Primary School Improvement Partner Briefing

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• Primary School Improvement Partner Briefing
• Autumn 2008
• a critical, professional friend to the school,
  helping its leadership to evaluate its
  performance, identify priorities for improvement
  and plan effective change

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Regional SIPCO visit

• Implementation of the primary SIP programme in
  the LA remains good with some outstanding
  features.
• Management of the primary SIP programme is judged
  to be outstanding. Quality Assurance processes
  are fully in place and the results of feedback
  from headteachers are very positive about the SIP
  programme. (NOV July 08)

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Agenda

• Introduction
• SIP Manager Update
• Preparation for the Autumn visit 2009
• Feedback from SIP Theme day on Schools Causing
  Concern
• Effective NOV and the use of challenging
  questions
• OfSTED update
• Quality Assurance arrangements
• Primary Strategy update

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Preparation for the Autumn visit 2009

• Analyse all the following data
• SIP Summary Sheet
• Foundation Stage Making Figures Speak
• KS1 and KS2 Making Figures Speak
• FFT Pupil estimates for the current Yr 4, 5 and 6
• FFT School Summary sheets for Yrs 4, 5 and 6.
• You may also wish to look at the RAISEonLine
• Indicative targets for 2010

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Foundation Stage Profile Headlines

• Foundation Stage
• Improvements for the second year in succession in
  12 out of the 13 aspects of learning
• LA targets met and exceeded by 3.9 for the
  proportion of children achieving at least 78
  points including 6 points in PSE and CLL
• We have reduced the gap between the lowest
  achieving 20 of children and the remainder but
  have still more work to do here

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Key Stage 1 Headlines

• Best ever results
• Now at national standard for Level 2
• Now above national standard for Level 3

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Key Stage 2 Headlines

• Best ever English and mathematics at Level4 and
  closing the gap with the national standard
• At the higher level 5 closed the gap in English
  and mathematics
• Another 21 schools achieved floor targets in
  English
• Another 30 schools achieved floor targets in
  mathematics
• All support programmes effective

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RAISEonLine

• October - KS1 reports which will include
  additional information relating to Contextual
  Attainment
• KS2 reports unlikely before Christmas but will
  include
• CVA 3 year averages
• CVA Threshold reports
• Additional information on pupil absence
• New floor target 55 of pupils to achieve L4
  in both English and mathematics.

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School Improvement Partner Autumn Visit

• To review the impact of previously agreed actions
• To support the schools self evaluation of the
  quality of its processes for target setting,
  tracking pupils progress and taking action to
  eliminate underachievement
• To review progress towards the 2009 targets
• To agree targets for 2010.
• Review criteria for classifying the level of
  support for each school

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School target setting and getting

• The SIP role is to challenge (using conversion,
  progressions and comparative data) where
  expectations for individual pupils or groups of
  pupils are too low compared with other schools
  and ensure that appropriate support is provided
  to help the school achieve improved outcomes.
• Evidence shows that schools that have set high
  expectations may not always have achieved them
  but they have made bigger improvements than
  schools with more modest aspirations.

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Target Setting for 2010

• Dual focus on pupils reaching the target levels
  expected for their age in both English and
  mathematics and improving rates of progress.
• Statutory targets
• Achieving level 4 in both English and
  mathematics
• Making 2 National Curriculum levels of progress
  in English
• Making 2 National curriculum
• Total absence for 09/10
• Non statutory
• KS2 Achieving level 4 in individual subjects
  including Science
• KS1 targets for the current Yr 2 in reading,
  writing, maths and science.

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NOV for the Autumn

• Activity
• In pairs look at the NOV for the SIP
• Autumn Pupil Review visit and the
• criteria for identification of support

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DCSF Schools causing concern

• Identified through close data analysis, SIPs,
  additional LA intelligence, external inspection
• Low attaining
• Underperforming
• Low attaining and underperforming
• Inadequate (Ofsted special measures, significant
  improvement needed)
• Other vulnerable schools

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What works well in SCC

• Core elements
• School improvement cycle
• Single plan for raising attainment
• Tracking
• Pupil progress meetings
• Explicit focus on learning and teaching
• Systematic whole school CPD

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Core elements of effective tracking

• High quality data
• Provides a picture of pupil progress at all
  levels
• Focuses professional dialogue to support
  assessment for learning and personalised learning
• Informs mapping of intervention to support
  individual pupil learning
• Provides evidence of the impact of actions on
  progress
• Strengthens the accountability of everyone in the
  school

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SIP role in improving Leadership and Management

• Working with the school to identify appropriate
  priorities and action to be taken
• Communicating a sense of urgency
• Identifying with the school where there are
  concerns and recording where there are
  differences of view
• Ensuring good communication with the LA about
  proposed support to be provided, as a school
  causing concern

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SIP role in improving Leadership and Management

• Making recommendations about the nature of
  support to be provided to address LM issues
• Maintaining a good working relationship with the
  school
• Identifying progress against action taken on an
  ongoing basis and reporting to school and LA

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Asking effective questions

• Activity
• In pairs look at the sample killer
• questions. Discuss any questions that
• you have found effective.

