School Improvement Division

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School Improvement Division

• School Strategy Managers Meeting
• Spring 2008

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The 2008-09 Offer of Support
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Funding

• The Government comprehensive review was completed
  in November 2007 with details of Secondary
  Strategy funding following soon after.
• Nationally, funding to schools through the
  Schools Targeted Grant 1.8 (formally 108) remains
  unchanged at 106m. However it has been
  redistributed to LAs through a different formula.
  This has significantly reduced the level of
  funding to Northumberland from 644,731 in
  2007-08 to 422,194 in 2008-09.
• In addition, the Central Coordination Grant has
  been significantly cut. This means the LA is
  currently restructuring and reducing the size of
  the consultant team.

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National Strategies Principle Objectives

• Raising achievements in the core subjects and
  improving rates of progression.
• Tackling underperformance thereby closing the gap
  for identified underperforming groups.
• Supporting effective leadership.
• Personalising teaching and learning for all
  pupils in particular, pupil tracking, Assessment
  for Learning and intervention strategies.

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National Strategy Programme Plans

• Four main programmes which cover the 0-19
  spectrum
• English/Literacy
• 2. Mathematics/ Numeracy
• 3. Behaviour and attendance
• 4. School improvement, incorporating SIPs and
  a focus on schools causing concern including
  coasting schools.

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• Programmes that have a particular focus on
  raising
• standards for underachieving groups especially
  those
• underachieving as a consequence of disadvantage
• 5. To provide a personalised approach designed
  to narrow the attainment gap for underachieving
  ethnic minority groups those children whose
  social class impacts on underachievement,
  deprived white British pupils being a
  longstanding feature and pupils with special
  educational needs.
• 6. To promote more effective opportunities for
  gifted and talented students to achieve their
  potential.

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• A programme that has a specific system wide focus
  on
• Early Years targeted on raising achievement for
  all
• children and closing the gap for the 20 poorest
• Performers
• Developing the Early Years.
• Two programmes which have a secondary focus on
• raising standards in key subject areas
• 8. Science
• 9. ICT.

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Entitlement

• In fulfilling its role in supporting school
• improvement, local authorities should ensure that
• all maintained schools have access to the
  National
• Strategy Standards Fund programme.

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Section 1-The Universal Offer

• Subject Leader Development Meetings
• School Strategy Manager Meetings
• Partnership Meetings
• Support from a Coordinating Consultant
• (some partnerships will share a Coordinating
  Consultant).

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Responsibilities of the Coordinating Consultant

• The main responsibilities will be to provide
• Advice and guidance on the provision of
  intervention strategies for underperforming
  pupils.
• Support for the development of assessment for
  learning, teacher assessment and pupil tracking
  across the school.
• Support to develop the expertise and capacity of
  the School Strategy Manager ( other leaders),
  including monitoring and evaluating of the impact
  of consultancy.

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Section 2- Targeted Offer

• A series of consultancy packages under the
  following headings
• English
• Maths
• Science
• ICT
• BA
• Teaching and Learning e.g. GT, assessment for
  learning, departmental self evaluation.
• SIPs will broker support with School Leadership
  Teams, following
• guidance from the Secondary Strategy Team.

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Consultancy Packages

• Each package to share a common format
• Title
• Importance statement
• SEF reference
• Expected outcomes statement
• Action-plan.

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Task 1

• Please look at the consultant support packages
  and consider
• How well do the support packages in Section 2
  match your school improvement needs?
• What could be added?
• How will you link the support packages to your
  self evaluation and school improvement plan?

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Section 3-Additional Support Packages

• A series of consultancy packages outside of the
  core
• Standards Fund programmes available to schools at
  a cost.

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Charging

• Each additional support package will have a unit
  cost. The cost to schools for the purchase of the
  units is proposed as
• 1 unit 200
• 5 Units 1000
• 10 units 1750
• 15 units 2500
• 20 units 3250
• 25 units 4000
• Schools will be able to purchase additional units
  during the year, through negotiation with the
  Secondary Strategy Manager, at a cost of 250 per
  unit.

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Task 2

• Please look at the additional support packages.
• Could your school provide any additional support
  packages to be included in Section 3 of the
  Offer of Support?

