WHAT WORKS IN SCHOOL IMPROVEMENT GOOD PRACTICE National Conference UCL Institute of Education 22 nd June 2016

Cathy Twist Director of Education and Learning, Lambeth LA National Conference UCL Institute of Education 22nd June 2016 What Works in School Improvement Good Practice

The Aim of the Conference 1.The aim of this conference is to look at school strategies to drive school improvement. Specific objectives are: To examine success factors to drive improvement and to share good practice To explore how assessment data and research are used in schools 2. This conference is a unique opportunity to share the findings of the research reports and to learn what has proven to work from the experiences of classroom practitioners and successful schools.

Programme- Morning Session Registration and Coffee Chair’s welcome and opening remarks on what works in school improvement Cathy Twist, Director of Education and Learning, Lambeth LA What Next for Education? Challenges for schools and policy makers Sir Kevan Collins, Chief Executive, Education Endowment Foundation What Makes Great Teaching? Lessons from research and practice Professor Steve Higgins, Department of Education, Durham University Best Practice in Raising Achievement: Evidence from Ofsted Inspections Mike Sheridan, Her Majesty’s Inspector and London Regional Director, Ofsted Tea and Coffee What Works in School Improvement? Headteachers’ Panel Session 1 including Q & A Chair: David Boyle, Principal, Dunraven School, Lambeth LA 13.00Lunch

Programme- Afternoon Session 13:40 Using Data and Research to Support School Improvement Dr Chris Brown, Senior Lecturer, UCL Institute of Education 14.10Making Use of Assessment Data to Drive School Improvement Headteachers’ Panel Session 2 including Q&A Chair: David Boyle, Principal, Dunraven School, Lambeth LA Closing Remarks Feyisa Demie, Head of Research and Adviser for School Self-Evaluation, Lambeth LA Close

The Aim of the Research The main purpose of ‘what works in school improvement’ research is to examine the success factors behind driving school improvement. The research has tried to answer three questions. 1.What does the data tell us about raising achievement? 2.What are the success factors in driving school improvement? 3.What are the implications for policy and practice?

Research Methodology 1.Case studies and observations: Five primary and four secondary schools were selected for case studies. Key criteria for the selection of schools were: an above-average proportion of students who are eligible for free school meals outstanding grades in their most recent Ofsted inspection exceptionally good results, high standards and a sustained KS2 and GCSE improvement A detailed questionnaire was used to interview headteachers, staff, parents and pupils to gather evidence on what works in raising achievement of all pupils in the school. 2.Focus groups: Headteacher, parent and pupil focus groups were carried out to ascertain their views about what works in schools.

KS2 Attainment in the Case Study Schools Case Study Schools School FSM All Pupils- All Pupils- KS2 two levels of progress 2015 KS2 Level 4+ * Readin g Maths Jessop Kingswood Sudbourne Vauxhall Woodmansterne Case Study LA National

GCSE Attainment in the Case Study Secondary Schools Case Study Schools School FSM All Pupils 5 A*-C incl English and Maths (%) All Pupils- GCSE Three levels of Progress Englis h Maths Dunraven La Retraite Platanos St. Martins Case Study LA National

Success Factors in What Works in School Improvement The research identifies a number of factors: 1. Strong leadership 2. High quality teaching and learning 3. An inclusive curriculum 4. A strong link with the community and a clear commitment to parental involvement 5. Effective use of data 6. Effective use of pupil voice and feedback 7. Celebration of cultural diversity 8. Effective support for EAL pupils 9. Effective use of diversified workforce 10.Targeted support and interventions through use of best teachers to teach intervention groups, tailored support for individuals in the classroom and one to one support

1.Key Messages for Policy Makers These findings suggest that disadvantage need not always be a barrier to achievement. The case study schools were good at challenging poverty. Some of the approaches used in the successful schools can be applied elsewhere. However, the study argues that there is no ‘pick and mix’ option. An effective school will seek to develop all these characteristics underpinned by practical use of data to monitor the achievement of particular groups to pinpoint and tackle underachievement. 2.Key Messages for Researchers Policy makers and schools need more evidence on ‘what works’ which are relevant to teachers’ practical concerns. We would argue much of the available research is constructed upon a deficiency model that seeks to examine only those factors which are characterised pathologically within disadvantaged communities- underachievement issues. An increase in research of this type which focuses on what works challenges perceived notions of underachievement in schools and will provide positive messages. Conclusions and Key Messages