ImprovingOutcomesthroughEduca5on

KFCAAnnualConferenceOct2016

06/10/16 TonyDoran

Theimportanceofyou!•  Parental/Carerinvolvementinchildren’seduca5onfromanearly

agehasasignificanteffectoneduca5onalachievement,andcon5nuestodosointoadolescenceandadulthood.

•  Familylearningcanalsoprovidearangeofbenefitsforparents/carersandchildrenincludingimprovementsinreading,wri5ngandnumeracyaswellasgreaterparental/carerconfidenceinhelpingtheirchildathome.

•  TheaJtudesandaspira5onsofparents/carersandofchildren

themselvespredictlatereduca5onalachievement.Interna5onalevidencesuggeststhatparents/carerswithhighaspira5onsarealsomoreinvolvedintheirchildren’seduca5on.

06/10/16 TonyDoran

Creating Resilient Learners (nurturing a growth mindset)

•  The importance of metacognition… •  Metacognition is a term which refers to the

state of reflective thinking. •  It is when we self-regulate our thinking.

Here’s an example, “On this Animal Rights topic, I need to be more open-minded.” or “This is tough, I need to reread my notes.”

•  Resilient students seem to demonstrate a ability to self-regulate. They show good learning habits.

•  Often bright students will do the task that is the easiest.

•  Why? •  They are so used to achieving that they fear

failure. •  The psychologist, Carol Dweck, has

developed a distinction between a “fixed mindset”and a “growth mindset.”

•  These are helpful terms which highlight the difference between resilient and non-resilient students.

Ask yourself this question: If you did badly in a test and afterwards you could see the test paper of one

of the other students, would you ask to see the paper of someone who had done better than you

or someone who had done worse than you?

Nine- year-old Elizabeth was on her way to gymnastics for the first time. Flexible and energetic, she was just right for gymnastics. She

felt confident about doing well. She had even thought where in her

room she would hang the ribbon she would win.

Although she did a nice job in the floor exercises, she lost. She also didn’t win in the other events, even though she did well. By the end of the evening , she had received

no ribbons and was devastated. What would you say if you were

Elizabeth’s parents?

Tell Elizabeth you thought she was the best.

Tell her that she was robbed of a ribbon that was rightfully hers.

Reassure her that gymnastics is not that important.

Tell her that she has the ability and will surely win next time.

Tell her that she didn’t deserve to win

Tell Elizabeth you thought she was the best.

Tell her that she was robbed of a ribbon that was rightfully hers.

Reassure her that gymnastics is not that important.

Tell her that she has the ability and will surely win next time.

Tell her that she didn’t deserve to win

This insincere. You know it and she knows it too. This offers her no recipe

on how to improve.

This places the blame on others. She will grow up blaming others for her

deficiencies?

This teaches her to devalue something just because she doesn’t do well in it.

This is the most dangerous message of all. Does ability automatically take you

where you want to go? If Elizabeth didn’t win this time why would she

deserve to next time.

Seems harsh and you wouldn’t say it as bluntly as this. But she hasn’t earned it yet and if she wants to win then she will

have to work really hard. YET

The wrong kind of praise…

•  Praise, such as “You are brilliant”, “You’re a star”, “Top of the class”, “A genius”, risks closing down future learning.

•  If you praise someone for something they didn’t find very difficult then you lower personal expectations of performance.

•  The wrong kind of praise can: •  invite complacency (“geniuses always excel”) •  locate the purpose of learning as pleasing someone else •  create resentment (“I dislike people who don’t think I’m a

genius”) •  inspire a fear of future failure (Can I ever evoke that level of praise

again?)

The right kind of praise… •  The right kind of praise will guide future

behaviour. The right kind of praise commends effort rather than ability.

•  “Wow, you got eight right. That’s a really good score. You must have worked really hard.”

•  Think about your hero. •  Do you think of this person as someone with

extraordinary abilities who achieved with little effort? Now go and find the truth. Find out the tremendous effort that went into their accomplishment—and admire them more.

The right kind of praise involves good feedback.

•  Good feedback can nourish a growth mindset and nurture resilience.

