Transcript 2013 Provisional Results

Headteacher Briefing
1. Information from the LA:
• School performance
• LAC
Discussion and feedback
2. Ofsted summary update
Discussion and feedback
3. Raising the Bar
• Families of Schools
• Sharing best practice
• Family First Standards
4. Professional Associations
Coffee Break
3. 45 - Assessment Briefing
1
2013 EYFSP Provisional
Results
•Good Level of Development
•Average Total Point Score
•17 Early Learning Goals
Suffolk /Provisional national
Suffolk /Provisional national
Suffolk only
2
4
5
6
Key Stage 1
7
Key Stage 2 Provisional
Results – LA
8
National Position
Suffolk rank position moved from 149 to 133
16 place increase
Level 4+ Reading, writing and maths
•Suffolk 70% (2% increase)
•National 76% (1% increase
9
10
11
12
13
14
15
16
SOR Headlines
Phase 1: Sustained improvement
%L4+ Writing
Another 9% improvement in N Lowestoft, on
top of 11% last year
Another 7% improvement in S Lowestoft, on
top of 7% last year
Another 1% improvement in Haverhill, on top
of 19% last year
17
SOR Headlines
Phase 1: Sustained improvement
%L4+ Writing over 2 years
20% improvement in N Lowestoft
14% improvement in S Lowestoft
20% improvement in Haverhill
• 12% improvement in the LA at the same
time
18
The Virtual School for
Looked After Children
Gareth Williams-James
Achieving a step
change in impact
We need a step change
because
Year 6 looked after, 2013
• 32 children
• 11 (34.4%) should have gained level 4 in
reading, writing and maths
• 9 (28.1%) actually achieved this (3 failed
to and one surprised us)
• We failed to plan and act appropriately for
a total of 13 children who fell well short of
their potential
Seize opportunity afforded by
Children and Families Bill and
use new statutory rôle of Virtual
School Head to ensure
leadership is in place to
promote better outcomes for
Suffolk’s looked after children.
In partnership with the Learning
Improvement Service, promote
the Virtual School to head
teachers and governing bodies
of Suffolk schools and challenge
them to respond ambitiously to
the needs of children.
The Corporate Parenting Board
has made the educational
achievement of looked after
children a special priority for this
year and it will always be a
priority for the board in its
Virtual School Governing Body
rôle.
Ask not what the Virtual School
can do for you but what you can
do for the children and young
people in the Virtual School.
Ofsted Update
Profile of the year 2012 -13
• 80 inspections in primary schools in
Suffolk
• 26 inspections took place in the autumn
term, 20 in the spring term and 34 in the
summer term.
• 23 inspections took place in the north, 26
in the west, 31 in the south.
Focussed Inspection
•
•
•
•
•
•
34 inspections
24 primary
7 secondary
2 PRUs
1 special
Approximately 20 schools phone survey
27
Key issue in RI schools- teaching
• Pitching work at the right level, especially for
more able
• High expectations
• Ongoing use of assessment in lessons
• Ensuring pupils know what is expected
• Ensuring marking tells pupils how to improve
their work and that they respond to it
• Pace, including teachers not talking for too long
• Sharing best practice
• Questioning
• Use of TAs
Key issue in RI schools–achievement
• Writing – in contexts that are imaginative,
interesting, stimulating. Apply across the
curriculum
• Handwriting and presentation - Apply across
the curriculum and in context.
• Reading – ensuring pupils have books at the
right level, reading aloud, purposeful guided
reading. Apply across the curriculum and in
context.
• Maths –. Apply across the curriculum and in
context.
• Phonics
Key issue in RI schools– leadership and
management
• Monitoring – impact of actions on pupils’ learning by all
leaders
• Sharing leadership more widely and ensuring all are clear
on their roles and responsibilities
• Governors – monitoring using first hand evidence and
visits
• Holding teachers to account through monitoring and
performance management.
• Use best practice in the school
• Partnerships – with other schools and the LA
• Improve communication with parents and carers
Discussion
What are the implications for:
• Schools?
• LA?
