Transcript Bidding Support Workshop

Bidding Support Workshop
October 2008
Regional Training Unit
Bidding Support Team
• Welcome
• Facilitator
– Stewart Polley
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Protocols
Learning Outcomes
Thinking
Expectations
• 09.00 – 09.30
• 09.30 – 10.45
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10.45 – 11.15
11.15 – 12.45
12.45 – 13.45
13.45 – 14.15
14.15 – 14.30
14.30 – 14.45
14.45 – 15.15
15.15 – 15.30
Registration
General Case and
Attainment Audit
Coffee
Learning and Teaching
Lunch
Writing Effective Targets
Monitoring and Evaluation
Funding and Sponsorship
ETI Survey April 2008
Concluding Remarks
Community Strength
Whole School Improvement
Curriculum Strength
SPECIALIST SCHOOL
Learning Outcomes - by the end of the programme
participants will:
• Have a detailed knowledge and understanding of the
Specialist Schools application process – School Plan.
• Be able to undertake a comprehensive and detailed
audit for the school plan
• Have developed skills in writing challenging and
‘regenerative’ targets for specialism and whole school
plan and identify effective strategies to achieve the
targets / learning outcomes
• Be able to assign and or redeploy available resources
against the strategies to achieve the targets
• Identify the monitoring and evaluation processes for the
specialism
• Recognise how to access resources to support writing
process
Join all nine dots with
four straight lines without
lifting your pen/pencil of
the paper
By moving only three
pens/pencils create four
equilateral triangles
The Specialist School’s Process
• General Case
• School Plan
– Audit
– targets, Targets, Implementation
• Community Plan
– Audit
– targets, Targets, Implementation
• Monitoring & evaluation
• Financial Plans
The General Case
• How will the specialism raise standards of learning
and attainment;
• What you aim to achieve in four years’ time;
• How specialist status will fit into your plans to offer
access to the full EF;
• How specialist status will fit into ongoing collaboration
within your Learning Community;
• How you will promote your school’s distinctive ethos
to widen pupil and parental choice; and
• How your work will link to other Government policies
and initiatives.
School Plan - Audit
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Attainment
Learning and Teaching
Provision
Uptake
Resources
ICT
Quality of Management
Attainment – (TTI Indicator 2.6 (page 20))
• Features
• Characteristics of Good Practice
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Current attainment KS4 & (KS5)
Relationship to 5+ A* - C or equivalent
Relationship to 7+ A* - C or equivalent
Including Maths and English
Attainment (by individual subject)
Strengths / Areas for Development
• Evidentially based data on pupil attainment.
– GCSE A*-C
– Post 16
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Trends
Baselining comparisons
Value Added
Drilling down (quartiles, free school meals, boys/girls, gifted
and talented, special needs)
Analysing Attainment Data
Year
Number
s
A*-C
NI
Average
Variance
Boys
A*-C
Girls
A*-C
A*-G
2004/2005
34
65%
63%
2%
47%
71%
89%
2005/2006
27
66%
64%
2%
53%
69%
93%
2006/2007
31
66%
65%
1%
48%
73%
87%
What are the strengths?
What are the areas for development
What other information might help to refine the analysis?
30 Minutes
Learning and Teaching – (TTI Indicator 2.1 – 2.4
(pages15-18))
• Features
• Characteristics of Good Practice
• Quality of teaching and learning
Learning and Teaching (by individual subject)
Strengths / Areas for Development
• Evidentially based qualitative data on learning
and teaching
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subject review and evaluation reports
recent inspection reports
in-house quality assurance processes
Governors’ reports
External awards for teaching excellence
peer observation
moderator reports re- assessment and verification
Curriculum Provision – (TTI Indicator 2.5 (page19))
• Features
• Characteristics of Good Practice
• Quality of curriculum provision
KS4
(KS5)
range of
relevant
courses (list
all)
enrichment
time given to
each subject
and out of
hours learning
Curriculum Provision/Uptake
(by individual subject)
Strengths / Areas for Development
• Evidentially based data on Curriculum Provision
and uptake.
– GCSE A*-C
– Post 16
• enrichment
• time per subject
• out-of-hours learning
Resources / ICT / quality of management
• Resources – Refer to TTI (3.5, 3.8 & 3.9) also
any inspection reports and or other internal or
external reports (IIP, EFQM)
• ICT – Refer to school ICT policy and review
systems, also Empowering Schools
• quality of Management in Specialism – refer to
TTI (3.1 & 3.3). NSHT might also be helpful
Effective Targets
(in your group)
• You are provided with 7 cards
each containing a performance
target. Arrange the cards in a
pyramid with what you
consider to be the most
effective targets at the top and
the least effective targets at
the bottom.
• Focus on your top three
targets and list the reasons
you placed these at the top.
