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Corporate performance on education and skills

3.01.01 New education facilities

Directorate: Central

Section: Planning

Stage: In progress

Due date: 31 September 2020

Percentage complete: 80%

Status: Green

Comments:

Proposals for new schools at Jealotts Hill were included in the Revised Growth Strategy for the Local Plan. The proposals are being refined following the consultation.

3.01.02 Property support to ensure capacity is in line with School Places Plan

Directorate: Delivery

Section: Property

Stage: Completed

Due date: 31 March 2021

Percentage complete: 75%

Status: Green

Comments:

Property continue to support education team.

3.01.03 Place planning tool for school places

Directorate: People

Section: Education and Learning

Stage: Completed

Due date: 31 March 2021

Percentage complete: 100%

Status: Green

Comments:

The new pupil forecasting system was introduced in 2019 and was used as the basis of the School Places Plan and Capacity Strategy 2020 to 2024.

The forecasting system has proved to be 98% accurate in predicting the numbers of primary pupils for September 2020.

3.01.04 Capacity strategy for schools

Directorate: People

Section: Education and Learning

Stage: Completed

Due date: 31 March 2021

Percentage complete: 100%

Status: Green

Comments:

The School Places Plan (SPP) and Capacity Strategy 2020 to 2024 was approved by the Executive in January 2020.

The SPP forecasts suggest that there will be sufficient school places in Bracknell Forest during the forecast period. It is proposed to update this document annually going forward.

3.02.01 School attendance legal advice

Directorate: Delivery

Section: Legal

Stage: Completed

Due date: 31 March 2021

Percentage complete: 100%

Status: Green

Comments:

Continued advice given to Education Welfare Service as to matters pertaining to School Non Attendance policy and procedures during the COVID-19 crisis.

3.02.02 Support for schools with standards and effectiveness partners

Directorate: People

Section: Education and Learning

Stage: Completed

Due date: 31 March 2021

Percentage complete: 100%

Status: Green

Comments:

Standards and Effectiveness Partners worked closely with their allocated schools across the autumn term to support provision and practice relating to the full return of all pupils to schools.

Leaders were keen to discuss the impact of COVID-19 on provision and practice sharing plans to address gaps in learning including use of the universal Catch-Up Premium, changes required to the school curriculum and strategies being used to support the well-being of pupils and staff.

On-site visits and joint activities to support judgements in relation to the quality of education took place in some schools in the first part of the autumn term with visits taking place virtually during the second national lockdown.

3.02.03 Promote best practice in schools

Directorate: People

Section: Education and Learning

Stage: Completed

Due date: 31 March 2021

Percentage complete: 100%

Status: Green

Comments:

Across the autumn term, the Standards and Effectiveness Team have continued to work in partnership with schools, conducting virtual and on-site visits to support the effective delivery of the school curriculum, including contingency planning for remote education.

The full programme of autumn term training was delivered remotely as planned, and included network meetings for SENDCos, and leaders of English, mathematics, RE, assessment and the pupil premium. 

A new series of subject leader network meetings, developed in partnership with the Forest Learning Alliance, took place for leaders of science, computing, history and music, and were well attended. 

A key focus at these network meetings was the sharing and promoting of good practice.

Remote visits planned by the Standards and Effectiveness Team, scheduled for the early part of the spring term, have been partly designed to identify best practice in remote learning provision, in order to share this more widely across the borough.

3.02.04 School Ofsted ratings

Directorate: People

Section: Education and Learning

Stage: Completed

Due date: 31 March 2021

Percentage complete: 100%

Status: Green

Comments:

Routine graded Ofsted inspections remained suspended over the autumn term 2020 and therefore the percentage of schools judged to be good or better across Bracknell Forest are unchanged - 83% all schools, 89% maintained schools.

As part of the planned phased return to inspection, Ofsted did carryout 'interim visits' across the autumn term.

The purpose of these visits was to inform the national picture in relation to how the full return of all pupils to school was managed. 

Interim visits did not result in any evaluation or graded judgement of a school and did not affect the school's current Ofsted inspection grading. 

Harmans Water Primary School and Holly Spring Primary School received interim visits.

3.03.01 Economic Skills and Development Partnership: Education Sub-group

Directorate: Central

Section: Economic Development

Stage: In progress

Due date: 31 March 2021

Percentage complete: 90%

Status: Green

Comments:

Aims and objectives under review.

3.04.01 Town centre youth hub build and fit out

Directorate: Delivery

Section: Property

Stage: Completed

Due date: 31 October 2020

Percentage complete: 100%

Status: Green

Comments:

New youth centre handed over in December 2020.

3.04.02 Youth Hub at Braccan Walk

Directorate: People

Section: Early Help and Communities

Stage: Completed

Due date: 31 October 2020

Percentage complete: 100%

Status: Green

Comments:

Construction of the new Braccan Walk Youth Hub has been completed.

A phased opening of the building is being planned and will respond to changing COVID prevalence and national guidance.

Partners and services internally and externally are being engaged in the planning process about future building use.

3.05.01 Entry level apprenticeships

Directorate: Central

Section: HR

Stage: In progress

Due date: 31 March 2021

Percentage complete: 25%

Status: Green

Comments:

COVID has affected the time available to progress and initiatives planned to raise awareness and opportunity of entry level apprenticeships.

We hope to return to more focus on this area in the new year and in partnership with the community engagement team and services which support people leaving educations, care and looking for career changes which can be supported by entry level apprenticeship training combined with on the job experience.

