Transcript Arrangements for School Improvement in Swindon

Arrangements for Supporting
School Improvement in Swindon
Monday 1st December 2014
Agenda
• Introduction
• Swindon – the context
• Strategic framework
– Vision and Priorities
– Strategies
– Structures
• Self-evaluation
– Performance
– Activity (LA and in partnership)
– Impact
– Strengths and priorities for improvement
Swindon – the context
Population - overall
Census
Projected
33%
increase
over 20
years
20012021
Projection
2001
2011
2021
2031
180,051
209,156
240,000
265,400
16.2%
highest in
South
West
14%
10%
20112021
20212031
School Population
All Schools
Mainstream Primary
Overall
Reception
Mainstream
Secondary
January 2007
28,597
16,272
2,217
11,544
January 2014
31,125
18,304
2,778
11,470
Change
2,528
2,032
561
-74
• Delivered places equivalent to 19 primary forms of entry over
7 years – forecasting accuracy within 1%
• 92% first choice primary, 94% secondary, 98% and 99% first 3
• Secondary numbers will rise as primary numbers feed through
• Completed consultation in 2014 on approach to secondary
place planning to 2026
Profile of Educational Provision -1
• 83 Early Years settings
• Mainstream Schools
Infant
Junior
Primary
8
6
48
11-16
11-19
6
4
Secondary
0-19
1 (Swindon
Academy)
14-19
1 x UTC
Profile of Educational Provision -2
•
Special Education
• Alternative Education - Education Other Than At School
average 180 pupils
• 15 Special Resourced Provisions (SRP) in mainstream schools
• Primary Special Schools
• 1 x Severe Learning Difficulties and Profound and Multiple
Learning Difficulties (SLD/PMLD)
• 1 x Social Emotional and Mental Health (SEMH)
• 1 x Autistic Spectrum Complex (ASC)
• Secondary Special Schools
• 1 x PMLD including a sixth form
• 1 x SEMH
• 1 x Moderate Learning Difficulties and ASC
• May 2014 – 500 pupils in special schools
Academies and Maintained schools
Overall
31,125
100%
Academies
18,220
58.5%
Maintained
12,905
41.5%
• Significant structural change in educational provision since September
2010
• 8th highest LA in the country for the number of pupils attending
academies (58.5% in Swindon, 32% nationally)
• Number of pupils in primary academies is 3 times the national rate (39%
Swindon, 12% nationally)
Phase
Primary
Secondary
Special
Total
2010/2011 2011/2012 2012/2013 2013/2014 2014/2015
5
11
4
5
2
6
2
1
1
11
14
4
6
2
Strategic Framework
Leadership & Governance
• One Swindon vision
• Small Unitary since 1997, co-terminal arrangements with
other public agencies
• Strong history of integration
– section 75 since mid 2000s
– Health & Wellbeing Board, JSNA
• Championing Excellence – Member and Corporate Board
Oversight
–
–
–
–
–
–
Lead Member as Advocate – challenge, commitment
Cabinet and Children & Young People Scrutiny arrangements
Children’s Trust Board , LSCB
Corporate Board (Business Reviews and Challenge)
Employment & Skills Board
Emerging Education Strategy Board
• We can all benefit from a growing
economy and a better town centre.
• People in Swindon have the right
education and skills to compete
successfully for job opportunities in our
towns and villages.
• Living independently, protected from
harm, leading healthy lives and making a
positive contribution
One
Swindon
Families have access to high quality education
throughout the Borough. Children achieve well in safe,
exciting places of learning and get the best possible
start in life.
The vision for an economy which is
creating an impressive range of new jobs
and a much improved vocational
education and training system with high
levels of attainment in local schools and
a responsive vocational offer has helped
Swindon to make real progress in tackling
youth unemployment and raising
aspiration.
