NIGEL GRIFFITHS, NLE HEADTEACHER, JOHN KYRLE HIGH SCHOOL. Robust target setting processes and their relationships to 16-19 study programmes NIGEL GRIFFITHS, NLE HEADTEACHER, JOHN KYRLE HIGH SCHOOL.

Areas to cover Self-evaluation linked to targets Problem solving Culture Improver/decliner model Evidence to meet requirements of the 16-19 study programme

Targets & Self Evaluation 3 Key Words for effective self-evaluation…...... PRECISION COMPLIANCE (if required) PRIORITISATION Stress test for effective self-evaluation...... Key Lines of Enquiry WORRY AND FIX IT.

JKHS self-evaluation Value Added 2017 +0.16 (Above average) 2016 +0.37 (Well above average) 5 kids WSV

Issues for us…... Proportionate and targeted response Structural or strategic problems? Within-School Variation Identified departments Dismissal (on-going, not just A Level issues) , formal and informal support. AS Majority of subjects sit the formal examination. Still performing well below A2. The majority of students in Y12 take 3 subjects only. No subject to drop in Y13, so AS must be stronger. Papers back Examiners reports etc

Culture High Invitation Low Challenge High Challenge Low Invitation

Culture High Invitation Cozy culture Low Challenge High Challenge Low Invitation

Culture High Invitation Cozy culture Effective culture Low Challenge High Challenge Bored culture Stressed culture Low Invitation

Self-Grading

Study programme principles 16 to 19 study programmes are designed to provide students with a structured and challenging learning programme that supports their development and progression in line with their career plans. Study programmes should be individually tailored but will typically combine the elements below: substantial academic, applied or vocational qualifications that stretch students and link clearly to training, employment and/or higher education English and maths where students have not yet achieved a GCSE grade 4 (reformed grading) or grade C (legacy grading) work experience to give young people the opportunity to develop their career choices and to apply their skills in real working conditions other non-qualification activity to develop students’ character, skills, attitudes and confidence, and to support progression All study programmes should aim to maximising progression to the next stage of education, employment or an apprenticeship.

Evidencing high quality provision of 16-19 study programme Leadership - including support from SLG and/or Trust Quality of teaching, including variability and how resolve underachievement. Quality Assurance What does most effective post-16 teaching look like in your organisation? Progress, including groups such as most able and disadvantaged Changes/strengths in retention Resist in English and mathematics Preparedness for/insight into world of work. Destinations Wide-ranging enrichment activities Students taught how keep safe/risk management   what does most effective teaching look like Double P ACED; ; careers guidance…apprenticeship information good enough?

Case Study Employability Skills What are they? What are you doing about them? Where is your evidence of impact?

Employability Skills “The term ‘employability skills' is used to include skills such as written and oral communication, mathematical skills, teamwork, leadership, taking responsibility, problem solving, creativity, reflective thinking and independent enquiry.”