Error - Download as DOC by zhangyun

VIEWS: 22 PAGES: 28

									Primary Update
Issue 13                                                         Summer Term 2011




Curriculum development                3     Introduction
Languages news                        5     Welcome to the Summer Term edition of
                                            Primary Update. I hope that you find the
                                            articles of use and interest to you. These
Healthy Schools in Hampshire          6
                                            remain challenging times for all of us in
                                            primary education, whilst we await with
Attendance                            7     interest the outcomes of the curriculum
                                            review and the review of Key Stage 2
Free resources to support                   testing.
practitioners in developing the
                                            Some schools are also dealing with the
social and emotional skills of pupils 8
                                            budget issues that the new funding
                                            arrangements have created.
Vulnerable children – a case study    9
                                            As we move from a centralised system of
                                            funding to more school-based decision
Early Years Foundation Stage review 13
                                            making, central subject teams and area
                                            teams intend to continue to support
Services for Young Children (SfYC)    14    schools to make evidence-based
                                            decisions regarding the impact of
                                            particular interventions on improving
Able, gifted and talented provision   15
                                            outcomes for children, and also on the use
                                            of the pupil premium.
The Hampshire Assessment
Conference                            17    We very much welcome feedback from
                                            schools regarding support that they would
                                            value, so please do not hesitate to contact
Looked after children (LAC)           17
                                            me if you have any suggestions.

LLE and NLE information               18    Very best wishes for the coming term.


Year 4 project – summary report       20


Safeguarding                          22    Chris Jones
                                            Senior Inspector/Adviser (Primary)
The voice of the child – learning lessons
from Serious Case Reviews (SCR)        22
Summer Term 2011                                                       Primary Update   1
                                                     – one half-day moderation
English Update                                         training course for one teacher
                                                       per school (not necessarily subject
The Primary English Team has                           co-ordinator). Again, this is an
undergone some changes recently.                       area of our work which is
Where possible, we have maintained the                 frequently requested. This can
same personnel working in each school                  include both writing and reading,
and district. The Primary English Team’s               depending on the request of the
Prospectus for 2011/2012 is now                        schools involved
available to all schools. This contains the
detail for our offer of support, which is            – membership of the
made up of three separate elements:                    headteachers’ steering groups
                                                       for each district, to join us in
1       Core Provision in which our key                shaping the development of
        aim is to both continue and                    English in Hampshire. These are
        extend the exchange of best                    already set up in every district.
        practice among Hampshire’s                     Schools which are signed up to
        community of English subject                   the Core Provision, are invited to
        co-ordinators                                  take part in these groups, which
        There is a fixed fee of £450 (£475 to          have played a significant role in
        academies and non-Hampshire                    reviewing what has already taken
        funded schools), and the following             place in our development work,
        sessions are all part of this package:         but are also a vital part of our
                                                       future planning.
        – three half-day subject
          co-ordinator meetings. All             2   Tailored support for schools/
          sessions are district based across         clusters of schools
          the Local Authority. The three
          subject co-ordinator sessions will         This is Management Partnership
          incorporate national and local             working and is bespoke work for
          updates, latest research and               schools or groups of schools. Some
          resources, opportunities for               aspects of our work in schools includes
          networking and the development             developing leadership and supporting
          of aspects of teaching and                 self-evaluation, coaching in all aspects
          learning. These are based on               of English teaching and learning,
          headteachers’ suggestions in               support for pupil progress (pupil
          district steering groups and               progress meetings) and Assessment
          subject co-ordinators themselves           for Learning (AfL), leading staff
          who request a particular focus             development on all aspects of English
                                                     teaching and learning, and curriculum
        – one half-day session for subject           design. We can also adapt our project
          co-ordinator and headteacher               work and previous courses to your
          together. This joint session is a          particular needs.
          new addition to our network            3   Professional development
          groups and is at the request of co-        courses
          ordinators and headteachers. It
          allows wider discussion around             These are, as always, detailed in the
          teaching and learning and                  Hampshire Teaching and Leadership
          developments in English, as well           College (HTLC) Directory of training.
          as a chance to review and reflect          They include the ever-popular: Letters
          upon English action plans                  and sounds and phonic knowledge,
                                                     Spelling at KS2, P4C and, of course,
                                                     our Primary English Conference.

    2    Primary Update                                                       Summer Term 2011
Additional opportunities                      a further cohort of schools. The planning
                                              for this is not yet finalised.
Some programmes which have been
                                              The English Moodle
supported by the Primary National
                                              (hias.hants.gov.uk/english) is being
Strategies are stopping at the end of the
                                              updated! Please be patient whilst we
Summer Term. Every Child a Writer
                                              make significant changes to the layout
(ECaW) has been very successful and the
                                              and content. Responses to a recent
data shows its effectiveness – more
                                              questionnaire indicated that our Moodle
children make expected progress in
                                              was difficult to navigate and the content
Year 3 and Year 4, leading to two levels of
                                              was not always accessible. We have
progress across the key stage. Enhanced
                                              taken these comments on board and
teaching skills and assessment strategies
                                              hope to have it fully functional before too
spread to other year groups. Whilst
                                              long.
funding is no longer available, the
resources and approaches used remain
part of our toolkit for supporting the
development of teaching and learning in       Carol Pitts
English, and bespoke ECaW work can be         County English Inspector/Adviser
designed for your needs.

Communication, Language and
Literacy Development (CLLD) projects
are also ending this term. This has also
been an effective project, and again,
even though funding no longer supports
                                              Curriculum
it, we are able to adapt the resources for    development
our own use.

If you are interested in either of these      This is a time of great significance and a
projects, please contact Carol Pitts at:      turning point in the development of the
carol.pitts@hants.gov.uk .                    primary curriculum, nationally, in
                                              Hampshire and in your schools.
We are running a new project to
investigate ways of improving outcomes        Many schools have contributed to the
for underachieving pupils, with a             call for evidence during the consultation
particular focus on boys’ writing. The        on the new primary curriculum which
project is made up of a small number of       closed recently. The overwhelming view
schools, however, a large number of           of the Hampshire schools that replied
schools showed an interest. At the end of     was that the principles of learning and
the project, we will publish our findings     the key learning skills need to be central
so that all schools can benefit from them.    in order not to risk a dilution of
                                              professional expertise. There is a need
Every Child a Reader will continue until      for schools to focus on the principles,
the end of the Summer Term in its first       philosophy and pedagogy of primary
phase. In total, 167 children will have       education whilst using the subject
been taught in one-to-one sessions and        disciplines that we hope will be stated
our current data is very encouraging. The     clearly and simply.
full data will be shared when the year
has been completed. Despite the lack of       It is right that the shaping of the
additional funding this year, we very         curriculum should be left to professional
much hope that the original 26 schools        learning communities. We responded on
will continue into the second year, as        your behalf saying that there should be
well as introducing Reading Recovery to       no prescription in the way schools

Summer Term 2011                                                          Primary Update   3
develop the balance between areas for        one by Guy Claxton and Bill Lucas. The
learning and subject disciplines.            Innovation Groups will exhibit their work
Nevertheless, with the freedoms that         in a market place where members of
have been proposed and espoused by           staff will be on hand to talk to delegates.
the Coalition Government, there is           We also have Alison Peacock and Carol
enormous responsibility for schools.         Robinson from the Cambridge Review
                                             networks, and Bill and Guy will run a
As you know, the first revisions (English,   general session too.
mathematics, science and physical
education) are not due to be published       It should be a wonderful celebration of
until school year 2012. Schools should       what is possible in the primary
not wait until then. Now is the perfect      curriculum, led by schools for schools
time to be reconsidering what is best for    and should be well attended. Look out for
your pupils in your school. You have         the information. There will only be a very
tremendous professional knowledge            small cost to schools and the 320 places
about the best pedagogy for your pupils.     will go fast.
Use that to decide what knowledge, skills
and concepts are needed for your             Looking further forward, support for the
children in your community.                  development of primary pedagogy and
                                             curriculum is very much alive and
We are told that the final National          kicking. The subject teams all responded
Curriculum will be a basic core of           to the call for evidence and will be on
knowledge with some sort of                  hand to offer advice within and beyond
progression. It will be the what, not the    the subject disciplines.
how. Developing the how is down to
schools with the support of local            The area directors are planning that
collaborations, others around you and        primary phase inspectors should each
the Local Authority, if you need us.         have a specialism. Each specialist area
Many, if not most of you are already         will have an inspector in the East and
doing that.                                  one in the West. These will be confirmed
                                             soon. Indeed, there may be a team of
The Lead Curriculum Schools have             inspectors who will specialise in
continued to develop their own               curriculum development. These will keep
pedagogies and curriculums whilst also       up to date with news and
sharing and collaborating with others.       announcements from the Coalition
Those schools in the Innovation Groups       Government, as well as attend relevant
have similarly worked together to            events. In this way we hope that both the
research and move forward on a number        HIAS Team and headteachers can be
of themes.                                   kept well informed.

