Education Noticeboard - 9 June 2022 - Education Noticeboard

Education Noticeboard - 9 June 2022

Welcome to the Education Noticeboard. A round-up of news, guidance and key updates for education settings.

Included in this update:

Director update

Dear colleagues

I hope that you all enjoyed the extra Bank Holiday (or for some school staff is your day still to come!) and managed to mark the Platinum Jubilee with something fun. It has been particularly heartening to see so many of our early years settings and schools, across our borough, embracing this once in a lifetime event. Thank you to those of you who took the time to share photographs of the inventive and lively celebrations enjoyed by children and staff alike. We have shared a number of these with you. Great memories made, for all involved!

In addition to all of the Jubilee excitement, we also have a couple of lovely news stories to share with you: a Telford & Wrekin Council programme, aiming to bridge the gap between business and education hosting a breakfast event and early year practitioners celebrating the success of two of their programmes in the borough. The latter was a great event that I was lucky to attend.

There are also updates from the Department for Education, plus a number of articles around safeguarding and outdoor education amongst others. It is also a great point in the year to take another look at the CPD opportunities on offer.

Wishing you all a great week, and fingers crossed for a bit more sun!

Best wishes

Simon

Simon Wellman
Director: Education & Skills

Update: The Independent Review of Children’s Social Care and the National Child Safeguarding Practice Review

This is an update from Jo Britton, Executive Director – Children’s Services.

The Independent Review of Children’s Social Care
Many of you will be aware that the Independent Review of Children’s Social Care was announced in January 2021 and the Final Report was published on 23 May 2022.

The report recognises that councils are best placed to keep children and young people safe and to help them to thrive, recognising and building on much of the excellent practice already taking place while offering recommendations to tackle some significant challenges.

The report reflects particular issues – including the need to invest further in early help for children and families, better support for kinship carers and making sure that we have the right homes for children in care, as well as ensuring better futures for those leaving care. It is recognised within the report that the recommendations within the report will require significant funding to deliver.

Similarly ambitious plans have been outlined in the Government consultation on the SEND system, the Schools White Paper and ambitious reforms are under way with the introduction of the Health Bill. Given the overlap between the education, SEND, social care systems and the NHS, as a Council we are considering these collectively in terms of our Children’s Services. One particular recommendation within the report is that schools become full and statutory members of safeguarding partnerships, recognising their important role in children’s lives.

As this is an independent, rather than government, review, the Government has provided an initial response now and will be developing its more detailed response over the coming months, including which recommendations it wishes to take forward.

The Government has now outlined an initial response to the Care Review in which the Secretary of State for Education, Nadhim Zahawi MP, said “this is the start of a journey to change the culture and dramatically reform the children’s social care system.” In his oral statement to Parliament, the Minister for Children and Families, Will Quince MP, committed to “an ambitious and detailed Government response and implementation strategy” by the end of 2022.

Minister Quince outlined three priorities to improve children’s social care:

The first is to improve the child protection system so that it keeps children safe from harm as effectively as possible.
The second is to support families to care for their children, so that they can have safe, loving and happy childhoods which set them up for fulfilling lives.
And the third is to ensure that there are the right placements for children in the right places, so that those who cannot stay with their parents grow up in a safe, stable and loving home.

The Government’s initial response has committed to:

Establishing a National Implementation Board of sector experts, people with experience of leading transformational change and with experience of the care system.
Work with local authorities to boost efforts to recruit more foster carers, including pathfinder local recruitment campaigns and providing more support throughout the foster carer application process
Reframing and refocusing the support social workers receive in the early part of their careers, particularly to enhance their skills and knowledge in child protection
Joining up data from across the public sector to increase transparency – both between safeguarding partners and to the wider public (more detail will be set out later this year).
Establishing a new Digital and Data Solutions Fund to help local authorities improve delivery for children and families through technology
Developing a national children’s social care framework which will set direction for the system and point everyone to the best available evidence to support families and protect children.
The Government’s response also committed to funding for family hubs, social workers in schools and designated safeguarding lead supervision programmes.

National child safeguarding practice review
Alongside the Independent Review into children’s social care, in May 2022, the Child Safeguarding Practice Review Panel published a separate review: Child Protection in England looking at the circumstances leading up to the tragic deaths of Arthur Labinjo-Hughes and Star Hobson in 2020.

This review explores why the public services and systems designed to protect Arthur and Star were not able to do so. It also looks at wider issues and evidence from serious safeguarding incidents reviewed by the Panel in the last three years.

The published review identifies a set of core issues that hindered professional understanding of what was happening to the children in both cases:

Weaknesses in seeking, sharing and acting on information from multiple sources.
A lack of robust critical thinking and challenge within and between agencies.
A need for sharper specialist child protection skills and expertise, especially in relation to complex risk assessment and decision making; engaging reluctant parents; understanding the daily life of children; and domestic abuse.
Underpinning all of the above, a need for leadership and management which has a powerful enabling impact on child protection practice; and creates and protects the optimum organisational context for undertaking this complex activity.

The report states that the issues that affect practice are not local but national and the focus of the reviews recommendations is the child protection system on a national level.

The heart of our recommendations is a proposal for a new approach to undertaking child protection work; this will entail a significant change to the way that professionals from all agencies work with children and their families day to day, building on best practice developments. The review recommends that child protection practice needs to be a genuinely multi-professional, multi-agency endeavour, end to end.

As with the Independent Review of Children’s Social Care, the review’s findings will now be considered by the government, who will then respond to the Independent Child Safeguarding Practice Review Panel more fully to agree a reform programme and implementation plan, taking the learning from both this report and the Independent Review of Children’s Social Care.

There are various engagement opportunities which representatives from our Children’s Services and Partnership will be participating in throughout the next stages. Both of these reports will inform our support to some of our most vulnerable children and families within the borough, and I will ensure that updates are shared with our schools and education colleagues along the way.

Life ready, work ready hosts business breakfast

Businesses across the borough are helping young people prepare for the workplace through a Telford & Wrekin Council programme which aims to bridge the gap between business and education.

Our ‘Life Ready Work Ready’ team hosted a business breakfast network event in Oakengates before half term giving representatives from a range of local companies and organisations the opportunity to find out more about the programme, supporting young people and helping them make the transition from education to the workplace.

Read more on the Telford & Wrekin Newsroom.

Telford & Wrekin early years practitioners celebrate double programme success

The Telford & Wrekin Early Years and Childcare team organised a presentation evening to celebrate the success of two childcare programmes in the borough.

