KS3 IMPACT! ENERGISING THE STRATEGY : PROMOTING A WHOLE-SCHOOL IMPACT.

Slides:



Advertisements
Similar presentations
Effective Self Evaluation – writing a good SEF
Advertisements

Key Stage 3 National Strategy 1 Key Stage 3 National Strategy SEN : foundation subjects training materials. Briefing for schools 2003.
Professional Learning Communities (PLC)
Literacy Across the Curriculum 2 Developing Consistent Writing Skills.
LITERACY STRATEGY P Loddon Mallee Region.
Head of Learning: Job description
Inter-Board Governor Support Programme Every School a Good School.
Narrowing the gaps using pupil premium funding Peter Cox.
© NACE 2012 Aspiration Ability & Achievement Dyhead, Dawn a Chyrhaeddiad Leading and Managing for More Able and Talented Pupils.
The role of the mathematics subject leader in leading sustainable improvements Thursday 23 rd September 2010 Jo Lakey School Improvement Officer.
Securing Good www-kis-education-solutions.com. Session 3 Building Capacity –Leadership at all levels –Monitoring and Evaluation –Processes and systems.
Who or what needs to be ready? Leaders Teachers Classroom support Administration Premises staff Children
Effective Deployment Of LSAs or Teaching Assistants
Inter-Board Governor Support Programme
KS3 IMPACT! GEOFF BARTON : HOW TO GET THE BEST FROM YOUR STAFF & STUDENTS Sunday, August 16, 2015www.geoffbarton.co.uk.
Provision for EAL in Primary and Post-primary Schools - evaluation findings and conclusions Launch of the Intercultural Education Strategy Thursday 16.
School’s Cool in Childcare Settings
Post-Ofsted Parents’ Meeting Wednesday 6 th May 2015.
Strategic Plan 2012 Quality First Teaching 90% Good + Attendance 96% Science SC1 standards closer to age related in all year groups Progress of Vunerable.
Welcome to the Secondary PGCE New Mentor meeting.
Kesgrave High School SEN Information Report Mission Statement As a school we value all our pupils and work hard to ensure that SEN pupils have access to.
Agenda  Welcome and business  Year group feedback – something we should all be proud of  The secrets of 5  Treatments and coffee  Blogging in year.
Being a Senco!. What is the core purpose of being a Senco?
Building Our Curriculum
Leading from the front – the role of English in developing literacy across the school 20 March 2015 Lesley Daniel Associate inspector.
Together Towards Improvement
KS3 IMPACT! GEOFF BARTON : CREATING CLASSROOM IMPACT Tuesday, September 08, 2015.
Promoting improvement ITE Thematic dissemination conference: secondary modern languages Hand-out Elaine Taylor HMI, National Lead for Modern Languages.
Ofsted lessons Clerks’ Update Jan Ofsted Sept 2012 The key judgements: Inspectors must judge the quality of education provided in the school – its.
Theory & Practice – the new Common Inspection Framework and what it means to governors UCU-LSIS-UNISON FE Staff Governors’ Conference 3 December 2012 Lorna.
Raising Academic Standards for all School Development Planning Initiative.
Intervention across KS3 and KS4 Helen Bulbeck Or the difference between the ‘what ifs’ and the ‘so whats’.
Teacher standards and links to curriculum and assessment.
A big picture for Outstanding Citizenship. Three key questions 3 How well are we achieving our aims? 1 What are we trying to achieve? 2 How do we organise.
APAPDC National Safe Schools Framework Project. Aim of the project To assist schools with no or limited systemic support to align their policies, programs.
Another New Framework Major Changes: No more satisfactory 2 strikes and you are out All criteria changed Very short notice No pre-inspection brief.
Managing, mapping and evaluating successful intervention programmes. Provision Management.
Important Information Have you got a username and password for the school SRF account? If your school has not registered before then you can do this if.
Leading improvement using the Primary Framework. Keys to further improvement A growing body of research identifies important and interrelated keys to.
LITERACY IMPACT! Literacy Across the Curriculum: Maintaining the Momentum Geoff Barton October 22, 2015.
Preparing for Inspection Nov 2013 Primary QIO team.
Action research projects This sequence may help you when planning your case study What does the data identify about this target group? What will.
Our Curriculum Journey Duloch Primary and Nursery Our Curriculum Journey Duloch Primary and Nursery.
Curriculum for Excellence - An opportunity to lead.
Raising standards, improving lives The use of assessment to improve learning: the evidence 15 September Jacqueline White HMI National Adviser for Assessment.
Middle Leadership Programme Day 1: The Effective Middle Leader.
Implementing the Renewed Framework for Literacy Day 1.
NAIGS ANNUAL CONFERENCE Ian Richardson HMI Specialist Adviser for Science Date 5 July 2007.
Key Stage 3 National Strategy 1 The Key Stage 3 National Strategy Foundation subjects Conference for LEAs Day 2.
© Crown copyright 2008 Subject Leaders’ Development Meeting Spring 2009.
Reepham Primary School School Improvement and Development At Reepham Primary School we aspire to be confident and ambitious learners who care for.
Key Stage 3: The Wasted Years? Ofsted September 2015 and follow up survey (September 2015 – still to be published) of transition arrangements.
Assessing Pupil Progress Summer 2009 Leadership and Management Schools continuing with APP.
1 The Workbook Process The Workbook starts by building an understanding of the context of the school and the Prevent agenda. It then focuses on 4 aspects.
Secondary National Strategy Produced as part of the Partnership Development Schools (PDS) Strategy Phase (Lead PDS: The Park Community School.
Birmingham Primary Strategy Team Renewing the Frameworks Training Session 4 Beginning the implementation process.
Dr A J Davison Creating a Positive Learning Environment Session One: Creating a positive classroom context.
Leading Effective Intervention Objectives To give subject leaders an overview of the Strategy’s plans to refresh and develop intervention and targeted.
Regional Implementation of the Proposed Specific Learning Difficulties (SpLD) Support Model For Primary and Post Primary Schools 07/06/20161.
Advancing teaching: inspiring able learners every day Meeting the Challenge 14 th November 2012.
Quality Teaching – The Need for a Common Framework Prof. John Stannard CBE FRSA Principal Consultant CfBT Education Trust.
Dany Thomas, Senior Education Adviser, 0-19 Standards Team Inspection Update November 2015.
Sawtry Junior School Development Plan. Raise achievement and improve the quality of teaching to be good or better by: Key priority One for improvement.
Provision Mapping to Support School Improvement Advisers Learning Support Learning and Improvement Service September 2011.
© Crown copyright 2007 Study Plus training. © Crown copyright 2007 Aims of Study plus To accelerate the progress of pupils who are not on track to attain.
The Role of Ofsted covering School Inspections in England
Raising standards, improving lives
How well do you know your school
Special Measures Monitoring Inspection of West Wycombe Combined School
Swaledale Alliance Pupil Premium Research 13th October 2017
Presentation transcript:

