Learning and Achieving: Maximising Potential Oldham Launch 5 th - - PowerPoint PPT Presentation

Learning and Achieving: Maximising Potential

Oldham Launch 5th July 2011

Agenda

9.15 – 9.20 Introduction to the day 9.20 – 9.45 What is Achievement for All? 9.45 – 10.15 Impact of Achievement for All in schools – Nicola Brogan – Westwood Primary School 10.15 – 10.35 Coffee and tea 10.35 – 11.35 Sharing strategies – Workshop 1 11.40 – 12.40 Sharing strategies – Workshop 2 12.40 – 13.25 Lunch 13.25 – 14.25 Sharing strategies – Workshop 3 14.30 – 14.50 The National Rollout for new schools 14.50 – 15.00 Close & registrations

Workshops

Leadership/ Parental Engagement Assessment, targets, Interventions Parental Engagement Wider Opportunities

Room G3 G2 G1 Conf Room Session 1 10.35

Jason Malone Royton & Crompton Jessica Wild Greenhill Jill Melia The Radclyffe Sue Callaghan Christ Church

Session 2 11.40

Emma Whittaker

• St. Hilda’s

Jessica Wild Greenhill Jill Melia The Radclyffe Sue Callaghan Christ Church

Session 3 1.25

Emma Whittaker

• St. Hilda’s

Claire Bethall Whitegate End Jill Melia The Radclyffe Sue Callaghan Christ Church

The Pilot

Garath Jackson LA Project Lead

AfA 3A’s Regional Lead (North West)

Pilot: 2009 - 2011

 Achievement for All takes a whole school approach to school improvement.  Focused on improving teaching and learning for all children and young people, particularly the 20% of the school population identified as having special educational needs and disabilities.  454 schools – primary, secondary, special and PRU.

Pilot: 2009 - 2011

Manchester University national evaluation – Noticeable improvements were made across the AfA cohort in both English and Maths. – Pupils in Years 5 made significantly better progress in English than pupils without SEND nationally. – Schools and parents alike consider the Structured Conversations to be the outstanding success story of the AfA so far – The variety of activities, strategies and approaches undertaken in each of the five wider outcomes is impressive, and there is some initial anecdotal evidence of positive impact.

Approach

 Achievement for All has three approaches to school improvement:  Improving the aspirations, progress and achievement of all children and young people, through high expectations, effective use

• f assessment and focused target setting supported and informed

by;  Improved engagement with parents of children and young people in supporting their child’s learning through target focused structured conversations which;  Improve the achievement, access and aspiration of children and young people and provide a wide range of learning opportunities in the classroom and beyond.

Approach

 Improving the aspirations, progress and achievement

• f all children and young people, through high

expectations, effective use of assessment and focused target setting supported and informed by.

Approach

 Improved engagement with parents of children and young people in supporting their child’s learning through target focused structured conversations.

Approach

 Improve the achievement, access and aspiration of children and young people and provide a wide range of learning opportunities in the classroom and beyond.

a) Improving attendance b) Improving behaviour c) Eliminating bullying d) Developing positive relationships with others e) Increasing participation in extended services provision, including extra-curricular activities

Approach

Developing:

• Achievement
• Access
• Aspirations

for All Children and Young People.

Why?

Achievement for All is based on the belief that teachers and school leaders can have a profound impact

• n all children and young people by developing their achievement,

access and aspirations.

Achievement for All

This means having:

• high expectations of what they can achieve,
• working in partnership with parents to set targets for their learning and

track their progress, and

• increasing the range of learning opportunities.

Outcome

 “AFA has put SEND back in the classroom.” (Head teacher, Bexley)  “Through AFA, teachers have a much clearer picture of this (vulnerable, SEND) group of pupils.” (Manchester University)  “I feel listened to and really valued in the structured conversations.” (Year 5 parent)  “I know exactly what type of support my son is receiving and what his targets are so that I can help him more too.” (Year 5 parent)  My son is now more confident, he interacts better, he is learning more and he feels better about himself. He used to really struggle and was so clingy with me.” (Year 1 parent)  “I feel very comfortable coming into this school even though I have not felt like this in other schools and I used to hate school when I was a kid. I feel confident now when I help my child with her reading.” (Year 1 parent – also has older children in secondary school)

Achievement for All

The impact of Achievement for All

• has enhanced the life chances of vulnerable learners; and
• changed the behaviours of leaders and teachers.

