| | 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!). |
| | | | We are doubly proud to announce that both our Primary Maths, and Early Years programmes have been shortlisted for the 2024 Teach Awards. This year, the awards span 23 categories across early years, primary, and secondary, and we are thrilled to be shortlisted in two. We’ll be keeping our fingers crossed for them – look out for more news in a future edition!
Our improved ESSENTIALMATHS V2.0 has been shortlisted in the maths category. "We are passionate about maths and ensuring that children not only get the right answers, but that they understand what they have done and why," Charlie Harber, our Lead Teaching and Learning Adviser for Primary Maths.
> Explore ESSENTIALMATHS
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Our EYFS Induction e-learning programme has been shortlisted for the 2024 Teach Early Years Awards in the CPD Category. This innovative, self-paced e-learning programme is designed to support practitioners who are new or returning to early years on their journey, and we’re delighted to be talking to Local Authorities about building-in these resources for providers in their areas.
> Explore our EYFS Induction E-learning Programme
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| | | | | | | | | | | 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 |
| Further to this, our 2025 Disadvantaged online conference: School: A Place Where I Belong, on Tuesday 28th January, including a keynote from the inspirational Fatima Whitbread, MBE, will be an opportunity for a full day focussing on inclusion, belonging, better serving underserved learners, closing the Pupil Premium attainment gap and making school unmissable.
> Find out more about our Disadvantaged Conference |
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| | 02. GCSE Revision workshops |
| | Following the success of our spring revision workshops, we are expanding our programme, to take place in September and October for GCSE Maths and AQA English Language.
The workshops have been created for students in Years 11, 12 and 13 who may be preparing for mock exams or resitting GCSEs in November.
Our low-cost workshops are a good investment for Pupil Premium students and can be shared with parents and carers through your newsletter as they will complement the work you’re doing in school.
> Explore our GCSE revision workshops |
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| | | 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 RETURN TO THE CONTENTS PAGE
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| | | 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. |
| | | | | 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. |
| COMMUNICATION AND LANGUAGE SKILLS Studies have shown that children born during the pandemic have experienced delays in reaching developmental milestones, particularly in communication and language skills. According to a report by the House of Lords Library, many of these children have shown delays due to reduced social interactions and limited exposure to varied language inputs during lockdowns. Many children have struggled with forming simple phrases and understanding instructions due to the lack of face-to-face communication and the widespread use of masks, which hindered their ability to see lip movements and mouth shapes. Official data highlighted by Labour’s education team revealed that more than 80,000 children born in 2020 or 2021 did not meet one or more critical developmental milestones last year. Notably, 60,000 very young children struggled with communication skills typically expected for their age group.
HEALTH VISITOR CHECKS AND EARLY INTERVENTION The pandemic severely limited access to early years services, including essential health visitor checks and early intervention programmes. Many health visitor appointments, which are crucial for monitoring and supporting early childhood development, were cancelled or conducted remotely, leading to missed opportunities for early intervention. This lack of early support has exacerbated developmental delays, particularly among children from disadvantaged backgrounds.
SOCIAL AND EMOTIONAL SKILLS The pandemic has also impacted social and emotional development. Many children had shown less confidence in group settings and struggled with social skills like sharing and turn-taking.
Due to fewer opportunities for social interaction, instances of anxiety and difficulties in forming relationships with peers have increased.
Reports indicate that children have become clingier, showing higher levels of separation anxiety. The prolonged periods of isolation and lack of social engagement during crucial developmental time have had lasting effects on their emotional wellbeing.
PHYSICAL DEVELOPMENT Physical development has seen setbacks too, with some children experiencing delays in milestones like crawling and walking. Additionally, there are concerns about increased obesity rates due to reduced physical activity during lockdowns. Early years providers have noted that children need more support to develop gross motor skills and independence.