Corporate
Plan
Vision for Children and
Education in Swindon
Education
Improvement
Strategy
Economic
Strategy
Skills and
Employment
Swindon
and
Wiltshire
LEP
• Right skills, right jobs in the right place
• Together, find new ways to reduce
vulnerabilities and improve health for
all
• Work with people and families to help
them fulfil their potential
Swindon’s ambitions for learning, skills and
employment amongst young people and
adults
Equip Young People with the skills and
qualifications to successfully enter the labour
market and reduce youth unemployment
Raise the higher level skills base of the
workforce
Build effective employer engagement with
schools and colleges
• City Deal – Innovative approach to higher level skills
development
• ESIF . Raising the aspirations of young people, particularly in
STEM subjects and activities which will develop workforce
skills to degree level. Help people on low wages to increase
their skills levels, utilise the potential of older workers and
support younger workless people.
Education
Improvement
Strategy
The LA will champion the needs of all learners to ensure they have
access to the very best educational provision which leads to
excellent outcomes for all.
The focus of the strategy is capacity building and sustained
improvement.
This is delivered through a mixture of monitoring, challenge,
intervention, support and the development of collaborative
working across schools.
As an LA we have a shared responsibility for supporting the
development of a universal school system that responds to the
needs of local communities.
Whilst taking responsibility for promoting higher standards, we
have a commissioning role in relation to the delivery of school
improvement services.
Chief Executive
Gavin Jones
Director Children’s Services
John Gilbert
Head of Economy and Skills
Paddy Bradley
Deb Heenan (interim)
PA, Leadership Support Team
Forward Swindon Ltd
Gillian Stephens
(+9)
Strategic Commissioner, Education
Gill Ilic
Growth and Regeneration
Sally Burnett
Emma Gee
Sarah Foulkes
Commissioning
Manager, Vulnerable
Young People
Karen Flower (EY)
Carey Goodhead (+2)
Educational Standards and Quality
Elaine Ellis (EY
Admissions and Education
Place Planning
Commissioning Support
Officer
Laura House
Strategic Needs Analysis
Adviser
SENAT
Martin Casey
Emily Heaton (+8)
Vacancy
Energy and
Sustainability
External Bids Officer
Claire Andrews (maternity)
Commissioning Manager
Employment and Skills
Michael Rennie (+1)
Programme Manager
Nigel Pickering (+20)
EOTAS
Swindon Parent
Partnership Service
Manager
Ben Slater (+ 50)
Helen Hancox (+1)
Governor Support Bridget
Sinclair (+1)
Growth and
Regeneration
Vacancy
Gareth Cheal (+8 )
Additional Provision and
Reintegration
Strategic Commissioner,
Strategic Commissioner,
Routes to Employment
Philippa Venables
Head of
Property Assets
Rob Richards
(+9)
Commissioner
for Culture
Helen Miah
(+6)
Resourcing School
-1
Resourcing
SchoolImprovement
Improvement
• New AD role to lead Education and Head of SEN
(currently supported by interims)
– Add greater capacity
– Currently out to advert
– In position first quarter 2015
• DSG Schools Block of £121.7m in 2014-15 based on
mainstream pupil numbers (not including High Needs
or Early Years)
– £4,243 per pupil, 14th lowest in England
– No de-delegated fund for school improvement
Resourcing School Improvement 2014-15
Education Raising
Standards Participation
and
Age
Quality
SEN
Assessment
Education Governor
Place
Support
Planning
Admissions
£353,600 £410,900
£460,400
£318,400
£190,700
£109,000
Net £0 as
traded
service
Conversions to academy status have removed
circa £2m from the LA’s core budget
(DSG)
Self-evaluation
Performance - Attainment November 2014
The aim of the graph is to give the latest overview of the Swindon position in comparison to England. It is therefore limited as it does not
cover direction of travel or performance of specific groups of pupils. In summary attainment in Swindon is:
* Primary phase (from Early Years up to Key Stage 2) in Swindon is improving over a period of time and is broadly
in line with England
* Key Stage 4 indicators in Swindon narrowed the gap to England but Swindon is overall still below the national average
1
* Post-16 attainment (Levels 2 and 3 by 19) is improving but Swindon still ranks in the bottom quarter of LAs in England
1
Performance - Narrowing the Attainment
Gap
DISADVANTAGE ATTAINMENT GAP (THOSE ELIGIBLE FOR FREE SCHOOL MEALS OR PUPIL PREMIUM)
2013-2014
GAP IS NARROWING → EY FOUNDATION STAGE, KEY STAGE 2, KEY STAGE 4, POST-16
GAP IS NOT NARROWING → KEY STAGE 1
GAP IS IN LINE WITH ENGLAND → EY FOUNDATION STAGE, KEY STAGE 1, KEY STAGE 2, KEY STAGE 4
GAP IS NOT IN LINE WITH ENGLAND → POST-16
These are overall messages and so do not reflect variations across subjects.
