Every School a Good School Raising standards – improving schools Katrina Godfrey Head of Raising Standards Division

Challenge Key Stage 2 – c5,000 children moving on to post- primary without having reached Level 3 in English and maths Key Stage 3 – almost ¼ not achieving expected level in maths and 1/5 in English Boys at higher risk of underachievement – but so too are young people from disadvantaged backgrounds GCSE – almost half of young people (47%) not getting A*-C passes in both English and Maths Big gaps in achievement, even between schools with similar characteristics Perpetuating – or breaking - circle of disadvantage

Primary Schools Key Stage 2 outcomes in English and Maths

Post-Primary Schools (Non-selective) GCSEs Grades A*-C

Post-Primary Schools (Grammar) GCSEs Grades A*-C

School Improvement Policy -Not a new initiative – good schools are already doing it (and we want others to learn from them) -Not just focusing on statistics – inspection is a critical component -Not just about exam results – pastoral care systems, aspirations, democracy are also important -Not a policy in isolation – links to other policies

Key Principles Pupil focus at the heart of the policy and the interventions; A belief that every school is capable of improvement; Clarity around roles, responsibilities and accountabilities of key stakeholders, including school governors; Recognition that sustained improvement will come from within the school, through strong leadership and high quality teaching; Aspirations and expectations – and a readiness to celebrate success and identify and address underachievement; effective use of data to help identify good practice, evaluate performance, identify areas for improvement, and assist with target-setting.

Literacy and Numeracy Strategy Teachers as professionals at the centre of efforts to raise achievement Supported by school leadership Supported by DE policy Assisted by critical friends – governors, ETI, ESA, sectoral bodies

The aspirations Effective Teaching –by committed, enthusiastic and highly skilled teachers with high expectations of their pupil. A Positive Culture – an ethos that promotes equality of opportunity, a concern for individual pupils and a culture of achievement and aspiration. Strong Leadership –at all levels and providing clear and realistic direction, based on a sound vision for the school An Effective Planning and Resource Framework – challenging but a achievable school development plans, formulated through rigorous and honest self-evaluation that includes the effective use of school performance data and other evidence to support school improvement. Effective Intervention and Support –systems to identify pupils at risk of failing and to intervene, supported by effective pastoral care systems and strong links with parents and the wider community.

The practicalities Starting point is quality whole class teaching (Wave 1) Recognition that, within the class, one- to-one and/or group support might also be needed (Wave 2) At times, specialist support might also be needed (Wave 3)

The practicalities …..cont’d Phonics given key place in early primary Importance of assessment, particularly for diagnostic purposes (Incas and Alta) Responsibilities of English and Maths teachers v other teachers in post-primary Facilitating professional learning Improving monitoring, evaluation and the use of data

The Way Forward -School improvement policy being reworked post- consultation. Finalisation – September Literacy and Numeracy strategy – issuing for consultation in June (with consultation continuing until after Hallowe’en) -ELBs developing new, regional action plans to take effect from September, designed to support implementation of both strategies

The Governor as Critical Friend AdversarialCritical Friend AbdicationSupporters’ Club Support Low_____________________________High Challenge High_________________Low

Questions / Discussion