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WELCOME TO THE AUTUMN TERM AND THE NEW ACADEMIC YEAR.

Dear Colleagues, I hope you had a restful and rejuvenating summer holiday.


2024/25 looks like it will be a year of evolution. The election in July signalled a new national government, we are expecting changes to the OFSTED framework – and of course the needs and numbers of children in our care continues to change too! We are working hard across HFL to engage with key stakeholders on your behalf, understand the emerging landscape and reflect on how we best adapt to make sure that you are informed, supported and inspired as we move forwards.


We have been working hard on building a range of services that continue to help you do business, such as our strategic IT, HR and governance services, but also that we provide support for the changing landscape. By listening to you at key meetings and events, and being clear about our role serving you, we have been able to develop new support to help you. Key examples of this are the new Complaints Toolkit and the Small Schools’ Programme – both of which were created as a direct result of requests for tailored support from our school, trust and setting networks. Equally, we are delighted that our school improvement work continues to add value through local challenge and support for single and multi-site settings, but that we are also building in new key focus areas based on national need, research and our understanding of local pressures. The new ESSENTIALMATHS offer has been designed to bring the love of maths back in to our schools – for practitioners and pupils alike. This is likely to be a large national focus too, so we are pleased that your feedback has put all of us on the front foot for national policy!


As a not-for-profit schools company, our role is to add value to you, take pressure off you and help you to navigate a complex and challenging world. We have been working together in this way for more than ten years, so although the pace of change may speed up, I am reassured that together we are stronger – and we will be able to really build upon a track record, and strong evidence base as we move forwards.


Term Times was created to help bring the news to you – and we hope that you find this edition useful. We work hard to make sure that we are bringing you some long term news and updates as well as some articles that can help you immediately. However, as with all things HFL, let us know if we hit the spot or not so that we can evolve in the way you want us to! Please call us on 01438 544464 or email info@hfleducation.org


Wishing you the very best autumn term, new starts and academic year – and I hope to see you at networks soon (please do invite me!).

THE NOMINATIONS ARE IN!

01. School for all – creating a climate of inclusion where all children can thrive

We are committed to supporting schools across the country to close the attainment gap for disadvantaged learners. Our twilight seminar series: Inclusive practice for underserved learners, starting in September and running through to the end of the spring term, will explore various aspects of impactful inclusive practice.


> Explore our inclusive practices training

02. GCSE Revision workshops

03. Leadership training

Our school leadership and management programmes provide comprehensive and friendly support from our own HFL experts, all of whom have a wealth of experience to share.


There are courses for those ‘Moving to new Headship’ and ‘Leadership Bites’ for aspiring, new and experienced Assistant and Deputy Headteachers. Plus ‘The Ofsted handbook and your next inspection’. If you’d like to know more about any of the courses and how they can help build and enhance the knowledge and skills needed in senior leadership roles get in touch by email info@hfleducation.org.


> Explore our Leadership Training

04. Introduction to our Essentials

Our range of ESSENTIALs covers maths, writing and spelling. ESSENTIALWRITING, which gives you and your staff access to the complete suite of resources 24/7, launched in July and has been well received. It covers the National Curriculum for Years 1 to 6 and is an ambitious and progressive writing scheme.


ESSENTIALSPELLING is a whole-class approach to teaching spelling that enables all pupils to succeed and gives teachers the unique tools to make that happen.


Last but not least, there’s ESSENTIALMATHS V2.0 also launched last term, this is a suite of materials designed for use in single and mixed age classes plus much more. Materials are accessible online, all in one place, to enable planning, selection of practice and diagnostic assessment and rapid track-back through the curriculum. See the cover for a link to explore ESSENTIALMATHS.


> Explore ESSENTIALWRITING

> Explore ESSENTIAL SPELLING

> Explore ESSENTIALMATHS

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EDUCATION PARTNERSHIPS – WHERE DO WE FIT IN THE SECTOR PUZZLE?

We would all agree that at times the Education landscape feels complicated, there are many different stakeholders and organisations with individual responsibilities and specialisms, all striving to ensure every child has a great education.


The new Government will be developing its plans for enhancing the education system. We work with over 3,000 settings and understand the value of deep relationships based on mutual trust, local context, and collaboration which all make a positive and sustained difference to schools and outcomes.


