Included in this Update:

1. Director Update 
2. Response to Ukraine Crisis
3. COVID-19 Vaccination Programme for 12- to 15-year-olds
4. COVID-19 Figures 03 March 2022
5. Health Protection Hub Educational Settings Update
6. National Offer Day for Secondary Placements
7. Big Walk and Wheel 2022
8. Leader and Cabinet Members Young Person Grant Scheme 2022
9. Cross Country Championships
10. Funding Opportunity- improving educational outcomes and life chances of Young Carers or Care Experienced Young People
11. Celebrating 25 Years of World Book Day
12. DfE Updates
13. Pre-exclusion Hotline
14. Important update for Early Years Co-ordinators (EYFS)
15. Autism Lead Professionals Training in Telford and Wrekin
16. Inclusion in Schools Initiative – a fully funded DfE Project for secondary schools
17. Review of Post-16 Qualifications at level 2 and below
18. CPD for Spring 2022
19. Shropshire Beam Parents & Professional Virtual Workshops Timetable April 2022
20. SACRE Conference for Pupils
21. The role of evidence in improving outcomes for pupils, particularly those from a disadvantaged background – Briefing Session for Governors
22. TalkBoost Training for KS1
23. Schools Pre-Inspection Data and Insight Team’s second inspection data summary report

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Director Update 

For those of you who enjoyed a half term break I hope you feel rested and rejuvenated.  We return with some significant changes to national COVID measures and movement towards ‘living with the virus’.  Having spoken to some of you this week, the return seems relatively calm and let’s hope we are really now returning to something like normal!

Undoubtedly we have all and continue to be touched by recent events and show solidarity to our friends in Ukraine.  We know that children and young people will be coming into school and settings with many questions.  To support your conversations please find a briefing from Jo and a number of resources for you to use and adapt as you see fit.

This week’s Education Noticeboard contains updates about some great outdoor events like the Big Wheel and Walk and the Shropshire Athletic Association Cross-Country Championships. Following what feels like quite a long and wet winter, it will be great to get outside again.

This week also marks the communications launch of the Leader and Cabinet Members Young Person Grant Scheme for this year, which opens for applications on 14 March 2022. Please do support young people in your school who might benefit from the funding available and provide a reference for their application.

As always, we have some great training opportunities and a full roster of CPD for you to sign up to.

Enjoy World Book Day (I dropped off Hermione Granger this morning!)

Many thanks as always for your hard work!

Simon

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Response to Ukraine Crisis

Dear Colleagues,

Over the past week our thoughts and focus has been on the conflict occurring in Ukraine and the devastating impact on the people in that region.

Inevitably the attention to news cycles, awareness of social media, and their own playground discussions, will mean that children and young people will be aware of the events and the significance of them. This may well create some fear, anxiety and questioning by children, and below we provide some ways to support children and young people when conversations about the current conflict and war arise:

Listen to their concerns and thoughts:

We can’t control everything children hear, and in the absence of the truth they will piece snippets together and create their own narrative. Open conversations will help you to deal with the exaggerations and panic that can develop on social media and WhatsApp groups.

Ask what they have heard and how they are feeling, and listen to their responses. Validate their feelings. None of us like to be told to calm down or to stop worrying. The feelings are real and being allowed to express those helps we feel understood. Provide a safe space for children to ask questions and share fears.

Active listening involves giving children our full attention, repeating back what they have said to ensure we understand their point of view. How we respond will obviously depend on their age and emotional maturity. Be honest but reassuring at the appropriate level. Younger children require safety messages, while older children and adolescents tend to need facts and context. 

Help them feel safe:

Children need to see the world as safe and predictable. Experiences of trauma, or even images of trauma, can make the world feel an uncontrollable and unpredictable place. Look out for signs of fear or worry that they may not be willing or able to express.

We can’t (and shouldn’t) hide what is happening in the world, but we can limit the exposure by monitoring internet usage (depending on age) and not having constant news in the background on to and radio. It might help to show a map of the world to demonstrate how far away the fighting is.

BBC Newsround have produced a short programme explaining to children what is happening in Ukraine. This resource will be useful to watch with children to provide factual information if they are confused and are seeking information about the conflict. Allow time after watching this for children to ask any questions they may have. If children feel they have an understanding of what is happening, and confusion is reduced, they are less likely to feel anxious. Ensure that you provide simple factual information at an age appropriate level. A good guide for this is to be guided by the questions children are asking; if they asking, they need information.

You may be supporting children who have direct experience of war and have had to leave their home countries as a result. Much work supporting schools with refugee pupils has involved reassuring and affirming what they are already doing. School provides a secure environment with a predictable routine, clear expectations consistent rules, opportunities to develop social networks, create a sense of belonging, access information, and have recreational outlets.

Look out for those who might be more vulnerable:

Refugee and asylum seeking pupils may have experienced trauma. This can increase the risk of psychological distress and potential social, emotional, behavioural and learning difficulties. Trauma experiences increase the risk of psychological distress and potential social, emotional, behavioural and learning difficulties. However, it is important to emphasise that not all refugee pupils will present with traumatic distress as a result of their experiences. Many display resilience, resourcefulness and high functioning despite the adversities they have encountered. 

It is often the post-migration factors, related to family, peer, community, school and service provision, that can either mitigate or exacerbate mental health difficulties.

Agency, play and positivity:

We want to foster compassion and empathy. Helplessness and apathy are the real enemy. We all feel better when we can do something, so supporting action and agency in children is important also. You might then want to engage them in a discussion about how they could be involved in building a better, safer, kinder world. This might involve befriending the child in their class who doesn’t speak English yet; perhaps donating to a charity or bringing them to an anti-war protest. 

