Transcript The journey in Essex…

Developing a School-led
Improvement System in Essex
Engagement sessions
A partnership between:
Essex County Council
Association of Secondary Heads in Essex
Essex Primary Heads Association
Essex Special Schools Education Trust
Essex Schools Governors Association
Introduction
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Schools are responsible for their own improvement and so we need
a self-improving school system
All schools benefit from regular external challenge in order to identify
key areas for development and to improve continuously.
The local authority’s capacity to offer such challenge to all schools is
decreasing
System leaders are at the heart of this - we have a significant number
of headteachers who are currently engaged in school to school support ,
we need to further develop this capacity and expertise across the county
With the removal of the scaffolding provided by the LA – some time
ago for secondary schools and now for primaries – schools that work in
isolation are likely to be putting their own school improvement at
risk. This is especially the case with primary schools, which are
generally too small to maintain a sufficiently robust internal challenge
function.
The way forward is for schools to join together in school improvement
partnerships.
Previously discussed…
A system of local partnerships of schools:
– With a shared ambition to rapidly raise outcomes for all children
across the partnership at all key stages
– That provides mutual support and challenge to each other
– That holds each other to account in the context of robust and
effective performance monitoring and scrutiny of outcomes for
children thereby ensuring agreed targets are met
– That supports in challenging circumstances
– That innovates and provides solutions to locality issues –
curriculum, quality of teaching, leadership development, Ofsted
preparation, recruitment of teachers, peer reviews, governance
– e.g – a coherent maths curriculum from Early Years to Post 16
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• A system of local partnerships of schools:
– That can (over time) be responsible for, and deploy resources for
pupils with SEN
– That will be supported by Teaching School Alliances, Essex
Education Services, the LA and other providers
– That may want to have an objective perspective from an
independent chair and / or facilitator to drive change and provide
challenge
– That may be quality assured by an overarching collegiate
governance group
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Underpinned by Policy and Research
• The Importance of Teaching 2010
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The Coalition government will:
– Make clear that schools have responsibility for improvement. We will
end the approach of trying to control improvement from the centre
and make it easier for schools to learn from one another.
– Make sure that every school has access to the support it needs
through National and Local Leaders of Education, Teaching Schools
and leading teachers, or by working in partnership with a strong
school.
– Make sure that schools have access to evidence on best practice,
high-quality materials and improvement services which they can
choose to use.
– Support underperforming schools such as those below the new floor
standards, and ensure that those which are seriously failing, or
unable to improve their results, are transformed through conversion
to Academy status.
Underpinned by Policy and Research
• David Hargreaves – National College
“Creating a Self –Improving School System”
• There are four building blocks of a self-improving system:
– clusters of schools (the structure);
– The local solutions approach and co-construction (the
two cultural elements);
– and system leaders (the key people).
These are already partially in place but need to be strengthened
so that schools collaborate in more effective forms of
professional development and school improvement.
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The journey in Essex…
Measure
EYFS
England
SNs
East of England
Essex
East of England rank
SN rank
England rank
KS2 RWM L4+
England
SNs
East of England
Essex
East of England rank
SN rank
England rank
KS4 5+ A*-C inc E&M
England
SNs
East of England
Essex
East of England rank
SN rank
England rank
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2010
2011
Year
2012
56
58
53
50
10
11
124
59
61
55
52
10
10
135
64
66
62
60
7
10
106
52
53
52
53
3
5
50
60
63
61
61
4
6
57
64
64
61
64
2
5
77
67
66
63
66
4
7
91
75
74
73
74
3
6
82
76
74
74
75
2
4
90
79
79
77
79
3
4
68
55.1
55.7
56.0
54.6
5
9
78
58.2
58.3
59.1
58.2
6
7
72
58.8
58.9
58.2
59.0
3
4
68
60.6
60.3
59.8
60.5
4
4
82
56.6
56.8
57.2
56.5
5
7
85
2013
2014
Trendline
Getting to top quartile at KS2….
2014 KS2 Reading, Writing and Mathematics Level 4+
District
Basildon
Braintree
Brentwood
Castle Point
Chelmsford
Colchester
Epping Forest
Harlow
Maldon
Rochford
Tendring
Uttlesford
Essex
•
•
•
Percentage
Number of
achieving level 4
eligible pupils
or above
1999
1598
794
919
1811
1832
1169
917
612
892
1298
799
14640
76
78
86
82
80
79
78
78
77
81
73
87
79
Current
Numerator
Top Quartile
Current %
Shortfall
1519
1246
683
754
1449
1447
912
715
471
723
948
695
11566
82
82
82
82
82
82
82
82
82
82
82
82
82
6
4
Above
At
2
3
4
4
5
1
9
Above
3
4 districts increased by more than 5% points this year (Harlow,
Rochford, Tendring, Uttlesford)
3 districts in top quartile range (Brentwood, Castle Point and
Uttlesford)
Need minimum of 443 more pupils to achieve key threshold
8
measure
Option
All up to top
quartile
120
64
32
0
36
55
47
37
31
9
117
40
443
Getting to top quartile at KS4….