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Brokerage

• A draft Offer of Support 08-09 will be shared
  with School
• Strategy Managers this week and revised in light
  of
• feedback.
• The completed Offer of Support will be shared
  with SIPs on
• 26th March.
• The Offer of Support will be issued to schools
  on 28th
• March together with the Standards Fund guidance
• letter and details of the Standards Fund 1.8
  settlement.

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Deployment

• Deployment of consultants will follow the return
  of
• brokering requests from schools (signed by
  Headteacher
• and SIP).
• Agreements will be developed on the basis of the
  support
• packages agreed. Planning should be quicker as
  action-plans will
• only need tailoring from the support packages.

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Subject Updates
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Progress KS2 KS3
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Progress from KS3 KS4
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About the investigations

• Focus on slow movers identified in terms of
  conversion
• from Key Stage 2 to Key Stage 3
• Schools selected separately for English,
  mathematics and science using conversion rates
• A relatively small sample of 130 schools (56 for
  English 41 for mathematics, 33 for science)
• Focused discussions with Year 8 and Year 9 pupils
  - approximately 780 pupils
• Discussions with headteachers, subject leaders
• teachers
• Findings have been shared with a consultative
  group
• (including colleagues from Ofsted, National
  Strategies
• and TDA) to ensure that they reflect
• evidence from other sources

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Typical pupil characteristics those who
struggle to move from Level 4 to Level 5

• They are often quiet and lack confidence.
• They work mostly on their own.
• They like working and discussing in pairs or
  groups, but rarely do this.
• They are engaged and motivated in work they find
  interesting or practical.
• They are conservative in their learning style and
  anxious about taking risks.
• They are embarrassed about making mistakes,
  particularly in front of their peers.
• They lack self-help strategies.
• They dont push for help and will sit for long
  periods waiting patiently for attention.
• They relish praise and attention.

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Typical pupil characteristics those who
struggle to move from Level 3 to Level 5

• They are easily distracted in class, engage in
  low-level disruption (slow to settle, walking
  about, chatting, etc).
• They tend to be disorganised (books, sheets,
  pens, etc).
• They have low concentration spans, quickly losing
  the thread of what they are doing.
• They have poor recall of previous work.
• They have few strategies for independent work so
  often give up on a task.
• They often do not ask questions in class.
• They thrive on activities such as games, quizzes,
  
• so called fun activities, etc

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What pupils need generally across English,
mathematics and science

• Appropriate curricular targets that focus on the
  next steps and learning objectives tailored for
  each individual pupil.
• More consistent use of a range of AfL strategies
  so that they know precisely what they can do and
  what they need to improve upon.
• Guided work focused on specific aspects of
  reading, writing and calculation.
• Immediate constructive feedback, either oral or
  written that clearly indicates next steps for
  improvement.
• Opportunities to explain their methods and
  thinking in pairs and small groups before sharing
  with the whole class.
• More opportunities to talk about their ideas and
  understanding, particularly before undertaking
  writing tasks.

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What can schools do?

• Continue to enhance Wave 1 provision
• Use of curricular targets
• Use of assessment for learning
• Accurate assessment of pupils APP.
• Teaching and learning modelling, starters,
  plenaries etc.
• Develop Wave 2 provision
• Guided learning
• The role of the teaching assistant
• Review Wave 3 provision
• How effective is one to one support?
• How effective are mentoring programmes?

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Guided work

• What should a teacher do to organise successful
  guided work? (pages 1-3).
• What is the guided learning sequence? (pages
  5-10).
• What are most important characteristics of the
  teachers role in guided work? (pages13-14)

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(No Transcript)
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Eamonn Farrar chief executive Hurworth school
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Assertive Mentoring is the platform used at
Hurworth to deploy principles of influence that
conquers laddishness
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6 principles Reciprocity
Authority Liking
Social proof Commitment
Scarcity
Robert Cialdini
INFLUENCE
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A
the four elements that make up Assertive
Mentoring
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soft and hard mentoring differ significantly
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Do this 1 Do something extra for them 2
Make them feel indebted 3 Cash in on their wish
to reciprocate
Dont do this 1 Tell them Its no skin off my
nose if you dont want to change.
RECIPROCITY
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Do this 1 Find teacher that shows liking 2
Arrange relationship to develop 3 Extend to
include non-liked adults
Dont do this 1 Show you dislike and condemn
LIKING
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increase in 5 ACs
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including English Maths