Transcript Slide 1

Primary School Improvement Partners
Tuesday 15 July 2008
1
Aims for the day
• To reflect on Visit 0, identifying strengths and
areas for development in practice.
• To gain an overview of key outcomes from Visit
0.
• To be confident to undertake and report on Visit
1 in the autumn term.
• To be confident to support the headteacher
performance management process (Visit 2).
2
Reflection on Visit 0
• In undertaking Visit 0, how did you establish
good working relationships with schools?
• What have you learnt, in terms of working in the
role of SIP and information from schools, which
will help you provide high quality challenge to
leadership and management on your next visit?
3
Feedback on Visit 0
• Quality assurance: main messages from
headteachers included in a telephone sample.
4
Feedback on Visit 0
The quality of SIPs written reports
• Good practice includes:
Rigorously following the writing prompts and
report structure.
Clear judgements, linked to evidence
the school has shared with the SIP.
Following up challenges and issues from the
previous Annual Review Visit.
Appropriate challenges within the text.
5
Feedback on Visit 0
The quality of SIPs written reports
• Weaknesses in practice:
Insufficient use made of the prompts for the visit
and the guidance for writing.
Using a style of writing which is inappropriate in a
formal written report.
Making little reference to evidence.
An unwillingness to use the term ‘challenge’.
6
Feedback on Visit 0
The quality of SIPs written reports
• The expectation is that SIPs:
Respond to feedback from the managing
adviser.
Meet the requirements for issuing the final report
to the school by copying the email to the managing
adviser.
7
Feedback on Visit 0
Draft summary of outcomes from Visit 0
Within your group:
• Consider the draft summary of key outcomes
from SIP reports.
• From your experience this term, do these
outcomes resonate with you?
• What do you suggest should be included?
8
Preparation for Visit 1
Overview:
• Evaluation of the school’s own review of performance.
• School processes for pupil tracking, target setting and
agreeing statutory targets for 2010.
• SEF sections 3 and 4, including school self-evaluation
processes and capacity to improve.
• To agree challenges for leadership and management
and identify any external support.
• To agree the school’s continuing level of support.
9
Preparation for Visit 1
The work of SIPs is central to Devon’s Children
and Young People’s Plan. Note Devon priorities of:
• Narrowing the gap
• Raising the bar
1
Preparation for Visit 1
The Foundation Stage
• To set the FSP in the context of the EYFS
• To establish how ‘on entry’ judgements can be
made effectively
• Using the FSP data to support Children’s
learning in the F2 year
• To consider the ‘intelligent’ use of end of year
data to continue the learning journey
1
Core values of FSP
• Individuality complexity and idiosyncrasy of children’s
development and learning (The Unique Child)
• Developing an ethos which supports independence
enables the practitioner to be confident that children
are demonstrating their true attainment (Positive
Relationships)
• The organisation of the learning environment is critical
(The Enabling Environment)
• The importance and interconnection of all aspects of
learning (Learning and Development)
1
•
•
•
•
•
•
Level of development on entry
Key messages
The Primary purpose of on entry assessments is
to support next steps in children’s learning.
This process is not standardised and there is no
prescribed way to do this.
Progress cannot be judged unless a starting
point is recorded.
The tracking of progress will depend on this and
be very individual.
Whatever system is used must be manageable
and of intrinsic value.
Any evidence accumulated to support on entry
judgements should be retained.
1
• No national data on level of development on
entry are available for comparison.
• OFSTED will ask about the schools first set of
records/data after admission to school to inform
judgement about on entry and progress in the
Foundation Stage.
• It is important that an initial analysis of on entry
information is used in the SEF to give an
indication of starting points.
1
Level of development on entry is based on:
• initial observation within the first few weeks of
term
• information from pre-school transition document
and dialogue
• home visits
• information from parents
• dialogue with the child
• annotated planning
• home-school ‘can do’ booklet
1
Inspecting the Foundation Stage,
Guidance for inspectors November 2007
Ofsted inspectors should:
“Ask the school about its first set of records/data
put in place after the admission of its youngest
pupils this year and the previous two years , to
inform judgements about AoE and progress in
FS”
1
Understanding and using data
The head teacher and SLT/subject leaders should:
• identify strengths and areas for development
• provide comparisons of achievement for different groups
of children
• ensure that the curriculum in Year 1 is responsive to the
cohort and individuals needs as indicated by the data
• check the impact of whole school initiatives
• determine the implications for future school initiatives for
a specific cohort
• inform school improvement planning
• quality assure data before it is sent to the LA to ensure it
is accurate, truthful and reliable
1
What is a good level of attainment at the end of the
FS year?
