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Specialist School Status & the co-operative working arrangements in the Dorchester pyramid - D orchester A rea S chools P artnership Ron Jenkinson Head.

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Presentation on theme: "Specialist School Status & the co-operative working arrangements in the Dorchester pyramid - D orchester A rea S chools P artnership Ron Jenkinson Head."— Presentation transcript:

1 Specialist School Status & the co-operative working arrangements in the Dorchester pyramid - D orchester A rea S chools P artnership Ron Jenkinson Head teacher St. Osmond’s Middle School Gordon Redley Head teacher Dorchester Middle School

2 DASP aims to provide high quality education to all children in the Dorchester area Its key purpose is to enable all those children to achieve their full potential as learners and citizens

3 PARTNERS 1. Broadmayne C First* 2. Cerne Abbas CE VC First 3. St Mary's CE VC First 4. Cheselbourne 5. Damers C First 6. Manor Park CE VC First * 7. Milborne C First 8. Frome Valley CE VC First 9. Piddle Valley CE VA First 10. The Prince of Wales First 11. Puddletown CE VC First 12. St Mary's RC VA First* 13. Winterbourne Valley CE VA First 14. Dorchester C Middle 15. St. Osmund's CE VA Middle 16. St Mary's CE VSA Middle 17. The Thomas Hardye VA Upper School and Science College 18. Dorchester Learning Centre

4 ____________________ 5 miles N

5 17 years 18 schools (13,3,1,1) 5350 students (900 6 th Form) Levy : £37 per pupil £200,000 55% of R&M budget 2006/07 £230,000 £50k LA grants

6 EXECUTIVE GROUP HEADTEACHER MEETING –phase and partnership CHAIRS & HEADS DEVELOPMENT GROUP + PUPIL & FAMILY SUPPORT GROUP SUBJECT COORDINATOR GROUPS ASSESSMENT GROUP SENCO GROUP DMIS Communication Accountability Involvement Direction

7 Admin. N Officer Executive Director Finance Officer Executive Group DMIS ICT Music Service Early Years Behaviour Support SEN Services To Schools 18 Partner Schools NCSL Co- Leaders Assessment Data ICT Exeter University Literacy Inclusion AGM Annual Conference Half-termly Meetings LA Headteachers Chairs of Governors Termly Meetings Reports to Staff Reports to Individual Schools DASP Structure Able & Gifted Development Group Deputy Director Training Training schools School, pupil & Family support

8 DASP Improvement Plan One/three year in School DP’s HTs/Executive Development Group The Driver leading to meeting practical needs, providing opportunities and simulating innovation

9 STUDENT LEARNING

10 PROGRESSION CONTINUITY CURRICULUM ENTITLEMENT TRACKING AND MONITORING OUTCOMES 4 to 19

11 THE DASP AUTUMN PACKAGE ASSESSMENT FOR LEARNING

12 Thomas Hardye School At points of transfer - First to Middle Name/ UPN/attendance record Feeder/s Class teachers name Key Stage 1 information: SAT results – Maths, reading & writing (test and task level combined into one) Teacher assessment for Science Key Stage 2 information: Year 4 optional tests – Maths A or B (Marks) Mental Maths mark Total mark score for test and mental maths Test level (sub level)

13 Thomas Hardye School First to Middle cont. Reading level (sub level) Writing level (sub level) End of year 4: Spelling Age - Vernon Reading Age – Salford Teacher Assessment (all to sub-levels) Maths/reading/writing/speaking and listening SEN stage and SEN area/s of concern Areas where child is gifted/talented Special interests Projected end of Year 5 Targets (from Y4 teachers) in maths/reading/writing/science Social/Medical background notes

