What makes schools improve Primary headteachers February / March 2014

2 What works? Teaching and Learning Toolkit is to support teachers to make their own informed choices and adopt a more ‘evidence based’ approach Programmes rated on: -average impact is estimated in terms of additional months progress in attainment. -cost is based on the estimated cost of implementing an approach -evidence estimates

3 Outdoor adventure learning Parental involvement Peer tutoring Performance pay Phonics Physical environment Reducing class size Repeating a year School uniform Setting or streaming Small group tuition Social and emotional learning Sports participation Summer schools Teaching assistants After school programmes Arts participation Aspiration interventions Behaviour interventions Block scheduling Collaborative learning Digital technology Early years intervention Extended school time Feedback Homework Individualised instruction Learning styles Mastery learning Mentoring Meta-cognition and self regulation One to one tuition Oral language interventions

4 Outdoor adventure learning Parental involvement Peer tutoring Performance pay Phonics Physical environment Reducing class size Repeating a year School uniform Setting or streaming Small group tuition Social and emotional learning Sports participation Summer schools Teaching assistants After school programmes Arts participation Aspiration interventions Behaviour interventions Block scheduling Collaborative learning Digital technology Early years intervention Extended school time Feedback Homework Individualised instruction Learning styles Mastery learning Mentoring Meta-cognition and self regulation One to one tuition Oral language interventions

5 National review / Grounds for optimism - Nearly eight in 10 schools in England are now good or better, which is the highest proportion since Ofsted was founded 20 years ago Three factors are impeding educational progress: - too much mediocre teaching and weak leadership - regional variation in the quality of education - significant underachievement of children from low ‑ income families, particularly white children

6 Concerns Teaching observed was less than good in around three in 10 lessons More English and mathematics lessons judged less than good than in many other parts of the curriculum (Too many secondary schools fail to tackle poor literacy skills) We have accepted for far too long minor disruption and inattention in school

7 Eastern England ‘Despite the relative affluence of the region, primary school pupils in the East of England have one of the lowest chances in the country of attending a good or better school’ Overall, a lower proportion of primary schools are good or outstanding than in every other region and the gap is widening, as the rate of improvement is substantially slower than across the rest of the country

8 Essex Essex rated 126th /152 for primary in the country for primary schools and 91 st for secondary Six local authorities in the region (in total 11) were rated even poorer for primary schools Proportion of primary schools in Essex judged good or outstanding up over the year from 62% to 70% (nationally up from 70% to 78%) Proportion of secondary schools up over from 55% to 69% (nationally 66% to 71%) Key priority for establish Essex Primary Leadership Academy that celebrates successes, attracts the best talent to Essex and grows the best talent already in Essex

Current support for leadership development For Middle Leaders LA courses Specific Grade 3 schools course NPQML For Senior Leaders NPQSL For Deputy Headteachers LA & Diocese courses NPQH National College funded – interview success Shadow placements/internships 9

Current support for leadership development For Headteachers Early Headship programme + Professional Partners LLE/NLE Executive Headship Coaching Headteachers Leading more than one school Headspace For Governors National College courses LA courses IEB training 10

Ideas raised as possible areas of development A web-based leadership “academy” – setting out a pathway from NQT to headship and beyond – with the range of training and support along the journey identified – with links to LA, National College and TSA courses and those from other providers Opportunities for longer term HT secondments – 2+ years fixed term in challenging school on an enhanced salary – with security of substantive post to return to. Creating more opportunities to “act up” Include a registration system – with alerts for new development opportunities suitable for each career stage A web based library of research – local and national 11

Some further ideas Accrediting leadership courses to Anglia Ruskin or A.N. Other University – credits towards a school leadership Masters Degree. Identifying future headteachers – interview – identifying development areas – creating capacity for long term secondments/covering vacancies etc Partnerships of schools – creating capacity by jointly overstaffing to provide outreach and cover opportunities for effective leaders Regular Essex school leadership conferences with national speakers Promote/develop international opportunities – LEAP, China, Finland or? Leadership “swaps” between partner schools – at all levels – for a fixed period – a term/a year 12

Celebrating successes, attracting the best talent to Essex and growing the best talent in the county 13 1.What would your priority be – and how should we take this forward? 2.Is the leadership we need already in our schools – in which case how do we capitalise on it?