UPDATE NO 434 18 December 2020

Newsletters If you would like to know more about these workstreams or the others in the Programme, click on the main section icons shown above. At SESLIP we are always on the look-out for good ideas that might be better implemented regionally rather than locally. If you have any suggestions, please contact Richard Tyndall, SESLI […]

Three children playing happily together


If you would like to know more about these workstreams or the others in the Programme, click on the main section icons shown above.

At SESLIP we are always on the look-out for good ideas that might be better implemented regionally rather than locally. If you have any suggestions, please contact Richard Tyndall, SESLI Programme Manager (details below). 

Our Regional Improvement Plan for 2020-2021 can be found here.

UPDATE NO 434 18 December 2020


Ofsted COVID-19 series – November reports now available


The Ofsted COVID-19 series of briefings includes notes, commentaries from Amanda Spielman and data about providers that we have visited or spoken to during the interim phase of our return to routine inspection.


School Buildings Condition Data Collection 2 (CDC2) programme


From 2021 to 2026 the DfE’s Condition Data Collection 2 (CDC2) programme will visit every government-funded school and FE college in England to collect data about the condition of their buildings.

This data will provide a comprehensive picture of the condition of the school and FE college estate in England, and when combined with the previous Condition Data Collection 1, will provide a credible picture of changing investment needs over time.

Action Required:

DfE are working with 5 organisations to deliver CDC2:

  • Arcadis – technical quality manager
  • Aecom – surveying organisation
  • Faithful + Gould – surveying organisation
  • Rider Levett Bucknall – surveying organisation
  • Accruent – IT supplier

Lists of schools in the pilot phase, tranche 1 and tranche 2 have been published

Pilot phase Dec 2020 – Jan 2021: 7 SE schools in Hampshire, Medway, West Berkshire and Windsor and Maidenhead

Tranche 1 Feb 2021 – Jul 2021: 117 SE schools in all LAs except Brighton and Hove and Portsmouth

Tranche 2 Aug 2021 – Jan 2022: 445 SE schools in all LAs



IntegratED Annual Report 2020 published


The IntegratED annual report brings together all the latest data, research and policy relating to school exclusion and alternative provision for 2019/20. 

IntegratED is a coalition of partner organisations working to reduce preventable exclusions and improve the quality of education for children excluded from school. We do this through a whole-child development lens.

Action Required:

The annual report complements the online knowledge hub, available at www.integrated.org.uk, which offers an up-to-date repository of research into exclusions, AP and whole-child development. It also features the latest news articles and blogs, plus an interactive map of AP in England and a networking platform to connect with others working to reduce preventable exclusions and improve AP.


Children looked after in England including adoptions


Information on children looked after in England, including numbers of looked after children adopted, care leavers and looked after children who are missing. Data is taken from the annual SSDA903 data collection.

Figures relate to the year ending 31 March 2020 unless otherwise stated.

Action Required:

Although the majority of this data relates to before the coronavirus (COVID-19) pandemic, there could be a small effect on these figures due to the impact the pandemic had on social work practice in the second half of March 2020. 

The vulnerable children and young people survey has been collecting information from local authorities in England to help understand the how the coronavirus (COVID-19) outbreak affected children’s social care.


Take Your Place – the development programme for future children’s service leaders in the South East


Common myths about leadership: why it is good for you and how your leadership can reduce stress for others 

Date: 1st March 2020 14.00-16.30 online workshop (MS Teams)

Target Audience: Service Managers, Heads of Service and other 3rd tier managers working in Children’s Services (including children’s social care, education, and other services) in the South East 

Cost: There are no additional fees for this training, it is being provided as part of your authoritiy’s subscription to the SESLI Programme

Booking: The course will be limited to 20 participants and places can be booked by contacting Mark Evans (details below)

Action Required:

Overview – This workshop has been created following research completed for SESLIP to identify the learning needs of future leader of children’s services across the South East. The workshop will explore: 

  • Fears people have about leadership and how to allay them: why being a leader can reduce your stress 
  • Experiences of leadership in the context of the pandemic and what it has shown us: 
  • How leaders can try to reduce stress for others 
  • Reflections from children’s services leaders in the region 

The workshop will be delivered by Alison Jeffery (DCS Portsmouth) and Lucy Butler (DCS West Sussex) supported by SESLIP.  It will also include opportunities for group work.


