Leading the 11 to 19 Secondary Strategy

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Leading the 11 to 19 Secondary Strategy
April 2008
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08.45 to 09.15 Coffee and registration 09.15
to 10.30 Updates 10.30 to 11.00 Coffee 11.00 to
12.30 AfL, APP, BA 12.30 to 13.30 Lunch
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AIMS To provide an overview of the current
picture in relation to the pressures from OFSTED
and National Strategy on schools To analyse
national data in order to make an appropriate
response to meeting the challenging 2011 PSA
targets To consider an appropriate approach to
managing the workload in relation to the
increased accountability To discuss ways in which
the SIS can support future developments that
schools wish to make in response to the varying
demands
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Government
DCSF
National Strategies
OFSTED
PSA 10 Raise Achievement of all No school
below 30 5 A to C by 2011. Proportion
achieving L4 En/ma_at_KS2 L5 En/ma_at_KS3 gtL2/L3 _at_19
PSA 11 Narrow the gap 2 levels of progress in
KS2,3 and 4 Pupils in care L4 KS2 to 5 A to C
GCSEs
Local Authorities
CoTS
PDA
SLDMs
Schools
New National Curriculum AfL/APP
Teachers
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Key Stage 4 modelling trajectories to 2011 for
PSAs 10 and 11

• Secondary April 2008

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DCSF meeting with LA/SIS in April 18 schools
identified as being below floor targets Paper
submitted in relation to FFTD v Attainment Action
Plans submitted to DCSF outlining support given
to schools in 2007/8 as well as funding
issued Action plans submitted to identify future
support to ensure that 30 trajectory is met
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Discussion in Pairs How do you currently target
under performing pupils in your school? What are
the planned changes you are making to ensure that
2 levels of progress is tracked and
achieved? FEEDBACK TO WHOLE GROUP
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Strategic aim of the National Strategies

• To raise standards of achievement and rates of
  progression for children and young people in all
  phases and settings through personalised learning
  supported by high quality, well planned teaching
  which addresses individual needs with a
  particular focus on the core subjects and early
  years

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National Strategies 2008-09 priorities

• Effective pupil tracking by strengthening AfL
  with APP and accompanied by good data literacy
• Development of intensive support programmes ECaR,
  ECC, ECaW, Study Plus
• Targeted support for underachieving groups SEN,
  GT, ESCGA (Ethnicity, social class and gender
  achievement)
• Conditions for learning BA and SEAL in all
  phases
• Continued focus on below floor and coasting

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Overarching secondary themes

• Raising achievement and closing the gap
• Pedagogy for personalisation
• Improving the leadership of learning
• 11 to19 reform
• Coherence

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Secondary core programme themes

• Guidance on effective pedagogy
• Support, guidance and materials for intervention
• Mainstreaming effective practice with
  underachieving groups
• Strengthening Assessment for Learning (AfL) with
  Assessing Pupils Progress (APP)
• Developing functional skills

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Discussion in pairs How do you know where you are
in terms of AfL, what are your next steps? What
have you done to prepare for the introduction of
the new NC and revised Frameworks? How are staff
being informed about the changes? What
support/time have they got to implement the
changes? What joined up thinking has been done to
link 11 to 16 changes to 14 to 19 changes?
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SIS Response Via Contract of Targeted Support
Support organised into three main categories What
are we trying to achieve? (Focus on Leadership
and management support) How do we organise
learning? (Focus on Teaching and Learning) How
well are we achieving our aims? (Focus on
Standards
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SIS Response Via Contract of Targeted Support
Support organised into three main categories What
are we trying to achieve? (Focus on Leadership
and management support) Examples Developing
effective whole school QA procedures Planning the
Curriculum Reviewing departmental Assessment
Systems Developing and Embedding Functional
Skills Practical Support for Middle Leaders
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SIS Response Via Contract of Targeted Support
Support organised into three main categories How
do we organise learning? (Focus on Teaching and
Learning) Examples Developing Student Thinking
and Learning Skills Raising Standards by Creating
Effective Learners Developing Functional
Skills Making Good Progress Two Levels of
Progress Supporting Behaviour Management for
Individual Staff Developing the role of the
TA/HLTA in Departments
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SIS Response Via Contract of Targeted Support
Support organised into three main categories How
well are we achieving our aims? (Focus on
Standards Examples Implementing Study
Plus Developing Continuity between Key Stages 2
levels of progress Assessing Pupils Progress
(A.P.P.) Developing Strategies to Improve
Attendance Social and Emotional Aspects of
Learning (SEAL)
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CoTS Process for 2008/9
CoTS support booklet and CD sent to SLT Lead
after half term (first week in June) Individual
strand booklets sent to Subject Leaders at same
time Schools identified as Intensive support
will receive a visit from SIP and SIS consultants
to jointly plan support Schools who are
Targeted and Universal encouraged to complete
CoTS form and send it back to AB by end of June 1
CoTS module 4 days 435 OR 6 PDA
units Notification of CoTS support during summer
holidays Action Plan and day 1 of support during
Autumn Term
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Assessment for Learning (AfL) with Assessing
Pupils Progress (APP) for progression
Session 2

• Support and training

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Session aims

• To support secondary schools in making effective
  use of the additional funding for AfL which is
  available from April 2008
• To discuss the critical role of assessment and
  APP in the National Strategies forthcoming
  programme of work to support secondary schools
• To provide opportunities for participants to
  consider the implications for strengthening
  assessment in schools, including by using the APP
  process

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Session outline

• The progression agenda
• Assessment ways of looking
• The critical role of assessment and APP in the
  National Strategies forthcoming programme of
  work

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Strengthening subject pedagogy
Planning for progression

• Strong senior and subject leadership
• Departments working collaboratively
• Secure self-evaluation processes

Formal assessment
Tracking pupils progress
Providing personalised intervention
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Where are we with assessment?