Both of these county-wide projects will      Finally, I know that we would all like to
be shared with delegates at a conference     thank Karen Walker for all that she did in
at the Winchester Guildhall on Monday        relation to curriculum development
11 July. Ian Troup and I are currently       before she left last term. The collation of
organising the event which will be           all the responses to the call for evidence
advertised in a School Communication         was one. The development of the Lead
very soon. We are planning to offer a        Curriculum Project was another. Both
choice of three workshops from a             were part of a much larger role in
selection of 10 topics. Some will be led     general. Thanks, Karen, and good luck!
by Lead Curriculum Schools and others
by inspector/ advisers with schools, with    I will be continuing to manage the Lead
                                             Curriculum Project for the remainder of


 4   Primary Update                                                       Summer Term 2011
this term and look forward to visiting      two years Liz and Jackie made direct
those 15 schools. My support officer will   contact with over 75% of Hampshire
be in touch.                                schools, including special schools,
                                            providing support, training and guidance.
Carole Burwell                              The schools they visited report that they
Lead for Primary G&T                        are in a far better position to continue to
                                            teach languages within the curriculum
Email: carole.burwell@hants.gov.uk
                                            than, say four years ago, due to the
                                            wealth of resources and training that has
                                            been and continues to be available.
                                            Moreover, the consultants reported that
                                            the vast majority of networks they
                                            encountered have said they value
Languages news                              working together in this way and will
                                            endeavour to continue to support one
                                            another informally.
The end of Strategies
                                            Recent courses include the extremely
funding but not the end of                  successful and popular Every Teacher a
support for primary                         Language Teacher scheme run by the
languages                                   HIAS Languages Team in conjunction with
                                            the University of Southampton, which
                                            combines intensive days of methodology
                                            with ongoing adult language tuition – a
                                            model now being copied by other
                                            universities and authorities in England.
                                            Through HTLC, courses have included:
                                            Subject leaders, Progression and
                                            assessment, Teaching mixed-age classes,
                                            Using Wizkid to teach languages,
                                            Transition KS2 to KS3, and, of course, our
                                            Hampshire Languages and ICT in MFL
                                            cross-phase conferences. We will continue
                                            to offer all of these through HTLC:

                                            http://htlc.hants.gov.uk

                                            or you can contact the County
                                            Inspector/Adviser for Languages,
                                            Jo Rhys-Jones:

                                            E-mail: jo.rhys-jones@hants.gov.uk
         Students from The Hurst read:
       Homme de couleur, to children at     to come and run a course directly for your
                 Tadley Junior School       school, network or cluster.

As we have just bid farewell to our         There have been some wonderful
Primary Language Consultants – Liz          projects going on around the county –
Lord and Jackie Berry – at the end of       Milford-on-Sea Primary School are
March, please rest assured that             currently experimenting with an extremely
Hampshire schools are still supported in    innovative Spanish course with their
their efforts to meet the KS2 legal         Reception classes which they intend to roll
entitlement to languages. Over the last     out eventually to the rest of KS1. The

Summer Term 2011                                                        Primary Update   5
course: Dinocrocs (sometimes known as          Moodle but meanwhile are being stored
Hocus and Lotus), is unique in that it is      on our wikispace:
based on extensive research into how very
young children learn a foreign language. It    hampshirelanguages.wikispaces.com .
was also written specifically to address the
issue of teachers not knowing the
language they want to teach and there is a     Jo Rhys-Jones
huge amount of evidence published in           County Inspector/Adviser for
their research papers (as the book: The        Languages
magic teacher) to back up the scheme’s
claims that the children learn the language
from the video/songs not from the
teacher’s pronunciation. Parents/ carers
have been fully involved and the first term
seems to be going well, so I am really
looking forward to seeing what happens at
                                               Healthy Schools in
Milford-on-Sea Primary School in the           Hampshire
future.

Other schools have been working well
with their nearest secondaries,
particularly those involved in the World
Book Week Project, where KS3 students          Healthy Schools in Hampshire is going
have gone into KS2 classes to read             from strength to strength and we
books such as: Va-t’en, grand monstre          currently have 490 (89.7%) schools with
vert (Go away, big green monster), and         Healthy Schools Status and 370 schools
even teach some activities linked to the       are engaged with the New Enhancement
language in the stories. Lots of KS3           Model. Schools have selected to work
teachers have got in touch to say how          across a number of priorities including
much they and their students enjoyed           emotional health and well-being, obesity,
this – as for many it was their first real     under-18s conceptions, and road
taste of primary-style methodology. If you     injuries. This will further improve health
missed out or would like it to happen          and well-being outcomes for children and
again, please contact your nearest             young people.
school and either request directly, or
contact me:                                    Healthy Schools is still an active project as
                                               the Coalition Government is committed to
E-mail: jo.rhys-jones@hants.gov.uk .           improving the health of children and young
                                               people. However, as a result of the Coalition
Finally, a reminder that funding for KS2       Government’s priorities and spending plans,
languages direct from the Department for       the Healthy Schools Programme has been
Education (DfE) has been included in           subject to changes. The main development
school budgets for this financial year, but    is that central Government funding for the
do not forget that even though budgets         programme ended in March 2011. However,
are tight there are step-by-step lessons       Healthy Schools in Hampshire will still
complete with all the resources as well        continue, although the support package we
as language support for French,                offer to schools will be different to reflect
German, Spanish and several                    such changes. Unfortunately, we are unable
community languages available for free         to offer no-cost support visits after
on Wizkid. For those Hampshire schools         31 March 2011.
that do not have access, the same are
being replicated on the Languages              The Healthy Schools Programme has
                                               moved to a school-led programme.
 6   Primary Update                                                        Summer Term 2011
This has involved providing a Healthy
Schools toolkit, which is available. The
                                            Attendance
toolkit contains resources for schools to
use to influence health improvement in      The level of absence in Hampshire
children and young people, and will help    primary schools in 2009/2010 for the
schools identify, plan and implement        Autumn and Spring Terms combined
health behaviour change.                    was 4.93% – the lowest figure for the last
                                            three previous academic years and the
Schools currently without Healthy           third lowest figure since the academic
Schools Status, and those who would         year 2003/2004.
like to maintain or develop their Healthy
Schools work, will all be invited to use    To further support our primary schools in
the toolkit to support their Healthy        successfully reducing levels of pupil
Schools work.                               absence the teaching and learning
                                            advisers for learning, behaviour and
The Healthy Schools toolkit is hosted on    attendance (formerly Hampshire’s
the DfE website and is available as a       secondary behaviour and attendance
downloadable folder containing              consultants) have over the last 18
information, frameworks and templates:      months extended their support to primary
                                            schools.
www.education.gov.uk/schools/pupilsupp
ort/pastoralcare/a0075278/healthy-          The team have worked with a number of
schools .                                   schools at their request to provide advice
                                            with preparing for an OfSTED inspection,
Have a look also at the local HIAS          further developing
Health, Personal Development and            whole-school systems and practices,
Well-being website, which will provide      advice around school policy, and further
further guidance and support:               strategies to raise the attendance of
www.hants.gov.uk/healthyschools .           pupils with absence rates currently below
                                            85%.
For queries about in-school support,
please contact Anne McCarthy, Support       The team have also run local network
Officer for PDL:                            meetings in three areas across the county,
                                            which over 70 schools attended in March.
E-mail: anne.mccarthy@hants.gov.uk          The purpose of the network meetings was
                                            to share effective practice around issues
or                                          identified by the schools themselves. The
                                            programme for the first meeting focused
Glyn Wright, County Inspector/Adviser
                                            on sharing strategies to reduce lateness,
for PDL:
                                            developing the use of Schools Information
E-mail: glynis.wright@hants.gov.uk .        Management System (SIMS) and
                                            strategies to engage the parents/carers of
                                            persistent absentees or hard to reach
                                            families. The evaluations from the network
Glyn Wright                                 meetings were positive and schools
County Inspector/Adviser for PDL            shared ideas around a wide range of
                                            effective strategies. Future network
                                            meetings are planned with a focus on:
                                            sharing examples of letters for
                                            parents/carers, developing a range of
                                            standard absence letters translated into a
                                            range of first languages for parents/carers
                                            of pupils where English is an additional
Summer Term 2011                                                       Primary Update   7
language, sharing policies, procedures      in schools with good teaching,
and advice to parents/carers on illness,    complimented with a variety of
and developing a termly pupil absence       resources.
tracking sheet. The dates for the Summer
Term network meetings are as follows:       The Behaviour Support Teams (BST)
                                            around the county are supporting the
West                                        development of social and emotional
                                            skills of self-awareness, managing
Venue: Ashburton Hall                       feelings, empathy, social skills and
       Winchester                           motivation, in particular, by hosting
Date: 16 June, 1.00pm – 4.30pm              resources for schools to borrow and use.
                                            (These will help to sustain the good work
North
                                            embarked on by schools since the
Venue: Fleet Local Office                   launch of the social and emotional
Date: 13 June, 1.00 – 4.30pm                aspects of learning (SEAL) programme
                                            in 2005.)
South
                                            The seven BST contacts listed below
Venue: To be confirmed                      provide schools with the opportunity to
Date: To be confirmed.                      visit and view resources, by appointment,
                                            or to request them for sending to schools
If there is any school who has not yet      via the courier service.
registered their interest in attending a
local attendance network meeting and        To see the full list of resources, please
would like to do so in the future, please   access the HIAS Learning, Behaviour
contact Lisa-Marie Smith at:                and Attendance Team’s Moodle site as a
                                            guest and look at the SEAL section of
E-mail: lisamarie.smith@hants.gov.uk .      the site:
Any schools seeking individual advice or    hants.gov.uk/bal .
support can request support from a
member of the Team under current            Try out the resources – games, books,
Management Partnership arrangements.        puppets and artefacts – suitable for all
                                            key stages – and then buy your own!
                                            To access, please contact your nearest
Lisa-Marie Smith                            BST office for further information:
Senior Teaching and Learning Adviser           Rushmoor and Hart BST
                                                Tel:    01252 554073
                                                E-mail: alison.nicholls@hants.gov.uk