Area-based Education Partnerships (AEPs) are non-statutory partnerships of schools, academies and often the local authority, working together to bring coherence across schools and trusts in each locality, taking responsibility for supporting school improvement, and pioneering initiatives in education.


We’re proud to be a member of AEPA, The Area- Based Education Partnerships Association, which offers members the opportunity to share experiences and ideas to continually improve the quality of education and its outcomes across the country. Most of our staff have worked in schools, in diverse roles relevant to their discipline – be that an Early Years Practitioner, School Business Manager, Subject Leader or Headteacher – and we regularly work with other AEPs to share best practice and collaborate with them to provide essential services. We act as a critical friend, offering space for school leaders to discuss challenges while keeping close enough to policy makers to be able to offer credible advice and solutions. As the education landscape evolves, we remain committed to playing our part.

BORN IN 2020:
FROM
LOCKDOWN TO LEARNING.

The babies of 2020, born into the world during the height of the Covid pandemic, are now preparing to start their reception year in September. These children's early years were marked by three significant lockdowns, impacting their development in various ways. With over 600,000 babies born during this period, many have faced delays in language, social, and physical skills due to reduced interaction and educational experiences. As these young learners step into the classroom, it becomes crucial to recognize and address the developmental hurdles some may face and to support their growth and learning.

DO YOU READ OUR BLOGS?


We regularly share tips in our Early Years Blogs, click here to explore them, and sign up to make sure you receive notifications.

THE TERRIFIC TALKERS PROGRAMME

THE IMPORTANCE
OF READING.

At HFL Education, we have long advocated for effective pedagogical approaches to reading fluency. Our perspective on what constitutes a 'fluent reader' extends beyond reaching a certain reading level, or reading at a certain speed. We believe that fluent reading can occur at any age and stage of a child's development. This view is also highlighted in the DfE’s recent Reading Framework and in the Ofsted’s Telling the story: the English education subject report.

HFL READING FLUENCY PROJECT

Have you been considering joining our impactful HFL Reading Fluency Project? Perhaps you are thinking that although your phonics programme is embedded, and children in your school can now read with accuracy, that bridge between word reading and comprehension is wobbly? At KS2, Children who participate in the HFL Reading Fluency Project make an average of 2 years and 3 months progress in just eight weeks.*


We are now taking bookings for the full Reading Fluency Project for KS1 – 4. Book to join us for the KS1, KS3 or KS4 project in the autumn term, or get in early for the spring term 2025 project for KS2. Further information can be found via the QR codes.


Email us at reading.fluency@hfleducation.org to express your interest or ask any questions.


Have you already taken part in the project? If you have then you might want to consider our synopsis training to train more of your team or to join the project again for another key stage. You may also be interested in our maintenance package which supports you to continue effective, ongoing delivery and implementation of this important work, or our Reading Fluency Across the Curriculum training, where you can explore how to transform your wider curriculum into one where reading fluency is seamlessly integrated across all subjects.


*As measured by the York Assessment of Reading for Comprehension.

BUZZING ABOUT BEECROFT

We’re overjoyed that the wonderful staff and children at Beecroft Garden saw fantastic impact through being part of the Reading Fluency project. Such FANTASTIC readers who achieved an average of 1 year and 4 months progress in accuracy, over just eight weeks!


“As someone that loves reading myself, I'm always trying to encourage more people to read because I know the enjoyment that it can bring, but then also the benefits it brings to other areas of your life as well” Hon. Stuart Lawrence


> Explore all our Reading Fluency Training

MEET KATHY ROE
Deputy Lead Teaching and Learning Adviser – Primary English

Kathy is an accomplished educator with a passion for literacy, literature and pupil success. Throughout her career, Kathy has held various roles in education, including classroom teacher,

school leader, literacy coach, and curriculum specialist. Her expertise lies in designing and implementing effective literacy interventions that cater to diverse learning needs. Kathy's

dedication to promoting reading fluency has led to measurable improvements in student outcomes and a deep appreciation for the transformative power of literacy.


THE INCREASE AND BURDEN OF SCHOOL-BASED COMPLAINTS.

A RECENT TES INVESTIGATION HAS FOUND THAT MORE THAN EIGHT IN TEN SCHOOL LEADERS HAVE SEEN AN INCREASE IN VEXATIOUS COMPLAINTS*.


