Secondary School Strategy Managers 10 March 2008 – Beeches Management Centre 11 March 2008 – National Children’s Home

Programme KS3 Research identifying effective practice New secondary Curriculum – SEAL & PLTS ICT – Hillcrest School 2007 Achievement data Making progress at KS3, G&T, M&E Funding and action research for 2008

What is Secondary SEAL? Secondary SEAL is a well resourced comprehensive approach to promoting the social and emotional skills that underpin effective learning, positive behaviour and emotional health and well-being in schools. 60% of primary pupils have been exposed to the SEAL initiative

Creating a positive climate for learning throughout the whole school Direct and focused learning opportunities e.g. PSHE, Tutor Time, Cross Curricular Days, Targeted Group Work Using teaching and learning approaches that support students to develop social and emotional skills at the same time as they develop understanding and expertise in subjects. SEAL is about:

Ofsted finding from the pilot Where the pilot was most effective, pupils’ social and behavioural skills improved in the way they worked with each other and with staff. Their resilience increased, as did their teamwork skills and their willingness to take risks in their learning.

How do we incorporate provision for the development of social and emotional aspects of learning in the New Secondary Curriculum?

Key changes to structure of NC 1.The programmes of study in the revised curriculum start with the overarching aims of the curriculum which include provision for social and emotional skill development 2.The programmes of study in the revised curriculum also include a section called ‘curriculum opportunities’ that include provision for social and emotional skill development 3.The new curriculum contains a framework of Personal, Learning and Thinking Skills

Previous - PoS start with importance of subject statement New - PoS start with curriculum aims Learning and undertaking activities in X subject contribute to achievement of the curriculum aims for all young people to become: Successful learners who enjoy learning, make progress and achieve Confident individuals who are able to live safe, healthy and fulfilling lives Responsible citizens who make a positive contribution to society

Personal learning and thinking skills “In order to acquire and develop fundamental concepts such as organising oneself, managing change, taking responsibility and perseverance, learners will need to apply skills from all six groups in a wide range of learning contexts from ages 11 to 19.”

Significance of the changes The changes to the programmes of study are significant because they are statutory (apart from PSHE and RE) and form the basis of curriculum planning a the subject level. Therefore when the changes to the revised curriculum have been built into schemes of work, the provision for social and emotional skill development will have been planned for across the whole school – if this is done!

The 2005 White Paper Higher Standards, Better Schools for All sets support for gifted and talented pupils clearly in the context of personalisation. The emphasis is on ‘quality first’ teaching rather than extra-curricular enrichment activities. One of the key drivers for improvement across the system is the development of leading teachers for gifted and talented education. Gifted and Talented Lead Teacher training

What is the role of the leading teacher? Ideally, the leading teacher will lead whole- school improvement in gifted and talented education and model effective professional practice, especially effective classroom teaching. If the leading teacher does not combine these roles, s/he must be able to source the necessary expertise.

What does leading whole school improvement involve? The leading teacher will be responsible, together with their SLT, for developing and leading the implementation of an improvement plan for gifted and talented education based on the IQS.

How will schools meet the cost of implementing their improvement plans? From their personalisation budgets.

Gifted and Talented Lead Teacher training FAQ Folder available form: eystage3/all/respub/gt_teach_hbk

Getting back on track The report focuses on pupils who started KS3 with a level 4 but were judged to be at risk of not achieving level 5 by the end of the key stage. The report identifies obstacles to progress in each core subject and suggestions as to what pupils, teachers, parents/others need to do to address the concern Possible action that can be taken to address some of the issues that cut across all three subject areas is also included.

Concerns across all three core subjects These pupils rarely received support at the point at which they started to fall behind – much of the intervention was provided through the use of ‘boosters’ at the end of the key stage. These pupils rarely had any curricular targets to focus improvement or to aid progression.

‘ Getting back on track’ (L4 to L5) Search using ref: BKT-EN ‘Accelerating the progress of able pupils at Key Stage 3 in English, mathematics and science’ (L5 to L7) Search using re: BKT-EN

Forthcoming Meetings… Summer Term ICT SLDM 17th and 18th June 2008

2007 Pupil Achievement Data EMSGCSE EM % chance KS3 Level

Funding Standards Fund Grant 1.8 £4.087m £3.211 deveolved to schools by formula for 1 April £728k devolved to schools over the year in stages for action research to address underachievement £125k allocated for Leading Teachers £22k allocated for MFL networks

Using Action Research to Identify and Address Underachievement Underachieving groups - see 2007 data MEAP, BPAP and RAWP programmes Some schools to all schools Which pupils are anderachieving in your school? What works? What may work in your school? Action Research Launch - 29 April Edgbaston Cricket Ground or or Follow-up planning workshops Staged funding - £3k initially linked to an outline plan