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Tees Valley School Improvement Event PRESENTATION TITLE Subtitle Monday 19th June 2017 Cllr Christopher Akers-Belcher TVCA portfolio lead for PRESENTATION TITLE Education, Employment and Skills Subtitle

TVCA chair of the Education, Employment and Skills Board SHAPING A TEES VALLEY EDUCATION & SKILLS STRATEGY PRESENTATION TITLE 19 June 2017 Subtitle Gill Alexander Chief Executive, Hartlepool Borough Council TEES VALLEY COMBINED AUTHORITY CORE PURPOSE PRESENTATION

TITLE Subtitle To drive economic growth and job creation. TEES VALLEY COMBINED AUTHORITY PRESENTATION A partnership of five authorities TITLEand an Elected Mayor. Subtitle Devolution Deal devolved powers and funding from Whitehall. PRESENTATION TITLE WHY A TEES VALLEY APPROACH TO EDUCATION &

Subtitle SKILLS? INCLUSIVE ECONOMIC GROWTH Not just about infrastructure and physical development.... PRESENTATION TITLE Education is the most powerful tool Subtitle countries have for boosting economic growth, increasing prosperity and forging just, peaceful and equitable

societies World Economic Forum Tees Valley Opportunity Unlimited It is clear that problems with PRESENTATION TITLE education and skills are really the thorn in Tees Valleys side. Subtitle Sir Michael Heseltine 2014/15 Strong primary school performance Only 44% of secondary schools were PRESENTATION TITLE rate good or better

Performance at GCSE Subtitle Performance at KS4 Post 16 performance Views of stakeholders PRESENTATION WHAT IS OUR STORY? TITLE Subtitle PERCENTAGE OF PUPILS WHO ATTEND PRIMARY SCHOOLS RATED BY OFSTED AS GOOD OR BETTER (AT END OF AUGUST 2014-16 AND AT END OF MARCH 2017) 95 93 PRESENTATION TITLE Percentage

91 91 90 90 90 89 90 89 87 87

Subtitle 85 84 81 80 75 2014 2015 ENGLAND % Good or better 2016 NORTH EAST % Good or better

Tees Valley Combined % Good or better 42795 PERCENTAGE OF SECONDARY SCHOOLS RATED BY OFSTED AS GOOD OR BETTER (AT END OF AUGUST 2014-16 AND AT END OF MARCH 2017) 90 PRESENTATION TITLE Percentage 80 78 79

74 73 70 67 72 69 68 Subtitle 69 69 67

63 60 56 54 50 44 40 30 2013 2014 ENGLAND - % Good or better 2015 NORTH EAST - % Good or better

2016 Tees Valley Combined - % Good or better 42795 PERCENTAGE OF PUPILS ATTENDING SECONDARY SCHOOLS RATED BY OFSTED AS GOOD OR BETTER (AT END OF AUGUST 2014-16 AND AT END OF MARCH 2017) 85 81 82 PRESENTATION TITLE 80

Percentage 78 75 7574 73 72 Subtitle 74 70 70 2016

42795 70 65 61 60 56 55 50 2014 2015 ENGLAND % Good or better NORTH EAST % Good or better

Tees Valley Combined % Good or better SCHOOLS BELOW THE FLOOR STANDARD/COASTING SCHOOLS Based on 2016 performance: 8 primary schools are below the floor standard (4% of primary schools, national figure is 5%) 3 primary schools meet the definition of coasting schools The proportion of secondary schools is much higher Subtitle 11 secondary schools are below the floor standard (26.7% of secondary schools, national figure is 9.3%) Five secondary schools meet the definition of coasting schools Addressing this underperformance must be part of the school improvement strategy PRESENTATION TITLE

PRIMARY SCHOOLS MEETING AT LEAST 1 E SSIF CRITERIA Primary 61 (30%) PRESENTATION Darlington 11TITLE Hartlepool Subtitle Middlesbrough Redcar & Cleveland Stockton 11 13 5 21

SECONDARY SCHOOLS MEETING AT LEAST 1 E SSIF CRITERIA Secondary 23 (55%) PRESENTATION TITLE Darlington Hartlepool Subtitle Middlesbrough Redcar & Cleveland Stockton 5

5 4 3 6 OUTCOMES IN THE FIVE 2016 SECONDARY SCHOOL PERFORMANCE INDICATORS, TEES VALLEY COMPARED WITH ENGLAND (STATE FUNDED SECTOR) 65.0 63.3 PRESENTATION TITLE 59.7 55.0 Percentage

