Learning First conference Chris Smith Head of Education Services

Issues we need to address Diversity between Ofsted primarily looking at children’s work and their learning in lessons to see progress and the pressures of greater accountability between ‘baseline’ to KS1, and from KS 1 to KS 2 and KS2 to GCSE. The chaotic testing and moderation systems Drive to concentrate particularly on achieving the interim framework Gap analysis information between years and particularly years 6 and 7

Ideas from today and Bath Spa Collect great questions Collect helpful annotated work

Track and improve the things that affect or improve learning Track and improve learning Track and improve the things that affect or improve learning The focus of today is on driving school improvement. Why does anybody want to improve a school? For the children of course and to enable them to learn to the best of their ability. At EES for Schools we are passionate about helping schools to improve. Target Tracker has been used by primary schools for 15 years to track and improve learning through formative and summative assessment. More recently, the team at EES have introduced School Effectiveness +, as we felt that improvement within the school goes above and beyond learners and needs to take into account factors that affect learning. For the first part of the session, will we focus on improving learning through Target Tracker. In the second half, we will explore other factors within the school environment that can affect or improve learning.

How does SE+ help drive school improvement? Provides a framework against which school processes can be measured Creates common vocabulary Identifies strengths and areas of development Isolates priorities Allows other stakeholders to express their views And what can SE+ add?

Our Journey 1 – The research We Captured and summarised findings from National and international research We analysed then synthesised the research finding 25 key characteristics of high performing schools Designed a portal which integrates with Target Tracker and which is the hub for a complete improvement system for schools and groups of schools.

Our Journey 2 - The 25 Characteristics

How does Target Tracker help to support school improvement? Identifies struggling groups Can ensure that resources are deployed accordingly Provides evidence that interventions are working Ensures consistency Schools are attending because they want to drive improvement. How can TT help them do that?

The 25 Characteristics of High-Performing Schools

Formative Assessment: Research Base The formative assessment characteristic is modelled through in the next slides : this and the next slide are an example of the research base

Formative Assessment: Research Base Extract from summary from EEF toolkit

Formative Assessment: Definition “Formative assessment is essentially a conversation between the teacher and the learner about what is being learnt. It is used to describe a range of formal and informal procedures employed by teachers during the learning process in order to modify teaching and learning activities to improve student attainment.” (Dylan Wiliam)   A collection of practices with a common feature; leading to an action which improves learning leading to increased pupil motivation and achievements. Feedback is information given to produce improvements in learning by redirecting teacher or learner actions.

What Do Effective Schools Do? Statements for school self assessment: Teachers engage in regular conversations with pupils about learning Every teacher understands how to use Assessment for Learning effectively Pupils and teachers work collaboratively to set learning targets, review progress and monitor achievements Teachers are skilled in the practice of providing good quality feedback

Survey Statements Pupils: Teachers help me understand what I am doing well and what my next steps are to be even better Parents: The school has an accurate picture of my child's progress and gives useful feedback on next steps Staff: The school helps pupils understand their strengths and identifies next steps in learning. Governors: The school enables learners to recognise where they are in their learning and what their next steps are

Target Tracker Community 4200 Schools Established in 1999 Part of Essex County Council Formative Assessment for the Classroom Summative Data for Leaders Big Data Project

School with National comparison

A quick view

2 years on from Life after Levels Demo of TT, start with discussion of changes over the past 2 years

How does Target Tracker help to support school improvement? Identifies struggling groups Can ensure that resources are deployed accordingly Provides evidence that interventions are working Ensures consistency Schools are attending because they want to drive improvement. How can TT help them do that?

Target Tracker Autumn 2016 – What have we learned? Schools should focus strongly on using formative assessment. Formative assessment informs our summative assessment. Deeper understanding rather than cursory rapid movement should be encouraged in all subjects. Assessment should not be arduous or time consuming in the classroom.

Outcomes Enfield Heights – April 2016 from SM to Outstanding Hogarth – September 2016 Here are some examples from Ofsted reports of schools that use Target Tracker. Horsted Infants – September 2016

Creating a common language: competency model of depth Stage 2 CONSCIOUS INCOMPETENCE You know that you don’t know Stage 3 CONSCIOUS COMPETENCE Competent, but takes a lot of conscious effort CONSCIOUSNESS Stage 1 UNCONSCIOUS INCOMPETENCE You don’t know that you don’t know Stage 4 UNCONSCIOUS COMPETENCE Second nature Habit Greater Depth COMPETENCE

A quick view