Ofsted's briefings on the continued effects of the pandemic, published in December 2021, April 2022, and July 2022, highlighted these challenges. The July 2022 edition stated that the “continued effects of the pandemic on children were evident.” It documented a range of impacts on children’s communication, social, and physical development caused by the pandemic, noting that “Many children were still lacking confidence in social settings, with some taking longer to settle into nursery or with a childminder than would have been expected before the pandemic. |
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| | Providers continued to focus on supporting children to work together and develop their sharing, turn-taking and listening skills.” (source: Early years education: Trends, issues and the impact of Covid-19 - House of Lords Library).
A survey conducted by Kindred2 in February 2024 involved over 1,000 parents and 1,000 teachers, focusing on school readiness among children entering reception. The findings reveal that many children are starting school without essential skills. Specifically, 37% of children cannot listen and respond to basic instructions, 37% cannot dress independently, and 90% of teachers report having at least one child who is not toilet trained. Additionally, 46% of children struggle to sit still, and 38% find it difficult to play or share with peers. These results underscore the need for targeted interventions to prepare children better for school.
THE IMPORTANCE OF HIGH-QUALITY EARLY YEARS EDUCATION High-quality early years education is crucial for a child's development, providing the foundation for lifelong learning and success. Early years settings offer structured environments where children can develop critical skills in communication, social interaction, and physical coordination. These settings foster a love for learning through play-based activities, essential for cognitive growth. As Amanda Spielman, who served as His Majesty’s Chief Inspector of Education, Children’s Services and Skills from 2017 to 2023, stated, "Every child deserves a good early education. Their first few years equip children with the building blocks they need to succeed in childhood and beyond."
CUSTOMISED SUPPORT AND PROFESSIONAL DEVELOPMENT We understand that there are distinct demands on early years education and that every school and setting is different. That’s why we offer customised improvement services, consultancy, training, and continual professional development (CPD) for early years leaders and practitioners, including those in private, voluntary, and independent (PVI) settings. Whether you’re a leader, teacher, or early years practitioner, our team of early years experts can provide tailored advice and guidance to help you achieve the best possible outcomes for your children.
By offering this customised support, we aim to ensure that all early years settings can provide high-quality education tailored to their unique needs, thus enhancing the development and learning outcomes for children during their critical early years.
> Find out more about our Early Years Support |
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| | 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 |
| | | | 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. |
| So, what exactly is reading fluency and why does it matter? According to a document produced by the Education Endowment Foundation (EEF) in collaboration with us at
HFL, reading fluency involves a combination of automaticity, accuracy, and prosody. When a child can seamlessly integrate these three components while reading a text suitable for their level, they are considered to be reading fluently. It matters because this fluency allows for better comprehension, as the brain is not overburdened with decoding words.
DISTINGUISHING ACCURACY FROM AUTOMATICITY Accurate reading means correctly interpreting the written English language. A solid foundation in systematic, synthetic phonics is crucial. Children need to know the grapheme-phoneme correspondences (GPCs) in their texts to decode words accurately. Accurate readers can navigate texts with few errors in pronunciation, word substitution, or omission.
However, accuracy alone is not enough. Many children, despite passing the phonics screening check, struggle with more complex texts. They can decode simple texts accurately, but they lack automaticity – reading words instantly without sounding them out. This can hinder reading fluency and, most importantly – comprehension. |
| To support children in building automaticity, we at HFL Education, employ strategies such as repeated rereading. By reading the same text multiple times, children improve both their accuracy and automaticity. Techniques like practising and performing a poem make this repetitive reading engaging and purposeful, leading to better fluency.
THE ROLE OF PROSODY Prosody, the third component of reading fluency, involves using expression, fluidity, phrasing, and musicality while reading. It enhances both oral and silent reading and supports comprehension. On the HFL Reading Fluency Project, we found that prosody not only results from comprehension but also aids in achieving it. |
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| | Strategies to develop prosody include echo reading, choral reading, and assisted reading, combined with repeated re-reading for a significant impact on reading achievement.
