Transcript Sample title

• Leading on learning
Headteacher’s CPD
Day 2
Session 2
2011 PSA Targets (Primary)
Key
Stage
Target
Type
Subject
National0
7 Result
Dudley
07 Result
National
2011
target
National
07-11
Improvement
KS2
Progress
EN
83%
84%
92%*
+9%pts
KS2
Progress
MA
76%
74%
87%*
+11%pts
KS2
Attainment
EN & MA 71%
68%
78%*
+7%pts
Reduce the gap between outcomes for children entitled to FSM
and CiC and their peers
• For each of these indicators LAs will be required to provide a
breakdown by minority ethic group. The groups have been
revised to include Gypsy/Roma and Travellers of Irish Heritage
English & Maths 2007
National
Dudley
FSM
52
44
Non-FSM
83
73
West Midlands English Progress against Attainment
93
2011 PSA Targets
91
% 2 levels progress English
89
87
Sandwell
Shropshire
85
Wolverhampton
83
Herefordshire
Dudley
Black Country 2007
Walsall
Birmingham
NATIONAL 2007
Staffordshire
Solihull
Coventry
Telford and Wrekin
81
Stoke-on-Trent
Worcestershire
79
64
66
68
70
72
% Combined Attainment L4+
74
76
78
Mathematics Progress against Attainment West Midlands
88
2011 PSA Targets
86
% 2 levels progress Mathematics
84
82
80
78
Herefordshire
Sandwell
Black Country 2007
76
Walsall
NATIONAL 2007
Wolverhampton
Stoke-on-Trent
Birmingham
74
Solihull
Shropshire
Staffordshire
Dudley
Coventry
72
Worcestershire
Telford and Wrekin
70
64
66
68
70
72
% Combined Attainment L4+
74
76
78
Dudley English Progress against Attainment
100
95
2011 PSA Targets
90
% 2 levels progress English
85
NATIONAL 2007
80
75
70
65
60
55
50
20
30
40
50
60
% Combined Attainment L4+
70
80
90
100
Dudley Mathematics Progress against Attainment
100
90
2011 PSA Targets
% 2 levels progress Mathematics
80
NATIONAL 2007
70
60
50
40
30
20
20
30
40
50
60
% Combined Attainment L4+
70
80
90
100
Dudley Maths progress against attainment
Dudley English progress against attainment
Focussing on progression
• What is your tracking telling you
about progression through your
school?
• Where is progression strongest?
• What is it telling you about the issues
in the learning and teaching of
literacy and maths? (where is
progression weakest?)
Tracking resources on the
primary framework.
• Tracking tutorial:
http://www.standards.dfes.gov.uk/pri
maryframeworks/downloads/PPT/yr5_
6_timeline_tracking_v1.ppt
• Tracking grid:
http://www.standards.dfes.gov.uk/pri
maryframeworks/introduction/improvi
ng/pupil_tracking_sheet/
Stick people discussion prompts
NB View as a ‘show’ to read the
prompts
English 2006 National
% Pupils achieving Level
4+ at the end of KS2 in
2006
%NB
Pupils
%
achieving
Pupils
achieving
Level the
3 Level 3
Dark blue indicates
at the end
at the
of KS2
end in
of2006
KS2 in 2006
% Pupils achievingprogress
Level 3 since 1998
NB These
NBpupils
Theseachieved
pupils achieved
at the end of KS2 in 2006
at the
below
endtest
Level
of KS12 at KS1
% PupilsL2c
absent
from
NB These
pupils
achieved
% Pupils
achieving
Level
2
L2b+
at
the
end
of
KS1
or below
Disapplied or no KS1 Level
recorded
English 2007 National
1 %point increase Level 4+
on 2006
3% is same as
2006
7% same as 2006
6% is same as 2006
1%point decrease since
2006
Maths 2006 National
Maths 2007 National
2 %point increase Level 4+
on 2006
1% point decrease
since 2006
6% is same as 2006
1% point decrease since
2006
7% same as 2006
Example school stick people
Low Relative Attainment, Low CVA
Which of these
English- 70% L4+ (84% if all L2+ converted to L4+= 12 more children)
children should have
Context: Proportion of FSM, EAL, Deprivation
Index
and SEN similar to
How can webeen
use the
L5 based on
national
Primary Framework
their KS1 results?
Can we name
to
improve
learning
Who made very
Could
we/ should
eachmore
child?
What
could
we/
and
teaching
and
Which
aspects
of the Wasgood
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we
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What
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provide
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accelerate
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Why
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Did
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target
group
we
What
more
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learn?