“A scale score of 6 or more in all scales indicates
a good level of development within the ELG’s”
Page 14 ARA 2008
1
Value added
“Progress from the Nursery AoE national
expectations at age three, to the reception AoE
national expectations, and onto the FSP national
figures by the end of reception is likely to
represent satisfactory progress during the FS.
However, contextual factors should be taken into
account.”
OFSTED Guidance ,Inspecting the foundation
stage 2007
1
Additional lines of enquiry
• Does the school’s data reflect
knowledge/expectation of the cohort?
• Is there a difference in data where there is a 2
form entry?
• What is the cause of anomalies? e.g. Attains
PD5 but not W5
• Scale points 1 to 3 not completed prior to
achievement of any of points 4 to 8. What is the
cause?
• Are there patterns within the cohort of specific
scale points not being achieved?
2
Understanding and using data
The practitioner should use the data to:
• reflect on and evaluate the effectiveness of his/her provision
across the six areas of learning
• consider whether a sufficient amount of time was planned for
children to participate in independent learning
• plan more opportunities for carrying out observations and
ensuring that networks of points accredited to individual
children make sense
• identify CPD areas for self and any support staff
• review how parents and children actively contribute to the
observation and assessment process
• compare transition document information with previous
cohorts
2
Tracking progress during the year
1. Have each of the children made progress from
autumn term assessments? Is the progress
appropriate in all 6 areas of learning and
development? If not, why not? What systems
are in place to address this?
2. Which of the children are likely to attain a good
level of development in all 13 Scales by the end
of the EYFS year - ie achieve a score of 6 or
more? Is this attainment consistent across all
the 13 Scales?
3. In which areas do each of the children need
more support? How will this be achieved?
2
4. Do any of the children need a greater challenge? How
will this be carried out?
5. Are there any specific scale points which an identifiable
group of children are not yet achieving? Is this a
reflection of provision? What can be done about this?
6. Are there any differences between boys’ and girls’
achievements? What about other groups such as EAL,
SEN, high attainers or ethnic groups? Does this indicate
a need for greater support, or consideration of the
specific needs of certain groups of children?
7. Is the learning environment based on effective Early
Years pedagogy in order that children have the
maximum opportunity to achieve scale points and reach
their full potential?
2
Schools’ moderation roles and responsibilities
Monitor accuracy of judgements
through:– internal moderation
– attendance at training
– attendance at moderation events
– providing access to moderator
– reviewing judgements if appropriate
2
EYFSP
timelines and processes
Update of existing documents
• Guidance booklet
• Written exemplification
• Video exemplification
• Summer term training for EYFSP Moderation
Managers
2
…upcoming
• Accreditation of (EY)FSP Moderators
• Parents and children contributing to (EY)FSP
assessments
• Quality Assuring (EY)FSP data guidance
• (Assessment and tracking development Birth – 5)
• Launch of the EYFSP
2
Preparation for Visit 1
Children in the care of the LA
Key Messages:
• Children in Care (CiC) should be cared about
not just cared for
• CiC must be engaged in decisions affecting their
lives
• The corporate parent has the ultimate
responsibility for the well-being and future
prospects of CiC
• All professionals must be ambitious for these
children
2
Key messages (contd.)
• There is an expectation of early action to prevent
children going into care
• There must be stability of care and education for
CiC from 0 – 18 years and possibly up to 25
years of age
• ‘Out of County’ provision must be the exception
and be proven to be essential
2
Enjoy and Achieve
• The Government will introduce an expectation
that LAs will arrange high quality Early Years
provision for CiC under 5 years old
• CiC are given highest priority in school
admission arrangements.
• New Government requirement that LAs must
ensure care planning decisions do not disrupt a
child’s education and that there should be no
moves in Years 10 and 11 except in exceptional
circumstances
2
Enjoy and Achieve (contd.)
