Responsibility: Andrew Seber and Felicity Roe

Start date

End date

1)

Blue

2) Prepare EDP2 taking full account of the audit of needs

a. Rigorous audit of needs using analysis of all available data combined with professional judgements.

Audit undertaken and met with DfES and Ofsted approval.

May 2001

July 2001

b.

Blue

c. Derive main priorities from the audit of need.

All main priorities clearly rooted in the audit of need

July 2001

Sept 2001

d.

Blue

e. Consult all partners on EDP and invite proposals for a third local priority.

Partners consulted in line with EDP statutory guidance. Third local priority set.

Sept 2001

Nov 2001

f.

Blue

g. Revise audit of needs with 2001 data.

This was done in December 2001.

Nov 2001

Dec 2001

h.

Blue

i. Revise EDP in light of consultation and any new indications from the 2001 data

Consultation responses were positive. New data confirmed the approach proposed.

Nov 2001

Jan 2002

3)

Blue

4) Establish annual data interrogation cycle to inform decisions on future EDP activities and to contribute to the annual evaluation of the EDP

a. Establish clear processes and responsibilities for data analysis and interpretation as an EDP monitoring activity.

These have been established and shared with all officers involved.

Oct 2001

Jan 2002

b.

Blue

c. Establish clear reporting arrangements for audit information affecting the EDP.

These are established. 2002 Key Stage results and other information due in January/February, will feed into the first EDP monitoring report to members. The first full evaluation of the EDP will take place summer/autumn 2003, after its first year of operation. This evaluation will also consider the audit base being used, and will trigger changes as necessary.

Oct 2001

Jan 2002

Responsibility: Andrew Seber and Felicity Roe

Start date

End date

1) Give careful consideration to performance indicators during the drafting of EDP2

a.

Blue

b. Aim to use outcome measures wherever possible.

With a few unavoidable exceptions all the main success criteria in EDP2 are based on outcome measures

July 2001

Sept 2001

c.

Blue

d. Highlight for members measures of key importance for each EDP priority.

Blue

Members of Education PRC received a briefing on the key performance indicators for each priority. They will receive the first report on these as part of the annual review of EDP2.

Oct 2001

Jan 2001

e. Invite partners to comment on the robustness and value of the performance indicators during consultation.

The document presented to partners for consultation did not contain this level of detail. The performance indicators chosen are all based on pupil outcomes and published data and were approved by Education PRC and County Council as suitable indicators to enable them to monitor progress.

Sept 2001

Nov 2001

f.

Blue

g. Build the regular monitoring and evaluation of the EDP performance indicators by Members into the EDP monitoring arrangements.

Annual reports are scheduled on the full `basket' of EDP2 indicators. Many of these indicators are reported to PRC as part of separate reports in the course of the year.

Nov 2001

Dec 2001

2)

Green

3) Offer training for Members

a. Run a training session for Members when the EDP2 performance indicators are finalised.

Decision made to run training linked to the first presentation of indicators in 2003.

Revised target date

May/June 2003

Responsibility: John Clarke with senior phase inspectors/advisers and area school improvement managers.

Start date

End date

1) Revise guidance to attached inspectors

a.

Blue

b. Ensure guidance sets out the procedures for writing notes of visits after each school visit.

Done

July 2001

Sept 2001

c.

Blue

d. Procedures to include requirement to include action points and relevant leadership and management issues in the notes of visits.

Done

July 2001

Sept 2001

e.

Blue

f. Guidance to include requirement to send the notes of visits to chairs of governors and headteachers within ten working days.

Done

July 2001

Sept 2001

g.

Blue

h. Include in guidance for attached inspectors the requirement to make provision for the chair of governors and headteacher of each school in receipt of targeted improvement grants to receive monitoring reports (action in response to additional comment in Ofsted report)

Done

April 2001

Ongoing

2)

Blue

3) Train attached inspectors in notes of visit

a. Ensure training covers content of notes of visit, and a common standard governing the leadership and management issues which will be deemed relevant for inclusion in notes of visit.

Training on category for primary and secondary. AIs included notes of visit.

Sept 2001

Nov 2001

b. Establish this training as part of attached inspector induction.

Done

Sept 2001

Ongoing

4)

Blue

5) Follow-up and collation

a. Ensure these reports reach Chairs of governors by separately enveloping and addressing them.

An established part of HIAS processes.

Sept 2001

Ongoing

b.

Blue

c. All notes of visits to be displayed electronically in the school file as it becomes available, and highlighted for action where necessary.

The new system is now in use across HIAS, and integration of other services into the system has begun

Jan 2001

Ongoing

d.

Purple

e. As the electronic school file develops, explore the possibility of establishing an electronic alert where notes of visits are filed later than two weeks after scheduled visit to a school.

Blue

Possibility explored - decision taken that this is not achievable - it would create too much bureaucracy.

Jan 2002

March 2002

f. Notes of visits considered alongside other monitoring information as part of the assessment of the strengths and weaknesses of a school.

Part of remote monitoring from April 2002.

Sept 2001

Ongoing

g.

Blue

h. Analysis of notes of visits by area school improvement managers to identify actions the LEA needs to take, with individual schools or wider groups of schools.

Part of remote monitoring from April 2002.

Sept 2001

Ongoing

Responsibility: Gerry Price and David Woodward

Start date

End date

1)

Blue

2) Revise categorisation system

a.

Blue

b. Make interim changes to deployment of attached inspectors to one visit a year to successful schools.

Done

April 2001

April 2001

c.

Blue

d. Simplify categorisation system to four categories of school.

Done

April 2001

Nov 2001

e.

Blue

f. Used simplified categorisation system to redefine the notion of successful schools and the triggers for further support and intervention.

