1. Supporting School Improvement Partners (SIPs) working with Schools Causing Concern, including Hard to Shift 1

2. National analysis of long-term Hard to Shift schools*
*Schools that have remained below 55% combined attainment for 8 years or more; also included are the schools below 65% English and mathematics
Note: The 2008 data used is the provisional data 2

3. Contextual information
Based on data from the 199 schools identified as long-term Hard
to Shift for eight years or more:
approximately 15% schools are currently in Ofsted categories
Year 6 cohort totals approximately 8500 children
the average CVA score across all 198 schools is 99 based on 2007 results
37% of schools are in bottom 10% CVA based on 2007 results
19% of schools have a CVA score of 100 or more based on 2007 results. 3 3

4. 4 4

5. Provisional 2008 data indicated that girls outperformed boys by approximately 10% pts or more in 68% of schools. 5 5

6. Provisional 2008 data indicated that boys outperformed girls by approximately10% pts or more in 35% of schools but… girls outperformed boys by approximately 10% pts or more in 23% of schools. 6 6

7. 33% schools have an overall declining trend for 2 levels progress in English
45% schools have made increases of 10% pts or more in English 2 levels progress
22% schools have an overall declining trend for 2 levels progress in maths
59% schools have made increases of 10% pts or more in maths 2 levels progress. 7 7

8. Target setting for 2009
Based on data from the 199 schools identified as long-term
hard-to-shift for eight years or more:
23% schools have set targets of below 55% level 4 and above for combined attainment
35% schools have set targets below 80% for 2 levels progress in English
44% schools have set targets below 80% for 2 levels progress in mathematics. 8 8

9. How are LAs intervening in these schools?
collaboration with another school, including NLEs and executive headteachers
formal federation
additional governors
IEB/suspension of delegated budget
planned closure.
Radical solutions: 9 9

10. How are LAs intervening in these schools?
teaching and learning, consultancy and/or additional staff
leadership and management
subject specific (including ASTs, leading teachers.
LA support provided or brokered (including
from other schools): 10 10

11. SIPs: role and discussion
In schools with significant LA intervention, the
SIP needs to have a very clearly defined role.
What are you currently finding is the balance between monitoring, supporting and challenging?
What are the tensions that you may be finding in this role? 11 11

12. The context of the 199 HTS schools for eight years
Pupils with SEN:
The range of SEN including statements is from 3% to 89%
The median is 39%
Only 10 out of the 199 schools had SEN proportions below the national average of 19%
51 of the schools had SEN of 50% or more.
But… 847 schools with a SEN of 50% or more have not
been below the floor target for eight consecutive years. 12 12

13. The context of the 199 HTS schools for eight years
Free school meals (FSM):
The range of FSM entitlement is from 0% to 87%
The median FSM entitlement is 40%
Only 6 out of the 199 schools had FSM entitlement below the national average of 15.9%
61 of the schools had FSM entitlement of 50% or more.
But… 814 schools with a FSM entitlement of 50% or more
have not been below the floor target for eight consecutive
years. 13 13

14. The context of the 199 HTS schools for eight years
EAL:
The range of EAL proportion is from 0% to 100%
42 out of the 199 schools had EAL proportion of 0%
91 had an EAL proportion above the national average of 13.5%
51 of the schools had an EAL proportion of 50% or more.
But… 1057 schools with a EAL proportion of 50% or more
have not been below the floor target for eight consecutive
years. 14 14

15. Combinations of factors
184 of the schools have both above average SEN and above average FSM
90 are above average for all three of SEN, FSM and EAL
13 schools have 50% or more pupils with SEN and also over 50% FSM
4 of these schools also have over 50% EAL pupils
29 were in Ofsted categories in July 2008. 15 15

16. The SEN and special context
ensure schools use data to identify additional sources of educational disadvantage over and above SEN factors (e.g. gender, LAC, FSM, EAL etc) and take decisive action
challenge the trend for high levels of persistent absence and high levels of exclusions amongst pupils with SEN in all settings.
Equal challenge and support from SIPs needed for pupils with SEN in mainstream and special schools to: 16 16

17. 17