3.44 5.3 3.49 8.07

0.5 1 1.5 2 2.5 3 3.5 4 4.5 5 5.5 6 6.5 7 7.5 8 8.5

Year 2 Year 6 Year 8 Year 11

Average Point Progress for cohort 1

Aut 09 - Spr 11 Spr 10 - Sum 10 Sum 10 - Aut 10 Aut 10 - Spr 11 Total porgress

Reading Writing Maths Reading Writing Maths Regressed 1.69% 1.69% 2.54% Regressed 2.49% 1.38% 3.59% 0-1 points 98.31% 98.31% 97.46% 0-1 points 96.41% 98.62% 96.41% 2 points + 87.71% 87.29% 86.02% 2 points + 87.29% 91.71% 89.78% 4 points + 53.39% 52.12% 55.93% 4 points + 74.03% 79.83% 74.31% 6 points + 10.17% 6.36% 8.05% 6 points + 55.80% 52.76% 46.41% 8 points + 6.36% 3.81% 5.08% 8 points + 29.28% 23.76% 21.82% Reading Writing Maths English Maths Regressed 16.28% 11.24% 8.53% Regressed 7.77% 3.88% 0-1 points 83.72% 88.76% 91.47% 0-1 points 92.23% 96.12% 2 points + 67.05% 74.42% 77.52% 2 points + 86.89% 94.66% 4 points + 49.22% 57.36% 57.75% 4 points + 78.16% 86.89% 6 points + 30.62% 34.50% 35.27% 6 points + 68.93% 82.04% 7 points + 12.02% 15.50% 20.16% 8 points + 56.31% 76.70% Cumulative Progress Year 2 (3 terms) Cumulative Progress Year 6 Cumulative Progress Year 8 Cumulative Progress Year 11

Spring Term 2011 data analysis – Progress – 4 terms

What’s made the most difference?

• Development of Quality First Teaching
• Data – assessment, tracking (more focused)
• Parental engagement
• Leadership involvement
• Better use of interventions
• Wider outcomes

What have Oldham parents said?

• Structured Conversations were useful because

they enabled issues to be discussed in depth. Parents felt that their issues were taken on board.

• Key Teacher helps to sort problems out and

keep students on track

• Parents like the idea of being able to

communicate with one key member of staff; it’s less confusing and easier to get to the truth.

• Some parents said their children were happier,

more confident and more independent, more relaxed and keen to keep trying

What have the School Leads gained?

• Enhanced my CPD and enriched my knowledge of the

benefits of wider outcome activities. – 2ic SEN

• Raised my awareness of the needs of SEND and

vulnerable pupils so they are higher profile, instead of being the responsibility of SENCO and a small number

• f staff – Secondary Deputy
• Enhanced leadership skills, a greater knowledge of data

analysis and interventions – Primary

• A clearer understanding and vision for the direction the

school now needs to take to continue to support pupils with SEND. – Acting deputy headteacher - Primary.

• A deeper understanding of data analysis and the need to

measure impact of interventions more regularly – Assistant headteacher – Primary

What have the School Leads gained?

• A strong idea of how school improvement and raised standards

can be achieved – KS2 Leader

• Used it as a foot into every class to develop wider opportunities

for children & provided training on Structured Conversations with all staff to speak appropriately.

• More of an insight into the workings of the SEND provision. I have

liaised closely across school and have seen significant developments for all children(not just SEND). It has been challenging as the role was added to my existing workload but it has been very rewarding. – Deputy Head - Primary

• AfA has opened the eyes of many staff in my secondary school to

the actual existence of very needy children in the school. SLT

• nboard now helps – support & inspiration – deputy head -

Secondary

School Impact

Nicola Brogan Headteacher Westwood Primary School

Achievement for All Westwood Primary School

Tuesday 5th July 2011 Nicola Brogan

Our School...

A little bit about us...