                                               Basingstoke and Deane BST
Free resources to                               Tel:    01256 329206
                                                E-mail: debbie.usher@hants.gov.uk
support practitioners
                                               Havant BST
in developing the                               Tel:    023 9226 1843
social and emotional                            E-mail: richard.jones@hants.gov.uk
skills of pupils                               Fareham and Gosport BST
                                                Tel:    01329 286750
The development of social and emotional         E-mail: carol.alen@hants.gov.uk
skills which encourage the establishment
of secure relationships can be supported

 8   Primary Update                                                     Summer Term 2011
   Winchester and Eastleigh BST              phase inspector (PPI) and an Ethnic
    Tel:    023 8062 7739                     Minority and Traveller Achievement
    E-mail: claire.florit@hants.gov.uk        Service (EMTAS) consultant. The schools
                                              shared their understanding of GRT pupils
   New Forest BST                            and how currently they had addressed
    Tel:    023 8066 1777                     their needs. Schools identified barriers to
    E-mail: cheryl.calder@hants.gov.uk        learning and progress in their own
                                              individual context and undertook an
   Test Valley BST                           enquiry-led project to develop remedial
    Tel:    01264 368657                      strategies. Throughout the project, schools
    E-mail: liz.1.smith@hants.gov.uk          regularly met together with the PPI and
                                              EMTAS consultant to share the actions
                                              they had undertaken and their impact on
Lisa-Marie Smith                              GRT pupils.

                                              What follows is a description of some of
                                              the most successful strategies used by
                                              the schools to support the needs of GRT
                                              pupils within the area.
Vulnerable children
– a case study                                Improving teaching and
                                              learning

Improving provision and                       As a result of activities undertaken as
                                              part of the project, there is a greater
outcomes for Gypsy, Roma                      depth in understanding of how to meet
and Traveller (GRT) pupils                    the needs of GRT pupils. This
                                              understanding is now well embedded in
The context of the schools                    each of the schools. General
                                              developments in raising the profile of
The Swanmore cluster of schools serves        GRT pupils and deepening teachers’
a largely semi-rural community. Within        understanding of GRT culture has helped
the area, there are two market towns and      tailor learning to meet pupils’ needs.
a number of villages. There are larger        Some specific examples of how teaching
than average numbers of pupils with a
                                              and learning activities have been
Gypsy, Roma and Traveller heritage            amended are detailed below.
within the catchment of these schools.
Prior to the project, schools had taken a        Utilising pupils’ experience (see
number of steps to identify and support           Curriculum section on page 10).
GRT pupils. The aims of the project
included securing improvements in                In improving attendance of GRT
ascription (the registration of GRT               pupils, a reframing of the ways in
ethnicity), attendance, attainment and            which teachers work with pupils and
progress. In addressing these issues, the         families. There has been a deliberate
schools involved reflected on aspects of          choice taken by the schools to focus
their practice, shared their understanding        on celebrating attendance rather than
of the needs of GRT pupils and                    highlighting non-attendance.
developed personalised responses to               Although non-attendance is still
identified needs.                                 followed up, teachers now comment
At the outset of the project, lead teachers       positively when GRT pupils attend,
from each school met with a primary               even if they are late to school.

Summer Term 2011                                                          Primary Update   9
     Schools have developed attendance              conjunction with primary schools,
     reward strategies (stickers,                   implemented a number of initiatives.
     certificates, etc, which are culturally        These have included older GRT
     relevant) aimed specifically at GRT            pupils mentoring younger GRT
     pupils and their families.                     pupils and the development of cross-
                                                    phase curriculum activity (coinciding
    Using culturally specific reading              with Gypsy, Roma Traveller History
     materials in guided reading sessions           Month). A designated teacher who is
     with all pupils.                               the focal point of contact for GRT
    Teachers making improved use of                pupils as they transfer from primary
     GRT positive role models (artists,             school has been named.
     sports people, etc). In addition,             Schools have developed curriculum
     teachers have made use of visitors             packs for pupils who travel by
     to schools to support the progress             providing distance learning materials
     and development of GRT pupils.                 in order to maintain continuity in their
     These included the EMTAS                       education. Where possible, online
     consultant. Also, visitors from the            resources have also been
     GRT community have been used                   developed.
     with increasingly positive effects.
                                                   After periods of travel, one-to-one
    Progress data for GRT pupils is                provision has been provided for GRT
     separately highlighted by schools              pupils in order that their absence
     and resultant information used                 does not impact more than it needs
     effectively and specifically to identify       to on their progress.
     the next steps in learning. Some
     general support strategies have also
     worked well with GRT pupils. For           Curriculum
     example, the use of Wave 3
     interventions, talking about the           Every school, as part of the project,
     attendance programme, use of               made significant amendments to different
     carefully selected information and         aspects of curricula provision in order to
     communication technology                   meet the needs of GRT pupils. Through
     equipment, and the provision of            discussion and professional development
     well-trained emotional literacy            opportunities, including the enquiry-led
                                                research, the understanding of the needs
     support assistant (ELSA) workers.
                                                of GRT pupils has been enhanced. The
    Schools have created personalised          curriculum initiatives undertaken during
     learning approaches to identify why        the year have been changed and
     GRT pupils and parents/carers feel         developed as this understanding
     welcome and continue with this             deepened. The schools in the project
                                                made progress in addressing the general
     approach in order for it to become a
                                                academic and emotional needs of GRT
     regular feature of their work.
                                                pupils. In meeting these needs and
    It is well known that ascription and       developing the curriculum, what often
     attendance of GRT pupils falls at          appeared to be relatively small actions
     around the time of transfer between        often led to big gains in staff
                                                understanding, pupil engagement and
     primary and secondary school. In
                                                ultimately greater success. The
     order to alleviate this problem, the
                                                examples below highlight some of the
     local secondary college, in                good practice developed by the schools.

