Curriculum & CPD

There have been significant changes to curriculum and assessment in primary and secondary education alongside new accountability measures; all of which have been implemented at a bewildering pace, not to mention the changes in post-16 education and the proposed shift to academic and technical options.

This level of change requires schools to make a huge and sustained investment in teacher development particularly as it can take four or five years for teachers to fully embed curriculum change in the classroom. Support is required for teachers at all stages of their career from newly qualified teachers (NQTs) to leadership positions. This needs to extend to Teaching Assistants and Governors / Trustees. An investment in continuous professional development also encourages teachers to remain with schools and become part of a pipeline of future senior leaders. Collective planning of continuing professional development (CPD) opportunities led by Teaching Schools and Multi Academy Trusts working under the auspices of the Portsmouth Education Partnership (PEP) will support collective curriculum planning, reduce the need for staff to travel out of the city for CPD and maximise the resources that are available.

ENGLISH

Cottage Grove Primary

Led by the Portsmouth Teaching School Alliance, there has been a strong focus on English. The Portsmouth English Network (PEN) is gathering pace from its inception in October 2016 and plans are now being implemented to provide a range of training and network opportunities for English leads and teachers across the City.  Additional SLEs from Primary and Secondary settings have been appointed to work with existing SLEs in the city on developing our English provision.

On 28th March 2018, Year 11’s from secondary schools across the city were invited to the University of Portsmouth for a lecture on GCSE English Literature texts, which made for both a great revision tool and a helpful look into what university study would be like. You can read more on the event here and see some photographs from the event here.

MATHS

Led by the Solent Maths Hub there has been a significant investment and focus on maths CPD in Portsmouth in 2017/18 including in Early Years, SEND, Primary, Secondary and Post-16 (Level 2 and Level 3).  There are a number of maths SLEs that are available to provide support across our schools, particularly with respect to primary schools due to the number of inexperienced maths teachers that exist.

Copnor Primary School

Two maths work groups have been established for Early Years led by an experienced practitioner and there are opportunities for staff to complete the NCETM Professional Development Lead Support Programme – Early Years.  This will continue in 2018/19.

We now have 3 mastery specialist teachers in the city who are leading teacher research groups with other schools to develop the collaborative approach to teacher development. This has been extended to secondary, involving three secondary schools in the city.  Primary maths network meetings have focussed on developing maths leadership and changes to moderation.  Secondary twilight networks have been established focusing on the new GCSE curriculum and development of reasoning and problem solving at Key Stage 3 in order to encourage pupils to think mathematically, articulate their reasoning and solve problems in a range of contexts. For post-16 one of the most challenging issues in maths is at level 2 and the issue around GCSE retakes. Two work groups have been established focusing on Developing Reasoning and the NCETM PD Lead programme for FE.

The Solent Maths hub will continue to support our schools in 2018/19.  There will be work groups for SEND, Early Years, Primary, Secondary and Post 16.  More information on these can be found on the solentmathshub webpage.

A network group has been set up for Secondary Heads of Maths that will meet regularly to discuss changes to the curriculum, schemes of work and to support each other.

The Solent Maths Hub will also be working in collaboration with the Education Partnership to support 7 schools on a mastery readiness programme.  The programme will focus on two key areas:

  • The development of effective leadership that will remove barriers and put in place structures to support change and teacher professional development in relation to teaching for mastery.
  • Development of classroom culture and attitudes to mathematics that will support a teaching for mastery approach, both on the part of teachers and their pupils.

SCIENCE

The Portsmouth Academy

The Science Hub is in the process of being established, building on the successful STEM project led by a science SLE from St Edmund’s Catholic School. The University Technical College (UTC), which opened in September 2017, has the potential to stimulate and strengthen science, technology, engineering and maths (STEM) education across the city.

The Portsmouth Academy

Primary Engineer Programme:

Primary Engineer is a not for profit organisation and runs the primary engineer programme (KS1 and KS2) which will be running for a second year in Portsmouth in 2018/19.  The programme is free to schools and is funded by industry with match funding from Portsmouth City Council.  20 primary schools participated last year and it is hoped a similar number will be involved in 2018/19.

There is also an Early Years Engineer Programme which seeks to engage children as early as possible in STEM – this will be running for the first time in Portsmouth in 2018/19.

HISTORY



Primary History Network meetings:

This course consists of three practical afternoon sessions.  Places are still available on the following sessions and can be booked via the Portsmouth Learning Gateway:

Session 2 (11.10.18) : Securing your long term plan and developing medium term plans
for all units. Gaining confidence with the 6 steps approach.
Progression in terms of skills in the national curriculum.
Planning and teaching for progression; embedding more exciting activities to teach key historical skills

Session 3 (20.03.19) : Securing the curriculum, long and medium term planning.
Building leadership confidence. Sharing activities.
Planning for visits and visitors.