• 100% of pupils live within the Coldhurst ward, the most

deprived and overcrowded in Oldham, and in the bottom 1% of wards in England (Deprivation factor is currently 0.7 – this has risen by 0.2 in the past 2 years)

• 98.5% of pupils are of Bangladeshi heritage (we have

2 Somalian children; a boy from Zimbabwe and one from Uganda); most pupils are Muslim and all are EAL

• learners. The 4 children from other than Bangla

backgrounds represent a slight cultural change, but socially they do not change our existing demographic

• Approximately 50% of children are eligible for Free

School Meals. 16% SA, 1% SA+ & 1 St

• Many parents are unemployed and those who do work tend

to be employed in takeaways or as taxi drivers, and therefore work night shifts

• A high level of our parents are very young and have been

moved to the UK by their families to facilitate an arranged marriage

• A high percentage of our parents, especially Mothers, have

very little or no expressive English

• Attendance is always a high priority for the school due to

the number of requests for extended absence received

• 98% of 2008/9 Nursery cohort were judged to be well

below nationally expected attainment on entry levels. 82%

• f this cohort were using no expressive English upon entry.

44% were still dependant on bottles and soothers, and 20% were wearing nappies when they joined us in September. 50% of the children in our Reception 2010 cohort, were still sleeping in cots and around 80% were still breast or bottle dependent

Why AfA? (initially!)

• To structure our re-vamp of SEN

provison across the school

• Further develop QFT
• Enhance ongoing work with parents
• Give me the capacity to do what I knew

needed to be done!

What has this looked like?

• Training opportunities for staff
• Parents Forum every half term
• Chances for parents to work alongside children
• Development of school toward being a learning focussed school
• Refinement of tracking systems & processes and full school
• wnership of these
• Targetted interventions and ‘rethink’ of use of Teaching

Assistants

• Support for housing, benefits, meetings etc
• Maths 4 Mums
• Jolly Phonics & Reading Classes
• Monthly medical drop ins; vaccinations etc
• Structured conversations for all pupils & parents
• Attendance panels
• Visiting speakers eg Gary Wilson, PCT Mental Health group

Rashedul...

• historically poor academically,

behaviour issues

• Mum and Dad very limited in

what support they can provide

• Mum and Dad no English
• In Year 2... 1c – 2b (R)

1c – 2b (W) 1c – 2c (M)

• “It has been great to have been

so included in what Rashedul has been learning-me and my wife have tried our best to help him at home and support his learning in

• school. He is the best reader in
• ur family now!”

Ridhoy...

• historically poor academically,

incredibly shy and introverted

• Mum very limited in English, Dad

wary of Mum’s involvement in project at first

• In Year 2... 1c – 2b (R)

1c – 2c (W) 1b – 2c (M)

• “Thank you for helping Ridhoy, he

has really improved. I want him to do well so that he can have choices later on in life. I would like him to have a good job – like being a dentist!”

What changes have we seen?

School attainment data - 09/10

• Y6 Combined level 4 in English & Maths 19/29

– 66%

• 2+ Levels Progress in English 27/29 – 93%
• 2+ Levels Progress in Maths 24/29 – 83%
• 3+ Levels Progress in English 10/29 -34%
• 3+ Levels Progress in Maths 10/29 – 34%
• 4 Levels Progress in English 1/29 – 3%
• 4 Levels Progress in Maths 1/29 – 3%

The most important bits...

• Above National Average Attendance figures from

Nursery to Year 6

• No persistent absentees (13 in 2008/2009)
• 100% attendance & INVOLVEMENT at Learning

Conversation Days

• 100% attendance & INVOLVEMENT at Structured

Conversations

• Over 1/3 of parents attending half termly parent

forum

• Attendance at Cultural week and other such events

soaring every time we hold one!

• Data collection sheets, responses to letters etc

Why AfA now?

Westwood School ( Oldham) As a pilot school for AfA, Westwood saw this as an opportunity to impact positively on all children in their school, and not as a framework solely for improving the progress of pupils identified with SEND. Their belief was that AfA would enable them to restate their vision and values and importantly, to embed these in wider systems and practice. AfA enabled them to take stock, reflect and evaluate the

• wnership of their vision and values, and plan for maximising their
• impact. This has been an on-going process of reflection.

The leadership team recognised that AfA was not an area that could be delegated; it had to be integral to the core values of the school if it was to succeed. They modelled the behaviours required in any school interactions, be they formal or informal.

AfA has enabled the school to:

• reflect on and evaluate its values and

vision

• restate and communicate the vision
• act collectively to achieve the goals of the

framework

• model behaviours required by leaders and

teachers

Our Mission statement

Through Quality First Teaching, an exciting curriculum and it’s meaningful relationships and engagement with families and the community, Westwood Primary School aims to equip all with the skills needed to exist within our increasingly diverse world. Westwood Primary School…achievement and excellence for all.

