Transcript Primary London Challenge Borough Seminar 08.12.06

‘PROGRESS FOR ALL’
PRESENTATION TO
ESSEX SECONDARY HEADS
DAVID WOODS
SEPTEMBER 25TH, 2013
PROGRESS
‘OUR PRIORITY NOW IS TO
ENSURE THAT NO CHILD GETS LEFT
BEHIND; WE MUST CREATE A
REALITY WHERE EVERY SCHOOL
AND EVERY PUPIL IS MAKING PROGRESS
DFE POLICY STATEMENT
References
1) Unseen children: access and achievement 20 years on – Evidence Report.
OfSTED (2012)
2) ‘The most able students’ – OfSTED Report (2013)
3) ‘The Tail – How England’s schools fail one child in five and what can be done’.
P.Marshall (Ed) 2013
4) The Sutton Trust Education Endowment Foundation (EEF), Teaching and Learning
Toolkit (2012)
5) ‘The pupil premium’: how schools are spending the funding successfully to
maximise Achievement – OfSTED, 2012
Unseen Children: access and achievement 20 years on – Evidence Report
The Report considers disadvantage more broadly than previous reports, looking at
all children entitled to free school meals and asking where they are and how well they
achieve. Many live in areas that might be considered generally affluent but nonetheless
are performing poorly. Many others live in places that are relatively isolated, such as
Coastal towns.
There are other groups that perform poorly …..there is too much variation in the
achievement of pupils with special educational needs, looked after children and
children from Traveller, Roma and Gypsy backgrounds.
Unseen Children
• White British pupils from low income backgrounds are by far the largest of the
main disadvantaged ethnic groups (two thirds of the total number eligible for
free school meals.)
• In 2012 36% of pupils from low income backgrounds left school with 5 A*-C EM
compared to 63% of their better off peers. Only 26% of disadvantaged white
British boys and 35% of white disadvantaged girls achieved 5A*-C EM
Unseen Children
• Our education system has undoubtedly got better over the past 20 years
and now serves many children well. But a large minority of children still do
not succeed at school or college, becoming increasingly less visible as they
progress through the system.
• The OECD highlights this as a particular weakness of the English educational
system which is often called our ‘long tail of underperformance’
Unseen Children
A disproportiante number of these young people are from disadvantaged
backgrounds.. the link between disadvantaged and academic failure is far
from being an iron law. Deprivation does not determine destiny. Many
young people from low income families succeed brilliantly…..mainly
because their schools have the highest expectations for each of them and
are relentless in what they do and secure excellent headway in realising
these expectations.
Unseen Children – HMCI Recommendations
• The first recommendation is for OFSTED. We will be tougher in future with
schools who are letting down their poor children. Schools previously judged
outstanding, which are not doing well by their poorest children, will be re-inspected.
• Second – the development and roll-out of sub-regional challenges aimed particularly
at raising the achievement of disadvantaged children but also at raising standards
generally
• All post 16 providers should report on the rate of progress and outcomes for young
people previously eligible for free school meals.
The most able students – OfSTED Report, 2013
The Data
• Almost two thirds (65%) of high attaining pupils leaving primary school securing
level 5 in both English and Maths did not reach an A* grade or A grade in both
these subjects in non-selective schools
• Just over a quarter (27%) of these previously high-attaining students did not
reach a B grade in both English and Maths GCSE in 2012
• In 20% of non-selective 11 to 18 schools not one student in 2012 achieved the
minimum of 2 A grades and one B grade in subjects required by Russell Group
Universities.
OfSTED Commentary
• In around 40% of the schools surveyed the most able students were not making
the progress of which they are capable.
• Predictably the able students who are most likely to underachieve are those from
poorer backgrounds
• Too many non-selective schools are failing to nurture scholastic excellence……..
these pupils are not challenged and supported sufficiently from the beginning
Characteristics of the schools doing well for most able students
• Leadership determination and focus
• High expectations among these students, their families and teachers
• Effective transition arrangements at 11 maintaining the progress and pace of learning
• Early identification of the most able students
• Curriculum flexibility – allowing the most able students to be challenged and extended
• Expert teaching supported by formative assessment and purposeful homework
• Tight checks on the progress of the most able students
• Effective training and co-operative practice ensuring that teachers learn from one
another
OfSTED Will:
• Focus more closely in its inspections on the teaching and progress of the most
able students, the curriculum available to them, and the information, evidence and
guidance provided.
