Transcript Slide 1

Achieving Excellence
Together
Secondary Headteachers meeting
Tuesday 31st January 2012
Kesgrave Community Centre
Programme
1. Arrival and welcome
2. Update on data sent prior to the meeting
3. The New Ofsted Framework and the specific
requirements for communication skills across
the school – workshop and discussion
4. RPA and curriculum innovation –
Sharing some Suffolk approaches – workshop
and discussion
5. Plenary and depart
The new Ofsted framework and
the specific requirements for
communication skills across the
school
Achievement
(from the new Evaluation Schedule)
• the extent to which pupils develop a range of
skills well, including communication, reading and
writing … and how well they apply these across
the curriculum
• the standards attained by pupils by the time they
leave the school, including their standards in
reading, writing…
The quality of teaching
(from the new Evaluation Schedule)
• how well teaching enables pupils to develop
skills in reading, writing, communication…
• the extent to which well judged and effective
teaching strategies successfully engage pupils
in their learning
• the extent to which teachers’ questioning and
use of discussion promote learning
Corandic is an emurient grof with many fribs. It granks from
corite, an olg which cargs like lange. Corite grinkes several
other tanances, which garkers excarp by glarking the corite and
starping it in tranker-clarped strobs. The tarances starp a chark
which is expargated with worters, branking a slorp. This slorp is
garped through several other corusces, finally frasting a
pragety, blickant crankle: coranda. Coranda is a cargurt,
grinkling corandic and borigen. The corandic is nacerated from
the borigen by means of locacity. Thus garkers finally thrap a
glick, bracht, glupous grapant, corandic, which granks with
many starps.
1. What is corandic?
2. What does corandic grank from?
3. How do garkers excarp the tarances from the corite?
4. What does the slorp finally frast?
5. What is coranda?
Achievement
Outstanding/good
They develop and apply a wide range of skills to great
effect/well including reading, writing, [and]
communication skills … across the curriculum that will
ensure they are exceptionally well/well prepared for the
next stage in their education, training or employment.
Satisfactory
Pupils generally learn well in most subjects, with no
major weaknesses. As a result, they are acquiring the
knowledge, understanding and skills, including those in
reading, writing, [and] communication … that will ensure
they are prepared adequately for the next stage.
The quality of teaching
Have a close look at the quality of teaching
grade descriptors and underline the key
sentences or phrases that apply to
communication, reading and writing skills.
Discussion on tables: Which ones are they
and what are their implications for your
school/academy?
The quality of teaching
‘Teachers systematically and effectively check
pupils’ understanding throughout lessons,
anticipating where they may need to intervene
and doing so with notable impact on the quality
of learning.’
How do we check understanding effectively?
Through talking and writing.
Leadership and management (good)
‘Key leaders and managers model good practice and
demonstrably work to monitor, improve and support
teaching, encouraging the enthusiasm of staff and
channelling their efforts and skills to good effect.’
Discussion on tables:
Where, currently, is your outstanding/good practice
in literacy teaching outside of English? What does it
look like?
How are you going to ensure all teachers become
effective teachers of communication, reading and
writing?
From ‘Guidance and training for
inspectors’
• (Referring to the new ‘Teaching Standards’ document):
‘all teachers should demonstrate an
understanding of and take responsibility for
promoting high standards of literacy and the
correct use of standard English, whatever the
teacher’s specialist subject (Part 1,point 3)’
• literacy is a very important element within the
English curriculum but the two are not wholly the
same. English extends] far more widely than the
acquisition of literacy skills.
(to be continued)
From ‘Guidance and training for
inspectors’
How to plan your inspection:
• Selecting inspection trails – using data
• Tracking and meeting pupils and groups of
pupils
• Observing lessons and reviewing literacy across
the curriculum
• Reviewing pupils’ work and scrutinising teachers’
marking
• Narrowing the gap?
• It is clear that literacy … across the secondary
curriculum will once again have enhanced status
as part of the drive to raise literacy standards for all
pupils, but particularly for those for whom literacy
levels are below those expected for their age.
• The most effective schools often have a wholeschool marking policy which emphasises the
importance of literacy and is applied consistently.
• Around the school, an attractive and well-stocked
library is often an indicator of effective support for
pupils’ wider reading and information retrieval
skills.
