Transcript Document

The role of Governors in delivering
Cornwall’s strategic priorities for
improving the outcomes of vulnerable
young people in Cornwall.
Kim Conchie
Chief Executive Cornwall Chamber of Commerce & RAAS Board Chair
Jane Black
Head of Service Learning & Achievement Cornwall Council
14th March 2015, Penryn College.
www.cornwall.raas.org.uk
Raising Aspiration & Achievement Strategy
RAAS Priorities 2013/14
• High aspirations for all children and young people, particularly
the most able.
• High quality leadership of standards:
• attainment and progress of boys, particularly in
secondary phase
• closing the gap for vulnerable groups, particularly EAL &
Non SEN
• School organisation and sustainability for schools.
Progress made since RAAS established
Improvements in some measures…..
2012
Key Stage 1 Average Point Score
Key Stage 2 Average Point Score
Average GCSE & Equivalents
Point Score **
2014
Cornwall
National
Cornwall
National
15.5
358.6
15.5
15.9
15.9
28.1
28.3
28.6
28.7
481.3
482.2
358.6
367.2
** NOTE - GCSE data should not be used comparatively with previous years
due to the changes to the accountability framework.
Progress made since RAAS established
…but original priorities are still relevant…
Gender Gap
Key Stage 1 Average Point Score
Key Stage 2 Average Point Score
Average GCSE & Equivalents Point Score
2014
Boys
14.9
27.8
62.7
Girls
16.4
28.4
69.4
Disadvantaged Groups (Pupil Premium Gap)
FSM attainment gap bigger at Key Stage 2 & 4 compared to
nationally, as was the gap for progression into Higher Education.
Source: Child Poverty Basket of Indicators
….& some important additions….
Resilience & Emotional Wellbeing
•
Research has shown that emotional wellbeing and good mental health
contribute to every aspect of a person’s life. It is important in helping to
strengthen families, improve educational attainment, promote social inclusion,
reduce antisocial and offending behaviour, expand opportunities and improve
general health and wellbeing.
Public Health’s Annual Report 2014
•
The 2004 survey of mental health in children and young people aged 5 -16
years indicated that nationally 1 in 10 (10%) children and young people
aged 5-16 had a clinically diagnosed mental disorder
•
This equates to approximately
•
The same survey highlighted that conduct disorders were more prevalent in
boys and emotional disorders in girls
•
Emotional resilience is a key characteristic identified within the national child
poverty strategy that makes it harder for some poor children to do well at
school.
6,600
young people in Cornwall
Pathways to Employment
•
65%
Some predictions suggest that
of children entering school
today will work in jobs that currently don’t exist.
Generation Z, Happen, 2014
Priorities:
• Raising the Participation Age (RPA)
•
Careers Education, Information, Advice & Guidance
8 Benchmarks of good CEIAG
www.gatsby.org.uk/GoodCareerGuidance
•
Young People NEET
•
Apprenticeships
•
Higher Education
•
Transport & Access to Provision
•
Strategic Investments & External Funding Streams
1. A stable careers
programme
2. Learning from careers &
labour market information
3. Addressing the needs of
each pupil
4. Linking curriculum learning
to careers
5. Encounters with employers
6. Experience of workplaces
7. Encounters with FE & HE
8. Personal
Guidance
www.cornwall.raas.org.uk
RAAS Priorities 2014/15
1. Enabling young people to engage with learning by improving their resilience
& emotional wellbeing.
2. High aspirations for all children and young people, particularly:
a)
the most able
b)
the most vulnerable.
3. High quality leadership of standards:
•
•
•
•
attainment and progress of boys in all key stages
closing the gap for vulnerable groups, particularly Pupil Premium
(FSM Ever 6, Children in Care, Service Children)
Key Stage 4
Post 16
4. School organisation and sustainability for schools
5. Pathways to employment.
www.cornwall.raas.org.uk
Pupil Premium & Narrowing the Gap
6 questions governors need to ask:
1.
Do we know the attainment gap in our school?
2.
Do we have an understanding of where in the school our pupil premium
pupils are? i.e. numbers in classes & year groups
3.
Have we accessed the evidence of what works to accelerate disadvantaged
progress?
4.
How are we planning & targeting our activities for Pupil Premium pupils?
5.
How do we know our activities are having an impact & what evidence are
we gathering to share with Ofsted?
6.
What actions are we taking if our activities are not having an impact?
Key features of effective practice in narrowing
the gap
• Meeting individual needs
governors
•
Involvement of
• Pupil Voice
•
Senior leaders champion the
closing the gap agenda
• Parental Engagement
•
• Impact of School
Leadership
Whole school ownership
reinforced through middle
leaders
•
A relentless focus on
accountability
•
An inclusive ethos
•
Nothing left to chance - an
expectation that nobody gets
left behind
• Robust Self evaluation
• Quality First Teaching
RAAS Projects / Initiatives
RAAS Priority
1. Improving
resilience &
emotional
wellbeing
Projects / Initiatives
• HeadStart Kernow
2. High aspirations
for all
• Supporting service children’s learning &
achievement in Cornwall
• Supporting transitions for the most able:
improving school / Higher Education links
3. High quality
leadership of
standards
• Working with HMI / Ofsted
• School to School Improvement
5. Pathways to
Employment
• Skills Show
• Higher Education Networks for Collaborative
Outreach
BCC Workforce Survey – July 2014
The unemployment rate for those aged from 16 to 24
has been consistently higher than that for older age
groups.
Stronger links between business & the education system
will help young people make the transition into the work
place.
BCC recommendation:
A business governor at every secondary school.
What could you do / will you do differently in
your school?
•
What impact does your decision making have on the outcomes of
vulnerable groups & how well can you demonstrate this impact?
• Which Governor oversees the needs of pupil premium pupils /
vulnerable groups?
• Forum for asking questions about the progress your children
are making?
• Who listens to children’s voices – what do you ask & how do
you ask them?
•
Partnership working – not just school to school
•
Which Governor can support better links with businesses – Business
Governor?
•
Do we understand the schools model of Careers Education,
Information, Advice & Guidance (CEIAG) & how well does it meet the
needs of all students?
Questions
www.cornwallraas.org.uk