50.1 47.9 45.0 Subtitle 35.0 39.8 32.8 24.8 25.0 19.5 15.0

5.0 0.0 -5.0 % achieved A*-C in Eng & Maths % entered EBacc % achieved EBacc ENGLAND (State-funded sector) Avg Att 8 score Tees Valley Combined -0.3 Avg Prog 8 score Average Progress 8 score

AVERAGE PROGRESS 8 SCORES 0.00 -0.03 PRESENTATION TITLE -0.05 -0.10 -0.12 -0.15 -0.16 -0.17 -0.20 Subtitle

-0.25 -0.25 -0.30 -0.30 -0.33 -0.35 -0.40 -0.45 -0.39 PERCENTAGE OF PUPILS ACHIEVING A*-C IN BOTH ENGLISH AND MATHS 66.0

64.0 63.8 63.3 PRESENTATION TITLE 61.6 62.0 61.6 60.8 59.7 60.0

Subtitle Percentage 58.0 56.0 55.0 54.9 54.0 52.0 50.0 GL EN

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o kt oc o n- e Te n- s PERCENTAGE OF KS5 STUDENTS ACHIEVING GRADES AAB OR BETTER AT A LEVEL OR APPLIED SINGLE/DOUBLE AWARD A LEVEL 2014 -16 (INCLUDES FE SECTOR & COLLEGES) 20.0

PRESENTATION TITLE 18.5 Percentage 18.0 16.1 16.3 15.9 Subtitle 16.0 15.3

14.0 13.0 13.0 12.8 12.2 12.0 10.0 2014 2015 ENGLAND - State-funded sector NORTH EAST 2016

Tees Valley Combined PERCENTAGE OF KS5 STUDENTS ACHIEVING GRADES AAB OR BETTER AT A LEVEL OF WHICH AT LEAST TWO ARE IN FACILITATING SUBJECTS 2014-16 (INCLUDES FE SECTOR) 15.0 PRESENTATION TITLE 14.0 13.9 Percentage 13.0 12.2

11.9 12.0 11.8 Subtitle 11.0 10.4 9.8 10.0 9.4 9.1 9.0 8.4 8.0

7.0 6.0 2014 2015 ENGLAND - State-funded sector NORTH EAST 2016 Tees Valley Combined PERCENTAGE OF STUDENTS PROGRESSING TO HIGHER EDUCATION AT THE END OF KEY STAGE 5 IN 2015 BY UNIVERSITY GROUP 55 50

48 48 50 PRESENTATION TITLE 45 39 40 36 35 31

30 Subtitle 25 Percentage 20 17 15 12 11 11

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NORTH EAST Tees Valley Combined r he hi g r he ed u

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id ov er s STEM Uptake and performance in Science at GCSE below national average. PRESENTATION TITLE Uptake and achievement in STEM subject at A level below national Subtitle average, particularly at the higher grades.

PERCENTAGE OF 16-35 YEAR OLD TEES VALLEY RESIDENTS STARTING AN APPRENTICESHIP 2013-2016 7.0 6.2 5.9 6.0 PRESENTATION TITLE Percentage 5.5 5.0 5.0 Subtitle

4.0 3.5 3.4 3.5 2014/15 2015/16 3.0 3.0 2.0 1.0

0.0 2012/13 2013/14 Tees Valley Combined England APPRENTICESHIPS IN 2015-16 BY KEY SECTOR 3% 3%0.5% Business and Professional Services (2,820) 7% Health care (2,500) 28%

PRESENTATION TITLE Advanced Manufacturing (1,450) 8% Other Services (1,070) Subtitle Culture and Leisure (830) 11% Construction (680) Logistics (270)

15% 25% Digital and Creative (270) Chemical Process and Energy (50) PERFORMANCE GAPS Gap between pupils entitled to FSM and their peers is wide at all key PRESENTATION TITLE

stages, but is widest at KS4. Subtitle FSM pupils make above average progress in writing and maths at KS2 against the national rate, however they make half a GCSE grade less progress than their peers at KS4. PERFORMANCE GAPS Boys perform less well than girls in early years. They catch up by the end PRESENTATION TITLE

of KS2. However, the gap is significant by the end of KS4. Subtitle OUR CHALLENGES Tackling disadvantage gap and boys underachievement. PRESENTATION TITLE Literacy, particularly boys reading and writing. Subtitle STEM, Maths and English Transition between primary and secondary. Pathways into growth sectors. OUR CHALLENGES Leadership, governance and addressing low expectations.