IMPACT AND SUCCESS STORIES Our Reading Fluency Project has been designed to support teachers with effectively delivering reading fluency instruction in a time-efficient and enjoyable way. After an 8-week intervention focusing on fluency, participating pupils’ reading comprehension improves, and more importantly, their enthusiasm for reading soars. Self-esteem grows, and children are often transformed into volitional readers. We have helped over 2,000 children achieve success by focusing on reading fluency. In a recent round of CPD, delegates were invited to share success stories from their project. Teachers fed back the following special memories: Seeing children's confidence when reading through their body language; Children asking when the next session is – enjoying reading; Children wanting to finish stories...better writing outcomes; Confidence of the children increased.
Look at Reading Fluency across the key stages and get in touch reading.fluency@hfleducation.org
> Find out more about Reading Fluency |
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| | 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. |
| | | | Beecroft Garden School in Lewisham has been a great advocate of our Reading Fluency Project.
It’s been a privilege and a pleasure to work with Hon. Stuart Lawrence who has been on the reading fluency journey with them. His passion and determination to support young readers gave added inspiration as they read his book, Silence is Not An Option: Find Your Voice and Be Your Best, as part of their work. |
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| 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. |
| | With over two decades of experience in the field of education, Kathy serves as the Lead Adviser for the HFL Reading Fluency Project; she collaborates with educators across the sector to develop evidence-based strategies for improving reading instruction.
Outside of work, Kathy loves reading, travel, and enjoys being a governor at her local school!
Please do get in touch with the team by emailing reading.fluency@hfleducation.org if you would like any support, advice or you are interested in finding out more.
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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 investigation identifies that school leaders believe the problem is being driven by a social media ‘frenzy’, overstretched public services, rising discontent since the pandemic and a large number of different routes through which people can complain. Some school leaders who haven’t seen an overall increase in the total number of complaints have nevertheless spoken of an increase in the vociferousness of the complaints they have received.
A recent survey carried out by the NAHT on behalf of Tes found that 94% of school leaders reported an increase in parental complaints over the past three years. Furthermore, some 83% said there has been a rise in vexatious complaints during that time. This is placing even more pressure on an already overstretched system.
WHAT ARE PEOPLE COMPLAINING ABOUT? Allegations around unmet Special Educational Needs and Disabilities (SEND) provision. Handling of behaviour-related matters, particularly allegations of bullying. Attendance and holidays. The conduct of other parents and guardians. Individual members of staff – some complaints appear very personal and targeted.
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| Paul Davies joined us at HFL earlier this year as Complaints Manager but has been helping schools deal effectively with complaints since 2018, providing support to more than 200 schools in Hertfordshire and across the country. |
| | *Tes Magazine, 6th March 2024 |
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| Paul said: “In recent years, we’ve seen an uptick in bullying allegations (including staff on staff incidents), SEND-related complaints and disputes where financial compensation is being sought, which is likely to be linked to the cost-of-living crisis. We’ve also seen a rise in social media being used by parents to add more weight to their complaints. This is a very challenging landscape for schools and it is taking its toll on teacher wellbeing and retention.
“Whatever the nature of the complaint, most of the time, the crux of the issue is the same - a reaction, or perceived lack of action, to a situation where the needs of the child or family are not being met. If you use your policy and procedures to get to the heart of the matter and find a resolution which puts the child’s best interests first, you can often ward off further escalations, and help mend fences with your school community. My best advice to schools would be to resolve the complaint before it escalates if you possibly can” |
| Our new low-cost Complaints Toolkit is a great tool to help you efficiently and effectively manage school-based complaints. The toolkit provides step-by-step guidance, suggested responses, essential do’s and don’ts and a summary of the process. The toolkit will be reviewed annually and will be supplemented with a termly webinar on complaints-related topics.
If a swift and satisfactory resolution isn’t possible, being able to commission an independent investigation from us at HFL (for example), presents a way forward in cases where the relationship between the complainant and the school may be strained or where cases have reached an impasse.
Other support is also available in the form of complaint plans, complaint reviews, independent investigations and panel preparation.