• Consider in more detail during inspection how well the pupil premium is used to
support the most able students from disadvantaged backgrounds.
• Report its inspection findings about this group of students more clearly in school
inspection reports.
A RELENTLESS FOCUS ON PROGRESS
For pupils:• Progress targets – high expectations (above expected progress)
• Progress tracking with rigour and vigour – use of sub levels
• Progress league tables for pupils
• Progress tutoring – specific interventions
• Progress Pupil Profiles (pupil case studies)
• The Progression premium – pupil premium funding linked directly to progress
PROGRESSION PUPIL PROFILES
Examples of accelerated progress / above expected, drawn from particular groups
of pupils written to a template.
• White boys and girls entitled to free school meals
• Special Education Needs
• Looked after Children
• Examples of pupils making four levels of progress
• Specific minority groups
PROGRESS TEMPLATE
• Context
• Evidence of progress
• The Pupil’s story
• The tutor’s story / Head of Year or stage
• The teacher’s story / specific interventions
PROGRESS FOR STAFF
•
Personalised development programmes e.g ITP and OTP or developed by
the school
• Performance management and progress
• Participation in CPD
[Increased percentage of good and outstanding teachers in Departments and
whole school]
‘Our aim should be to support the school system to become more
effectively self-improving. The primary responsibility for improvement
rests with schools, and the wider system should be designed so that
our best schools and leaders can take on greater responsibility, leading
Improvement work across the system.
WHITE PAPER, NOVEMBER, 2010
THE CHANGING LANDSCAPE OF SCHOOL
SUPPORT AND CHALLENGE
NLE/NSS
Specialist Leaders
of Education
Local Leaders
of Education
Local Authorities
Teaching Schools
and Alliances
Designated
Outstanding Teachers
Future Leaders &
Teaching Leaders
Chains, Collaboratives
and Partnerships
School Sponsored
Academies
Sponsored Academies
Effective partnership
and networking –
seeking best practice
Shared vision, purpose and
objectives
Challenge & support
systems
Making full use of data
LONDON
CHALLENGE
Structural & radical
solutions
Strong
accountability
Close attention to
narrowing gaps
A relentless focus on
Teaching and Learning
System Leadership
PURPOSE, PASSION, PROGRESS AT A PACE
‘Over time headteachers came to see themselves as ‘London Headteachers’
responsible for the performance of pupils across London and not just within
their own schools. They became actively involved in leading the strategy,
supported by Challenge Advisers who were there to broker the best support,
successful leaders and schools were encouraged to organise training for
others and there were opportunities for schools to work in partnership in
order to share effective practice and exchange innovations.
OfSTED Inspection Report
(2010)
SUCCESSFUL AREA BASED INITITIATIVES /OfSTED
• A high level of ‘political’ will and accountability
• A clear focus on raising achievement
• A shared focus that involves the best local leaders and schools
in directly supporting other schools in strengthening leadership and teaching
• Support and challenge through expert leaders, advisers and consultants
brokering bespoke solutions
• Sufficient flexibility to respond to the specific needs and context of the target area
• Sufficient executive powers to take decisive action where improvement is too slow
SEEKING AND MODELLING BEST PRACTICE
• Links to Teaching Schools, Outstanding Schools and Universities
• Examples of innovation and creativity
• Inter-school excellence visits
• Peer Reviews
• Use of outstanding teachers to model best practice
• Publications of best practice case studies
THE ESSEX BIG THREE
•
Every school a good school
• Top quartile performance
• Closing attainment gaps
RAISE THE BAR AND CLOSE THE GAP
AN EMERGING ESSEX MODEL
• Essex system leaders – NLEs and LLEs
• Essex Excellence Networks – subject based and hosted in schools – knowledge
capture and sharing
• Essex Excellence Practitioners – ASTs, SLEs etc.
• Essex Excellence Visits / seeking and modelling best practice
• Essex Partnerships Networks, and Teaching School Alliances
• Essex Excellence Board / Support and Challenge
‘Give them teaching that is determined, energetic and engaging. Hold
them to high standards. Expose them to as much as you can, most
especially the arts. Root the school in the community and take
advantage of the culture the children bring with them. Pay attention to
their social and ethical development. Recognise the reality of race,
poverty and other social barriers but make children understand that
barriers don’t have to limit their lives…..Above all, no matter where in
the social structure children are coming from, act as if their possibilities
are boundless’
Charles Payne