TITLE PRESENTATION Assessment and monitoring of teaching and learning. Subtitle Wide variation in quality of teaching and learning. OUR CHALLENGES Recruiting and retaining teachers and school leaders. PRESENTATION TITLE Behaviour and attendance in some schools. Subtitle Emotional wellbeing and resilience. WORK IN PROGRESS

Transforming Tees High achievement for all EEF Literacy Programme Workforce recruitment and retention Leadership Development Programme Emotional Wellbeing and Resilience Subtitle Science Initiative PRESENTATION TITLE Other Examples Foundation for Jobs Hartlepool Employment Initiative Middlesbrough Early Language Development NEXT STEPS TVCE Devolution Deal: focus on Education and

Skills. PRESENTATION TITLE 3.5m earmarked over 4 years for School Improvement and Careers. Subtitle Commissioning role. FOUR AREAS OF INTEREST Building school improvement capacity. PRESENTATION Research and innovationTITLE to tackle entrenched problems. Subtitle Meeting the workforce challenge. Technical education pathways in key growth sectors. APPROACH

Tees Valley Strategic Plan. Match funding eg SSIF/EEF for PRESENTATION TITLE programmes that tackle identified priorities and work across Tees Valley. Subtitle TVCA commissioning. Holding to account and monitoring impact. GOVERNANCE Shared leadership and mutual accountability. PRESENTATION TITLE Establishing a Tees Valley School Improvement Board in partnership with Subtitle the RSC. Part of Tees Valley Combined Authority

Governance. Reporting through to DFE. BOARD STRUCTURE PRESENTATION TITLE Subtitle SCHOOL IMPROVEMENT BOARD MEMBERSHIP TVCA x 2 RSC x 1

PRESENTATION TITLE Teaching Schools x 5 Subtitle Local Authorities x 5 Diocesan Authorities x 2 Multi Academy Trusts x 2 SHAPING OUR FUTURE PRESENTATION TITLE We cannot solve our problems with the Subtitle same thinking we used to create them Einstein Table Discussion 1

Tees Valley School Improvement Establishing the Priorities Based upon what has been presented and your experience: 1. What is the one question that you would like to ask linked to the PRESENTATION TITLE challenge we face for School Improvement in Tees Valley? 2. What are the priorities for action within Tees Valley that will raise Subtitle school performance, pupil attainment and progression into sustainable careers for young people? 3. Is the following list correct and are there any missing? Table Discussion 1 Tees Valley School Improvement Establishing the Priorities Priorities could include:

Tackling disadvantage gap and boys underachievement Literacy, particularly boys reading and writing STEM, Maths and English Transition between primary and secondary Pathways into growth sectors Leadership, governance and addressing low expectations Assessment and monitoring Recruiting and retaining teachers and school leaders

Emotional wellbeing and resilience Building school improvement capacity Research and Innovation to tackle entrenched problems Meeting the workforce challenge-Careers education Technical education pathways PRESENTATION TITLE Subtitle Break PRESENTATION TITLE Subtitle Strand 1: Tackling Disadvantage: High Achievement for All Strand lead: Tom Grieveson Strand team: Maria Cockerill,

Steph Bingham Starting point: Autumn 2015: (2 year project) Performance of disadvantaged pupils in the Tees Valley unacceptably low when compared to their peers. Disadvantage gap already in evidence in the Early Years 22% difference in proportion of young children gaining a good level of development. Gap within a similar range by end of Key Stage 1 in reading, writing and mathematics. Very impressive gains in Key Stage 2 although gap still at about 17% across the Tees Valley by age 11 in reading, writing and mathematics. Limited progress for too many disadvantaged students at Key Stage 4 substantial gap of about 30% by age 16 (5+A*/C). By age 19, disadvantaged students 3X more likely to be NEET than their peers. Initial findings focus of the research

Cohort of schools that were clearly doing much better for the disadvantaged group: In primary: no gap or quickly closing In secondary: pockets of good practice Major research project to determine what these schools were doing that was proving to be so successful 30+ Tees Valley primary schools Over 1/3 of Tees Valley secondary schools Two key questions: What strategic decisions were driving each schools approach? How were senior leaders making these decisions operational and why were they proving to be so successful? Key Drivers - alignment

From the research: Identified 7 key drivers that in combination were proving to be so successful Not about using drivers in isolation only limited effect Skill of the schools leadership in blending drivers/ actions to bring about high pupil achievement for the disadvantaged group KEY ACHIEVEMENT DRIVERS IN COMBINATION Equity model of school provision Non-negotiables Shared staff accountability

Intelligent analysis Professional improvement culture Licensed autonomy High investment in familial support Provision = High Achievement Strand 1 sustainability: High Achievement Reviews