Done

April 2001

Nov 2001

g. Consult with schools on proposed new system and the triggers for support and intervention.

Done

July 2001

Oct 2001

3)

Blue

4) Implement and monitor effectiveness of new categorisation system

a.

Blue

b. Implement new categorisation system with every school categorised by Feb 2002.

Done

Oct 2001

Feb 2002

c. Implement new allocations of centrally-held attached inspector time.

Done

Jan 2002

April 2002

d.

Green

e. Review the effectiveness of the new categorisation system through monitoring Ofsted reports on schools and through analysis of weak departments.

Ongoing.

April 2002

April 2005

f. Develop further the system for monitoring the time allocations of attached inspectors to ensure they spend their time in accordance with the principles of inverse proportion to success.

Done

Jan 2002

April 2002

g. Quantify implications of new categorisation and trigger system on staff time.

Done

Feb 2002

April 2002

5) Strengthen remote monitoring systems to compensate for reduced visits

a.

Blue

b. Create an electronic school file where all reports and data relating to a school are lodged

The Electronic School Improvement File system is fully operational and all inspectors' visits to schools are recorded on the system.. Work is developing from the core of data and will extend to all school visits across the department.

July 2001

Jan 2002

c.

Green

d. Develop the electronic filing system to highlight indications of weaknesses or difficulties.

Ongoing work as part of the further development of the project.

Jan 2002

April 2004

e.

Green

f. Run a full database check in April 2003 (and thereafter annually) to ensure all appropriate data and reports are being filed.

Sample checking will take place

April 2003

May 2003

g.

Green

h. Determine a clear LEA strategy for school self-evaluation linked to the categorisation system, and promote this through local and county headteacher conferences (supports comment in Ofsted report text).

June 2001

Nov 2001

Responsibility: Area school improvement managers in liaison with Nigel Hill

Start date

End date

1)

Green

2) Ensure progress made by pupils in each school can be clearly identified

a. Formally identify a basket of outcome data for each school.

Blue

Work in progress.

April 2001

Sept 2002

b. Update outcome data on an ongoing basis as new data are received.

May 2001

Ongoing

c.

Blue

d. Review the `basket' of data when the new common pupil record (Impulse) system is fully operational.

April 2002

Sept 2002

3) Establish pupil outcome based systems to assess attached inspector effectiveness

a.

Blue

b. Use information on the progress of pupils in school as part of the attached inspector performance review process (recognising that many other factors affect school performance).

AI have targets which relate to the performance of their `challenging' schools. These focus on improvements in school effectiveness, focussing heads and middle managers.

Sept 2001

Ongoing

c.

Green

d. Explore the feasibility of developing systems to use value-added data to assess attached inspector and LEA impact. Correlate value added data with school categorisations.

This will require sophisticated linkages between the common pupil record, value added data and school categorisations. Work will not begin until the CPR data is on line.

Jan 2002

Revised Sept 2002

Jan 2004

Revised Jan 2005

4) Green

5) Extend principles of the system to other staff

a. Investigate ways in which performance reviews of other school-focussed staff (e.g. other advisory service staff, staff involved in school buildings, educational psychologists, teacher advisers (special educational needs), the Bilingual support service staff) can be related to pupil outcomes.

Early exploratory work on this has begun.

Jan 2002

Revised Sept 2002

Sept 2002

Revised Jan 2005

b.

Blue

c. All assistant county education officers to deliver a composite report to Education Department Management Team on the progress in extending this initiative to other staff.

EDMT discussed the extension programme at the first 6-monthly action plan monitoring meeting.

Mar 2002

April 2002

Responsibility: John Clarke with senior inspectors/advisers

Start date

End date

Blue

1) Strengthen the target setting process and culture

a. Enhance the statistical model for target setting in both primary and secondary schools by using information about the prior attainment of pupils in each school.

Purple

Ongoing activity

July 2001

Nov 2001

b. Continue to develop the culture of target setting in primary schools by holding a series of meetings, setting it in a context of school improvement and the whole LEA.

An assessment was made that these meetings were not needed for primary in 2002. Target setting was discussed at primary head's executive and progressed through discussion with individual headteachers.

Sept 2001

Nov 2001

c.

Blue

d. Provide further training for attached inspectors on target setting to ensure they continue to challenge schools to set aspirational targets.

Done

Sept 2001

Nov 2001

e.

Blue

f. Build training on target setting into the attached inspector induction programme.

Done

Sept 2001

Ongoing

g.

Blue

h. Bring greater clarity to the mechanisms for agreeing school targets and strengthen the role of the senior inspector/adviser and area school improvement managers in this process.

This has been done, and has been a big success.

Sept 2001

Sept 2001

2) Strengthen inter-team working

a.

Blue

b. Establish joint working opportunities for attached inspectors and the English team on county exercises for monitoring and support. April 2001 (primary and special) and April 2002 (secondary).

Management monitoring by secondary team complements English team work. Secondary doing now and throughout summer term.

April 2001

Ongoing

c.

Blue

d. Provide regular opportunities for attached inspectors to be updated on literacy issues both on paper and face to face.

The secondary team has regular input from Kate and Wendy. Progress with the primary arrangements is being pursued.

June 2001

Ongoing

Blue

3) Ensure continued improvements

a. Standards and Improvement Branch Management Team to monitor school target setting and receive annual reports from the senior primary and secondary advisers on the aspirational nature of the targets. Take action if schools appear to need greater levels of challenge.

Ongoing

Sept 2001

Ongoing

b.

Blue

c. Through attached inspector and English team performance review, establish which liaison opportunities have best enhanced links, and develop these systems. Extend good practice to other professional groups, particularly the links between attached inspectors and the mathematics team (action in response to additional comment in Ofsted report).