Childcare practitioners celebrated their achievement on the Early Years Professional Development programme and the Level 3 SENCO award - at the Mercure Telford Centre hotel.

The team have delivered both programmes at childcare settings across the borough which are helping practitioners gain valuable new skills to support their careers.

Read more on the Telford & Wrekin Newsroom.

Haughton School Platinum Jubilee Celebration Party

Haughton School had a wonderful day celebrating the Queen’s Platinum Jubilee! There were some royally special visitors (in the form of life-size cardboard cut-outs of the Queen and one of her corgis), children and staff enjoyed an ice-cream from the ice-cream van, there was lots of fun playing outdoor games and a lovely picnic in the sunshine.

To make things extra special, Wellington Brass Band visited the school and played some wonderful music. Children sat in their class groups and waved their flags! They listened, danced and marched to the music. They even played the National Anthem – ‘God Save the Queen’. Everyone stood and sand and signed brilliantly. It was a very touching moment!

As they left for the day, Mrs Knox presented each child with a special medal as a keepsake. It was a truly memorable day. To see all of the photos, please visit the Haughton School website.

Queen's Platinum Jubilee Celebration Party

Woodlands Primary School Platinum Jubilee Celebrations

Woodlands celebrated the Queen's Jubilee in style! The weather was perfect and staff, parents and children enjoyed ice cream, a prize tombola, balloon making, face paints, Exotic Zoo, a Magic show, the Abraham Darby band, bouncy castles and much more. The Telford & Wrekin Jubilee grant made much of this free for parents, children and the local community. It was lovely to see the whole community coming together to celebrate the Queen's Platinum Jubilee.

Redhill Primary Academy celebrate the Platinum Jubilee in style!

Redhill Primary Academy celebrated the Queen’s Platinum Jubilee in style, with a whole school fashion show sharing the fabulous fashion trends from all 7 decades of the Queen’s reign. In class, children have been discovering what life was like during their chosen decade as well as learning more about the Queen herself. On our special jubilee day, we also invited parents and grandparents in to take part in a whole school picnic. The children (and staff) had a wonderful day, with many memories made.

William Reynolds celebrate the Queen’s commitment to our country for the Platinum Jubilee

Planning for the Jubilee Celebration began in February, when School Councillors met with their classes to decide how they would like to celebrate. Ideas were then shared with the Senior Leadership Team and agreed and the event was planned.

School Councillors met with kitchen staff to agree on the menu and this was then shared with classes. The school wanted their event to be a celebration of the commitment that the Queen has shown to our country throughout her seventy years of service. It was important to them to ensure that the children understood what an important part of history they were celebrating.

In classes, children made bunting and decorations, drew portraits of The Queen, wrote thank you cards and postcards to show their appreciation and had great fun celebrating at lunchtime. Early Years and KS1 children had a celebratory picnic and in KS2, the children had a street party style celebration.

On the day, children were invited to dress up as a King or Queen, in red, white and blue or in their party clothes. Lasting memories were made during the day: there were lots of smiling faces – it really was an amazing day!

Lawley Primary School start celebrations with a breakfast fit for a queen!

Lawley Primary School started their day of Jubilee celebrations with a breakfast fit for a queen! The children then enjoyed playing traditional games in the hall throughout the day, had a whole school buffet picnic lunch outdoors and an exciting performance from their Young Voice choir.

It was a wonderful atmosphere in and just lovely to get together as a whole school, as this has not been possible to do this for so long, it felt really special.

St Peter’s Edgmond maypole dancers perform for the crowds

Well done to the fantastic maypole dancers from St Peter’s Edgmond, who performed at Edgmond village fete earlier as part of the Jubilee celebrations!

HLC student cadets serve guests at Jubilee celebration

Student cadets were proud to take part in the Platinum Jubilee celebrations. They helped set up, made tea and coffee and served our guests all afternoon.

SS Peter and Paul Catholic Primary School in Newport celebrate the Platinum Jubilee

To celebrate the Platinum Jubilee, pupils at SS Peter and Paul Catholic Primary School in Newport have created a range of planters at home. These have been proudly displayed around the playground.

This week the whole school went across to Chetwynd Deer Park to enjoy a 70 minute Jubilee walk, where pupils walked one minute to celebrate each year of the Queen’s reign. Parents, grandparents and families joined in for this wonderful event, which was followed up by a family picnic on the school field.

Year 5 have also created some wonderful artwork using pointillism painting to honour the Queen on her Platinum Jubilee.

Sustainability and Climate Change: Key facts of the DfE strategy

On the 21 April 2022, the Department for Education (DfE) published a policy paper – Sustainability and climate change: A strategy for the education and children’s services systems.

This sets out that the DfE will increase opportunities for all children and young people to:

spend time in nature and learn more about it;
become actively involved in the improvement of their local environment;
from 2022 include climate change and sustainability in science teachers’ continuing professional development (CPD).

By 2023:

develop a Primary Science Model Curriculum;
provide free access to high-quality curriculum resources through the National Education Nature Park online hub – via OAK National Academy;
start rolling-out carbon literacy training for at least one person in every
locally maintained nursery and school;
pilot a food curriculum and whole-school approach to food -with voluntary
reporting initially, and the intention that this will become mandatory when
schools can do this effectively;
training for school governors on a whole-school approach to food (school
Governors have a responsibility to ensure compliance and should appropriately challenge the Head teacher and the senior leadership team to ensure the school is meeting its obligations).

During 2022 and 2023:

work with BEIS and Energy Sparks to trial the delivery of Energy Management Systems in schools which will provide schools with real-time information about their energy usage, presented within a user-friendly online portal.

By 2025:

have supported education settings to put in place Climate Action Plans;
all settings will have a nominated sustainability lead;
eradicate single-use plastics and encourage the use of reusable and recyclable materials in schools. There will be new guidance on recycling;
there will be provision of carbon literacy training for all sustainability leads in every nursery, school and college by 2025.

By 2030:

DfE will have supported the Department for Transport to increase active travel to school, contributing to the Prime Minister’s vision that half of all short journeys in towns and cities will be walked or cycled;
test the feasibility of replacing school boilers with ground or air source heat solutions.

For more information visit the Sustainability and climate change: a strategy for the education and children’s services systems website.

Recovery Premium Funding

The recovery premium grant is part of the government’s package of funding to support pupils whose education has been impacted by coronavirus (COVID-19).