Performance - Key Stage 2
Key indicators
THE KEY QUESTIONS
Latest
position
(2013/14)
Reading
THE
EXPECTED Writing
LEVEL
INDICATORS Maths
GPS
OTHER KEY
INDICATORS
Reading,
Writing &
Maths
Diff to
England
In
England
In the
South
West
SCHOOLS
UNDERPERFORMING
Schools below
England results
90%
+4% ↑
+2% ↑
30
2
Propor
tion
22%
87%
+4% ↑
+2% ↑
25
2
28%
15
87%
+3% ↑
+2% ↑
36
2
26%
14
78%
+5% ↑
+2% ↑
37
2
33%
18
In
England
In the
South
West
100
8
41%
22
Latest
position
(2013/14)
Reading
THE
PROGRESS Writing
INDICATORS
Maths
Diff to
previous
year
HOW WE RANK AMONG
OTHER LOCAL AUTHORITIES
Diff to
previous
year
Diff to
England
12
Schools below
England results
90%
+4% ↑
93%
+1% ↑
0%
69
5
28%
15
89%
+2% ↑
0%
89
7
28%
15
80%
+5% ↑
+2% ↑
32
2
28%
15
+1% ↑
52
4
35%
19
Secondary
68%
+5% ↑
Readiness*
*Deemed the 'good' level 4, ie level 4B or above
-1% ↓
Count
Performance - Key Stage 2
THE PROPORTION OF SCHOOLS MATCHING
THE NATIONAL AVERAGE
2011/12
2012/13
100%
2013/14
80%
60%
40%
20%
0%
Reading
Writing
Maths
Expected level
GPS
Reading
Writing
Progress between stages
Maths
Performance - Key Stage 2 Summary
Strengths
√ Results are up against previous year
√ Swindon ranks in the top half of LAs in England for most indicators
√ The number of schools with results below England has fallen
considerably over a 3-year period for most indicators
√ The disadvantage gap has narrowed for most indicators
Challenges
! Grammar Punctuation and Spelling (GPS) results are considerably lower than other subjects
! Progress in Reading between key stages is below England (by 1%pt)
! There are 3 schools at risk of being below the floor standard in 2013/14
Performance - Key Stage 4
Key indicators
Latest
position
(2013/14)
5+ A*-C including
English and Maths
Diff to
previous
year
THE
HEADLINE
INDICATORS A*-C in English
53%
-3% ↓
68%
+2% ↑
A*-C in Maths
65%
-3% ↓
EBacc
19%
5+ A*-C
OTHER
INDICATORS
PROGRESS
INDICATORS
HOW WE RANK AMONG
OTHER LOCAL AUTHORITIES
In the
Diff to
In
South
England
England
West
THE KEY QUESTIONS
-3% ↓
SCHOOLS
UNDERPERFORMING
Schools below
England results
Proportion
Count
113
14
55%
6
76
9
36%
4
-3% ↓
108
12
55%
6
+2% ↑
-5% ↓
123
15
64%
7
61%
-15% ↓
-4% ↓
120
15
45%
5
Progress in English
70%
+2% ↑
-1% ↓
88
9
45%
5
Progress in Maths
61%
-4% ↓
-4% ↓
120
14
64%
7
0%
Performance of Disadvantaged pupils
○ The disadvantage attainment gap in Swindon has remained at 27%pts in terms of pupis achieving 5+ A*-C incuding English & Maths
○ The disadvantage gap in Swindon has narrowed in the English Progress measure, by 2%pts
○ The disadvantage gap in Swindon has narrowed in the Maths Progress measure, by 4%pts
Performance - Key Stage 4
2013/14 RESULTS
Swindon
80%
England
60%
40%
20%
0%
5+ A*-C inc
E&M
5+ A*-C
EBacc
A*-C in
English
A*-C in
Maths
%PTS CHANGE FROM PREVIOUS YEAR
English
Progress
Maths
Progress
Swindon
England
5%
0%
-5%
-10%
-15%
-20%
5+ A*-C inc
E&M
5+ A*-C
EBacc
A*-C in
English
A*-C in
Maths
English
Progress
Maths
Progress
Performance - Key Stage 4 Summary
Strengths
√ Swindon closed the gap to England in every single measure
√ Swindon has climbed up places in the LA rankings in every measure
√ English subject indicators improved despite a year of significant changes