Blue

Working well. Targeted support groups for coming year.

Sept 2001

Ongoing

d. Use workshop activity of primary phase inspectors in Sept 2001 to provide a baseline for a further survey in Sept 2002 to measure increased understanding and confidence in literacy activities. Establish areas for continued improvement.

Blue

Ongoing

Sept 2001

Sept 2002 and ongoing

e. To ensure continued improvement in standards of literacy, complete programme for leading literacy teachers and recruit new leading teachers to a max of 42 (action in response to additional comment in Ofsted report).

Considerable progress has been made.

April 2001

April 2002

f.

Blue

g. Strengthen networking to support English subject managers in secondary schools (action in response to additional comment in Ofsted report).

Work going on through KS3 strategy, Heads of Dept. Conference and identification of leading departments.

April 2001

Ongoing

Responsibility: Alan Rawlings with senior inspector/adviser and Louise Brierley

Start date

End date

1) Develop the proposed network of Hampshire Inspection and Advisory Service associates.

a.

Blue

b. Identify and release secondary headteachers to support the leadership and management of other secondary schools when:

i) there are weaknesses in the leadership and management of a school as identified by its categorisation and it is judged that headteacher support would be beneficial

ii) the headteacher has requested mentorship because of management or other staffing difficulties.

The new models programme has achieved this.

An independent evaluation of the programme was carried out in May 2002 by Brian Symons Consulting. The outcomes were overwhelmingly favourable. The specific feedback from those headteachers who were supported through the newly appointed Professional Adviser for Leadership and Management.

Sept 2001

Ongoing

2) Facilitate the sharing of good practice and expertise

a.

Green

b. Encourage experienced senior headteachers to share good practice in leadership and management through termly seminars for headteachers and summary information published on the web.

The first planned session was not well supported. However, the intention is to reschedule this work into 2003/2004 by which time the outcomes from Activity 3 will have taken hold.

Sept 2001

Sept 2003 and ongoing

c.

Blue

d. Continue work to improve the structures and systems for developing and matching mentors (action in response to additional comment in Ofsted report).

Evaluation indicates that take up of mentors is high. Past records show that only one mentor has needed to be changed. However, the uptake of mentors is not uniform across the county. Education Personnel is following this up to find out why. Feedback from headteachers does not indicate that any significant change is needed to arrangements.

June 2001

Sept 2001

e.

Amber

f. Through Hampshire Governors' Representative Group and County Governor Forum, work with governors to increase the awareness of the value of governor investment in headteacher training and development.

At the level of individual appointments, contact has been made, and discussions taken place with secondary chairs to secure their commitment to support of the LEA's revised induction and purchased services for newly appointed secondary headteachers. Further work is needed to raise awareness generally.

Sept 2001

July 2002 and ongoing

3) Strengthen attached inspector leadership and senior management advisory skills

a.

Blue

b. Establish an action research group with volunteer headteachers to identify good practice in the leadership and management of secondary schools through joint headteacher/attached inspector activities.

27 secondary headteachers attended an initial meeting of the research group in June. This is a high response rate. Seven research projects have been identified and dissemination/evaluation will take place in March 2003.

April 2002

April 2003

4) Monitor the effectiveness of the strategy

a.

Green

b. Review success of activities with secondary headteacher conferences and work with them to develop improved systems and ways of sharing the expertise that exists within the school community.

This has been taken up by the Professional Adviser for Leadership and Management who, as at September 2002, is in discussion with the Chair of Conference about leadership development activities and how the work of the headteachers' own professional development group can be blended with that of the LEA.

Sept 2002

Sept 2003

Responsibility: Roger Mead and John Clarke

Start date

End date

1) Review after modernisation

a.

Blue

b. Examine the need for a schools' monitoring sub committee, which would be a sub-committee of the Education Policy Review Committee.

Blue

Panel now established

May 2001

June 2001

c. If the sub-committee continues, review the terms of reference to include responsibilities for monitoring the performance of all schools.

TOR established, wider than those of schools monitoring committee.

Sept 2001

Nov 2001

2) Identify key performance information by which members can monitor overall and individual school performance.

a.

Blue

b. Offer Members training in the use an interpretation of performance information (linked to the Member training for recommendation 1(b)).

Some training has already been offered to Members. Ongoing needs will be addressed, with link with EDP performance indicators training in 2003.

Mar 2002

April 2002

c.

Blue

d. Revise the information reported to Members as the Common Pupil Record information becomes available through the Impulse system.

Ongoing.

June 2002

Sept 2002

e.

Blue

f. Establish an annual review of the data being used by Members to ensure it offers the best picture of the performance of Hampshire schools.

Members are receiving the most comprehensive information the systems can offer.

Sept 2002

Thereafter annually

Responsibility: David Woodward

Start date

End date

Blue

1) Develop an LEA ICT strategy

a. Discuss proposed main principles of a strategy with headteacher and officer groups.

Done. Proposals discussed at SISG and many other groups. All HTs were given the opportunity to comment.

April 2001

Oct 2001

b.

Blue

c. Circulate draft strategy for comment.

Done

Oct 2001

Dec 2001

d.

Blue

e. Ensure other major LEA strategies and plans reflect the principles and direction of the draft and final ICT strategy.

Key links made with the Education Development Plan.

Sept 2001

Ongoing

f.

Purple

g. Develop detailed activities, timescales, resource needs, performance indicators and targets for the strategy.

As the strategy development process has evolved it has become clear that the nature of ICT, which infiltrates every aspect of the work of the education service and involves many hundreds of budget holders and managers, makes the development of a single detailed action plan unmanageable. The decision has been taken to produce a high level document with clear aims to act as a direction setting document. The many managers of resources throughout the service will then be encouraged to develop detailed plans for the use of their own resources in line with the strategy.