This time-limited grant has been extended for the academic years 2022-2023 and 2023-2024.

It is focused on pupil premium eligible pupils because of the additional impact of the pandemic on these students, however, schools can use it to deliver evidence-based approaches for supporting any pupil based on an assessment of individual need.

Recovery premium allocations will be calculated on a per pupil basis, based on the following indicative rates:

Mainstream education:

£145 per eligible pupil in primary schools
£290 per eligible pupil in secondary schools

Other eligible schools, and special education units in mainstream schools:

£276 per pupil in primary education
£552 per pupil in secondary education

Full guidance can be accessed on the recovery premium funding website.

From September 2022, support from the Local Authority will continue to be available to secure high quality provision for our disadvantaged pupils. Please don’t hesitate to contact claire.killick@telford.gov.uk or Rebecca.carey@telford.gov.uk with any questions or queries.

Education recovery: Guidance for governors and trustees

Guidance is now available, providing information for school governors and academy trustees about the programmes and activities the Department for Education is funding to support education recovery and children and young people’s wellbeing.

More information can be found by referring to the education recovery support guidance.

Education recovery: guidance for governors and trustees

This guidance is intended to support governors and trustees to have effective discussions about education recovery plans within their school or trust. The governing board is the decision-making body of the school or academy trust, accountable and responsible for the school or academies in the trust. It is therefore vital that governors and trustees play an active role in providing support and challenge as schools and trusts continue to deliver education and help pupils recover from the impact of COVID-19.

It offers some suggested questions that governors and trustees may wish to ask school and trust leaders and gives an overview of the support available to schools. For further information on the roles and responsibilities of governors and trustees see the structures and roles descriptors documents and the Governance handbook.

A webinar for parents on the COVID-19 vaccination

This is an update from the Department for Education.

The COVID-19 vaccine is available for all children from 5 years-old. To help carers, guardians and parents decide what’s best for their children, we are partnering with the NHS in London and the National Network of Parent Carer Forums to answer questions and give expert advice on the COVID-19 vaccines for children and teens.

The webinar will take place on Friday 10 June 2022 from 1.30pm to 2.30pm.

A reminder on the deadline for returning unused COVID-19 test kits

This is an update from the Department for Education.

The UK Health and Security Agency (UKHSA) e-mailed all settings directly on Monday 23 May 2022, to provide further details about what you should do with excess COVID-19 testing equipment.

If you have 4 or more unopened, undamaged cartons of either LFD ATS (onsite) test kits or LFD self-test kits that you would like to return, you should email UKHSA by Friday 10 June 2022 to arrange collection. (A carton means either 24 boxes of 25 ATS test kits or 56 boxes of 7 self-test kits.)

If you have any queries about how to return or manage your excess stock, please email UKHSA or call 119 for advice and support.

Updated – Keeping Children Safe in Education 2022

KCSIE 2022 has had a few tweaks and was republished on 31 May 2022. The links in paragraphs 141 and 210 have been updated and paragraph cross-referencing has been corrected.

There are no material changes but please ensure that you download and save the latest version.

The most up to date version can always be found on the GOV.UK website.

Queries can be directed to Scott Thomas-White, Education Safeguarding Co-ordinator, via email to Educationsafeguarding@telford.gov.uk.

Free training – Tackling Virginity Myths

Karma Nirvana are hosting a series of FREE ‘Tackling Virginity Myths’ virtual event in partnership with; Royal College of Obstetricians and Gynaecologists, Royal College of Midwives, Women NOW, MEWSO and IKWRO.

The ‘Tackling Virginity Myths’ events:

dispel the ‘virginity myth’, including the practice of virginity testing and hymenoplasty, from a clinical and scientific standpoint
challenge harmful perceptions linked to virginity that perpetuate Violence against Women and Girls;
outlines the new law to ban Virginity Testing and Hymenoplasty within the Health and Social Care Act 2022.

Speakers include:

Eddie Morris, Consultant gynaecologist at Norfolk and Norwick University Hospitals NHS Trust and President of the Royal College of Obstetricians and Gynaecologists.
Janet Fyle, Midwife and professional policy advisor at the Royal College of Midwives.
Natasha Rattu, Executive Director, Karma Nirvana.
Dr Charlotte Proudman, WomenNOW.
Naomi Wiseman, Barrister, Garden Court Chambers.

Dates:

10 June 2022, 10am – 12pm
14 June 2022, 1pm – 3pm
17 June 2022, 10am – 12pm
20 June 2022, 10am – 12pm

Book a place on Eventbrite.

Queries can be directed to Scott Thomas-White, Education Safeguarding Co-ordinator, via email to Educationsafeguarding@telford.gov.uk.

Brook Traffic Light Tool training

The Sexual Behaviours Traffic Light Tool supports professionals working with children and young people to identify, understand and respond to sexualised behaviours.

The training will show how, using a ‘traffic light’ system, you can recognise and identify sexual behaviours, differentiating between those which are part of healthy sexual development and those which are problematic or harmful, and develop an appropriate response that meets the needs of the child or young person.

Professionals must attend Traffic Light Tool training to be able to use the tool safely and, therefore, the tool cannot be shared with staff who have not completed training. You will have receive access to a digital version of the Traffic Light Tool on completion of this training.

The Sexual Behaviours Traffic Light Tool is based on the original 'Traffic Light Guide' developed by Family Planning Queensland in Australia, now known as True.

The Traffic Light Tool supplements any safeguarding processes and is not a replacement for your organisation’s safeguarding procedures.

The Traffic Light Tool is supported by the Telford and Wrekin Safeguarding Partnership.

This training will be delivered in two phases. During the 2022-2023 financial year, this training will be aimed at:

Schools
Early years group settings
West Mercia Police
Midlands Partnership Foundation Trust
School Nurses
Family Connect
Children’s Services Assessment Team Social Workers

The second phase will extend to Strengthening Families Practitioners, Family Safeguarding Social Workers and Childminders.

Please note there is one free place per school/early years group setting available at this time to ensure at least one member of staff from each of these settings is trained.

For more details, please download the Brook Traffic Light Tool Training Flyer.

Queries can be directed to Scott Thomas-White, Education Safeguarding Co-ordinator, via email to Educationsafeguarding@telford.gov.uk.