KS3 IMPACT! ENERGISING THE STRATEGY : PROMOTING A WHOLE-SCHOOL IMPACT

KS3 IMPACT! 1.An inclusive education system within a culture of high expectations 2.The centrality of literacy and numeracy across the curriculum 3.The infusion of learning skills across the curriculum 4.The promotion of assessment for learning 5.Expanding the teacher’s range of teaching strategies and techniques 1.no child left behind 2.reinforcing the basics 3.enriching the learning experience 4.making every child special 5.making learning an enjoyable experience

KS3 IMPACT! Focus and structure the teaching Actively engage the pupils in the learning process Use assessment for learning Have high expectations Strive for well- paced teaching Create a settled and purposeful atmosphere

The Big Shift

KS3 IMPACT! gains in the Year 9 test results were modest; catch-up arrangements have been dogged by the logistical problems of finding timetable space and staff; dissemination in departments has been slow in schools without consultancy support; the greatest impact has been in Year 7, with less impact in Years 8 and 9. 

KS3 IMPACT! 2003 summer …The intervention strategy 2003 autumn …Behaviour and attendance 2004 spring …Assessment for learning 2004 summer …Transition Cross-curricular priorities 2004 autumn …Learning skills

KS3 IMPACT! Nearly 40% of pupils make a loss and no progress in the year following transfer, related to a decline in motivation “Year 7 adds so little value that actually missing the year would not disadvantage some children” (Prof John West-Burnham) Pupils characterise work in Years 7 and 8 as ‘repetitive, unchallenging and lacking in purpose’ Why do we need it?

KS3 IMPACT! From To Departmental strategies Whole-school strategy Departmental development School improvement National launch Local consolidation / embedding Directed training Selected training and support Change of emphasis …

KS3 IMPACT! 5 short-cuts to success

KS3 IMPACT! 1 Key players Strategy manager Working party Headteacher Governors Teaching assistants Subject leaders Students!

KS3 IMPACT! 1 Key players Strategy manager Coordinating, auditing, planning and monitoring processes (depts and whole school) It is possible that as the Strategy develops during 2003–04 into a whole-school strategy, including the behaviour and attendance strand, schools will review the role and allocate responsibilities to other members of the senior leadership team. NOW!

KS3 IMPACT! 1 Key players Strategy manager FUTURE! Customising to the school’s context School improvement plan Focus on evaluating impact

KS3 IMPACT! 2 Customise it ruthlessly Half-term by half-term plan How will you judge IMPACT? Subject & whole-school priorities Enrol key players Drip-feed good news

KS3 IMPACT! 3 Emphasising whole school reponsibilities to contribute to whole-school initiatives; to strengthen lesson design and planning, especially for the middle part of the lesson; to establish within the subject the relevant elements of a whole-school intervention programme to support pupils who are working below expectations; to secure constructive behaviour in all lessons; to audit, monitor and plan to improve learning

KS3 IMPACT! 4 Focus relentlessly on T&L “Schools are places where the pupils go to watch the teachers working” (John West-Burnham) “For many years, attendance at school has been required (for children and for teachers) while learning at school has been optional.” (Stoll, Fink & East) KS3 IMPACT! ‘Standards are raised ONLY by changes which are put into direct effect by teachers and pupils in classrooms’ Black and Wiliam, ‘Inside the Black Box’