Play is fundamental for wellbeing and holistic development (cognitive, social, emotional and physical). Children may re-enact or try to make sense of what they see on the news through their play, or perhaps through their drawing. We should encourage this where appropriate. These forms of storytelling can help them process without the need for words, with the added value of helping us to see where they are at. 

Many children will feel upset for a short time after a frightening event but over time this will fade.  If you become worried that children continue to have problems after the event, which may particularly effect those that have a direct link with the incident, then please do seek further advice and support from your visiting educational psychologist.

Other resources you may find useful:

Help for teachers and families to talk to pupils about Russia’s invasion of Ukraine and how to help them avoid misinformation. - The Education Hub (blog.gov.uk)

Advice if you're upset by the news - CBBC Newsround

Talking to Children about War and Violence

Childline | Worries about the World

Downloadable Resource: Worrying about War and Conflict

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COVID-19 Vaccination Programme for 12- to 15-year-olds

Shropshire, Telford & Wrekin Vaccination Service in partnership with the School Aged Immunisation Team has now offered all schools in the county two vaccination clinics. Over 39,600 vaccinations to people aged 12 to 17, including more than 25,000 first doses have been delivered, protecting themselves and the people around them.

Vaccinations help to increase protection against COVID-19, which is particularly important for those with underlying health conditions. Being vaccinated minimises the need for children and young people to have time off from school or college and helps them to continue to carry out their hobbies, attend social events and live their lives to the full.

Following advice from the Joint Committee on Vaccination and Immunisation (JCVI) that healthy 12–15 year olds are required to wait 12 weeks or more following a positive COVID-19 test result to receive their vaccine, it has been decided not to offer return visits to schools with high amounts of absence on the day the team visited unless requested.

The school can advise parents, that children aged 12-15 should attend a vaccination centre with their parent or guardian, who will be asked to give their consent. Children can get a 1st dose of the vaccine from the day they turn 12, their second dose of the vaccine can be given 12 weeks after the 1st dose.

In Shropshire, Telford and Wrekin parents of 12 – 15 year-olds can either:

• Book an appointment via the National Booking Service: Book or manage a coronavirus (COVID-19) vaccination
• Walk-in to a vaccination centre, walk-in or pop-up clinics (no appointment required). Dates and times are available online: COVID-19 Vaccination Walk-in and Pop-up Clinics
• All sessions are updated regularly so please check for any updates.

Further information about the COVID-19 vaccination for children and young people is available online:

• COVID-19 Leaflet for Parents
• COVID-19 Vaccination - A Guide for Children and Young People
• COVID-19 What to expect after the vaccine
• Education Secretary writes to parents about vaccinations for 12 to 15 year olds
• 14-year-old Jake Hopkins talks about getting the vaccine

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COVID-19 Figures 03 March 2022

The number of new coronavirus cases in Telford and Wrekin has fallen again for the sixth week in a row, the latest figures show. 

There were 505 new Covid-19 cases reported for Telford and Wrekin during the last seven-day period (21-27 February), 188 less than the 693 recorded in the previous seven-day period. 

For the week ending 27 February: 

• 505 new Covid-19 cases reported, 188 less compared to the previous week. 
• The seven-day infection rate for Telford and Wrekin is 279 cases of Covid-19 per 100,000 
• For the West Midlands, the seven-day infection rate is 232 cases of Covid-19 per 100,000 

Read the full story on the Telford & Wrekin Newsroom. 

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Health Protection Hub Educational Settings Update

The Health Protection Hub are updating their general guidance to all educational settings based on the removal of domestic restrictions nationally on 24 February 2022 as part of the “Living with COVID-19” agenda.

While legal restrictions in day-to-day life have been removed, as with other notifiable infectious diseases there remains the need to deal with outbreaks of COVID-19 in educational settings. In addition, leaders of such settings have duties under Health and Safety law to discharge.

The advice below is an attempt to proportionately balance the need to control the virus with the need to ensure continuity of education for students, taking into account the available guidance and the Government’s direction of travel laid-out in the “Living with COVID-19” document.

Mitigations

It is strongly advised that you keep the following mitigations in place, which will help to control not only COVID-19 but also other infectious diseases such and colds, flu and gastrointestinal viruses and will help to maintain a healthy environment in the setting:

• Ventilation (noting that the importance of ventilation and air quality has been explicitly recognised in the “Living with COVID” document)
• Handwashing
• Cleaning

Please refer to previous guidance and information we have provided on these issues.

In order to enable you to provide a full curriculum and the most pleasant learning experience for students, we are not advising that you retain the following mitigations:

• Face coverings
• Social distancing
• Mixing and bubbles

With regard to staff in non-teaching settings such as offices and staff rooms, you will need to risk assess what measures you employ in terms of the use of social distancing and face coverings as other employers do. You will also need to review your risk assessment more widely.

Testing

• The Government has removed the guidance for staff and students in most settings to undertake twice-weekly asymptomatic testing (but note the different position for special schools).
• Free testing will be available until 1 April 2022 – both LFD and PCR.
• We recommend that staff and students who are symptomatic get tested while free testing is still available.
• This position will be reviewed after 1 April 2022.