• Role of Designated Teacher (DT) to be placed on
statutory footing. Support through training and statutory
guidance to ensure schools focus on progression of CiC
• Guidance on how DTs should consider provision for
gifted and talented children
• Personalised learning for CiC: e.g. through PEPs and
funding for each CiC at risk of not reaching expected
standards of achievement
• Improved support for reducing school absence and
exclusion, reinforcing the principle that exclusion should
be an absolute last resort!
3
Children in Care Project Team
• Duration of the Project – 2009
• Action Plan priorities
- Admissions
- Attendance
- Attainment
- Exclusions
• Reporting mechanisms
3
Attainment – Key Stage 1 2007
Cohort of 18
• Reading L2+ 56.0% (All children: Devon 84%
National 84%)
• Writing L2+ 44.0% (All children: Devon 81%
National 80%)
• Maths L2+ 67.0% (All children: Devon 91%
National 90%)
3
Attainment – Key Stage 2 2007
Cohort of 24
• English L4+ 39% (All children: Devon 81%
National 80%)
• Maths L4+ 30% (All children: Devon 79%
National 82%)
• Science L4+ 52%(All children: Devon 89%
National 88%)
3
Attainment Key Stage 3 - 2007
Cohort 51
• English L5+ 33% (All children: Devon 75.1%
National 74%)
• Mathematics L5+ 24% (All children: Devon
78.4% National 76%)
• Science L5+ 28% (All children: Devon 76.7%
National 73%)
3
Attainment Key Stage 4 2007
Cohort of 58
• 1 A – G or GCSE equivalent 67%
(All pupils National – 99%)
• 5 A – G or GCSE equivalent 55%
(All pupils National 92%)
• 5 A – C or GCSE equivalent 13%
• (All pupils National 62%)
3
Monitoring arrangements for CiC
• Progress monitoring form
• School Improvement Partner Visits
- Number of pupils on roll in care of LA?*
- On track to reach age-related expectations?*
- Does each pupil have an up to date PEP?*
- When were PEPs last updated?
- Dates of next PEP reviews?
- Details of any NC disapplications?
- Attendance? Induction/transition arrangements?
* Questions included in SIP Visit 1 proforma
3
Preparation for Visit 1
Assessing Pupils’ Progress (APP)
APP sits firmly within assessment for learning.
It is integral to good assessment practice.
Primary National Strategy and QCA consider the
terms formative and summative assessment are
note helpful.
They recommend assessment being viewed as…
3
Assessment: ways of looking
Close up
Standing back
Public view
Dayto-day
Periodic
Transitional
3
Ways of looking : key features
Dayto-day
Assessment for learning
Peer- and self-assessment
Pupil engagement and immediate feedback
Broader view of progress for teacher and learner
Periodic
Use of national standards in the classroom
Improvements to curriculum planning
Formal recognition of achievement
Transitional
Reported to parents/carers and next teacher/school
May use tests / tasks from national sources
3
What’s missing?
For pupils
• How am I doing in
this subject/aspect as
a whole?
• What are the main
areas where I need to
improve?
• Where do I show
what I know and can
do?
For teachers
• How well are my
pupils achieving
overall?
• Can I see the wood as
well as the trees?
• Where are the gaps in
learning?
• How do national
standards inform my
teaching?
4
What is APP?
APP is a structured approach to periodically assessing mathematics
and reading and writing so teachers can:
• track pupils' progress through Key Stage 1 and 2
• use diagnostic information about pupils' strengths and
weaknesses.
Using APP materials teachers can make level judgements for each of
the following National Curriculum attainment targets (ATs):
• reading
• writing
• using and applying mathematics
• number
• shape, space and measures
• handling data.
4
Assessing Pupils’ Progress is designed to:
• Demonstrate how assessment is integral to
successful teaching and learning
• Encourage a broadly based curriculum which
generates a wide range of evidence of pupils’
achievement
• Provide a fuller picture of pupils’ strengths and
weaknesses (for teachers, pupils and
parents/carers) in relation to national standards
• Offer a secure basis for pupil tracking
4
APP is designed to:
• Give insights which directly inform future planning, teaching and
learning in the course of a year
• Help make connections between techniques promoted through
Assessment for Learning and judgements relating to national
standards
• Engage teachers and learners in all year groups in periodic
assessment to raise attainment
4
APP uses the terms ‘secure’, ‘low’ and ‘high’
because they better capture the ‘best fit’ nature
of the judgement based on a range of evidence
across all AFs.