Aim: To provide a process that would be sustainable that schools could access and be supported to use the research outcomes to develop more effective practice Research report: - detailed findings Audit tool: High Achievement Review Audit initial evaluation of existing school practice in relation to the research outcomes Handbook: High Achievement Review Handbook enabling deep analysis of specific aspects of school provision for disadvantaged pupils including case studies http://www.transformingtees.org/tackling-disadvantage In addition: School-led seminars where research schools have shared their practice Website where all documents and links to case studies can be found Trained team of external assessors who are available to support

schools in this work Initial roll-out being funded by Transforming Tees Research extended into Early Years and Special Schools Where are we now? High take-up of external assessor support to conduct High Achievement Reviews Schools using Review tool kit and handbook to undertake self-review School-led seminars high attendance and significant follow-through with visits and contacts to share and learn supported by eminent professors from the university sector including Professor Steve Higgins and Professor Rob Coe from Durham University, Professor Allen Thurston from Queens University Belfast, and

Professor Greta Defeyter from Northumbria University (Associate Pro ViceChancellor). Initial conferences attracted high profile professionals including Professor Steve Higgins from Durham University and Sir John Dunford former government pupil premium champion Key question: How to sustain and fund this work going forward so that we can keep the focus on the disadvantaged group and build upon what has been learned from the research and successful schools? The Stockton Transition Guarantee Overview Scrutiny Committee Review Autumn 2014:

The overall aim of the review is to ensure that transition arrangements from primary to secondary school are effective enough to ensure that students maintain their academic momentum into Year 7 and therefore make more progress across Key Stage 3 and 4 so that outcomes at the end of Key Stage 4 improve. Launch of a Stockton Transition Guarantee in 2015 Reviewed, refined and developed into 2016. The evidence What Makes a Successful Transition from Primary to Secondary School? 2008 (Evangelou, Taggart, Sylva, Melhuish, Sammons and Siraj-Blactchford) The Most Able Students - Ofsted Report June 2013 Teachers in Year 7 were frequently unaware of what the most able students had studied or achieved previously in their primary schools. Time was wasted, either because work was repeated

or because it failed to challenge the most able students at an appropriate level. Opportunities were missed to extend and consolidate learning because teachers were unaware of the themes studied in the previous phase of education and the levels that students had reached. Ofsted Annual Report 2013/14 Too many secondary schools are not building on the gains pupils make in primary schools. In underperforming secondary schools, not enough is expected of pupils from the first day they arrive in Year 7. The curriculum lacks challenge and too many children repeat what they have already mastered in the latter stages of primary school. The evidence Ofsted Regional Report 2013/14 North East, Yorkshire and Humber The gains made in primary schools, particularly in the North East, are lost in the secondary phase, where students make less progress in English and mathematics than in

other regions. most Key Stage 3: The Wasted Years Ofsted September 2015 The importance of a good start to a pupils secondary school education cannot be overemphasised. Too many secondary schools did not work effectively with partner primary schools to understand pupils prior learning and ensure that they built on this during Key Stage 3. Transition Guarantee Ensuring childrens needs are at the forefront of the induction experience. Ensuring secondary and primary colleagues pay due cognisance to each others expertise. Scope of Transition Guarantee

Preparing pupils socially and emotionally (familiarisation with staff and schools, shared projects, summer schools) Ensuring sufficient transfer of information (agreed pro-formas prior to transfer) Ensuring individual needs are met (liaison regarding specific intervention programmes and pathways and a timeline for when transition takes place for vulnerable pupils) Sharing coverage and understanding of curriculum (Stockton Sprint Tracker) Sharing of how to quantify academic progress tracking (Points score calculator) Agreeing assessments through training and moderation. Transition Guarantee The Transition Guarantee

Every secondary school attends at least one moderation of Key Stage 2 primary work in the Spring Term or Summer Term. Cross-phase work is part of the annual programme for the Secondary Collaborative Network and every secondary school attends the Collaborative Network (for both English and Maths). A consistent approach to scoring attainment is agreed and used by all schools. All schools use Stocktons SPrinT Tracker (Stockton Progression in Tracker) or appropriate alternative to record pupil attainment and coverage of the curriculum in maths, reading, writing and science, and this information is passed to schools at the point of transition. All schools adhere to the Moving Forward transition package of protocols and proformas. All primary schools are informed of the key stage 4 outcomes for pupils previously taught in their schools.

