Chair: James Humphries (Director of Standards and Effectiveness, UNiCAT)
Contact: [email protected]

Leading on priority 1: Strong leadership and ambition at all levels within individual schools and education settings to improve effectiveness and outcomes for children and young people.

Key responsibilities:

• consider and plan for the holistic development of school leaders,
• work collectively to scope and commission a co-ordinated leadership programme
• agree guidance to schools on tools for benchmarking and target-setting,
• organise and oversee a process to ensure that there is effective peer review
• embrace the principle of distributed leadership and strong curriculum design
• support the development of governance
• consider the particular barriers and vulnerabilities faced by certain groups of children and young people,
• liaise with other boards and groups whose work connects with and contributes to the raising of standards and achievements.

Chair: Frances Soul (Independent Chair of the PEP)
Contact: [email protected]

Cross-cutting priority: Taking forward the work associated with the EIA including the data led needs analysis, identification of priorities and preparation and monitoring of delivery plans, with the overriding objective of addressing entrenched underperformance including literacy and numeracy in Portsmouth.

Chair: Frances Soul (Independent Chair of the PEP)
Contact: [email protected]

Cross-cutting priority: Taking forward the work associated with the EIA including the data led needs analysis, identification of priorities and preparation and monitoring of delivery plans, with the overriding objective of addressing entrenched underperformance including literacy and numeracy in Portsmouth.

Chair: James Doherty (Principal, UTC Portsmouth)
Contact: [email protected]

Leading on priority 4: Recruit, retain and grow the best teachers, practitioners and leaders and provide high quality continuing professional development.

Key responsibilities:

• to promote and increase visibility of Teach Portsmouth, with a focus on the ethos of a teaching city,
• to utilise the Teach Portsmouth website, social media and other initiatives, to provide clarity on pathways into teaching and easy methods to apply for vacancies,
• to recognise teaching excellence and encourage teacher recruitment through initiatives that promote teaching in Portsmouth,
• to promote continuing professional development,
• to identify and bid for funding opportunities to support time-limited initiatives related to teacher recruitment and retention which have a lasting positive impact in Portsmouth,
• to develop and implement a strategy for Grow Your Own and second career teachers,
• to develop an evidence base to underpin direction of travel for teacher recruitment and retention initiatives,
• to identify and bid for funding opportunities to support time-limited initiatives related to teacher recruitment and retention which have a lasting positive impact in Portsmouth.

Chair: Shared by colleges senior leaders and rotated on a termly basis.
Contact: [email protected]

Leading on priority 7: Reducing the proportion of young people not in education, employment or training (NEET) through NEET prevention and re-engagement activities

Key responsibilities:

• reduce the proportion of young people in Portsmouth who are not in education, employment or training (NEET),
• meet the needs of young people with special educational needs and disabilities,
• raise the aspiration and attainment of young people to increase the number of young people who progress to higher education and higher apprenticeships,
• support the regeneration of Portsmouth and up skilling of young people to meet the future skill and employment needs of the City,
• improve the provision of careers education, information, advice and guidance,
• share pupil / student information, data and intelligence,
• plan the post-16 curriculum,
• share information and intelligence about local education changes,
• support the planning and delivery of targeted youth support services.

Lead: Gemma Gwilliam (Head of Digital Learning, Education and Innovation, PEP Digital Strategic)
Contact: [email protected]

Leading on priority 2: Implement a digital learning strategy for the city that supports learning both at school and at home.

Chair: Matt Johnson (Headteacher, Copnor Primary School, LA-Maintained)
Contact: [email protected]

Leading on priority 3: Improve pupil outcomes in literacy (reading, writing and oral) with a high priority focus on early language development.

Key responsibilities:

• Agreeing and delegating particular elements of the key actions to individual members and sub-groups,
• Agreeing highly focused priority work so that it is manageable and can have the most impact,
• Building a network of professionals who can establish strong partnerships with clear channels of communication and collective responsibility.
• Securing funding and co-ordinating bids for training and professional development of school leaders, teachers and practitioners in education and pre-school and family settings,
• Co-ordinating the sharing of information and resources including regular updates and data sharing of evidence-based impact so that we can learn from best practice,
• Presenting regular updates to the Strategic Board on early language and literacy development programmes and the impact they are having on individual settings, schools and overall outcomes in the city.

Chair: Early Years Leadership Team (PCC)
Contact: [email protected]

Cross cutting theme: Critical to the PEP Education Strategy is a clear understanding of the importance of early years provision and practice upon which future stages of education are built.

Key responsibilities:

• Ensure improved communication across the sector and the sharing of information or gaps in service provision,
• To consider how far the crisis provides an opportunity for, and requires, more radical thinking around consistent expectations,
• To consider the financial implications and sufficiency of the childcare market during this crisis,
• To provide a strong voice to Government on what is needed,
• Representatives will act as a conduit for information to and from the wider market.

Chair: Nys Hardingham (CEO, Salterns Academy Trust)
Contact: [email protected]

Cross cutting theme: Creating an educational environment that is welcoming to all children and young people and not giving up on any child whatever their circumstances.

Leading on priority 6: ensure all pupils regularly attend school.

Key responsibilities:

• identify further support for schools to address SEN Support variability,
• identify further support for schools to improve literacy,
• carry out a review of secondary schools’ internal AP provision,
• embed the work of the Turnaround project in the Early Help and Prevention Service in order to increase reintegration rates,
• renew the focus on addressing school absence for children with SEND,
• embed the new model of delivery for the Inclusion Outreach Service,
• make available grants for mainstream schools to support inclusion building projects.

Removing Barriers to Inclusion Subgroups:

Children’s Emotional Health and Wellbeing Group

Chair: Laura Peterkin-Aldred (Headteacher, Solent Junior School, De Curci Trust)
Contact: [email protected]

Behaviour and Attendance Group

Chair: Christian Down (Headteacher, Castle View Academy, ULT)
Contact: [email protected]

Chair: Sarah Anderson (Solent Maths Hub Lead)
Contact: [email protected]

Leading on priority 4: Secure a step change in attainment and progress in maths across all key stages.

Key responsibilities:

• Develop teacher and support staff mathematics subject knowledge in all key stages through the work of the Solent Maths Hub
• Support maths subject leaders to help unpick pupils’ specific areas of weakness and ensure the pedagogy is appropriate, inclusive, effective and impactful
• Raise aspirations through making maths learning exciting and meaningful, by highlighting the relevance of concepts or specific knowledge with collaborating specialists who can offer inspirational activities, experiences, resources and equipment, linked to a wider focus on STEM
• Consider ways of training and supporting school staff in how to use digital technology to enhance maths teaching and learning and reduce workload (with reference to the EEF evidence-based Using Digital Technology to Improve Learning recommendations)