•  Good feedback should provide information to guide future behaviour.

Fixed Mindset Feedback Growth Mindset Feedback Judgement (e.g. That’s a weak answer)

Information (e.g. You need to…)

Past (e.g. You failed that…) Future (e.g. The next time try…)

Ability (e.g. You’re an A-grade pupil – I’d hoped for more from you)

Behaviour (e.g. Did you really challenge yourself here?)

Educa5onandsupportdoesn’tstopat16!

Ourpriorityistopromotetheeduca5onalaKainmentandachievementofCICandYCL’sThecurrentpicture:• 93,000CIC/CLinUK• 1278OutofLocalAuthorityplacedinKent(288inyears12and13)Kent:• 2141CIC(ofwhich508UASC)• Approximately13%achieving5A-CgradesGCSE• KeyStage5–815(over60%areUASC)

VSKMadeupof:• HeadTeacher• 3DeputyHeads• 8LocalityAssistantHeadswithalocalityteam• AndRachelCalver-AssistantHeadforFE&HE• Health,Appren5cesandAdmin

Pre16• VSKlocalityteamsacrossthecounty• PupilPremiumforCIC

Post16• AsofApril2015,VSKremitnowextendstothoseaged16-18(yrs12and13)• NewPost16teaminplacetoworkincollabora5onwithlocalityteams,CollegesandTrainingProviders,Employers,CXKetc

• LesleyLamb–coversnorthandMaidstone• WayneAiken-coversAshford,Tonbridge,TunbridgeWells(&Medway)• KateCorbishley–coversCanterbury,Swale• VickyCrompton–coversThanet,Dover,Folkestone• MaKhewWillock–UASC

• Post16AssistantHeadresponsibleforthoseincollege,working/training,NEET• LocalityAssistantHeadsresponsibleforthoseinschool6thformsintheirareas

PersonalEduca>onPlans• AsofJuly2014,nowmandatoryforthosepost16-18(andbeyond)• Nowallelectronic

ThinkingbacktowhenyouryoungpersonwashavingtopicktheirGCSEs–whatwasthisprocesslike?Whohelpedmakethosedecisions?Whatdidyouthinkabouttohelpmakethosedecisions?

KeyStage4

•  S5llaimingfor5A*-Cgradesachievement(inEnglishand

Maths)

•  LevelsofQualifica5ons

•  AcademicvVoca5onal

•  Developments

–  Progress8

–  ChangestoGCSEEnglishandMaths

•  WheretogetCareersInforma5on,AdviceandGuidance

KeyStage4

• Whataretheop5ons

QuizTime!

Post16-KeyStage5

Quiz-Post16–KeyStage5

1.   Whatdowemeanwhenwesaypost16?Age16orsomethingelse?

2.   WhichAssistantHeadisresponsibleforthoseinaschoolsixthform?RachelortheLocalityAssistantHeads?

3.   IsaPEPmandatoryforthoseaged16-18?

4.   WhatdoesYACstandfor?Andwhatisit?

5.   Whatfinancialhelpisavailableforthosepost16?

6.   WhatisaDMS?

7.   Whatisthecareleaverbursaryandhowcanitbeappliedfor?

8.   Whatareayoungpersonsop>onsforpost16educa>on?

QuizAnswers-Post16–KeyStage5

1.   1.Whatdowemeanwhenwesaypost16?Aged16orsomethingelse?AWeryear11,intoyear12and13,norjustbecausetheyareaged16

