1. C losing the G aps for Vulnerable Groups What ’ s working well? local/national/international research Aspirations & Access Attitudes & Attributes Attainment & Achievement Closing the Gaps

2. There ’ s a lot being said about CtG at the moment…. “There is always one moment in childhood when the door opens and lets the future in”

3. 1 = Nick Clegg 2 = NCC 3 = Grahame Greene 4 = DCSF 5 = Bananarama 6 = Cllr Phillip Owen, NCC Portfolio for Education 7 = John Hattie (Researcher – Teaching & Learning) 8 = DfE 9 = Professor E D Hirsch – Psychology and Education 10 = Professor J West-Burnham – School Leadership 11 = Michael Gove – Education Minister 12 = McKinsey & Co – International research 13 = Sue Hackman – DfE Chief Adviser 14 = Notts Trent Uni (Prof Gill Richards) 15 = Educating Rita – play by Willy Russell

4. Narrowing the Gap in the Performance of Schools Sue Hackman: DfE Chief Adviser on School Standards It’s matter of culture as well as poverty

5. Why now? The time is right…. Current National levers: Increased focus on vulnerable groups and public accountability on progression and value added (Floor targets, RAISE, revised qualifications, new performance tables, new Ofsted framework) Pupil Premium Current Nottinghamshire levers: Child Poverty Strategy Closing the Educational Gaps Strategy The Language for Life Strategy Notts CtG Leadership Conference Narrowing the Gaps pilot case studies (2009-11) Newark Town CtG pilot – cross phase/cross service locality working Strong commitment to CtG – evidencing good practice

6. Sue Hackman : 12 Silver Bullets – What Works Well 1.One to One Tuition 2.Early intervention 3.Tracking and tacking 4.High expectations & aspirational targets 5.Good quality teaching 6.Recruiting from local community 7.Local heroes/role models 8.Culture of praise and rewards 9.Tough but fair, consistent, respectful discipline 10.Providing experiences children won’t get elsewhere 11.Identifying and working with opinion leaders 12.Teaching explicit conventions of behaviour and appropriate language

7. Education Endowment Foundation: The rise of the ‘ meta ’ approach Internationally we are moving towards meta-analysis – Dr Gene Glass and Dr Robert Marzano (USA), Professor John Hattie (NZ), Professor Steve Higgins (Eng) What constitutes ‘good’ evidence in education? - Need to build an evidence-based culture Not a search for the ‘silver bullet’ rather an intelligent summary of what we know, informing research priorities and guide to best bets ‘Bananarama principle’ – both in spending and on how you implement the approach

9. Promising classroom strategies to ‘ close the gap ’ Focus on improving teaching and learning processes and methods –Collaborative and co-operative learning –Peer involvement in learning (peer tutoring, team approaches) –Meta-cognitive strategies, making learning explicit –Specific subject strategies (i.e. phonics instruction in reading, computer assisted instruction in maths) Effective scaffolding practices by teachers

10. The effective use of TAs: What does the research tell us? Key sources of information: Sutton Trust (2011) Deployment and impact of support staff in schools (2009) (Institute of Education) Review of SEN and disability (2010) (Ofsted) Supporting the teaching assistant – a good practice guide (2000) (DCSF)

11. Learning through research ( What ’ s going on beyond Notts? - EEF & others) New ways of using TAs in primary schs (Institute of Education) Teacher Effectiveness Enhancement Programme (TEEP – The Schools Network) Challenge Partners (‘triad’ school partnerships) Campaign for Learning – working with parents to support children’s learning The Tutor Trust – one to one and small group tuition Mathematics Mastery (ARK schools) – based on Singapore model Peer Tutoring (Durham University) Primary Movement (Psychology dept - Queen’s Uni, Belfast) Bringing BELL to England (Futures Foundation – US style summer and after school programmes ‘Lead learner’ CtG teachers + HE students at KS2/3 – Hampshire CC

12. So what ’ s working well or has the potential to work well in Notts? The CtG Strategy – NCC corporate ‘sign up’ Language for Life – One to One - AfA Newark Town CtG pilot – ‘listening’ methodologies RAN/sold offer – collecting/sharing good practice NtG pilot case studies (2009-11) Strategic deployment of ASTs NQT, RQT, MLDP programmes – Focused on CtG TIG – Teaching Innovation Group – research grants ‘The Bloodhound Project’ – STEM/maths focus ‘Communications Leaders’ – The Communications Trust/ Paul Hamlyn Foundation (Innovations Unit) and Manchester University External research partnerships - Notts Trent, Notts Uni

13. A word from the DfE: How will schools use the PP? Schools are free to use the PP as they see fit - they are best placed to assess the needs of the pupils in their schools should be accountable to parents for how well their pupils do - new measures in performance tables capture achievement of poorest children are expected to publish online statement about use of PP – we will not be overly prescriptive about what reports should include and do not expect detailed reports on activities for individual pupils However, the PP is a significant and increasing amount of money provided to raise attainment of pupils who are underachieving and schools will be held to account for how it has been spent Small scale DfE studies indicate that schools seem to be saying that, at least initially, they will use the PP to –Enable improvement to existing provision rather than any fundamental change to practice and facilitate longer term strategic practice –Enable current support to continue and be extended to more pupils –Make possible the planned roll out of already successful interventions –Fund additional staffing –especially teachers to work with identified underperforming pupils

