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. 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

4. 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 in supporting vulnerable groups

5. 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

6. Sources of latest research Education Endowment Foundation (Sutton Trust Tool Kit) Centre for Excellence and Outcomes (C4EO) John Hattie – ‘Visible Learning’ McKinsey & Company The Extra Mile Project

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. Hattie ’ s ‘ Visible Learning ’ – a synthesis of over 800 meta-analysis relating to achievement - 2009  The remarkable feature of the evidence is that the biggest effects on student learning occur when teachers become learners of their own teaching, and when students become their own teachers. When students become their own teachers they exhibit the self-regulatory attributes that seem most desirable for learners (self-monitoring, self-assessment, self- teaching). It is this visible teaching and learning by teachers and students that makes the difference. “  Hattie’s ‘BIG HITTERS’ - Self-reported grades - Absence of disruptive students - Classroom behavioural - Quality of teaching - Reciprocal teaching - Prior achievement - Teacher-student relationships - Feedback - Creativity programs - Providing formative evaluation to teachers 10

11. Looking at the research – a word of caution: “The degree to which these past studies influence today’s or tomorrow’s schools is an interpretative issue for the reader” John Hattie (2009) “ The big facts do not explain the complexity” Cronbach (1982)

12. 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)

13. 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

14. Promote literacy to Close the Gaps Visible literacy – subject specific key words as well as literacy key words, exam key words and explanations, Bloom’s question stems, reading strategies, VCOP, connectives Literacy information in student and teacher planners Clear literacy marking policy, used by all Literacy as an agenda item at every meeting Targeted reading programmes – phonics Focus on oracy – exploratory talk

15. Embed literacy to Close the Gaps Literacy vision statement Literacy improvement plan linked to SIP Literacy PM targets for all In school literacy CPD programme Every lesson to have a literacy development activity linked to a whole school literacy focus Explicit literacy teaching Reading interventions to suit every level of ability – according to reading age Literacy working group – every department represented Schemes of learning to identify key literacy lessons as well as literacy opportunities Questioning and full answer responses

16. ‘Literacy is a bridge from misery to hope’ Kofi Annan

17. 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

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

19. So what ’ s working well or has the potential to work well in Notts? The CtG Strategy – NCC corporate ‘sign up’ Language for Life – literacy developments – One to One - AfA Newark Town CtG pilot – informed by ‘listening’ methodologies RAN and sold offer networks – collecting and sharing good practice NtG pilot case studies (2009-11) Strategic deployment of ASTs NQT and RQT programmes MLDP – Focused Learning Challenge (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, C4EO

20. 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/