Education Management Abstracts Issue 28 July/August 2004




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Synopsis

Education Management Abstracts Issue 28 July/August 2004

The documents described here represent a selection of those received by the EMIE service. Copies of most of the documents can be obtained by sending the order form at the end of the bulletin to EMIE at the address shown, or by contacting the EMIE office. Where contributors have stipulated that their documents are intended for local authority staff only, this is indicated in the availability details at the end of the items concerned. Priced documents are available from the sources shown and include postage and packing unless otherwise indicated. In this issue all unpriced documents are available electronically and can be supplied as email attachments or downloaded by registered users from the EMIE website at http://www.nfer.ac.uk/emie




CONTENTS AT-A-GLANCE

Accessibility 1

Adult education 1

Attendance 1

Behaviour management 2

Children in public care 2

Drugs education 2

Educational visits 3

Extended/integrated community schools 3

Faith schools 4

Inclusion 4

LEA-school relations 4


Multi agency working 4

Study support 5

School improvement 5

School premises 5

School support 6

Special educational needs 6

Workforce reform 7

Youth and community services 7

New from EMIE 8

eddie talk 9








CONTENTS





ACCESSIBILITY

Draft Accessibility Strategy 2004-2007.



Glasgow City 1



ADULT EDUCATION

Adult and Community Learning Development Plan 2004-2006.



Windsor & Maidenhead 1



ATTENDANCE

Flexible learning.



Kingston upon Thames 1
London Challenge: Truancy, Exclusions and Anti-Social Behaviour. Project update briefing.

Westminster 1



BEHAVIOUR MANAGEMENT

Policy guidance on anti-bullying and anti-harassment for schools.



Tower Hamlets 2
Transitional Behaviour Support Plan: April 2004 to September 2005.

Windsor and Maidenhead 2



CHILDREN IN PUBLIC CARE

The Hertfordshire Looked After Children Policy Statement and the Looked After Children Strategy. Hertfordshire 2





DRUGS EDUCATION

Drug education and the management of drug-related incidents. Gloucestershire 2





EDUCATIONAL VISITS

Educational visits policy and framework (2004). North Lincolnshire 3





EXTENDED/INTEGRATED
COMMUNITY SCHOOLS

Extended Schools/Community Cohesion

Coordinator. Gateshead 3
Learning neighbourhoods: the next steps. Renfrewshire 3
Solihull Excellence Cluster: Full Service

Extended Schools Project. Solihull 3





FAITH SCHOOLS

Faith in our schools: report of the Learning

and Culture Scrutiny Committee.

Oxfordshire 5



INCLUSION

Derbyshire: framework for evaluating

educational inclusion: how well are we doing now? Derbyshire 4



LEA-SCHOOL RELATIONS

Communicating with schools: a guide for

officers. Bristol 4



MULTI AGENCY WORKING

Looked after children in Suffolk: inter-agency

practice guidance. Suffolk 4
The Education and School Improvement Service of Bridgend, Caerphilly, Merthyr Tydfil and Rhondda-Cynon-Taf County Borough Councils. The Education and School Improvement Service (ESIS) 5



STUDY SUPPORT

Management review of Study Support Team. Salford 5




SCHOOL IMPROVEMENT

LEA strategy for support, challenge and

intervention in Bedfordshire schools.

Bedfordshire 5


SCHOOL PREMISES

Good stewardship for schools’ premises. Cambridgeshire 5





SCHOOL SUPPORT

Development Office review. Dudley 6





SPECIAL EDUCATIONAL NEEDS

School Action/School Action Plus: descriptors of special educational provision - primary. Derbyshire 6


The 8 Ps: designing the New Model Special School. Essex 6
Special educational needs policy and provision. Glasgow 7



WORKFORCE REFORM

Workforce remodelling: a guide for governors. National Association of Governors and Managers, NAGM; National Governors' Council, NGC; National Remodelling Team, NRT; Co-ordinators of Governor Services, COGS 7





YOUTH AND COMMUNITY SERVICES

Hampshire County Youth Service Annual Report 2003-2004: making a difference. Hampshire 7



ACCESSIBILITY



Draft Accessibility Strategy 2004-2007
Glasgow City

June 2004


Report to Education Service Committee proposing an accessibility strategy for the period 2004-2007. The background information relates the accessibility strategy to the authority's disability equality action plan, and then considers resource implications, the impact on other council services, and legal and financial implications. The draft strategy document explains the framework of the Disability Discrimination Act 1995 and its implications for schools and associated services. SEN legislation is also considered. A section concerned with adjustments to school buildings is followed by an explanation of exceptions. Action points in the strategy relate to: current and future estate; curriculum issues; the physical environment; training and communication. Includes an action plan which relates particular activities to lead officers and a target timeframe.
14 pages
Available from EMIE.

