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@IAA2014_15 #IAAConf. IAA Autumn National Conference Life after Gove – Which way now for our #IAAConf.

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Presentation on theme: "@IAA2014_15 #IAAConf. IAA Autumn National Conference Life after Gove – Which way now for our #IAAConf."— Presentation transcript:

1 @IAA2014_15 #IAAConf

2 IAA Autumn National Conference Life after Gove – Which way now for our #IAAConf

3 Opening Student Performance Inner Voices

4 Welcome Jane Creasy, Conference Facilitator

5 Opening Address and Introduction of IAA Draft Manifesto Nick Weller, IAA Chair

6 Life after Gove

7 A Growing Organisation

8

9 Our Draft Manifesto

10 Keynote Address: Life after Gove – The consequences for disadvantages children Sir John Dunford, National Pupil Premium Champion

11 Life after Gove: the big challenge remains – Using pupil premium to narrow the gap Life after Gove: IAA Autumn National Conference, London, 9 October 2014 John Dunford National Pupil Premium Champion and Chair, Whole Education 11

12 Our priorities Excellence and Equity Raising achievement and Closing the gap Priorities across the political spectrum 12

13 Pupil premium: the gap in 2013  The gap gets wider as pupils get older:  19% gap (60%: 79%) in level 4 at 11  27% gap (38%: 65%) in 5A-CsEM at 16  Big variations between schools and between LAs  Level 4 gap: Newham 4%; Wokingham 29%  GCSE gap: London under 20%; Southend 43%  Attainment of PP pupils  Level 4: Camden 79%; Central Beds 51%  GCSE: Tower Hamlets 63%; Bracknell Forest 27%  Highest FSM attainment in schools with high or low FSM 13

14 Percentage of Key Stage 4 pupils eligible for free school meals attaining the GCSE benchmark by secondary schools, in deciles from low to high proportions of pupils eligible for free school meals Data based on 2012 Key Stage 4 validated data. Figures represent all open secondary schools that have had a published section 5 inspection as at 31 December Schools with percentage figures exactly on the decile boundary have been included in the lower decile.

15 Focus for the pupil premium  Prioritise your school’s gaps  Comparators for PP students  PP / Non-PP in your school  PP in your school / All pupils nationally  High ambition, high expectation  In 17% of schools, FSM attainment is above the national average for ALL pupils  Evidence is out there  Curriculum change can help too  Focus relentlessly on the quality of teaching and learning 15

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17 Overcoming the barriers  Identifying the barriers to learning for PP pupils  Deciding your desired outcomes  Success criteria for each outcome  Choosing your strategies  Telling the story: creating an audit trail 17

18 Deciding your desired outcomes 18 Desired outcomesSuccess criteria Improving FSM attainment Reducing gaps Improving attendance Accelerating progress Reducing exclusions Improving engagement with families Developing skills and personal qualities Extending opportunities Good destination data

19 Choosing your school strategies  What strategies will produce these desired outcomes?  Use evidence of what works  Train staff in depth on chosen strategies  Monitor progress of pupils frequently  Rapid interventions  Evaluate impact of strategies 19

20 The evidence  Seeking out excellent practice in other schools m m   Using the Education Endowment Foundation toolkit  Using conclusions from Ofsted surveys schools-are-spending-funding-successfully-maximise- achievement schools-are-spending-funding-successfully-maximise- achievement  access-and-achievement-20-years access-and-achievement-20-years 20

