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CONFIDENTIAL SGA Conference School Effectiveness update

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Presentation on theme: "CONFIDENTIAL SGA Conference School Effectiveness update"— Presentation transcript:

1 CONFIDENTIAL SGA Conference School Effectiveness update
May 2014 – Maria Dawes: Head of School Effectiveness

2 Surrey schools performance – Ofsted
Total number of good or outstanding schools Surrey National Nursery 100.0% 95.4% Primary 77.2.% 80.2% Secondary 88.5% 70.5% Special 95.7% 93.3% SSS 80% 81.7% Total 79.4% Surrey – published inspections to May 2014, National/South-East to 31 December 2013 (latest published stats from Ofsted) COMMERCIAL IN CONFIDENCE

3 The foundation for improvement has been laid
110 Focused Support Schools are receiving intensive monitoring Proactive response to summer 2013 results and other changing school circumstances – since September an additional 13 schools have joined the FSS programme Strengthening leadership: since April 2013 twenty three head teachers have been replaced and stronger leadership put in place Support to 40 new head teachers Amendments to the strategy in place for 2014/15 COMMERCIAL IN CONFIDENCE

4 Moving to good Ofsted Schools that have been judged to require improvement will be subject to regular monitoring and a full section 5 reinspection within a maximum period of two years. If at that inspection the school is still judged to require improvement, there will be further monitoring and another full section 5 inspection within two years. This gives a school up to four years to move from ‘requires improvement’ to ‘good’. Surrey Focus Support Schools are expected to a secure ‘Good’ in two years. Where schools are not making reasonable progress for two terms additional intervention and action taken including use of statutory powers when necessary Footer

5 Schools that require improvement
Three types of schools schools that have a persistent history of being judged to be satisfactory schools on a journey of improvement that have not yet consolidated recent improvement schools with a previously ‘good’ judgement that have performed inconsistently Footer

6 Surrey Primary Schools – what are the key issues when schools are not yet good
Leadership that is not strong enough to drive improvements rapidly Staff turbulence and turnover – particularly at leadership level Underdeveloped middle leaders Monitoring by leadership not yet well enough developed Inconsistent progress across and within year groups – despite high attainment in some cases Underachievement of some groups particularly disadvantaged pupils Underdeveloped understanding of assessment by leaders and teachers Insufficient challenge because expectations by teachers too low in some cases COMMERCIAL IN CONFIDENCE

7 How are we addressing this
Focused Support Schools – half-termly challenge and dedicated support particularly for leaders 35 LLEs deployed Surrey Leadership Strategy – focused support for senior and middle leaders Governor training Data and assessment training by experienced ex HMI associate No Child Left Behind – Everyone’s Responsibility Partnership with Teaching Schools and National Support Schools Where schools are not making reasonable progress for two terms additional intervention and action taken including use of statutory powers when necessary Brokering support for our most vulnerable schools Footer

8 Impact Underperforming schools and those with leadership concerns identified and support, intervention and challenge put in place promptly Priorities for school improvement agreed, understood and supported by schools – a culture for improvement in place Feedback from schools strong 23 changes in leadership Governance improving through high quality training and expert governors 13 schools judged RI in Autumn 12 expected to be inspected this term – all but one expected to show significant improvements Ofsted identify strong improvements in RI schools Footer

9 Brokering a self-supporting school system
Total Support Package Babcock Schools L/ship support (LLE/NLE) Evaluation & QA ITP / OTP Teaching & Learning

10 Working in partnership to secure improvements
Ofsted ‘The local authority has delegated its support for the school to South Farnham Teaching School to support the leadership of the school, in particular with developing whole-school tracking & assessment systems which are used in every classroom, the quality of subject leadership and the quality of teaching. As a result the school is keen to maintain its partnership with the Teaching School and this will ensure that the capacity to embed improvement is sustained in future.’ (S5 8/10/13) NCTL ‘In Surrey the local authority works in a 3-way partnership with Babcock Education and the best schools in the county’ Charlie Taylor, Chief Executive of the NCTL, speech to North of England Education Conference, 17 January 2014 COMMERCIAL IN CONFIDENCE

11 Brokering Support for our most vulnerable schools
The Government’s expectation is that academy status, with the support of a strong sponsor, is the best way of securing lasting improvement for schools that are judged to be inadequate or that are significantly underperforming. Currently there are 14 sponsored academies in Surrey with another 4 under conversion Footer

12 Multi-academy Trusts - Surrey
Non-sponsored Secondary Sponsored Secondary Non-sponsored Primary Sponsored Primary Glyn Learning Foundation 2 5 1 The Howard Partnership 1 (+ 1 under conversion) Bourne Education Partnership Guildford Education Partnership 1 under conversion Lumen Learning Trust The Good Shepherd Trust 3 Oaks Academy Trust Goldsworth Trust South Farnham Primary Academies Enterprise Trust 1 special The Kemnal Academies Trust Footer

13 Supporting vulnerable schools broker a sponsor arrangement
Capability - match of support to the specific needs and context of the supported school Locality - to facilitate the highest levels of collaboration Acceptability - of both partners to each other and ability to establish professional trust Capacity - of the supporting school balancing its own needs and effectiveness Footer

14 Developing a sustainable partnership?
Vision and Values Systems Culture Evaluation Creating and sustaining a partnership can be challenging. Therefore I think it is worth considering the above principles. Vision and Values: Partnerships must be built on shared values and philosophies. • Begin with an open and frank discussion about values, goals and needs. Any partnership must respect and reflect the culture and goals of all the partners otherwise it will flounder from the beginning. Both the leadership and the governors must believe that the partnership will bolster the academic, social, and physical well being of students. Partners will only understand this by regular communication. Systems: These must be agreed and everyone must both understand, buy in and be trained. Culture: For any partnership to be sustainable, they should have support at the highest level within schools and organisations and concurrence at all levels – senior leaders, middle leaders, govs, teachers and parents. Communication is central to this. Evaluation - Partnerships should be developed with clear definitions of success for all partners. • Measures for success should be established at the outset of the partnership. • Partnerships should be evaluated on a regular agreed-upon basis. • Evaluation should include collection and analysis of information to determine accomplishments, strengths and weaknesses of the partnership. Footer

15 No Child Left Behind – Everyone's Responsibility
A relentless focus on raising the the achievement of disadvantaged pupils by creating a culture of no excuses and high expectations in all our schools and settings and providing challenge, support and guidance to all those who work in them. Funded intervention training Audits Primary Vision Conference Matching schools to working together Links between phases including EYFS Challenging Targets

16 Moving forward 2014/15 The priorities for the coming year are to:
embed the strategy rigorously, monitoring and challenging schools: continue to focus on leadership and management but with a clear focus on the improvement of teaching develop further the partnership work particularly with the Teaching Schools and Multi-Academy Trusts reducing the gap between disadvantaged groups and other groups – No Child Left Behind COMMERCIAL IN CONFIDENCE

17 Questions Footer

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