Online safety for 11-18 year olds

The Child Exploitation and Online Protection Command (CEOP) has created a new website for teenagers called 'the internet, relationships & you'. The site offers advice on socialising online, online safety, getting support and sexual content online. CEOP is a part of the National Crime Agency.

Think U Know website

Queries can be directed to Scott Thomas-White, Education Safeguarding Co-ordinator, via email to Educationsafeguarding@telford.gov.uk.

Pupil voice resources

Whilst we often talk about 'pupil voice', it isn't always clear what this means and how it could look. Andrew Hall has put together some resources to help develop a greater understanding.

Engaging with pupils: listening to the voices of children and young people (Carol Robinson)

Examples of ways to gather child or young person’s views (West Sussex and others)

Pupil voice: Collaboration with pupils can no longer be optional (SecEd)

Queries can be directed to Scott Thomas-White, Education Safeguarding Co-ordinator, via email to Educationsafeguarding@telford.gov.uk.

Tackling child abuse

The government has launched a campaign called 'Together we can tackle child abuse'. The resources, aimed at everyone in the community, could be used with parents and include four very short videos explaining physical abuse, emotional abuse, sexual abuse, neglect and online abuse.

The simple mnemonic, ABC, is used to remind people that they should look out for changes in appearance, behaviour or communication. The webpage has a search engine to find out where to report abuse.

For more information please visit the Tackle Child Abuse website.

Queries can be directed to Scott Thomas-White, Education Safeguarding Co-ordinator, via email to Educationsafeguarding@telford.gov.uk.

Autism Education Trust – Schools good autism practice

The programme of Autism Education Trust (AET) professional development is now running across Early Years, Schools and Post 16. Most schools and settings now have an Autism Lead in place, and our schools are engaging with Good Autism Practice (GAP) whole school CPD.

A reminder that Good Autism Practice (GAP) is aimed at education practitioners who work directly with autistic children, and is a whole school training run over half a day at a cost of £300 per school/setting.

Making Sense of Autism (MSA) is brief, and is aimed at office and ancillary staff, caterers, caretakers, transport staff and governors. A 1 hour training session costs £100 per school/setting.

GAP and MSA continue to be delivered by the EP and LSAT teams. To ensure sustainability, for the coming academic year, we are offering GAP on five ‘PD’ days, which has so far proved popular.

Dates to choose from for whole school GAP:

5 September 2022
6 September 2022
31 October 2022
3 January 2023
17 April 2023

There are a maximum of eight training slots available on any given PD day. Please book via CPDSchoolImprovement@telford.gov.uk indicating your 1st choice and 2nd choice of date. Training spaces will be allocated on a first come, first served basis.

Any questions, please contact our new AET Lead Officer Dr Jane Park jane.park@telford.gov.uk

Arthog Outdoor Education Centre 60th Birthday Celebratory Bike Ride

Arthog is celebrating its 60th Birthday in 2022, and as part of this cyclists are invited to ride from Telford Town Park to Arthog Outdoor Education Centre on Saturday 16 July 2022.

They are inviting you to join us to follow the route so many thousands of children, young people and accompanying staff have taken, over the last 60 years, from Telford to Arthog. A small group of are meeting up for an 8am start, and the route is about 85 miles (Andrew from the Library Service and Alex from Trading Standards – Animal Health have it mapped!)

This is a social bike ride and goes from Sky Reach High Ropes in Telford Town Park, past Arthog Outreach in Wellington to Arthog Outdoor Education Centre on the Welsh coast. The route takes in historic Shrewsbury, the picturesque Lake Vyrnwy, and the arduous high pass of Bwlch y Groes, before rolling along the old railway line of the Mawddach Estuary.

The new Arthog directional sign will be unveiled in the Town Park before the ride commences.

Your bike must be roadworthy and you will need to carry spares/repair kits for your bike plus your required drinks and snacks. This will be an informal social ride with café stops. The estimated journey time is around 10 hours, and promises to be fun throughout. You can stay on at Arthog overnight and depending on the cyclists we will co-ordinate the return journey via train/minibus/cars - or you can cycle back, of course, on the Sunday!

There are no prizes or medals, but we will take photos along the way to share.

To join in please email Jo.barnett@telford.gov.uk.

10 R’s of sustainability: Taking action following World Environment Day – 5 June 2022

World Environment Day highlights the need for sustainable lifestyles and the 10Rs of Sustainability is a great way to think this through and take action. Every action counts and it is a way of countering the eco-anxiety that affects increasing numbers of children and young people.

The 10Rs of Sustainability is a combination of behaviour, energy and resource consumption and natural processes. The aim is to extract the maximum benefits from products and activities and generate the minimum amount of waste and negative impacts on the environment.

Rethink – Is this the best way? Is this the only way?

Take the time rethink about what we can do differently to avoid things that can only be used once, or use up an unnecessary amount of carbon and/or world resources, or may have damaging side effects.

Rethinking is about finding environmentally friendly and sustainable alternatives rather taking the easiest wasteful and potentially harmful options. Considering energy efficiency when making purchases, developing buildings… all the way along supply chains takes practice. It might require more planning, but it is the very start of a more sustainable way of being and working.

Rethinking also involves prevention – let’s not make it worse! We are rethinking our attitudes towards other on our planet, those that bear the consequences of our actions even if we do not, and also rethink how we might leave our planet for our children and the generations yet to come.

Rethinking does take time and effort but the time for rethinking is now - have a read through the following Rs and when you have great ideas please share them in return to help others.

Refuse – Do I really need this? Can I say no?

Refusing is a fundamental step – not accepting items that we do not need, or will go onto pose a problem at the end of their useful lives Refusing to engage in wasteful practices or those that have damaging side-effects.

This ties in with the power of the consumer to encourage companies to change their practice to be more sustainable. It also means not giving up or giving in and refusing to become a sceptic or thinking that we are powerless to make any change. Refusing to ridicule others who are trying to be more sustainable.

Reduce – Do I need this? Can I manage with less? Can I do this less? Can I do this nearer?

Before making any purchases, ask if you really need this item. If you do, look at the quality and value for money. While price is a huge factor, try to find the best quality in your budget. Well-made products will last longer, reducing the times you'll need to repurchase. By taking care of things by following maintenance and cleaning instructions.

Try small incremental reductions like turning the heating down by 1 degree or 30 minutes. Reduce the amount of products used and the frequency of replacement. Apply this thinking to items that use energy e.g. journeys (yours and your products), emails and electrical goods. Plan ahead to reduce waste through things like careful stock control, making to order, smart systems, and finally looking at the options below before throwing away.