21 EXAMPLE STRATEGIES TO CLOSE ATTAINMENT GAPS Targeted strategies for FSM pupils might include… Incentives and targeting of extended services and parental support Subsidising school trips and other learning resources Additional residential and summer camps Interventions to manage key transitions between stages /schools Dedicated senior leadership champion Targeted strategies for under-achieving pupils might include… Early intervention and targeted learning interventions One-to-one support and other ‘catch-up’ provision Rigorous monitoring and evaluation of impact of targeted interventions Extended services and multi-agency support Targeted parental engagements In-school dedicated pastoral and wellbeing support and outreach Developing confidence and self-esteem through pupil voice, empowering student mentors, sport, music, or other programmes such as SEAL TARGETED STRATEGIES FOR PUPILS ELIGIBLE FOR FSM …which specifically benefit FSM pupils STRATEGIES FOR UNDER- PERFORMING PUPILS …which benefit FSM and other under-achieving pupils Whole school strategies might include… Quality teaching and learning, consistent across the school, supported by strong CPD culture, observation/moderation and coaching Engaging and relevant curriculum, personalised to pupil needs Pupil level tracking, assessment and monitoring Quality assessment Effective reward, behaviour and attendance policies Inclusive and positive school culture Effective senior leadership team, focused on PP agenda WHOLE SCHOOL STRATEGIES...which benefit all pupils Source: abridged from Rea and Hill, 2011, Does School-to-School Support close the gap? National College for School Leadership

22 Audit trail on the school website Plus case studies of impact on (anon) individual pupils 22 How good is the audit trail in your school? StrategyCostEvaluationImpact Improve feedback 1:1 tuition Attendance officer Peer tutoring etc

23 Pupil premium: the funding  Additional per pupil funding for PP  £488 per pupil  £935 (secondary) £1300 (primary) £1900 (Looked after and adopted chn) Total PP funding  £625 million  £2.5 billion Protected in real terms to  In total this represents a big commitment by the government.  Now schools have to deliver.  It’s a big challenge – and a great opportunity for school leaders 23

24 The opportunity  Stop looking up and start looking out  Don’t wait for politicians to tell you what to do  The government isn’t telling schools how to close the gap  It’s for schools to decide how to use PP  Schools can lead the way … 24

25 BUT ……..  Some reforms have made our task harder for students from disadvantaged backgrounds:  Changes to vocational qualifications  Ebacc accountability, so some subjects are accorded less importance  First entry only accountability  Sole emphasis on terminal exams  Changes to grading  Decoupling AS from A-level  Abolition of EMA  Cuts in the careers service  Cuts in other local support services for disadvantaged young people 25

26 SO ……..  We need:  Policies joined up with pupil premium  Better vocational qualifications structure  Parity of esteem for academic and vocational routes of comparable standard  Stability of exam grading  Two GCSE entries permitted  Variety of assessment, as appropriate  AS continuing as first part of A-level  Greater emphasis on skills development alongside knowledge  And intelligent accountability that enables a more rounded judgement on the quality of education 26

27 AND WE CAN ……..  Root school policies in our values  Use our autonomy to innovate  Work in partnership to research and implement the most effective policies  Create a school-led system, not system-led schools working in isolation  Give students a fully rounded education  If it’s right, just do it … School leadership in England is the envy of the world. 27

28 An international perspective “Today schooling needs to be much more about ways of thinking, involving creativity, critical thinking, problem-solving and decision-making.” Andreas Schleicher – OECD TES 16 November

29 Using curriculum freedoms The school curriculum is much bigger than the National Curriculum 29 SCHOOL CURRICULUM NATIONAL CURRICULUM

30 Using curriculum freedoms to close the gap  What curriculum does a C21 young person need?  What curriculum does most for disadvantaged?  Giving all young people a ‘whole education’  Developing knowledge, skills and personal qualities  How can you develop the curriculum to help close the gap in your school? 30

31 Using curriculum freedoms Knowledge Skills Personal qualities

32 Work ready Life ready Ready for further study 32

33 Pupil Premium Awards  PP Awards have been made in 2013 and 2014 to schools making the biggest impact with PP funding  In 2015, up to 500 schools can win a share of £4m with the top secondary winning £250,000 and the top primary £100,000.  Look at to find out more  You can also look at the website to find out more about what the 2013 and 2014 winners are doing to improve outcomes for disadvantaged pupils 33