Cases

• Notifications – the hub do not expect or require you to notify them of individual cases of COVID-19, but please contact them if you are concerned that you have an outbreak.
• Exclusion from school – students, staff and other adults should follow guidance in “People with COVID-19 and their contacts” if they have COVID-19 symptoms. This states:

“If you have COVID-19, stay at home and avoid contact with other people

If you have COVID-19 you can infect other people from 2 days before your symptoms start, and for up to 10 days after. You can pass on the infection to others, even if you have mild symptoms or no symptoms at all. If you have COVID-19 you should stay at home and avoid contact with other people.

You should:

• not attend work. If you are unable to work from home, you should talk to your employer about options available to you. You may be eligible for Statutory Sick Pay
• ask friends, family, neighbours or volunteers to get food and other essentials for you
• not invite social visitors into your home, including friends and family
• postpone all non-essential services and repairs that require a home visit
• cancel routine medical and dental appointments. If you are concerned about your health or you have been asked to attend an appointment in person during this time, discuss this with your medical contact and let them know about your symptoms or your test result
• if you can, let people who you have been in close contact with know about your positive test result so that they can follow this guidance
• Many people will no longer be infectious to others after 5 days. You may choose to take an LFD test from 5 days after your symptoms started (or the day your test was taken if you did not have symptoms) followed by another LFD test the next day. If both these test results are negative, and you do not have a high temperature, the risk that you are still infectious is much lower and you can safely return to your normal routine.”

In terms of how this affects exclusion from school, the general guidance states:

“Children and young people with COVID-19 should not attend their education setting while they are infectious. They should take an LFD test from 5 days after their symptoms started (or the day their test was taken if they did not have symptoms) followed by another one the next day. If both these tests results are negative, they should return to their educational setting if they normally attend one, as long as they feel well enough to do so and do not have a temperature. They should follow the guidance for their educational setting.”

And the schools guidance states:

“In most cases, parents and carers will agree that a pupil with the key symptoms of COVID-19 should not attend the school, given the potential risk to others. If a parent or carer insists on a pupil attending your school where they have a confirmed or suspected case of COVID-19, you can take the decision to refuse the pupil if, in your reasonable judgement, it is necessary to protect other pupils and staff from possible infection with COVID-19.”  

The Head of each setting therefore has latitude to keep the position on how to deal with a positive case the same as it was last term. 

• Contact tracing – you are not expected to routinely do any contact tracing based on a single case, but may be asked for information in outbreak situations.
• Communication with parents – It is recommended that, where a case is confirmed, you let parents/carers of classmates know. This is in line with paragraph 51 of the “Living with COVID-19” document which states that those testing positive will be encouraged to inform their close contacts; in this case the setting would fulfil that function as it wouldn’t practically happen otherwise.  However, recognising this is more difficult in secondary schools where higher degrees of mixing occurs, and that students of secondary age are more able to communicate with potential close contacts, we are only recommending this for primary and Early Years settings.

Contacts

• There is a distinction in the guidance between contacts made through household or overnight stay with a positive case in their infectious period, and those made through general social or work contact. There is no longer a difference relating to vaccine status.
• Students who are contacts in any sense, including household, should continue to attend the setting.
• Staff who are household/overnight contacts may attend the setting if required but we would suggest that you might want to ask staff to take 7 days of daily LFDs whilst free testing remains .They should obviously remain vigilant for symptoms. The general guidance for such cases is as follows:  

“If you live with, or have stayed overnight in the household of, someone who has COVID-19, you are advised to:

• minimise contact with the person who has COVID-19
• work from home if you are able to do so
• avoid contact with anyone you know who is at higher risk of becoming severely unwell if they are infected with COVID-19, especially those with a severely weakened immune system
• limit close contact with other people outside your household, especially in crowded, enclosed or poorly ventilated spaces
• wear a well-fitting face covering made with multiple layers or a surgical face mask in crowded, enclosed or poorly ventilated spaces and where you are in close contact with other people
• pay close attention to the main symptoms of COVID-19. If you develop any of these symptoms, order a PCR test. You are advised to stay at home and avoid contact with other people while you are waiting for your test result
• Follow this advice for 10 days after the day the person you live or stayed with symptoms started (or the day their test was taken if they did not have symptoms).”

Outbreaks

 The Contingency Framework has been updated and continues to provide advice on how to deal with outbreaks. The threshold on when to seek public health advice from the Hub has been defined as follows for most mainstream educational settings:

• a higher than previously experienced and/or rapidly increasing number of staff or student absences due to COVID-19 infection
• evidence of severe disease due to COVID-19, for example if a pupil, student, child or staff member is admitted to hospital due to COVID-19
• a cluster of cases where there are concerns about the health needs of vulnerable staff or students within the affected group

And for special schools, alternative provision, SEND/AP units within schools and colleges, open and secure children’s homes and settings that operate with 20 or fewer children, pupils, students and staff at any one time:

• 2 children, pupils, students and staff, who are likely to have mixed closely, test positive for COVID-19 within a 10-day period and/or there are concerns about the health needs of vulnerable individuals within the affected group

• Advising the Hub – please make contact on HealthProtectionHub@telford.gov.uk or 01952 381800 if you are concerned that you have an outbreak in your setting, either based on symptoms or test results. You may be advised of additional control measures, dependant on the situation, including a review of existing controls, testing, restricted mixing for the affected group, use of face coverings etc.