Document Number: GLAS21415




ADULT EDUCATION



Adult and Community Learning Development Plan 2004-2006

Windsor & Maidenhead

January 2004


This plan offers a framework for the development of LSC-supported adult and community learning. It responds to guidance documentation and advice issued by the LSC, nationally and locally. Since this is the first Development Plan prepared by the authority (as opposed to an Annual Adult Learning Plan) it presents a set of intentions covering two academic years, 2004/05 and 2005/06, together with a Business Plan for the academic year August 2004-July 2005. Headline targets to July 2006 are presented in line with national guidance, including milestones to be achieved by July 2005. Additional targets are presented in response to Berkshire LSC requests. The paper also includes summary reports on performance out-turn in 2002/03, and an interim progress report on performance in 2004/05. A strengths and weaknesses assessment and an associated grade profile are included from the authority's self-assessment report on 2002/03: action points arising from this assessment have been incorporated into the Business Plan for 2004/05.
49 pages
Available from EMIE.

Document number: WIND21404



ATTENDANCE



Flexible learning
Kingston upon Thames

January 2004


The authority's pilot Flexible-learning Programme is designed to motivate disaffected truants to access education by allowing them to participate in decisions regarding their education. The programme is supported by the Youth Service and is available to Year 10 and Year 11 pupils who learn in their homes, in libraries and youth centres. The following documents are available:
a. A briefing paper describes the origins of the programme, explains how it differs from education at home and notes its impact on the rate of truancy.
b. A presentation used during a workshop. Sections deal with the idea, the costs, the components for success, strengths, weaknesses, opportunities, threats, a comparison with another programme and comments from programme participants.
A background article on the research behind this programme can be found on the Web at

http://www.communitycare.co.uk/articles/article.asp?liarticleid=42983&liSect
2 pages and 16 pages respectively.
Available from EMIE.

Document Numbers: KING21413 and KING21414



London Challenge: Truancy, Exclusions and Anti-Social Behaviour. Project update briefing
Westminster

August 2004


In March 2004 Westminster City Council was successful in a bid to the London Challenge project to lead a Collaborative Pilot designed to address truancy, school exclusion and anti-social behaviour on a pan-London basis. Central to the project is the development and piloting of a range of protocols and agreements and the promotion of best practice. The pilot project has involved inner and outer London LEAs. This briefing paper describes the multi-agency Project Groups, the key achievements and the results of a questionnaire survey. The main issues highlighted during the first phase of the project are: wide variation in practice between London authorities in the use and operation of truancy patrols; use of the S2S (school-to-school) database by London authorities is very varied; confusion regarding the application of the DfES guidance relating to LEA prosecution for non-attendance; a lack of systems within Education Welfare Services related to anti-social behaviour and the Anti-Social Behaviour Act 2003; the concept of supporting children through schools, envisaged in the Children Bill, is very challenging within areas such as London where there is a high degree of mobility of pupils between authorities.

2 pages
Available from EMIE.

Document Number: WETM21438


BEHAVIOUR MANAGEMENT



Policy guidance on anti-bullying and anti-harassment for schools
Tower Hamlets

June 2004


The authority's policy statement and guidance for schools regarding the bullying of pupils. Begins with background information containing definitions, an explanation of responsibilities for the LEA, governors, schools and the role of Ofsted. This section also contains details and strategies regarding the bullying of specific groups: racist bullying, homophobic bullying, gender bullying and bullying of disabled or SEN pupils. The next section contains guidance for schools on how to prevent and respond to bullying. The final section is concerned with curriculum and whole school initiatives.
24 pages
Available from EMIE.