10   Primary Update                                                           Summer Term 2011
   The recognition of GRT as a distinct         This raised their confidence, self-
    ethnic group has been evidenced              esteem and their status within the
    and celebrated through enhanced              school. It improved their friendships,
    learning environments. For example,          attendance at after-school clubs and
    there has been increased visibility of       made a positive contribution to their
    books and texts related to GRT life.         progress.
    Positive displays of GRT culture and
                                                In the local secondary college, GRT
    way of life have raised the positive
                                                 pupils worked collaboratively with a
    image of GRT and challenged
                                                 similar number of non-GRT pupils in
    stereotypes.
                                                 the production of a film which not
   Schools subscribed to The Traveller          only celebrated GRT culture but
    Times and copies made visible in the         made reference to GRT pupils in
    library or entrance hall demonstrating       mainstream schools. This led to
    the schools inclusiveness.                   further discussions between groups
                                                 within the school leading to greater
   For some time the Forest Bus (mobile         community cohesion. The DVD led
    provision) ran an after-school club          to greater communication between
    once a week for GRT pupils. This             GRT pupils and key members of
    provided an improved opportunity to          staff and a greater understanding by
    encourage engagement of GRT                  others of GRT culture.
    pupils and their families in an after-
    school club. Art and craft activities       Schools developed specific actions
    were provided, some of which were            to ensure topics or themes include
    particularly tailored towards GRT            something of cultural relevance to
    culture. This provided an active non-        GRT pupils. The most obvious
    threatening link between home and            example when studying Houses and
    school – members of staff from one           homes is the inclusion of a study of
    of the schools regularly attended            Traveller homes (trailer or
    Forest Bus sessions. So valuable has         permanent). Additionally, schools
    this resource been that one of the           within the cluster have a resource
    primary schools has invested in a            bank of photographs from the local
    more permanent resource to replace           horse fair that they can use in local
    the Forest Bus when its time at the          area studies.
    school has ended.
                                                Looking ahead, the schools are
   The development of children’s                beginning to plan events for Gypsy,
    learning through giving pupils               Roma Traveller History Month
    opportunities to demonstrate                 (GRTHM) further raising the profile
    aspects of their own life and culture        of GRT pupils within the local area.
    whilst educating their peers was a
    significant feature of a number of the
    projects. For example, in one school     Leadership and
    GRT pupils were given disposable         management
    cameras to record images at the
    local horse fair. These images were      One key feature leading to the success
    then used to create a PowerPoint         of the project was the involvement of
    that was delivered by the GRT pupils     senior staff, including headteachers and
                                             governors. This provided weight and
    during a whole-school assembly.

Summer Term 2011                                                         Primary Update   11
gravitas to the work undertaken by the        personalised professional relationships
staff of each school.                         with individual GRT pupils and their
                                              families. In a number of cases this was
Very quickly the sharing of data amongst      followed up by other staff in the school.
the schools about the number of GRT           This direct face-to-face communication
pupils in the area and in each school led     developed teachers’ confidence and
to a realisation that ascription rates were   promoted greater positive engagement of
not as high as they might have been in        families.
some of the schools. Subsequently, with
the EMTAS consultant, schools
developed their understanding of some         Partnerships
of the key indicators that might suggest
that a pupil may be from a GRT                In many ways this project was all about
background. These included patterns of        developing good partnerships between
absence, reluctance of parents/carers to      home and school, teachers, learners,
engage, particular surnames, punctuality,     parents/carers and the wider community.
address, etc. Once achieved, schools          In addition to some of the partnerships
were naturally in a far better position to    described above, schools also made use
engage effectively with parent/carer and      of a professional filmmaking company,
pupil. This raised ascription, raised the     local arts group, local community
profile of GRT pupils within the school       leaders, and professional support
and improved teacher/parent                   (primary phase inspector, EMTAS and
partnership.                                  an EMTAS consultant).

Tracking the progress of GRT as a             Developing further partnerships with
separate group was significant in             local Early Years settings is crucial.
highlighting progress where it was            Where possible, schools advocate
insufficiently rapid. This strategy for       attendance to parents/carers,
identifying GRT was supplemented by           recommend local settings and provide
robust discussions about specific             information about funding for pre-school
teaching and learning strategies which        places. In some cases, school staff offer
might prove beneficial for GRT pupils.        support to parents/carers during visits to
This has led to higher expectations and a     the settings.
shared vision of what constitutes good
practice in meeting the needs of GRT          In all of the above, the support of all staff
pupils. (See the Improved teaching and        and members of the wider community
learning section on page 9.)                  was significant. The place of professional
                                              development for staff, particularly in
There is now a stronger vision for and        developing their understanding of GRT
commitment to improving the provision         culture, cannot be underestimated. Out
for GRT pupils. Not only has this vision      of some small ideas came deep and rich
been better understood within schools         learning for staff and pupils alike. The
but also there is a stronger sense of how     project’s aims were to secure
schools working in partnership can            improvements in ascription, attendance
support a community of specific               and attainment. The development of
students.                                     curricular initiatives and pedagogy
                                              impacted positively on all three.
At its best, leaders communicated with
passion to their staff about the needs of
GRT pupils and their families and
developed protocols for working
effectively with them. More importantly,
leaders modelled how to develop
12   Primary Update                                                         Summer Term 2011
Conclusion                                   Early Years Foundation
The project enabled schools to reflect on    Stage review
good practice, assert the needs of GRT
pupils robustly in the schools and           Dame Clare Tickell presented her report
develop provision as outlined above.         of findings and recommendations of the
Data is always difficult to measure given    review of the Early Years Foundation
the transient nature of some of the pupils   Stage (EYFS) on 30 March 2011. The
in the sample. However, the following        report findings and recommendations
school-generated data provides clear         can be found on the DfE’s website at:
evidence of the success of the project:      www.education.gov.uk/tickellreview .
   attendance – overall attendance
                                             Dame Clare Tickell has indicated that the
    improved significantly. Overall, this
                                             EYFS will be radically slimmed down and
    rose by 40%. In one school (27
                                             made easier to understand, as well as
    pupils) attendance has risen by 64%      becoming more focused on: “making
    over a two-year period                   sure children start school ready to learn.”
   ascription – during the year, 18 (out    The key recommendations from the
    of a total of 48) new pupils ascribed    report are:
    as GRT. This includes four in one
                                                a reduction in the early learning
    school where previously none had
                                                 goals from 69 to 17
    been recorded
                                                developmental summary of a child’s
   pupil progress – in-year pupils’
                                                 development available for parents/
    progress as tracked by schools
                                                 carers, which will be produced
    shows that: in reading pupils
                                                 alongside the health visitor check at
    progressed by 1.6 sub-levels, in
                                                 two – to aid in the early identification
    writing by 1.6 sub-levels, and in
                                                 of any additional needs a child might
    mathematics by 2.0 sub-levels. All
                                                 have
    data shows that GRT pupils make
    progress which is more rapid than           three core areas of focus to provide
    their peers nationally and is more           the key foundation for a child’s
    rapid that nationally expected               learning:
    progress.
                                                 – personal, social and emotional
                                                   development
College data
                                                 – communication and language
   Ascription increased by a factor of
    100%.                                        – physical development
   Attendance improved – the great             beneath these, are four areas of
    majority now attend 80% with a               learning where these skills can be
    significant minority attending at 90%        applied: literacy, mathematics,
    rate.                                        expressive arts and design, and
   Pupil progress – the great majority          understanding the world
    are making good progress.                   stronger link between the EYFS and
                                                 what is expected of children in KS1
Ian Troup
Primary Phase Inspector                         reducing bureaucracy.