2.   WhichAssistantHeadisresponsibleforthoseinaschoolsixthform?RachelortheLocalityAssistantHeads?LocalityAssistantHeads

3.   IsaPEPmandatoryforthoseaged16-18?Yes

4.   WhatdoesYACstandfor?Andwhatisit?YoungAdultsCouncil–forumforKentpost16CIC/CL

5.   Whatfinancialhelpisavailableforthosepost16?AIF,Bursary

6.   WhatisaDMS?DesignatedMemberofStaffforCIC/CL

7.   Whatisthecareleaverbursaryandhowcanitbeappliedfor?Upto£1,200peracademicyearifstudyingfull>me,applytotheprovider

8.   Whatareayoungpersonsop>onsforpost16educa>on?Theycangotocollege,sixthform,training,employment,appren>ceship

CurrentValidatedDataKeyStage1Outcomes• 2014-15hasbeenasuccessfulyearforour41youngpeopleatKeyStage1.Allthreeindicatorshaveseenanachievementimprovementofbetween2and5%on2013-14,withReading4%abovethelatestna5onalaverageforChildreninCare(CiC),Mathema5csatthena5onalaverageandwri5ngconsideredbroadlyinline(twoaddi5onalstudentwouldhavemadeKentCiCabovethena5onalaverage).• Posi5velyKentCiChasnarrowedthegapwithallKentlearnersby11%inReading,12%inmathema5csand14%inwri5ng.

Indicator2014Actual

2015NumberofEligibleChildren 2015Target

RAG(Actualvs.

Target)

DirectionofTravel(2014vs.

2015)2015alllearners

AllLearnersdirectionfrom2014

CiCvAllLearnersGap

narrowed SFRNASFRKentActual

KS1%Level2+Reading 70% 41 71% ↑5% 84 90↓6% 11% 71 75KS1%Level2+Writing 56% 41 61% ↑2% 74 86↓12% 14% 63 58KS1%Level2+Maths 70% 41 72% ↑3% 84 93↓9% 12% 73 73

CurrentValidatedDataKeyStage2Outcomes• 2014-15hasbeenasuccessfulyearforour77youngpeopleatKeyStage2.Allfourindicatorshaveseenanachievementimprovementofbetween7and12%on2013-14,withallindicatorsbeingbetween3and4%abovethelatestna5onalaverageforChildreninCare(CiC).Posi5velyKentCiChasnarrowedthegapwithallKentlearnersby6%inwri5ng,9%inreading,10%inmathema5csand10.6%inreading,wri5ngandmathema5cscombined.

Indicator2014Actual

2015NumberofEligibleChildren 2015Target

RAG(Actualvs.

Target)

DirectionofTravel(2014vs.

2015)2015alllearners

AllLearnersdirectionfrom2014

CiCvAllLearnersGap

narrowed SFRNASFRKentActual

KS2%Level4+Reading 65% 77 68% ↑9% 89 89↔0% 9.00% 71 74KS2%Level4+Writing 58% 77 59% ↑7% 87 86↑1% 6% 61 65KS2%Level4+Maths 57% 77 61% ↑10% 86 86↔0% 10.00% 64 67KS2%Level4+Reading,Writing&Maths 44% 77 48% ↑12% 80.2 79↑1.4 10.60% 52 56

CurrentValidatedDataKeyStage4Outcomes*3YPachievedthestandardbutwereexcludedfromtheSFRdatawhichwouldmeanthatKCCCiCachieved12.4%evidencinga4.4%improvementonpreviousyear.• 2014-15hasbeenasuccessfulyearforour138youngpeopleatKeyStage4.2013-14sawtheintroduc5onofthefirstentryonlymethodologywhichledtoonly8%ofouryoungpeopleachieving5A*-CinclusiveofEnglishandMathema5cs.Thissummerwehaveseena4.3%improvementonthepreviousyearsoutcome.KentCiChavealsonarrowedtheachievementgapwithallKentlearnersby3%.

Indicator2014Actual

2015NumberofEligibleChildren 2015Target

RAG(Actualvs.

Target)

DirectionofTravel(2014vs.

2015)2015alllearners

AllLearnersdirectionfrom2014

CiCvAllLearnersGap

narrowed SFRNASFRKentActual

KS4%5+A*-Cinc.English&Maths(bestresult) 8%(13%) 138 12% ↑2.3% 57.4 58↓0.6% 3.00% 13.8 *10.3

Par5cipa5onandEngagement(NEET)TotalCohortPercentageNEETandNotKnownsCombined:

• TheperiodbetweenSeptember1015andDecember2015wasthemaindatacleansingperiod.TheissuesofuncleardatawithintheIYSSdatasystemwascompoundedbythesignificantincreaseinNewUASCarrivals.December2015webelieveevidencedthetrueleveloftheNEETandtheissuesthisrepresentedforourworkstream.InDecember2015thecohortofYear12and13studentsthatVSKhadresponsibilityforsuppor5ngwas989.Ofthiscohort653wereUASC(66%),263wereclassifiedasNEET(26.6%)andNotKnowns(NK)were261(26.4%)givingatotalNEET/NKof53%.Thecurrentdatashowsthatthetotalcohortis1089ofwhich686(63%)areUASC.Ofthe1089,292(26.8%)arecurrentlyclassifiedasNEETand0(0%)NotKnowns.