Document number: TOWH21378



Transitional Behaviour Support Plan: April 2004 to September 2005

Windsor & Maidenhead

April 2004


The authority's Transitional Behaviour Support Plan covering the period prior to the introduction of new formats for statutory plans. Priorities will be: piloting additional small-group provision; developing more co-ordination between services; supporting schools working collaboratively and in locality forums; developing and implementing support and training packages; targeting high levels of need; monitoring and evaluating all activities. The sections of the Plan are: scope, aims and purpose; the national and local context; review of progress; support for schools and pupils in mainstream schools; alternative provision (PRUs); a new model for the future.

54 pages
Available from EMIE.

Document number: WIND21400


CHILDREN IN PUBLIC CARE




The Hertfordshire Looked After Children Policy Statement and the Looked After Children Strategy

Hertfordshire

June 2004


Report to committee presenting the Looked After Children Policy Statement and the Looked After Children Strategy. The Policy has ten sections: guiding principles, care planning, contact, education, health, placement, personal support, participation, review and equalities. There are five elements to the

Strategy: the planning framework, outcomes for children, strategic direction, numerical targets and financial targets. Appendices contain details of care pathways showing triggers and interventions with intended outcomes; statistical tables showing the number of children accommodated, their placements and costs; and a paper setting out the role and remit of the Looked After Children Forum.


62 pages
Available from EMIE.

Document number: HERT21390




DRUGS EDUCATION



Drug education and the management of drug-related incidents
Gloucestershire

July 2004


The authority's second edition of its guidance for schools regarding drug education and the management of drug-related incidents. Begins with a summary of national and local contexts. Includes sections on drug prevention and schools, drugs education, the management of drug-related incidents, contact with police, confidentiality, discipline, sanctions, pastoral care and dealing with the media. Appendices are concerned with the law on drugs, a model school drugs policy and a collection of proformas for use in schools.

65 pages


Available, price £13.00, from Geraldine Atkins, Good- Practice Co-ordinator, School Improvement and Inclusion Service, Gloucestershire County Council, The Hucclecote Centre, Churchdown Lane, Hucclecote, Gloucester, GL3 3QN.
Tel: 01452 427209. Cheques payable to Gloucestershire County Council.


EDUCATIONAL VISITS



Educational visits policy and framework (2004)

North Lincolnshire

April 2004


The authority's policy and procedures document regarding educational visits for schools, youth centres, PRUs and for organisers of Duke of Edinburgh's Award activities. Begins with an explanation of the various responsibilities for educational visits which is followed by a section on planning for visits. Other sections are concerned with supervision, organisational procedures, insurance, finance, overseas visits and the use of specialist outdoor pursuits centres. The first appendix deals with specific outdoor activities and fieldwork. Other appendices contain checklists for party leaders and students, proformas, guidance on risk assessment, accident reporting, minibus use, first aid, emergency contact and health issues.
151 pages
Available from EMIE. Paper copies on loan only.

Document number: NOLI21371




EXTENDED/INTEGRATED COMMUNITY

SCHOOLS



Extended Schools/Community Cohesion Coordinator

Gateshead

June 2004


Job description and supporting information for the post of Extended Schools/Community Cohesion Coordinator. The main job purpose is to manage the strategic development and implementation of the extended schools strategy with a particular focus on priority neighbourhoods and community cohesion. Includes guidance notes regarding the establishment of community learning centres to provide for the needs of pupils, their families and the wider community. Also includes background information on the Gateshead Extended Schools Pathfinder project.
8 pages
Available from EMIE.

Document number: GATE21366



Learning neighbourhoods: the next steps

Renfrewshire

February 2004


Report to committee presenting proposals for the establishment of seven new learning neighbourhoods. The concept of a learning neighbourhood brings together the integrated working of services to children and families promoted by integrated community schools, with the key aims of Better Neighbourhood Services which are concerned with skills problems, health and poverty, and the alienation of youth. The proposals for learning neighbourhoods will link with others relating to new arrangements for community planning which are currently being considered. The report contains background information on the Community Plan and the development of learning neighbourhoods; a definition of learning neighbourhoods; the remit of the Learning Neighbourhood Stakeholder Group and links between learning neighbourhoods and community planning.
11 pages
Available from EMIE.

