34
David Bartram David@londonleadershipstrategy .com Twitter: @davidbartram_
| Date post: | 03-Jan-2016 |
| Category: |
Documents |
| Upload: | conrad-hines |
| View: | 220 times |
| Download: | 0 times |
The Numbers.....
2.836
8,100,000
1,673,89520.6
24,60564
3
This is not an option
32.4
33.935.1
36.7
38.539.3
34.0
35.9
37.338.1
39.5 39.5
53.3
50.7
47.9
45.8
43.3
41.0
50.4
48.3
45.6
44.1
42.640.4
30
35
40
45
50
55
1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009
% 5
+ A
* -
C in
cl. E
ng &
Mat
hs
London Maintained schools
15 year olds End of Key Stage 4
At break in the time series, end of Key Stage 4 attainment was consistently
0.2ppt above equivalent figures for 15 year olds.
London schools overtook the national average at KS4
For eight years London secondary schools have outperformed the national average (5+ A*-C inc E+M).
http://londonleadershipstrategy.com
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
0 10 20 30 40 50 60 70 80 90 100
% of pupils living in first 3 deciles of the IDACI (Income Deprivation Affecting Children Index)
5 A
*-C G
CSE
(E&
M) 2
009
Income deprivation and GCSE results are highly correlated, but there is large variation between schools
School improvement – upwards convergence
Increasedperformance
Time
Reduce the disparity through effective mainly internal learning partnerships
Increase the topthrough effectivemainly external learning partnerships
Reducing the disparity in performance and growing the top
Growing the Top....
• Paul Harwood, London Challenge Adviser for behaviour, identified the link between inadequate SEN/D provision and poor behaviour in the schools he visited.
• The opportunity for outstanding SENCOs and inclusion leads to share their knowledge and good practice with other colleagues was limited and in this respect we were ignoring our greatest resource in raising standards for children with SEN.
• The recruitment concerns regarding headship had been well documented. Yet schools were facing their own challenges regarding the recruitment and training of SENCOs.
Why the need for SEN school-to-school support?
Process
• Scoping visit
• Audit
• Report
• Matching
• Deployment
“I’ve talked enough about myself for the moment. Now, what do you think about me?”
SEN staff from Acton High School in Ealing, worked with Rokeby School in Newham to develop their identification of SEN pupils and to support a newly appointed SENCO. Impact Fixed term exclusions reduced from 800 days in 2007/8 to 100 days in 2009/10.
Permanent exclusions reduced from 5 in 2007 to 0 between 2008 and 2009.
Results improved from 43% A*-C Grade (Inc Eng & Maths) in 2009 to 65% A*-C grade (inc English and Maths) in 2010
Permanent Exclusions in England in 2011
17
Number of Permanent Exclusions by Age for Primary, Secondary and Special Schools in England 2007/8
0
500
1000
1500
2000
2500
4 andunder
5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 andabove
Age
Num
ber
of E
xclu
sion
s
What patterns do you notice?
What are the implications of this chart for schools in Herts?
What questions do you have?
Year 7 Nurture Group Names Attendance Lates CDS Bridge Negative Behaviour
Fatima 97.5 16 13 0 0
Aleksandra 97.9 0 0 0 0
Oktawian 97.5 0 0 0 0
Ehtisham 94.2 13 1 0 0
Chauncey 97.1 3 0 0 0
Eesha 96.3 0 1 0 0
Alvinio 95 40 7 0 0
Yoonis 93.8 8 2 1 2
Simran 95 5 0 0 0
Mohamed 97.9 1 0 0 0
AVERAGE (T1 and T2) 96.22 8.6 2.4 0.1 0.2
Current Year 8, Year 7 Data Attendance Lates CDS Bridge Negative Behaviour
Harry 87.7 6 1 0 0Olivia 94.6 6 0 0 0Abdikarim 96.2 32 71 5 26James 93.1 21 0 0 7Mohammadzaid 98.9 32 30 0 20James 92.9 53 23 9 35Codie 96.7 6 0 0 14Jash 97.8 17 1 0 6Charlie 97.5 18 10 0 21Alysia 89.6 6 0 0 9Aaron 97.3 9 6 0 8Steven 82.3 10 21 0 3Rehana 98.9 12 4 0 14AVERAGE (T1, T2 and T3) 94.12 17.54 12.85 1.08 12.54
Preparing our students for work and further education
Working alongside colleagues at Swiss
Cottage Special School
• Ensuring our pupils are undertaking qualifications that will be meaningful in the "world of work.”
• Investing in the qualifications alongside meaningful work experience.
• Investing time in students, understanding their hopes, fears and strengths.
• Appointment of academic mentor for our SEN and vulnerable students.
• Bespoke tutor group for targeted pupils focusing on preparation for adulthood and work.
• 1-1 interviews with academic mentor• Interviews with parents.• Group session with other students.• 1-1 Interviews with careers advisor• Careful brokering of work experience
placements• Autumn Term visits to colleges.
• No NEET students in the last 3 years.• 96.2% attendance for statemented +
SA+ students• “Outstanding outcomes for children
with SEND.” Ofsted 2013
Actions
Outcomes
22
What Do Outstanding Inclusion Departments Get Right?
23
LEADERSHIP
IDENTIFICATION
COMMUNICATION
COORDINATION
Leadership
“The leadership of inclusion and SEN in schools not only demands excellent skills, but also plays a pivotal role in determining the ethos of the school, improving behaviour and the outcomes of children with SEN.”
Brian Lamb OBE
“There is a kind of supposedly privileged knowledge that has persuaded teachers in ordinary schools across the globe that they may not be sufficiently knowledgeable or sufficiently expert to help children that are experiencing difficulty.....yet intellectual castles created in the field of special pedagogy often fall short in understanding why children fail at school.”
Thomas and Loxley
25
Leading Inclusion and SEN in any school is a challenging role.
• Largest department in the school• Parents, staff, outside agencies,
pupils• Teaching assistants• Statutory requirements• Changes to national policy• Large numbers of
SENCOs/Inclusion leads relatively new to post.
• The importance of vision• Mentoring and coaching
LEADERSHIP
Identification
27
Coordination
SENCO
57 teaching assistants
INCLUSION
Learning Support
Department
E A L
ESW
BIP
Mentoring Launch Pad
Connexions
Modified
Counsellors
Duty RoomDrugs Worker
Clinical Psych
Cons. Ed Psych
Traveller Support
Coordination
Coordination
COMMUNICATION
“To try to be wise all on one’s own is sheer folly.”
La Rochefoucauld
32
“Humans are not like most other living things. We are the most parent-dependent species on the face of the Earth. Unless competent caring older people are there to help, no human baby would ever learn to walk, let alone talk, think, feel or love.”
Biddulph
33