Oct 2001

March 2002

h.

Blue

i. Seek Clear Language Award accreditation for the ICT strategy.

Done

March 2002

April 2002

j.

Blue

k. Publish the ICT strategy on the Internet and Hampshire Education intranet and market its availability to all relevant partners, particularly schools. Provide paper versions where requested. Ensure all updates are publicised.

Done. No updates yet needed.

April 2002

April 2002

Responsibility: Robin Thomas and Fliss Dickinson - a progress report on this area will be made to the next EDMT

Start date

End date

2)

Blue

3) Develop further materials covering the key points of the SEN policy and action plan and explore new ways to make them available

a. Develop the SEN policy and action plan as web pages linked to the existing Inclusion web site. Ensure they are also accessible through the LEA web library of policies and guidance, part of an LEA initiative to reduce the bureaucratic burden and volume of paperwork for schools.

Blue

The SEN policy and action plan is on the web, (including a single A4-sheet summary) and held within the library of policies.

Sept 2001

April 2002

b. Run seminars for elected Members and health professionals to enhance their understanding of the role they can play in effective delivery of the SEN action plan.

A seminar for members took place during the summer term 2002. Briefings for Health and other County Council service departments were delivered over the summer and autumn terms 2002.

April 2001

July 2001

c.

Blue

d. A summary leaflet targeted at parents of children with special educational needs has been developed to disseminate key points of the SEN policy. The information is available on the web site.

Blue

April 2002

July 2002

e. When the LEA web library is launched, ensure that the SEN policy and action plan are highlighted as key documents in the launch publicity.

The LEA web library is now available on-line and includes the SEN policy and action plan..

Jan 2002

March 2002

f.

Blue

g. Through the web library, ensure that the SEN policy and action plan are regularly updated, and changes notified to all schools.

This will be built into the ongoing work on the web library.

Jan 2002

Ongoing

4) Establish regular progress updates for key stakeholder groups

a.

Blue

b. Prepare annual reports on progress against the SEN action plan for the Executive Member for Education Include relevant performance indicators in these reports.

Blue

This formed part of the briefing for elected members and also part of the report on Inclusion activities to Education PRC. It will be included in future reports on inclusion activities to Education PRC.

April 2002

Annually thereafter

c. Make termly updates on progress against key points in the SEN action plan to Headteacher Inclusion Standing Committees and Special Schools' Executive. Engage these groups in problem solving and further development of the action plan at these meetings

Termly reports underway. Reports on individual activities within the SEN action plan are regularly made to these groups.

Oct 2001

Termly thereafter

d.

Blue

e. Encourage headteachers on special educational needs groups, including standing committees and executive, to disseminate information to and canvass ideas from all headteachers.

Blue

Ongoing work - regular discussions on feedback responsibilities and methods.

April 2001

Ongoing

f. Run briefings on the SEN policy and action plan for the health authorities and Social Services Directorate staff. These will be designed to enhance awareness of their contribution to the speed and quality of the assessment of special educational needs process.

Seminars run in summer term 2002. Further seminars are planned together with revised governor training modules and a programme of dissemination to HTs, SENCOs etc.

May 2001

July 2001

5) Establish baseline information

a.

Blue

b. Establish number of `hits' on the website in September 2001 as a baseline for measuring future access to the information in this way.

Ongoing monitoring

Sept 2001

Sept 2001

c.

Blue

d. Establish as a baseline the number of parents resorting to regional disagreement resolution and/or SEN and Disability Tribunals and review annually.

The numbers are known and published annually.

Sept 2001

July 2002

Responsibility Cliff Turner, Tim Cooke and Jack Cawthra

Start date

End date

Blue

1) Build behaviour awareness into induction programmes

a. Provide basic training in classroom management for newly qualified teachers (NQTs) as part of the county NQT induction programme.

Now incorporated into the EDP 2002 -2007

This training was delivered (and well received) in September 2001. A similar programme will be offered this September and will include not only NQTs but training for teachers in the first three years.

Sept 2001

Annually

b.

Green

c. Develop the understanding of headteachers about behaviour difficulties and support services as part of the revised induction programme for newly appointed headteachers.

This was delivered in the Summer of 2001, but not in 2002, because of a congested induction programme. Liaison is underway to re-establish the input to the HT induction programme.

April 2001

Ongoing

Blue

2) Provide a range of training in behaviour management

a. Develop an integrated system of behaviour management courses with courses starting in January 2002.

Now incorporated into the EDP 2002 -2007

Several presentations of this course have been made. Feedback has been very positive.

Sept 2001

Jan 2002

b.

Blue

c. Provide training to senior staff in mainstream schools in the management of challenging behaviour so that they are able to support teachers who may need to restrain pupils.

Now incorporated into the EDP 2002 -2007

Several presentations of this course have been made. Feedback has been very positive.

Sept 2001

Ongoing

d.

Green

e. Develop and provide training for schools in the management of emotionally vulnerable pupils.

Now incorporated into the EDP 2002 -2007and supported by Standards Funding

Materials are being prepared for delivery during the academic year 2002/3. A multi-agency conference is also being planned involving the Wessex child psychiatrists group.

Sept 2002

Ongoing

f.

Blue

g. By targeting schools in need, and through widespread advertising, raise to 20 per year the numbers of teachers accessing the Diploma of Advanced Educational Studies (Emotional and Behavioural Difficulties) provided in Hampshire. Ensure these teachers are drawn evenly from across the county.

37 teachers have enrolled on the course for September 2002, bringing the total involved to 48 teachers.

Sept 2001

Annually

h.