Document number: RENF21430



Solihull Excellence Cluster: Full Service Extended Schools Project
Solihull

April 2004


The authority's description of its Full Service Extended Schools Project which develops the work undertaken as a pathfinder in the DfES Extended Schools Pathfinder Project. Provides an overview of the Pathfinder Project and describes plans to create fifteen extended schools that offer activities in eight service areas: Childcare, Health and Social Care,

Lifelong Learning, Family Learning, Parenting Support, Study Support, Sports and Arts, ICT.


32 pages
Available from EMIE.

Document number: SOLI21265




FAITH SCHOOLS



Faith in our schools: report of the Learning and Culture Scrutiny Committee

Oxfordshire

June 2004


Report to committee from a review group established in response to a request for the establishment of a Muslim secondary school. The review consisted of discussions and explorations of the main issues, meetings with the Muslim community, visits to Muslim schools, evidence gathered and interviews with secondary headteachers. The report includes contextual background on the national situation in relation to faith schools, the wider social context, a review of existing provision and possibilities, conclusions and recommendations. Appendices contain a list of witnesses interviewed; statistics of views regarding state funding of faith schools; and guidelines for schools regarding curricular and pastoral modifications in multi-faith schools, special arrangement and support for pupils from different faith communities.
64 pages
Available from EMIE.

Document number: OXFO21391




INCLUSION



Derbyshire framework for evaluating educational inclusion: how well are we doing now?

Derbyshire

March 2004


The authority's guidance regarding its framework for the evaluation of educational inclusion in nursery, junior, primary, secondary and special schools and support centres. It forms part of the LEA framework for school self-evaluation and is intended to help schools provide a structured approach to evaluating the extent to which they are an inclusive organisation. The framework includes a set of indicators that try to describe explicitly what makes an effective inclusive school through focusing on the provision made for vulnerable or potentially vulnerable pupils. In addition to background information on inclusive education, the framework contains nine sections: the school as an inclusive community; pupils with SEN and/or disabilities; pupils with EBSD; pupils from a range of cultural and ethnic backgrounds; gender related learning styles; children in public care; able pupils; gypsy traveller pupils; pupils with medical needs, including school aged mothers.
77 pages and CD
Available, price £26.50, from Advisory and Inspection Service, Derbyshire County Council, Centre for School Improvement, John Hadfield House, Dale Road, Matlock, Derbyshire, DE4 3RD.

Tel: 01629 580000 x2815. Cheques payable to Derbyshire County Council.




LEA-SCHOOL RELATIONS



Communicating with schools: a guide for officers
Bristol

June 2004


The authority's guidance for its officers concerning policy and procedure for communicating with schools. Guidance is given regarding the Schools Bulletin, attachments, late urgent priority items, e-mails and the forward planning calendar. Also deals with communications from other council departments and external organisations, monitoring and enforcement, feedback, the role of the Communications Manager and provides guidance on the weekly school post bag service. Includes deadlines for the Schools Bulletin, a proforma for late urgent priority items and a flow chart showing the stages involved when communicating with schools.
7 pages
Available from EMIE to authority staff only.

Document number: BRIS21330




MULTI AGENCY WORKING



Looked after children in Suffolk: inter-agency practice guidance

Suffolk

February 2004


The authority's interagency practice guidance for looked after children. The introduction stresses the importance of promoting the health, education and social inclusion of looked after children in order to prepare them for independence. Recent key legislation and national guidance is noted. The main sections of the document are: principles and values, roles and responsibilities, Social Care Services, the promotion of health, Education Services, standards and useful contacts. Appendices contain an interagency flow chart and various proformas.
66 pages
Available from EMIE.

Document Number: SUFF21420



The Education and School Improvement Service of Bridgend, Caerphilly, Merthyr Tydfil and Rhondda-Cynon-Taf County Borough Councils

The Education and School Improvement Service (ESIS)

January 2004


An account of the Education and School Improvement Service (ESIS) established in 1996 to provide educational support to four Welsh LEAs. Begins with a statement of aims and values, the structure and legal constitution, staffing, governance and management of ESIS. Contains a structure chart, an account of funding, income and expenditure, a list of services to schools and LEAs, quality assurance systems and a list of staff and their responsibilities.
11 pages in English;11 pages in Welsh
Available from EMIE.