MODERN FOREIGN LANGUAGES

A Primary Modern Foreign Languages Hub has been established by the University of Portsmouth with expertise from Cottage Grove Primary School.  Secondary CPD is also being made available through the University and language upskilling is available through TSST (teacher subject specialist training) which is being run by the Portsmouth Teaching School Alliance in conjunction with the University of Southampton.

The University of Portsmouth is offering free language upskilling classes for all local teachers.

The languages available for study are: Arabic, British Sign Language, French, German, Italian, Japanese, Mandarin Chinese and Spanish. Please e-mail Laura Ward at [email protected] if there are any questions.

If you are interested please complete this form as soon as possible.

Resources

Primary languages update September 18

FREE KS2 MFL training workshops at the University of Southampton

MFL INSET with the Portsmouth TSA

Primary Languages Update January 2018

Google and Foreign Language Learning

MFL Handout 2017

PERSONAL SOCIAL, HEALTH AND ECONOMIC EDUCATION

Priory School

Personal, Social, Health and Economic (PSHE) education gives pupils the knowledge, skills, and attributes they need to keep themselves healthy and safe and to prepare them for life and work in modern Britain.

PSHE Education  is a school subject through which pupils develop the knowledge, skills and attributes they need to manage their lives, now and in the future.

These skills and attributes help pupils to stay healthy, safe and prepare them for life and work in modern Britain. When taught well, PSHE education helps pupils to achieve their academic potential, and leave school equipped with skills they will need throughout later life.

Resources, including Guidance on Preparing to Teach about Mental Health and Emotional Wellbeing and a PSHE Education Programme of Study (Key stage 1-5) are available from the PSHE Association.

Teachers may need support to deliver high quality PSHE or relevant topic matter. The PSHE traded offer from Portsmouth City Council is in development, not all schools may buy into this. Strengthening knowledge around these topics within the teaching workforce would be useful e.g. the pastoral leads, or others. There are some useful resources available such as lesson plans on a range of issues such as bullying and cyberbulling, smoking, stress, alcohol, body image and positive relationships – ‘Rise Above’ – launched by Public Health England in September 2017.

The Public Health response to the Education Strategy consultation make clear the links between PSHE and physical health to outcomes for children and young people. This paper also links to useful guidance and resources.

SEF

The Sex Education Forum (SEF) has developed a poster explaining the need for good quality relationship and sex education (RSE) in schools.

The statements on the poster are based on research evidence and are supported by a wide range of partners, including NSPCC, Barnardo’s, The Children’s Society and NCB, and education unions ASCL, NASUWT, NEU, NAHT and UNISON. They are also supported by an increasing number of MPs and Peers.

SEF has produced the poster now because:

  • the evidence base for good quality RSE is well established – we know what constitutes good practice
  • The start date for statutory RSE is September 2019 but schools can start preparing for that now
  • The Government has appointed Ian Bauckham to advise on RSE and lead stakeholder engagement, but no date has been fixed for publication of the draft guidance – schools need confidence about what constitutes good practice.

Schools are invited to download and use the statement to make their own commitment to good quality RSE. Whether the school’s RSE is already well established, or needs further improvement, the poster can be displayed, shared with parents, staff and governors and used as a springboard to develop the quality of RSE provision the school is working towards.  For educators and organisations who support RSE, you can can download your own poster of support. Please find both versions of the poster on the SEF website.

EMAS

Portsmouth has some of the best results in the country in terms of progress and attainment outcomes for pupils with English as an additional language (EAL). In part, this is due to the work of the Council’s Ethnic Minority Achievement Service (EMAS) which offers both school and pupil level support.

Stamshaw Infant School

At school level, EMAS Advisers work closely with senior leaders to identify the needs of Black and Ethnic Minority (BME) pupils and those with EAL. They offer a comprehensive range of CPD and support for staff, centrally and in schools, and train in excess of 500 teachers, TAs and ITT students each year. For full details please see the EMAS Training directory

In addition Governor body training is now available.  EMAS produces extensive guidance for schools on relevant themes, including a city-wide assessment framework for pupils with EAL, and keeps staff up to date with current issues and resources through their monthly bulletin.  Advisers also offer individual mentoring opportunities to staff and whole school improvement support through learning walks, data analysis, work scrutiny, lesson observations, curriculum audits, Ofsted preparation and development planning.