14 Thomas Hardye School Middle to Upper (all preceding info. and data) Feeder school and tutors name KS 2 Information: Eng/ Maths/ Sci - test scores, test sub-levels and teacher sub-levels KS 3 Information: Year 7 CAT results, KS3 and GCSE predictions Eng/Maths/Sci – test scores, test sub-levels and teacher sub-levels Foundation subject teacher assessed sub-levels Spelling Age SEN stage and area/s of SEN concern Areas where child is gifted/talented Special interests Social/ medical background notes

15 Early Intervention Nurture group

16 INCLUSION Special Educational Needs Behaviour Support

17 DASP Pupil & Family Support Group Extended Schools Co-ordinator 2 Nurse therapists 2 Behaviour support teachers Inclusion outreach worker Connexions worker Head of SEN at upper school Police liaison officer School Nurses Education social workers

18 First and Upper Schools Working Together

19 INFORMATION AND COMMUNICATION TECHNOLOGY

20 THE DASP MUSIC SERVICE Coordinator – Admin Staff 1830 Students- 43 Staff 288 hours/week Inclusive Fee Structure

21 Shared Music Events

22 Very Able & Gifted Programme

23 Outdoor Education

24 DMIS The DASP Maintenance Indemnity Scheme See presentation

25 TEACHER EDUCATION & LEADERSHIP conference

26 Higher Level Teaching Assistants Fully Funded NVQ Training (Level 3) INVESTORS in PEOPLE

27 NQT Induction

28 LITERACY - the JUDE project Raising standards in writing - 2003 Initiatives MFL – support and co-ordination in Years 3 and 4 - 2006

29 Racial Equality & Intercultural Project

30 Cross phase collaboration Citizenship “7c’s” Unicef Rights Respecting School Social Emotional Aspects of Learning DASP Student Council Video

31 Pupil Voice Head’s conference ‘06 Head’s conference’06 Rights Respecting Schools conference ‘07

32 Dorchester Area Schools Partnership DASP Student Council Dorchester Town Hall with Cllr David Barrett

33 Phase and cross-phase collaboration 2 year KS3 in English, Maths and Science 2003 Specialist Status science/maths 2005 Shared benefits: UMF/FMU

34 STANDARDS GCSE2006 : 83% 5+A*- C 2007 : 79% (70%Ma & Eng) A Level 2006 : A-C 83% 2007 : 78% (99% pass rate)

35 Key Stage 3 2 Year Programme of study in English maths and science

36 TEACHER THOUGHTS and FEELINGS Top groups coping well with topics and key ideas: Science Lower ability students find pace hard but that means we focus on the most important parts: all Course can easily be taught in two years avoiding repetition in year 9 :Maths Most of P.O.S. can be covered in 2 years. The Shakespeare needs longer particularly for maturity of understanding:English SAT to be used as benchmark within GCSE course: Upper school Pro-active positive support from LEA consultants More opportunity to develop cross phase schemes of work - all More curriculum opportunities becoming evident for the students in KS4: all /US

37 DASP KS3 Results 2005 - 07 YEAR 2005 2006 2007 Level % L5+ L6+ L5+ L6+ L5+ L6+ Eng85.44383.639.580.533.4 Math85.871.588.57485.368.5 Sci8655.482.450.48448.5 2 year course

38 STANDARDS Key Stage 2 2006-07 English L4 82% 81 L5 32% 38 Maths L4 80% 77 L5 38% 35 Science L4 97% 91 L5 67% 60 Averages across three middle schools

39 St Osmund’s, St Mary’s and Dorchester Middle SCIENCE AND MATHEMATICS SPECIALIST SCHOOLS

40 http://www.dasp.org.uk/ Executive Director: Peter Farrington Administrative Officer: John Macormack The Old Rectory Winterborne Monkton Dorchester DT2 9PS Telephone :DASP 01305250749 Email : office@dasp.org.uk

41 Three Key Questions Is our Partnership an effective size to enable effective learning from 3-19? Do we have sufficient trust and openness to work both cross and within phase? What are the obstacles to our collaboration and partnership?

42 http://www.dasp.org.uk/


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