Leading improvement using the Primary Framework

Keys to further improvement A growing body of research identifies important and interrelated keys to personalise learning and improve outcomes for all Children, these are; Assessment for learning (AfL) Use of effective continuing professional development (CPD) Primary school leadership: leadership for improvement

Research implications Making good progress series: Making good progress Making great progress Keeping up Headteachers play a key role in effective schools

Making Great Progress 20 Schools Range of intakes Key Stage 2 only Visited October 2006 – February 2007

Making Great Progress Leadership Heads who see themselves as the ‘Head Teacher’ Senior leaders being close to the learning An absolute and sustained focus on improving standards Establishing systems to allow time to think and act strategically and innovatively Developing a confident and assured style of leadership Passion for order and thoroughness Organising team around functions rather than status The forging of strong, professional relationships Doing jobs that need to be done

Making Great Progress An achievement culture Assessment and monitoring Policies and resources Curriculum Teaching and Learning

Keeping Up 39 Schools - 19 for English and 20 for Mathematics Balance of shire, unitary, London authorities Focus on pupils at risk of not converting L2 to L4 by the end of KS2 Document sections on ; Identification of pupils making slow progress Common characteristics and significant differences particularly between boys and girls Practical recommendations for schools and teachers

Keeping Up From this research – –What is relevant for your school? –All Year groups? –All phases?

Dudley KS1 KS1ReadingWritingMathematics Dudley (national) L2+L2b+L3L2+L2b+L3L2+L2b+L (85) 67 (72) 24 (27) 80 (82) 57 (62) 14 (15) 89 (91) 70 (74) 18 (23) (84) 67 (71) 22 (25) 79 (81) 59 (60) 12 (14) 87 (90) 69 (73) 17 (21) (84) 69 (71) 23 (26) 80 (80) 57 (59) 12 (13) 89 (90) 71 (74) 19 (22)

Dudley KS2 KS2EnglishMathematics Dudley(national)L4+L5L4+L (79)25(27)73(75)27(31) (79)32(32)75(76)32(33) (80)32(33)74(77)30(33) Significant reduction in the number of schools below 65% in English and Mathematics Significant reduction in the gap between Reading and Writing

What the children need in mathematics They need… more open activities to talk and think about more paired discussion to shape their ideas to be shown how to explore different approaches to solve a problem time and teacher support to explore and explain their methods and thinking to keep mental calculation strategies fresh through regular use more freedom to make their own decisions on how to record their work to be taught how to use number lines more flexibly

What the children need in English They need… a range of reading strategies to tackle unfamiliar texts successfully to see reading as pleasurable and meaningful help with writing as they write planning strategies to help them with extended writing to be given high value targets to improve their writing to use focused talk to think through their ideas to be explicitly taught the conventions of speaking and listening

What the children need more generally? A repertoire of self-help strategies Coaching in exploratory and analytic work Teaching that focuses on ‘deep’ learning that gets to ideas, concepts and true understanding Improved oral work to help them think things through and become articulate and ‘ready to write’ or solve mathematical problems Planning aids More group coaching such as guided work More direct support from the teacher rather than the teaching assistant

Why is the time right to embed the Primary Framework in schools?

2006 – 2007 Dudley Using the Primary Framework for school improvement 5 key areas Encouraging flexibility Structuring learning Raising expectations More effective use of assessment Broaden and strengthen pedagogy

School improvement cycle 1.Analysis and self-review Collecting the evidence and identifying the key priorities 2. Planning of effective CPD 3. Professional support and challenge 4. Collaborative development of improvements in classrooms 5. Evaluation of impact on pupil learning School self-evaluation

Sharing Good Practice What schools have gained from tailoring CPD materials Brook Belle Vue Hurst Hill

Questions to support evaluation of CPD in your school Phase 1: Identifying priorities for CPD Analysis identifies whole school CPD priorities in Mathematics and Literacy What is the leadership team seeking to achieve? How is this communicated to staff? How is the CPD focused on developing teaching to improve learning? Have you identified priorities using the Primary Framework with clear identification of whole-school curricular targets?

Questions to support evaluation of CPD in your school Phase 2: Implementing and tailoring models of CPD Which are the areas of the Primary Framework that staff need most help to use in order to address the school priorities? (Progression) How will you tailor support to address the features of learning and teaching that the CPD is seeking to enhance? What are the models of CPD that your school is using to support staff? (PDMs, Coaching) Do the CPD processes allow for reflective enquiry and collaborative, classroom-based professional development?

Questions to support evaluation of CPD in your school Phase 2: Implementing and tailoring models of CPD (cont.…) Are there opportunities for trialling and practising new skills in the classroom? How are teachers organised for the CPD and how will they be engaged as learners? Are there opportunities for teachers to plan, teach, observe, review and refine practices collaboratively? How will ‘taking risks’ in order to learn be legitimised and managed?

Questions to support evaluation of CPD in your school Phase 3: Evaluating the impact of CPD, sharing learning and next steps Does your success criteria for staff CPD relate directly to age-related outcomes in the Primary Framework? How are success criteria developed, shared and used to inform the school’s evaluation of the CPD? How will the outcomes of the CPD and pupil achievement inform the next stage of the school’s development (same priorities for Literacy and Numeracy)?

Leading on improvement using the Primary Framework Guidance booklet for Headteachers and senior leaders Section 1- Making effective use of the Primary Framework to inform and guide professional development Section 2- Using the school improvement cycle, linked to school priorities in mathematics and literacy Section 3- What we have learned about effective CPD models in schools which improve children’s learning

2007 – 2008 Dudley Support for schools

Leading professional learning through children’s learning Use the Primary Framework to help school leaders and teachers understand; What progression looks like for all children How to identify and set appropriate and high expectations What can be done to put these into practice

Developing AfL Primary Framework supports schools by; Identifying assessment opportunities in teaching sequences, possible approaches to assessment and assessment opportunities across the curriculum Providing clarity about progression through year groups, subjects and strands Taking account of prior learning

Leading professional learning through children’s learning In-school activity You have; Identified from analysis your school improvement needs in literacy and numeracy Identified named children that you want to see impact upon in relation to these aspects of teaching and learning

Leading professional learning through children’s learning In-school activity Focus on progression and pedagogy (Phase 2) Trial approaches using the Primary Framework and analyse the outcomes at pupil level Plan and teach collaboratively then share good practice Build capacity across the school by linking together all aspects of CPD…coaching, Year1/3/5, joint working, case studies, focus groups

Leading professional learning through children’s learning Professional learning that impacts upon classrooms involves; Learning-focused activity Two or more teachers working together Shared planning Joint observation of groups of children to identify learning Interviewing and talking to children Evaluation of learning to gather information Refining the plans for further teaching Understanding what has worked and why Feeding back to the whole school

Leading professional learning through children’s learning Evaluating impact of effective CPD needs to; Focus on the outcome it has on children’s learning Make the link between successful teacher learning and effective children’s learning Effective leadership of adult learning ensures that measures of success are the outcomes of learning rather than just changes in teacher behaviour