• Leading on learning

Headteacher’s CPDDay 2Session 2

2011 PSA Targets (Primary)

Key Stage

TargetType

Subject National07 Result

Dudley07 Result

National2011 target

National07-11Improvement

KS2 Progress EN 83% 84% 92%* +9%pts

KS2 Progress MA 76% 74% 87%* +11%pts

KS2 Attainment EN & MA 71% 68% 78%* +7%pts

Reduce the gap between outcomes for children entitled to FSM and CiC and their peers

• For each of these indicators LAs will be required to provide a breakdown by minority ethic group. The groups have been revised to include Gypsy/Roma and Travellers of Irish Heritage

English & Maths 2007

National Dudley

FSMFSM 52 44

Non-FSMNon-FSM 83 73

West Midlands English Progress against Attainment

Birmingham

Coventry

Sandwell

Solihull

Walsall

Herefordshire

Worcestershire

Shropshire

DudleyWolverhampton

Staffordshire

Stoke-on-Trent

Telford and Wrekin

NATIONAL 2007

2011 PSA Targets

Black Country 2007

79

81

83

85

87

89

91

93

64 66 68 70 72 74 76 78

% Combined Attainment L4+

% 2

lev

els

pro

gre

ss E

ng

lish

Mathematics Progress against Attainment West Midlands

Birmingham CoventryDudley

SolihullWalsallHerefordshire

Worcestershire

ShropshireSandwell

Wolverhampton

Staffordshire

Stoke-on-Trent

Telford and Wrekin

NATIONAL 2007

2011 PSA Targets

Black Country 2007

70

72

74

76

78

80

82

84

86

88

64 66 68 70 72 74 76 78

% Combined Attainment L4+

% 2

leve

ls p

rogr

ess

Mat

hem

atic

s

Dudley English Progress against Attainment

NATIONAL 2007

2011 PSA Targets

50

55

60

65

70

75

80

85

90

95

100

20 30 40 50 60 70 80 90 100

% Combined Attainment L4+

% 2

lev

els

pro

gre

ss E

ng

lish

Dudley Mathematics Progress against Attainment

2011 PSA Targets

NATIONAL 2007

20

30

40

50

60

70

80

90

100

20 30 40 50 60 70 80 90 100

% Combined Attainment L4+

% 2

lev

els

pro

gres

s M

ath

emat

ics

Dudley Maths progress against attainment

Dudley English progress against attainment

Focussing on progression

• What is your tracking telling you about progression through your school?

• Where is progression strongest? • What is it telling you about the

issues in the learning and teaching of literacy and maths? (where is progression weakest?)

Tracking resources on the primary framework.

• Tracking tutorial: http://www.standards.dfes.gov.uk/primaryframeworks/downloads/PPT/yr5_6_timeline_tracking_v1.ppt

• Tracking grid: http://www.standards.dfes.gov.uk/primaryframeworks/introduction/improving/pupil_tracking_sheet/

Stick people discussion prompts

NB View as a ‘show’ to read the prompts

English 2006 National

% Pupils achieving Level 4+ at the end of KS2 in

2006 NB Dark blue indicates the

progress since 1998% Pupils achieving Level 3 at the end of KS2 in 2006 NB These pupils achieved

L2b+ at the end of KS1

% Pupils achieving Level 3 at the end of KS2 in 2006 NB These pupils achieved

L2c at the end of KS1

% Pupils achieving Level 3 at the end of KS2 in 2006 NB These pupils achieved

below Level 2 at KS1

Disapplied or no KS1 Level recorded

% Pupils achieving Level 2 or below

% Pupils absent from test

English 2007 National

1 %point increase Level 4+ on 2006

3% is same as 2006

1%point decrease since 2006

7% same as 2006

6% is same as 2006

Maths 2006 National

Maths 2007 National

2 %point increase Level 4+ on 2006

1% point decrease since 2006

7% same as 2006

1% point decrease since 20066% is same as 2006

Example school stick peopleLow Relative Attainment, Low CVA English- 70% L4+ (84% if all L2+ converted to L4+= 12 more children)Context: Proportion of FSM, EAL, Deprivation Index and SEN similar to national

Who are these children who fell

behind or made slow progress through

KS2?

Could we/ should we have intervened

earlier?

What were the explicit factors that we could/ should

have addressed for these children?

What more could we/ should we have done

to ensure the accelerated progress

for this child?Who are these

children in Year 5, 4, 3, 2…? What are we doing to

ensure maximum progress this

year?

Did we have the right interventions tailored to meet the specific

needs of these children?

Did we manage to accelerate the

progress of all the target group we

identified last year?