KS3 IMPACT! 5 Be realistic Go for critical mass Small successes But make them public to build a momentum

KS3 IMPACT! Coming up … Making an impact through: School improvement planning Behaviour strand

KS3 IMPACT! What have been the successes in your own school?  Talking Point 

KS3 IMPACT! Making an impact through School Improvement Planning & Evaluation 1

KS3 IMPACT! 1: Central, working document 2: Attach who, when, costs, success criteria, and make them smart 3: Less is more - eg focus on 3 key areas for classroom impact (questions, explanation, starters) 4: Keep it in the public domain; part of PM; website 5: Have Dept-by-Dept targets 6: Evaluate progress publicly each half-term SIP

Using feedback and questionnaires to drive school improvement “We should measure what we value, not value what we measure” John MacBeath

KS3 IMPACT! Making an impact through Behaviour & Attendance Strand 2

KS3 IMPACT! Evidence suggests that where schools have successfully addressed issues of ethos and organisation, as well as strengths and weaknesses in teaching and learning, improved standards of behaviour and attendance are the inevitable consequence. Why?

KS3 IMPACT! 1: Dismiss cynicism (eg audit) 2: Avoid one-offs 3: Develop a house-style and model it 4: Use key players, who may not be SMT 5: Train everyone in this, and keep returning to it 6: Must be based on observation, not diktat Behaviour & Attendance

King Edward VI School Bury St Edmunds What we know from research into behaviour management … Reactive approaches to difficult behaviour can and do make matters worse. Schools make a difference: pupils’ behaviour does NOT simply mirror behaviour at home. There are higher rates of difficulty and exclusion in schools with lower confidence in their ability to handle the problem. Proactive schools have better behaviour – early intervention and preventative measures. Schools that form tight communities do better – spectrum of adult roles, engaging students personally and getting them involved. These schools have a more diffuse teacher role, with frequent contact between staff and students in contexts other than the classroom. Collaborative approaches lead to better behaviour – rather than individual teachers isolated. Schools that promote self-discipline and active involvement do better. Teachers engage in 1000 interactions or more a day. It is closest to being an air traffic controller. Teachers therefore react and make quick decisions. If they do not have a way of coping with the busyness they can experience tiredness and stress. The action teachers take in response to a ‘discipline problem’ has no consistent relationship with their managerial success in the classroom. However, what teachers do before misbehaviour occurs is shown to be crucial. In well-disciplined schools, teachers handle all or most of the routine discipline problems themselves. Indeed, the over-use of hierarchical referrals is a characteristic of high excluding schools. One of the most worrying assumptions is that if mild punishment does not prove effective, then we should try more severe punishment. In other words, one is led into a false escalation, rather like the postcard notice: “The beatings will continue until morale improves”. Chris Watkins, Institute of Education

King Edward VI School Bury St Edmunds What we know from research into behaviour management … Reactive approaches to difficult behaviour can and do make matters worse. Schools make a difference: pupils’ behaviour does NOT simply mirror behaviour at home. There are higher rates of difficulty and exclusion in schools with lower confidence in their ability to handle the problem. Proactive schools have better behaviour – early intervention and preventative measures. Schools that form tight communities do better – spectrum of adult roles, engaging students personally and getting them involved. These schools have a more diffuse teacher role, with frequent contact between staff and students in contexts other than the classroom. Collaborative approaches lead to better behaviour – rather than individual teachers isolated. Schools that promote self-discipline and active involvement do better. Teachers engage in 1000 interactions or more a day. It is closest to being an air traffic controller. Teachers therefore react and make quick decisions. If they do not have a way of coping with the busyness they can experience tiredness and stress. The action teachers take in response to a ‘discipline problem’ has no consistent relationship with their managerial success in the classroom. However, what teachers do before misbehaviour occurs is shown to be crucial. In well-disciplined schools, teachers handle all or most of the routine discipline problems themselves. Indeed, the over-use of hierarchical referrals is a characteristic of high excluding schools. One of the most worrying assumptions is that if mild punishment does not prove effective, then we should try more severe punishment. In other words, one is led into a false escalation, rather like the postcard notice: “The beatings will continue until morale improves”. Chris Watkins, Institute of Education

In general we aim to: 1.Set out our expectations clearly 2.Model the behaviour and language we expect from students In responding to challenging behaviour, we 3.Give students choices, rather than box them into a corner 4.Avoid public confrontation where necessary by being prepared to defer issues to the end of a lesson KS3 IMPACT! 4 Principles …

KS3 IMPACT! Go for small-scale gains: “Less is more” You’re in control Customise the strategy to your own school’s context See it as driving whole-school improvement, not just KS3 Plan, implement, evaluate … always focusing on IMPACT Creating whole-school impact:

KS3 IMPACT! ENERGISING THE STRATEGY : PROMOTING A WHOLE-SCHOOL IMPACT

KS3 IMPACT!