Summer Term 2011                                                          Primary Update   13
The Advisory Team within Services for          accessed through the Early Years
Young Children (SfYC) will be working          advisers:
with schools over the coming months to
look at the implications of the review and     Western area – Luciana Lattanzi
the proposals which will await in any          South East area – Linda Pearcey
revised EYFS framework guidance.
                                               North and North East areas – Maz
The timescales are currently as follows:       Skilbeck.
    revised EYFS framework available
     from September 2011 for schools to        As part of the restructure within
                                               Children’s Services, we will be moving to
     start exploring its use, train staff in
                                               a two area structure within the Advisory
     its use and ensure curriculum
                                               Team from September 2011. This will
     continuity                                involve staff working within the two broad
    implementation of the revised             areas of Hampshire and more locally
     framework will need to be in place        within the districts, ie: Winchester and
                                               Eastleigh. Once the restructure has been
     from September 2012 at the earliest.
                                               complete we will communicate with all
                                               schools about the support they can
We will advise you if we hear any change
                                               receive and useful contacts.
to these dates and timeline.

SfYC will be offering briefing sessions for
schools once we have more detail about         Service changes
the new revised EYFS framework.
                                               As part of the process of re-structuring
The above information was also shared          we are looking at reviewing our service
with schools through a School                  provision. This will involve how and when
Communication (ref: SC006916).                 we work with schools, the cluster and
                                               network model, and training. These are
                                               being consulted upon with a number of
                                               groups, but principally through the Early
Esther Jones                                   Years Advisory Headteacher Group,
Quality Improvement Adviser                    where there are representatives from
(Early Years)                                  each of the current Primary
                                               Headteachers’ Conference local districts.
                                               We meet with this group termly to
                                               discuss direction, next steps, national
                                               thinking and also to debate pedagogy.

Services for Young
Children (SfYC)                                Esther Jones
                                               Quality Improvement Adviser
The Early Education and Childcare Unit         (Early Years)
has been re-named Services for Young
Children and brings within its work that of
the Children’s Centres programme.

The Advisory Team works across all
Hampshire infant and primary schools to
support Early Years and Reception-aged
classes. Support and advice can be


14   Primary Update                                                        Summer Term 2011
                                              for reductionist teaching if left in
Able, gifted and                              isolation”.
talented provision                            Those who have contributed to the LA
                                              response (authority officers and
Despite that fact that the White Paper:       headteachers) have also said:
The importance of teaching, includes no
mention of gifted and talented pupils, we     “The principles of learning and key
all know they still exist in all of our       learning skills need to be central and
schools. Indeed, if anything, we should       paramount in order not to risk a dilution
be sure to think about pupils who are         of professional expertise. There should
able, as well as gifted and talented.         be an articulated expectation that
                                              schools and organisations will focus on
Recent updates from the National              the principles, philosophy, pedagogy of
Association for Able Children in              primary education using the subject
Education (NAACE), both in their              disciplines that are stated.
e-bulletin and at our recent conference,
highlighted a movement in language            We fully support the need for the
away from G&T to a concern for                development of core basic skills in
provision for more able pupils. In            English and mathematics but recognise
Hampshire, I think we have always been        that primary children learn best through a
aware that this is not just about             creative and cross-curricular approach
exceptional measures but part of              that facilitates authentic connections in
educational policy and curriculum             learning. It should have the facility to use
provision for all. After all, able pupils     local context”.
need opportunity to shine in order that
we can identify their ability. High-quality   These important aspects of pedagogy
provision is the primary importance.          are all vital in terms of more able pupils.
                                              The work of the Lead Curriculum
The consultation on the National              Schools and the Innovation Groups
Curriculum (which ended in April) does        projects in Hampshire is closely
specifically mention more able learners.      interrelated.
The call for evidence asks: “How do you
think the needs of high-attaining pupils      NAACE has also reported that optional
should be addressed through the               Level 6 tests for more able pupils will
National Curriculum?”                         soon be available again for reading,
                                              writing and mathematics. Apparently,
The Local Authority (LA) response is as       schools will be able to download them
follows:                                      from the NCA Tools website from this
                                              month:
“We recognise that there is a need for
articulated progression within the            https://ncatools.qcda.gov.uk .
National Curriculum. There needs to be
progression in skills as well as              An overview will be available from the
knowledge and concepts. Much                  Qualifications and Curriculum
professional guidance to support levels       Development Agency website:
and assessment is already available           www.qcda.gov.uk/assessment/7599.aspx .
(APP, etc) and does not need to be
re-invented.                                  On a more local level, network meetings
                                              for gifted and talented co-ordinators
The National Curriculum should support        (GATCOs) (or should we go back to
formative as well as summative                ABCOs?) will continue to be held at
assessment – as the latter brings risks       no-cost to delegates in the Summer

Summer Term 2011                                                            Primary Update   15
Term. We hope to maintain the groups at        pupils too. Able, gifted and talented
a small cost in the autumn and beyond.         pupils can be vulnerable academically
(Details of groups are available from          and emotionally themselves. (Reference:
myself or HTLC.)                               Carol Dweck – Mindset:
                                               www.mindsetonline.com .)
The cross-phase conference at the
Potters Heron was well received by over        There can also be able or talented pupils
100 delegates attending. NAACE and the         amongst your vulnerable groups. That is
University of Southampton shared what          why schools need to ensure that there is
they can offer schools. Workshops were         provision in which those pupils can
led by primary and secondary leading           shine.
teachers.
                                               In summary then, able, gifted and
As I announced at the conference, the          talented is alive and kicking and will
leading teachers and myself are                continue to be so under the new
intending to develop a detailed                East/West structure. As well as providing
aide-mémoire pack of support materials         opportunities and support directly for
for schools. We hope to include                schools, I will continue to ensure all
information, web addresses and support         leadership and learning partners (LLPs)
that can be provided when developing           and primary phase inspectors are kept
aspects of provision, policy, identification   up to date with developments in relation
and evaluation in relation to able pupils      to able, gifted and talented. It is likely
and publish this for schools. Watch this       that there will be inspectors with a
space for more information.                    specialism in each area. The leading
                                               teachers will continue to be available to
Also announced at the conference were          support in schools. Just contact me if you
plans for a Hampshire Quality Mark.            would like one to work with you.
Helen Fenton (Secondary Lead) and I
hope to develop this and trial it with         Oh! Did you know that you have a very
schools in the new school year. We see         small funding allocation for able pupils? It
it as fitting with Quality Standards and       may be small but it shows that our
the Challenge Award but it will be a           County Councillors acknowledge the
simpler version at a local level. Again,       value of this work within a very tight
watch this space!                              county budget. I am told that it is
                                               allocated as follows:
Collaboration and shared action-
research continue to be the order of the       Primary – School Development Grant
day. I am aware that there are a number        (SDG) – gifted and talented:
of local clusters working on provision
                                                  per gifted and talented pupil – £0.17
and/or providing enrichment for more
able pupils. Some I am involved in and            flat rate – £26.73.
know lots about. Some I am hoping to
contribute funding to in order to help         E-mail: carole.burwell@hants.gov.uk
sustain the work. If anyone is working in
this way and thinks that I will not know
about the group, please contact me and I
will try to be of help if I can.               Carole Burwell
                                               Lead for Primary G&T
This is about creating and ensuring the
right pedagogical and curricular provision
for all pupils. We know that focus on the
more able raises the bar for all. It is an
important part of focus on vulnerable