√ The disadvantage gap has narrowed in the Progress indicators
Challenges
! Swindon is still below the national average in some important indicators
! Swindon is placed in the bottom quarter of LAs in England in some indicators
! A majority of schools (7) have Ebacc results below the national average
! There are 2 schools at risk of being below the floor standard in 2013/14
Performance - Post 16
Lower columns represent
better LA rankings ↘
LA RANKINGS OF LEVELS 2 AND 3 BY 19
160
2011/12
2012/13
140
120
100
80
60
40
20
0
Level 2 by 19
Level 2 by 19 in English
and Maths
Level 3 by 19
FSM attainment gap at
Level 2
FSM attainment gap at
Level 3
○ The FSM attainment gap in Swindon has narrowed significantly to 19%pts for students achieving Level 2 by 19, but it is stil above England's
○ The FSM attainment gap in Swindon has narrowed to 28%pts for students achieving Level 3 by 19, but it is stil above England's
Performance - Post 16 Summary
Strengths
√ Levels 2 and 3 by 19 results are up
√ Level 2 by 19 indicators have closed the gap to the national average
√ The disadvantage attainment gap has narrowed in the Levels 2 and 3
by 19 measures, and considerably in the Level 2 by 19 indicator
Challenges
! Key Stage 5 results did not improve in 2013/14
! Swindon is in the bottom quarter of LAs in England for Key Stage 5
indicators and Level 3 by 19 indicators
! Swindon is not closing the gap to England in the Level 3 by 19 figures
! The disadvantage attainment gaps are wider than England's
Raising Participation Age
In learning 16/17
EET at 18
100.0%
Unknown 16/17
12.00%
10.00%
90.0%
8.00%
80.0%
Swindon
6.00%
England
4.00%
70.0%
2.00%
60.0%
0.00%
OCT-2013
50.0%
OCT-2013
Official Annual NEET 16-18
OCT-2014
40.0%
OCT-2014
6.4%
6.2%
30.0%
6.0%
5.8%
20.0%
5.6%
Swindon
5.4%
10.0%
England
5.2%
5.0%
0.0%
Swindon
England
In Learning 16/17
Swindon
England
EET 18
4.8%
2011/12
2012/13
Annual figures *OFFICIAL*
2013/14
Raising Participation Age
NEET
(by academic ages)
Participation in EET
(In Learning for 16/17 and EET for 18)
100%
12%
95%
10%
←18s
90%
←17s
←17s
85%
80%
8%
6%
←18s
75%
←18s
←17s
4%
70%
2%
←16s
65%
0%
60%
OCT-2013 DEC-2013 MAR-2014 JUN-2014 OCT-2014
Swindon
England
OCT-2013 DEC-2013 MAR-2014 JUN-2014 OCT-2014
Swindon
England
Permanent Exclusions - 1
2010/11
2011/12
2012/13
2013/14
Primary
4
2
1
6
Secondary
6
13
12
7
Special
0
0
0
0
Total
10
15
13
13
• The level of permanent exclusion from Swindon schools remains relatively low. In
2013/14 the number of pupils permanently excluded from secondary schools was at
its lowest for 3 years.
• There has been no permanent exclusion of a pupil with a Statement of Special
Educational Needs/Education Health and Care Plan or a Child in Care since 2007/8.
• The Swindon Fair Access Panel continues to have a significant impact on the
secondary permanent exclusion figures following on from its introduction in 2009.
• Primary permanent exclusion rose to 6 in 2013/14 and it is noted that a rise in
primary exclusion is being experienced across the South West region.
• Latest statistical neighbour figures in relation to permanent exclusion per 1000 pupils
(2012/13) show Swindon as second lowest at 0.4 out of ten authorities with the
England average at 0.7 per 1000 pupils.