CEV students and staff

• Those staff and students considered to be clinically extremely vulnerable are encouraged to get vaccinated if they haven’t already done so.
• Children and young people who were previously identified as being CEV are advised to continue to follow guidance for people previously considered clinically extremely vulnerable from COVID-19.
• Children and young people over the age of 12 with a weakened immune system should follow guidance for people whose immune system means they are at higher risk from COVID-19.
• Children and young people previously considered CEV should attend school and should follow the same COVID-19 guidance as the rest of the population. In some circumstances, a child or young person may have received personal advice from their specialist or clinician on additional precautions to take and they should continue to follow that advice.
• With regard to staff, the same guidance applies but you will also need to follow a specific guidance for pregnant employees.  
• There is also a COVID-19 vaccination guide for women of childbearing age, pregnant or breastfeeding.  
• Your workplace risk assessment should already consider any risks to female employees of childbearing age and, in particular, risks to new and expectant mothers. You should also consider the needs of pregnant pupils. Employers should be able to explain the measures they have in place to keep staff safe at work. The Health and Safety Executive (HSE) has published guidance on protecting vulnerable workers, including advice for employers and employees on how to talk about reducing risks in the workplace. Employers should discuss concerns with staff.
• Considerations on individual cases of clinical vulnerability need to be risk assessed with input from Occupational Health and/or the person’s clinician.

Special schools

• Please refer to the guidance linked-to below.
• Note that the staff and secondary-age pupils in SEND settings are still advised to take twice-weekly asymptomatic LFD tests.
• We no longer have a blanket policy of recommending that positive cases have to isolate for the full 10 days; they are able to return to school in line with the general guidance which states: “…take an LFD test from 5 days after your symptoms started (or the day your test was taken if you did not have symptoms) followed by another LFD test the next day. If both these test results are negative, and you do not have a high temperature, the risk that you are still infectious is much lower and you can safely return to your normal routine.”  However, the general guidance says ““Avoid meeting people at higher risk of becoming seriously unwell from COVID-19, especially those with a severely weakened immune system, for the 10 days after your symptoms started (or the day your test was taken if you did not have symptoms).”  As it is more likely that special schools will have people who meet this criteria, you should risk-assess this on a case-by-case basis with a view to avoiding contact between cases within 10 days and those with severely weakened immune systems.
• As advised above, the threshold for seeking public health advice has been set as 2 children, pupils, students and staff, who are likely to have mixed closely, test positive for COVID-19 within a 10-day period and/or there are concerns about the health needs of vulnerable individuals within the affected group.
• If household/overnight contacts of positive cases come in to work, their contact with students at greater risk from COVID-19 should be carefully risk-assessed.
• Further guidance for special schools is expected and we will update as soon as possible.

 Other infectious diseases

• Please feel free to contact the Hub for advice on any infectious disease situations including but not limited to COVID-19.

Useful links

Schools COVID-19 operational guidance:

Schools guidance

SEND and specialist settings: additional COVID-19 operational guidance:

SEND and specialist settings - additional COVID-19 operational guidance

Contingency framework: education and childcare settings:

Contingency Framework

COVID-19: people with COVID-19 and their contacts:

People with COVID-19 and their contacts

COVID-19 Response: living with COVID-19:

COVID-19 response -  living with COVID-19

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National Offer Day for Secondary Placements

National Offer Day, which was this week (1 March 2022) marks the date when children up and down the country find out which secondary school they will attend for the 2022/23 academic year. A record number of children in Telford and Wrekin will be offered places at secondary schools on National Offer Day, with more children than ever being offered their preferred school- a new record of 96.2% into their first choice school.

You can read the full press release on our Newsroom.

National Offer Day- Newsroom

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Big Walk and Wheel 2022

Sustrans Big Walk and Wheel is the new name for Sustrans Big Pedal.

The event has a new name but it still has the same aim. We want to encourage more families to travel to school actively, to help create healthier and happier communities.
Sustrans Big Walk and Wheel will run for 10 days from 21 March to 1 April 2022

On each day of the challenge schools compete to see who can get the highest percentage of their pupils; walking, using a wheelchair, scooting or cycling to school. Your school’s best five days of results will determine your final position, but you can log journeys on all ten days if you wish.

Last year Old Park Primary and Nursery School came first in the whole of the UK. What an absolutely amazing achievement this was. We hope more Telford and Wrekin schools will participate in the challenge this year.

Alongside the main national competition, schools from Telford & Wrekin will have the opportunity to compete amongst each other and there are prizes up for grabs!

• Winning large Primary School - £250 worth of Road Safety/Active Travel initiatives*
• Winning small Primary School - £125 worth of Road Safety/Active Travel initiatives*

*The inivitives will be delivered by the Telford and Wrekin Road Safety Education Team and include:

Pedestrian Training

Bikeability
Scooter Training
Dr Bike
Be Bright Be Seen Workshop
Bike Maintenance Workshop
Cycle Circus
Transition Workshops
Assemblies

For further information and to register for this year’s competition visit the Big Walk and Wheel Website or email roadsafety@telford.gov.uk

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Leader and Cabinet Members Young Person Grant Scheme 2022

The Leader and Cabinet Members’ Young Person Grant Scheme will be opening on the 14 March 2022. It is open to young people aged 15 (current Year 11s) to 25 who are resident in Telford & Wrekin, or are a Telford & Wrekin Child in Care or Care Leaver who is currently not a resident in the area. 

The grant is an award of up to £500 to support young people in their education, employment or training, to support starting up a new business, and to support those who are overcoming adversities particularly over the last two years. 

Previous awardees of the grant have achieved the following:

• Gained places on training courses.
• Been able to go to university with extra funding.
• Bought a new laptop for studies.
• Invested in specialist equipment for their job.
• Started a business.
• Applied for travel funding.

