EDUCATION LEADERSHIP FORUM

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EDUCATION LEADERSHIP FORUM

• 20 October 2015
• WELCOME

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Education Leadership Forum 20 October 2015

1. Welcome and Introduction - Alison Alexander
2. 2014-15 School Results David Scott
3. Early Help (EH) and New EH Hub Ann Domeney and
   Alison Crossick
4. THRIVE Model for Wellbeing Alison Crossick
5. Summary Close

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Education Performance

• Academic year 2014/15 - 1st Data Headlines
• Overall Picture
• Early Years Foundation Stage Key Stage 5
  Analysis
• Attendance
• Questions

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2015 Data - context
RBWM Education Data Pack launched September
2013, 2nd Edition for 2014. 3rd Edition 2015
expect to publish April 2016. This will have
school level data. 2014/15 - Headlines only at
this point, RBWM vs National and Statistical
Neighbours. First Official data now published
- EYFS, KS4 and KS5 data released late last week
(Statistical First Release - SFR). Figures are
provisional at this stage and have been published
ahead of checking by schools - Final figures,
which will incorporate any outstanding re-marks
or other corrections, will be published later
(some in December and others in January).
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Overall Attainment at glance
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EYFS

• achieving Good Level of Development (GLD)
• In 2015
• RBWM 73.9 (up from 66 in 2014, 55 in 2013)
• National 66.3 (up from 60 in 2014, 52 in 2013)
• 8th highest score in the country (15th in 2014)
• Outperforms all statistical neighbours (average
  70.3)
• Also positive RBWM Gender Gap is closing now
  12.7 (down from 15 in 2014)

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Phonics

• Meeting the required standard
• In 2015 at end of Yr 1
• RBWM - 80 (up from 75 in 2014, 69 in 2013)
• National - 77 (up from 74 in 2014, 69 in 2013)
• Statistical Neighbours - 77 (up from 75 in
  2014)
• At end of Yr 2
• RBWM - 91 (up from 89 in 2014)
• National 90 (up from 90)
• Statistical neighbours 92 (up from 89)

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Key Stage 1

• achieving Level 2 or better
• Reading
• RBWM 92 (down from 93 in 2014, 93 in 2013)
• National 91 (up from 90 in 2014, 89 in 2013)
• Writing
• RBWM 89 (down from 90 in 2014)
• National 88 (up from 86 in 2014)
• Maths
• RBWM 94 (down from 96 in 2014)
• National 93 (up from 92 in 2014)
• National figures are catching up (1 point gap in
  2015, 3 point gap in 2014, 4 point gap in 2013)

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Key Stage 1
FSM / nonFSM Gaps 2013 - 2015
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Key Stage 1

• Increase in 2015 FSM / nonFSM Gaps?
• RBWM FSM cohort is just over 100 pupils (2nd
  smallest in country)
• 2015 FSM cohort included ALL Yr2 special school
  children (some dis-applied previously)
• 2015 FSM cohort had a 7 point increase in SEN
  children compared with 2014
• Estimated decrease in 2015 FSM results of
  approximately 13 points we need to do better

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Key Stage 2
Gaining L4 in Reading, Writing and Maths (L4B)
2014 2015
RBWM 82 (73) 82 (73)
Statistical Neighbours 80.3 (70.6) 82 (71.8)
SE Region 79 (67) 80 (70)
All State Funded Schools 78 (68) 80 (69)

• RBWM remains at 2014 level for both level 4 and
  4B
• RBWM is above national, SE and statistical
  neighbours
• In 2015 joint 31st nationally, compared to 17th
  last year
• Wokingham 85, Bracknell 79 West Berkshire 81
• L4B or better joint 23rd, compared to joint 9th
  last year
• L5 - 29 compared to 30, joint 12th same as 2014.

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Key Stage 2
Making Expected Progress in Reading
2014 2015
RBWM 92 92
Statistical Neighbours 91.7 91.5
SE Region 91 91
All State Funded Schools 91 91

• RBWM remains at a slightly higher progress rate
  than national, SE and statistical neighbours in
  reading
• RBWM joint 44th in 2015 vs joint 40th in 2014
• The decrease in range continues (only 11 points
  85-96) so 1 change significantly alters LA
  positon

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Key Stage 2
Making Expected Progress in Writing (TA)
2014 2015
RBWM 91 92
Statistical Neighbours 93.5 94.4
SE Region 93 94
All State Funded Schools 93 94

• RBWM remains 2 points lower than national, SE
  and statistical neighbours in writing (TA)
• RBWM joint 132nd in 2015 vs 134th in 2014
• Range decreases 13 point gap 85-98
• Increase in writing progress has risen more
  sharply since it became Teacher Assessed why?

