Welcome to the Tri-borough London Borough of Hammersmith and Fulham, Royal Borough of Kensington and Chelsea, City of Westminster NQT Welcome • Borough characteristics and features • The induction process • Professional Development for NQTs • Sources of information and support Tri-borough Working • • There is one structure for School Standards across the three boroughs • Andrew Christie is Director of Children's Services • Ian Heggs is the Director of Commissioning • Richard Stanley is the Assistant Director School Standards • Three Principal Lead Advisers with responsibilities across the three, • and specific responsibilities for a particular borough • Jenny Bax LBHF • Lucy Nutt RBKC • Richard Capel WCC The Aims of Tri-borough Working • The vision of the Tri-borough Children’s Services programme is "combining services to tackle common problems, improve people's lives and make public money go further." • Tri-borough is an ambitious programme, pooling resources and expertise to pioneer new ways of delivering joined-up public services while saving the taxpayer £33.4 million by 2015/16. • Tri-borough is about improving lives and saving money. A shared youth service providing new opportunities for teenagers. A single adult service providing seamless care with our hospitals. The local authorities areas • Are small but diverse and densely populated Boroughs; with contrasts in wealth and social mobility • Standards: key stage outcomes in our schools are among the highest across the country. • Across authorities, OfSTED inspections reflect that view in that 91% (H&F), 82% (K&C) and 86% (WCC) of our schools have received either a ‘good’ or ‘outstanding’ judgement from OfSTED (Summer 2013) compared with just 70% nationally in 2011/12. • Challenging profile Achievement is significant because of the schools’ population profile. • Privately educated: Around 30% of H&F and WCC resident children are educated privately, over 50% in K&C - and just 6% nationally (Spring 2013). Local authority context - chart Local authority context - data Free meals, EAL and ethnic Primary: minority, 2013 Free meal EAL Ethnic Kensington and Chelsea 2013 31% 56% 77% Hammersmith and Fulham 2013 35% 49% 74% Westminster 2013 36% 72% 88% National 2013 19% 18% 29% Free meals, EAL and ethnic Secondary: minority, 2013 Free meal EAL Ethnic Kensington and Chelsea 2013 23% 50% 75% Hammersmith and Fulham 2013 31% 43% 70% Westminster 2013 41% 61% 84% National 2013 16% 14% 24% Local authority context - chart Meal entitlement, ethnicity and EAL 100% 80% 60% 40% 20% 0% Free meal EAL Ethnic Free meal Secondary Primary K&C 2013 EAL H&F 2013 WCC 2013 National 2013 Ethnic Tri Borough Population IDACI Local authority context – IDACI Children Deprivation Index, 2013 80.0% 60.0% 40.0% 20.0% 0.0% Most deprived 20% Next most deprived 20% K&C 2013 Middle 20% H&F 2013 Next least deprived 20% WCC 2013 Least deprived 20% National Over 100 languages spoken • At least 50% of our school population is bilingual • Range of need – new arrivals to advanced bilingual learners • Need to focus on attainment at higher levels (e.g. Level 3 at KS1, Level 5 at KS2) LBHF RBKC WCC Somali Arabic Polish Spanish Albanian Portuguese French Bengali Persian Urdu Arabic Spanish Portuguese Philipino French Somali Italian Albanian Tigrinya Farsi Arabic Bengali Kurdish Albanian Somali Portuguese French Persian Spanish Chinese Schools will have a teacher responsible for EAL, who can provide guidance, this may be: • • • • • EAL Coordinator Inclusion Coordinator/Manager SENCO Literacy Coordinator a member of the senior leadership team • LBHF – EAL Adviser Primary results 2013 Reading, writing Key Stage 2 Level 4 and above Reading Writing Maths and maths Hammersmith and Fulham 2011 86% 78% 82% 71% Hammersmith and Fulham 2012 89% 83% 84% 77% Hammersmith and Fulham 2013 88% 85% 86% 78% Kensington and Chelsea 2011 89% 83% 87% 77% Kensington and Chelsea 2012 90% 86% 90% 82% Kensington and Chelsea 2013 92% 90% 92% 84% Westminster 2011 86% 80% 82% 70% Westminster 2012 89% 84% 86% 77% Westminster 2013 88% 86% 88% 80% National 2011 84% 80% 80% 67% National 2012 87% 81% 84% 75% National 2013 85% 83% 84% 75% Secondary results 2013 GCSE 5+ A*-C Indicators 5+ A*-C Ebacc with EM H&F 2011 92% 71% 33% H&F 2012 84% 66% 31% H&F 2013 n/a 66% n/a Kensington and Chelsea 2011 91% 73% 22% Kensington and Chelsea 2012 90% 80% 25% Kensington and Chelsea 2013 92% 80% 38% Westminster 2011 86% 63% 15% Westminster 2012 88% 70% 18% Westminster 2013 88% 70% 34% National 2011 80% 58% 15% National 2012 83% 59% 16% NQT to System Leadership • Start of career, beginning to work in the Tri-borough – • Middle Leaders – • Newly appointed first-time HT / Principals and those in their first three years of leading, to support and develop personal leadership development Advanced Leaders – • Those aspiring to their first headship New headteacher – • Experienced leaders who are not planning to pursue opportunities for further responsibilities, including assistant and deputy headteachers Entry to being a headteacher – • Teachers beginning to take on leadership and management responsibilities, including heads of subject area, heads of year and subject co-ordinators Established Leaders – • Newly Qualified Teachers: teachers in the first years of their careers Experienced HT / Principals looking to further develop their professional qualities, skills and expertise in a variety of networks beyond the academy and begin to extend a range of leadership styles Consultant / System Leaders and beyond – Experienced HT / Principals and other school leaders who are ready to further develop their facilitation, mentoring and coaching skills; understanding and leading the culture change required to develop system leadership NQT Induction key features • NQT entitlements • Roles/responsibilities • Statutory guidance, monitoring progress against the Teachers’ Standards • Termly reviews and assessment reports, final decision about successful induction completion • NQT Professional Development Starting as you mean to go on..... Establishing Protocols ‘How we should operate in this classroom so that we can become successful learners’. Derrick Lowe September 2013 NQT Derrick Lowe September 2013 NQT Teaching Standard 7 A teacher must: Manage behaviour effectively to ensure a good and safe learning environment • have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy • have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly • manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them • maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary Derrick Lowe September 2013 NQT Reflective Practice Derrick Lowe September 2013 NQT Some useful resources • Behaviour Management Pocketbook: Peter Hook & Andy Vass • Pedagogy and Practice Teaching and Learning in Secondary Schools Units 18, 19 & 20 • Times Educational Supplement Pro Derrick Lowe September 2013 NQT Teacher Support Network Helen Chambers Congratulations! • Congratulations on the start of your new teaching career! • We know how excited you must be, but also a little apprehensive about what comes next • Don’t worry, you are not on your own and there are plenty of places that you can go to for help, support and advice • Teacher Support Network is one of these and is here for you throughout your career Starting Out • Our Starting out guide for new teachers is a great place to start. Visit our website and read hints and tips on: – work relationships and fitting in – meeting the parents – looking after your voice – maintaining a good work-life balance Pupil behaviour • For help with Managing pupil behaviour read our brand new practical guide. Here you will find information on: – low and high level disruption – your responses to poor behaviour – relationships with pupils – strategies to improve behaviour Our services Support Coaching Counselling Money management Grants Information Signposting Online tools NQT Training Provision • 2nd year of Bi-borough training • All courses led by experienced professionals working within the Biborough or London area • Course programme designed to reflect the needs of NQTs and has been developed in response to feedback • 95% + of courses rated good or outstanding NQT Training Provision • The courses provided can be found online at…http://lms.rbkc.gov.uk/login/index.php • To book onto the courses contact Clare Sumpter Clare.Sumpter@rbkc.gov.uk Good luck for an exciting and eventful year ahead!