2. Headteachers’ Briefing Autumn 2008

3. 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

4. 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

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

6. 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

7. 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

8. 2011 PSA 10 and 11 targets KeyTargetSubject200620112007–2011 Stagetype resulttargetimprovement KS2ProgressEnglish81%90%+9%pts KS2ProgressMaths73%84%+11%pts KS2AttainmentEnglish and Maths71%78%+7%pts Reduce the gap between outcomes for children entitled to FSM and CiC and their peers

9. Components of the world’s most successful systems Collaborative..Classroom ….Professional …Learning e.g. Lesson Study, coaching + + Collaborative APP informed assessment Better teaching, better learning, better progress = Headteachers focused on T&L and pupil progress Improves progress and capacity for school improvement Tracking and intervention for catch-up and keep-up Well evidenced pedagogy e.g. guided practice, talk for Writing/ Maths

10. Pedagogy and professional learning We know that: assessment for learning is still the biggest lever for improving progress; there needs to be a shared understanding of what progression looks like; there are powerful pedagogies, such as guided work, Talk for learning, and SEAL, which make a big difference; classroom collaborative professional learning (CCPL) changes classroom practice more than other forms.

11. The Single Plan Whole-school systematic CPD Annual review of attainment and progress Ensuring the progress of all learners: pedagogy and personalisation Monitoring, evaluation and review of impact on pupil progress Apply TeachPlan Assess Review The single plan drives the improvement against school priorities and is informed by self-evaluation and links to the school improvement plan Explicit focus on learning & teaching – identifies the key areas of learning & teaching that are priorities and quality first teaching as an entitlement for all pupils Whole-school systematic CPD – focuses professional learning around the agreed priorities Tracking – provides a picture of pupil progress at whole-school and class level and provides a focus for professional dialogue to support assessment for learning and personalisation Pupil Progress Meetings – provide a regular timetabled forum for analysis and discussion of the factors that have supported progress and identifies collaborative actions to overcome barriers to progress

12. Professional Dialogue with staff Professional dialogues are conversations between the class teachers and a coordinator or member of SMT. The purposes of professional dialogues are: –To monitor progress of pupils –To discuss teaching and learning strategies teachers are employing to achieve accelerated progress –To identify appropriate interventions where children are not meeting age related expectations –To discuss assessment strategies and procedures –To identify staff professional development needs. Professional dialogues contribute to the range of monitoring information and should take place at least twice a year.

13. A sample of pupils are interviewed at least once a term, to assess progress towards curricular targets in maths and literacy. It may not be the same pupils each term. Initially these meetings are modelled by consultants or subject leaders. Ultimately class teachers take over responsibility for this as part of their ongoing assessment. Detailed feedback needs to be shared with all staff following pupil progress meetings. Pupil Progress Meetings

14. APP – findings from working with support teachers It is easy to misunderstand the intention of APP. It is not about undertaking additional assessments for the sake of it. It is about assessment as an integral part of teaching, working with children at the edge of their learning in order to be able to plan the next steps (assessment for learning) The most effective way of doing this is through guided sessions.

15. … any assessment for which the first priority in its design and practice is to serve the purpose of promoting learning. (Black & Wiliam, 1998 Assessment for Learning is …

16. Keep one eye on the mathematical horizon and the other on students’ current understandings, concerns and interests. (Ball, 1993)

17. It is hard to understand why work which I and many others have carried out over almost ten years, which we have written up with very careful attention to evidence, and which has been widely welcomed by teachers, is either mis-understood or ignored - apart that is from the use of the label. (Paul Black) Assessment for learning - a shared understanding?

18. Assessment for learning BUT in the context of mathematics / mathematics learning This will include: Rich dialogue Feedback Time to think Being mathematical Guided work provides the opportunity for all of these How can we teach maths for understanding and engagement in real classrooms?

19. Guided work Guided work is: Working with children at the edge of their understanding - in their “zone of proximal development” (Vygotsky) – which means taking them out of their comfort zone and engaging them in struggle. Guided sessions focus on: Rich dialogue, making connections, developing thinking and exploring understanding Guided work is not: Supervision of activity About completing pre-set tasks

20. Children have the right to struggle Building learning resilience by supporting a struggle rather than providing an answer/resolution Providing children with opportunities to make decisions about which strategies to use Supporting children to make connections with prior learning to find creative solutions and generate new ideas Working at the edge of children’s understanding

21. Learning is a social activity in which talk is fundamental. Language, thinking and learning are interrelated. ‘Scaffolding’ provides support and focus through a gradual shifting of responsibility and control to the pupil. Consciously focusing on and reviewing learning strategies and progress is an integral part of learning. Why do guided work?

22. Motivation and the disposition to learn are important parts of learning. Teaching is designed to outpace rather than follow development. Teaching and learning are interactive, being part of a structured, focused dialogue between teacher and pupils and amongst pupils themselves. Why do guided work?