Green

i. Raise the awareness of school governors to training on behaviour management available to school staff and governors.

The programme for governors is currently under review.

Sept 2001

Termly

j.

Green/ Amber

k. Work with Emotional and Behavioural Difficulty (EBD) schools to assist them to develop their outreach skills to the stage where they meet the established quality criteria. This will enable them to provide outreach services to mainstream and other special schools. Target to have 2 EBD schools accredited by Dec 2002 (action in response to additional comment in Ofsted report).

Training is now available for special school staff to develop their outreach skills. The six schools concerned are developing their internal systems and will be encouraged to apply for accreditation when they are ready.

Already begun

Dec 2002 and
ongoing

l.

Amber

m. Co-ordinate outreach from special schools with other measures set out within the Behaviour Support Plan Action Plan (action in response to additional comment in Ofsted report).

At present only one special school is providing outreach - in Andover, for behaviour, as part of the multi-agency behaviour support initiative. Work on this is vital as part of progress towards accreditation.

Ongoing

6)

Blue

7) Strengthen support to schools on behaviour management

a. Improve support to schools across the county on a cluster basis e.g. through twilight meetings for school co-ordinators of behaviour where they can problem solve and share good practice.

The programme has continued, is now available across the county, and is accessed as required in local areas.

June 2001

County-wide Jan 2002

b.

Blue

c. Special educational needs inspectors to have as a focus the identification and sharing of good practice in inclusion and behaviour management.

This is now an activity in EDP2

Sept 2001

July 2002

d.

Green

e. Outline special educational needs and behaviour support information at induction sessions for newly appointed headteachers. Establish this as a regular part of the induction programme.

Green

This was delivered in the Summer of 2001, but not in 2002. Liaison is underway to re-establish the input to the HT induction programme.

April 2001

Ongoing

f. Make negotiated interventions in schools with the highest incidents of behavioural difficulties and/or permanent exclusions.

Behaviour Support Teams are prioritising demands on their time. A consistent approach for the teams in place will be established by the end of 2003.

Sept 2001

Ongoing

Responsibility: Education officers (SEN) and principal special needs officers

Start date

End date

Blue

1) Establish baseline information

a. Monitor speed of completion of medical appendices by Health authority area to establish any particular issues

Done

Sept 2001

Jan 2002

b.

Green

c. Liaise with Health to identify any particular issues, share the monitoring data and problem solve to improve the process where necessary.

Liaison completed and consultation initiated.

Feb 2002

April 2002

Blue

2) Work with Health on any areas identified as needing improvement

a. Work with Health to revise materials for statutory assessment.

Blue

Completed

May 2002

July 2002

b. Provide briefings for Health staff who contribute to the assessment process.

Completed and being addressed under 1b above.

May 2002

July 2002

d.

Green

e. Evaluate briefings with Health and decide whether they should become regular updates. Schedule further programme of briefings if appropriate.

Green

Annual consultation to be established.

Sept 2002

Nov 2002

f. Establish a system for regular monitoring of medical appendices, checking quality and timeliness and giving feedback to health managers.

Done on an ongoing basis as required.

April 2002

Ongoing

Responsibility: Mike Fitch and Bob Eardley

Start date

End date

1) Agree expenditure and funding priorities with schools

a.

Blue

b. Repairs and maintenance: work with headteacher liaison groups and individual schools to agree priorities for expenditure, and funding sources. Establish this process as an annual activity at the headteacher groups and at regular client meetings.

This activity is established as part of the Asset Management Plan group, including primary and secondary HTs and governors. They agree broad priorities and the management partnership meetings then deal with the detail.

Sept 2001

July 2002

c.

Blue

d. Replacement and improvements: work with individual schools to develop agreed priorities. Establish this process as an annual activity at the regular client meetings.

This is handled through management partnership meetings. There is a newsletter to schools to publish priorities and programmes of work. There is also an annual meeting with primary and special and two annual meetings with secondary HTs.

Sept 2001

July 2002

e.

Blue

f. Suitability (improvement) and sufficiency (provision of school places) elements of the Asset Management Plan: work with headteacher groups and dioceses to

i. prioritise categories of project within the overall programme;

ii. identify individual schemes for inclusion in the programme; according to priority need based on Asset Management Plan school survey data.

Consultation work ongoing, with consultation on priorities for the 2004 tranche funding, and reports back to DfES.

Sept 2001

Ongoing

g.

Blue

h. Agree with headteachers and governors the use of school delegated capital funding for addressing Asset Management Plan priorities.

This has been addressed through overall policy issues regarding the protocol for schools working with the LEA on the use of devolved capital. At school level the strategic planning unit authorises expenditure.

Sept 2001

Ongoing

2) Keep the Asset Management Plan information up to date

a.

Blue

b. Refine and update the school condition survey information through five-yearly assessments.

PBRS began a 20% annual re-survey in 2002/3. The same is being undertaken for suitability criteria.

Sept 2001

Ongoing

3) Increase understanding of responsibilities

a.

Blue

b. Work with headteacher representative groups and with individual schools and the LEA staff to increase awareness of the split of financial responsibilities for sites and buildings repairs and maintenance between the LEA as landlord and individual schools.

As for 1 above.

Sept 2001

July 2002

Responsibility: John Heath

Start date

End date

1) Increase the number and quality of recruits

a.

Blue

b. Review advertising strategy by assessing success of the media currently in use and exploring alternative arrangements. Contact other LEAs to compare strategies and seek staff suggestions.

EWS is working with the County Council advertisers to maximise recruitment advertising value, and this is having a positive impact. Visits to other authorities have investigated approaches to this problem elsewhere.

Sept 2001

Dec 2001

c. Promote recruitment to the service in higher education establishments in Hampshire and the surrounding counties.

