The National Strategy almost entirely in terms of these day-to-day - - PDF document

4/3/2009 1

The National Strategy

ITT Presentation 16th May 2007

Produced as part of the Partnership Development Schools (PDS) Strategy Phase 3 2008- 09 (Lead PDS: The Park Community School. Contact Chris Ley (cley@parkcommunity.devon.sch.uk)

What can learning be like?

 “It has become clear that these children see school

almost entirely in terms of these day-to-day and hour-to- hour tasks that we impose on them…. For children the central business of school is not learning, whatever this vague term means; it is getting these daily tasks done, or at least out of the way with a minimum of effort and at least out of the way, with a minimum of effort and unpleasantness…. If they can get it out of the way by doing it, they will do it; if experience has taught them that this does not work very well, they will turn to other means, that wholly defeat whatever purpose the task-givers have had in mind.” John Holt 1970

What should it become?

 “…so the most effective learners will be those who, as they pass

from stage to stage, have acquired some generic capacities to reduce the time they spend in dependence” David Hargreaves

 “In times of change, learners inherit the earth, while the learned

find themselves beautifully equipped to deal with a world that no longer exists” Eric Hofler

 Creating a system where: “the student is the most important unit

• f organisation”

What are the National Strategies about?

 Raising Standards  Improving Progression  Personalising Learning  Personalising Learning  Raising Aspirations and Expectations  Engaging Hearts and Minds

What are the National Strategies about?

Raising standards of achievement and rates of progression for children and young people in all phases and settings through personalising learning ith ti l f th bj t d l with a particular focus on the core subjects and early years

How do we do it?

By working nationally, regionally and locally:

• To improve and personalise the quality of teaching and

learning

• To increase the effectiveness of the management and

To increase the effectiveness of the management and leadership of schools and early years settings

• To increase the effectiveness of the Local Authorities’

strategic leadership

4/3/2009 2 The focus and intended outcome of every NS action

 To raise achievement in the core subjects and improve rates of

progression for all pupils 0 – 19

 To tackle underperformance at pupil, school and LA level and

thereby close the attainment gap for identified underachieving groups

 To develop expertise and capacity in the workforce (at LA and

school strategic level: senior LA staff and school leaders: at classroom and setting level: subject leaders, teachers and support staff)

What’s the context in which we are doing this work?

 The National Strategies’ recent developments and

achievements

 The system-wide challenge in terms of standards for all pupils &

rates of progression

 The attainment gaps: boys; poverty; ethnic minority groups

Th i ti t d t t i t

 The imperative to demonstrate impact  Progression, Every Child Matters, Teaching and Learning 2020

What are the National Strategies for?

The What

 Key strategic meetings and planning/review activity with

DfES policy teams, national agencies, LAs, schools and teachers

 Support and challenge for LA and school leaders  Local and regional interventions by regional teams and

individual RAs individual RAs

 The commissioning, pooling and drawing on best practice

in schools/settings and LAs

 Piloting and stimulating locally and nationally based new

work

 Training and network events for LA and school staff  The development of new materials and the re-purposing

• f existing materials

The How

 Impact at three levels:

• the system-wide strategic level (including national

regional and local strategies);

• the school and setting leadership level;
• the classroom and setting level

the classroom and setting level

 Programme and regional teams working together to achieve the

same outcomes

 Universal, targeted and intensive work

Key Messages

 The Secondary National Strategy is still very much about

raising standards in the core subjects, now at KS4 as well as KS3

 Our role at secondary level is to ensure that our work is

based on:

 developing approaches to learning and teaching

which will raise standards and personalise learning more effectively for all

 interventions at LA, school, subject team and

classroom level which will raise standards for underachieving groups

4/3/2009 3 Structure of the National Strategies 07/08 Plan

 Fewer priorities and programmes  A sharper focus on outcome and impact -

• rientated planning and delivery

 Quality assurance in delivery as well as monitoring

and evaluating impact and evaluating impact

 All teams working to a common agenda –

alignment and focus

NS - 11 programmes in 07/08

 Top 5: English, Maths, Early Years

Foundation Stage, Behaviour and Attendance, Schools causing concern g

 3 targeted programmes – EMA, SEN, G&T  1 system-wide programme – SIPs  2 secondary programmes - Science and

ICT

Main Programme Plans

0-19 Big Hitter UTI Plans

• English
• Maths
• Behaviour & Attendance
• Schools causing concern

A focus on underachieving groups

• Gifted &Talented
• Ethnic Minority Achievement
• Special Educational Needs

Main Programme Plans

Secondary specific

• Science
• ICT

Specific system-wide focus

• Early Years Foundation Stage
• School Improvement Partners

NS~Early Years Foundation Stage

 Ensuring Local Authorities engage in

Early Years Outcomes Duty process and set appropriate actions

 Preparing for implementation of Early  Preparing for implementation of Early

Years Foundation Stage

 Continuing focus on Communication,

Language and Literacy and Early Reading

 Progress towards PSA1 targets

4/3/2009 4 NS~Primary – renewed framework

Literacy:

 Improving early reading through rigorous

teaching of phonics (through the Communication, Language and Literacy Development programme) Development programme)

 Raising attainment in English, especially at

KS2 – with emphasis on writing & boys Maths:

 Raising attainment in mathematics ,

especially at KS2 – focusing on calculation and Use & Application

NS~Primary

 Improving progress for all pupils and

closing the attainment and progress gaps for under-performing groups

 Accelerating pupils’ progress to raise  Accelerating pupils progress to raise

all schools above floor targets by 2008

 Developing professional challenge

and support through School Improvement Partners

NS~Secondary

 Intervention in core subjects to raise

standards and improve progression at KS3 and 5+ A*-C with English and mathematics – a focus for impact both in 2007 and 2008 in 2007 and 2008

 Raising attainment at KS3 in English

and Maths

 Tackling barriers to learning and

closing the attainment and progress gaps for underperforming groups

NS~Secondary

 Improving behaviour and attendance in

targeted schools and introducing SEAL

 Raising standards in schools causing

concern using proven methodologies concern using proven methodologies

 Identifying and challenging coasting

schools and under-achieving pupils in all schools, including good schools

 Quality assure the work and impact of

SIPs in supporting schools and challenging them over pupil progress

Regional Focus - SW

 Language development from EY onwards ,

inc S&L, especially boys

 Using Frameworks to improve progression

and tracking En + Ma and tracking En Ma

 Consistent quality in ISP across region, to

reduce below floor target nos

 Increase trajectory of 5+A*-C proportions (inc

‘with En & Ma’) by targeting schools and pupil groups

Regional Focus

 Broaden 14-19 curriculum through

partnerships & diplomas, and improve functional skills

 Develop ‘behaviour partnerships’ to reduce  Develop behaviour partnerships’ to reduce

exclusion (esp of vulnerable)

 Maintain effort on attendance  Improve outcomes for Gipsy/Roma and

Travellers, new EAL arrivals + CiC