16   Primary Update                                                         Summer Term 2011
The Hampshire                               Looked after children
Assessment                                  (LAC)
Conference
                                            The importance of a good
30 June 2011 – The Holiday                  transition for LAC
Inn, Winchester                             Transition to secondary school is a
                                            challenging time for all children,
Representatives of the Lead Assessment      however, for those children in the care of
Schools (LAS) and members of HIAS will      the Local Authority, it can be particularly
lead a major assessment conference in       difficult. There are many reasons for this,
the Summer Term. This will bring            including the loss of an important
together colleagues from both primary       attachment figure (the class teacher),
and secondary schools to share good         changes in friendship groups, and having
practice and explore topical assessment     to meet and adjust to various adults who
issues. A wide range of workshops and       may not always understand their needs.
seminars will be offered, together with a   The actual process of change can trigger
presentation from Hampshire                 off unconscious feelings of loss and
headteachers who are committed to the       abandonment which can last well into
development of authentic Assessment         Year 8 (some research suggests that
for Learning. Professors Paul Black and     these feelings of loss are equivalent to a
Dylan Wiliam have also agreed to            bereavement). At secondary school
prepare a video presentation especially     these pupils may become de-motivated
for Hampshire teachers. Schools have        and have difficulty relating to their peers
been sent further information via a         and adults, which may result in
School Communication (ref: SC006992).       disaffection or alienation from school.
Details and the booking form may also       The loss of a key attachment figure at
be accessed through the HIAS                primary school may lead to
Assessment website:                         indiscriminate attention-seeking. Pupils
www.hants.gov.uk/education/hias/a           with attachment difficulties may view
ssessment/assessment-learning .             discipline as a personal attack. All of
                                            these difficulties can significantly impact
Workshop options will also be published     on academic and social achievement at
on the site at the end of May but early     school. For this reason it is vital that
booking is advised to ensure a place.       these vulnerable children have a good
Class teachers, assessment managers         transition plan in place, to enable them to
and members of senior leadership teams      settle smoothly into secondary school.
are welcome to apply.
                                            Research carried out during the
                                            2008/2009 academic year revealed 13
                                            out of 60 LAC had an individual transition
Valmai Wainhouse                            plan. In light of this, a pilot project was
County Inspector/Adviser                    developed to address this. The pilot ran
(Assessment)                                in the 2009/2010 academic year. An
                                            interim evaluation was carried out, to
                                            provide evidence to demonstrate how
                                            effective it was and further evaluations
                                            are currently taking place to establish
                                            what impact this joint training, and the

Summer Term 2011                                                       Primary Update   17
plans, had on academic achievement,           The second annual report to the
behaviour, exclusions and attendance.         governors will be due soon. A suggested
The initial evaluation demonstrated that      format will be available on the Personal
schools and social workers found the          Education Plan (PEP) website in the next
planning process very beneficial.             couple of weeks:

The transition project is running again       www.hants.gov.uk/childrens-services/cla-
this year and schools have been invited       pep .
to training sessions.
                                              A School Communication (SC006930)
                                              has been sent out to clarify the
Challenging your thinking as                  procedure that should be followed when
a school                                      a LAC moves school:

                                              www.education.hants.gov.uk/intranet/
If, as a school, you believe that your
                                              communications/schools/schcom.php
transition procedures are good, do you
                                              ?id=6930 .
have evidence to verify this? Is there a
co-ordinated evaluation of the transition
programme between the primary school
and the secondary school? In all that we      Jenny Jones
do for these vulnerable children, we have     Development Officer, Vulnerable
to ask, and find evidence that shows,         Children
whether what we did had a positive
impact on their lives. If you have clear
evidence that demonstrates this, it would
be useful for us as a virtual school to see   LLE and NLE
it and, with your permission, to share it
as part of good practice. If you have a       information
LAC in Year 6, have not signed up for
the transition project and do not have the    Hampshire now has nine trained and
evidence that shows that your transition      accredited local leaders of education
procedures are effective, please contact      (LLE) and five national leaders in
Jenny Jones to find out about signing up:     education (NLE).
E-mail: jenny.jones@hants.gov.uk .            The White Paper, The importance of
                                              teaching, sets out how the Department
A few general reminders for                   for Education intends to bring more
                                              talented people into the profession and
all schools with LAC on roll                  raise the bar in terms of standards.
                                              School leadership, particularly the
Attendance data should be entered onto        importance of school-to-school support
SIMs twice daily, before 10.00am and          and peer-to-peer learning, is a key theme
before 2.30pm.                                and demonstrates the Government’s
Attainment data should be sent into the       commitment to ensuring high standards
LA termly. A School Communication             in this area. The NLE and LLE models
reminds schools of this and e-mails are       have been highly successful in
sent to those schools who do not              increasing the leadership capacity of
complete the return or who send               other schools to help raise standards.
incomplete returns. Next collection is        The LLE programme is a partnership
Friday 8 July.                                between local authorities and the
                                              National College to identify, recruit, train

18   Primary Update                                                         Summer Term 2011
and deploy successful headteachers to            Sally Harvey
work with other schools beyond their              Oakley Infant School
own. The model has proved successful
in raising attainment, not only in schools       June Kershaw
supported by LLEs, but also in the LLEs’          Woodcot Primary School
own schools.                                     Debra Marshall
                                                  Gomer Infant School
The White Paper announced the further
expansion of the LLE programme. There            Nicky Osborne
are currently 1,400 LLEs and the                  All Saints CE Primary School
National College expects this number to
rise to around 2,000. NLEs will rise to          Kim Owen-Jones
1,000 by 2014.                                    Sun Hill Infant School
                                                 Ian Waine
Headteachers considering becoming an
                                                  Medstead CE Primary School
LLE must be serving headteachers with
a minimum of three years’ experience,            Fiona Wyeth
good outcomes in school attainment and            Overton CE Primary School.
OfSTED measures, and a successful
track record of school improvement. The       The names of the current NLEs are:
full selection criteria and information
about the application process appear on       Secondary
the National College website:                    Jonathan de Sausmarez
                                                  Romsey School
www.nationalcollege.org.uk .
                                                 Dr Rob Sykes
Training to become an LLE involves four           Thornden School
days across an 8 – 12 week period. The
training provides a local context             Primary
alongside the skills and tools required to
                                                 Carolyn Clarke
be effective in the role. The LLE will then
                                                  Harrison Primary School
be deployed to provide peer support,
particularly to schools in need. Area            Jo Cottrell
teams will work with LLEs to analyse and          Halterworth Community Primary
define the type, level and duration of            School
support a school needs and deploy
personnel in relation to that evaluation.        Sue Walters
                                                  Kempshott Infant School.
There is no cost to become a local leader
of education. Fees earned by LLEs are         There are currently eight Hampshire
reimbursed to their school.                   headteachers training to be LLEs as part
                                              of a pilot run by the National College.
The names of the current LLEs in
                                              The pilot involves a review of the length
Hampshire are:
                                              of time it requires to complete the
Secondary                                     training.
   Chris Hummerstone                         Information about the work of LLEs in
    The Arnewood School                       Hampshire, including the impact and
                                              benefits of the role will be disseminated
Primary
                                              as case studies emerge.
   Rachel Goplen
    St Luke’s CE Primary School               Further information is available from area
                                              directors and the HTLC Leadership
                                              Team.
Summer Term 2011                                                           Primary Update   19
                                             
Year 4 project –                                 To support teachers in making valid,
                                                 reliable and useful assessments of
summary report                                   children’s reading.