EWS is giving talks in higher education establishments and promoting student placements to encourage strong links between Hampshire and colleges in the region.

Sept 2001

Ongoing

d.

Blue

e. Explore the possibility of recruiting education welfare service assistants where qualified staff cannot be recruited.

Additional EWS posts have been created through LPSA pump-priming funds in schools in areas of relative social deprivation.

Jan 2002

March 2002

f. Introduce a more rigorous interview process, e.g. by incorporating Occupational Personality Questionnaires (OPQs), a case study/presentations as standard practice.

HTs are being involved in all interviews and the interview process has been strengthened with presentations and use of OPQ tests.

Sept 2001

Ongoing

2) Make further efforts to improve the retention of staff

a.

Blue

b. Complete the restructuring of the Education Welfare Service in order to give enhanced career structures and improved salaries.

Completed - report to Education Committee.

c.

Blue

d. Benchmark the Hampshire salary and benefits package structure against similar authorities.

This has been undertaken as part of the Best Value review.

e.

Blue

f. Ensure all education welfare officer performance reviews focus on their professional development needs and support post-qualifying professional development of staff.

All EWS staff are having regular performance reviews with a focus on competencies.

Sept 2001

Ongoing

g.

Blue

h. Improve the working environment for education welfare officers and review the use of accommodation.

Review completed. Building work undertaken in Winchester and Basingstoke offices and health and safety issues addressed.

Sept 2001

Sept 2003

i.

Green

j. Increase administrative support staff as resources allow.

Growth bid for 2002/3 not given, and will not happen for 2003/4. However, administrative support has been increased from vacancy management.

Sept 2001

Sept 2003

k.

Blue

l. Consider flexible pay and benefits packages and support job sharing and part-time working as part of the corporate review of pay and benefits.

This has been incorporated into the County Council role profiling exercise. EWO posts were selected as benchmark posts.

Sept 2001

Sept 2002 and ongoing

m.

Green

n. Increase IT provision by providing one laptop computer for each education welfare officer and suitable IT hardware for each team, ensuring full compatibility with IT2000.

Laptops have been provided for half of the EWS staff with training. Each team is now fully IT2000 compatible.

Sept 2001

Sept 2003

o.

Green

p. Provide IT training for staff in basic word processing, spreadsheet and e-mail packages and the windows environment.

This is ongoing with the provision of laptops.

Sept 2001

Sept 2003

Responsibility: John Heath

Start date

End date

Green

1) Review content, style and production of written guidance materials

a. Publish revised guidance for schools on maintaining and improving attendance including guidance on referral criteria.

The consultation process has taken longer than envisaged, but the revised guidance should be published early in the Spring term.

Sept 2001

Jan 2002

b.

Green

c. Publish the revised guidance and SLA on the web in the new `school library' and ensure all updates to the web documents are notified to schools with links to the site from e-mails.

The guidance will go onto the web early in the spring term.

Jan 2002

Ongoing updating

d.

Blue

e. Issue a termly `good practice' news-sheet for schools which draws on successful approaches and innovative ideas in schools across the county and beyond. Publish this on the web in the school library area.

The first new sheet was published in the autumn term 2002 and put onto the web.

Nov 2001

Jan 2002 for first issue

2) Review the support given to schools in dealing with absence

a.

Blue

b. In consultation with headteachers, review the support given to schools on absence matters through the Education Welfare service level statement.

The Best Value review is addressing this issue. The BV questionnaire to schools consulted on the formula for distribution of support and the majority of schools were in favour of maintaining the status quo.

Sept 2001

Jan 2002

c.

Blue

d. Through revised induction processes and revised guidelines for staff, establish consistency throughout the Education Welfare Service in how referrals are followed up.

This is now consistent across the county through the revised induction process and the revised guidance for schools to be published in the spring term.

July 2001

Sept 2001

e.

Blue

f. In view of the almost linear correlation between absence and pupil performance shown by the audit for Education Development Plan 2, work to raise the profile of absence issues with Hampshire headteachers and governing bodies.

A Best Value action is to integrate training on absence into the governor training calendar. A newssheet for all schools has been established to raise good practice awareness. Each of the 89 schools asked by the DfES to set targets for attendance improvement school has been given the opportunity to work with EWS on attendance planning and target setting .

Sept 2001

July 2002 and ongoing

g.

Blue

h. Education Welfare Service managers to attend local headteacher and governor meetings to raise the profile of absence issues within schools, share good practice and listen to feedback.

Team managers have met with some local groups and have offered to attend other meetings.

Sept 2001

Ongoing

Responsibility: John Heath with Education Welfare Service Management Team

Start date

End date

1) Improve Education Welfare Service planning systems and processes

a.

Blue

b. Review all planning systems, processes and documentation for the Education Welfare Service work on attendance, particularly for the support aimed at schools with greatest need.

The new publication - Maintaining and Improving Attendance - which will be sent to schools early in the spring term, offers robust advice on target setting. EWO resources and support for schools now have greater focus on schools with greatest need.

Sept 2001

July 2002

c.

Blue

d. Revise the Education Welfare Service Development Plan so that it incorporates targets within the Education Development Plan and includes timescales, actions, outcomes and a clear strategy for helping schools reduce levels of unauthorised absence (action in response to additional comment in Ofsted report).

The Development Plan has been revised and published.

June 2001

Jan 2002

e.

Blue

f. Identify schools with higher than Hampshire average levels of absence. Provide additional support to them in fully implementing the revised procedures and in developing and implementing an action plan.

Done - support is ongoing.

Sept 2001

Oct 2001 and ongoing

g.

Blue

h. Review the agreed formula with schools for the allocation of education welfare officer time to support attendance.