Was the quality first teaching good enough

throughout KS2 to ensure the accelerated progress of these ‘slow

moving’ children?

When did these children start to fall behind?

Did our tracking system identify these children?

If so, when?

Did this child make expected progress?

What more could we/ should we have done to ensure adequate

progress for this child?

And… Did we have the right interventions tailored to

meet the specific needs of these children?

Which of these children should have

been L5 based on their KS1 results?

Who made very good progress’ since KS1?

Why were these children absent? What would they have achieved? Was there more we should have

done?

Can we name each child?

Is this what we predicted they

should achieve?

What were the factors which

made the difference for these children

who made ‘good progress’?

Which aspects of the English curriculum

did these children find more difficult to

learn? Were these set and explored as high-value curricular

targets?

How can we use the Primary Framework to improve learning and teaching and

provide a curriculum that meets the

needs and interests of our learners?

Does our current curriculum meet the needs and interests of all our learners?Are we focussing

enough on the difficult to teach, difficult to learn

aspects of the curriculum?

Making Good Progress Series

• Making good progress in Key Stage 2 Mathematics

• Getting there – able pupils who lose momentum in English and Mathematics in Key Stage 2

Strengthening The Place of Assessment

• Focusing in a structured way on each child’s learning;

• Support and challenge tailored to need;• Greater levels of engagement with learning;• Accelerated rates of progress for all, and

especially those at risk of underachievement;• Strengthening the link between learning and

teaching by engaging children and parents;• Clarifying the learning journey for all.

APP and the wider assessment agenda

• Children’s Plan – December 2007

- Additional funding (£50 million for 3 years) for schools to improve assessment- APP as the ‘universal model’- Single-level tests to replace end of key stage

assessment if MGP pilot successful- Moderation training (for FSP) developed and

rolled out

Where we are with developing APP materialsKS Subject/AT State of play

KS3 Rdg & Wtg Published via SNS 2006

Maths Published via SNS 2007

Sp & List Being piloted 2007-09

Science & ICT Being piloted 2007-08

KS2 R, W & Maths Published via PNS 28.01.08

Sp & Lit Being piloted 2007-09

KS1 R,W, S&L, Ma Being piloted 2007-08

The assessment area on the Primary Framework

• Developing Assessment for Learning

• Assessing Pupils’ Progress• Standards Files

Developing Assessment for LearningLearning and Teaching Personalising learning and teachingDay to day assessment Conditions for learning that support AfL

Support for day-to-day assessment in the Primary Framework

Designing opportunities for learning (planning)

Objective and outcome led learning

Formative use of summative assessments

Feedback on learning Using curricular targets

Questioning and dialogue

Peer and self assessment Leadership and Management

Leading on Improvement

Self Evaluation

Leading professional learning through children's learning

Involving parents and carers

The APP model

is a model of assessment that: draws on formative approaches and is diagnostic is periodic and keyed to national standards integrates assessment into teaching and

learning enhances classroom practice and encourages a

broadly based curriculum is embedded in the primary framework is based on assessment focuses that underpin

national curriculum assessment

APP is based on 4 key principles

• Assessment is integral to effective teaching and learning

• Assessment systems must be fit for purpose

• National standards are an entitlement for learners, teachers and schools

• National standards are integral to national expectations of education

The APP process

• Teachers select a sample of pupils• Each term, they review the full range of

evidence (written, spoken and observed) for each assessment focus

• They select the appropriate ‘level boundary’ and arrive at judgements using the assessment guidelines sheet

• Annotated examples of pupils’ work provide reference points for teachers (standards files)

The APP approach

Collects together:

children's work

any other evidence

assessment guidance materials

standards files

Identify borderline for attainment target

Look through the work for each AF until confident with the criteria that are ‘best fit’

Highlight applicable AF criteria and tick the level related box for each

Make an overall level judgement

Lessons Learnt – factors which make APP effective

• Involvement of senior leadership- whole school approach– to support implementation, standardisation and moderation

• Adequate planning for change – major focus• It takes time to become familiar with the

assessment focuses and the APP process and materials – not a ‘quick fix’. Starting with a small group of pupils enables teachers to get to know the assessment foci and their level-related criteria, then apply them more widely.

• Developing skills to ensure standards - as teachers become familiar with the APP assessment model, they realise how important it is that the consistency and accuracy of their judgements is assured across classes and schools. The accuracy of assessments is enhanced by in-school moderation and standardisation and by making effective use of the standards files

• APP is a process for periodic review of pupils‘progress.  It is not a ‘tick list’ or a collection of photocopied written evidence.