Permanent Exclusions - 2
2013-14
Maintained Primary Schools
1 pupils permanently excluded
Academy Primary Schools
5 pupils permanently excluded
Maintained Secondary Schools
0 pupils permanently excluded
Academy Secondary Schools
7 pupils permanently excluded
Special Schools
0 pupils permanently excluded
Stratton PRU, EOTAS
0 pupils permanently excluded
Out of Borough
0 pupils permanently excluded
Statements
0 statemented pupils were permanently excluded
Looked after children
0 looked after children were permanently excluded
Fixed Term Exclusions - 1
Primary
2010/11
112
2011/12
136
Secondary
Special
Total
828
87
1027
1092
159
1387
2012/13
181(excluding
Swindon
Academy)
1033
206
1420
2013/14
234
1049
230
1513
• Secondary
• The number of pupils subject to FTE rose from 516 to 547 in 2013/14.
• The days lost to fixed term exclusion has fallen from 1997.5 to 1867.5
between 2012/13 and 2013/14.
• Primary
• 36 primary schools used fixed term exclusion in 2013/14 in comparison to 32
in 2012/13
• The number of pupils subject to fixed term exclusion was 120 in 2013/14.
This figure was 85 in 2012/13 excluding Swindon Academy data.
• The days lost to fixed term exclusion stands at 415 in 2013/14. This is an
increase from 349 in 2012/13.
Fixed Term Exclusions - 2
Fixed Term Exclusions 2008/09 to 2013/14
1200
Primary
Maintained
1000
Primary
Academies
800
Secondary
Maintained
Secondary
Academies
600
Special
400
Eotas
200
0
2008/09
2009/10
2010/11
2011/12
2012/13
2013/14
Fixed Term Exclusions – Summary 2013-14
Number of Fixed Term Exclusions
1782
Primary Maintained
Primary Academies
Secondary
Maintained
Secondary
Academies
Special Schools
Eotas
112
122
Fixed Term Exclusions where the pupil
has a statement
Primary Maintained
Primary Academies
Secondary
Maintained
Secondary
Academies
Special Schools
EOTAS
Looked After Children who had a Fixed
Term Exclusion
Average length of Fixed Term
Exclusions
1.67
Primary
Maintained
1.68
465
Primary
Academies
1.86
37
32
Secondary
Maintained
1.33
25
Secondary
Academies
1.88
Special Schools
1.45
EOTAS
1.36
186
863
230
269
108
219
44
1
Activity- –Models
Models of
of Support
Support
Activity
Outstanding schools and academies
•
Outstanding’ schools take responsibility for their continued improvement
•
Contribute to the dissemination of good practice and school to school support.
Good Schools and academies
•
It is expected that ‘good’ schools take responsibility for their continued improvement through
purchased traded service provision from any appropriate source.
•
Provide school to school support
Requiring Improvement
•
LA maintained Schools in this category will receive a core allocation of School Improvement
Adviser support and a negotiated programme of whole school improvement support
commissioned from appropriate service providers.
•
Academies in this category should work with a School Improvement Adviser who can negotiate a
programme of whole school improvement support, commissioned from appropriate service
providers.
Ofsted category of concern
•
The LA will use its Powers of Intervention with maintained schools in an Ofsted category of
concern, or if a school is at risk of going into an Ofsted category as it has done consistently in the
past.
