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2. 2 Primary School Improvement Partners Tuesday 9 December 2008

3. 3 Aims for the day To reflect on Visits 1 and 2, identifying strengths and areas for development in practice. To gain an overview of key outcomes from Visits 1 and 2. To be confident to undertake and report on Visit 3 to schools at support levels 2 and 3 in the spring term.

4. 4 Feedback from this term Good relationships have been established with schools Positive feedback from governing bodies about headteacher performance management Majority of reports on time with the writing frame used effectively

5. 5 Next term … Avoid notes and refer to Appendix 7 in the handbook Adhere to the writing frame and follow up any specific areas of focus Consider the support the school may require to address the challenges you have agreed

6. 6 Reflection on Visits 1 and 2 Consider: What went well in your role as a SIP? What was less successful? What has been learned in terms of: Your practice as a SIP The implications for these visits next autumn term.

7. 7 Emerging strengths and issues for schools and the LA in relation to: Capacity to improve School self-evaluation The SEF Quality of pupil tracking Achievement and standards Personal development and well-being Target setting

8. 8 Preparation for Visit 3 This visit includes: Section 1: Key outcomes of the visit Section 2: Progress since the last visit Section 3: The quality of provision Section 4: Statutory targets

9. 9 CLL LCT 6+ CLL LSL 6+ CLL READ 6+ CLL WRITE 6+ 200776.164.666.752.5 200876.471.967.757.1 difference 0.37.314.6

10. 10 Standards rose well at Key Stage 1. They compare well with national levels. Level 2+ and 2B+ proportions rose in all 3 areas of reading, writing and mathematics, where there was little change nationally, There was an especially strong rise in maths (+2ppts). Key Stage 1

11. 11 Level 3 proportions remained largely unchanged, against a fall nationally. Boys' writing outcomes are low. APS for 13.5

12. 12 At Key Stage 2 Level 4+ proportions were maintained in English, maths and science but there was no rise in these There was a fall in the writing result within English, with girls' proportion holding up but a 3ppt drop for boys, leaving a big gender gap and a very big gap between boys' reading outcomes and their writing standard. The combined English and maths total remained the same as 2007, whereas nationally there were 1ppt gains throughout. Key Stage 2

13. 13 Reduce primary persistent absence, particularly in the targeted schools. Further raise the proportion of pupils attaining level 3 in Key Stage 1 and level 5 in Key Stage 2. Improve the progress of boys as writers from the FS through to the transition to secondary schools. Priorities

14. 14 2011 PSA 10 and 11 targets KeyTargetSubject200620112007–2011 Stagetype resulttargetimprovement KS2ProgressEnglish81%90%+9%pts KS2ProgressMaths73%84%+11%pts KS2Attainment English and Maths 71%78%+7%pts

15. 15 Developing our practice to provide support and challenge Identify key questions to support professional dialogue with schools about the quality of provision. Focus on: Processes Evaluation Next steps for the school

16. 16 Preparation for Visit 3 The Early Years Foundation Stage Supporting and challenging schools to evaluate the quality of provision.

17. 17 Proposed Changes to the Ofsted Framework (September 2009)

18. 18 Rationale for Change Issues of concern Narrowing the gap Outcomes for the underachieving / needs of underachieving groups Ofsted now inspects all services.

19. 19 Who will be inspected and when? There will be less frequent inspections for schools that have been judged as good or outstanding (every 6 years?). Ofsted will need to produce a sophisticated risk assessment for these schools e.g. after 3 years publish a ‘health check’ – some work is underway with the pilot schools. Ofsted will target satisfactory and inadequate schools more frequently. If a school has been graded satisfactory but there is an upward trend then they will be visited after 3 years. If the grade was satisfactory and there is a downward trend then there will be a monitoring visit within 3 years. Schools inspected in 2005 regardless of category (including good and outstanding) will be inspected in the 3 yearly cycle until the new proposals are agreed (2005 Education Act).

20. 20 How will data be used to support judgements? Ofsted will give more weight to attainment in the overall judgement. CVA will still be a factor in reaching the overall judgement but not as much as it has been. National challenge schools – can they ever be other than inadequate?