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Effective NOV

• Activity
• In pairs look at the 10 Tops Tips When
• Writing NOV.
• Discuss the sample NOVs and consider
• possible strengths and areas for
• development.

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(No Transcript)
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Primary schools inspected between September 2005
and July 2008
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Top ten Kent primary key issues

• Improve teachers marking so pupils know what
  they need to do to improve (136 schools)
• Raise standards in writing (126 schools)
• Raise standards in mathematics (98 schools)
• Improve learning by raising the quality of
  teaching (87 schools)
• Support more able pupils in fulfilling their
  potential (67 schools)

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Top ten Kent primary key issues continued/.

• Raise standards in science (64 schools)
• Set more challenging work that meets the pupils
  different needs (64 schools)
• Develop the role of senior managers and subjects
  leaders to monitor more rigorously pupils
  progress (55 schools)
• Better use of assessment (55 schools)
• Device more rigorous systems for tracking pupils
  progress (51 schools)

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Schools that may be a priority in 2008/9

• Not inspected since September 2005
• Early inspections during 2005/6
• Inspections that were satisfactory overall and
  where capacity to improve was only satisfactory
• Schools that were in a category at some point in
  the cycle
• Schools with low CVA and/or declining performance
• Schools below new combined English and maths
  floor target of 55 at level 4 that have not
  been inspected within last two years or where
  there is no improvement or decline

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Ofsted update

• Revised SEF template and guidance which reflects
  the new requirements in relation to community
  cohesion and introduction of the Early Years
  Foundation Stage
• Evaluation schedule is a crucial reference
  document when reviewing SEF judgements
• Schools need to update Section 3 of the SEF to
  include the 2008 KS2 data
• Every school needs to be Ofsted ready

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Community Cohesion

• Working towards a society in which there is a
  common vision and sense of belonging by all
  communities
• A society in which the diversity of peoples
  backgrounds and circumstances is appreciated and
  valued
• A society in which similar life and opportunities
  are available to all
• A society in which strong and positive
  relationships exist and continue to be developed

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Dimensions

• The school community
• Community in which the school is located
• Community of Britain
• Global community

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Mentoring arrangements, qualityassurance and
performance management of SIPs

• All new SIPs have an allocated mentor
• The quality assurance and performance management
  of SIPs who work for ASK will be undertaken by
  their line manager.
• Current, recently serving headteachers and
  consultant SIPs will have an assigned person who
  will act as mentor and be responsible for their
  performance management.
• 100 of SIPs will have been shadowed on a visit
  by the end of the Spring 2009

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Common strengths identified from SIP shadowing
visits

• Positive working relationships established
• SIP was well prepared for the visit
• SIP had a good knowledge and understanding of the
  school and context
• Previously agreed actions were all followed up
• Purposeful discussion took place

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Common areas for development from SIP shadowing
visits

• Lack of exploration of the impact of external
  intervention and national strategies and whether
  new projects have been evaluated and represented
  value for money.
• Balance between support and challenge
• NOV did not always conform to the LA guidance

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Primary Strategy update and commissioning
arrangements

• Improving Schools Programme
• Single plan
• Commissioning arrangements

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ASK Website - SIP Pages

• For briefing dates, previous SIP Bulletins and
  briefing
• packs, SIP handbook and Notes of Visit,
  information
• regarding OfSTED inspections and schools in
  category.
• http//www.kenttrustweb.org.uk/ask/improvement/imp
  rovement_home.cfm
• Please let us know if there is anything else you
  would like to see
• on these pages.

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And finally

• Please complete and return the Evaluation form to
  Tracy

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Liaison with Local Education Officers in Cluster
Groups

• Partnership Managers appointed for September

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Advisory Service Kent Room 2.04 Sessions
House County Road Maidstone ME14 1XQ Tel 01622
696167 Fax [phone] http//www.kenttrustweb.o
rg.uk/ask/