We hope that this service will allow school leaders to have more time to focus on other priorities, such as school improvement and performance. Spending less time dealing with complaints should help to improve staff morale and wellbeing and it should also help to improve staff and governor recruitment and retention.
If you’d like support from the team email schoolbasedcomplaints@hfleducation.org
> Find out more about the Complaints Toolkit |
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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.
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| | 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.
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| | MEET PAUL DAVIES Complaints Manager |
| Paul joined HFL in January to set up and lead its new Complaints Investigations & Resources Service after many years working for Hertfordshire County Council (HCC).
After graduating from the University of Leicester, Paul began working for HCC and in the years that followed, he worked in a range of roles and across a number of departments, broadening his knowledge and experience. His longest stint proved to be in the Complaints department, and over time he worked with almost every school in Hertfordshire, supporting their staff and governors through a host of challenging scenarios. |
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| 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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| THE LONELINESS OF LEADERSHIP. |
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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. |
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You may worry that, if you confide In a peer, word might spread; if you talk to your School Effectiveness Adviser (SEA), they may be expected to feed back to your local authority, diocese or MAT; so, what protected space do you have as a Headteacher to explore tricky issues and talk through with someone who can be confidential, non-partisan and free from the conditioning of being operationally involved or conflicted?
All of our SEAs know and understand the challenges of school leadership well, having been hand picked from the educational leadership community for their experience and excellence. We asked Dominic Bedford for his insights into life as a headteacher.
WHERE DID YOU START YOUR TEACHING CAREER? I left school at eighteen and worked in banking for many years, before attending teacher training college as a mature student. I taught at a Catholic Primary School, became mathematics lead, and completed the Maths Mastery qualification as well as completing a master’s degree. I left to become Deputy Headteacher at St Adrian Catholic Primary School in Hertfordshire.
WHICH SCHOOL WERE YOU HEAD OF? I became Head at the same school, St Adrian Catholic Primary School in St Albans.
CAN YOU GIVE A BIT OF AN OVERVIEW OF WHAT BROUGHT YOU TO HFL EDUCATION? I took a break from Headship to spend some time in France. I was intending to apply for a new HT post on my return. However, I responded to an HFL advert for a SEA. I was always impressed by the work of HFL advisers, and I thought it was a great opportunity. I was lucky enough to be appointed.
WHAT WOULD YOUR ADVICE BE TO A HEADTEACHER WHO IS FEELING QUITE ISOLATED? Staff can look to the Headteacher to be the expert in everything, often wanting to be given a quick solution. However, in most cases, the staff already have the answer. I tried to remember that a Headteacher isn’t more knowledgeable than other staff; they are more accountable. |
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So, alongside ensuring staff were familiar with policies, I tried to use their expertise. Teachers and teaching support staff often know their pupils better than the Headteacher, so I’d encourage the staff to come to me with ideas and solutions. And where possible, I would back them. Doing this should help build a collegiate team of thinkers and doers and reduce the Headteacher having to make decisions constantly.
I found that working in this way meant that when those moments arose that did require carefully considered decisions, my mind was less cluttered by the day-to- day issues.
WHAT IF YOU REALLY NEED SOMEBODY TO TALK TO? It is essential that a Head has trusted confidants that they can turn to. So, I’d recommend that you take time to build relationships with the Chair of Governors, other Headteachers, your professional partner and school adviser. Their listening ear, advice and support can be invaluable. And if you still feel that you need more, there are now coaching services offered by HFL.
IF YOU COULD GIVE ONE PIECE OF ADVICE, WHAT WOULD IT BE? Often, it feels like there is so much to be done that it can’t all be done well. That is the time to prioritise and do so ruthlessly. At this point, it is also worth considering what must be done well and what just needs to be done. I think the expression is, “Don’t let perfection be the enemy of good enough.” The idea is not to drop or compromise your standards but to be realistic and not become caught in a to-do list. Somewhat linked to this point, Saul Alinsky, in his book Rules for Radicals, suggested that as organisers we must start where the world is, not where we would like it to be – it is necessary to begin where things are if we are to change them to what we would like them to be.