Reuse/refill – How do I make sure I can use again and again?

Reusing and refilling items for as long as possible and for as many times as possible to reduce waste and probably improve our experience. It may mean that you need to make an initial greater investment in order to buy items that will sustain repeated use but that you save money in the long term. This may involve their increased cleaning, washing and careful handling – possibly training and recognising the value in everyday objects. The impact of reusing and refilling might seem small, but repeated over, and over again, the accumulative impact becomes significant.

Re-gift – If this is of no use to me, is there someone else who will use it? Can I use pre-owned rather than new?

Re-gifting means selling or donating your used items so they go to loving homes instead of the landfill, may help others because of cost or sourcing items hard to find or obsolete. It might be a larger item is broken down into smaller components that may still have value/worth in their own right and can be used again. Reducing the need for storage may also reduce waste energy and increase building efficiency. It also means you are willing to accept items that others are looking to pass on, rather than sourcing something brand new.

Repair – Can I make this good again?

Repairing is about not disposing of something that is broken before we attempt to fix it. Repairing may require initial investment in tools, skills and work space. It might mean ‘breaking’ something for spares. For some items, safety checks and additional inspection may be needed once they are repaired. When making purchases, we need to consider if the items can be repaired and spare parts are available, avoiding built in obsolescence and sealed units. By repairing we are not discarding the energy and materials that have already been consumed in the making, production and building.

Repurpose – Can this be adapted for another use?

Repurposing is when we take items that were meant for one purpose but can be used for other ones. Sometimes referred to as ‘upcycling’ – get creative with your repurposing. If an item is no good for its original purpose what else can it be used for or do? You may need to create some storage and collection points, but by repurposing you may not need to buy a new item, so you will be saving money as well as resources. You may change the purpose of bigger things such as buildings, grounds and vehicles. Frequently talking points, repurposed items are great for messages communication as well as practicalities. Ultimately repurpose yourselves – gain new skills, knowledge and qualifications to support sustainable decision making and practice.

Recycle – Can the materials be reconstituted and then reused?

The recyclability of a material depends on its ability to reacquire the properties it had in its original state. Recyclable materials include many kinds of glass, paper, cardboard, metal, plastic, tyres, textiles, batteries, and electronics. We can also prevent the waste of potentially useful materials and reduce the consumption of fresh raw materials, reducing energy use, air pollution from incineration and water pollution from seepage.

Another form of recycling is the salvage of constituent materials from complex products, due to either their intrinsic value (such as lead from car batteries and gold from printed circuit boards), or their hazardous nature (e.g. removal and reuse of mercury from thermometers and thermostats). When you recycle, ensure that you're sorting and cleaning your recycling according to local regulations.

Rot – Will this compost organically?

Composting can be done at different scales, some Local Authorities manage it through their waste collections. If you can compost yourself, you will, with time have a magical organic material that is an asset to fertilise soil, improve soil structure, as a surface mulch to suppress weeds and also reduce the need for chemical fertilisers. Wood chip makes a versatile surfacing to protect tree roots and cover ground irregularities. By composting we make an environmentally superior alternative to using organic material for landfill because composting ourselves reduces harmful methane production and also landfill quantities by as much as 20%.

Other Rs…

You can play with this, what other Rs can you think of? Which ones make the most sense to you and your setting? You may decide to make up your own Rs-List. Why not ask your children and young people to create their own?

For more information please visit the United Nations Sustainable Development website.

Sustainable Development

John Muir Awards: Taking action following World Environment Day – 5 June 2022

The John Muir Award encourages people of all backgrounds to connect with, enjoy and care for their wild places. It is an environmental award scheme focused on wild places. It is inclusive, accessible and non-competitive, though should challenge each participant. The Award encourages awareness and responsibility for the natural environment through a structured yet adaptable scheme, in a spirit of fun, adventure and exploration.

In Telford & Wrekin we are blessed with many ‘wild’ places in our schools or nearby – if you think you do not have any, then the John Muir Award will help your children/young people create their own!

An underlying theme of World Environment Day is that it’s not too late to repair the damage and the John Muir Award is a great way to take action in your educational organisation.

The John Muir Award in Telford & Wrekin

What is it?

The John Muir Award (JMA) was launched by the John Muir Trust in 1997, the leading wild land conservation charity in the UK, to help people connect with nature, and enjoy and care for wild places.

The John Muir Award invites participants to:

discover a wild place
explore it
do something to conserve it
share their experiences.

The definition of ‘wild’ is for the participants to decide and includes smaller places such as local wooded areas or uncultivated ground.

Who is it for?

The JMA is open to all, with no age limits, but usually it is for upper primary and above when participants are engaged independently of their families. However younger children can take part with their families. Staff may work on an award, possibly at a higher level, even as they lead their young people.

How does it work?

There are 3 levels based on time of activity and engagement:

Discovery (4 days equivalent).
Explorer (8 days equivalent).
Conserver (20 days equivalent).

There are no costs associated with the John Muir Award, although there are optional award items that can be purchased. You are required to complete an award proposal form, which helps you in your planning. This needs to be sent to JMA who will ensure that you are meeting the criteria. Once your Award completed you need to inform JMA and they will generate certificates.

There are training course available and Telford & Wrekin Council are privileged to be a training organisation for JMA. It is recommended that lead member(s) of staff are trained and become familiar with the detail of the award criteria, as they will then be fully informed to run the award for their school/organisation.

There are handbooks and certificates available to purchase, but as mentioned these are not compulsory and organisations are free to create their own. The JMA website has a wealth of information and resources all freely available.

Benefits for engagement in a the John Muir Award

1. Improve young people’s life chances as adults.

Stewardship of the environments that will host their lifetimes.
Inclusive.
Accreditation – patrons and role models, national profile and increasingly recognised by employers, colleges etc.
Certificate recognising the participant’s specific achievements.
Improved chance of getting into university, college or a job especially for older teens.
Ownership by young people.
Chances to explore new and unfamiliar environments.
Development of personal skills including time management, problem solving and initiative. Development of interpersonal skills.
Chances for new friendships and social interaction.
Something that is fun!

2. Helping young people to be healthy and active to ensure good physical and mental health throughout their lives.

Physical activities encourage young people do something they enjoy and will improve their health and fitness.
Can expedition/journeying element requiring effort, perseverance and resilience.
Experience of the natural world – green exercise.
Positive impact of outdoors on mental health.