There is an agreed borough-wide transition week for all pupils and schools. All schools engage with a transition project that all pupils begin in Year 6 and complete in Year 7. The Moving Forward Documents A suite of guidance - Moving Forward: - The transition process Ragging children for transition categories Timelines Proformas to capture information about children and their support needs Proformas to share academic achievement and curriculum coverage Questionnaires for children and parents When By end of Autumn Half -Term 1 Transition Level Severe: This level of support focuses on children with severe, complex and persistent levels of vulnerability. This level of vulnerability might include children who may be recently bereaved, or suffering from any type of loss.

Children who exhibit extreme behaviour or poor attendance may also come into this category. The child does not need to be on the SEN register for learning. The transition of this group of learners is challenging due to the requirement for good collaborative planning, integrated support, communication across different agencies and organisations and the preparation of secondary school staff in making appropriate provision (possibly incorporating briefings / training). The SenCo or the relevant professional (e.g. teacher with responsibility for LAC / PP or other vulnerable pupils) would normally be the designated contact and would co-ordinate, monitor and cascade information to relevant staff.* All LAC pupils should be categorised as red. Transition Level Moderate: This level of support focuses on children with moderate levels of vulnerability. In some circumstances, children may be highly sensitive to change and may exhibit their distress across a range of behaviours at the point of transition. The child does not need to be on the SEN register for learning. This level will require additional planning, liaison and transition support opportunities, perhaps in the form of extra visits and or transition group sessions. The SenCo or the relevant professional (e.g. teacher with responsibility for LAC, PP or other vulnerable pupils) would normally be the designated contact and would coordinate, monitor and cascade information to other relevant staff. Pupils might be paired with a buddy. Transition Mild: this level of support focuses on children with 'mild' levels of vulnerability at transfer, for example, a young person is known to become anxious in a social situation or where there has been a recent upset within the family but the child seems to be coping in the primary school. The child does not need to be on the SEN register for learning. This level of transition support requires increased vigilance within existing whole school arrangements. Concerns about these pupils would generally be raised by the Y6 teacher to the Secondary Transition Manager or Head of Year during the normal transition visits/communication. The Transition Manager / Head of Year would then co-ordinate, monitor and cascade information to relevant staff. Transition Level Universal: Universal Transition encompasses all Y6 pupils across the Borough. The standard of the universal transition should

enable all mainstream pupils to move across the phases feeling supported and ready to learn within their new environment. The universal transition is a solid platform from which pupils embark on the next phase of their learning. Action All pupils are categorised into transition groups for secondary school. These may change but process allows for early identification. For those identified as potential Severe, initial contact with parents/carers, outside agencies and possible secondary school. Initiate planning for transition. By end Autumn Half-Term 2

By end of Spring Half -Term 1 Summer Half Term 1 Summer Half Term 2 Y 5 Complete Stockton Transition Projects Transition plans for those identified as mild and moderate are discussed and agreed between primary and secondary school Key staff identified and named across both phases

Stockton Collaborative English and Maths Network appropriate staff attend crossphase moderation Y7 Pupils monitored through school assessment and tracking. Questionnaires to Y7 parents/ carers and pupils - be aware of pupils whose parents may need help with accessing questionnaire Y6 teachers pupil check-up call/visit for Y7 pupils Transition evaluation early December - results shared with Primary colleagues Final transition arrangements for all pupils agreed. Additional/special transition

arrangements for transition severe and moderate are discussed and agreed with allocated secondary school. Parent/carers and pupil questionnaires sent out - be aware of pupils whose parents may need help with accessing questionnaire Post SATs visits to secondary school during Borough-wide Transition Week Commence Stockton Transition Project Primary schools invite and secondary English staff attend Y6 internal moderation of writing

Data information transfer using the Stockton Transition proformas Y7/8 buddies establish e-mail contact with Y6 Y 6 Y7 Primary

Seconda ry

Engagement of schools All schools visited The Guarantee embedded in the existing challenge, monitoring and support structures of the Local Authority; through the School Improvement Framework. Trigger in the Challenge and Support Criteria: School fails to engage adequately with the Transition Guarantee. This includes: - where a school does not complete the Sprint Tracker (or equivalent) sheets indicating curriculum coverage and attainment; - where a school does not comply with the Moving Forward proformas for information exchange: - where a school does not adhere to Borough wide practice and projects for pupil

transition. Transition review after the first year Wide consultation Primary and Secondary Headteachers Year 6 teachers Primary and Secondary SENCOs Secondary Transition Leads Secondary English and Maths Leads 5 school Y7 Q and A sessions representing 26 primary schools 69 Responses 26 primary Headteachers 4 secondary Headteachers 12 Y6 teachers 5 Transition Leads 18 primary / secondary SENCOs 4 secondary English / Maths leads

