Welcome to the Tri-borough
London Borough of Hammersmith and Fulham, Royal
Borough of Kensington and Chelsea, City of Westminster

• Borough characteristics and features
• The induction process
• Professional Development for NQTs
• Sources of information and support

• 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 vision of the Triborough 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.

• 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
50%
43%
61%
14%
EAL
56%
49%
72%
18%
Ethnic
75%
70%
84%
24%
Ethnic
77%
74%
88%
29%

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

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
86%
88%
88%
80%
83%
92%
84% n/a
91%
90%
92%
5+ A*-C with EM
71%
66%
66%
73%
80%
80%
63%
70%
70%
58%
59%
Ebacc
15%
18%
34%
15%
16%
33%
31% n/a
22%
25%
38%

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

‘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

Derrick Lowe September 2013
NQT

• 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

Helen Chambers

• 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

• 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

• 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

Support Coaching Counselling Money management
Grants Information Signposting Online tools

• 2 nd 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

• 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