3. Maximise potential through education and training

Work in partnership with local employers to identify priorities for 21st Century employment.
Team work, optimism, perseverance, resilience, communication and confidence. Leadership experience and ability to network.
New practical skills.

Give young people a voice to shape and inform their lives

Raise aspirations and self-expectation.
Provide role models and mentors.
Become role models and mentors.
Support and encouragement from interested adults from a range of backgrounds.
Financial responsibility.
Ownership and responsibility.
Investment in own community.

5.Encourage young people to play a positive active role in the Telford and Wrekin Community

Awareness and interest in local issues.
Practical projects requiring application of new skills.
Volunteering.
Looking after own ‘wild’ places.

If you want to know more please visit the John Muir Award website www.johnmuiraward.org or you can book on the annual Telford & Wrekin course :

John Muir Award Training Course

Details of the session:

Friday 1 July 2022
9am – 3.30pm
£35 per person
Telford Town Park Visitors Centre, Hinkshay Road, Telford, TF3 4EP

Course Content:

John Muir Award Tailored Training is offered in addition to information and resources which are designed to give enough guidance to deliver the John Muir Award. Attending training is not a requirement to be able to run the John Muir Award, however attending will help leaders to find out more about the ethos of the John Muir Award and practicalities of delivering it successfully. A complementary, thorough, introduction is offered - alongside opportunities to network with others interested in running the award, and the chance to further develop skills and confidence. No previous experience is necessary.

The aim of the course is to:

find out about the John Muir Award: who, what, why, where, how…
explore criteria for gaining a John Muir Award
review existing award experiences
participate in a range of outdoor/environmental activities
share experiences in context of Four Challenges.

For any further information on the John Muir Award, or to book on the course, please email jo.barnett@telford.gov.uk.

NEET newsletter – May update

Available to download is the latest update on NEET information for the Borough of Telford & Wrekin.

NEET newsletter - May 2022

Access to Higher Education

Telford & Wrekin Council is hosting a free event to help local people on their journey to university. The two and half day course, from 28-30 June 2022 at Southwater One, Telford, will highlight the council’s Learn Telford Access to Higher Education programmes. Free lunches are provided at the event and limited crèche places are also available.

Anyone interested in progressing to Higher Education can find out how the Access courses can provide the perfect route to universities up and down the UK and how HE qualifications can also help them to secure a future career.

Learn Telford is a Telford & Wrekin Council programme which aims to provide high quality learning opportunities for people living in the borough. It encourages people across different communities to experience the joy of learning and take advantage of the wider benefits that participation in learning brings, such as increased confidence, reduced social isolation and improved wellbeing. The service also aims to contribute to improving the skills and employment levels of the borough by supporting adults who are low skilled or unemployed.

Councillor Eileen Callear (Lab), Telford & Wrekin Council’s Cabinet Member for Visitor Economy, Employment and Skills said: “Learn Telford provides a wide range of learning opportunities for local people, helping them to access university and different employment sectors as well as giving them valuable skills and qualifications. Our Access to Higher Education programmes are a fantastic part of the Learn Telford package and a great stepping stone to university. This short course will help people to find out all they need to know about the Access programmes as they consider their next steps.”

Anyone who is interested in attending the course can register on the Learn Telford website

SEN Training and Education Event

An event for young people with an Education, Health and Care Plan (EHCP)to discuss their post 16 options is taking place on 14 June 2022, at Queensway North (TF1 6AJ). Drop in between 4pm and 6.30pm to meet with key staff from local colleges, training providers and support services.

For full details please download the event flyer.

Do you have young people interested in nursing?

The Marches Centre of Excellence based at Wolverhampton University Priorslee campus have workshops being held on 30 June 2022 for those wanting to find out more about nursing.

For full details download the ‘So you want to be a nurse?’ information sheet.

Home to school travel assistance

Telford & Wrekin looks to support parents and carers to make arrangements for their children and young people, to travel safely to their allocated school or post-16 provider, and schools are asked to assist with promoting the information to enable them to do this.

If parents/carers are unable to transport their child or young person, and if they meet the eligibility criteria listed on the council’s website, then travel assistance can be provided.

For assistance to be in place from September 2022, applications must be received by the council by 30 June 2022. For applications received after this date, a guarantee cannot be made that assistance will be in place for the start of the new term.

If a child is over the age of 16, and parents/carers have already received transport assistance, then please ask them to re-apply by 30 June every academic year.

For more information please ask them to visit the Telford & Wrekin website.

Exclusion Reduction Hotline

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

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

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

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

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

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

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

The Pre-exclusion Hotline number is 07816 372459.

CPD courses for school staff, senior leaders and governors

The CPD Booklet continues to be available on the Telford Education Services site.

Course bookings with a course code are made by sending a completed CPD booking form via email to cpdschoolimprovement@telford.gov.uk.

Other courses and briefings without a course code are usually booked by sending your email address name and school name to cpdschoolimprovement@telford.gov.uk (unless stated otherwise).