4
The APP approach
Collects together:
 children’s work
 any other evidence
Identify borderline for attainment target
 assessment guidance materials
 standards files
Look through the work for each AF until
confident with the criteria that are the best fit
Highlight applicable AF criteria and tick the
level-related box for each
Make an overall level judgement
4
What is on the Framework site?
www.standards.dfes.gov.uk/primaryframeworks/
Three sections:
1. Developing Assessment for learning
2. Assessing Pupils’ Progress
3. Standards Files
4
Implementation plan
The plan presents a suggested route to
implement APP
SIPs need to ensure:
• All schools should have a completed
implementation plan (see prompt on Visit 1).
This might be included within the school’s
improvement plan
• Funding is being used appropriately
4
• That the school trial sample of pupils is focused
on a priority relevant to the school
• That the timescales and actions within the plan
are reasonable
• To give a clear challenge related to
implementation, if appropriate
4
SIPs need to ensure…
• that there is an implementation plan is in place
• that the headteacher is taking the strategic lead
on APP implementation
SIPs should not:
• recommend alternatives to APP (the LA support
fully the APP programme)
4
APP is non-statutory. If schools choose not to use
the materials, SIPs need to ensure:
• that the school has in place appropriate
alternative
• schools are using the funding to develop A4L
5
Preparation for Visit 1
Using the agenda and reporting
In your groups:
• Consider the prompts to support the visit, the
preparation you will need to do and the structure
of the visit.
• Using the support for writing the report, are you
clear about the expectations for writing and the
structure of the report?
5
Preparation for Visit 2
Headteacher performance management
Support and guidance, available in your pack and
at DES>School Improvement>Primary SIPs:
•
•
•
•
Guidance – roles and responsibilities
Guidance - for SIPs
PM requirements – information for SIPs
Identifying strengths and areas for development
in the headteacher performance management
process
5
Preparation for Visit 2
Headteacher performance management
The process (1)
The SIP:
• Receives documentation prior to the meeting.
• Writes the preliminary advice and sends to
appointed governors/headteacher prior to the
meeting.
5
Preparation for Visit 2
Headteacher performance management
The process (2)
On the review date, the SIP:
• Holds a pre-meeting with the headteacher
• Holds a pre-meeting with appointed governors
• Provides advice and support at the performance
review meeting
• With the appointed governors and headteacher,
evaluates the school’s performance review
process.
• Provides the DES evaluation form.
5
Preparation for Visit 2
Headteacher performance management
The process (3)
Following the review meeting, the SIP:
• Drafts the review statement
• Drafts the objectives for 2008 – 2009
• Sends these to the appointed governors and
headteacher
• Completes the visit report and emails to the
headteacher, chair of governors and managing
adviser.
5
Preparation for Visit 2
Headteacher performance management
Report forms to be used:
• Preliminary advice from the SIP to appointed governors
• Draft review statement
• Draft statement of objectives
Note: The above are confidential to the SIP and school.
They are not to be sent to the managing adviser and will
not be logged on the visit note data base.
5
Preparation for Visit 2
Headteacher performance management
• Report forms to be used:
• Visit 2 – record of visit
Note: This brief report is to be emailed to the
adviser for feedback, then emailed to the
headteacher, chair of governors and adviser to
meet expected timescales.
5
Preparation for Visit 2
Headteacher performance management
In your groups:
Become familiar with the writing requirements
report forms and the use of the visit record.
5
Updates and next steps
National Strategy support to schools
5
Further support for Visits 1 and 2
• www.deseducation.org
>school improvement>primary SIPs
Guidance, report forms, prompts and support for writing.
Examples to support headteacher performance management.
Requirements for SEN.
Briefing paper 2
• www.sipsweb.co.uk
CPD support for performance management and performance data
analysis.
6
Updates and next steps
• Autumn term quality assurance processes
• Confirming next steps
• Issues
• Evaluation forms
6
Next Devon CPD day
Tuesday 9 December 2008
Tiverton Hotel
6