Subject Leader Day- Autumn 2007

Birmingham Results 2007

Foundation Stage Data - 2007

National Birmingham CLL MD 47% 65% 43% 60% PSE 71% 60% CLL – Communication, Language and Literacy MD – Mathematical Development PSE – Personal, Social & Emotional Development

Reading KS1 L2+

2002 2003 2004 2005 2006 2007 B’ham 80 80 80 79 78 79 National 84 84 85 85 84 84

Writing KS1 L2+

2002 2003 2004 2005 2006 2007 B’ham 83 77 78 76 74 74 National 86 81 82 82 81 80

KS1 Maths L2+

2002 2003 2004 2005 2006 2007 B’ham 87 87 86 87 85 85 National 90 90 90 91 90 90

KS2 English L4+

2002 2003 2004 2005 2006 2007 B’ham 70 69 74 74 76 76 National 75 75 77 79 79 80

KS2 Numeracy L4+

2002 2003 2004 2005 2006 2007 B’ham 69 67 69 70 71 73 National 73 73 74 75 75 77

KS2 Results by Area – South West

English

2004 2005 2006 2007

Maths

2004 2005 2006 2007 South West 74 76 77 78 Birmingham 74 74 76 76 National 77 77 79 80 Below 65% 11 11 7 9 72 69 74 70 74 75 17 13 74 71 76 73 76 77 12 10

KS2 Results by Area - East English

2004 2005 2006 2007

Maths

2004 2005 2006 2007 East 76 78 76 79 B’ham 74 74 76 76 National Below 65% 77 77 8 3 79 80 7 3 70 73 72 74 69 70 71 73 74 14 75 10 76 11 77 6

KS2 Results by Area - North English

2004 2005 2006 2007

Maths

2004 2005 2006 2007 North 79 79 82 82 B’ham 74 74 76 76 National Below 65% 77 5 77 8 79 7 80 7 76 75 77 79 69 70 71 73 74 8 75 8 76 11 77 8

KS2 Results by Area –North West English

2004 2005 2006 2007

Maths

2004 2005 2006 2007 North West B’ham 68 National 74 77 Below 65% 21 70 72 71 74 77 21 76 79 16 76 80 18 63 67 65 69 69 74 31 70 71 75 76 22 25 73 77 20

KS2 Results by Area - Central English

2004 2005 2006 2007

Maths 2004 2005 2006 2007

Central 73 68 69 71 B’ham 74 74 76 76 National 77 Below 65% 19 77 24 79 22 80 16 65 63 67 68 69 70 71 73 74 29 75 29 76 24 77 22

KS2 Results by area South

English

2004 2005 2006 2007

Maths

2004 2005 2006 2007 South B’ham 80 82 82 74 74 76 83 76 National 77 77 79 80 below 65% 8 4 3 3 79 79 77 81 69 70 71 73 74 75 10 5 76 77 7 3

Discussion

• What did you do last year to raise levels of attainment?

• What impact did it have?

• What are the predictions for KS1 and KS2 this year?

• What have you put in place to raise attainment this year?

• What is in place to ensure higher achievers make good progress?

Making Good Progress

Aims of the session

• To share the findings of the recent DfES investigations into children that make slow progress through Key Stage 2 • Begin to consider the implications of the report

Making Great Progress

Leadership

• Heads who see themselves as the Head Teacher • Senior leaders being close to the learning • An absolute and sustained focus on improving standards • Establishing systems to allow time to think and act strategically and innovatively • Developing a confident and assured style of leadership • Passion for order and thoroughness • Organising team around functions rather than status • The forging of strong, professional relationships • Doing jobs that need to be done

Teaching and learning

• It is expected that teachers have a thorough knowledge and understanding of the curriculum • Lessons have pace, are orchestrated and well signposted • Children are encouraged to spell out how they learn • Much is expected of pupils in terms of their learning • The conclusion of the lesson is planned for and worked towards • The good teacher is highly valued • Teachers adopt the school’s values and vision

Curriculum

• Planning for progression is secure throughout the school • Systems are in place so that time is not wasted on reinventing wheels • The whole school takes responsibility for the standards achieved in Year 6 • The emphasis is on application of skills • Concepts are important, though standard practices are taught too • Improvement targets are shared and layered through the school

Getting There

Pupils who move slowly through Key Stage 2 English and mathematics

## Local Authority

Key Stage 2 English (2006 Revised)

Birmingham

76 77 Summary Birmingham National

L4+ Attainment of 76% compares to a 2006 target of 77%

%L4+ 76 79 Boys Proportion Below Expected Level Who Are: FSM Statemented SEN BME % 50 15 60 62

The figures have been rounded and do not sum to 100%. Therefore, the number of men representing L4+ in 1998 has been adjusted to ensure that the total sums to 100%

Key

59% of pupils achieved Level 4 or above in 1998 76% of pupils achieved Level 4 or above in 2006 17% of pupils were at level 3 of which: 0% Stuck 3% Falling Behind 4% Slow Moving 8% Making Good Progress 2% either A , D or no KS1 level recorded 7% at Level 2 or below 1% Absent National PSA target for 2008 - 85% to achieve L4+

## Local Authority

Key Stage 2 Maths (2006 Revised) 71 76 Summary Birmingham National

Birmingham L4+ Attainment of 71% compares to a 2006 target of 76%

%L4+ 71 76 BME Boys Proportion Below Expected Level Who Are: FSM Statemented SEN % 48 12 59 49

The figures have been rounded and do not sum to 100%. Therefore, the number of men representing L4+ in 1998 has been adjusted to ensure that the total sums to 100%

Key

53% of pupils achieved Level 4 or above in 1998 71% of pupils achieved Level 4 or above in 2006 21% of pupils were at level 3 of which: 0% Stuck 7% Falling Behind 8% Slow Moving 4% Making Good Progress 2% either A , D or no KS1 level recorded 8% at Level 2 or below 1% Absent National PSA target for 2008 - 85% to achieve L4+

Conversion from KS1 to KS2

• • • •

Level 2b-Level 4+ English girls Maths girls English boys Maths boys 93% 72% 90% 76%

• • • •

Level 2c-Level 4+ English girls Maths girls English boys Maths boys 69% 40% 60% 46%

Pen portrait of the children (1)

• They are ordinary, well-behaved and positive • They are conservative in their learning style, eager to get things right but anxious about taking risks • They are uncomfortable with open-ended, investigative or exploratory work - they prefer routine right/wrong tasks • They are poor at planning, especially if the work is substantial • They lack self-help strategies • They keep a low profile - ‘invisible children’ - and are quiet and undemanding

Pen portrait of the children (2)

• They don’t push for help and will sit for long periods waiting patiently for attention • They work alongside rather than with other children • They offer quick answers or keep their heads down, reluctant or unable to unpack ideas • They are often found with the teaching assistant and other children like themselves