Document number: XR21395




STUDY SUPPORT



Management review of Study Support Team

Salford

April 2004


Report to committee presenting the results of a management review of the Study Support Team. The Study Support Team has the objective of widening participation in learning, particularly amongst those children and young people from disadvantaged communities and those who find the formal academic learning process a challenge. The management review is designed to assess the nature, impact and success of provision to date, identify areas for improvement, assess the capacity for improvement and consider the options available for future delivery of services. Includes an Improvement Action Plan, a

scoping note and terms of reference for the review, and questions put to the Study Support Co-ordinator.


12 pages
Available from EMIE to authority staff only.

Document number: SALF21399



SCHOOL IMPROVEMENT



LEA strategy for support, challenge and intervention in Bedfordshire schools

Bedfordshire

June 2004


The authority's strategy document and guidelines for schools regarding support, challenge and intervention. There are four main sections: summary of the LEA's strategy; intervention in schools of concern; support and challenge for other schools; use of the intervention funding. Contains definitions and criteria for the various categories and procedures for support, monitoring and challenge. Appendices are concerned with the evaluation of working with schools in various categories, proformas and sample terms of reference for Governor School Improvement Groups.
49 pages

Available from EMIE.

Document Number: BEDS21402


SCHOOL PREMISES



Good stewardship for schools' premises

Cambridgeshire

March 2004


The authority's guidance for headteachers and governors relating to the management and maintenance of school premises. Begins with the identification of roles and responsibilities for the LEA, headteachers, governors, property advisers and the Property and Procurement department. Other sections are concerned with health and safety, inclusive learning as affected by the Disability Discrimination Act, servicing and inspection, regulations and construction standards, maintenance budgets, project commissioning, certification, inspection and monitoring, energy and emergency planning. Also includes sections on the appointment
of property advisers and works contractors. Appendices contain proformas, building and engineering standards.
30 pages
Available from EMIE.

Document number: CAMB21373




SCHOOL SUPPORT



Development Office review

Dudley

January 2004


Report on the results of a self-evaluation review of the authority's Development Office. The purpose of the review was to investigate and evaluate the performance of the Development Office with key partners, stakeholders and customers, and to develop an action plan and recommendations for improvement. The review made use of the European Foundation for Quality Management excellence model. Results are presented under the headings: leadership, policy and strategy, people, partnerships and resources, processes. An appendix contains the detailed responses from an email consultation.
24 pages
Available from EMIE.

Document number: DUDL21241




SPECIAL EDUCATIONAL NEEDS



School Action/School Action Plus: descriptors of special educational provision - primary

Derbyshire

April 2004


In November 1998 the government announced through its Programme of Action for meeting Special Educational Needs that it would amend regulations to require LEAs to set out their detailed arrangements for the SEN provision that schools might normally provide from their budgets under School Action and School Action Plus. The 2001 SEN Code of Practice expects intervention for pupils at School Action or School Action Plus to be additional to or different from the differentiated curriculum provision for all pupils. These Derbyshire descriptors therefore adopt this approach. In making such provision schools are expected to draw on their normally available resources. The descriptors have been produced by Local Inclusion Officers following a detailed audit of provision that is currently being made in Derbyshire schools. The descriptors cover: moderate and specific learning difficulties; behaviour, emotional and social development needs; autistic spectrum disorders; specific language impairments; visual impairments; physical impairments and/or medical conditions; hearing impairments. For each group of pupils detailed information is then given about the LEA's expectations at School Action and School Action Plus in terms of: assessment, planning and review; teaching environment and grouping; curriculum and teaching methods; resources.
33 pages
Available from EMIE.

Document number: DERB21234



The 8 Ps: designing the New Model Special School

Essex

October 2003


This document is the result of collaboration between headteachers of the Essex Pathfinder schools and LEA officers, a group set up in response to the county's first SEN Action Plan. The task of the Pathfinder group was to translate this vision for social inclusion and multi-agency collaboration into an operational framework outlining the organisational structures and professional practices of a New Model Special School. The 8Ps document is an initial description of what it means to be a New Model Special School (NMSS). It outlines the organisational structures and professional practices needed to fulfil the promises of this new vision of social inclusion for children and young people with special educational needs. By providing the essential distinctions that determine the nature of a NMSS, the 8Ps give special schools which aspire to become a NMSS a model for development. The 8Ps stand for: pupils, plans, practice, personnel, partnerships, parents and carers, premises, performance.
18 pages
Available from EMIE.

