leading on learning headteacher’s cpd day 2 session 2
TRANSCRIPT
• Leading on learning
Headteacher’s CPDDay 2Session 2
2011 PSA Targets (Primary)
Key Stage
TargetType
Subject National07 Result
Dudley07 Result
National2011 target
National07-11Improvement
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
FSMFSM 52 44
Non-FSMNon-FSM 83 73
West Midlands English Progress against Attainment
Birmingham
Coventry
Sandwell
Solihull
Walsall
Herefordshire
Worcestershire
Shropshire
DudleyWolverhampton
Staffordshire
Stoke-on-Trent
Telford and Wrekin
NATIONAL 2007
2011 PSA Targets
Black Country 2007
79
81
83
85
87
89
91
93
64 66 68 70 72 74 76 78
% Combined Attainment L4+
% 2
lev
els
pro
gre
ss E
ng
lish
Mathematics Progress against Attainment West Midlands
Birmingham CoventryDudley
SolihullWalsallHerefordshire
Worcestershire
ShropshireSandwell
Wolverhampton
Staffordshire
Stoke-on-Trent
Telford and Wrekin
NATIONAL 2007
2011 PSA Targets
Black Country 2007
70
72
74
76
78
80
82
84
86
88
64 66 68 70 72 74 76 78
% Combined Attainment L4+
% 2
leve
ls p
rogr
ess
Mat
hem
atic
s
Dudley English Progress against Attainment
NATIONAL 2007
2011 PSA Targets
50
55
60
65
70
75
80
85
90
95
100
20 30 40 50 60 70 80 90 100
% Combined Attainment L4+
% 2
lev
els
pro
gre
ss E
ng
lish
Dudley Mathematics Progress against Attainment
2011 PSA Targets
NATIONAL 2007
20
30
40
50
60
70
80
90
100
20 30 40 50 60 70 80 90 100
% Combined Attainment L4+
% 2
lev
els
pro
gres
s M
ath
emat
ics
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/primaryframeworks/downloads/PPT/yr5_6_timeline_tracking_v1.ppt
• Tracking grid: http://www.standards.dfes.gov.uk/primaryframeworks/introduction/improving/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 Dark blue indicates the
progress since 1998% Pupils achieving Level 3 at the end of KS2 in 2006 NB These pupils achieved
L2b+ at the end of KS1
% Pupils achieving Level 3 at the end of KS2 in 2006 NB These pupils achieved
L2c at the end of KS1
% Pupils achieving Level 3 at the end of KS2 in 2006 NB These pupils achieved
below Level 2 at KS1
Disapplied or no KS1 Level recorded
% Pupils achieving Level 2 or below
% Pupils absent from test
English 2007 National
1 %point increase Level 4+ on 2006
3% is same as 2006
1%point decrease since 2006
7% same as 2006
6% is same as 2006
Maths 2006 National
Maths 2007 National
2 %point increase Level 4+ on 2006
1% point decrease since 2006
7% same as 2006
1% point decrease since 20066% is same as 2006
Example school stick peopleLow Relative Attainment, Low CVA English- 70% L4+ (84% if all L2+ converted to L4+= 12 more children)Context: Proportion of FSM, EAL, Deprivation Index and SEN similar to national
Who are these children who fell
behind or made slow progress through
KS2?
Could we/ should we have intervened
earlier?
What were the explicit factors that we could/ should
have addressed for these children?
What more could we/ should we have done
to ensure the accelerated progress
for this child?Who are these
children in Year 5, 4, 3, 2…? What are we doing to
ensure maximum progress this
year?
Did we have the right interventions tailored to meet the specific
needs of these children?
Did we manage to accelerate the
progress of all the target group we
identified last year?
Was the quality first teaching good enough
throughout KS2 to ensure the accelerated progress of these ‘slow
moving’ children?
When did these children start to fall behind?
Did our tracking system identify these children?
If so, when?
Did this child make expected progress?
What more could we/ should we have done to ensure adequate
progress for this child?
And… Did we have the right interventions tailored to
meet the specific needs of these children?
Which of these children should have
been L5 based on their KS1 results?
Who made very good progress’ since KS1?
Why were these children absent? What would they have achieved? Was there more we should have
done?
Can we name each child?
Is this what we predicted they
should achieve?
What were the factors which
made the difference for these children
who made ‘good progress’?
Which aspects of the English curriculum
did these children find more difficult to
learn? Were these set and explored as high-value curricular
targets?
How can we use the Primary Framework to improve learning and teaching and
provide a curriculum that meets the
needs and interests of our learners?
Does our current curriculum meet the needs and interests of all our learners?Are we focussing
enough on the difficult to teach, difficult to learn
aspects of the curriculum?
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 materialsKS 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
KS2 R, W & Maths Published via PNS 28.01.08
Sp & Lit Being piloted 2007-09
KS1 R,W, S&L, Ma Being piloted 2007-08
The assessment area on the Primary Framework
• Developing Assessment for Learning
• Assessing Pupils’ Progress• Standards Files
Developing Assessment for LearningLearning and Teaching Personalising learning and teachingDay 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
assessment guidance materials
standards files
Identify borderline for attainment target
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 EDCAssessment 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 ChecklistsSection 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 ListeningGiving and Receiving Feedback
The Skills and Motivation Matrix
Low Skills
High Skills
Low Motivation
High Motivation
INSPIRE
Work towards increasing motivation- explore the reasons behind increased dissatisfaction. Encourage short term
actions for immediate success. Contact regularly.
DELEGATE
Maintain high levels of skill and motivation. Encourage risk taking with further
opportunities and challenges. Get them to share and coach.
DIRECT
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.
GUIDE
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.
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, guidedguided and independent work• Attention to own school focus based
on analysis of data
Coaching and the PrimaryFramework
The Coaching AgreementTo 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 websitewww.edu.dudley.gov.uk/primary• Network sharing• Place on National website – on
screen prompts- materials and case studies - searchable
www.whatworkswell