Transcript Presentation Title - Nottinghamshire County Council elections

C losing the Gaps for Vulnerable Groups
Aspirations & Access
Attitudes & Attributes
Attainment & Achievement
Closing
the
Gaps
What’s working well?
local/national/international research
There’s a lot being said about
CtG at the moment….
“There is always
one moment in
childhood when the
door opens and
lets the future in”
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1 = Nick Clegg
2 = NCC
3 = Grahame Greene
4 = DCSF
5 = Bananarama
6 = Cllr Phillip Owen, NCC Portfolio for Education
7 = John Hattie (Researcher – Teaching & Learning)
8 = DfE
9 = Professor E D Hirsch – Psychology and Education
10 = Professor J West-Burnham – School Leadership
11 = Michael Gove – Education Minister
12 = McKinsey & Co – International research
13 = Sue Hackman – DfE Chief Adviser
14 = Notts Trent Uni (Prof Gill Richards)
15 = Educating Rita – play by Willy Russell
Narrowing
Gap in the
Suethe
Hackman:
Schools
DfEPerformance
Chief Adviser onofSchool
Standards
It’s matter of culture
as well as poverty
Why now?
The time is right….
Current National levers:
• Increased focus on vulnerable groups and public accountability on progression
and value added (Floor targets, RAISE, revised qualifications, new performance
tables, new Ofsted framework)
• Pupil Premium
Current Nottinghamshire levers:
• Child Poverty Strategy
• Closing the Educational Gaps Strategy
• The Language for Life Strategy
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Notts CtG Leadership Conference
Narrowing the Gaps pilot case studies (2009-11)
Newark Town CtG pilot – cross phase/cross service locality working
Strong commitment to CtG – evidencing good practice
Sue Hackman : 12 Silver Bullets – What Works Well
1. One to One Tuition
2. Early intervention
3. Tracking and tacking
4. High expectations & aspirational targets
5. Good quality teaching
6. Recruiting from local community
7. Local heroes/role models
8. Culture of praise and rewards
9. Tough but fair, consistent, respectful discipline
10. Providing experiences children won’t get elsewhere
11. Identifying and working with opinion leaders
12. Teaching explicit conventions of behaviour and appropriate language
Education Endowment Foundation:
The rise of the ‘meta’ approach
• Internationally we are moving towards meta-analysis –
Dr Gene Glass and Dr Robert Marzano (USA), Professor
John Hattie (NZ), Professor Steve Higgins (Eng)
• What constitutes ‘good’ evidence in education? - Need
to build an evidence-based culture
• Not a search for the ‘silver bullet’ rather an intelligent
summary of what we know, informing research priorities
and guide to best bets
• ‘Bananarama principle’ – both in spending and on how
you implement the approach
Promising classroom strategies to
‘close the gap’
• Focus on improving teaching and learning
processes and methods
– Collaborative and co-operative learning
– Peer involvement in learning (peer tutoring, team
approaches)
– Meta-cognitive strategies, making learning explicit
– Specific subject strategies (i.e. phonics instruction in
reading, computer assisted instruction in maths)
• Effective scaffolding practices by teachers
The effective use of TAs:
What does the research tell us?
Key sources of information:
• Sutton Trust (2011)
• Deployment and impact of support staff in schools
(2009) (Institute of Education)
• Review of SEN and disability (2010) (Ofsted)
• Supporting the teaching assistant – a good practice
guide (2000) (DCSF)
Learning through research
( What’s going on beyond Notts? - EEF & others)
• New ways of using TAs in primary schs (Institute of Education)
• Teacher Effectiveness Enhancement Programme (TEEP –
The Schools Network)
• Challenge Partners (‘triad’ school partnerships)
• Campaign for Learning – working with parents to support children’s
learning
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The Tutor Trust – one to one and small group tuition
Mathematics Mastery (ARK schools) – based on Singapore model
Peer Tutoring (Durham University)
Primary Movement (Psychology dept - Queen’s Uni, Belfast)
Bringing BELL to England (Futures Foundation – US style summer
and after school programmes
• ‘Lead learner’ CtG teachers + HE students at KS2/3 – Hampshire
CC
So what’s working well or has the
potential to work well in Notts?
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The CtG Strategy – NCC corporate ‘sign up’
Language for Life – One to One - AfA
Newark Town CtG pilot – ‘listening’ methodologies
RAN/sold offer – collecting/sharing good practice
NtG pilot case studies (2009-11)
Strategic deployment of ASTs
NQT, RQT, MLDP programmes – Focused on CtG
TIG – Teaching Innovation Group – research grants
‘The Bloodhound Project’ – STEM/maths focus
‘Communications Leaders’ – The Communications Trust/
Paul Hamlyn Foundation (Innovations Unit) and
Manchester University
• External research partnerships - Notts Trent, Notts Uni
A word from the DfE:
How will schools use the PP?