Supporting Behaviour and Learning - Children with ADHD/ODD & CD (new course – please see separate article)	Monday, June 13, 2022	4pm to 5.30pm
Primary ICT Coordinators' Update (CPD 512)	Tuesday, June 14, 2022	4pm to 5.30pm
Meeting the EYFS profile requirements for EAL learners in EYFS (CPD 715)	Tuesday, June 14, 2022	1.15pm to 4pm
Governors' Responsibilities for Exclusions (SG 104)	Wednesday, June 15, 2022	5pm to 7pm
Meeting the OFSTED requirements for British Values and Cultural Diversity in the primary school (CPD 718)	Wednesday, June 15, 2022	1pm to 4pm
Developing a Communication Friendly Environment in the EYFS (EY 307)	Wednesday, June 15, 2022	9.15am to 12noon
AET Post 16 Leading Good Autism Practice Training	Thursday, June 16, 2022	9am to 3pm
Safer Recruitment Administration	Thursday, June 16, 2022	3pm to 5.30pm
Raising Awareness of Child Protection (SG 108)	Thursday, June 16, 2022	9.30am to 11am
EAL Network Meeting (CPD 526)	Thursday, June 16, 2022	4pm to 5.30pm
Verbal Intervention Training (BSAT 213)	Thursday, June 16, 2022	9am to 11.30am
Verbal Intervention Training (BSAT 214)	Thursday, June 16, 2022	3pm to 5.30pm
Joint Appropriate Body and Teaching School Hub ECT induction briefing and update session	Thursday, June 16, 2022	4pm to 5pm
SEND: Building capacity in your school (LSAT 403) Face to Face	Tuesday, June 21, 2022	9.15am to 3pm
Understanding Nurture (PSS 101)	Wednesday, June 22, 2022	9.15am to 12noon
Induction Training for New Governors (GO 502) Face to Face	Wednesday, June 22, 2022	9.30am to 3.30pm
Early Years Coordinators – Termly Update (EY 007) Face to Face	Wednesday, June 22, 2022	4pm to 5.30pm
Talk Boost - KS1 (repeat)	Thursday, June 23, 2022	9am to 4pm
Safety Intervention Training (formerly MAPA training) - Part 1 (BSAT 201) Face to Face	Thursday, June 23, 2022	8.30am to 4pm
Bright Ideas and Inspiration - for your breakfast, holiday and out of school provision (EY 303)	Thursday, June 23, 2022	9.15am to 12noon
Early Career Teacher Network (CPD 720)	Tuesday, June 28, 2022	4pm to 5pm
EYFS: Areas of Learning and Development Session 7: Expressive Arts and Design (EY 308)	Tuesday, June 28, 2022	1pm to 2.30pm
EYFS: Areas of Learning and Development Session 7: Expressive Arts and Design (EY 309)	Tuesday, June 28, 2022	4pm to 5.30pm
Working with Ukrainian Children	Tuesday, June 28, 2022	3.30pm to 5pm
Designated Safeguarding Leads' and Safeguarding Governors' Termly Update (SG 106)	Wednesday, June 29, 2022	4pm to 5.30pm
Meeting the OFSTED requirements for Equalities and Diversity in the Secondary School (CPD 719)	Wednesday, June 29, 2022	1pm to 4pm
Accredited Safer Recruitment Training	Thursday, June 30, 2022	9am to 4.30pm
Raising Awareness of Prevent (SG 101)	Thursday, June 30, 2022	9.30am to 11am
Safety Intervention Training (formerly MAPA training) - Part 2 (BSAT 201) Face to Face	Thursday, June 30, 2022	8.30am to 12.30pm
Forest School and Outdoor Learning for Practitioners Working within EYFS (EY 201)	Thursday, June 30, 2022	4pm to 5.30pm
Effective Circle Times in the EYFS (EY 302)	Monday, July 04, 2022	1.15pm to 4pm
Solution Focussed Therapy (PSS 102)	Tuesday, July 05, 2022	9.15am to 12noon
Designated Safeguarding Leads Refresher (SG 107) Face to Face	Wednesday, July 06, 2022	9.15am to 3.15pm
Recently Qualified Teacher Development Programme (CPD 507)	Wednesday, July 06, 2022	4pm to 5.30pm
School Duties under the Equality Act 2010 – and how to write an effective Accessibility Plan (LSAT 304)	Wednesday, July 06, 2022	9.15am to 12noon
IRIS Training	Wednesday, July 06, 2022	3.30pm to 5pm
Teaching Children with SEND: Meeting the Needs. Session 6: Literacy Difficulties (LSAT 508)	Thursday, July 07, 2022	4pm to 5.30pm
ELSA Conference (EPS 106)	Thursday, July 07, 2022	9am to 3pm
Safety Intervention Refresher Training (formerly MAPA Refresher Training) BSAT 212	Thursday, July 07, 2022	9am to 11.30am
Virtual School Conference for Designated Teachers and Nominated Governors for Children in Care (CPD 620)	Friday, July 08, 2022	9am to 3.30pm
Supporting Behaviour and Learning - Children with ADHD/ODD & CD (new course –see separate article)	Monday, July 11, 2022	4pm to 5.30pm
The Role of the Early Years Practitioner in Supporting and Enhancing Play (EY 008)	Wednesday, July 13, 2022	1.15pm to 4pm
ECT Induction Tutor - initial training (CPD 520)	Wednesday, July 13, 2022	4pm to 5.30pm
Newly Appointed Designated Safeguarding Leads' Training (2 days) - part 1 (SG 102) Face to Face	Wednesday, July 13, 2022	9.15am to 4pm
Newly Appointed Designated Safeguarding Leads' Training (2 days) - part 2 (SG 102) Face to Face	Thursday, July 14, 2022	9.15am to 4pm
Verbal Intervention Training (BSAT 213)	Thursday, July 14, 2022	9am to 11.30am
Verbal Intervention Training (BSAT 214)	Thursday, July 14, 2022	3pm to 5.30pm

Telford & Wrekin Virtual School Conference - Friday 8 July 2022

The Telford & Wrekin Virtual School is running its 3rd Annual Conference, taking place Friday 8 July 2022 from 8.30am to 4.30pm. This year’s theme is “Belonging, identity, adversity & me” - supporting all young people with a social worker and Previously Looked After Children

This conference is designed for Designated Teachers, Designated Safeguarding Leads and Nominated Governors for Children in Care.

The conference will provide delegates with an opportunity to develop links with the Virtual School, health and social care colleagues and with other designated teachers, designated safeguarding leads and nominated governors, as we work together to increase the progress Telford & Wrekin children in care make in school and beyond.

Even if you currently have no children in care at your school, it is important that you remain up to date with processes and expectations, should a child join you. In addition, Ofsted is looking quite closely at the relationship schools have with the Virtual School, and information gained at network meetings has proven very useful to many schools during inspection.

Educational outcomes for children in care and children in need are a key priority for Ofsted in the West Midlands Region and inspectors have indicated that they will be looking closely at how a school prioritises work with children in care when making inspection judgements.

Keynote speakers

Dr Dawn Bradley – Dawn is currently an advisory Educational Psychologist for the Attachment Research Community (ARC), and introduced the nationally accredited Emotional Literacy Support Assistant (ELSA) training programme in 2018. She is a member of the national ELSA steering committee, a quality assured ELSA trainer and supervisor, practitioner trainer Emotion Coach (UK) and practices as a psychotherapist in EMDR Trauma Therapy.

Tim Hill HMI - Ofsted, West Midlands Region - Tim is an experienced inspector of primary, secondary and special schools, and pupil referral units. He also inspects local authority children’s services and has extensive senior leadership experience as a head teacher and local authority adviser. His areas of expertise include literacy, science, behaviour management, safeguarding, and leadership and management.