Transition Survey Questions Answered Very/ Quite Answered Not / Not at all How well will the Transition Guarantee support pupils when fully implemented? 98% 2% How effective was the common transition week? 72% 28%

How useful was the Y6 pupil information shared with secondary colleagues? 92% 8% How effective was transition communication between primary and secondary? 88% 12% How effective was support for vulnerable Y6 pupils? 89%

11% How useful was cross-phase moderation? 85% 15% How effective are Y6/7 transition books in supporting progress? 78% 22% How well did you rate your schools experience of TG in 2015/16? 73%

27% Did you use Y6/7 books after SATS? Yes 100% Transition review after the first year Transition Guarantee amended: - Key contact list shared for primary/secondary liaison colleagues Secondary schools sharing letters to Yr 6 parents with primaries Revised timetable issued Transition spreadsheet amended (for example, more able added, passwords common) Transition review after the first year Transition Books

Where the books were well used they were a powerful vehicle to support secondary staff understanding of primary standards and Year 7 pupil progress. Books MUST include 2/3 examples of childrens written work from the summer term, and maths work including application to problem solving/reasoning. Work should be marked in accordance with the primary schools normal policy. Books SHOULD include day-to-day classwork which shows how learning is built over time and covers a range of subjects. Books COULD include written work and maths work which demonstrates evidence of learning across the curriculum in non-routine contexts. Transition review after the first year Primary and secondary schools to proactively set up

vulnerable pupils conversation meetings once admission places are released to parents, so that a full picture of pupils can be shared with secondary schools as soon as possible. Secondary schools to attend PEP meetings for LACYP in summer term of Year 6. (It would be good practice for primary Designated Officer to attend the first PEP meeting in Year 7 to gauge progress.) Feedback Cross phase moderation was a privilege and invaluable; able to plan Assessment w/out levels grids , stretch and challenge into learning, adjust Schemes of Learning. Shared high levels expected at KS2 and assessment processes. Good for primary schools to know about secondary assessment. Transition books help to set standard, see range of topics taught, link to prior learning. Can visibly remind pupils if they dip in what they are capable of achieving. Saved time on Y7 baseline testing. Can remind pupils that Y6 teacher will visit to see books again. Able to share with all Year 7 teachers. Liaison for vulnerable pupils: Secondary SEND mentors help a lot. Very

effective for LACYP. Secondary schools to contact primary schools about vulnerable and all schools got in touch with us. Very helpful to have more visits to ease transition / and there is a need more than one visit for vulnerable. Developments Moving Forward for Early Years Foundation Stage, Birth to 5 Years: All early years settings are statutorily required to produce an EYFS progress check at age two to support early identification of development needs so that additional interventions can be put into place and impact on childrens progress measured. All early years settings use New STEPs Tracker (or equivalent system) to record childrens attainment and progress. All early years settings, who sign up to Transition Guarantee, must pass on the information or

documents pertinent to each individual child to the next early years setting: The EYFS Progress Check at age two (Integrated review) Tracker New STEPS or equivalent Personal Education Plan (PEP) for Looked After Children Early Years Pupil Premium (EYPP) with impact recorded All early years settings who sign up to the Transition Guarantee will be expected to engage in networking opportunities including: Partnership meetings School early years cluster meetings Locality training and information groups Developments Moving Forward for Key Stage 4 into 5 under development with colleges and schools. Intentions to: - - develop a coherent approach to post 16 information sharing based on the

features of the Key 2/3 Transition Guarantee. ensure colleges and schools are equipped with student information to enable planned, proactive support prior to and during first months of transition. create a post 16 information spreadsheet and timeline for information transfer agree process for post 16 data protection pilot the post 16 information transfer with three secondary schools and two colleges consult on the proposal with secondary heads and principals. Outcomes and impact Ofsted ratings improving: % Secondary Schools rated good or better 31st July 2014 40% 31st July 2015 44% 31st July 2016

44% 31st March 2017 75% Ofsted Management Information publications Senior leaders are committed to ongoing improvement. They work closely with local primary schools to build curriculum continuity between primary and secondary schools. Stockton Schools Ofsted report 2017. Outcomes and impact Progress 8 measure: National -0.16 Tees Valley Combined is -0.25 Stockton-on-Tees - 0.17 Questions and discussion 69