Applications will be open until the 22 April 2022 and all applicants will be contacted by the 27 May 2022 informing them whether they have been successful or not.

Successful applicants to the grant will be invited to a celebration event in mid-June where they will receive their award. 

More information about the grant scheme can be found on the grant scheme webpage.

You can also contact Jen Bullas or Ollie Cooper via email: hubprojectteam@telford.gov.uk.

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Cross Country Championships

The 2022 Shropshire Athletic Association Under 11’s Year 5 and Year 6 Cross Country Championships is taking place Saturday 19 March 2022 at Concord College, Acton Burnell.

Please download the entry form and details of the routes for Year 5 and Year 6.

Entry Form

Year 5 route

Year 6 route

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Funding Opportunity- Improving Educational Outcomes and Life Chances of Young Carers or Care Experienced Young People 

The British and Foreign Schools Society is inviting proposals to its grant programme to improve the educational outcomes and life chances of Young Carers or Care Experienced Young People under the age of 25 in the UK. Grants of between £30,000 and £100,000 will support schools, academies, colleges and registered charities to help young people to attend and engage in mainstream school life, access further education, employment or training opportunities. The Society is also keen to receive applications for approaches that seek to directly address the impact of the Covid-19 pandemic on these vulnerable young people. There is a two-stage application process and the deadline for stage one applications is the 13 July 2022.

More information is available on their website: UK Criteria and Eligibility | The British & Foreign School Society (bfss.org.uk)

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Celebrating 25 Years of World Book Day

Today is World Book Day

World Book Day is a charity event held annually in the UK. The charity aims to change children lives by encouraging them to love and enjoy reading. This prestigious day is celebrated across the world, and is always celebrated on the first Thursday in March in the UK.

This year is a special year for the charity-on Thursday 3 March 2022 World Book Day will be celebrating its 25th anniversary!

Many schools and settings across the Borough will be taking part in this fantastic day. To help you to prepare to celebrate this special event there are a number of resources available including special resource packs, live stream events, book tokens, competitions and a range of exciting activities to take part in.

For further information visit the World Book Day website.

This year we would like you to share your news about the books you have been reading and any special events that you have organised to celebrate “World Book Day” . Please send us your story and photos to:

email: education.noticeboard@telford.gov.uk    

or tag us in your twitter posts @TelfordWrekin

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DfE Updates

Guidance from the Department for Education in how best to handle any questions or concerns from pupils about the Russian invasion of Ukraine.

This is an update from the Department for Education

The Department for Education (DfE) believe that schools and colleges are well equipped to handle any questions they may be receiving from pupils or students regarding the Russian invasion of Ukraine, however, the Education Hub contains some useful advice and resources for schools and colleges. This may also be useful for families and young people themselves.

Advice from the Department for Education on how to access the National Tutoring Programme for pupils who might require extra support in preparing for their exams this summer.

This is an update from the Department for Education

The funding for tutoring that schools have been provided with will provide huge benefits to pupils who have fallen behind, and this point in the year is a good opportunity to use this to support those preparing for exams in the summer.

There are some schools that are still not accessing high quality tutoring through the National Tutoring Programme (NTP) – please do so as soon as possible. Please be aware that if the funding is not used, it will have to be repaid, so we encourage all schools to put the funding provided to good use to support your pupils.

Take a look at the ‘How to guide’ for more information on how to access the NTP. You can also call the team on 0330 390 3315 to get help with registering your school.

In addition, accredited Tuition Partners are now able to upload data on your behalf. This will help you save time uploading information on pupils, tutors, orders, and timesheets.

Update to the educational setting status form

This is an update from the Department for Education

In line with wider COVID-19 changes, we will move the educational settings status form from a daily to a weekly collection, and reduce the number of questions asked. This will balance the collection burden on schools and colleges, with the need to collect vital information on the impact of COVID-19 on settings through the next half of term, including the impact on vulnerable children and young people and staffing levels.

From the week commencing Monday 7 March, the collection will move to weekly, and the collection day will be every Thursday, with the first collection on Thursday 10 March. The form will remain open daily to report school and college closures. If your setting is closed on any day, please report this through the form, otherwise you only need to fill out the form each Thursday. We will review the continuation of the educational settings status form at Easter.

The list of topics we will be collecting data on is below:

• setting closures
• on-site pupil and student attendance rates and COVID-related absence rates
• overall workforce absence rates
• cancellation of breakfast or after-school clubs, or other childcare provision (applies to schools only)
• National Tutoring Programme (applies to schools only and questions asked every 3 to 6 weeks, as is the case now)

We encourage all schools who have not yet signed up to the department’s automated attendance data trial to please do so. Further information on the trial can be found in the Q&A on the document sharing platform. Alternatively, you can contact us by email.

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Pre-exclusion Hotline

The pre-exclusion hotline is working well. It has been used by schools that are considering an exclusion.

A member of the BSAT team has been able to offer immediate intervention by discussing the exclusion in more detail, and offering a preventative solution. This support is available for both the individual child and their school.

One example of this was a school who telephoned the pre-exclusion hotline requesting support.

Contact was requested because a child had got into trouble swearing and telling staff that they were going to kill them. The issue was that this individual had previously been on a fixed term exclusion. The school had noticed that the child had complex needs and had previously utilised alternative provision.

The school felt that the information provided to them by a colleague did not evidence the complex needs and support that was previously provided to the child. As Local Authority (LA) officers, the Behaviour Support Development and Advisory Team (BSATs) were able to check the protocol system to see the extensive support that had previously been provided to the child and they were able to discuss this in more detail with the school. 