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Key Stage 2
Making Expected Progress in Maths
2014 2015
RBWM 89 88
Statistical Neighbours 89.6 89.1
SE Region 89 89
All State Funded Schools 90 90

• RBWM is now 2 points lower than national, but
  only 1 point lower than our statistical
  neighbours in Maths
• Slight decrease means joint 113th in 2015 vs.
  95th in 2014
• Range is decreasing now 80-95

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GCSE 2015

• 5 A-C with Eng. and Maths
• 64.0 of RBWM pupils achieved A to C in at least
  five GCSEs, including English and Maths - above
  last year (62.3) and well above the national
  average of 56.1. This puts the Royal Borough at
  13th highest LA out of 150.
• RBWM is 2 higher than 2014 - while national
  remained flat (YOY)
• Progress
• 77.4 of Royal Borough pupils made expected
  progress in English, well above the national
  figure of 71.4 and just above last years 77.1
• 74.8 of Royal Borough pupils made expected
  progress in Maths, well above the national figure
  of 67.8 and above last years figure of 72.0
• EBacc
• RBWM entered 43.8 of their pupils for all the
  Ebacc subjects, above the national average of
  38.7.
• The Ebacc was attained by 29.4 of the Royal
  Borough pupils, above
• the national average of 24.0. RBWM ranked
  27th highest LA.
• This is good for our Borough as a whole Next
  challenge is to close the
• gap between our best results and our weakest.
• (S)

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Post 16 2015

• All Level 3
• 93.3 of students achieved at least two
  substantive level 3 qualifications (A levels or
  other comparable sized academic or vocational
  qualifications) passes at grade A to E in Royal
  Borough schools, above the 88.3 for the
  state-funded sector.
• RBWM ranked equal 19th highest LA on this
  measure.
• The average point score per entry at level 3
  expressed as a grade was C, the same as the
  national average
• RBWM points per entry was 208 just below the
  national score of 212
• A- Level
• Not such a good overall picture
• 9.6 of RBWM students achieved 3 A levels at AAB
  including at least two facilitating subjects.
  This is below the national state funded figure of
  11.5
• Last year we did better 13 vs National of 12.
  2014 was a good year, our performance in 2015 is
  similar to 2013.

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Education Performance

• Questions?

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Link between pupil health and wellbeing and
attainment

• Pupils with better emotional wellbeing at age
  seven had a value-added Key Stage 2 score 2.46
  points higher than pupils with poorer emotional
  wellbeing.
•  
• Social and emotional competencies have been found
  to be a more significant determinant of academic
  attainment than IQ.
• An 11 boost in results in standardised
  achievement tests has been linked to school
  programmes that directly improve pupils social
  and emotional learning.
• Whole-school approaches to social and emotional
  learning, universally implemented for all pupils,
  strongly correlate with higher attainment.
•  
• Pupils who are bullied at age 14 have
  significantly lower GCSE scores at age 16.
• Parental engagement has a beneficial impact on
  childrens educational outcomes
• Brooks, F (2014)
• A briefing for head teachers,
  governors and staff in education settings. PHE
  Crown London

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Social Characteristics of Prisoners
General Population Prisoners
Ran away from Home as a child 11 (all) 50 (male) (female)
Excluded from School 2 (all) 49 50 (male) (female)
No Qualifications 15 (all) 71 (male) (female)
Suffer two or more mental disorders 5 2 (male) (female) 72 70 (male) (female)
Psychotic disorder 0.5 0.6 (male) (female) 7 14 (male) (female)
Drug use in the previous year 13 8 (male) (female) 66 55 (male) (female)
Hazardous drinking 38 15 (male) (female) 63 39 (male) (female)
Source Prison Reform Trust Social Enterprise Unit Source Prison Reform Trust Social Enterprise Unit Source Prison Reform Trust Social Enterprise Unit
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Early Help

• Principles of Early Help
• Ann Domeney

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Integrated working

• Needed to improve outcomes for children.
• Requires a shared framework for how we assess and
  review progress.
• Where children and young people experience
  difficulties at home or school, the challenge is
  to get the right help to them as early as
  possible to stop problems escalating.
• Good early intervention and prevention is
  dependant on frontline staff picking up and
  responding in a planned and integrated way with
  other services working with a family.

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What is early help?

• Children receiving the right help at the right
  time.
• The sooner needs are identified and action taken,
  the greater the chance that positive change will
  take place.
• All practitioners who come into contact with
  children will respond when they see a child not
  making the progress expected and will ensure they
  support a family to access services that will
  improve outcomes.

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The case for early help

• Need to demystify the language - important to
  avoid using professional jargon.
• Between 20-30 of children will at some stage
  require additional support.
• When additional support is planned and delivered
  in an integrated way across all services, it will
  lead to
• -improved outcomes for child, young
  person and family
• -improved standards through increased
  accountability and integration.
• -better safeguarding through early
  identification and promotion of welfare.