                                                To explore and evaluate the
                                                 approaches offered by using APP for
The project
                                                 reading.
    In 2009, an initial project was
     established with Year 4 teachers in     The third year of this project would be
     80 schools to explore issues relating   aimed at fewer schools, but with a focus
     to strengthening teacher                on developing continuity and accuracy of
     assessment of reading using APP as      assessment within KS2, therefore more
                                             than one delegate from each school
     the main vehicle. Findings were
                                             would be invited. Schools were invited to
     reported to schools and discussed
                                             apply for the 2010 – 2011 project and 28
     with the Primary Standing               schools took part, each sending one
     Committee.                              Year 4 teacher and another teacher from
    In 2010, a steering group (including    either Year 3 or Year 5, to three half-day
                                             sessions to cover both training and
     Year 4 teachers who were English
                                             moderation. Supply cover funding was
     managers or senior leaders) was
                                             provided for those schools whose
     formed to advise on further training    delegates attended all sessions and
     and moderation and to plan the          were able to commit themselves to
     extension of the project. The key       development work between each
     focus continued to be exploring and     meeting. Thirty-nine teachers completed
     evaluating the approach offered by      the course.
     Assessing Pupils’ Progress (APP)
     and to trial approaches to the          Sessions were developed and led by
     moderation of teachers’ assessment      members of the English Team.
     of reading. Eighty schools took part,   This report draws on the detailed
     each sending one Year 4 delegate        evaluations of delegates and extensive
     to two half-day sessions to cover       discussions between the lead trainers,
     both training and moderation.           including the Acting County Inspector/
     Findings were reported to schools       Adviser for English.
     and discussed with the Primary
     Standing Committee.
                                             Findings
                                                Initial sessions in October revealed
Aims of the 2010 – 2011                          that many schools lacked confidence
project                                          in making valid and reliable
                                                 judgements of reading other than
    To support teachers in KS2 with the
                                                 through the end of year QCDA
     teaching of reading and
                                                 assessments. Discussions revealed
     comprehension, exploring the
                                                 that although this was the case,
     reading curriculum.
                                                 many schools were providing a
    To identify opportunities and               reading curriculum which would
     sources of assessments within               enable teachers to gather suitable
     reading to ensure a varied evidence         evidence to support their
     base is established.                        assessment of reading.


20   Primary Update                                                      Summer Term 2011
   The planning and teaching of                without a bureaucratic approach that
    reading still appeared to be of             demanded detailed recording for all
    varying quality. Delegates were             children.
    particularly interested to explore
                                               Delegates identified a number of
    aspects of guided reading and to
                                                other ways in which the project had
    share and evaluate different
                                                helped them develop their practice.
    approaches. They acknowledged the
                                                These included:
    value of well-focused and planned
    guided reading sessions and many            – the benefits of attending with a
    had improved their practice by the            colleague from another year
    second session in January.                    group
   Though planning and teaching                – identification of a wider range of
    practice had clearly improved by the          evidence
    second session, a small number of
                                                – a clearer understanding of the
    teachers had made little progress in          AFs for reading
    developing their approaches to
    teaching reading. This impacted             – more focused and targeted
    upon their ability to make valid and          planning and subsequent
    reliable judgements in preparation            questioning
    for the second session. By the third        – a clearer understanding of the
    session, this had improved.                   subtleties within the APP criteria
                                                  at different levels when
   The primary source of evidence
                                                  assessing children’s responses.
    brought to moderation was
    information from guided reading            There was clear evidence that many
    sessions. Since the quality of these        teachers were being enabled to
    had generally improved by then, this        share their continuing professional
    provided credible evidence related to       development (CPD) beyond their
    the assessment focuses (AFs) for            own classroom practice. Anecdotal
    reading. In many cases this enabled         evidence demonstrated some
    delegates to make sound                     schools were placing guided reading
    judgements relating to APP criteria.        as a priority, delegates were
                                                expected to lead staff meetings to
   The response to the APP approach
                                                share good practice, and whole-
    in general was very positive;
                                                school assessment procedures for
    delegates acknowledged the
                                                reading were being reviewed. In one
    opportunity it provided to develop a
                                                school, the teaching assistants were
    comprehensive picture of a child as
                                                being developed alongside teachers
    a reader. The diagnostic aspect was
                                                so that all staff working with children
    most useful in enabling teachers to
                                                would be able to impact upon their
    identify gaps in children’s knowledge
                                                learning.
    or ability and to plan subsequent
    sessions accordingly. Teachers             All teachers were asked to reflect on
    welcomed the guidance on                    the different approaches to
    manageable approaches to APP and            moderation which were trialled in the
    readily understood that, with               final session. A high proportion of
    experience, sound judgements could          delegates preferred to moderate
    be made for all pupils in their class       judgements with the child’s teacher

Summer Term 2011                                                         Primary Update   21
     present, as this allowed for a
     conversation around the child to take
                                              Safeguarding
     place, which ensured that the
                                              Following positive feedback from some
     teacher could share their ephemeral
                                              primary headteachers last term we have
     evidence more easily. Teachers
                                              agreed to run a Neglect Conference
     were confident to ask critical           specifically aimed at schools. Watch out
     questions and to express doubts          for information on this coming soon.
     about the strength of the evidence
     provided.                                Information is regularly updated on the
                                              Safeguarding children in education
    In general, moderated teacher            website, so keep up to date with
     assessment judgements were lower         safeguarding information via this site:
     than the QCDA reading test results
     for the sample children. This reflects   http://intranet.hants.gov.uk/childrens-
     the findings from last year and again    services/cs-schools/safeguarding
                                              children.htm .
     raises the issue for schools for
     whom this is the sole means of
     tracking progress. It is also a
     concern for the Local Authority in its   Chris Jones
     attempt to collect and use reliable      Senior Inspector/Adviser, Primary
     data mid-Key Stage 2.


Recommendations – a few
ideas!
                                              The voice of the child
    It would clearly be worthwhile to
     continue to offer similar training and   – learning lessons
     moderation opportunities next year.      from Serious Case
    Consideration needs to be made as        Reviews (SCR)
     to how this might be best delivered,
     considering the constraints on
     funding and budgets.                     A thematic report of Ofsted
    Schools should be encouraged to          evaluations of SCR from
     continue to develop the use of           1 April to 30 September 2010
     teacher assessments of reading and
     to explore approaches to moderation
     which will help them to arrive at        67 SCR – (2 adult concerns affecting
     more secure judgements.                  children)
If the project were to run next year, in      65 SCR – 93 children
whatever form, we feel that a three-          Five themes on the voice of the child:
session model has more impact. The
delegates appreciated the opportunity to         the child was not seen frequently
review and improve practice at an interim         enough by the professionals
meeting.                                          involved, or was not asked about
                                                  their views and feelings
Emma Tarrant and Greg Braham
English Team

22   Primary Update                                                        Summer Term 2011
   agencies did not listen to adults who      but not within their home setting which
    tried to speak on behalf of the child      could impact on assessment of their
    and who had important information          needs and home factors. For example,
    to contribute                              one disabled child was found dead in her
                                               bedroom which had been locked by her
   parents and carers prevented               parents.
    professionals from seeing and
    listening to the child                     One autistic child who died in a house
                                               fire was never seen at home.
   practitioners focused too much on
                                               Communication can be challenging for
    the needs of the parents, especially
                                               children with disabilities and appropriate
    on vulnerable parents, and
                                               means of communication should be
    overlooked the implications for the        explored with them.
    child
                                               Some children, however, would have
   agencies did not interpret their           difficulties in revealing concerns at home.
    findings well enough to protect the        One child who suffered abuse, neglect
    child.                                     and sexual abuse only disclosed in a
                                               safe environment.

The child was not seen                         Another SCR described a child who
                                               revealed small pieces of information
frequently enough by the                       about home life at school and the
professionals involved, or                     professional felt the family should be
was not asked about their                      informed. Information sharing with
                                               parents must not override the rights of a
views and feelings                             child to privacy and the provision of a
                                               safe way to discuss their concerns to
Interaction between parents and                professionals.
babies
                                               Other adults such as neighbours,
Views of babies and young children are         grandparents and members of the
not always possible to obtain; however,        community are able to express the views
attention should be given to parents’          of children.
interaction with their baby and recorded.