02/12/2020 Foundation for Jobs Foundation for Jobs Started in 2012 as a public and private sector partnership to address youth unemployment led by Darlington Borough Council and supported by businesses across Darlington and the wider Tees Valley as well as schools. Has won a national award for partnership working and been visited by HRH The Duke of York Foundation for Jobs Since April 2012: Has worked with more than 7,000 young people between the ages of nine and 24 in Darlington. 5,600 of those have been young people building

closer links with businesses. Pupils who have links with business at school shown to be five times less likely to be unemployed at age 25. Our starting point Youth unemployment in the North-East of England is the highest in the UK, with the Tees Valley recording 6.5% of its 18-24 year olds unemployed in December 2016 against a national average of 2.7%. (Tees Valley Combined Authority, 2016). At the same time the North-East faces impending skills gaps in its key industries. Whats the problem? Heseltine stated Having held discussions with a range of local leaders in the Tees Valley, it is clear that problems with education and skills are really the

thorn in Tees Valleys side. An IPPR report in 2016 (Round 2016) found cultural challenges around perceptions of careers in the North-East including gaps in knowledge about available opportunities and attitudes towards particular kinds of work. Whats the problem? Heseltine report highlighted lower pupil numbers were entered into STEM related subjects in the Tees Valley compared to national averages and significantly, of those who were entered into examinations, only 26% achieved higher grades(A*C) compared to 35% nationally. STEM industry sectors are those predominantly facing skills gaps as highlighted in the Tees Valley Local Enterprise Partnership (LEP) Economic Assessment for 2015/16. Our mission

We believe that by matching young peoples aspirations with the North East employment market youth unemployment should reduce. We need to challenge their perceptions of what careers in key industries involve. So is this what an engineer looks like ? Or do they look like this Or this Meet Jake The image on the following slide is what most young people envisage in their minds eye when you mention subsea engineering

And the next slide shows their reaction when asked if they would like to sit in a giant X-Box, pilot robots to the bottom of the ocean and blow things up Meet Tom Meet Brian What makes us different We do not give talks we inspire young people to consider industry sectors they may not have thought of through exciting practical activity. All our activities are delivered in partnership with business, industry and the education sector. We are specifically targeting those sectors which we know face skills gaps but struggle to recruit. We directly work to address those areas employers tell us are an issue for them and schools want support

with. How do we engage employers We are addressing a problem they have. We are doing the work for them all they have to do is send staff on a time and date. We are coming up with innovative ideas. We are working with them to design tasks. We have a track record do what you say you will do when you say youll do it. Practical activities Hi-tech tasks are superb but equally give pupils 20 sheets of A4 paper, some sellotape and tell them to build a weight bearing bridge and they will have a great time. MTE (Mech-Tool) ran this as a task at an event and were able to relate it to their work on weight bearing structures.

Pupils loved the competitive element against other teams. Its amazing what you can do with marshmallows & spaghetti Ingenious Engineering Bridge Challenge Employability scheme Hovercraft Challenge World of Work sessions Subsea Engineering Subsea Engineering

Thank you for listening Any questions Denise Bollands Education & Skills Manager Foundation for Jobs Foundation for Jobs was created in November 2014, with representatives from the Council, the education sector, key businesses, and voluntary and public bodies, all committed to helping young people fulfil their potential Foundation for Jobs We have focused on achieving five main things for young people: creating more job opportunities for young people in the borough by

strengthening links between business and education; ensuring young people are confident and employable when they leave fulltime education; Foundation for Jobs We have focused on achieving five main things for young people: developing opportunities to enable all young people to be work ready when they leave full-time education; developing opportunities to enable all young people to have work-related experiences; realigning and coordinating the support to enhance the life chances of those furthest from the workplace. Foundation for Jobs How Foundation for Jobs help schools and academies achieve the Entitlement

Redcar and Cleveland schools and academies all have current Careers Education, Information Advice and Guidance (CEIAG) programmes in place Foundation for Jobs compliments current delivery through Career Advisers in school Access to Foundation for Jobs employer links Access to written resources Invitations to key events for staff, students AND parents Excellent working relationships with Careers Co-ordinator How will schools and academies benefit from the Entitlement Using the entitlement will ensure Gatsby benchmark elements are achieved Incorporating the Careers Development Institute (CDI) framework for Careers Education, Information, Advice and Guidance (CEIAG)

Supports elements of Investors In Careers for schools and academies to use as evidence Stretching schools and academies within their Careers Education programme How can employers support schools and academies to meet the entitlement Guest Speakers

Work Experience/Job Shadowing Site visits Mentoring PSHE/LIFE lessons/Curriculum drop down days Pastoral support How will employers benefit from working with

schools and academies Employers can monitor how much support they have given to schools through Foundation for Jobs team who broker requests and brief employees on expectations of schools and academies By supporting the Entitlement, employers can provide evidence for Investors in People under Social Responsibility element An organisations duty to act as a responsible employer and member of the community. This may include developing people through local community projects How will employers benefit from working with

schools and academies CPD and career development for staff who can act as mentors and develop their own skills Future workforce (apprentices/graduates) have an understanding of sector area, an awareness of local LMI and opportunities within your organisation Meeting the Entitlement How will young people benefit Builds employability skills Time management Working as part of a team Following instructions Literacy/Numeracy Skills