At pupil level, EMAS employs a large team of Bilingual Learning Assistants (BLAs) EMAS team who support the twenty or more languages of the pupils most in need in the city. Focusing strongly on improving outcomes, over 500 pupils are supported each week in schools and nurseries. The BLAs also work as interpreters for families in a range of formal and informal meetings and are sometimes called upon to contribute their expertise when considering provision. Advisers also support at pupil level with assessments and specialist identification of additional needs in pupils with EAL and work directly with refugees and asylum seekers in conjunction with the Virtual School for Looked After Children.

Further pupil support is available through the creation of bilingual resources for use in class and display materials which focus on religious, national and cultural themes. All resources are continually added to and updated and sent to schools each year. EMAS also has a library of dictionaries, bilingual books, clothes, artefacts and teacher resources for classroom use or study and holds the city’s SACRE Resources .

Support from EMAS is available to schools through a Service Level Agreement. ‘Membership’ gives a school resources, updates and advice for an annual fee. Members can then buy in services on an ad-hoc basis. Schools can also buy a General Support Package, based on a proportion of a school’s EAL funding from central government and which gives access to all of EMAS’ services, or an enhanced Adviser Package. Almost every school in Portsmouth currently has an SLA with EMAS.

Contact the EMAS Manager and Lead Adviser, Karen Thomas for further information.

LITERACY INTERVENTIONS AND TRAINING

Portsmouth’s Every Child a Reader (ECAR) promotes literacy education from age 5 to 13 (Early Years Foundation Stage to Key Stage 3) via a range of acknowledged accredited intervention programmes and bespoke school improvement support. It brings together the highest quality of professional support to enable all children achieve excellence in literacy.

Arundel Court Primary School

ECAR and Non-ECAR Schools may also purchase any support from the ECAR Adviser from the following list of literacy support packages and accredited intervention training.

  • Reading Recovery Training – accredited school-based literacy programme for the lowest achieving children aged around six
  • Better Reading Partnership (aka Boosting Reading at Primary/Secondary) – KS1/2/3 decoding & comprehension intervention
  • Fischer Family Trust Wave 3 – early literacy reading and writing intervention
  • Inference Training – KS1/2/3 – Whole school comprehension training/ Intervention Programme (including Inference and Vocabulary Gap focus)
  • Talking Partners – speaking & listening intervention
  • Hi-5 KS2 Reading and Writing group intervention
  • Write-Away Together – KS1/2 writing, editing and improvement intervention
  • Grammar for Teachers – Grammar training for KS1/2 teachers

These are all research evidence based interventions which include diagnostic and formative assessment to inform teaching, and systematic monitoring to inform management and leadership. Schools can also request training for phonics, guided reading and a range of literacy support packages.

At the heart of ECAR is Reading Recovery an accredited school-based literacy programme for the lowest achieving children aged around six that enables them to reach age-expected levels within 12 to 20 weeks. Portsmouth has nationally some of the best results in terms of outcomes for pupils who make successful discontinued outcomes during Reading Recovery (90% of pupils make accelerated progress to reach national expectation) and sustain these gains through to the end of Key Stage 1 and Key Stage 2.

In part, this is due to the work of the Council’s Every Child a Reader teacher leader (affiliated to the International Literacy Centre, Institute of Education, University College London) who offers both school and pupil level support, working closely with senior leaders to identify the needs of learners in their schools.

Every Child a Reader  is a trademarked standard which only schools with a Reading Recovery teacher are entitled to use.

Teachers are trained and supported by the teacher leader who provides challenging, in-depth professional learning and support via strong monitoring and quality assurance. Teachers are accredited on completion of 1 year training in line with Institute of Education, University of London guidelines.

Following the initial training year the Reading Recovery teachers maintain their accreditation via continued professional development and support led by the teacher leader. Once trained school based Reading Recovery teachers can lead literacy support within their own schools. Portsmouth has a network of Reading Recovery Teachers who meet and share best practice on a regular basis. In recent years there have been several Portsmouth winners of the national Reading Recovery School and Teacher Awards winners for exception literacy work.

Across Portsmouth hundreds of pupils are supported each academic year to make gains and narrow the gap in literacy attainment.

The Portsmouth Academy

Portsmouth ECAR goes Nationwide!

Every year, Portsmouth Every Child A Reader (ECAR) submits outcomes and progress data to the National Leaders who hold the rights to the specific interventions. In 2018 the national leaders from BRP (Boosting Reading @Primary, or, Better Reading Partnership) and Talking Partners contacted our ECAR adviser, Bex Shore to say thank you for the Portsmouth annual submission and to ask for permission to share these Portsmouth outcomes with schools and LA’s nationally.