March 10th – 9.30 – 12.00

Saltwells EDCAssessment Focus Schools

PNS/EY/LSS/Assessment/ICT approaches• Quality of assessment• Evidencing assessment• Use of assessment for improving learning using frameworks• Clusters (townships/internal and cross school moderation)• Funding!

Minimum ( must be in place)• Efficient tracking system• Provision map• Pupil progress meetings

What is collaborative classroom professional learning (CCPL) and why is it important?

• Overwhelming research evidence shows CCPL makes the biggest difference to classroom practice

• Coaching and Lesson Study are two examples

• Coaches improve their own performance as well as that of the people they are coaching

• Lesson Study has been attributed with improving pupil achievement

Coaching and the Primary Framework

All attendees were given a pack containing:Section 1 - Correspondence to schools.Section 2 - Coaching Information from National

Organisations.Section 3 - Principles and generic features of coaching.Section 4 - Observation ChecklistsSection 5 - Barriers to coaching.

Section 6 - Preparing for coaching in your school.

Coaching and the Primary Framework

Building Capacity‘Internal capacity is the power to engage in and sustain continuous learning of teachers and the school itself for the purpose of enhancing pupil learning.’The above quote is from Louise Stoll in Improving School Effectiveness, edited by John Macbeath and Peter Mortimore, published by Open University Press, 2001(ISBN 0-335-20687-5)

Coaching and the Primary Framework

Building capacity for improvement involves a range of strategies which deliberately set about building for the future by:

– creating dialogue– sharing learning– changing ways of working– shifting internal cultures

in order to create wider awareness,expertise and inclination.

Coaching and the Primary Framework

“Coaching is a process that enables learning and development to occur and thus performance to improve. To be a successful coach requires a knowledge and understanding of process as well as the variety of styles, skills and techniques that are appropriate to the context in which coaching takes place.”

Eric Parsloe – The Manager as Coach and Mentor (1999)

Developing the skills of Coaching

Body Language

Using Evidence

Questioning ListeningGiving and Receiving Feedback

The Skills and Motivation Matrix

Low Skills

High Skills

Low Motivation

High Motivation

INSPIRE

Work towards increasing motivation- explore the reasons behind increased dissatisfaction. Encourage short term

actions for immediate success. Contact regularly.

DELEGATE

Maintain high levels of skill and motivation. Encourage risk taking with further

opportunities and challenges. Get them to share and coach.

DIRECT

Increasing skills and motivation-envision and set long term and short term goals.

Structure learning through short term goals with deadlines. Keep close contact.

Monitor, and reserve judgement.

GUIDE

Raise skill levels –help commitment to vision of what it will look like with new

skills. Secure training opportunities. Give reflective feedback. Let go when ready.

Possible focus for in-school coaching

• The teaching sequence• Modelling and demonstrating• Assessment for Learning • The teaching of review sessions• Effective use of ICT• Quality teaching of reading/writing/maths during

shared, guidedguided and independent work• Attention to own school focus based

on analysis of data

Coaching and the PrimaryFramework

The Coaching AgreementTo be completed and returned.

NB. Agreements must be returned in order for money to be sent into

schools

The Coaching Action Plan

Further Support:

• 25th February 08 – Guided Writing (Day 2) AM or PM• 27th February 08 – Year 1 and Year 3 training Day 2• 29th February 08 – Tough to Teach Data Handling• 3rd March 08 – Co-ordinator’s Conference:

AM – Literacy PM – Mathematics• 5th March 08 – Co-ordinator’s Conference:

AM – Literacy PM – Mathematics• 7th March 08 – Early Reading (Day 2) AM or PM• 10th March 08 – Assessment Focus Schools for

Headteachers• 17th March 08 – Gifted and Talented Leading

Teacher Training Day 2

Further Support:• 16th April 08 – EAL Leading Teacher training• 17th April 08 – Maths Planning – Year 6 – am or pm• 22nd April 08 – Maths Planning – Year 5 – am or pm• 28th April 08 – Maths Planning – Year 4 – am or pm• 1st May 08 – Maths Planning – Year 3 – am or pm• 6th May 08 – Celebration of Reading• 7th May 08 – Maths Planning – Year 2 – am or pm• 15th May 08 – Maths Planning – Year 1 – am or pm• 19th May 08 – Literacy: Practical Aspects of Planning am or

pm • 22nd May 08 – SEAL Conference• 2nd July 08 – Coaching Showcase• 9th July 08 – Co-ordinator’s Conference:

AM – Literacy PM – Mathematics• 10th July 08 – Co-ordinator’s Conference:

AM – Mathematics PM – Literacy

Sharing what works well

• Case study – Dudley websitewww.edu.dudley.gov.uk/primary• Network sharing• Place on National website – on

screen prompts- materials and case studies - searchable

www.whatworkswell