Makes young people consider a variety of career areas Raises aspirations and builds confidence Improving the life chances of young people (OFSTED) Meeting the Entitlement How will young people benefit I found the motivational speaker gave me time to think about trying different things in life and not to be disappointed if something doesnt work. Some things will help people in differently, but its really important to try different things

Jess Nunthorpe Multi Academy Trust Meeting the Entitlement How will young people benefit I really enjoyed my work experience with Lloyds Pharmacy and the insight I gained into how a pharmacy works especially building on my confidence by using customer service skills, following Health & Safety regulations when using medication and having the opportunity to learn about alternative medical careers as I aspire to become a Doctor. Glory Hillsview Academy Meeting the Entitlement What have we achieved?

Written agreement from our mainstream secondary schools and academies to work towards the Entitlement Bespoke CEIAG activities in school to help deliver the Entitlement Literature for employers, young people and parents regarding the Entitlement Working in collaboration with Inspire2Learn to deliver and develop activities Meeting the Entitlement What have we achieved?

Regular focused entitlement meetings with career co-ordinators to audit progress towards the Entitlement to identify gaps Year 7/8 Careers Event to support Year 6/7 transition ( July 2017) Foundation for Jobs skills event to support apprenticeship growth Closer collaboration with TVCA to support Tees Valley wide career events Meeting the Entitlement

Evidence based practice regarding career related activities to support progression in schools Dr A Mann and Dr Elnaz Kashefpatel from the Education & Employer Taskforce http://www.educationandemployers.org/research/the-impact-of-career-developmentactivities-on-student-attitudes-towards-school-utility-an-analysis-of-data-from-theorganisation-for-economic-co-operation-and-developments-programme-for-int/ *published (Dec 16) as part of the former BIS Our contact details [email protected] [email protected] [email protected] [email protected] Inspire to Learn https://inspire2learnblog.com/ Tel : 01642 444666 Twitter:@ffjobsuk Table Discussion 2

What works? 1) What else is working well to address school improvement priorities? 2) Provide good examples of collaborative initiatives to address school improvement, including Careers education. Collaboration approaches could include across Multi Academy Trusts (MATs), between MATs and mainstream schools, collaborative working across Local Authorities boundaries, regional approaches 3) What specific activities or initiatives could we prioritise/extend/support further to address our school improvement challenges? 4) Select the Top 2 activities that either work well or that we should adopt to feedback Shona Duncan Head of Education, Employment and Skills Committed to Building business and investor confidence in the ability of our education and skills system to provide a resilient, suitably qualified and job-ready workforce

And increasing educational attainment, produce the skilled workforce that businesses need and increase lifetime opportunities for our residents Original plan was to focus upon: Participation and achievement rates in literacy and numeracy, STEM and Modern Foreign Languages; Creating vocational pathways Improve Ofsted judgements-all schools to good or outstanding Significantly improve the careers education and advice and guidance offer Use the national careers and enterprise company to engage employers in the design and delivery of careers education

Increase apprenticeships and traineeships for young people Increase graduate opportunities Whats next? Combined Authority role Providing the detail 1. Collating response from today-confirming the priorities 2. School Improvement Action Plan- Cabinet approval 3. Implementing the Tees Valley School Improvement Board 4. Tees Valley Investment plan for School Improvement and Careers Education 5. Establish a careers education framework and entitlement for Tees Valley 6. DfE Strategic School Improvement Fund Providing the leadership for discussion with central government regarding: Further devolution Raising Tees Valley profile Influencing national policy Maximising resource to identified priorities

Closing Remarks Cllr Christopher Akers-Belcher Education, Employment & Skills Team Shona Duncan Kelly Britton Head of Education Employment & Skills Tel: 01642 528832 Email: [email protected] Careers & Skills Development Officer Tel: 01642 524450 Email: [email protected]

Sue Hannan Philip Todd Enterprise Coordinator Tel: 01642 524459 Email: [email protected] PRESENTATION TITLE Employment & Skills Manager Tel: 01642 524406 Email: [email protected] Subtitle Wendy Starks Employment & Skills Development Officer Tel: 01642 524430 Email: [email protected]

Kim Upex Enterprise Coordinator Tel: 01642 527988 Email: [email protected]

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