We’re here to support schools to retain and develop both their Headteachers and their senior leaders in order to ensure strong school leadership can be sustained.
To learn more about our range of leadership courses email info@hfleducation.org or call 01438 544 464. |
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| | | | 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. RETURN TO THE CONTENTS PAGE
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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. |
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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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| | 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. |
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| | The importance of high-quality broadband is becoming more evident, it is now widely understood that access to the internet isn’t a luxury, it’s essential and it’s not just about ICT lessons. Many learning resources are online as are tools which can offer much needed support to those with additional needs or for who English isn’t their first language.
The DfE have recognised the need for minimum digital and technology standards and published these in 2022. They are also regularly updated. This year’s updates have included the importance of a robust cyber security plan and last year there was a focus on filtering and monitoring standards to keep children safe.
In order to meet the requirements, every school should have a full fibre broadband connection, and this should be implemented as soon as possible, normally at the end of an existing contract. |
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| As schools increasingly meet these standards, nightmares about lessons involving technology should become a thing of the past for teaching staff… but in the meantime, here are our top trouble shooting tips for the moments when things go wrong; Do try turning it off and on again but make sure you leave it about 30 seconds before restarting.
If using browser-based resources, pre-load these in different tabs before the lesson starts, so you're not fumbling around trying to get to the websites during the lesson.
If browser-based resources are slow to load or appear to have 'hung', a simple browser refresh can help things along. In Windows this can quickly be achieved with the F5 key.
It sounds obvious but make sure your cables are all fully plugged in.
Most school devices are locked-down to some extent, meaning it is unlikely you'll break the software, so don't be too concerned about that. However, do be gentle with cables and connectors, making sure not to force them or disconnect by pulling the cable, rather than the connector.
You can quickly switch between your computer's different display modes (e.g. duplicate or extend) using the Windows key + P shortcut. On a Chromebook, the same can be achieved with Ctrl and the 'full screen' key, found on the top row of keys.
If nothing is appearing on your classroom display screen, it is likely set to the wrong input. These days, most computers will be connected to the screen via HDMI, so this needs to be selected as the classroom screen input.
It really helps if you can make the time to test the technology ahead of time so that you know how it should work and you have stress-free time for trouble shooting without 30 pairs of eyes looking at you.
Have a backup plan.
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| If you’d like to get in touch to discuss your broadband requirements email us at hflbroadband@hfleducation.org or call 01438 544 466.
If you’d like to discuss your cyber security arrangements please email our Tech in Schools team at technology@hfleducation.org or call 01438 544 466.
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| | 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?
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| By necessity, becoming increasingly innovative with the facilities you have and turning your car park, playing fields, classrooms and portacabins into money-spinners is the new normal. It helps increase your school budget and allows you to invest in areas outside of the absolute essentials.
We have put together a few fundraising pointers to help you get started: Galvanise your PTA for ideas of how to use your space and investigate contacts they may have, including those for filming, photography, sports, art and parking opportunities.
Use your school newsletter, local publications, bulletin boards and social media to spread the news that your facilities are open for hire. Your main hall could be the ideal location for slimming clubs, children’s parties, yoga, judo or self-defence classes or to host meetings, adult education classes or craft exhibitions.
Reach out to offer local summer schools and kids clubs the opportunity to view your location this year as an alternative for next year’s clubs.
Renting areas after school, at the weekends or over the holidays can generate additional funds during your school downtime and support your wider school community. Working closely with your caretaker and for larger school estates, management teams are essential to ensure the smooth running for you and the hirers.
One school making the most of their facilities is Birchwood High School in Bishop’s Stortford who rent a multitude of their sports facilities using the School Hire facility hire company.
Future Academies, who are a family of schools across London and Hertfordshire including Watford and Stevenage, hire their facilities via School Space and have a dedicated area of their website linking to it.