14. Discuss how you are spending your pupil premium Rank the suggestions in terms of best/least impact

15. Further Information http://www.c4eo.org.uk http://mckinseyonsociety.com/how-the-worlds-best- performing-schools-come-out-on-top/http://mckinseyonsociety.com/how-the-worlds-best- performing-schools-come-out-on-top/ http:///www.suttontrust.com/research/toolkit-of- strategies-to-improve-learning/http:///www.suttontrust.com/research/toolkit-of- strategies-to-improve-learning/ http://educationendowmentfoundation.org.uk summerschools.programme@education.gsi.gov.uk http://www.education.gov.uk/search/results?q=pupil +premiumhttp://www.education.gov.uk/search/results?q=pupil +premium https://www.education.gov.uk/publications/

16. High Aspirations High Achievement for all RAN 3 – school visits focusing on “Closing the Gap” ‘Achievement for All’ Quality Lead Academy 1542 on roll 316 SEND 217 FSM 85 teachers 73 support

17. What have been the main outcomes of AFA ? Better outcomes for pupils with SEND and FSM – all in line or above Better outcomes for all students particularly in 5A*/C inc English and Maths 47% 2009 66% 2011 ( 5 A*-C – 59% to 85%) SEND student progress exceeds average of 4+ APS A cultural shift towards a priority for SEND and FSM in the ethos of all faculty areas and school Reduced exclusions – 28 FSM 2009/10 to 8 20010/11 with 27 SEND to19 Attendance up to 94.1% - Persistent absentees 4.3% national 5% Low NEETs - only 8 out of 263 and 1 in post 16 Increased engagement in extra curricular activities Increased attendance at Parents Evenings Ofsted subject visit for English – Good with Outstanding for Leadership Supporting other schools within the LA with the implementation of AfA principles

19. The Key themes : Parental engagement Progress Wider opportunities

20. Why making the impact? Relentless focus on the classroom Relentless focus on meeting student needs and engaging parents Relentless focus on ensuring all levels of leadership including Governors impact on the classroom

21. Parental engagement  Structured conversations - 316 held for vulnerable students, learning plans created, reviewed, modified. Goals/targets agreed with parents are incorporated into student targets. Parent feedback positive  The Family Liaison and Social Skills Coordinator has engaged with parents within their own home, where appropriate, and has targeted some of the more reluctant parents.  Attendance officer liaises on first day of absence  Parent Panel established to encourage feedback  Parent activities set up to address identified needs eg GCSE Maths, Reading for Adults, EAL session, Sign language  Extended schools co-ordinator key role in setting up activities across family  All parents meet mentor at least twice a year

22. Wider opportunities Developments resulting from student and parent feedback include:- Breakfast club, autism voice group, support for parents, DofE, The Base management group, free running, anger management, friendship groups, natural born winners, humanities support class, room 7 activities session, girls club, peer mentoring, reading club, power wheel chair basket ball, dodge ball and many more…

23. The learning support areas (aka The Base) has a Base Management Group which helps steer the environment and the activities which take place in the area. There is evidence that improved wider outcomes are impacting on student attainment and progress – e.g. YMCA Digital Radio AfA students are supported in specific curriculum areas. The SEAL agenda is targeted. Students participate in activities influenced and supported by SEAL Family learning is encouraged and initiatives set up targeting AfA parents/carers and students.

24. Progress/Classroom Leadership structure in school is focused on learning and inclusion. Key posts developed – Family Liaison officer/ Disability and Sport officer/student support team/attendance officer/Faculty Achievement Assistants/ Inclusion Leaders in all areas – all suitably qualified Teachers use prior data at onset to plan for learning and tailor using student learning plans. Progress tracked regularly, intervention targets set and strategies delivered to address underachievement. Core Group lessons taught by primary trained staff focus on supporting Y7 and Y8 students working at lower NC levels to develop key Literacy skills through a cross, curricular thematic approach. Progress tracked regularly, intervention targets set and strategies delivered to address underachievement. All students have personal mentor

25. Other important features... Coordinated approach with dedicated team who are clear about the priorities, precise actions, QA and costs. All reflected in SIP, TIP and PM Refined tracking system – outcomes discussed by AFA team and Inclusion Leaders/SLT Targeted intervention for students on red in from onset – additional TA in class and APP strand identified for literacy development. Student Support input for attendance/behaviour Transition planning and curriculum developed – Family teaching group and Learning partnership: joint projects for extended school Preparation for future - pathways, personal and social skills, key skills Multi agency working Targeted use of funding eg Pupil Premium, ASN/AFN/one to one tuition/LA strategy monies

26. Next steps Link to literacy across the curriculum Independent learning – including ‘Core’ transition Consistently high quality feedback to students Joint TIG bid with Minster - Aspirant leaders Continue to increase parental participation with focus on learning Partnership work with other schools/ academies