Part of the Best Value review.

Sept 2001

Jan 2003

i.

Green

j. Establish use of tracking systems to monitor pupil attendance. Develop a module to analyse pupil attendance records within the new common pupil record (IMPULSE) system.

There are plans to incorporate a field into the IMPULSE system to enable this tracking to take place. In the meantime, every attendance referral is being tracked.

Sept 2001

Jan 2002

k.

Blue

l. Use outcomes of the tracking system to feed into performance reviews of education welfare officers.

Blue

This is underway. The impact of individual EWO work can be assessed.

Jan 2002

July 2002

m. Establish processes to monitor the attendance of children in public care and other vulnerable groups.

This is in place - the Looked After Children database can track all LAC attendance.

Sept 2001

Oct 2001

n.

Green

o. Undertake a Best Value review of the Education Welfare Service, exploring the core functions, delivery mechanisms and quality control arrangements for the service.

To report to Policy and Resources Committee in March 2003.

Sept 2001

April 2003

Blue

2) Establish a culture within schools of target setting for absence

a. Establish with schools challenging LEA targets on attendance for Education Development Plan 2.

Targets were set within EDP2.

Sept 2001

Dec 2001

b.

Green

c. Work with schools annually (within the strategy set out in the service plan) to set challenging targets for attendance at individual school level.

Work is ongoing with the 89 schools identified by the DfES as needing to set targets.

Sept 2001

July 2003

Responsibility: Tim Cooke, Cliff Turner and Jack Cawthra

Start date

End date

1) Write, consult on and publish detailed action plans for each activity

a.

Blue

b. Draft action plans to include responsibility, target groups, success criteria and monitoring and evaluation arrangements.

All achieved.

Sept 2001

Dec 2001

c.

Blue

d. Consult with schools through representative headteachers on the Social Inclusion Steering Group.

Done

Dec 2001

Feb 2002

e.

Blue

f. Publish final version on the web in the `school library' and make available as hard copy on request. Notify all schools of its publication and location.

Done

April 2002

May 2002

Responsibility: Tim Cooke, Jack Cawthra and Cliff Turner

Start date

End date

Green

1) Review criteria and processes for triggering, accessing and providing support

a. Through discussion with representative headteachers, establish areas of concern or confusion within the school community relating to the criteria and the support for pupils with complex behaviour difficulties.

April 2001

Oct 2001

b.

Amber

c. In the light of 1a), review criteria and procedures to ensure consistent triggers for early consultation, identification, assessment and intervention, using available pupil and school related data. Ensure this also contains clear guidance for schools about who to contact to make referrals.

This is a complex task, and is taking longer than initially anticipated due to cultural and technical issues. The end date has been revised from Jan 2002 to Jan 2004.

New criteria and procedures are now out in draft form and being piloted in one area. Schools have had clear guidance about who to contact to make referrals.

The achievement of greater consistency in the triggers has been held up by delays in developing IT systems to link to the common pupil record database. Systems are currently based around area databases and this will take some time to resolve.

Sept 2001

Revised date: Jan 2004

d.

Green

e. Develop and establish a reporting system to monitor referrals to the Behaviour Intervention Service, the speed of response and outcomes.

A new system is in place.

July 2002

f.

Green

g. Publish the referral processes and criteria on the web in the `school library' area and publicise to schools and relevant LEA support services. Emphasise the need to follow the criteria to ensure consistency of approach. Provide hard copies on request.

This will follow once the draft processes and criteria document (b) is finalised.

Jan 2002

Jan 2002

Revised

March 2003

h.

Green

i. Ensure teams are briefed so that all staff can operate to the criteria and can advise schools appropriately.

This is happening, and is the responsibility of the newly appointed county behaviour support team co-ordinator.

Jan 2002

March 2002

j.

Green

k. Ensure the criteria and response procedures are part of the induction programme for relevant staff.

Now an ongoing part of the induction process.

Jan 2002

Ongoing

2) Enhance the information on the support services available

a.

Green

b. Produce a cross-referenced directory of support services for each Local Education Office, and publish on the web (as above) making hard copy available on request.

The new Behaviour Support Teams have been focussing on services and the development of networks. The directory will be produced on an incremental basis as these contacts and networks develop.

Sept 2001

Revised date: July 2003

c.

Green

d. Ensure new headteachers are made aware of the information on support services and the criteria as part of their induction programme.

This was delivered in the Summer of 2001, but not in 2002, because of a congested induction programme. Liaison is underway to re-establish the input to the HT induction programme.

June 2001

Ongoing

Responsibility: Sheila Arney and Jack Cawthra

Start date

End date

Blue

1) Review delivery structures

a. Restructure the Education Other Than at School service to incorporate the Behaviour Intervention Services in existing pilot areas.

Done

Sept 2001

April 2002

b.

Green

c. Rollout Behaviour Intervention Service outreach services within the Education Other Than at School service in other parts of Hampshire. The speed of rollout will be dependent on available resources.

Behaviour Support Teams are now established in four areas. In two further areas there are team leaders, but no budget for full teams, and in one area no structures are yet in place.

Jan 2002

Dec 2004

2) Review processes and management arrangements for service delivery

a.

Green

b. As the restructurings are implemented, ensure that processes and procedures for staff are developed and consistently implemented.

This is being achieved through the work of the recently appointed County Co-ordinator for the Behaviour Support Teams. That post is responsible for developing good practice and consistency of service provision across the teams.

Sept 2001

Revised date: Dec 2004

c. Ensure a clear co-ordination role for the Education Other Than at School management team through monitoring of performance indicators and regular reviews of practice and process with frontline managers.

Termly reports are coming onstream and co-ordination work on databases is ongoing.