A visit was planned which allowed the BSAT team to support the child and discuss the reasons for their behaviour using a restorative approach. An offer of a restorative justice session with the child and the teacher involved enabled the exclusion to be prevented. Following this, the school purchased further support sessions from BSAT. 

In this instance, the ongoing support has allowed the BSAT team to check in weekly with the child, who has remained in the school and is now doing well. This demonstrates that with the right support at the right time can prevent exclusions.

The Pre-exclusion Hotline number is 07816 372459.

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Important update for Early Years Co-ordinators (EYFS)

The focus of our Network meeting on the 17th March (4.00pm to 5.30pm) will be on the expectations for EYFS in the schools inspection.  HMI Eve Morris will be attending this meeting.

Eve has asked that you send questions to myself prior to the meeting, as this will help her to focus on your queries. Can you send any questions to me by Wednesday March 9 2022 at the latest- lisa.seymour@telford.gov.uk

Book your place through via SchoolPerformanceDocs | Telford Education Services.

With regards to EYFSP I hope that you have all booked onto the Learn – Explore-Debate – For SCHOOLS event: ‘Getting the new EYFS and EYFS profile right in schools’. Places are limited to one person per school. Register now: Learn - Explore - Debate - FOR SCHOOLS | From pregnancy to children aged 5 (foundationyears.org.uk)

Information received from the Local Government Association with regards to the EYFSP exemplification materials can be seen below:-

These materials are in their final stages of development and will be available during this spring term.

In the meantime, we have developed a small suite of videos with direct messages from DfE, Ofsted and early adopter schools talking about their experiences in delivering the reforms and how they have changed their approach to the EYFS and assessment. These videos are part of our efforts to ensure a shift in culture with regards to early years assessment and workload in line with the goals of the reforms and you may find them useful until the full materials are available. These videos are available here. 

Following the EYFS reforms, local authorities are no longer required to externally moderate teachers’ EYFSP judgements. All requirements for local authorities relating to the EYFSP are set out in the EYFSP Handbook.

In terms of EYFSP data, LAs must:

• ensure schools have a secure electronic system to submit EYFS profile data

• collect EYFS profile data, and quality assure and submit it to DfE

Quality assurance of the data relates to ensuring that a full and complete set of data is submitted to the department for the schools in each area (for example following up any missing records either at school or child level or querying any clear errors or inconsistencies). It does not mean ensuring accuracy of teachers’ professional judgement.

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Autism Lead Professionals Training in Telford and Wrekin

The aim is to accept and commit to all the training by July 2022 so please take the time to assess your training needs before you make contact. If you have questions, please liaise with your link EP and/or your LSAT link.  If you have not undergone the initial leadership training with AET and would like to receive the training, you can also make contact using the email address above.

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Inclusion in Schools Initiative – a fully funded DfE Project for secondary schools

Inclusion in Schools aims to support secondary schools to address barriers to inclusion that can affect student educational pathways.  

The project encourages a whole school approach to Inclusion to support moving forward in this crucial area of work. Through a wide range of CPD opportunities and support for action plan development, the project aims to enable you to review and enhance your practice so that all students thrive and succeed, irrespective of background and barriers.  

By signing up to this project, the school will receive: 

• Invitations to live online CPD from expert speakers.
• Access to a library of webinars for ongoing staff support and bespoke resources.
• Networking opportunities with other schools and inclusion partners working on the same priorities as your school.
• Opportunities to share good practice between schools with a common aim of creating an inclusive environment, where barriers are removed for all students. 
• ASE Institutional membership for one year, for the value of £250, for your Science department.
• Support for Science teachers on teaching and learning in Physics through the Stimulating Physics Network 

For schools that meet the eligibility criteria, there will be additional support from one of ASE’s Inclusion Consultants to support needs analysis, action planning, and ongoing support. There will also be the opportunity to access funding for specific activities related to your action plan. There will be no cost to the participating schools. 

More information can be found on the leaflet and on the ASE website where you can sign up to the project. Please note that places are limited.

For further information, please get in touch via email martinreece@ase.org.uk  or call Martin on 07912 623617.  

Inclusion in Schools Leaflet

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Review of Post-16 Qualifications at Level 2 and Below

The Department for Education (DfE) is seeking views on proposals to reform technical and academic qualifications at level 2 and below, via a survey. These reforms will exclude GCSEs, Functional Skills Qualifications and Essential Digital Skills Qualifications.

The post-16 review aims to create a streamlined qualifications landscape with clear choices for young people and adults, and to ensure that every qualification approved for public funding has a distinct purpose, is high quality, and supports students to progress to positive outcomes.

The DfE want to improve study at this level, ensuring that students have clear and coherent pathways to good outcomes. To do that they need to know more about what is working and what needs to change to better support all students.

Students from disadvantaged backgrounds or with special educational needs or disabilities, are more likely to take these qualifications, so will also benefit from higher-quality courses that provide the support they need to fulfil their potential, and help open the door to opportunities to progress.

To gain enough insight to create positive change, this consultation will seek views on the proposed groups of qualifications that should receive public funding at level 2 and below.

It is important that as many views are included as possible, so please complete the survey:

Survey: Post-16 qualifications review

For more information on the consultation and call for evidence, please refer to the consultation document and impact assessment on the GOV.UK website.