The Portsmouth BRP report can be seen on the ‘Education Works’ website  promoting the intervention: https://www.educationworks.org.uk/what-we-do/reading-support/boosting-reading-case-studies

It highlights the progress pupils made in 11 schools from Portsmouth and Hampshire.

The report shows a clear shift in attainment across the cohort. Reading Age gains at approximately 12 months are consistent with historical data. Pupils make, on average, book band level gains of 2.7. At the start of the programme 40% of these pupils were reading books at the lowest levels (Yellow and below). By the end of the intervention, this figure had dropped massively to 4%. Information from teacher assessment has been included and the same shift in attainment is observed. At the start 42.2% were reading at ‘below expected’ levels with only 15.6% at ‘expected’ levels. After [email protected] the trend has been reversed with only 15.8% still ‘below expected’ (a drop of 26%) and 40.6% at ‘expected’ levels, a gain of 25%.

For further information:

Contact Rebecca Shore (ECAR Adviser/ Reading Recovery Teacher Leader)

http://www.ucl.ac.uk/international-literacy

http://servicesnetwork.portsmouth.gov.uk/

MUSIC

Portsmouth Music Hub

Transforming and inspiring lives through high quality music and cultural engagement

Values
  • We provide high quality musical and cultural opportunities
  • We evaluate provision to plan for excellence
  • We support children, young people and staff to achieve their potential
  • We expect high standards from our children, young people and ourselves
  • We inspire children and young people to develop a life-long enjoyment of music
  • We promote the positive and enjoyable aspects of musical and cultural engagement
  • We work collaboratively with partners for mutual benefit
  • We support partner organisations to achieve their goals
  • We are open, honest and effective in our communications
  • We listen to our customers and actively seek feedback
  • We take ownership of our responsibilities
  • We ensure best value for our services and clients
Aims
  • To provide high quality, inspirational music education for children, young people and learners in and around the diverse Portsmouth community
  • To reach all sectors of children and young people, including the hard to reach and those in challenging circumstances, enriching their lives through exciting music and cultural activities.
  • To offer opportunities for all children and young people to sing and play a musical instrument
  • To build sustainable progressive pathways and nurture musical talent encouraging children and young people to access and participate in an exciting range of targeted musical and cultural learning programmes
  • To promote innovation, creativity and originality in musical and cultural activities
  • To support all children and young people to achieve their potential through music and cultural engagement
  • To provide opportunities for musical excellence to flourish through maximising the potential of collaborative working with diverse partner organisations
  • To reflect the musical diversity of Portsmouth’s community
  • To celebrate the musical and cultural achievement of children and young people across the city
  • To engage with all schools and partners, supporting them to deliver the Schools’ Music Education Plan
Objectives

Core roles:

  • Ensure that every child aged 5-18 has the opportunity to learn a musical instrument through whole-class ensemble teaching for a minimum of a term of weekly tuition
  • Provide opportunities to play in ensembles and perform from an early stage: i.e. from age 5
  • Ensure that clear progression routes are available and affordable to all children and young people
  • Develop a singing strategy to ensure that every pupil sings regularly and that choirs/vocal ensembles are available in the area.
Extension Roles
  • Offer Continuous Professional Development (CPD) to school staff, particularly in supporting schools to deliver music in the curriculum
  • Provide an instrument loan service, with discounts or free provision for those on low incomes
  • Provide access to large-scale and / or high quality music experiences for pupils, working with professional musicians and / or venues. This may include undertaking work to publicise the opportunities available to schools, parents/carers and students.

In addition to these roles, PMH will:

  • Work in partnership with other public and private sector organisations
  • Broaden the opportunities and maximise the potential through collaborative partnership working
  • Seek to generate additional income to further extend musical opportunities for children and young people in Portsmouth and to cover the full management and administrative costs of the Hub

GLOBAL LEARNING

The Global Learning Programme

The Global Learning Programme (GLP) is building a national network of like-minded schools, committed to equipping their pupils to make a positive contribution to a globalised world by helping their teachers to deliver effective teaching and learning about development and global issues at Key Stages 2 and 3.

Priory School

All Portsmouth School and are encouraged to register with the Global Learning Programme. This free online registration only takes a few minutes to complete and will create your own personal GLP account, where you can find a wide range of free support and teaching materials, as well as access to funding, free training and a local GLP network. Please use your school email address for registering.

Admiral Lord Nelson School is a Global Learning Programme expert centre. They are able to support, run INSET and are outward facing with their Global Work. (Global Learning at ALNS.)

Working in Partnership with the British Council.