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identify
these
children?
progress
of
these
‘slow
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would
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orshould
madetailored
slow
of
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andIfdone
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Making Good Progress Series
• Making good progress in Key Stage 2
Mathematics
• Getting there – able pupils who lose
momentum in English and Mathematics in
Key Stage 2
Strengthening The Place of
Assessment
• Focusing in a structured way on each
child’s learning;
• Support and challenge tailored to need;
• Greater levels of engagement with learning;
• Accelerated rates of progress for all, and
especially those at risk of underachievement;
• Strengthening the link between learning and
teaching by engaging children and parents;
• Clarifying the learning journey for all.
APP and the wider
assessment agenda
• Children’s Plan – December 2007
-
Additional funding (£50 million for 3 years) for
schools to improve assessment
APP as the ‘universal model’
Single-level tests to replace end of key stage
assessment if MGP pilot successful
Moderation training (for FSP) developed and
rolled out
Where we are with
developing APP materials
KS
Subject/AT
State of play
KS3
Rdg & Wtg
Published via SNS 2006
Maths
Published via SNS 2007
Sp & List
Being piloted 2007-09
Science & ICT
Being piloted 2007-08
R, W & Maths
Published via PNS
28.01.08
Sp & Lit
Being piloted 2007-09
R,W, S&L, Ma
Being piloted 2007-08
KS2
KS1
The assessment area on the
Primary Framework
• Developing Assessment for Learning
• Assessing Pupils’ Progress
• Standards Files
Developing Assessment for Learning
Learning and Teaching
Personalising learning and teaching
Day to day assessment
Conditions for learning that support AfL
Support for day-to-day
assessment in the Primary
Framework
Designing opportunities for learning (planning)
Objective and outcome led
learning
Formative use of summative assessments
Feedback on learning
Using curricular targets
Questioning and dialogue
Peer and self assessment
Leadership and Management
Leading on Improvement
Self Evaluation
Leading professional learning through children's learning
Involving parents and carers
The APP model
is a model of assessment that:
draws on formative approaches and is diagnostic
is periodic and keyed to national standards
integrates assessment into teaching and learning
enhances classroom practice and encourages a
broadly based curriculum
 is embedded in the primary framework
 is based on assessment focuses that underpin
national curriculum assessment




APP is based on 4 key
principles
• Assessment is integral to effective
teaching and learning
• Assessment systems must be fit for
purpose
• National standards are an entitlement
for learners, teachers and schools
• National standards are integral to
national expectations of education
The APP process
• Teachers select a sample of pupils
• Each term, they review the full range of
evidence (written, spoken and observed)
for each assessment focus
• They select the appropriate ‘level
boundary’ and arrive at judgements using
the assessment guidelines sheet
• Annotated examples of pupils’ work
provide reference points for teachers
(standards files)
The APP approach
Collects together:
 children's work
 any other evidence
Identify borderline for attainment target
 assessment guidance materials
 standards files
Look through the work for each AF until
confident with the criteria that are ‘best fit’
Highlight applicable AF criteria and tick the
level related box for each
Make an overall level judgement
Lessons Learnt – factors which
make APP effective
• Involvement of senior leadership- whole school
approach– to support implementation, standardisation
and moderation
• Adequate planning for change – major focus
• It takes time to become familiar with the assessment
focuses and the APP process and materials – not a
‘quick fix’. Starting with a small group of pupils enables
teachers to get to know the assessment foci and their
level-related criteria, then apply them more widely.
• Developing skills to ensure standards - as teachers
become familiar with the APP assessment model, they
realise how important it is that the consistency and
accuracy of their judgements is assured across classes
and schools. The accuracy of assessments is enhanced
by in-school moderation and standardisation and by
making effective use of the standards files
• APP is a process for periodic review of pupils‘progress. It
is not a ‘tick list’ or a collection of photocopied written
evidence.
March 10th – 9.30 – 12.00
Saltwells EDC
Assessment Focus Schools
•
•
•
•
•
PNS/EY/LSS/Assessment/ICT approaches
Quality of assessment
Evidencing assessment
Use of assessment for improving learning using frameworks
Clusters (townships/internal and cross school moderation)
Funding!
Minimum ( must be in place)
• Efficient tracking system
• Provision map
• Pupil progress meetings
What is collaborative classroom
professional learning (CCPL)
and why is it important?