• Secondary schools sometimes set aside time in
tutor periods for individual reading [but …]
‘Moving English forward’ (Ofsted report out soon):
emphasises the importance of Headteachers and senior
leaders in providing the context for effective provision for
literacy across the school. Successful strategies include:
• appointing a coordinator with a clear role and status
• using staff working groups and expertise
• developing whole-school policies and a specific literacy
action plan
• encouraging teachers across different subjects to lead
on literacy in their areas
• monitoring outcomes in literacy and evaluating the
effectiveness of actions and provision.
Literacy Conference March 7th
You are invited to send:
Your senior leader in charge of communication, reading
and writing/ literacy
A lead practitioner with expertise in communication, reading
and writing/literacy
Course Code LIS/12/057
Please let us know of any outstanding practice…
Thank you.
RPA
Why does RPA matter in Suffolk?
Moral Purpose – improving young people’s life
chances
Economic case – unmet skills needs
Legal obligations – requirements of the
Education and Skills Act 2008 and current
Government approach as set out in the White
Paper The Importance of Teaching
What is in your pack?
• DfE fact sheets – parents, students,
employers, schools/colleges. All
downloadable
• Hard copy of PowerPoint presentations
for use with various audiences
• RPA postcard for year 10’s
• Options booklets for year 9’s
• RPA latest newsletter
Who are they?
Do you identify any of these young people as
being like students in your school?
KEY PEOPLE OR AGENCIES
PEN PORTRAIT
TYLER
•18 years old
Despite being a very bright student, Tyler had a few problems at school with
anxiety and bullying. From age 14, he had some intervention from Supporting
Contemporary Adolescence on their Positive Activities for Young People (PAYP)
programme, which helped keep him engaged during school holidays and helped
build his confidence.
He doesn’t remember receiving any careers advice before he chose his GCSE
options, and after consulting with his parents, decided to take the options he
thought were ‘easy’ – those that he thought he’d get good results in. He has
always been quite keen on a career in drama or the arts, and has taken part in
school plays in the past.
He suffered from panic attacks during his GCSEs, and had to take his exams in a
separate room. As a consequence of his anxiety he didn’t do as well as he would
have liked, gaining mostly D-G grades.
TYLER’S JOURNEY – ACORN category: ‘Moderate Means’
• Lives in Brandon
• ‘Revolving door’ of
different courses
Due to start
music course
at West
Suffolk
College in
September
• Would like a career in
music or drama
BTEC level 2 in performing arts (1
year course). Dropped out a few
weeks before completion
GCSE
options –
took ‘easy’
options
Wanted a
career in
music or
drama
PAYP
activities with
SCA
age 14
E2E course with
engineering theme
6 months
age 15
Princes Trust
TEAM
programme
GCSE results – not as good
as he’d like due to panic
attacks
6 months
age 16
Tried to find work over the
summer - unsuccessful
6 months
age 17
Youth East
course
6 months
age 18
PEN PORTRAIT
Stacey was a straight-A student in high school and was on course to achieve highly until a
relationship she was in at age 14 with a fellow pupil turned abusive. As a consequence she left
school two weeks before her fifteenth birthday. Stacey and her parents feel let down by the
reaction of the school to her difficulties. She says that despite being a good student and never
being in trouble before at school, she was treated as a troublemaker and a truant. She doesn’t
think it was right that she had to leave the school because they were unable to protect her
from her ex-boyfriend during the day. The school attempted to prosecute her parents for her
non-attendance.
She found out eventually that she was entitled to some private tutoring as an alternative
education option. She was signposted to this via Connexions - during wrangles with the
school over her non-attendance she notes that the school never offered any advice on
alternative education provision, as they were more concerned with ‘trying to force me back to
school’.
STACEY
•17 years old
• Lives in Great Cornard
• Has had some mental
health problems
• Potentially a high achiever
•Currently on course to get
back into education, and to
reach her career goals
Through her tutor, Stacey achieved 5 GCSEs at A-C grade.
After her good GCSE results at age 16, Stacey started 5 A-levels at Colchester 6th form. She
left after just 2 weeks because she felt that the centre was too big for her, and she had panic
attacks. She also found out that her ex was attending there.