Through the Portsmouth Education Partnership, we are seeking to develop a strong relationship with the British Council to realise the benefits that the British Council can bring to Portsmouth through international education work. We know from research how beneficial global learning can be to pupils, teachers, schools and local communities.

Engaging in international activities within the curriculum can motivate pupils by helping children and young people of all ages to develop an appreciation of cultural diversity, reinforcing the value of learning a language and allowing learners to enjoy a better understanding of the world.
Teachers benefit from professional learning through collaboration with colleagues in other countries, enabling the sharing of expertise and discovery of innovative and inspirational practices from around the world which can be implemented in the classroom.

Commonwealth

On 2nd February 2018, the Department for Education launched a Commonwealth Education Pack. This is a new resource for teachers working with 11 to 14 year olds and contains information on the Commonwealth and its values, accompanied by a range of classroom activities relating to topics including citizenship, geography, general studies and history. You can find this here.

 

RE and SACRE



Secondary RE Network

A Secondary RE Network meeting takes place at Horndean Technology College every term, bringing together Secondary RE leads in Portsmouth as well as in the South East area of Hampshire. A key element of the first meeting in the Autumn Term will be to explore the impact of the new GCSE and to share good practice ensuring high achievement. Dates are 27 Nov 2018, 11 March 2019 & 19 June 2019.  All meetings run from 1.00 p.m. to 4.00 p.m.

Booking is through this link: https://learningzone.hants.gov.uk/learningzone/course.aspx?courseid=53941

The Hampshire and Wessex Secondary RE Conference will take place on 18th October 2018 in the Botley Area. At this conference the findings of the final report from the Commission on RE (CoRE http://www.commissiononre.org.uk/) will be discussed which are due to be published on 12th September 2018. One of the Key Speakers will be Dr Joyce Miller who has extensive understanding of RE in plural contexts and has been one of the CoRE commissioners.

Booking for the Secondary RE Conference can be done through this link: https://learningzone.hants.gov.uk/learningzone/course.aspx?courseid=53527

Primary RE Network

These sessions are designed to enable RE managers to explore, share and develop good practice in RE in their schools.  The sessions will focus on helping other staff to understand the cycle of enquiry, know the range of concepts in the Living Difference III syllabus, create and amend planning for RE and help understand assessment issues across the school.

Sessions take place at the Teaching and Learning Centre, The Portsmouth Academy and run from 13:30 – 16:00.  Places can be booked via the Portsmouth Learning Gateway on the following dates:

26th September 2018

22nd January 2019

9th May 2019

What is a SACRE?

The acronym SACRE stands for Standing Advisory Council on Religious Education.

Why is there a SACRE?

Every local authority (LA) has to have a SACRE by law.  In 1944, local education authorities (LEAs) were given the chance to set up a SACRE, if they so wished.  In 1988, all Local Authorities were required to have a SACRE.  It is now the Children’s Services directorate of the LA that is responsible for making sure there is a SACRE.

What does a SACRE do?

There is no other group anywhere else like the SACRE; it is unique.  The law says that RE must be taught in all schools and a SACRE’s role is to advise its local authority on what needs to be done to improve religious education (RE) and collective worship for schools in its area.

Who attends the SACRE meeting?

A SACRE is set up to represent a balance of all the interests of the local community.  You are likely to find elected councillors, representatives of faith communities, and members of the education community, including teachers and head teachers, at a SACRE meeting.  There may also be people representing teacher training in RE.

The Composition of a SACRE – There are four groups or committees, as below:

A: The Christian denominations and other religious and their denominations, reflecting the principal religious traditions of the area.
B: The Church of England
C: Teacher and head teacher associations
D: The Local Authority

Portsmouth SACRE meets once a term.



KEY STAGE 1 AND 2 MODERATION



As well as the statutory training for external moderators to support KS1 and KS2 assessment and moderation in the city, a range of CPD opportunities were arranged in 2017/18 including Richer Reading for Greater Depth for KS1 and KS2 English leads; phonics transition training for KS2 and KS3 English leads; and English subject enhancement training led by SLEs from all phases.



TEACHING ASSISTANTS

Through the Portsmouth Teaching School Alliance support is being provided to Teaching Assistants through the Maximising the Impact of Teaching Assistants Programme  (MITA) , a national programme which is supported by the Education Endowment Foundation.

NQT and RQT PROGRAMME

Miltoncross Academy

The city already has a very successful NQT programme delivered by The Portsmouth Teaching School Alliance with over 100 NQTs in the city having regular training sessions. 97% of NQTs in 2016/17 successfully completed the NQT induction period. In addition there are a series of well-attended twilight workshops specifically targeting recently qualified teachers (RQTs) who also enjoy the networking opportunities.