• Overwhelming
research evidence shows
CCPL makes the biggest difference to
classroom practice
• Coaching and Lesson Study are two
examples
• Coaches improve their own performance
as well as that of the people they are
coaching
• Lesson Study has been attributed with
improving pupil achievement
Coaching and the
Primary Framework
All attendees were given a pack containing:
Section 1 - Correspondence to schools.
Section 2 - Coaching Information from National
Organisations.
Section 3 - Principles and generic features of
coaching.
Section 4 - Observation Checklists
Section 5 - Barriers to coaching.
Section 6 - Preparing for coaching in your school.
Coaching and the
Primary Framework
Building Capacity
‘Internal capacity is the power to engage in
and sustain continuous learning of teachers
and the school itself for the purpose of
enhancing pupil learning.’
The above quote is from Louise Stoll in Improving School Effectiveness, edited by
John Macbeath and Peter Mortimore, published by Open University Press, 2001
(ISBN 0-335-20687-5)
Coaching and the
Primary Framework
Building capacity for improvement involves a
range of strategies which deliberately set
about building for the future by:
– creating dialogue
– sharing learning
– changing ways of working
– shifting internal cultures
in order to create wider awareness,
expertise and inclination.
Coaching and the
Primary Framework
“Coaching is a process that enables learning
and development to occur and thus
performance to improve. To be a successful
coach requires a knowledge and
understanding of process as well as the variety
of styles, skills and techniques that are
appropriate to the context in which coaching
takes place.”
Eric Parsloe – The Manager as Coach and Mentor
(1999)
Developing the skills of Coaching
Body
Language
Using
Evidence
Questioning
Listening
Giving and
Receiving
Feedback
The Skills and Motivation Matrix
High Skills
INSPIRE
DELEGATE
Work towards increasing motivationexplore the reasons behind increased
dissatisfaction. Encourage short term
actions for immediate success. Contact
regularly.
Maintain high levels of skill and motivation.
Encourage risk taking with further
opportunities and challenges. Get them to
share and coach.
Low
Motivation
High
Motivation
DIRECT
GUIDE
Increasing skills and motivation-envision
and set long term and short term goals.
Structure learning through short term goals
with deadlines. Keep close contact.
Monitor, and reserve judgement.
Raise skill levels –help commitment to
vision of what it will look like with new
skills. Secure training opportunities. Give
reflective feedback. Let go when ready.
Low Skills
Possible focus for in-school
coaching
•
•
•
•
•
•
The teaching sequence
Modelling and demonstrating
Assessment for Learning
The teaching of review sessions
Effective use of ICT
Quality teaching of reading/writing/maths during
shared, guided and independent work
• Attention to own school focus based
on analysis of data
Coaching and the Primary
Framework
The Coaching Agreement
To be completed and returned.
NB. Agreements must be returned in
order for money to be sent into
schools
The Coaching Action Plan
Further Support:
•
•
•
•
•
•
•
•
25th February 08 – Guided Writing (Day 2) AM or PM
27th February 08 – Year 1 and Year 3 training Day 2
29th February 08 – Tough to Teach Data Handling
3rd March 08 – Co-ordinator’s Conference:
AM – Literacy PM – Mathematics
5th March 08 – Co-ordinator’s Conference:
AM – Literacy PM – Mathematics
7th March 08 – Early Reading (Day 2) AM or PM
10th March 08 – Assessment Focus Schools for
Headteachers
17th March 08 – Gifted and Talented Leading
Teacher Training Day 2
Further Support:
•
•
•
•
•
•
•
•
•
•
•
•
16th April 08 – EAL Leading Teacher training
17th April 08 – Maths Planning – Year 6 – am or pm
22nd April 08 – Maths Planning – Year 5 – am or pm
28th April 08 – Maths Planning – Year 4 – am or pm
1st May 08 – Maths Planning – Year 3 – am or pm
6th May 08 – Celebration of Reading
7th May 08 – Maths Planning – Year 2 – am or pm
15th May 08 – Maths Planning – Year 1 – am or pm
19th May 08 – Literacy: Practical Aspects of Planning am or pm
22nd May 08 – SEAL Conference
2nd July 08 – Coaching Showcase
9th July 08 – Co-ordinator’s Conference:
AM – Literacy PM – Mathematics
• 10th July 08 – Co-ordinator’s Conference:
AM – Mathematics PM – Literacy
Sharing what works well
• Case study – Dudley website
www.edu.dudley.gov.uk/primary
• Network sharing
• Place on National website – on
screen prompts- materials and case
studies - searchable
www.whatworkswell