31
Raising the Bar –
Families of Schools
Update September 2013
Richard Rice
Julia Grainger
Andrew Berry
Families of Schools in Suffolk
• Families of Schools is one of the ‘Solution
Groups’ in the Raising the Bar initiative. Our goal
is that standards in Suffolk should, as soon as
possible, match those in the best achieving
‘similar’ authorities.
• Families of Schools aims to develop the impact
that groups of schools working together can
have on outcomes for learners. It is focused on
sustainable improvement.
Development of Suffolk
School Improvement Groups
September 2013
January – April
January 2013
Inception of
Families of
Schools team
Consultation with
Suffolk
Headteachers
and research into
effective practice
beyond Suffolk
18 groups
established,
another 17
pending. Approx.
170 schools
involved
The Importance of Partners
Suffolk
Schools
working
together
Associate or
Partner
Schools
No school an island
‘The families of schools model should
be developed from September 2013,
looking to include schools from
neighbouring counties and the East
London borough partnership.’
Possible Associate Partners
Essex, Norfolk
or
Cambridgeshire
school
Academy or
Free school
LB of Hackney
School
Teacher
Training
Organisation
Teaching
School
College /
University
Teaching
Department
Consultant
or Adviser
Establish a Group
• each group is led by a coordinator headteacher who
recruits schools to form a SSIG
• coordinators will be Headteachers with a strong
drive for school improvement issues. They may be:
– Local Leaders of Education /Professional
Partners
– A member of the consultative group
– Seeking wider experience for a role beyond their
own school
• contact Richard Rice for information
[email protected]
The SSIG coordinator
Role of Coordinator
Headteacher:
• facilitates
• organises
• offers challenge and
strong drive for
improvement
• is accountable to Families School
of Schools Team
C
School
A
School D
SSIG
Coordinator
School
B
Action Plan
• The group produce an action plan with clear targets
for the period until March 2014
• Once the action plan is approved funding for
professional development and administrative costs
will be allocated to the co-ordinator school
‘[groups] should set clear goals for
what each family of schools will
achieve, connected to improvements,
pupil progress and overall outcomes.’
Establishing groups – please submit Action plans
asap!
Action Plan - Example
“We arrived at the priority having considered firstly schools’
data, then using the context of each school to fill in the gaps.
HT's were able to use their monitoring (observations, planning
and book scrutiny) to determine what was needed.”
Agreed
Priorities for
all Schools in
the Group
It was clear that as a group maths seemed to be the main area
for focus (see minutes for full details). In summary members
agreed that there was a need to focus on –

AfL principles and making robust assessments so that
planning matched the needs of the children.

Securely understanding the teaching of number and
calculations – the next steps involved to challenge and
support.

Making the best use of maths equipment and materials
(Numicon) to ensure that firm foundations were being laid in
EYFS and KS1 to avoid gaps appearing in KS2.
Action Plan - Example
Professional
Development
Activities
Planned
Activity
Time Frame
Resources
Maths Learning Walk. Staff will
visit each school in turn. Maths is
to be taught across the school.
Maths books and plans are to be
available to look at. Maths
displays are to be commented on.
Staff to begin networking.
5th June 910am,
PD Day –September 4th for
shared training on the use of
Numicon*
Lesson Study – EYFS & KS1
Sept 4th
A simple
feedback form
provided for all
staff to complete.
HT’s will ensure
that feedback is
shared in staff
meeting
*See below
Lesson Study – KS2
11th June 1112,
19th June 9-10
Mid Sept – end
Oct
Nov – Dec
HT’s meeting on
1st July will
focus on this.
Action Plan - Example
How will these
activities Impact
on Progress and
Attainment?
The aim of the three activities combined should lead to staff confidence
in the teaching of number and calculations, raise levels of expectation,
increase ability to assess accurately and match planning to the needs of
children and provide clarity of the progression between each NC level.
Through this, schools should see improvements in the quality of teaching
and learning which will lead to improved outcomes for all children.
Information
Information is available in
the published Guide or on
the web site.