Jan 2002

Ongoing

d. Ensure all staff are briefed on the new working arrangements, and include this briefing as part of the staff induction process.

Ongoing.

March 2002

Dec 2003

Blue

3) Involve and inform schools and other partners

a. Consult with schools and other partners on the local service delivery structures and processes that will operate within a county framework.

Green

The restructuring to form the Behaviour Support Teams was subject to extensive consultation and has now been implemented..

Sept 2001

April 2002

b. Brief schools on new arrangements as they are implemented, through presentations and written materials. Publish on the web in the `school library' and make available as hard copy on request. (Implementation schedule dependent on the availability of accommodation).

Regular updates and feedback are made to representative groups.

Jan 2002

Dec 2003

Green

4) Improve provision for pupils who have no school place

a. Through restructuring of the Education Other Than at School service provide improved support for the reintegration of pupils into mainstream schools and provide full-time education for all permanently excluded pupils (action in response to additional comment in Ofsted report).

Re-integration rates remain an important issue. EOTAs is working towards the targets set out in the Education Development Plan 2002 -2007.

Sept 2002

July 2003

b.

Green

c. Establish re-integration panels with area groups of headteachers to plan and implement reintegration for pupils identified as being ready for this (action in response to additional comment in Ofsted report).

Re-integration panels have been established in Andover and Basingstoke and there have been briefings to headteachers in Area 2 and Fareham and Gosport. Work to increase the geographical coverage of panels is continuing, and relies on active co-operation of headteachers.

Sept 2002

July 2003

d.

Blue/ Green

e. Establish current reintegration rates within six months of exclusion as a baseline and improve this by 25% in the 2002-3 academic year and then 20% per annum for the next two years.

The baseline is established. Work to improve re-integration rates is on-going.

Sept 2001

Sept 2004

Responsibility Bilingual learners: Liz Statham,

Travellers: Gill May

Children in Public Care: Denise Freeman and Linda Farrow

Start date

End date

Green

1) Collect and process appropriate data

a. Incorporate appropriate fields for ethnic minority and traveller pupils within the common pupil record (Impulse system). Base the ethnic minority sub-groups on the breakdown required by Education Development Plan 2 guidance.

Fields for ethnic minority pupils are now established, in accordance with DfES guidelines.

Fields for traveller pupils are under development.

Sept 2001

Feb 2003

b.

Blue

c. Establish a database which has accurate information regarding children in public care, their placements, both residential and educational, and their academic achievements (action in response to additional comment in Ofsted report).

Done.

Jan 2002

Sept 2002

d.

Blue

e. Undertake detailed analysis of the data on children in public care and monitor their achievements over time (action in response to additional comment in Ofsted report).

This is ongoing work - ambitious targets for the achievements of children in public care are included in the PSA and progress against targets is being monitored closely.

July 2003

Ongoing

f.

Green Blue

g. Obtain baseline, Key Stage 1, 2 and GCSE results for ethnic minority (all sub-categories) and traveller pupils.

There are no baseline figures for Ethnic Minority pupils yet, work is underway.

Key Stage 1, 2 and GCSE results available are available for Travellers - baseline results are collected by TES from school's SEN departments.

Sept 2001

Feb 2002

h.

Blue

i. Provide accurate Hampshire returns to DfES from the improved data.

Done

Sept 2001

Feb 2002

j.

Green

k. Develop the use of value added data to track the value added for ethnic minority and traveller pupils against the averages for a school and for all schools.

Jan 2002

Sept 2003

l.

Blue

Blue

m. Continue to analyse the termly Traveller questionnaire to schools.

Termly questionnaire sent to schools

Sept 2001

Ongoing

n. Include the Bilingual Support Service collection and analysis of ethnic minority data in the established Hampshire Inspection and Advisory Service monitoring of the service.

External inspectors working on monitoring of service.

Jan 2002

April 2002

o.

Blue

p. Monitor 18 schools not involved in the ethnic minority achievement project on race equality 2001 - 2002, including collection and analysis of ethnic minority performance data.

8 schools monitored.

Jan 2002

April 2002

Blue

2) Provide training for staff

j. Develop and implement training for administrative staff in schools on ethnic minority categories and data collection and on Traveller issues.

Training carried out summer term 2002 (ethnic minority and traveller)

Sept 2001

July 2002

3) Management activities in response to the performance information

k.

Green

l. Develop a tracking system for all ethnic minority pupils at risk of underachievement.

Models for schools to use being developed.

April 2001

Sept 2003

m.

Blue

n. Include ethnic minority and traveller achievement in School Improvement Branch targets.

Targets included in EDP.

Secondary schools targeted with an aim to incorporate Gypsy culture in Citizenship

TES working with Ian Massey

Oct 2001

Feb 2002

o.

Amber

p. Work with attached inspectors to review ethnic minority performance in the Bilingual Learners Support Service `Achievement Project' schools.

This work has been delayed, mainly because national PLASC data has not been available. This data will be available in 2003, and will enable closer workings with Standards and Improvement Branch to establish performance of ethnic minority pupils in individual schools.

Jan 2002

April 2002

q.

Amber

r. Establish processes for attached inspectors to monitor ethnic minority and traveller performance in all schools. This will be achieved through development of the electronic school file system.

Regular reporting on the electronic school improvement file should be established by April 2003. The further developments of PLASC data etc outlined above should allow this work to be taken forward in 2003 with attached inspectors.

Jan 2002

April 2003

Green

Implement DfES criteria for supporting travellers - A national recommendation for travellers.

Government has not implemented the scheme but DfES is devising a formula to allocate the Traveller achievement grant . HTES responded 10.09.02

Sept 2001

June 2002