34 National Pupil Premium Champion Contact John Dunford at disadvantaged-children 34

35 @IAA2014_15 #IAAConf

36 Future Gazing Panel Debate Which way now for our Academies?

37 Panel Chair  Jane Creasy - Conference Facilitator Panel Members  Ed Dorrell - Deputy Editor; The TES  Lucy Heller - Chief Executive; ARK  Steve Munby CBE - Chief Executive; CfBT Education Trust  Conor Ryan - Director of Research and Communications; Sutton Trust  Jonathan Simons - Head of Education Unit; Policy Exchange

38 Keynote Address: The Role of Regional School Commissioners Sir David Carter, Regional Schools Commissioner (South West)

39 “Within the next 3-5 years the South West will be the best region to lead, teach and educate a child” Sir David Carter RSC for the South West

40 What Attracted me to the role of the Regional Schools Commissioner? Sir David Carter RSC for the South West

41 Core Aims of the RSC Role Monitoring the performance and intervening to secure improvement in underperforming academies Taking decisions on the creation of new academies Ensuring that the sponsor market meets local need by authorising new sponsors and challenging those that exist to perform even better

42 The Challenges in leading the new System Shift of accountability from Whitehall to the Regions – London to Regions – Regions to Sub Regions – Building the RSC team to be one of the most important educational teams in academy delivery and performance Balance of Autonomy in proportion to Accountability – Post 2010-Maximum Autonomy with Limited Accountability-”Autonomy from the centre was given to the system” – Post 2015-Maximum Autonomy with Enhanced Accountability-”Accountability will be provided for the centre by the system”

43 What does this mean for Academies and Free Schools? A different model of accountability Schools who were above the bar in a centralist model of accountability will be less secure in a regionalised model Best practice identification and transmission will become more closely aligned between the originators of the practice and those seeking to implement it Better “joined up” communication between the key stakeholder groups in the region

44 What does this mean for Parents and Children? Every family needs access to a “good” or “outstanding” school within reasonable distance of their home If achieved, the choice of school and provider will be richer as quality will be defined by specialism & ethos rather than by results The best schools will play a bigger role in helping weaker schools become great quicker than before – Could an indication of sustained outstanding performance involve how well a school supports another? When a school gets into difficulties or is in decline it will take less time to intervene and improve it – Prevention or Cure?

45 The HT Board Monitoring the performance and intervening to secure improvement in underperforming academies Taking decisions on the creation of new academies Ensuring that the sponsor market meets local need by authorising new sponsors and challenging those that exist to perform even better

46 Priorities for Day Aim 1-Visibility & Communication across the region Aim 2-Understand the profile of the performance of academies and free schools following the 2014 outcomes and plan interventions that are needed Aim 3-Start to approve academy convertors, MAT applications and broker sponsorship arrangements Aim 4-Work with existing sponsors to deliver improvement and support new MAT and sponsors entering the SW Academy arena Aim 5-Building of the “Education South West” vision and strategy

47 Aim 1-Visibility and Communication Open Academies and Free Schools – Academies and Free Schools Principals (Studio and UTC) – SW Free Schools Network as there are only 18 of them School Improvement groups who can be commissioned to deliver support – Teaching Schools and Maths Hubs and other alliances – NLE and LLE – Good and Outstanding Schools – Existing MAT with capacity to support beyond their trust Current and Future Sponsors and MAT – Chairs of MAT – Approved Sponsors without a project – New sponsors wanting approval – New pipeline projects in the SW – National Chains with Academies in the SW

48 Aim 1-Visibility and Communication Other Key Sponsor Groups – Leaders of the Diocesan groups – University Vice Chancellors – Principals of FE Colleges Local Authorities – LA Leaders with oversight of educational provision – LA Schools so that they are included but respect the RSC remit Beyond the School Networks – Regional OFSTED and HMI – Members of Parliament – Business leaders in the Region Events and Meetings to set the scene – Invite Chairs and CEO from SW MAT to meet in October – Education South West Seminars across the region sharing practice on improvement themes – SW System Leaders seminars with national speakers – Breakfast Meetings for MP, Business leaders and Chairs of MATS – Free School, Studio School and UTC network – Education South West Conferences in March 2015