The Confederation of School Trusts (CST) is concerned about the rise in complaints as it believes this is not sustainable and that this is placing significant pressure on school leaders. The CST is therefore pushing for three policy changes:

  • Further investigations into school-based complaints by the Department for Education or its agencies (e.g. ESFA) must only be launched if they have already been investigated by the School or Trust in question.

  • DfE should set up a single front door to triage complaints and decide where each one goes so they are investigated once and not multiple times.

  • The Teacher Regulation Agency should only be able to accept referrals from an employer or the Police, not members of the public.


TOP TIPS WHEN DEALING WITH COMPLAINTS

  • Try and manage the complainant’s expectations from the start – be clear about what is and isn’t achievable and why.

  • Ensure the complaint is dealt with in the timeliest way possible at each stage.

  • Document any delays and the reasons for them in writing.

  • Remedies – aim for restorative measures – if this isn’t possible, explain why and what is possible instead.

  • Remember that action can be taken against unreasonable behaviour irrespective of whether the person in question has exhausted the complaints process or not.

  • Be clear on what suggested model procedure the school/trust has adopted and where to seek support – e.g. Governance Helpdesk, Investigations & Resources Service, Diocese, etc.

MEET PAUL DAVIES Complaints Manager

Paul joined HFL with a proven track record for getting things done and he is well-known amongst Heads and governors for being approachable, conscientious and pragmatic. The new HFL Complaints Investigations & Resources Service utilises all of Paul’s knowledge and experience and has already received positive feedback from the schools and settings that have used it. Paul has written our new Complaints Toolkit, which has been designed as a low-cost resource that will enable schools to manage school-based complaints efficiently and effectively.

Outside of work, Paul prefers to steer clear of complaints and has a keen interest in history, music and films. A lifelong fan of James Bond films, Paul was delighted when he once got to meet Sir Roger Moore, an honour that left him shaken but not stirred!


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When you’re leading a school be it big or small there’s a huge amount of responsibility on your shoulders. There’s the children, staff, governors, parents and wider school community to consider and the top can be a lonely place.

HAVE YOU EVER CONSIDERED A COACH?

In addition to our leadership training opportunities, we are working to launch a new Headteacher coaching partner service during the autumn term – providing an affordable, invaluable route when you might need the support of a different, external perspective; one operationally independent of your existing sources of network support.


Our coaches are skilled, accredited individuals with first-hand awareness of the nature of the work and demands of the education sector, and on its leaders. We aim to offer coaching relationships that can be accessed either remotely online, or through an in-person service.


If you would like to explore how this might benefit you, please mail coaching@hfleducation.org or call us on 01438 544 464.

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WHAT IS ADAPTIVE TEACHING? HOW AND WHY IS IT SUCCESSFUL AND WHY IS IT SO NECESSARY IN POST COVID TIMES?

Looking around the classroom and spotting blank faces isn’t anything new, but is it happening more often? Are those missed classes from the Covid years catching up with young learners? There are always children who understand and follow along more easily, and those who need to either learn in a different way or require extra support, but making sure your class are all progressing is key.


As teachers, you’ll be doing this everyday quite naturally and that’s adaptive teaching. You start off with an overall lesson plan and then disseminate it in different ways.


The ultimate aim of adaptive and responsive teaching is to enable all learners, wherever possible, to achieve the intended outcomes.


Ben Fuller, Lead Assessment Adviser, and Felicity Nichols, SEND Adviser at HFL have written an article on Adaptive Teaching for Teach Primary Magazine. Look out for the full article but in the meantime, here are their Top Tips:

  • Avoid making assumptions – meet children where they are, not where you think they should be.

  • Know your subject well – understand the curriculum progression and where the potential barriers and most helpful pedagogies are.

  • Provide written scaffolds (flipchart, slide deck, working wall etc) for the guided and independent practice part of the lesson for children to reference.

  • Be informed by the reasonable adjustments identified and agreed for children with SEND.

  • Model the use of adaptations – “I can look back at the working wall,” “I will get a number square to help me,” so children understand how they can select and use additional resources.

  • Use a range of consistent adaptations over time – repetition helps children to use new scaffolds with growing familiarity and confidence.

  • Use Q&A techniques that tell you what every child is thinking. You need to be able to scan all the answers quickly, so a single letter on a whiteboard works well here.

  • Plan great questions in advance. You won’t be able to conjure them up on the spot.

  • Ask hinge-point questions at crucial moments in the lesson, to decide whether it is ok to continue.