21. 21 Who will be involved? Ofsted will involve the SMT more during the inspection. Several ideas about how to do this at the moment – the PIB could take place on site with the SMT the day before the inspection. Areas for development will now include the views of the SMT. Much greater emphasis on leadership throughout the school.

22. 22 What will inspectors be looking at? Ofsted will focus on the different groups of pupils. A school’s effectiveness will be underpinned by its success with the most vulnerable groups. There will be more focus on lesson observations and inspectors will focus on different groups in lessons and the tracking of progress for these different groups. EYFS will be a key component possibly by a specialist inspector.

23. 23 Will there be changes to the SEF? SEF will have a more streamlined format to secure an even more evaluative dimension. The judgement grids will be at the beginning of each section and the school will be asked to give the major reasons for deciding on a grade.

24. 24 Supporting and challenging schools to evaluate the quality of provision for pupils with SEN Preparation for Visit 3

25. 25 Data collation and organisation (Raise Online / Smiley trends / Bottom 20% / Inclusion database/ Ofsted SEN results (comments / progress of pupils with SEN / SEN Action points)Bottom 20% Data Analysis By Bottom 20% / CVA according to threshold SEN Monitoring Process PRIMARY SECONDARY SCC Process SIP referral Letter to schools Offer of visit School Accepts Visit Consider SEN Framework / SEN SEF SEN Advisers follow up SIP follows up SEN MONITORING PROCESS JULY 2008 SIP visit Questions asked about bottom 20% / SEN. Review visit School devises new SEN action plan Further SIP visits Questions/issues revisited SIP visit note SIP manager alerts SEN Advisers

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27. 27 Questions to ask at identified schools: Do teachers know which of your pupils are in Devon's bottom 20%? How are you tracking these pupils and what is the data telling you? What Wave 1 and Wave 2 support is available ? What else might be helpful? Would you like an SEN monitoring and support visit?

28. 28 What particular steps do you take to involve the parents of pupils with SEN? How are other agencies involved with supporting your vulnerable pupils and developing good practice? Who are your bottom 20% attainers (i.e. those with the lowest scores) and your bottom 20% achievers (i.e. those making the least progress)? What interventions are in place to support these? / how are you addressing this? How do you know that your interventions are successful ? Questions to be asking at other schools:

29. 29 What role does the SENCO have in ensuring inclusion /differentiation across the school? How much time does your SENCO have to coordinate your SEN provision? Have you got the following statutory documents in place SEN policy ? Accessibility Plan / Disability Equality Scheme ? Records of Annual reviews? Risk assessments for individual pupils ? (where appropriate)

30. 30 Some tools schools have available: Devon SEN Framework (www.deseducation.org/sen) Devon SEN Self Evaluation (www.deseducation.org/sen) Audit Commission VfM tool (www.sen-aen.audit-commission.gov.uk/) Inclusion Development Programme (www.standards.dcsf.gov.uk/SEN)

31. 31 Inclusion Development Programme  A 4 year NS programme of training modules addressing different areas of SEN  Aims to: Promote the capacity for early independent recognition of SEN Increase staff confidence and knowledge to ‘make adjustments’ and ‘remove barriers’ that will narrow the gap Encourage a strategic approach and response to diverse individual needs

32. 32  Roll out: 2008: Speech, Language and Communication Needs (SLCN) + dyslexia 2009: Autism (ASD) 2010: Behavioural, Emotional and Social Difficulties (BESD)  Available : DVD + supporting booklets (2 copies sent in June ‘08) Online: www.standards.dcsf.gov.uk/SEN  Separate EY version focusing on SLCN

33. 33 Further support for Visit 3 www.deseducation.org >school improvement>primary SIPs Guidance, report forms, prompts and support for writing. Briefing paper 3 www.sipsweb.co.uk CPD support from National Strategies

34. 34 Updates and next steps Autumn term quality assurance processes Confirming next steps Issues Evaluation forms

35. 35 Next Devon CPD day Tuesday 24 March 2009 Tiverton Hotel

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