COVID-19: mental health and wellbeing surveillance report – Chapter 7 CYP


Andrea King (contact details below) writes,

“The COVID-19 impact on CYP MH analysis was updated and released on 17 December

“COVID-19 and related impact on school attendance has affected CYP Mental Health; return to school has also increased academic anxiety and stress for many CYP; the longevity of the impact is not yet fully understood. Nonetheless some CYP have coped well, children’s happiness has remained relatively stable. CYP experience of loneliness has increased and family functioning has been a mixed picture.

Action Required:

“Almost half of 16-24 year olds showed new symptoms of psychological distress and were more likely to present for help in May 2020. Child suicides rose in the first 56 days of March to May lockdown, but numbers were too small to reach definitive conclusions and overall the risk remained low. In the 17 to 22 year age range, 27.2% of young women and 13.3% of young men were identified as having a probable mental disorder. There are indications that 11-16 year olds have become less likely to share their problems, more likely to deal with distresses on their own and be less open to change.

There is evidence of disproportionate impact on:

  • Children living in poverty and with household incomes below £16,000
  • Children with Special Educational Needs or a disability
  • Some evidence suggests that children and young people from Black, Asian and Minority Ethnic (BAME) backgrounds have experienced a higher rate of mental health and wellbeing concerns. Other studies have not found differences in overall psychological wellbeing, subjective wellbeing and difficulties.

Wishing you all a really good break over the Christmas period, Andrea (on behalf of NHSE/I CYP MH Team)”

Reminders from previous weeks


Future dates for Network meetings


AD Safeguarding: Friday 5 March 2021 –  for more information from Mark Evans (contact details below)

QA Network: Wednesday 10 March 2021. Confidential documents have been posted on the QA restricted pages – access to these pages and more information from Diane Williamson (contact details below)

Fostering Network: 10.30am Thursday 28 January. More information from Rebecca Eligon (contact details below)

Action Required:

SEND SE19: More information from Tracey Maytas (contact details below)

Data Benchmarking: More information from Alastair Lee (contact details below)

AD EducationFriday 29 January 2021 – 1.30pm – 3.30pm – more information from Chris Owen (contact details below)

Adoption and Special Guardianship Leadership Board: Tuesday 19 January 2021. More information from Rebecca Eligon (contact details below)


Speak for Change report published by the Oracy APPG


The Oracy All-Party Parliamentary Group (APPG) has released an interim report which highlights that young people have unequal access to opportunities to develop their oracy skills in schools in England. It emphasises the importance of developing students’ confidence and competence in spoken language, particularly as the disruption to children’s education over this past year is widening the already stubborn language gap.

Action Required:

The Oracy APPG is calling for better support for teachers to embed oracy in their classrooms and raised expectations for pupils’ entitlement to quality oracy teaching, in order to harness the untapped potential of oracy to address educational inequality, improve employability and support children’s wellbeing as we emerge from this crisis.

The full report is here

The Oracy APPG is supported by Voice21 and 17 other organisations in the Oracy Network


A systematic review of early years degrees and employment pathways


EPI has published A systematic review of early years degrees and employment pathways

The Education Policy Institute and the Plymouth Institute of Education (University of Plymouth) have published a new report on early years degrees in England, funded by the Nuffield Foundation. While degree-qualified staff have been identified as contributing to the quality of early years education, very little is known about the content or structure of degrees, or if graduates go on to work in early years education.

The report examines the full range of early years degrees in England along with the employment trajectories of early years graduates. 