Other sites such as Sharesy also offer similar AirBnB style hiring options which can help you to raise funds without the added pressure of the administration.
Finally, applying for grants is another way of raising much needed money. The amounts of funding available range from a few hundred pounds to several thousand. There are free grant finder directories online or paid for services depending on your needs. You may also be able to tap into parent and carer skills if you know of any working in the fundraising sector.
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| | Jackie Keegan, Head of Financial Sustainability Services here at HFL Education has been supporting schools with their finances for over 20 years. Jackie said: “Schools are under a tremendous amount of pressure to deliver high educational outcomes with budgets that are decreasing in real terms. The latest figures suggest around 9% of schools are now in deficit and we know from the schools we work with, that can be a difficult spot to climb out of. So, while setting budgets is difficult and it can involve making unpopular decisions or saying no to things you really want for your students and staff, it’s necessary to be prudent and to explore all your financial options to ensure your school remains sustainable for years to come.”
Our team of trusted advisers offer a wealth of training and support for schools and academies, from budgeting, financial planning and recovery advice to compliance and internal audits. 100% of the team’s financial professionals and business managers were previously employed within the senior leadership team of a school or trust before joining us, so they provide considered advice and tools which focus on educational outcomes as well as financial ones.
Need help with your budget? To find more information about our Financial Services offer email fss.admin@hfleducation.org or call 01438 544470. |
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| | | | Business Consultancy & Academies Finance Manager |
| Lisa Holroyd has been with HFL Education since 2018. Her roles have evolved since she started as one of the Business Management Consultants, and she is now the Business Consultancy and Academies Finance Manager.
Lisa’s career started in the Royal Air Force as a Senior Aircraft Woman. After getting married she left the Air Force when expecting her first child. While a stay-at-home mum, Lisa undertook studies to get the qualifications needed to progress her career. |
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| 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. RETURN TO THE CONTENTS PAGE
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| | | 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. |
| | We tasked Gwyneth Langley, our Trust Governance Adviser here at HFL with answering some frequently asked clerking questions. Below, Gwyneth shares her knowledge and experience. |
| | IS THE ROLE OF THE GOVERNANCE PROFESSIONAL CLERK CHANGING? The new Governance Guides for Maintained Schools and Academy Trusts, published in March 2024 and replacing the DfE Governance Handbook and the Clerking Competency Framework, reinforce the importance of the support of a skilled Governance Professional Clerk. Advice and support from a skilled professional contributes to a board’s efficiency, effectiveness, productivity and compliance. They support understanding of the board’s role and its legal responsibilities, strategic activities, safeguarding, culture and commercial awareness.
WHAT ARE THE KEY CHALLENGES FOR GOVERNANCE PROFESSIONAL CLERKS? Keeping on top of guidance changes and supporting boards to identify strategic priorities and changes that they need to make. The Governance Professional Clerk must ensure compliance with the relevant regulatory body, whether this is the DfE, ESFA or their LA. They will also support boards with financial returns, policy management and approval processes. There is so much that boards need to, or could, cover in any one meeting and a skilled Governance Professional Clerk will ensure that agendas are focussed and centred on strategic issues.
As MATs grow there are increased challenges relating to communication between layers of governance and the standardisation of information to support trustees. A skilled Governance Professional Clerk will support the board to navigate these issues. |
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| WHAT ADVICE WOULD YOU GIVE TO BOARDS LOOKING TO EMPLOY A GOVERNANCE PROFESSIONAL CLERK? An effective Governance Professional Clerk should have excellent communication, IT, relationship management and administrative skills. They may have a school governance background or have experience in corporate governance, company secretarial or legal roles.
It’s essential that a Governance Professional Clerk has professional support available to them with a network of peers and advisers. They should be engaged with a programme of CPD to ensure their skills and knowledge remain current.
Boards should ensure that expectations are understood through a service agreement or SLA with their Governance Professional Clerk. Services provided may differ depending on whether your Governance Professional Clerk is employed directly by the school or via a governance professional clerking service. Performance management processes should be in place.