Activity – Cycle of Monitoring
• Robust risk assessment by school
improvement and data team
• Early visits or conversations with leadership
teams (maintained schools and academies)
• Agree level and type of support and plan
series of visits
• Report to DCS, DfE, HMI, Regional School
Commissioner and Diocese as appropriate and
depending on level of concern
July – October
Initial data analysis leading to early
visits
Agree level of support based on
risk assessment
Update LA Forward Planning and
Key messages for dissemination
November – February
April – July
Formal progress review in
targeted maintained schools
“Sign Off” schools with
significant sustained
progress
Update stakeholders
Cycle
of
Activity
February – March
Formal progress review against
agreed actions in targeted
maintained schools
SW HMI, RSC, Diocese, DCS, LM
updated
Initial review of previous
year’s impact
Complete and send out risk
assessments for secondary
schools
Internal summary to DCS and
LM
Activity – Universal and Targeted Offer
Universal
•
Strong partnership working:
- Education Place Planning &
Admissions to encourage
choice and diversity
- Fair Access Panel
- SEN Commissioning of places
and services
- Raising Participation Strategy
- Skills and Employment
Strategy
- Higher Education Strategy
- The Swindon Teaching Schools
- Headteacher Associations
- Bristol and Clifton Dioceses
Targeted
•
•
•
•
Journey to Outstanding (J2O) Group
– 13 schools (10 maintained, 3
academies) requiring
improvement
– Work focussing on effective
school improvement planning,
performance management and
specific studies into improving
teaching and learning
Partnership with SW HMI
– Targeted CPD for RI schools
– Trialled Closing the Gap seminar
(16 primary and secondary
schools)
– Better Maths (150 delegates)
– Better Governance and Better
English (70 delegates to Bristol –
Swindon on Tour!)
Engaged an English Consultant to
provide further training building on
key messages from HMI conferences.
Swindon Teaching Schools Research
and Improvement Groups
Impact
schools
Impact
• Sustained and proactive intervention in schools causing concern
has led to no grade 4 primary school since 2009
• LA judged as effective in all Ofsted reports and HMI monitoring
reports
• Timely intervention in schools at risk
• School to school support has built leadership capacity across
Swindon primary schools
• Since March 2012
–
–
–
–
–
13 (approx.16%) schools have improved their inspection grade
Two primaries have moved from good to outstanding
9 primaries have moved from satisfactory/RI to good
EOTAS and primary special school in special measures 2009-11; both now good
1 secondary academy in special measures has moved to good
Impact
–
Post
16
Impact – Post 16
• Steady increase in numbers of Y11 students leaving with
a September Guarantee (only 16 students with no
September Guarantee in 2014)
• Increasing numbers of young people in learning at 16, 17
and 18 (October 2014, well above national average in
each year)
• NEET figures for 16-18 year olds reduced in 2013/14 to
5.4% (DfE Official figures) and is on par with national
average of 5.3%
• Involvement in governing body of both FE colleges
supported improvement, particularly at Swindon College
Strengths
- schools
Strengths
•
•
•
•
•
•
•
•
LA risk assessments are accurate
Good knowledge of schools
Timely and robust intervention to prevent schools going into a decline
including use of statutory powers and use of radical solutions to bring
about improvement
Recognising talent; facilitating school to school support; making
effective use of strong leaders who have moved from satisfactory to
good or better
Effective use of expertise and good value for money from the limited
resources
Strong and effective partnership working within the LA, across the
school community and with external agencies
Good relationships with schools
Well developed Traded Services Arm
Strengths––post
Post 16
Strengths
16
• Strong Raising Participation Age partnership between LA,
schools, post 16 providers and the voluntary sector with
agreed strategies in place to improve participation.
• Strong partnership working with schools to identify young
people at risk of NEET and improve progression to post 16
learning.
• LA has facilitated the development of a range of new post 16
provision to meet the needs of vulnerable learners.
• 3 local colleges for Swindon learners have inspection ratings
of good or outstanding.
• Development of UTC (strong business sponsorship) and
support for 2 new sixth forms (diversified choice)
Priorities
for
Improvement
1
Priorities for Improvement
• Increase the effectiveness of partnership working in
order to accelerate progress and raise attainment across
KS4 and by age 19.
– Harness the expertise in Swindon secondary schools to build
capacity, collective responsibility and accountability for the
raising achievement of young people to at least match national
outcomes at KS4.
– Build more partnerships outside Swindon with good and
outstanding secondary schools (with NLEs) to increase
effectiveness of school to school support.
• Implement the plan for an Education Strategy Board to
take a leading role to champion improvement in school
standards and the quality of education provided across
all phases.
Priorities
for
Improvement
2
Areas for development – post 16
• Improve progression in post 16 learning at 17
(year 12 to year 13)
• Improve participation in education, employment
and training of vulnerable groups.
• Increase the number of Traineeships and
Apprenticeships available to young people by
continuing to build employer partnerships.
• Ensure all young people are well prepared for the
world of work
• Improve partnerships between education
providers and employers.
Any Questions
Any
Questions?