Bidding Support Workshop

October 2008

Regional Training Unit

Bidding Support Team

• Welcome • Facilitator

– Stewart Polley

• Protocols• Learning Outcomes• Thinking• Expectations

• 09.00 – 09.30 Registration• 09.30 – 10.45 General Case and

Attainment Audit• 10.45 – 11.15 Coffee• 11.15 – 12.45 Learning and Teaching • 12.45 – 13.45 Lunch• 13.45 – 14.15 Writing Effective Targets• 14.15 – 14.30 Monitoring and Evaluation• 14.30 – 14.45 Funding and Sponsorship• 14.45 – 15.15 ETI Survey April 2008• 15.15 – 15.30 Concluding Remarks

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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

• Attainment• Learning and Teaching• Provision• Uptake• Resources• ICT• Quality of Management

Attainment – (TTI Indicator 2.6 (page 20))

• Features• Characteristics of Good Practice

• 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

• Trends• Baselining comparisons• Value Added• Drilling down (quartiles, free school meals, boys/girls, gifted

and talented, special needs)

Analysing Attainment Data

YearNumber

sA*-C NI

AverageVariance

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• 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.

- 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 outcomesSMART

Effective targets:In best practice examples they are part of a learning plan setting out:

- milestones / timelines - resources and learning required

S

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.

MMeasurable Is there a form of measurement in the target? If it cannot be

measured it will be difficult to assess.

AAchievable Is it actually possible to achieve the target given ongoing

change agenda in schools, time period, resources allocated etc?

RRelevant Does the target meet the long-term activities of the School

Development Plan and the Audit?

TTime Bound This means clearly stating when the target will be

achieved?

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

targets should focus more on regenerating or improving maintenance systems in the school

Ongoing work

Maintaining work

Improving

Regen

-erating

Higher Order target

Middle Order target

Lower Order target

Level of Challenge

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

Implementing Targets

attainment, enrichment, provision and uptake,

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

– 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

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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-to-

face• iNet• YST• E2S• CASS

• Questions• Evaluation• Travel Forms