Transcript NtG – the team, the work - reflection and celebration
Gypsy, Roma and Traveller Achievement Programme
National Strategies and Beyond
7 March 2011
© Crown copyright 2010
I seem to be at that point of letting go….
But what a journey….
2 © Crown copyright 2010
The GRT Achievement Programme within the National Strategies
• Part of Narrowing the Gaps strategy • Overall aim: ‘to enable disadvantaged and vulnerable children to overcome the cultural and social barriers of poverty, fulfil their potential and close attainment gaps.’ • GRT Achievement Programme contributes by: ‘addressing the needs of underperforming groups through discrete programme delivery’ © Crown copyright 2010
Strategies for Success for schools, settings and LAs
• • • • •
Know the Gaps Identify gaps (FSM, G&T, SEN, BME, Gender) Understand the gaps Make gaps visible Promote use of data Build data confidence
• • •
Celebrate Success Celebrate/promote faster progress and attainment of targeted pupils Capture and share what works well Achieve successful Ofsted
• • • • • • •
Narrow the Gaps Explicitly develop a culture of success Ensure Quality First teaching Plan for progression Identify/use specific pedagogies Provide effective intervention Work with parents and families Use wider partnerships for support
• • • • • •
Mind the Gaps Focus relentlessly on narrowing gaps Assess pupils’ progress Use regular tracking to review progress Provide personal challenge and support for learning through tutoring and mentoring Seek and act on external challenge Plan for accelerated progress
© Crown copyright 2010
What the Programme has achieved
• Impact - what the data tells us • Impact - in LAs • Impact - school successes • Impact – resource legacy © Crown copyright 2010
The impact in schools
• Improved use of data to identify, track and monitor underperforming GRT pupils • Increased visibility for GRT pupils across all phases • Target setting designed to narrow the gaps for underperforming pupils • Targeted intervention based on data analysis © Crown copyright 2010
The impact in schools
• Improving effective parent/carer and community partnerships • Schools building up trusting relationships with parents • More parents visiting schools and supporting their child's learning • Increased numbers of GRT pupils ascribed as parents engaged better with schools © Crown copyright 2010
10 0 30 20 50 40 70
EYFS Profile - Good level of achievement 2007 - 2010
60 2007 All Bangladeshi 2008 White British Black Caribbean Traveller Black African 2009 Gypsy/Roma EAL 2010 Pakistani © Crown copyright 2010
80
KS2 Level 4+ including English and mathematics 2006 - 2010
30 20 10 0 70 60 50 40 2006 All Bangladeshi 2007 White British Black Caribbean 2008 Traveller Black African 2009 Gypsy/Roma EAL 2010 Pakistani © Crown copyright 2010
40 10 0 30 20 60
KS4 5 A* -C including English and mathematics 2006 - 2010
50 2006 All Bangladeshi 2007 White British Black Caribbean 2008 Traveller Black African 2009 Gypsy/Roma EAL 2010 Pakistani © Crown copyright 2010
The impact in LAs
raising achievement of GRT pupils became the responsibility of everyone, bringing GRT to the heart of the school improvement agenda
Secondary strategy manager © Crown copyright 2010
The impact in LAs
•
‘changing the conversations’
• a strategic group to lead the work • raised profile of GRT underachievement, LA service and action plans • stronger use of data (links with research & statistics) • clear targets for schools •
‘building relationships
’ • alignment with overall inclusion and intervention agenda © Crown copyright 2010
Impact of the Programme – a legacy of resources
•
Building Futures: Developing trust, a focus on provision for GRT children in the Early Years Foundation Stage
with additional DVD case studies •
Moving Forward Together: Raising GRT achievement
Introduction Leadership & management Learning & teaching Engagement with parents, carers and the wider community © Crown copyright 2010
© Crown copyright 2010
Providing a way forward through networks EMA Hub and PLC
• • • • • • •
Range of events and audience Level of participation in hubs Impact on alignment between LA teams Evidence of impact/development of partnership work between LAs Impact on skills and expertise for consultancy for schools Identification, collation and promotion of good practice for regional and national dissemination Overall summary
© Crown copyright 2010
Overall summary
‘The EMA Hub has been an integral part of my professional development. It has given me time and space to discuss and reflect on pedagogy with colleagues. It has heightened my awareness of learning needs and how to transfer this across all subjects. It has given me confidence and developed my credibility.’
© Crown copyright 2010
What are some of the key challenges and opportunities we all face?
• Working in pairs. • Taking it in turn identify a challenge and try to consider how this could present an opportunity.
– Around improving positive ascription – Using the GRT guidance materials in school – Keeping GRT within the focus of school improvement – Working with schools to build their capacity – What are the remaining challenges? © Crown copyright 2010
Constructing the story…
‘…..hard to over-emphasise how important it has been for me to have been able to feel part of this hugely important focussed national project.’ ‘Producing the GRT national guidance materials for EYFS, Primary and Secondary schools and helping to spotlight the real issues faced by GRT pupils within education.’
© Crown copyright 2010
But we aren’t finished yet…
BUT WE ARE NOT FINISHED YET
© Crown copyright 2010
• •
Crown copyright
The content of this publication may be reproduced for non-commercial research, education or training purposes provided that the material is acknowledged as Crown copyright, the publication title is specified, it is reproduced accurately and not used in a misleading context. For any other use of this material please apply to OPSI for a Click-Use, PSI Licence, or by writing to: Office of Public Sector Information Information Policy Team National Archives Kew Richmond Surrey TW9 4DU Email: [email protected]
Web: www.opsi.gov.uk/click-use/index.htm
• The permission to reproduce Crown copyright protected material does not extend to any material in this publication which is identified as being the copyright of a third party, or to Royal Arms and other departmental or agency logos, nor does it include the right to copy any photographic or moving images of children or adults in a way that removes the image or footage from its original context.
20 © Crown copyright 2010