Transcript Slide 1

Making sure all
learners can reach
their potential
An aspiration for all schools?
“This is a school in which it is very difficult to
fail.”
Cwmtawe Comprehensive School (Estyn report,
October 2006)
• The discipline for learning scheme is at the core of the
school’s drive for improvement. It is based on good
teacher assessment and regular monitoring of pupil
performance against target grades. All staff, in
collaboration with heads of year, provide a
comprehensive range of support activities for those
pupils falling short of their target grade. This is the
mechanism that delivers the remarkable results evident
year-on-year in external tests in KS3 and examinations
in KS4.
• A significant feature of the success of this system is the
way in which parents are kept fully informed about the
performance of their children. They are actively involved
in their child’s education.
Cwmtawe Comprehensive School (Estyn report, October
2006)
KEY ASPECTS
• School improvement partnerships
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Data (forensic analysis)
Cluster working
Role of Education Services
Establishing a culture
Share good practice
• Investment in literacy
• Focus on inclusion
– Nurture
– Focus on individual pupil
– Capacity building
KEY ASPECTS
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AfL developments
TAC models
Intensive support for planning improvement
Clear strategic direction and intervention.
Clear rationale for working in identified schools
and a clear focus on improved outcomes.
• Regional collaboration
Education Services in NPT
4 principles of delivery
• Quality
• Strategy and agility
• Efficiency
• Sustainability
Planning to succeed
• Corporate planning identifies whole authority
priorities and influences service direction
• Divisional plans articulate service priorities and
ensure cohesion of delivery
• Service delivery will focus on operational aspects –
who, what, when, where, how much etc issues.
• There should be a clear line of sight between whole
authority planning, service delivery and school
development planning.
Priorities for consortium working
1. Monitoring, Challenge and Intervention
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The development of a consistent monitoring, challenge and intervention
process aimed at promoting continuous school improvement across the
consortium whilst respecting and enhancing local arrangements
2. System Leadership
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To enable system change that is in synergy with tri-level reform and meets the
demands of 21st Century education
Support for School Improvement
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To broaden the range of support and wider support services available to schools
and local authorities to enable the school and local authority workforce to
better impact on the learning and wellbeing of children and young people.
4. Strategic Direction and Governance
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The further development of governance and management arrangements that
ensure that consortium working increases capacity within Local Authorities,
adds value in terms of efficient and effective working, and contributes to
improved outcomes for children and young people.
A vision …
• “the future design and delivery of Local Authority
services will continue to have a positive effect on the
lives of children, young people and their families,
particularly those who are deemed to be
vulnerable.”
• “In the NPT context, ‘capacity to learn’ will define
excellence in the future, not just a narrow focus on
pupil outcomes.”
One Direction