Regular catch ups with trustees will ensure that your Governance Professional Clerk is valued and supported. |
| HOW IS HFL SUPPORTING GOVERNANCE PROFESSIONAL CLERKS WITH INCREASING DEMANDS AND EXPECTATIONS OF THE ROLE? The HFL Governance team continues to hold termly briefings to support Governance Professional Clerks with the skills and knowledge they need to fulfil their roles effectively. These briefings focus on national and local governance updates and the soft skills GPCs need to develop.
Specific training on Academy Trust Governance has also been added to the HFL CPD programme to ensure that Governance Professional Clerks are well equipped with the knowledge of this growing sector.
HFL Governance are currently running an email advice line trial for trustees and Governance Professional Clerks to support with strategic questions. The team will be considering how we extend this when the trial comes to an end. Governance Professional Clerks whose boards subscribe to one of the Governance Professional Clerking services receive access to 1:1 advice via the helpdesk. For further details on any of our clerking services please contact clerking@hfleducation.org or call 01438 544 459.
Or for more information on our wider governance services such as internal or external reviews, email governance@hfleducation.org.
> Or explore our wider governance services here
RETURN TO THE CONTENTS PAGE |
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| | | 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 |
| | | | 01. HERTFORDSHIRE PRIMARY HEADTEACHERS’ CONFERENCE 2024 FROM £300 +VAT THURSDAY 3RD TO FRIDAY 4TH OCTOBER IN-PERSON at Hinxton Hall Conference Centre, Cambridgeshire
This two-day annual conference is an ideal opportunity to hear from leading experts, pick up new ideas and network with colleagues. £470 +VAT for full conference ticket including gala dinner. Various ticket options and prices available. |
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| | | 02. DISADVANTAGED CONFERENCE 2025 FROM £154 +VAT TUESDAY 28TH JANUARY ONLINE
SCHOOL: A PLACE WHERE I BELONG A one day online digital conference for school leaders, senior leadership, SENCO's EDI leads, PP leads, governors and MLs from schools of all phases and types in Herts and beyond.
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| | | 03. NATIONAL PRIMARY ENGLISH CONFERENCE 2025 £154 +VAT TUESDAY 6TH FEBRUARY ONLINE
POWERFUL PEDAGOGY: SAY IT, READ IT, WRITE IT Specifically for primary school teachers and leaders, this enriching event will allow you to explore innovative teaching strategies and effective pedagogy to support all learners in reading, writing, and spoken language.
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| | | 04. SEND CONFERENCE 2025 EARLY BIRD £195 +VAT TUESDAY 13TH FEBRUARY IN-PERSON
SENSE AND SENSIBILITY Returning to a face-to-face format, HFL’s 2025 SEND conference will explore topical issues related to SEND and consider how to deliver effective, inclusive SEN provision by balancing two sides of the coin: sense versus sensibility – our head versus our heart. Early bird until 31st October £195+VAT then £227+VAT. |
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| | | 05. EARLY YEARS CONFERENCE 2025 EARLY BIRD £114 +VAT WEDNESDAY 6TH MARCH ONLINE
LEADING THE FUTURE IN EARLY YEARS: ACHIEVING EXCELLENCE IN EDUCATION Join us for a thought-provoking conference that will explore key aspects of excellence in early childhood education. Early bird until 31st January £114+VAT then £154+VAT. |
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| | THERE’S LOTS MORE ON OFFER FROM HFL EDUCATION: |
| | | | | | | | | | | | | | | | | | | | | | What we do - our purpose HFL Education (formerly Herts for Learning) is a not-for-profit organisation providing all the services, training and resources needed to deliver a great education to every child, to help them flourish and reach their full potential. With hundreds of advisers and subject experts in house, HFL Education is a trusted partner to education and learning professionals across the country, providing a unique and comprehensive offer to every school and setting – all in one place. Learn more about us by visiting our website. |
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