  • Pose a question at the end of the lesson, perhaps in the form of an ‘exit ticket’. This will confirm whether or not the lesson objective was met.

  • Cold-calling can be an effective strategy. Combine this with short ‘talk partner’ discussions, so learners have the chance to articulate their thinking before you call on them.

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TEACHING ICT

THE FEAR OF FAILURE

Most teachers have experienced the disastrous ICT lesson where everything which can, does go wrong. Sometimes it can be because of outdated computer equipment but more often it’s the internet connection. That moment when 30 children are looking at you or calling your name because they can’t do what they need to do is awful, the thing of nightmares and it genuinely causes anxiety for those trying to teach ICT in addition to the rest of the curriculum.

BUDGETING TIPS.

School environments aren’t naturally thought of as commercial entities but since working with reduced budgets continues to be the norm, finding additional revenue streams outside of your regular schedule of summer fêtes and Christmas bazaars is essential.


So, is it time to consider applying for grants or renting your school premises/facilities?


She has worked in schools since 1996 starting as a part time administrative assistant in a Primary and Nursery School in Crawley, West Sussex. From there, she moved to a two-form entry primary school, where she undertook her Level 4 in School Business Management. She worked with the school in growing to a hard federation and was instrumental in creating a CIC for the 16 schools in the locality, managing all the finances for the schools. The hard federation was converted into a Multi Academy Trust in 2014, with Lisa as the CFO, a director and Company secretary. In 2016, Lisa moved to Hertfordshire from West Sussex and worked in a primary school in Welwyn before joining HFL.


Outside of work, Lisa has her two children and a grandchild which she helps look after. Her passions are her family, Molly her black labrador and she is teaching herself to sew to make her own clothes. She also enjoys reading a good crime thriller.

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GUIDANCE FOR GOVERNORS.

THE ROLE OF A SCHOOL GOVERNOR/TRUSTEE CAN BE VERY REWARDING. IT CAN BE GREAT FOR PERSONAL CAREER DEVELOPMENT, BUT IT ALSO CARRIES A LOT OF RESPONSIBILITY.

Governors/trustees play a vital role in ensuring that schools achieve the highest possible standards or all students and, as part of a board, provide strong strategic leadership which delivers robust accountability and assurance.


Collectively the governing board of a maintained school is the legally accountable body to the local authority, and possibly a diocese or religious body. In an academy, you will be accountable to the academy trust's board of trustees and the EFSA/ DfE. It is key therefore that the board is confident that the statutory duties delegated to you are being effectively discharged.


It is important that as a board you undertake regular monitoring and conduct internal and external reviews. It is always better to know where you need to improve through self-evaluation or an invited review and have a clear plan, than an external auditor or inspector finding non-compliance and/or poor practice. Ensuring both compliance and excellence can feel like a mammoth task, particularly when legislation is regularly changing.


At HFL Education, we offer both a series of reviews to provide assurance to boards, but also, a clerking service which can help you to stay on top of changes in policy and legislation as well as ensuring that your minutes accurately reflect the challenge you provide as part of your role. Our clerks are fully trained and attend regular briefings and CPDs such that they are well equipped to support boards. HFL clerks can provide support and advice leading up to, during and after meetings, including drafting and distributing documents. Clerks are also trained in supporting additional meetings including exclusions and complaints panels.

TRAINING AND EVENTS.

We are a trusted partner to education and learning professionals across the country and we work with over 3,100 schools, trusts and settings. More than 300,000 delegates have benefited from our training courses, events and conferences.


Conference and events programme

Our annual conference and events programme includes high profile national online events for teachers, leaders and practitioners in all educational phases and attracts nationally and internationally renowned education experts.


High quality training and CPD to meet your needs.

Explore our range of high quality continuing professional development opportunities including in-person, online webinar and self-paced e-learning, programmes offered throughout the year.


Our courses, delivered by experienced subject specialists, span a broad range of education subject areas, delivering dynamic and engaging content to teachers and leaders but also include training for ECTs and teaching assistants and those working in Early Years PVI settings.


In addition, we cater for the training needs of business management and office support staff, as well as governors and leaders of all types of education settings.


> Join our mailing list to be sent details of future conferences, events and training

OUR UPCOMING CONFERENCES

THERE’S LOTS MORE ON OFFER FROM HFL EDUCATION: