Induction welcome event PPT - London Borough of Hammersmith

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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 Richard Capel RBKC 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 minority, 2013

Kensington and Chelsea 2013 Hammersmith and Fulham 2013 Westminster 2013 National 2013

Free meals, EAL and ethnic minority, 2013

Kensington and Chelsea 2013 Hammersmith and Fulham 2013 Westminster 2013 National 2013 Primary: Free meal 31% 35% 36% 19% Secondary: Free meal 23% 31% 41% 16% EAL 56% 49% 72% 18% EAL 50% 43% 61% 14% Ethnic 77% 74% 88% 29% Ethnic 75% 70% 84% 24%

Local authority context - chart

Meal entitlement, ethnicity and EAL

100% 80% 60% 40% 20% 0% Free meal EAL

Primary

K&C 2013 Ethnic H&F 2013 Free meal EAL

Secondary

Ethnic WCC 2013 National 2013

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 National 20%

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

Somali Arabic Polish Spanish Albanian Portuguese French Bengali Persian Urdu

RBKC

Arabic Spanish Portuguese Philipino French Somali Italian Albanian Tigrinya Farsi

WCC

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

Key Stage 2 Level 4 and above

Hammersmith and Fulham 2011 Hammersmith and Fulham 2012

Hammersmith and Fulham 2013

Kensington and Chelsea 2011 Kensington and Chelsea 2012

Kensington and Chelsea 2013

Westminster 2011 Westminster 2012

Westminster 2013

National 2011 National 2012

National 2013

Reading 86% 89%

88%

89% 90%

92%

86% 89%

88%

84% 87%

85%

Writing 78% 83%

85%

83% 86%

90%

80% 84%

86%

80% 81%

83%

Maths 82% 84%

86%

87% 90%

92%

82% 86%

88%

80% 84%

84%

Reading, writing and maths 71% 77%

78%

77% 82%

84%

70% 77%

80%

67% 75%

75%

Secondary results 2013

GCSE Indicators

H&F 2011 H&F 2012

H&F 2013

Kensington and Chelsea 2011 Kensington and Chelsea 2012

Kensington and Chelsea 2013

Westminster 2011 Westminster 2012

Westminster 2013

National 2011

National 2012

5+ A*-C 92% 84%

n/a

91% 90%

92%

86% 88%

88%

80%

83%

5+ A*-C with EM 71% 66%

66%

73% 80%

80%

63% 70%

70%

58%

59%

Ebacc 33% 31%

n/a

22% 25%

38%

15% 18%

34%

15%

16%

NQT to System Leadership

• • • • • • •

Start of career, beginning to work in the Tri-borough

– Newly Qualified Teachers: teachers in the first years of their careers

Middle Leaders

– Teachers beginning to take on leadership and management responsibilities, including heads of subject area, heads of year and subject co-ordinators

Established Leaders

– Experienced leaders who are not planning to pursue opportunities for further responsibilities, including assistant and deputy headteachers

Entry to being a headteacher

– Those aspiring to their first headship

New headteacher

– Newly appointed first-time HT / Principals and those in their first three years of leading, to support and develop personal leadership development

Advanced Leaders

– 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

• 2 nd year of Bi-borough training • All courses led by experienced professionals working within the Bi borough 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 [email protected]

Good luck for an exciting and eventful year ahead!

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