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CPD for Spring 2022

RADY network meeting (by invitation)	Friday, March 04, 2022	10.30am to 12noon
Governor Briefing: The role of evidence in improving outcomes for pupils, particularly those from a disadvantaged background	Monday, March 07, 2022	5pm to 6pm
Promoting the performance of disadvantaged students (GO 505)	Tuesday, March 08, 2022	4.30pm to 6.30pm
Teaching Children with SEND: Meeting the Needs. Session 4: Supporting Memory Across the Curriculum (LSAT 508)	Wednesday, March 09, 2022	4pm to 5.30pm
Designated Safeguarding Leads' and Safeguarding Governors' Termly Update (SG 106)	Wednesday, March 09, 2022	4pm to 5.30pm
Raising Awareness of Prevent (SG 101)	Thursday, March 10, 2022	3.30pm to 5pm
Meeting the EYFS profile requirements for  EAL learners in EYFS (CPD 715)	Thursday, March 10, 2022	1.15pm to 4pm
Taking the Chair - part 4 (GO 504)	Thursday, March 10, 2022	4.30pm to 6.30pm
Child Development: Physical Development in the EYFS (EY 315)	Tuesday, March 15, 2022	9.15am to 12noon
Governors’ Responsibilities for SEND (LSAT 212)	Tuesday, March 15, 2022	5pm to 7pm
Newly Appointed Designated Safeguarding Leads' Training (2 days) - part 1 (SG 102)	Wednesday, March 16, 2022	9.15am to 4pm
Preparing for Statutory Assessment at the End of KS1 (CPD 505)	Wednesday, March 16, 2022	9am to 12.30pm
Designated Teacher for Children in Care Network Meeting (Post 16) – book through the Virtual School Team	Wednesday, March 16, 2022	4pm to 5pm
EAL Network Meeting (CPD 526)	Wednesday, March 16, 2022	4pm to 5.30pm
Early Career Teacher Network (CPD 720)	Wednesday, March 16, 2022	4pm to 5pm
Preparing for Statutory Assessment at the End of KS1  (CPD 505)	Thursday, March 17, 2022	9am to 12.30pm
Newly Appointed Designated Safeguarding Leads' Training (2 days) - part 2 (SG 102)	Thursday, March 17, 2022	9.15am to 4pm
Early Years Coordinators – Termly Update (EY 007)	Thursday, March 17, 2022	4pm to 5.30pm
Restorative Justice (PSS 003)	Tuesday, March 22, 2022	4pm to 5.30pm
SACRE Conference – see separate Noticeboard article	Wednesday, March 23, 2022	9am to 12.30pm
Assessment - termly update (morning) (CPD 502)	Wednesday, March 23, 2022	9.15am to 10.45am
Designated Safeguarding Leads Refresher (SG 107)	Wednesday, March 23, 2022	9.15am to 3.15pm
Preventing and Dealing with Racist Bullying (CPD 533)	Wednesday, March 23, 2022	1.15pm to 4pm
Assessment - termly update (twilight) (CPD 503)	Wednesday, March 23, 2022	4pm to 5.30pm
Recently Qualified Teacher Development Programme (CPD 507)	Wednesday, March 23, 2022	4pm to 5.30pm
Assessment - termly update (twilight) (CPD 503)	Wednesday, March 23, 2022	4pm to 5.30pm
Recently Qualified Teacher Development Programme (CPD 507)	Wednesday, March 23, 2022	4pm to 5.30pm
Designated Teachers & Governors for Children in Care Network (compulsory school age) – book via Virtual School Team	Wednesday, March 23, 2022	4pm to 6pm
Creating an Engaging Curriculum  which excites, inspires and develops the learning of EAL pupils (EY 716)	Thursday, March 24, 2022	3.45pm to 6pm
Talk Boost - KS1	Thursday, March 24, 2022	9am to 4pm
Verbal Intervention Training (BSAT 213)	Thursday, March 24, 2022	9am to 11.30am
Verbal Intervention Training (BSAT 214)	Thursday, March 24, 2022	3pm to 5.30pm
Early Career Teacher's Annual Professional Development Conference (CPD 514)	Friday, March 25, 2022	9am to 3.30pm
Creative approaches and new ideas for sharing stories within the EYFS (EY 301)	Tuesday, March 29, 2022	4pm to 5.30pm
Accredited Safer Recruitment Training - part 1	Tuesday, March 29, 2022	9am to 12.30pm
Developing the Role of Teaching Assistants in Supporting SEND Part 1 (LSAT 507)	Wednesday, March 30, 2022	9.15am to 12noon
An Introduction to EAL for Early Career Teachers (CPD 527)	Wednesday, March 30, 2022	3.45pm to 6pm
Accredited Safer Recruitment Training - part 2	Wednesday, March 30, 2022	9am to 12.30pm
Designated Safeguarding Leads Refresher (SG 107)	Thursday, March 31, 2022	9.15am to 3.15pm

 

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Shropshire Beam Parents & Professional Virtual Workshops Timetable April 2022

Shropshire Beam are pleased to provide the next Timetable of Virtual workshops for Parents & Professionals, starting in April 2022. This includes a workshop on understanding and responding to self-harm which has been requested by popular demand.

The details for these workshops are listed below in a chart, and all that is required is for professionals to click on the relevant link at the appropriate time of their chosen Workshop. All workshop will be done via Microsoft Teams Video call. We are unable to record sessions. The Workshops are planned to be informative and engaging sessions, so please be willing to participate during the sessions.

There are four Workshops detailed below which will be rolled out to the end of May 2022 at various different times to enable more people to attend;

• Supporting Children & Young People with Anxiety: Aims & Objectives are to pass over psycho - education within the topic followed by practical suggestions of methods & techniques to help support the youth experience issues with anxiety.