Schools
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are free to use the PP as they see fit - they are best placed to assess the needs of the
pupils in their schools
should be accountable to parents for how well their pupils do - new measures in
performance tables capture achievement of poorest children
are expected to publish online statement about use of PP – we will not be overly
prescriptive about what reports should include and do not expect detailed reports on
activities for individual pupils
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However, the PP is a significant and increasing amount of money provided to raise
attainment of pupils who are underachieving and schools will be held to account for how it
has been spent
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Small scale DfE studies indicate that schools seem to be saying that , at least initially, they
will use the PP to
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Enable improvement to existing provision rather than any fundamental change to practice and
facilitate longer term strategic practice
Enable current support to continue and be extended to more pupils
Make possible the planned roll out of already successful interventions
Fund additional staffing –especially teachers to work with identified underperforming pupils
Discuss how
you are
spending your
pupil premium
Rank the
suggestions
in terms of
best/least
impact
Further Information
• http://www.c4eo.org.uk
• http://mckinseyonsociety.com/how-the-worlds-bestperforming-schools-come-out-on-top/
• http:///www.suttontrust.com/research/toolkit-ofstrategies-to-improve-learning/
• http://educationendowmentfoundation.org.uk
• [email protected]
• http://www.education.gov.uk/search/results?q=pupil
+premium
• https://www.education.gov.uk/publications/
High Aspirations High
Achievement for all
RAN 3 – school visits focusing on
“Closing the Gap”
‘Achievement for All’ Quality Lead
Academy
1542 on roll 316 SEND 217 FSM
85 teachers 73 support
What have been the main outcomes of AFA ?
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Better outcomes for pupils with SEND and FSM – all in line or above
Better outcomes for all students particularly in 5A*/C inc English and
Maths 47% 2009 66% 2011 ( 5 A*-C – 59% to 85%)
SEND student progress exceeds average of 4+ APS
A cultural shift towards a priority for SEND and FSM in the ethos of all
faculty areas and school
Reduced exclusions – 28 FSM 2009/10 to 8 20010/11 with 27 SEND to19
Attendance up to 94.1% - Persistent absentees 4.3% national 5%
Low NEETs - only 8 out of 263 and 1 in post 16
Increased engagement in extra curricular activities
Increased attendance at Parents Evenings
Ofsted subject visit for English – Good with Outstanding for Leadership
Supporting other schools within the LA with the implementation of AfA
principles
The Key themes :
• Parental engagement
• Progress
• Wider opportunities
Why making the impact?
• Relentless focus on the classroom
• Relentless focus on meeting student
needs and engaging parents
• Relentless focus on ensuring all levels of
leadership including Governors impact
on the classroom
Parental engagement
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Structured conversations - 316 held for vulnerable students, learning plans
created, reviewed, modified. Goals/targets agreed with parents are
incorporated into student targets. Parent feedback positive
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The Family Liaison and Social Skills Coordinator has engaged with parents
within their own home, where appropriate, and has targeted some of the more
reluctant parents.
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Attendance officer liaises on first day of absence
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Parent Panel established to encourage feedback
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Parent activities set up to address identified needs eg GCSE Maths, Reading
for Adults, EAL session, Sign language
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Extended schools co-ordinator key role in setting up activities across family
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All parents meet mentor at least twice a year
Wider opportunities
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Developments resulting from student and parent feedback include:Breakfast club, autism voice group, support for parents, DofE, The Base management group,
free running, anger management, friendship groups, natural born winners,
humanities support class, room 7 activities session, girls club, peer mentoring, reading club,
power wheel chair basket ball, dodge ball and many more…
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The learning support areas (aka The Base) has a Base Management Group which helps steer
the environment and the activities which take place in the area.
There is evidence that improved wider outcomes are impacting on student attainment and
progress – e.g. YMCA Digital Radio
AfA students are supported in specific curriculum areas.
The SEAL agenda is targeted. Students participate in activities influenced and supported by
SEAL
Family learning is encouraged and initiatives set up targeting AfA parents/carers and
students.
Progress/Classroom
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Leadership structure in school is focused on learning and inclusion. Key
posts developed – Family Liaison officer/ Disability and Sport
officer/student support team/attendance officer/Faculty Achievement
Assistants/ Inclusion Leaders in all areas – all suitably qualified
Teachers use prior data at onset to plan for learning and tailor using
student learning plans.
Progress tracked regularly, intervention targets set and strategies
delivered to address underachievement.
Core Group lessons taught by primary trained staff focus on supporting
Y7 and Y8 students working at lower NC levels to develop key Literacy
skills through a cross, curricular thematic approach.
Progress tracked regularly, intervention targets set and strategies
delivered to address underachievement.
All students have personal mentor
Other important features...
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Coordinated approach with dedicated team who are clear about the
priorities, precise actions, QA and costs. All reflected in SIP, TIP and PM
Refined tracking system – outcomes discussed by AFA team and Inclusion
Leaders/SLT
Targeted intervention for students on red in from onset – additional TA in
class and APP strand identified for literacy development. Student Support
input for attendance/behaviour
Transition planning and curriculum developed – Family teaching group and
Learning partnership: joint projects for extended school
Preparation for future - pathways, personal and social skills, key skills
Multi agency working
Targeted use of funding eg Pupil Premium, ASN/AFN/one to one tuition/LA
strategy monies
Next steps
Link to literacy across the curriculum
Independent learning – including ‘Core’ transition
Consistently high quality feedback to students
Joint TIG bid with Minster - Aspirant leaders
Continue to increase parental participation with focus
on learning
• Partnership work with other schools/ academies
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