Narrowing The Gap Every Child Matters: What potential does each child hold?

Some opportunities / challenges By 2020 China will be the 2 nd and India the 6 th largest economy in the world The global population is expected to rise from 6.5bn in 2005 to 7.7bn in 2020 and 9.1bn in 2050 There will be increasing effects of climate change and increased pressure on global resources The potential costs of climate change are huge – up to 20% of global GDP per annum The UK population is expected to increase to 67m by The number of those aged over 85 will increase by 50% by 2020 Ensuring further improvement in public services requires provision tailored to the needs of individuals and areas People increasingly feel they are not able to influence political decisions The Strategy Unit, the Cabinet Office, 2008

The Golden Treads

BREAKING THE LINK between disadvantage and low attainment EVERYONE’S BUSINESS, DCSF Publication March 2009

About Chart 1 In primary schools the rise has been sustained and consistent. In % of pupils achieved at least level 4 (national expectations) in Key Stage 2 English, and 78% in mathematics, whereas in 1997 these figures were 63% and 62%. Last year over 100,000 more 11 year olds than in 1997 achieved the target level for their age in English. BREAKING THE LINK between disadvantage and low attainment EVERYONE’S BUSINESS, DCSF Publication March 2009

World population

BREAKING THE LINK between disadvantage and low attainment EVERYONE’S BUSINESS, DCSF Publication March 2009

About chart 3 Because deprivation is often concentrated in small pockets within local areas, some schools have significant concentrations of disadvantage. So as well as comparing different local authority areas, we should also examine the link between the level of disadvantage in a school and the attainment of its pupils. Over the past decade the whole range of schools, from those with the lowest proportion of pupils from low income backgrounds to those serving very disadvantaged communities, have improved their results substantially. But it is the schools with the most deprived intakes which have made the largest gains. BREAKING THE LINK between disadvantage and low attainment EVERYONE’S BUSINESS, DCSF Publication March 2009

We can't solve problems by using the same kind of thinking we used when we created them.

The strategy, therefore, aims to …. reverse the trends, turn the curve on predicted outcomes identify and understand the risk factors for children and young people intervene earlier and reduce vulnerability and risk for children and families use resources more effectively to achieve longer term impact target support where it is needed most and make better use of protective factors so as to prevent the poorer outcomes which result if we do little, do it too late or do not do enough.

Attainment goals for 2020 every child ready for success in school, with at least 90 per cent developing well across all areas of the Early Years Foundation Stage Profile by age 5 every child ready for secondary school, with at least 90 per cent achieving at or above the expected level in both English and mathematics by age 11(2007 – 80% and 77% respectively) every young person with the skills for adult life and further study, with at least 90 per cent achieving the equivalent of five higher level GCSEs by age 19 (2006 – 71%) at least 70 per cent achieving the equivalent of two A levels by age 19 Can we close the attainment gap to make these targets a reality?

The Disadvantage G&T Child Gifted and Talented: despite their ability, life does not seem all that easy for them. While some highly able students shine at school, many don't. Some may be bored, so don't give their best. Others may intentionally under-achieve in order not to appear different. A number, perhaps because they are dyslexic, dreamy in class or more withdrawn than other youngsters, are mistakenly written off as dull. Others, with no proper outlet for their ability, may fool around, truant or become disruptive.

The Children’s Plan sets out the Government’s strategy for realising the Every Child Matters agenda Principles: backing parents and families; children’s potential to succeed; enjoying childhood and being prepared for adult life; prevention and: “services need to be shaped by and responsive to children, young people and families, not designed around professional boundaries”

Narrowing the gaps for disadvantaged pupils Strategic work with LAs Targeted work to support 40 LAs with ‘wide gaps’ for disadvantaged/FSM learners Advice and support for all LA FSM leads, G&T and EMA/EAL managers and LA consultants in making effective use of NS guidance and other materials G&T Support G&T Leading Teachers and LA G&T leads to embed the use of Quality Standards and improve the application of these through ‘Excellence for all’ National Challenge (NC) G&T Pilot to model best practice with FSM pupils Progression Skills resource for schools to support progression of G&T learners

Principles behind the success of schools 1. Knowing what services the school wants to provide and what benefit is expected Effective consultation with children, families and the wider community Linking service design into improved opportunities, achievement and outcomes 2. Commitment to working positively as a cluster 3. Growing links with the community 4. Good links with multi-agency partners 5. Strategic support from the local authority 6. Schools having good, up-to-date knowledge of resources and skills available Within school and across the cluster From multi-agency teams In the wider community, incl. voluntary organisations and private providers In the local authority

Characteristic s of successful learners Attitude Behaviour Attendance High Aspiration etc Extended services can be key to unlocking the learning potential of pupils and helping them achieve They need to be deliberately designed to complement the drive to raise achievement (not be a bolt on / distraction from it) + Family support + Confidence - Bullying - Poor health Blockers and enablers Experience success Raise self esteem Improve physical health etc Extended Services design Standards and achievement Teaching and Curriculum

Feedback so far the CQS is useful for: General awareness raising of AG&T pupils As a coaching tool for NQTs/other teachers Preparing for Ofsted Bringing extra-curricular approaches to learning back into the classroom Integrating the fostering of greater learner independence with the application of ICT Developing in-school and inter-school networks to share ‘Quality First’ teaching ideas Useful exchange of insights regarding practice across departments and schools

The current policy context Personalisation and progression Definition Rights and entitlements A G&T population identified in context of the school School Improvement: Potential benefits for whole schools Challenge and accountability Narrowing the Gaps Support for vulnerable groups The potentially able Able, Gifted and Talented learners Sue Mordecai London Borough of Bromley