The full report is here

Action Required:

It finds:

  • A fragmentation in degree choice, content and age of specialisation. Prospective early years students must navigate between as many as 320 different degrees on the UCAS application system, while early years degrees cover a range of subjects, but with no obvious common core.
  • Practical elements of degrees (work placements) are not always strong or uniform
  • Clear differences between early years students and the broader student population in relation to degree choice and employment opportunities
  • Little financial incentive for completing an early years degree, especially if staying in the early years sector for employment
  • Graduates mostly stay in the early years sector, but there is a localised workforce, with little movement between pre-university residence, location of study and employment.

Tools & Templates

We have produced a Regional Improvement Plan which will underpin activities in 2020-2021

Children looked after in England including adoptions published by DfE 18 December 2020

IntegratED Annual Report 2020 published 18 December 2020

COVID-19: mental health and wellbeing surveillance report – Chapter 7 CYP published by Public Health England on 17 December 2020

Ofsted COVID-19 series of briefings published on 15 December 2020

A systematic review of early years degrees and employment pathways published by EPI on 10 December 2020

Speak for Change published by the Oracy APPG on 1 December 2020

Applying behavioural insights to increase female students’ uptake of STEM subjects at A level  published by DfE on 26 Novemebr 2020

School and college staff wellbeing: report published by DfE on 26 November 2020

Anne Longfield: My vision for a better care system You Tube speech on 24 November 2020

Introducing the changing face of early childhood series published by Nuffield Foundation 16 November 2020

Children Missing Education published by LGA on 16 November 2020

COVID-19: mental health and wellbeing surveillance report published by PHE, updated on 12 November 2020 (see Ch7: Children and Young People)

Fostering in England 2019 to 2020: main findings published by Ofsted 12 November 2020

The children who no-one knows what to do with published by the Children’s Commissioner on 11 November 2020

Changes to statutory induction for teachers during national roll-out (formerly NQT) published by the DfE 4 November 2020

Evaluation of the Family Safeguarding Model 2020 published by the DfE 4 November 2020

Children’s Social Care Innovation Programme: insights and evaluation published by the DfE 2 November 2020

National Tutoring Programme (NTP) launched on 2 November 2020

Guidance to improve speech, language and communication (SLC) in the early years  published by DfE on 30 October 2020

New national guidance for local authorities on providing youth services published by NYA on 29 October 2020

Guidance for full opening of schools updated by DfE 22 October 2020

Keeping children safe in out-of-school settings published by DfE on 21 October

Vulnerable Children and Young People Survey – Wave 10 published by DfE 14 October 2020

SEND Inspection Preparation: Self Evaluation Framework Peer Review Guidance

The MoC area of the Seslip website now includes the latest versions of key documents, including the:

Contact Details

Data and Information Manager: Luke Ede (East Sussex)


07925 148597

LGA Children’s Improvement Adviser: Helen Watson (South East Sector-Led Improvement Programme)


07810 011892

Education Network: Chris Owen (South East Sector-Led Improvement Programme)


07825 862330

SESLIP Education Data Group Lead: Daryl Perilli (Brighton and Hove)


South East Grid for Learning – Consortium Manager: Krista Pickering (South East Sector-Led Improvement Programme)


07872 014083

SESLIP Consultant: Isabelle Gregory (South East Sector-Led Improvement Programme)


07931 586784

CSC Workforce, PSW and AD Safeguarding Network Lead: Mark Evans (South East Sector-Led Improvement Programme)


07803 147072

Adoption; Fostering; Kinship and Early Help Regional Networks: Rebecca Eligon (South East Sector-Led Improvement Programme)


07944 996219

SESLI Programme Manager: Richard Tyndall (South East Sector-Led Improvement Programme)


07880 787007

S.E. Region SEND Network Programme Co-ordinator: Sheelagh Sullivan (South East Sector-Led Improvement Programme)