3.05.02 Apprenticeship levy

Directorate: Central

Section: HR

Stage: In progress

Due date: 31 March 2021

Percentage complete: 25%

Status: Green

Comments:

This quarter has seen a reduced level of take up of apprenticeships courses which is not unexpected given the challenges of COVID and the alterations many providers have had to make which has reduced the face to face support available for some learners.

3.06.01 Support the efficacy of early years professionals

Directorate: People

Section: Education and Learning

Stage: Completed

Due date: 31 March 2021

Percentage complete: 100%

Status: Green

Comments:

The early years reforms continue to be a central topic of discussion and training with 13 schools being early adopters of the reforms and the remaining schools preparing for the changes. 

There will be opportunities for all schools to collaborate to make sure that best practices are shared using emerging issues and previously identified frameworks for planning to make sure the transition of all schools is smooth. 

Whilst moderation of children's work and assessment in early years is being removed as part of the reforms, collectively schools believe in the usefulness of the moderation process and so together we have agreed to codesign the process of moderation so that it supports the ecosystem that is changing in early years.
 
We are also reviewing how the recent PHE guidance on early speech and language services marries up with Bracknell Forest's Learning Improvement Strategy element on Getting the Best Start in Life, so that our services in Early Years not only improves, but also remains fit for purpose in a rapidly changing climate, where parents are finding it increasingly difficult to access speech and language services that they were once able to.
 
40 practitioners in Bracknell Forests' EYFS settings accessed a live or recorded version of the latest EYFS network session. This session enabled all EYFS leaders to stay up to speed with the changes to EYFS and to be informed of the nation's climate and challenges ahead, enabling them to plan to mitigate any risks. Further network sessions are planned along with regular free drop-in sessions to discuss the current challenges and the school's plans to address the upcoming adoption of the EYFS reforms.
 
Finally, the early speech and language pilot programme for maintained nurseries delivered to 4 schools has been a resounding success.

With all pilot settings recording significant impact on the nursery aged children's speech and language progress and the practitioners' confidence and so is likely to be rolled out to even more EYFS settings in the summer term.

3.07.01 Support care leavers to access education, training or employment

Directorate: People

Section: Education and Learning

Stage: Completed

Due date: 31 March 2021

Percentage complete: 75%

Status: Green

Comments:

Support to EET is provided through the Virtual School and Elevate in partnership with the Leaving Care Service.

PEP meetings are held for care leavers in Year 12 and 13 with advice and guidance offered in terms of available training or employability courses such as that offered through The Prince's Trust. These have a specific focus on transition to post 18 pathways. 

Referrals to Elevate can be made for any NEET care leaver up to the age of 21 (25 if they have an EHCP). Of the referrals made, engagement with the support team is low. 

The main barriers faced by the current cohort of NEET care leavers include the context of the employment market and available apprenticeships or traineeships which have been impacted by COVID culminating in a lack of jobs and work-based training opportunities. 

The lead for the Virtual School regularly meets with and collaborates with the Leaving Care Service leads to continue to maintain the focus on supporting each care leaver to be in a stable position of either education or employment.

3.08.01 Establish a culture of high expectations for all children

Directorate: People

Section: Education and Learning

Stage: Completed

Due date: 31 March 2021

Percentage complete: 100%

Status: Green

Comments:

We have continued to work with their partners to support with training that will have a positive impact on the learning and teaching in schools and foster a culture of high expectations.
 
In collaboration with CYPF and East BHFT, we have facilitated OT training for all schools in Bracknell. 

The Children and Young People's Integrated Therapy Occupational Therapy Team were asked to deliver 3 key training sessions to SENDCOs.

The aim is to provide an understanding of 3 key areas that impact on children and young people's (CYP) ability to develop, learn and function in their educational setting, provide simple advice and strategies that can be implemented within settings.

The second of these 3 trainings took place on the 18 November, focussing on 'Motor Skills and activities of daily living'. 52 colleagues from Bracknell Schools booked to attend the virtual training. 

The last in the series of training will take place in the forthcoming spring term.
 
Training for Schools in Speech, Language and Communication Needs (SLCN) also took place from Bracknell schools 2 specially arranged trainings provided by Symbol in November. 

These trainings focussed on understanding of SLCN, how they impact on children and young people as well as strategies to employ in the classroom to support pupils. 17 colleagues from schools and from within the local authority were booked to attend this virtual training.
 
As part of the professional development offer from Governor Services, training on the role of the governing board in securing high quality outcomes for learners with SEND. This training was well received, with 30 governors from 19 schools attending on the 2 December.

3.08.02 Support transition to next stage of learning

Directorate: People

Section: Education and Learning

Stage: Completed

Due date: 31 March 2021

Percentage complete: 100%

Status: Green

Comments:

Standards and Effectiveness continue to work closely with colleagues from Children Support Services to provide high quality support for the transition of children and young people with SEND.

This cohesive and effective partnership working has been particularly effective when working on specific cases where SEND knowledge within Standards and Effectiveness has supported in identification and development of bespoke plans for children and young people.

A well-attended briefing was provided for SENDCos in October to support them in their understanding of local authority SEND processes that would positively impact on pupil learning and teaching as well as transition of pupils to other establishments should that be needed. Standards and Effectiveness will continue to develop and embed this cohesive working partnership with colleagues from Children Support Services.

During these challenging times, Standards and Effectiveness Partners have continued to work with individual schools to support them in their identification of gaps in learning and the strategies that will be put in place to support pupils in their learning.