49 Aim 2-Monitor and Intervene where Academies are under- performing What will we do? – Step 1-Update performance database using 2014 outcomes to update SW Risk Register – Step 2-Determine the rating of Academies and MAT to prioritise visits and level of challenge required – Step 3-Use EA team & HTB members to visit and review academy performance – Step 4-Request action plans and commission support & add capacity in areas where there are no teaching schools – Step 5-Agree monitoring schedule for the year and when we request scorecard updates

50 The SW Academy Performance Challenge Challenge 1-The performance of Pupil Premium students Challenge 2-The “coasting” school that needs to move forward Challenge 3-Improving the percentage of outstanding schools in the region Challenge 4-Rebrokering Academies and finding new sponsors Challenge 5-The performance of our most able students in the region Challenge 6-The performance of academies in seaside locations Challenge 7-The challenge of the SW rural poverty contexts which is different to the urban challenge Challenge 8-Ensuring there are enough groups and individuals able to deliver effective school support in the areas of greatest need

51 Aim 3-Approve applications to convert, to set up a MAT, determine the best fit for sponsored academies and advise on FS Free Schools – Up until March 2015, the RSC role on the application process is to recommend to Ministers, not to decide This covers – which projects should be rejected following a paper assessment and then after interview; should a project be cancelled / deferred because EFA can’t find a suitable site? Should we approve capital expenditure on a project? Some of this work is seasonal – there are 3 Free School application rounds every year (but 2015 to be confirmed): the next one starts in October We will have a role to intervene in failing Free Schools

52 Aim 4-Support new sponsor groups who want to enter the Academy arena to add capacity to the SW Region What we will do – Meet with existing sponsors and MAT to understand their context and challenges Partner existing groups with new groups in a mentoring relationship Create sub regional sponsor network groups – Work with approved sponsors who do not have a project – Make sure pipeline projects are delivered smoothly Work with new groups and trusts who want to gain approval to sponsor new academies and FS – Good and Outstanding Schools – Teaching School Alliances – HE and FE – Diocese – Business and Industry

53 Sponsor Improvement and Sponsor Development Get the best from existing sponsors – Partner existing groups with new groups in a mentoring relationship – Create sub regional sponsor network groups – Work with approved sponsors who do not have a project – Make sure pipeline projects are delivered smoothly Set the expectation for new sponsors Work with new groups and trusts who want to gain approval to sponsor new academies and FS – Good and Outstanding Schools – Teaching School Alliances – HE and FE – Diocese – Business and Industry

54 Aim 5-Build the “Education South West” strategy What we will do – Engage the system to support the building of the SW improvement identity – Invite Academy Principals to high quality seminars on key performance themes and reinforce their role as system leaders – Build a cadre of potential Principals for the region by working with schools delivering NCTL Leadership suite – Work with Teaching Schools and HE to ensure there is a pipeline of good teachers entering the profession – Work with OFSTED to share the vision and accountability for the performance of academies across the region – Work with business groups to build a “Pool” of trained trustees to join MAT Boards

55 How will we know we have been successful? Children will be performing better in national tests and exams and the SW will be at or above national performance More SW Academies and Free Schools will be OFSTED good and outstanding – 25% outstanding and 80% good More academies and free schools will be open providing greater choice and better education for children across the region More MAT will have been created to sponsor and support more schools – 57 in Sept 2013 growing to 75 by September 2015 A new regional model of system wide school improvement will be recognised as effective by schools in the South West

56 @IAA2014_15 #IAAConf

57 Keynote Address Lord Nash, Parliamentary Under Secretary of State for Schools

58 Keynote Address: Academies - The challenges ahead Lord Adonis, IAA Honorary President

59 Closing Remarks Nick Weller, IAA Chair

60 @IAA2014_15 #IAAConf


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