Transcript Document

Narrowing The Gap
Every Child Matters: What potential does
each child hold?
Some opportunities / challenges
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By 2020 China will be the 2nd and India the 6th largest economy in the
world
The global population is expected to rise from 6.5bn in 2005 to 7.7bn in
2020 and 9.1bn in 2050
There will be increasing effects of climate change and increased pressure
on global resources
The potential costs of climate change are huge – up to 20% of global
GDP per annum
The UK population is expected to increase to 67m by 2020. The number
of those aged over 85 will increase by 50% by 2020
Ensuring further improvement in public services requires provision
tailored to the needs of individuals and areas
People increasingly feel they are not able to influence political decisions
The Strategy Unit, the Cabinet Office, 2008
The Golden Treads
BREAKING THE LINK between disadvantage
and low attainment EVERYONE’S BUSINESS, DCSF Publication March 2009
About Chart 1
In primary schools the rise has been sustained
and consistent. In 2008 81% of pupils achieved
at least level 4 (national expectations) in Key
Stage 2 English, and 78% in mathematics,
whereas in 1997 these figures were 63% and
62%. Last year over 100,000 more 11 year olds
than in 1997 achieved the target level for their
age in English.
BREAKING THE LINK between disadvantage
and low attainment EVERYONE’S BUSINESS, DCSF Publication March 2009
World population
BREAKING THE LINK between disadvantage
and low attainment EVERYONE’S BUSINESS, DCSF Publication March 2009
About chart 3
Because deprivation is often concentrated in small pockets
within local areas, some schools have significant concentrations
of disadvantage. So as well as comparing different local
authority areas, we should also examine the link between the
level of disadvantage in a school and the attainment of its
pupils. Over the past decade the whole range of schools, from
those with the lowest proportion of pupils from low income
backgrounds to those serving very disadvantaged communities,
have improved their results substantially. But it is the schools
with the most deprived intakes which have made the largest
gains.
BREAKING THE LINK between disadvantage
and low attainment EVERYONE’S BUSINESS, DCSF Publication March 2009
We can't solve
problems by
using the same
kind of thinking
we used when we
created them.
The strategy, therefore, aims to ….
• reverse the trends, turn the curve on predicted outcomes
• identify and understand the risk factors for children and young people
• intervene earlier and reduce vulnerability and risk for children and families
• use resources more effectively to achieve longer term impact
• target support where it is needed most and
• make better use of protective factors so as to prevent the poorer outcomes
which result if we do little, do it too late or do not do enough.
Attainment goals for 2020
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every child ready for success in school, with at least 90 per cent
developing well across all areas of the Early Years Foundation
Stage Profile by age 5
every child ready for secondary school, with at least 90 per cent
achieving at or above the expected level in both English and
mathematics by age 11(2007 – 80% and 77% respectively)
every young person with the skills for adult life and further
study, with at least 90 per cent achieving the equivalent of five
higher level GCSEs by age 19 (2006 – 71%)
at least 70 per cent achieving the equivalent of two A levels by
age 19
Can we close the attainment gap to make these targets a reality?
The Disadvantage G&T Child
Gifted and Talented: despite their ability, life
does not seem all that easy for them. While
some highly able students shine at school, many
don't. Some may be bored, so don't give their
best. Others may intentionally under-achieve in
order not to appear different. A number,
perhaps because they are dyslexic, dreamy in
class or more withdrawn than other youngsters,
are mistakenly written off as dull. Others, with
no proper outlet for their ability, may fool
around, truant or become disruptive.
The Children’s Plan sets out the
Government’s strategy for realising the
Every Child Matters agenda
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Principles: backing parents and families;
children’s potential to succeed; enjoying
childhood and being prepared for adult life;
prevention and:
“services need to be shaped by and responsive
to children, young people and families, not
designed around professional boundaries”
Narrowing the gaps
for disadvantaged pupils
Strategic work with LAs
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Targeted work to support 40 LAs
with ‘wide gaps’ for
disadvantaged/FSM learners
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Advice and support for all LA FSM
leads, G&T and EMA/EAL
managers and LA consultants in
making effective use of NS guidance
and other materials
G&T
• Support G&T Leading Teachers and LA G&T leads to embed the use of Quality
Standards and improve the application of these through ‘Excellence for all’
• National Challenge (NC) G&T Pilot to model best practice with FSM pupils
• Progression Skills resource for schools to support progression of G&T learners
Principles behind the success of schools
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Knowing what services the school wants to provide and what
benefit is expected
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Effective consultation with children, families and the wider
community
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Linking service design into improved opportunities,
achievement and outcomes
Commitment to working positively as a cluster
Growing links with the community
Good links with multi-agency partners
Strategic support from the local authority
Schools having good, up-to-date knowledge of resources and
skills available
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Within school and across the cluster
From multi-agency teams
In the wider community, incl. voluntary organisations and private
providers
In the local authority
Extended services can be key to unlocking the learning
potential of pupils and helping them achieve
Extended
Services
design
Experience
success
Raise self esteem
Improve physical
health etc
Blockers
and
enablers
+ Family
support
+ Confidence
- Bullying
- Poor health
Characteristic
s
of successful
learners
Standards
and
achievement
Attitude
Behaviour
Attendance
High Aspiration
etc
Teaching and
Curriculum
They need to be deliberately designed to complement the
drive to raise achievement (not be a bolt on / distraction
from it)
Feedback so far
the CQS is useful for:
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General awareness raising of AG&T pupils
As a coaching tool for NQTs/other teachers
Preparing for Ofsted
Bringing extra-curricular approaches to learning back into the
classroom
Integrating the fostering of greater learner independence
with the application of ICT
Developing in-school and inter-school networks to share
‘Quality First’ teaching ideas
Useful exchange of insights regarding practice across
departments and schools
The current policy context
Personalisation and
progression
• Definition
• Rights and entitlements
• A G&T population
identified in context of the
school
School
Improvement:
Able, Gifted
•Potential benefits
for whole schools
and
Talented
learners
Narrowing the Gaps
•Challenge and
accountability
• Support for vulnerable
groups
• The potentially able
Sue Mordecai
London Borough of Bromley