• Wellbeing Planning: a workshop which explains & provides a tool for Children & Young people to support their general Emotional Health & Wellbeing, it recognises triggers and promotes self-awareness, which can also be used as a relapse tool to support resilience.

• Sleep Support: Aims to pass over psycho - education within the topic followed by practical suggestions & advise of methods & techniques to help support the children & young people having difficulties with getting to sleep and staying a sleep.

• Understanding & responding to Self-Harm: Aims & Objectives are to pass over psycho - education within the topic followed by practical suggestions of methods & techniques to help support the youth experience issues with self-harm.  

Date / Time	Workshops	Link
Wednesday 6th April 11:30am	Sleep Support	Microsoft Teams meeting Join on your computer or mobile app Click here to join the meeting Learn More | Meeting options
Wednesday 13th April 10am	Supporting Children & Young People with Anxiety	Microsoft Teams meeting Join on your computer or mobile app Click here to join the meeting Learn More | Meeting options
Wednesday 20th April 11:30am	Understanding & responding to Self-Harm	Microsoft Teams meeting Join on your computer or mobile app Click here to join the meeting Learn More | Meeting options
Wednesday 27th April 12:30pm	Wellbeing Planning	Microsoft Teams meeting Join on your computer or mobile app Click here to join the meeting Learn More | Meeting options
Wednesday 4th May 12:30pm	Sleep Support	Microsoft Teams meeting Join on your computer or mobile app Click here to join the meeting Learn More | Meeting options
Wednesday 11th May 12:30pm	Supporting Children & Young People with Anxiety	Microsoft Teams meeting Join on your computer or mobile app Click here to join the meeting Learn More | Meeting options
Wednesday 18th May 12:30pm	Understanding & responding to Self-Harm	Microsoft Teams meeting Join on your computer or mobile app Click here to join the meeting Learn More | Meeting options
Wednesday 25th May 10am	Wellbeing Planning	Microsoft Teams meeting Join on your computer or mobile app Click here to join the meeting Learn More | Meeting options

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SACRE Conference for Pupils

The half day Spring Term SACRE Conference is taking place on the morning of Wednesday 23 March 2022 via Microsoft Teams, from 9am to 12.30pm.

The conference is for pupils in Years 5, 6, 7, 8, 9, 10 and 12 and will give participants an insight into the science of climate change and how each of the six main faiths are responding to the challenge.

At the end of morning pupils will have an understanding of:

•           what science says about climate change in the light of COP 26

•           how different faiths describe the moral imperative to act to meet the challenges posed   

•           the difference between needs and wants

•           what actions pupils can take.

How will the conference be delivered?

•           The conference will be delivered via Microsoft Teams and is being offered free of charge to participating schools on a first come first served basis .

•           The conference is aimed at pupils in Years 5, 6, 7, 8, 9, 10 and 12 – schools are asked to ensure their PPG pupils are well represented.

•           All participating schools will receive a pre-teach video in advance, together with a glossary of terms which explain:

• key terminology
• what we mean by weather and climate
• the consequences of climate change
• what we can do to address these concerns
• The video will last around one hour and all participating schools will need to use the video before the conference to ensure pupils have an understanding of the terminology when they join the event
• The conference will commence with a key note speaker who will set the context; this be followed by faith workshops on each of the six main faiths, giving their insight into the responsibility for taking care of the planet and each other. 
• From this information pupils will decide on their pledge to reduce the school’s carbon footprint.  The conference will culminate in their presentations, explaining how they will pledge to take action to reduce carbon usage. We also suggest this could be presented to the school’s governors.

In order to register your interest in participating, please send an email to sue.dyson@telford.gov.uk, stating your school name, key contact, year group and number of pupils by Friday 4 March 2022.

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The role of evidence in improving outcomes for pupils, particularly those from a disadvantaged background – Briefing Session for Governors

Over the last term our COVID-19 the Recovery Advisory Teacher has had the opportunity to discuss with many school leaders how they are actively using RADY to support their disadvantaged pupils. In line with additional catch-up funding this year, and new guidance for including research based evidence within the school Pupil Premium Strategy (PPG), there is a real emphasis on governors - in particular in being able to understand how we can demonstrate evidence based challenge.   

The Department for Education (DfE) has partnered with the Education Endowment Foundation (EEF) to provide guidance and advice on how schools can successfully implement projects that will positively impact on the outcomes of pupils. 

You are invited to a one hour Teams session on Monday 7 March 2022 at 5pm, hosted jointly by the Local Authority and the EEF, which will be provided free of charge. This session will be of interest to all governors, particularly those with responsibility for PPG and senior and middles leaders.

This session will provide governors with an overview of the Education Endowment Foundation and explore the role of evidence in improving outcomes for pupils, particularly those from a disadvantaged background.  

During the session, governors will be provided with an introduction to several EEF resources, including the 'Teaching and Learning Toolkit', the 'Putting Evidence to Work: A School's Guide to Implementation' report and additional resources for school improvement planning.

Following the session, governors will have a greater understanding of how they can provide effective, evidence-informed support and challenge to their schools and senior leaders. 

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TalkBoost Training for KS1

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Schools Pre-Inspection Data and Insight Team’s second inspection data summary report

Please click on the link below to access the Schools Pre-Inspection Data and Insight Team’s second inspection data summary report (IDSR) newsletter.  The newsletter contains important information about the redeveloped IDSR, the latest release, the new website and other key information.

Inspection Data Summary Report Newsletter

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