Document number: ESSE21376



Special educational needs policy and provision

Glasgow City

April 2004


Report to committee setting out proposals to update the policy for SEN provision. The current policy operates within the framework of Every Child is Special, but more recent legislation and guidance have required a review. The new, draft policy document includes sections on the scope and aims, a definition of inclusion, CPD, monitoring and evaluation, collaborative working, management and support arrangements, placements, disabled access, records of need, Individualised Education Plans, mainstream schools, special schools and units, pre-5 provision, education at home, future development and useful contact numbers.
21 pages
Available from EMIE.

Document Number: GLAS21419




WORKFORCE REFORM



Workforce remodelling: a guide for governors

National Association of Governors and Managers, NAGM; National Governors' Council, NGC; National Remodelling Team, NRT; Co-ordinators of Governor Services, COGS

February 2004


A pack of information produced jointly by professional associations and unions to assist governors in ensuring that their schools take advantage of the opportunities presented by workforce remodelling and meet the next phase of contractual change. The pack includes: an overview of workforce remodelling; case studies; details of website resources; guidance notes and policy statements from the Workforce Agreement Monitoring Group; and a briefing publication from the National Remodelling Team.
35 pages
Available from EMIE.

Document Number: XR21398


YOUTH AND COMMUNITY SERVICES



Hampshire County Youth Service Annual Report 2003-2004: making a difference

Hampshire

June 2004


The Annual Report for 2003-04 from the Hampshire County Youth Service. The sections of the report show how the service is making significant progress towards the Transforming Youth Work targets. The sections are: personal and social skills; democracy and decision making; social inclusion; new opportunities and challenging experiences; healthy lifestyles. Includes a progress report on the Annual Youth Work Plan and on the Transforming Youth Work Implementation Plan. Provides details of grant aid to voluntary youth organisations, a budget summary and contact details.
34 pages
Available from EMIE.

Document number: HAMP21387




NEW FROM EMIE




Report

What is the LEA for? Second edition
What is the LEA for? An analysis of the functions and roles of the Local Education Authority, is available from the NFER Publications Unit.
The second edition of this indispensable guide to education legislation in the public sector is written by a team of experts on education and the law.

Price £40. All CEOs receive a complimentary copy of this publication.

ISBN: 1 903880 70 X. For enquiries and credit card orders contact the NFER Publications Unit: 01753 637002 or book.sales@nfer.ac.uk

Report

Transforming secondary education

The Beacon Council Scheme: round four

Ronald Arnold, July 2004

The Beacon Council Scheme took transforming secondary education as the education theme for its fourth round.
This report analyses the submissions made by the 15 authorities which sought Beacon status under this theme, demonstrating how their commitment to raising standards has been translated into innovative initiatives and successful strategies to achieve a transformation in secondary education.
Their individual approaches to realising aspirations articulated by the government in the White Paper, Schools Achieving Success (2001) are described under the following headings:


  • diversity and flexibility

  • achieving high minimum standards

  • support for teachers and other professionals

  • each offering many examples of effective practice.

More information about the Beacon Council scheme round four, the education theme and beacon authorities, is available on the EMIE website Beacon Council pages.



Research Briefing 11

July 2004


Includes details of recently published research concerning early excellence centres, extended schools, IRT, the schools survey, personal education plans, and LEA gatekeeping systems.

Report

Safer school partnerships: police in schools

Tony Clark, July 2004

This report presents the findings of a small survey of local authorities participating in the first phase of the Police in Schools initiative. This project was introduced in England in the latter part of 2002 as part of the government’s Safer School Partnership (SSP) scheme. The report also draws on more detailed information provided by two of these authorities and on material provided by DfES officers who have supported the LEAs, schools and police forces involved in the scheme.
The survey sought to ascertain how far the Police in Schools initiative had met the aims and objectives set out in guidance published by the government in summer 2002, to enable the LEAs taking part in the initial phase to share information, and to pass on experiences to help authorities setting up SSPs at a later stage.
The report describes issues connected with placing police officers in schools, the work performed by those officers, the support they receive and the benefits their involvement has brought to pupils, their schools and their communities. It also sets out the lessons learnt by the authorities involved and the advice they are able to offer to others entering the scheme.