Case Studies
Case Study - Feedback and Marking
• improving feedback / marking is a recurring
recommendation in Ofsted
• this is backed by research, especially linked to selfassessment, verbal feedback and Assessment for
Learning approaches
• several headteachers shared their vision about
improving feedback at the summer term meetings
http://www.suffolklearning.co.uk/leadership-staff-development/networkspartnerships/case-studies/feedback-and-marking
Case Study – Feedback and Marking
• further developed to create a set of case studies for
Professional Development use
• detailing the approaches taken by schools
• include many examples of children’s work – real
examples from exercise books not ‘special
exemplars’
Case Study – Feedback and Marking
Wide range of types of feedback in the examples on
three PowerPoint presentations and one video
Peer assessment
Writing dialogue
Self assessment
Next steps for
learning
Worked examples
for maths
Review against
L/O or target
Follow-up
Questions
Extending
thinking
Feedback and Marking - Mathematics
Worked example / extending
learning
Feedback and Marking - Mathematics
Extending thinking/
question to help with
misunderstanding
Families of Schools Symposium
‘Effectiveness and Accountability’
Trinity Park 18 November 2013
9.00 – 16.00
Introduced by:
Sue Cook, Director of Children and Young People's Services Suffolk
Key Speakers:
Dave Smith, Headteacher in Knowsley and Consultant for Chris Quigley
Education
Tricia Okoruwa, Education Director Hackney Learning Trust.
Inputs from Suffolk LIS and Headteachers:
Adrian Orr, Julia Grainger, Richard Rice, Helen Wolstencroft, Andrew
Berry, Julia Humphrey
Colleagues from the London Borough of Hackney will be attending this event
Families of Schools Symposium
‘Effectiveness and Accountability’
Trinity Park 18 November 2013
9.00 – 16.00
Audience:
primarily aimed at school leaders and partners taking part in, or
interested in, Suffolk School Improvement Groups
Symposium Focus:
• effective collaboration between schools
• whole school and classroom practice which research shows is most
effective at improving teaching, the involvement of learners and their
outcomes
• how groups of schools can be accountable to our Suffolk Community
through the Raising the Bar Process
The Families of Schools
Team
Richard Rice
Associate Adviser
E-mail: [email protected]
Julia Grainger
Primary Performance Adviser
Learning and Improvement Service
E -mail: [email protected]
Andrew Berry
Headteacher Gislingham and Palgrave Primary Schools
E-mail: [email protected]
Schools
 The National Association of Families
Information Services developed these
standards in partnership with Suffolk
County Council.
 These national standards were
developed as part of the county’s
Raising the Bar a focus on raising
attainment and aspirations across
children and young people in
education throughout Suffolk.
Benefits
The Families First standards are designed help
schools:
• demonstrate how they keep families at the heart of their
practice;
• support children throughout their education;
• work with a range of partners including local authority
Families Information Services to help families access a
range of information, advice and support;
• improve their practice in working with families; and
• demonstrate to Ofsted and families their commitment to
valuing parents in the way the school is lead and
managed.
Accreditation
• Suffolk schools can use the Families First Standards and
the Self Assessment Workbook document for free as
part of Raising the Bar.
Download: Web link (CPD online Angela T to advise)
To be accredited under the scheme costs £1500-1800 which includes:
• Support from a qualified Families First Assessor
• Assessment
• Verification
• Plaque for display in the school
• Certificate
• Downloadable portfolio of evidence (just the job for Mr Ofsted)
The Family First Standards
STANDARD 1 – Welcoming families
STANDARD 2 – Valuing parents / carers
STANDARD 3 – Informing parents / carers
STANDARD 4 – Working with partners
STANDARD 5 – Listening to families
STANDARD 6 – Meeting the needs of families
STANDARD 7 – Supporting parents / carers
to access early education for their children
(Providers of grant funded early education only)
STANDARD 8 – Encourage and promote
the use of the Welsh Language
(Welsh schools only)
Families First
• To make best value of the Family First Award all
members of staff should be involved in the
process. Governors, leadership staff, classroom
staff (teachers and teaching assistants), and
other adults working within the school (midday
supervisors, catering staff, volunteers and
business support staff).
• The school should consider how to involve its
staff, pupils and parents with achieving the
Family First Award.
Assessment
Any schools wanting to discuss the practicalities of
the assessment process should contact:
Anthony Ellison
NAFIS manager
Family and Childcare Trust
• Tel:020 7940 7527
• email: [email protected]