2014 KS4 5+ A*-C inc English & Maths
District
Basildon
Braintree
Brentwood
Castle Point
Chelmsford
Colchester
Epping Forest
Harlow
Maldon
Rochford
Tendring
Uttlesford
Essex
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•
•
Number of Percentage
eligible
achieving 5+
pupils
A*-C inc E&M
1863
1474
1180
1153
2047
1977
1075
959
408
1042
1522
736
15436
52.8
47.4
63.5
52.2
61.0
55.0
60.8
58.6
52.0
63.8
51.3
63.9
56.5
Current
Numerator
984
699
749
602
1249
1087
654
562
212
665
781
470
8721
Current %
Top Quartile
Shortfall
59.95
59.95
59.95
59.95
59.95
59.95
59.95
59.95
59.95
59.95
59.95
59.95
59.95
7.15
12.55
-3.55
7.75
-1.05
4.95
-0.85
1.35
7.95
-3.85
8.65
-3.95
3.45
2 districts saw increases in proportion of pupils meeting the key
threshold measure this year (Harlow, Rochford)
5 districts in top quartile range (Brentwood, Chelmsford, Epping
Forest, Richford and Uttlesford)
Need minimum of 541 more pupils to achieve key threshold
9
measure
Option
All up to top
quartile
133
185
42
89
21
98
9
13
32
40
132
29
541
Essex quartile position in 2013/14
KS4 5+ A*-C inc E&M
KS2 L4+ RWM
2014 LA performance - % pupils
achieving KS2 L4+ RWM
100
95
90
85
80
75
70
65
60
55
50
Local Authorities
Bottom Quartile
3rd Quartile
2nd Quartile
Top Quartile
Quartile thresholds - LAIT website
Top Quartile
Up to and including 93
2nd Quartile
Up to and including 81
3rd Quartile
Up to and including 79
Bottom Quartile
Up to and including 77
10
2014 LA performance - % pupils
achieving KS4 5+ A*-C inc E&M
80
70
60
50
40
30
20
10
0
Local Authorities
Bottom Quartile
3rd Quartile
2nd Quartile
Top Quartile
Quartile thresholds - LAIT website
Top Quartile
Up to and including 73.80
2nd Quartile
Up to and including 59.95
3rd Quartile
Up to and including 56.90
Bottom Quartile
Up to and including 53.45
Disadvantage gap across Essex schools
KS2 L4+ RWM v KS2
disadvantaged pupils
KS4 5+A*-C inc E&M v %
KS4 disadvantaged pupils
National averages: attainment 79%,
Disadvantaged rate 31%
National averages: attainment 56.6%,
Disadvantaged rate 26.9%
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Partnerships
- Depth takes
time to achieve
and comes as
partners build
trust and work
together more
Extensively
- Depth is linked
with hard-wiring
how
partnerships
work together
Source: David Hargreaves
for
National College, 2012
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More than one partnership?
Core or home
partnership
Part of a federation
/ deep partnership
with local schools
LDG /
others
SCHOOL
Partnership with
local primary or
secondary schools
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Teaching
School
Alliance
Partnerships
• What partnerships are you currently part of? What is the impact
of being part of these partnerships?
• What are the common interests of each partnership?
• What are the current strengths?
• How often does this partnership meet and what is discussed?
• What do you and other schools expect to get out of the
partnerships? What are the benefits?
• How deep and tight are the partnerships – support and
challenge?
• What are the potential activities of the partnerships?
• What are the governance arrangements of the partnerships?
• Does it require funding and resources – who provides this?
• Could this partnership be developed into a School –Led
Improvement Partnership – how will it need to change?
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Components of a School-led
Improvement Partnership
• What is the vision and breadth over time of a system of SchoolLed Improvement Partnership?
• Collaboration and relationships – joint curriculum planning
• System leadership
• Recruitment and retention
• Governance
• Systems and Procedures / Accountabilities
• Intelligence
• Resources
• Reduction in workload
– How would the partnership contribute to our ambitions for
Essex as a county?
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Next steps
• Feedback from each session to form the outline of the strategy
• More briefing sessions to Heads and Governors this academic
year
• Local partnerships to discuss where they fit into the model
• Indication of funding to be outlined
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