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The local picture in RBWM

• We are re- aligning and working hard to improve
  the join up of services.
• Indicators of need across four levels informs
  discussion and planning- the thresholds.
• Early Help advisors are working well as part of
  the next stage.
• We are strengthening the development of Early
  Help Hubs.

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Volumes and Needs
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Thresholds

• Sets out the four levels of need for children and
  young people.
• Provides shared terminology and language for use
  by all professionals working with a family to
  describe their needs.
• The levels of needs inform discussion and
  planning between services and agencies about the
  kind of support required.

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Thresholds
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• THREE CASE STUDIES

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Case Studies

• On your table, discuss the three case studies
  which outline key details about three cases.
• Where does each case sit in relation to our
  thresholds
• Why have you decided on your answers
• Write down the key factors you have identified
  that helped you decide on what level of support
  is most appropriate
• Place post-it notes on the three Case Sheets at
  the front

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Why Early Help is so Important

• Thirteen-year-old Emma was a happy child from a
  loving family when a group of 14 year old boys
  she met at a shopping centre introduced her to a
  group of 18 year olds, who then introduced her to
  a charismatic older man. He plied her with gifts
  and drinks, gained her trust and admiration.
• Emma was being groomed. Her behaviour at school
  deteriorated, she was permanently excluded and
• over the next 3 years was controlled by this man
  and sold for sex.

• Now aged 26, Emma says
• Once I began to be groomed,
• it was already too late. If somebody
• had told me earlier, helped me to
• see it wasnt normal for an older
• man to like me, it might have been
• very different.

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Early Help Hub THRIVE Model
Alison Crossick Service Lead - Psychology,
Wellbeing Schools Support
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Early Help Hub
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RBWM Panels and Hubs

• Education, Health Care Panel
• Fair Access Panel
• Early Help Hub
• Multi Agency Safeguarding Hub

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THRIVE Model
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THRIVE Model
Signposting, Self-management one off contact
Evidence based interventions, goal
focused outcomes
Prevention Promotion
Risk management crisis response
Extensive treatment
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Benefits of the new THRIVE model

• Promotes joint decision making with young people
  and families.
• Matches the needs to the best intervention
  available.
• Removes the tiered CAMHS model of service
  provision.
• Help can be received from more than one quadrant
  at the same time.
• Clear outcomes and dates are agreed at the start.
• If the right progress is not made, a new plan
  will be agreed.
• A child or young person can move between
  quandrants depending on needs wishes.

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Coping

• RBWM Services
• Psychology Wellbeing
• Youth Service
• Family Support parenting programmes
• Drug Alcohol Action Team (DAAT

• RBWM Commissioned Services
• Family Friends
• Shine (Autism Support service)
• Berkshire Autistic Society
• The DASH Charity
• Young Carers

MindEd is a free online resource for adults to
help them to identify and understand the needs of
children and young people with mental health
issues (funded by the Department of Health).
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Getting help

• RBWM Services
• Psychological Wellbeing Practitioners (October
  2015)
• IAPT(Improving Access to Psychological Therapies)
  Trainees
• Educational Psychologists
• Assistant Psychologists
• Intensive Family Project Therapists
• Drug Alcohol Action Team (DAAT)

• RBWM Commissioned Services 
• Counselling Service
• Person centred
• School based solution-focused interventions
• Family Friends PICADA programme

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Getting help - Interventions

• Cognitive behavioural therapy approaches
• Multi-family groups
• Routine Outcome Measures
• Behavioural activation
• Evidenced based Parenting groups
• Family therapy
• Play therapy
• Nurture groups
• Evidence based group progammes e.g. Friends for
  Life

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New Support Servicefor Mental Health Emotional
Wellbeing

• What it will be
• A service for our school population for pupils
  unlikely to meet CAMHS thresholds
• What it will offer
• Workshops for pupils to reduce the stigma around
  mental health
• Training to schools
• Advice around mental health concerns
• Parenting support linked to mental health
  wellbeing concerns
• Assessments for mental health emotional
  wellbeing
• Interventions that are timely, outcome focused,
  evidence based
• Support for step up and step down to other
  services

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When to access additional services?

• Who is most concerned?
• Are you clear what the needs are?
• Has the school/early years put appropriate
  support in place?
• Have you discussed with young person and family?
• YES
• YES
• Are other services involved?

YES
YES
NO
Use the information about services to request
involvement from a specific service that matches
needs
Is a CAF/Early Help Assessment in place?
YES
Request more help via Early Help Hub
STILL NOT SURE?
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Where to find the THRIVE document

• Go to RBWM Local offer
• Drop down box local offer
• Click on Health
• Click on the Related links titled
• Overview of Services to Support Children and
  Young Peoples Mental Health Wellbeing
• Or use the web link
• http//directory.rbwm.gov.uk/kb5/rbwm/directory/se
  rvice.page?
• idtnSC-VvLGqQfamilieschannel3b