Supporting East Sussex Headteachers Working in partnership with schools

1. Supporting East Sussex Headteachers Working in partnership with schools Elizabeth Funge – Head of Education Improvement Carrie Beech – Head of Service: Primary and Early Years

2. We are all here to make a difference

3. Who is responsible for what? Activity: On your tables decide what aspects of the following topics the school is responsible for and what aspects the LA is responsible for in relation to: • Safeguarding • Vulnerable groups • School improvement

4. Excellence for All priorities Accelerate progress and improve attainment for all key groups of pupils, regardless of their starting point Increase attendance and reduce exclusions in line with national averages, with no group of pupils disproportionately represented in exclusion figures Performance at all key stages to be at least in the second quartile and often in the top quartile on all key outcome measures Every child and young person to be able to access high quality school places, employment, further education or training Every school, college and setting to be judged at least good by Ofsted, with an increasing proportion judged to be outstanding an excellent education an excellent start in life

5. SEND Strategy • The SEND Strategy has recently been refreshed and will be published very shortly. • The SEND Strategy has been co-produced with education, health and social care partners and parent/carers. • The four aspirations of the strategy are: • Improving communication with families, children and young people • Transition at every point • High quality provision, outcomes and aspirations • Building capacity to improve inclusive practice in schools, settings, colleges and services

6. ISEND Services • Inclusion Special Educational Needs and Disabilities Services (ISEND) are the Local Authority central services that are available to support schools to include pupils with SEND • The priorities for the Local Authority around SEND are: • Bringing progress and attainment for pupils with SEND in line with pupils without SEND • Reducing the disproportionality around exclusion – pupils with SEND are more likely to be excluded than pupils without SEND • Bringing the number of Educational Health and Care Plans (EHCPs) in line with National figures – East Sussex has a higher number of EHCPs than National and statistical neighbours. • Increasing the number of pupils attending their local school, including pupils with SEND and those with an EHCP

7. Primary priorities this year • Ensure every child reaches age related expectations in every year group • Diminishing the difference for SEND and Disadvantaged • Increase % of children achieving the GDS • Maths continues to be a priority at all key stages • Writing, particularly at GDS • Assessment • Improving attendance and reducing exclusions • Aiming to be above national standards in 2019

8. Making the system work… • ‘A combination of resolute leadership and empathy enables leaders to find alternative ways when they get stuck. They demonstrate persistence with flexibility but never stray from the core purpose’ • ‘Nothing succeeds like collective capacity’ Michael Fullan ‘Motion Leadership’

9. Education Improvement Partnerships • Collaborative groups of schools and settings working together to improve outcomes • Building capacity for school to school support • Where EIPs have focused on a key improvement priority they have demonstrated impact

10. External Advisers • School standards visit in the autumn term • Categorisation for support • Ensuring the LA knows its school’s well • External evaluation of pupil progress • Discuss areas for development and support needs • Support for headteacher performance management

11. Consultant Heads - Primary • A team of Consultant Headteachers serving heads and recently retired adding capacity for school improvement • Helping to co-ordinate and support projects linked to key priorities • Linked to EIPs supporting local developments • Support and challenge for peers • HT induction and mentoring • Developing leadership capacity and capability

12. Secondary Priorities this year • Raising our collective ambition • Moving from FFT50 to FFT20 • Building a sustainable trajectory of improvement • Improving outcomes for vulnerable groups • Improving exclusions and attendance • Embedding shared accountability • Building capacity for system leadership

13. Vision for Secondary Improvement Board We share a collective responsibility to improve outcomes for all young people in East Sussex. Our ambition is to become a great school system with no student or school left behind, where all young people are prepared for success in life whatever they choose to do.

14. East Sussex Secondary School Improvement Board Area Group 1 Area Group 2 Area Group 3 Ark William Parker Priory Eastbourne Academy PCS Ark Helenswood Ratton Seahaven Academy Claverham St Catherine’s Bexhill Academy Chailey Gildredge House King’s Academy St Richard’s Causeway Heathfield Robertsbridge Cavendish Uplands Hailsham St Leonard’s Academy Uckfield College Willingdon Hastings Academy Seaford Head Beacon Academy Rye College

15. 1. Schools working together • Undertake informal peer reviews between schools and/or departments on regular basis • Undertake detailed work between schools in relation to agreed improvement priorities • Undertake staff development through subject networks and senior leaders networks • Feedback progress, issues or concerns through the Area Group to the Board • Review data and evidence emerging from peer reviews to set area wide priorities • Develop area wide improvement priorities and plans to feed into county wide priorities • Ensure all schools receiving the support they need to improve • Co-ordinate and join up school to school support offer across the area group • Commit to growing and deploying greater capacity for school to school support • Develop and agree models of Joint Practice Development – approach to CPD • Report on progress and be held to account by peers at the School Improvement Board • Annually review and set East Sussex wide priorities for improvement • Set expectations around Peer Review and commission training to support Peer Review • Ensure all schools are receiving the right challenge and support to help them improve • Hold the overview of school to school capacity and work with • Commission additional capacity/resources to deliver on the priorities for improvement • Report on progress and be held to account by other schools, the LA and the RSC 2. Area Groups 3. School Improvement Board

16. What does this mean for my school? • You are encouraged to continue working with other schools across the county or outside of East Sussex where you think that these partnerships are beneficial to your school • You are also strongly encouraged to get involved in the work of your Area Group from September. Area Group meetings are the place where priorities will be agreed and support for schools brokered • Your main points of contact on school improvement from now on will be your Area Group Chair, Deputy Chair and External Adviser • The Local Authority continues to be strongly supportive of the work of all Secondary Schools and will support the development of the new arrangements during the next year

17. ‘School improvement depends on principals who can foster the conditions necessary for sustained education reform in a complex, rapidly-changing society. Never has the time been riper for change leaders than now’ Michael Fullan, The Change Leader