Steven Russell - Steven is the founder of Elements SEMH Support. As a child, he lived with nine foster families, was placed into two children’s homes and attended five schools. With this in mind, he decided to turn his “pain to purpose” by creating Elements. As a child, growing up in the care system, Steven has become an effective communicator with children living in care. By combining the elements of his professional and personal experiences to create “Elements SEMH Support” Steven has been able to inspire hundreds of children to become more optimistic about their lives, despite their adverse experiences.

Workshop Choices

All delegates have the opportunity to attend two workshop sessions. Please clearly indicate your 1st, 2nd and ‘reserve’ choice on the booking form.

Workshop A: ‘The Teenage Brain (The Solihull Approach)’, Natalie Woodhouse- Fostering Team

This workshop has a particular focus on adolescents and explores a variety of evidence based practice.

This theory was developed in 1996 by professionals including Psychologists, Psychotherapist and CAMHS. It is evidence based and provides professionals with a framework to think about children’s behaviours, this in turn develops an effective consistent approach. It aims to increase emotional health and wellbeing. The aim of this workshop is to:

explore brain development and the changes that happen in adolescence
explore why teenagers take risks
explore why teenagers sleep patterns change
understand changes in behavior and why teenagers may find it difficult to understand others emotions.

Workshop B: ‘Edge of Care and Fostering’, Jacqui Davis and Dan Chell – Social Care

The workshop will enable participants to understand the impact of going into care verses children to be enabled to stay at home if it is safe to do. The session will also explore Telford & Wrekin invest to save initiative designed to use public money in new innovative ways to break cycles of behaviour and encourage families to successfully promote the welfare of their children.

Workshop C: Gangs and Exploitation, Vicki Ridgwell – Police

This workshop explores the local and national landscape of exploitation and gang criminality. Participants will explore the various types of exploitation, grooming and how to identify the risk factors for young people in our care and vulnerable children.

Workshop D: ‘BeeU, the Toxic Trio and Early Clinical Experiences’, Anna Frater - CAMHS

This workshop explores the role of the Toxic Trio and Early Clinical Experiences for children in care, and the role and work of BeeU in offering support.

Workshop E: ‘Care Leavers’ Covenant and Lived Experience’, Natalie Latham

This workshop explores life as a Care Leaver and working with those who are approaching leaving care, and the challenges it brings. It explores opportunities and entitlements for those who are leaving care, including lived experience.

Workshop F: ‘Supporting Nominated Governors – Interpreting data and key questions’, Lou Aubrey – Virtual School Team

This workshop explores the role of the Nominated Governor for Children in Care and how you can be a high quality ‘critical friend’ – offering both challenge and support to the Designated Teacher and School through interpreting key data and skillful questioning.

Workshop G: ‘Belonging, Inclusion and Identity’, John Newton – Virtual School Team

This workshop focuses on the importance of belonging and personal identity amongst care experienced young people and seeks to highlight strategies and systems for promoting personal reflection and self-expression within a young person’s educational journey. The workshop also seeks to explore the impact of becoming a ‘child in care’ on the development of identity and interpersonal relationships.

Delegate fees

£120 for one delegate.
£180 for two delegates.
£60 for each additional delegate, up to a total of 4 delegates per school

To book, please send a completed booking form to cpdschoolimprovement@telford.gov.uk.

If you have any queries about the event please contact virtualschool@telford.gov.uk.

Supporting Behaviour and Learning - Children with ADHD / Oppositional Defiance Disorder & Conduct Disorder

PSS 104: Supporting Behaviour and Learning - Children with ADHD / Oppositional Defiance Disorder (ODD) & Conduct Disorder (CD) is a new twilight online CPD course. It is aimed at those staff members in schools, both primary and secondary, who work directly with children and young people - including teachers, learning mentors, teaching assistants, school support staff and other childcare professionals.

The course aims to raise awareness and understanding of ADHD, ODD and CD and, most importantly, help staff to support children to improve their outcomes – with a focus on supporting behaviour and learning.

As well as ADHD, the course will examine Oppositional Defiance Disorder (ODD) and Conduct Disorder (CD). Delegates will understand the challenges facing neuro-diverse children and the strategies they can use to avoid isolation and exclusion.

Course dates and times:

Monday 13 June from 4pm to 5.30pm, repeated
Monday 11 July from 4pm to 5.30pm

Delegate fees

£85 for one delegate.
£76.50 per person for two delegates from the same school on the same date.
Whole school cost: As these courses are taking place on a Monday evening, when many schools hold staff meetings, we can offer access to this online course at a whole school price of £250 per school. (Please note: for ‘whole school’ bookings please select one date).

To book please send a completed CPD booking form to cpdschoolimprovement@telford.gov.uk – if your request is for ‘whole school’ access, please simply state this on your form, rather than listing all the staff at this stage, and we will get back to you to confirm the details.

Schools Pre-Inspection Data and Insight Team’s communication

Following the reforms to the Early Years Foundation Stage (EYFS) and changes to the administration and moderation of EYFS profile data, Ofsted has taken the decision that the EYFS profile will no longer be included in the Inspection Data Summary Report (IDSR). This is in line with action taken by the Department of Education for their Analyse School Performance (ASP) products. As of Monday 6 June 2022, the IDSR no longer contains EYFS profile data.

The Department of Education (DfE) are seeking views on ASP, so they can better understand users’ needs. To this end, a survey is available on the ASP website:

ASP - Feedback Survey

Any queries can be directed to Rebecca Carey, Traded Services Specialist, via email to rebecca.carey@telford.gov.uk.

Early Years Co-ordinators’ Network Meeting – June 2022

The next Early Years Coordinators’ Network meeting will take place Wednesday 22 June 2022 from 4pm to 5.30pm – face to face at a centrally located hotel in Telford.

This session will feature Sally Tonge, storyteller in residence in three special schools / colleges in the West Midlands and a sought after trainer and early years artist.

In this workshop Sally will share tried and tested ideas to enrich your language environment and call on a sensory awareness to engage students with a range of abilities and learning needs. Expect a hands on playful session with ideas to take away and try tomorrow!!

Make your storytelling sensational!
(EY 007 – EYFS Network)

Wednesday 22 June 2022 from 4pm to 5.30pm

To book your place please send a completed CPD booking form to cpdschoolimprovement@telford.gov.uk

This entry was posted by Claire on Wednesday, 08 June 2022.

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Every week during term time we publish a new update for the education community. It includes essential briefings and specialist information about education.

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