Workshops

Workshop 1 – 10.35 – 11.35 Workshop 2 – 11.40 – 12.40 Workshop 3 – 13.25 – 14.25

Workshops

Leadership/ Parental Engagement Assessment, targets, Interventions Parental Engagement Wider Opportunities

Room G3 G2 G1 Conf Room Session 1 10.35

Jason Malone Royton & Crompton Jessica Wild Greenhill Jill Melia The Radclyffe Sue Callaghan Christ Church

Session 2 11.40

Emma Whittaker

• St. Hilda’s

Jessica Wild Greenhill Jill Melia The Radclyffe Sue Callaghan Christ Church

Session 3 1.25

Emma Whittaker

• St. Hilda’s

Claire Bethall Whitegate End Jill Melia The Radclyffe Sue Callaghan Christ Church

Coffee Break

Workshops

Leadership/ Parental Engagement Assessment, targets, Interventions Parental Engagement Wider Opportunities

Room G3 G2 G1 Conf Room Session 1 10.35

Jason Malone Royton & Crompton Jessica Wild Greenhill Jill Melia The Radclyffe Sue Callaghan Christ Church

Session 2 11.40

Emma Whittaker

• St. Hilda’s

Jessica Wild Greenhill Jill Melia The Radclyffe Sue Callaghan Christ Church

Session 3 1.25

Emma Whittaker

• St. Hilda’s

Claire Bethall Whitegate End Jill Melia The Radclyffe Sue Callaghan Christ Church

Lunch Break

National Rollout

Garath Jackson

National Rollout

• Achievement for All 3As Ltd
• Charity created by national team, led by

Sonia Blandford, chaired by Brian Lamb.

• Commissioned by DfE, 16th June 2011 to

deliver national rollout of Achievement for All in partnership with schools and LAs.

Partnership

• PriceWaterhouseCoopers (PwC)
• Achievement for All 3As – Registered Charity
• Department for Education (DfE)
• Pilot LAs / Schools

Trustees Brian Lamb (Chair) Sonia Blandford (CEO) Amanda Timberg Teach First David Cole UK Sport Jo Owen Leadership Partnership Marius Frank ASDAN Melanie Warnes Headteacher, Castle School, Gloucestershire Michael Clark Mckinsey&Co

Advisory Group Anette Montague Youth Sports Trust Linda Varley University of Manchester Edward Fidoe Free Schools Heath Monk Future Leaders Graeme Duncan Greenhouse Sally Coates Teachers Standards, Chair Tony Bush University of Warwick Mary Stiasny Institute of Education, University of London

Partners – additional support Third sector supporters incl - *ASDAN, *Jamie’s Farm, *Greenhouse, *Music First,*Teach First, *Teaching Leaders, *Future Leaders,*ARK, *Princes Teaching Institute, *UK Sport, *Children’s University, *Teaching Awards, *Council for Disabled Children, *Youth Sports Trust, UKSport. Local Authority partners incl. - *Camden, *Bexley,*Essex, *Oldham, *Sheffield, *Redcar & Cleveland, *Coventry, *Nottinghamshire, *Gloucestershire and* East Sussex. Business partners incl. - *Freshfields Bruhaus Deringer, *McKinsey&Co, *JP Morgan, *MirandaNET

Delivery Overview

• School Champions+
• Achievement Trainers*
• Achievement Coaches*
• AfA 3As Regional Leads
• Achievement Leads

+ = host school / * = QM schools/ LAs

Delivery - Programme

The Offer

• Registration and payment (3K for each 500 pupils)
• Achievement Coach – assigned for 2 years
• Needs Analysis
• Whole-School INSET
• School Leadership – Champion
• 3 elements – assessment/ parents / wider outcomes
• M and E / analysis
• Quality Mark

Next Steps

To formally register to participate in the rollout go to: http://www.asdan.org.uk/Achievement_For_ All_Centre_Registration To register you interest in AfA and receive more information go to: http://www.achievementforall3as.org.uk/regi ster.htm

Questions

Notes & Issues Board General questions

Achievement for All

For more information about the national rollout of Achievement for All Contact: Sonia.blandford@afa3as.org.uk garath.jackson@oldham.gov.uk www.achievementforall3As.org.uk www.afa3As.org.uk