Digest

Safer school partnerships: police in schools

July 2004



This digest comprises summaries of documents, most of which were submitted in response to the survey described in the associated report (above). These documents were produced by local authorities involved in the first phase of the Safer School Partnerships in areas with high levels of street crime. They include examples of joint protocols between the police, local authority and schools; outline bids; job descriptions and specifications for school-based police officers; briefing papers on restorative justice in schools; and reviews, evaluations and reports on progress. A list of useful websites is also included.





EDDIE TALK




When the weather is fine?
In the summertime, what do eddie members have on their mind? Amongst other things, rain. Those not on holiday (or reading their mail on the beach) learned that the sun may not always shine in Peterborough, but according to the Met Office, East Anglia does have on average 30 fewer rain days per year than the rest of the country. All this arose from consideration of new school buildings that would require pupils to go outside to move between them. Elsewhere, there is an authority looking at the implications of closing a secondary school, and another planning to open one for just 150 pupils, to serve a new development in a rural community. It seems likely that issues to do with this kind of reorganisation will continue to exercise eddie members, although to what extent the weather will be a key factor remains to be seen.
Surplus places
On a closely related topic, authorities are reading the runes on how different strands of government policy will affect the monitoring of surplus places. On the one hand, surplus place indicators are being dropped from the ODPM’s Best Value Performance Indicators, and one authority has been told by a DfES visitor that ‘surplus places are not the issue they once were’. The emphasis in recent government announcements has been on offering choice, which presupposes the existence of spare capacity (The Five Year Strategy says there isno ‘surplus places rule’). On the other hand, there is keen interest in what view the Audit Commission (and the Treasury) might take. The suggestion is that if the cost implications of surplus places have been forgotten, it is likely that a reminder will come sooner or later.
Real returns?
The information that authorities supply to government also came up in a very different context: racial harassment returns. More than one eddie member expressed serious concern that these returns really do not reflect the reality of life in schools, possibly due to pressure on headteachers to avoid their school appearing to have more such problems than its neighbours. Those concerned with this issue were invited to get in contact with the message author to share ideas and experiences.
Online information
The last eddietalk highlighted issues arising out of the need to share data between LEAs and schools. Similar topics are a recurrent theme of eddie messages. Various authorities could point to their own or other authorities’ systems that enabled schools to analyse their own performance against the whole LEA or groups of schools within the LEA. In contrast, the availability (or not) of key stage e-results in a format usable by the LEA was a source of shared frustration in July.

The EMIE website for eddies
In June we added another page to the EMIE website, exclusively for eddie members. The new page Coming around again - Unanswered eddie questions lists queries which have been posted to eddie recently, but have not yet received an online response. It is updated regularly and postings are removed when they receive a response, or two months after they were originally sent to eddie. Before messages are added to the page, we contact the sender to check whether they have received any direct responses to their message, as in many cases messages which appear to have had no reply have actually been answered outside the list.
The new page offers eddie members another opportunity to share information or advice with each other and we hope that it will increase the response rate for postings to eddie, and therefore enhance eddie as an information resource.
The new page is in addition to the existing eddie pages on the EMIE website, Tips for eddie members, eddie talk, and eddie responses. Only members of eddie can access the eddie pages, which are found under the Forums heading.  You do not need a separate password to access the pages, but you do need to log-in to the registered users area of the website.
And finally...
There was disappointment that a request for an “Asses Management Plan” turned out to be a typo, rather than an exciting development for the vocational curriculum in a rural context. There are links to numerous Asset Management Plans on the EMIE website.
The eddie discussion group is open to all local authority officers and advisers and a searchable archive of previous messages is available to list members. If you would like to join, free of charge, please contact EMIE on 01753 523156 or email us at eddie@nfer.ac.uk.



ORDER FORM SYNOPSIS 28






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By email

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BEDS21402







BRIS21330







CAMB21373







DERB21234







DUDL21241







ESSE21376







GATE21366







GLAS21415







GLAS21419







HAMP21387







HERT21390







KING21413







KING21414







NOLI21371







OXFO21391







RENF21430







SALF21399







SOLI21265







SUFF21420







TOWH21378







WETM21438







WIND21400







WIND21404







XR21395







XR21398






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