, schools must not treat disabled
       children less favourably than other children and must make reasonable
       adjustments to ensure that children with disabilities are not placed at a substantial
       disadvantage. The duty is anticipatory and applies in respect of potential pupils so
       schools must think ahead, anticipate barriers to disabled pupils and remove or
       minimise them
      local authorities are required to monitor the admission of children with special
       educational needs, both with and without statements, across all maintained
       schools in their areas and should do this for disabled pupils to provide a basis for
       local discussions designed to ensure the equal treatment of such children
      Regulations require admission authorities to give children in public care highest
       priority in their admission arrangements
      local authorities may direct an admission authority for any maintained school for
       which it is not the admission authority to admit a child looked after by them to the

                                             25
      school best suited to his or her needs. Before giving a direction the local authority
      must consult the admission authority for the school they propose to specify in the
      direction. The admission authority has seven days to inform the local authority if it
      is willing to admit the child without being directed to do so. Disputed cases of
      direction may be referred to the Adjudicator for determination, whose decision is
      binding. A local authority may not direct an Academy, but may refer the case the
      Secretary of State
     some undersubscribed schools may find that they have been required to admit an
      undue proportion of children with a recent history of challenging behaviour, which
      may have led to a permanent exclusion from another school, but in specified
      circumstances may be able to refuse admission even if they have places.
      Admission Forums should discuss how local admission arrangements might
      allow all schools to admit a more even share of such children, including children
      excluded from other schools, and agree protocols for the admission of hard to
      place children. Admission authorities must have regard to their Admission
      Forum’s advice
     all admission authorities and Admission Forums should have protocols in place
      for admitting children they consider hard to place. All need to play their part in
      ensuring that these children, especially the most vulnerable, are admitted to a
      suitable school as quickly as possible. This includes admitting children to schools
      that are already full
     protocols for sharing hard to place children are also key to the development of
      effective school partnerships to improve behaviour and tackle persistent truancy.
      All secondary schools should be in such partnerships by September 2007 and,
      along with devolved funding and responsibility for alternative provision, an agreed
      protocol encourages schools to work together to cope with challenging behaviour
      and develop preventative strategies which reduce the need for exclusions
     local authorities have important powers to direct the governing body of a school
      that is the admission authority to admit a child, where a child has been refused
      admission to, or permanently excluded from, every school which is both a
      reasonable distance from his home and provides suitable education. Again,
      disputed cases may be referred to the Adjudicator for determination.

The consultation closes on 1 December 2006 and the new Code will come into
operation in February 2007. Details on how to respond are available at
www.dfes.gov.uk/consultations and from DfES Publications on 0845 6022260.




                                           26
9.    OTHER GOVERNOR UPDATES


New NGA Website

The website for the new National Governors Association is www.nga.org.uk. It contains
information about the NGA and publications for governors, consultations, and links to
other sites, such as www.teachers.tv, which is very helpful for governors. Judith Bennett
was elected Chair of the NGA in May 2006.

The School Profile

The School Profile replaces the Governors Annual Report to Parents and should have
been available on line by the end of last term. Any school having difficulties accessing
the pre-populated profile from the DfES, which the school can customize, can contact
school.profile@dfes.gsi.gov.uk for support. Governors have a statutory responsibility to
ensure that the Profile is completed on line and is available to parents in hard copy if
requested.

Safe Recruitment

Following publication of the Ofsted Report in June on Safe Recruitment, governors are
advised to ensure that the school has an up to date and complete record of having
carried out CRB checks on all staff recruited since 2002. Staff recruited previously
should have had a police check. Where there are gaps in CRB checks or missing
records of checks these should be addressed without delay. The DfES has requested
this information from all local authorities by 6 October and all Kingston schools
have been asked to produce their records of CRB checks by 2 October.
Responses should be made please to Kate Cockell, Human Resources Manager
for Schools, on 020 8547 4604 or kate.cockle@rbk.kingston.gov.uk

Performance Management

The DfES has consulted about changes to the performance management arrangements
for teachers and headteachers. If implemented the new arrangements will make
significant changes to the operation of performance management in schools. The
performance review and pay discussions will take place at the same time. It will be the
reviewer (usually a teacher’s line manager) who would carry out the performance
review, discuss pay with the teacher and make a recommendation on pay which is not
subject to review by either the headteacher or the governing body. The governing body
will remain responsible for the headteacher’s performance review, although this will be
carried out in conjunction with the School Improvement Partner (SIP) rather than the
external advisor.




                                           27

								
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