Par5cipa5onandEngagement(NEET)NumberofNotKnownstrend:• ThevirtualschoolisextremelypleasedwiththeprogressthathasbeenmadeonreducingNotKnownsasisevidentinthegraphabove.

Par5cipa5onandEngagement(NEET)NumberNEETandNotKnowns(IYSS):

• Oneofthedifficul5esinworkingacrossdirectoratewasgeJnganagreedunderstandingoverthedataandcohort.EYPSareresponsibleforrepor5ngonapar5cularsubsec5onofourcohortofyoungpeople.TheyreporttotheDfEonlyonthoseCiC/Cl’swhoareresidentinKentandonlyUASCwhohaveleavetoremain.Thisiswhythenumbersdonotalwaysreflectthescaleoftheissuewhichweknowandexperiencethroughourwork.Posi5velyhowever,Chart3aboveevidencesthesametrendofreduc5onovertheacademicyear.This242reduc5oninthenumberofNEETYear12and13studentsmarksa71%reduc5onthroughoutacademicyear2015-16.

2016SummerResultsUn-validated

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KeyStage1

Subject EXS+ CiC All Gap

Reading 41.5% 78.3% 36.8%

Wri5ng 32.1% 71.4% 39.7%

Mathema5cs 34.0% 77.7% 43.7%

KeyStage2

Subject AS CiC All Gap

Reading 41.9% 69.5% 27.6%

Wri5ng 48.5% 65.6% 17.1%

Mathema5cs 41.9% 71.6% 29.7%

KeyStage4

Subject CiC

5A*-C(incE&M) 12.5%

DFEhaspublishedtheNa5onalstandardwithKS2R,W&Mcombinedat53%(2015itwas80.2%)

Par5cipa5onandEngagementThePar>cipa>on&EngagementagendawithinVSKisthriving.Itoriginallybeganwiththeremitofsuppor5ngtheChildinCareCouncil,establishingsomelocalCICgroupsanddevelopingayoungpeople’swebsitesite.Ithassignificantlysurpassedtheserequirementswiththefollowingbeingsomeofitsachievementstodate:• AwelldevelopedandstrongcareleaverPar5cipa5on&Engagementappren5ceworkforce.• ThreeChildreninCare/CareLeavergroups,comprisingofaJuniorCouncil,theOCYPC(Ourchildren&YoungPersonsCouncil)andtheYAC(YoungAdultCouncil).ThenumberofthegroupsandthenumberofyoungpeopleaKendinghasgrownsignificantly.• Par5cipa5onAc5vitydaysrunduringeveryschoolholiday.BetweenApril2015andApril201637eventswereheld,aKendedby521childrenandyoungpeople.• Ac5vechallengingofCorporateParents–VSKCareLeaverappren5cessitontheCorporateParen5ngPanelandac5velychallengetheirCorporateParentsat5mesintheirownrightandatothersonbehalfoftheCICGroups.• Communica5ontoolshavebeencreatede.gregularnewsleKers,KentCarestownwebsite.• Ac5verecruitmentofstaff&fostercarers–a‘RecruitCrew’hasbeendevelopedandissupportedbyVSKP&ETeam.• Training&developmentofstaff-TeamMembersalsosupportotherCIC/Clstopar5cipateintheskillstoFosterTraining,plusco-presenttrainingtostaffsuchassocialworkers,IRO’sfostercarersonP&E.• Involvementinna5onal/regionalac5vi5es

Anyques5ons?

hKp://www.virtualschool.lea.kent.sch.uk

06/10/16 TonyDoran