• Ofsteds most common finding
• assessment does not sufficiently inform teaching
  and learning

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Assessment ways of looking

• Some recent thinking about assessment in schools
  from QCA

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Ways of looking pupils

• Close-up day-to-day assessment
• immediate feedback in specific aspects
• relevant next steps
• reflection on learning as it is happening

• Stepping back periodic assessment
• asking how they are doing in this subject/aspect
  as a whole
• knowing the main areas where they need to
  improve
• being able to show what they know and can do

• Public view transitional assessment
• formal recognition of achievement
• influences future opportunities and choices

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Ways of looking teachers

• Close-up day-to-day
• detailed interaction with learners
• within particular contexts
• changes in short-term planning

AfL

• Stepping back periodic
• how well are my pupils achieving overall?
• identification of the gaps in learning
• national standards informing teaching

APP

• Public view transitional
• related to national standards often externally
  validated
• information and data provided for the next
  teacher
• used for teacher and school accountability

Formal Assessments
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Key features
Learning outcomes shared with pupils Peer
assessment and self-assessment Immediate feedback
and next steps for pupils
Day-to-day
Broader view of progress for teacher and
learner Use of national standards in the
classroom Improvements to curriculum planning
Periodic
Formal recognition of achievement Reported to
parents/carers and next teacher/school May use
tests/tasks from national sources
Transitional
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Discussion in Pairs Since last meeting what steps
or strategies have you taken to look at the
developing nature of AfL/APP in the way you
assess pupils? What changes do you think you will
have to make to ensure that all the aspects of
assessment are joined up? What are the
implications for this on your current assessment
and marking policies? What further support is
needed?
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The critical role of assessment and APP in the
forthcoming programme of work
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Periodic assessment APP

• APP is designed to
• encourage a broadly based curriculum which
  generates a wide range of evidence of pupils
  achievement
• provide a fuller picture of pupils strengths and
  weaknesses (for teachers, pupils and
  parents/carers) in relation to national standards
• offer a secure basis for pupil tracking

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Periodic assessment APP

• APP is designed to
• give insights which directly inform future
  planning, teaching and learning in the course of
  a year
• analyse by assessment focus (AF) the relative
  strengths and weaknesses of each pupil
• use this information to set curricular targets to
  strengthen pupils learning and inform future
  teaching
• engage teachers and learners in all year groups
  at Key Stage 3 in periodic assessment to raise
  attainment

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The APP process

• At regular intervals, teachers review pupils
  work (written, spoken and observed) for
  assessment focuses to build a profile of their
  attainment
• They select the appropriate level boundary and
  arrive at judgements using the assessment
  guidelines sheet
• They use annotated examples of pupils work
  (standards files) as reference points and
  benchmarks
• They undertake in-school standardisation and
  moderation with colleagues

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Day-to-day assessment ? AfL

• Key message 1
• Fundamental to AfL is pupils having a clear
  understanding of what they are trying to learn
  (learning objectives), how they can recognise
  achievement (learning outcomes), what good looks
  like (success criteria) and why they are learning
  this in the first place (i.e. the big picture is
  sometimes linked to personal curricular targets).
• Key message 2
• Pupils progress is accelerated when they are
  clear about the success criteria for the intended
  outcomes and are able to judge the quality of
  their work and know how to improve it. This
  requires teachers having a good understanding of
  progression in the key concepts and skills in
  their subject.

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Reviewing AfL in lessons
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Reviewing leadership and management of AfL
development
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Whats in the annual plan for core subjects?

• Autumn 2008
• Start renewed APP in English and mathematics
• Prepare for APP in science and ICT
• Spring 2009
• Continue to scale up APP in English and
  mathematics
• Launch APP in science and ICT
• Summer 2008?summer 2009
• SLDM programme based on Framework CPD

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AfL with APP expectations

• Our aim is to make the use of tracking and AfL
  tools and techniques truly universal across all
  schools
• each school to have experts in assessment and
  intervention teaching
• The English and mathematics Assessing Pupils
  progress materialsshould become universally used
  in schools.
• The Childrens Plan (DCSF 2007)

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Laying the foundations for the progression agenda

• All schools using APP (English and mathematics
  first, followed by science and ICT)
• All schools use periodic assessment to create
  robust tracking data which monitors achievement
  and is translated into action to ensure that all
  pupils are on track to make good progress

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Overall aims

• All pupils
• know how they are doing and what they need to do
  to improve
• get the support they need to keep them on an
  ambitious trajectory of improvement

• Every teacher
• understands progression in concepts and skills
• is equipped to make well-founded judgements about
  pupils attainment
• knows how to use assessment information to plan
  learning and teaching which accelerates progress

• Every school has in place assessment
• processes and systems
• for making regular, useful, manageable and
  accurate assessments of pupils progress
• for tracking pupils progress

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Discuss with person next to you Where you are
in terms of these three key aims?What further
do you need to do?
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