STACEY’S JOURNEY – ACORN category: ‘Wealthy Achievers’
Straight-A student
at school
Achieves 5
A-C GCSEs
Had to leave school
because of abusive
relationship
Connexions
advises
private tutor
Accesses
CAMHS
NEET for
around 7
months
Legal wrangles
between school and
parents
Age 14
6 months
Age 15
6 months
Age 16
6 months
Intends to reapply to 6th form
Youth East
course
Attends 6th
form for 2
weeks
Age 17
Princes Trust
TEAM course
6 months
age 18
PEN PORTRAIT
At 14 Sam wanted to become a Policeman. By 16 he’d switched his ambition to becoming a
Social Worker and got the sort of GCSEs that could have set him along that path; 5 A to Cs,
including an A*. He enrolled at FE College in Norwich and made arrangements to move there.
They didn’t have a Health and Social Care course available to him, so he went back to an
earlier ambition and did a Uniformed Services course instead. Sam reflected that he had no
advice and guidance about this decision “I did it off my own back.”
He failed the first year of the 2 year course. He was distraught about this and the £150 he
would have had to pay for a resit. He left college and moved back to Lowestoft. He says “my
future looked pretty bad. I’d lost confidence.” After being NEET for a few months, Sam got a
place on a Uniformed Services course at Lowestoft College. He left after a month “I couldn’t
face the risk of failure.”
SAM
•17 years old
•Care Leaver
• Had two false starts on FE
courses
Sam has been NEET for seven months since then. Recently he started doing voluntary work
through Jump – a voluntary organisation. He’s now planning to do a GNVQ in Health and
Social Care and by 19 aims to go on to University so that he can become a Social Worker by
22. He says he still hasn’t had advice about this though, he’s had to work out a route for
himself.
Sam’s very clear about the “…sheer lack of support; that’s why so many young people from
High School up to 18 are doing nothing. And it annoys me that so many people are being laid
off. This town is falling apart.”
SAM’S JOURNEY – ACORN category: ‘Hard Pressed’ (Care Leaver)
•NEET for 11 months in
total
Uniformed Services Course at
Norwich FE College
Uniformed Services Course at
Lowestoft College
6 GCSEs at A-C
•Wants to be a Social
Worker
Dropped
out
Failed course.
Wants to be a Police Officer
Doing
voluntary
work
Wants to be a Social Worker
In Council care
NEET 2 months
age 14
age 15
age 16
NEET 9 months
age 17
age 18
School Considerations
Is your school engaging with the Employability for Life Charter?
Do you know where your students progress to, do all the qualifications at KS4
lead to progression? – progression for vulnerable young people?
Attendance is the key causal factor leading to NEET – what further support
around progression and aspiration can be developed alongside improving
attendance strategies?
How well prepared is your school for new CE / IAG requirements?
11-18 – do you know what the post 16 drop out is?
How do we develop and improve the systems for notifying LA of drop out?
Will local post 16 managed moves systems work?
How can your school better prepare young people for apprenticeships – what
links do you have with local providers?
Capacity to manage and respond to a fast moving and changing post 16 sector
with progression, participation, qualification and funding changes
Can this form part of the wider school to school support programmes?
Governance structure for RPA / Youth Employment
Children’s Trust
Councillors Youth Participation
& Employment Group
(incl. CYP & Skills Portfolio Holders:
Graham Newman & Judy Terry)
11-19 Board
Director CYP*
Simon White
& CYP DMT
Strategic Planning Group – cross directorate
LIS*: Sally Rundell / Jane Bourne / Sandy Ranson / Peter Feeney
IYS*: Allan Cadzow / Stephen Toye / Pauline Henry
ESE*: Judith Mobbs / Pete Mumford
Operational Planning Group – cross directorate
LIS: Jane Bourne / Peter Feeney
IYS: Pauline Henry / Joy Inameti
ESE: Pete Mumford
Service Teams – cross directorate
*CYP: Children & Young People Services incorporating LIS: Learning & Improvement Service & IYS: Integrated Youth Service / ESE: Economy, Skills & Environment
Plus…
• Partnership work all targeted at RPA activity
• Pilot project to identify those at risk of NEET and target
them for SkillstoWOW
• Developing RONI sets for pre- & post-16 settings
• Early Intervention KS 3 (curriculum audit)
• Targeted support projects (IYS)
• Support for schools based partnerships for developing
and sustaining CEIAG
• Targeting Jobs without Training (skills)
• Developing the post 16 offer (skills, IYS, LIS)
• Developing the engaging secondary curriculum (LIS)
Engaging Secondary Curriculum
Feedback on progress from King Edwards
and Stowupland
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