Teenagers should be seen alone to allow        Practice implications
them to express their feelings and             Practitioners should:
wishes.
                                                  use direct observation of babies and
Staff training needs to include risk factors       young children by a range of people
and early indicators in the context of             and make sense of these
safeguarding especially in neonatal visits         observations in relation to risk
where very young babies are cared for.             factors
Where?                                            see children and young people in
                                                   places that meet their needs – for
Where the child is seen can impact on
                                                   example, in places that are familiar
their willingness to talk about their home
                                                   to them
life. Each child needs the most
appropriate place to be considered.               see children and young people away
Disabled children are often seen in the            from their carers
respite care provider’s home or school
Summer Term 2011                                                           Primary Update   23
    ensure that the assessment of the        representing the voice of the child when
     needs of disabled children identifies    expressing concerns.
     and includes needs relating to
                                              For example, one case concerned a
     protection.
                                              family of seven children where
                                              grandparents had contacted social care
                                              alleging sexual and physical abuse by
Listening to adults who                       the stepfather and written to the Director
speak on behalf of the                        of Children’s Services which did not
children                                      trigger child protection procedures. Ten
                                              years later the children disclosed
There are times that members of the           long-standing abuse.
public, relatives and neighbours are in a
                                              There is a need to facilitate channels for
position to speak on behalf of the child
                                              the public to speak up on behalf of the
but SCRs have found that their views
                                              child when they are concerned for the
were not taken seriously enough.
                                              safety of the child. The potential value of
In many cases there has been over             the general public in the child protection
reliance on what parents have said. In        task needs to be better exploited. In
contrast there have been times that           some cases concerns were expressed
professionals overlook the views of           by members of the public but had not
parents.                                      been followed up adequately.

One case involved a child sexually            In one case, a two-year-old was taken to
abused by mother’s partner. Her birth         the supermarket by his mother when a
father had informed CSD and the police        member of staff noticed the child was
many times that the mother’s partner          severely emaciated and noticed mother
was a registered sex offender and had         buying food suitable for a child aged only
unrestricted accessing to his children.       three to six months. The sibling had a
Steps were taken to restrict access but       school uniform on from a local school to
the child’s father was not listened to        whom she passed on her concern. They
properly.                                     informed CSD and the child was
                                              suffering severe malnutrition and
A common theme in SCRs is for                 developmental delay which the agencies
agencies to overlook the role of fathers.     involved with the family had failed to
In some cases there were concerns of          notice.
risk posed by men but in other instances
they had information which agencies           Practice implications
would have found helpful in
understanding the child’s situation.          Practitioners should:

An example was a child who suffered              routinely involve fathers and other
head injuries when cared for by a mother          male figures in the family in
with alcohol misuse which was                     assessing risk and in gathering all
underestimated by professionals.                  the information needed to make an
Information was gathered from other               assessment
relatives but the father’s information, who
was living with the mother, was                  Local Safeguarding Children Boards
marginalised.                                     should consider how they can better
                                                  engage the general public in
Agencies in four cases failed to                  safeguarding children.
recognise the role of grandparents in


24   Primary Update                                                        Summer Term 2011
Being alert to parents and                    Practice implications
carers who prevent access                        Consider the implications of risk to
to the child                                      children where they have concerns
                                                  for their own personal safety.
Preventing the children’s views or
practitioners to observe the child with the      Ensure that respect for family
carer.                                            privacy is not at the expense of
                                                  safeguarding children.
Carers/parents can become aggressive
and threatening. Violent carers can              Local Safeguarding Children Boards
constrain the effectiveness of practice. In       should consider how children who
these circumstances practitioners failed          are home educated can receive the
to make a connection between the                  same safeguards as their peers.
difficulties they were experiencing and
the likelihood that the children were also
undergoing stressful and abusive              Focusing on the child rather
behaviour. The risk to children if
practitioners are feeling concerned about
                                              than the needs of parents/
their own safety should always be             carers
considered.
                                              Practitioners can lose balance and focus
Other ways the action of parents/carers       more on the needs of the parents,
resulted in professionals not seeing          particularly when they are vulnerable,
children included:                            than to the child’s needs. This can be of
                                              particular relevance to specialist adult
   mother’s minimising the impact of
                                              workers (eg: mental health and domestic
    domestic abuse                            abuse) who are sensitive to adult needs.
   false assurances to professionals         In one SCR a mother’s alcohol misuse
    regarding home situation                  was the focus of adult health services
   parents’/carers’ views too easily         who should have established the impact
                                              of the mother’s drinking and depression
    being accepted rather than seeing or
                                              on the child and her child care
    talking to the children
                                              responsibilities.
   practitioners seeing their role as
                                              When a child takes on a caring role this
    family support workers to the             is even more apparent, with the parents’
    exclusion of identifying the risks to     needs becoming dominant to that of the
    children                                  child. One SCR concerned a teenage girl
                                              caring for her mother despite her seven
   too much focus on relationships by
                                              older siblings being removed. Long-term
    practitioners with carers rather than
                                              concerns of the home situation included
    the child                                 allegations of sexual abuse, aggression
   missed appointments                       by mother to professionals, threats to kill
                                              herself and the child, and two suicide
   withdrawal of children from school        attempts by the girl. The review was a
    excluding them from access to             result of sexual abuse by a male lodger.
    friends, family and professionals or      The outcome was to consider a young
    the right to choose.                      carer’s assessment when there are
                                              concerns about parental mental health.

                                              Domestic abuse responses by police can
                                              often miss the opportunity to assess the
Summer Term 2011                                                          Primary Update   25
impact on the children. This is of               insufficient enquiry by school about
particular importance if the domestic             physical signs of abuse
abuse happens during pregnancy.
                                                 lack of curiosity by GPs despite her
Practice implications                             successive pregnancies

Practitioners should:                            lack of action by neighbours due to
                                                  fear or uncertainty.
    recognise the specific needs of the
     children and young people who have
                                              Even if children were heard they were
     a caring responsibility for their
                                              shortcomings in interpreting what was
     parents                                  seen or heard including, signs of
    always consider the implications of      grooming by a sex offender, significance
     any domestic abuse for unborn            of domestic abuse and aggression,
                                              difference between discipline and
     children
                                              chastisement, poor school attendance,
    be alert to how acute awareness of       delinquent misbehaviour when it results
     the needs of the parents can mask        from the offender being the victim of
     children’s needs.                        abuse by an adult, impact of agencies,
                                              low expectations about parenting
                                              because of local cultural norms.
Interpreting what children                    There needs to be an improvement
say in order to protect them                  between understanding available
                                              information in terms of assessment and
Even when professionals gathered              management of risks. Professionals
evidence from the child’s perspective,        should be asking what are they trying to
there were too many cases in which they       tell us?
did not listen to what they were being
told or did not interpret the evidence in a   Key findings were that practitioners
way that would safeguard the child.           needed to be able to interpret indications
There was a difference between hearing        of sexual abuse, including grooming and
the voice of the child and the actions that   coercion.
followed.
                                              One review concluded that there is a
Children felt they had disclosed              need for respectful uncertainty when
information but this was not followed up.     interpreting parental contributions.
One child disclosed physical abuse at
                                              However, other reviews found that, in
home to her teacher and was surprised         some circumstances, there is also a
no action was taken so did not disclose       need to override the wishes of children
sexual abuse later.                           and young people. Although the main
One case spanned over two generations         focus of this report is about the
where children had attempted to alert         importance of listening to the voice of the
professionals on at least three               child, a salutary message from two of the
occasions. Allegations were made by           reviews is that there are times when
grandmother, a family friend and the          professionals should not accept
stepmother but no effective action was        everything that they are told or agree to
taken to protect the children. One of the     everything requested by children and
children identified in the SCR missed         young people.
opportunities for professionals by:           In one case the child expressed wishes
    not seeing her alone                     to stay at home but her behaviour

26   Primary Update                                                        Summer Term 2011
demonstrated her unhappiness; what
children say is only one dimension of
understanding what they actually mean.

Practice implications

Practitioners should:
   ensure that actions take account of
    children and young people’s views

   recognise behaviour as a means of
    communication

   understand and respond to
    behavioural indicators of abuse

   sensitively balance children’s and
    young people’s views with
    safeguarding their welfare.



Karen Newham
NHS Hampshire




Chris Jones
Senior Inspector/Adviser (Primary)

Tel:     01962 846338

E-mail: christine.1.jones@hants.gov.uk




Summer Term 2011                          Primary Update   27

								
To top