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Are clear and concise
At the right level of challenge
Appropriate to teacher’s experience/ level of
motivation/ degree of competence / school situation /
Specify measures or tangible outcomes
SMART
Effective targets:
In best practice examples they are part of a learning plan setting out:
milestones / timelines
resources and learning required
Specific
Ensure there is no ambiguity in the target – it has a specific
outcome to be accomplished. The outcome is stated in a
clearly defined manner.
Measurable
Is there a form of measurement in the target? If it cannot be
measured it will be difficult to assess.
Achievable
Is it actually possible to achieve the target given ongoing
change agenda in schools, time period, resources allocated
etc?
Relevant
Does the target meet the long-term activities of the School
Development Plan and the Audit?
Time Bound
This means clearly stating when the target will be
achieved?
S
M
A
R
T
45 minutes
Writing effective targets
(in your group)
Consider the GCSE
data available for a
subject within your
specialism – using
the (3 year)
template referred to
earlier compile your
own data set.
• What are the strengths?
• What are the areas for
development?
• What other data might you
now source when you go
back to school?
Focus of targets
• By June 2008 to have improved pupil attainment
from 66% A*-C in 2006/2007 to 67% A*-C
The Focus of Performance targets
Level of Challenge
Regen
-erating
Higher Order target
Improving
target
targets should focusMiddle
more Order
on regenerating
or improving maintenance systems in the
Maintaining work
school
Ongoing work
Lower Order target
Writing an attainment target
• By June 2008 (T) to have raised pupil
attainment in GCSE (S) from 66% A*-C, in
2006/2007, to 69% A*-C (M, R, A)
and
• By June 2008 (T) to have raised boys
attainment (S) from 47% A*-C, in 2006/2007,
to 55% A*-C (M, R, A)
Achieving the target
• What strategies are you going to implement over
the 4 years of designation to achieve the
attainment targets?
• What are you going to keep doing?
(Strength)
• What are you going to do
differently? (AfD)
• What are you going to do new?
(AfD)
• Will it require a realignment
and/or redeployment of
existing resources (cost
neutral)
• Will it require an investment in
new resources (cost to
specialist schools’ grant and
annual recurrent funds)
Strategies
Those actions that you are planning to do in order
to achieve the target. They are likely to include a
range of actions and tasks that were highlighted in
the ‘strengths’ and ‘areas for development’.
Think ‘best practice’ to ‘next practice’
Strength
Areas for Development
Target
Strategies
Audit – Strengths &
Areas for Development
attainment, L&T,
provision and
uptake,
resources, ICT,
quality of
management
Target
attainment,
enrichment,
provision and
uptake,
Implementing
Targets
learning and teaching, resources,
ICT, quality of management
Whole School Improvement
• Detailed ‘whole school attainment’ targets for
each year;
• How will the specialism drive up attainment
across the school;
• Focused targets on raising attainment in English
and mathematics;
• SMART targets for the involvement of
business/employers
• Attainment targets are required for all four years;
• For all other areas, explicit targets are only
required for Years 1 and 2 of designation;
• Outline plans required for second half of the
phase; and
• An optional objective can be used to cover other
issues which may arise from the audit.
Implementation of the School Plan
• In the final column briefly outline some of the
actions to be taken to deliver your targets.
• See page 24 of Guidance for more details
Monitoring and Evaluation
• How do you propose to monitor progress against
targets?
• How will you evaluate the quality and impact of
teaching and learning?
• How are Governors and Sponsors involved in
M&E?
• What about other stakeholders?
• What data and other evidence will be collected?
Funding
• Additional to normal funding streams;
• Must be spent on implementation of School and
Community Plans;
• Money cannot be used to duplicate facilities
already available in the local area; and
• In addition to annual recurrent funding a grant of
up to £75,000 can be used together with the
sponsorship raised to enhance non teaching
resources.
Sponsorship
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It must be raised for the purpose of the application;
It must be unconditional;
It must be from the private sector; and
It must be relevant to the School and Community Plan
and also support the use of the Year One support
grant.
– Further information available pages 34 – 37 of
guidance
Community Strength
Whole School Improvement
Curriculum Strength
SPECIALIST SCHOOL
Areas for Improvement
• Preparation and planning for work needs to be fully
integrated into SDP;
• More robust arrangements to monitor and evaluate the
developments;
• Articulate clearly the rationale for a subject being chosen
as a specialism;
• More clarity of understanding is needed about the
dynamics of raising standards; and
• There is a need to quantify the number of pupils who are
‘educationally enabled’ through the specialism.
Bidding support arrangements
• Bidding support clinics
• Consultancy support – phone, e-mail, face-toface
• iNet
• YST
• E2S
• CASS
• Questions
• Evaluation
• Travel Forms