Presentation on theme: "The role of Governors in delivering Cornwall’s strategic priorities for improving the outcomes of vulnerable young people in Cornwall. Kim Conchie Chief."— Presentation transcript:
The role of Governors in delivering Cornwall’s strategic priorities for improving the outcomes of vulnerable young people in Cornwall. Kim Conchie Chief Executive Cornwall Chamber of Commerce & RAAS Board Chair Jane Black Head of Service Learning & Achievement Cornwall Council 14 th March 2015, Penryn College.
Raising Aspiration & Achievement Strategy
High aspirations for all children and young people, particularly the most able. High quality leadership of standards: attainment and progress of boys, particularly in secondary phase closing the gap for vulnerable groups, particularly EAL & Non SEN School organisation and sustainability for schools. RAAS Priorities 2013/14
Improvements in some measures….. Progress made since RAAS established CornwallNationalCornwallNational Key Stage 1 Average Point Score Key Stage 2 Average Point Score Average GCSE & Equivalents Point Score ** ** NOTE - GCSE data should not be used comparatively with previous years due to the changes to the accountability framework.
…but original priorities are still relevant… Gender Gap Disadvantaged Groups (Pupil Premium Gap) FSM attainment gap bigger at Key Stage 2 & 4 compared to nationally, as was the gap for progression into Higher Education. Source: Child Poverty Basket of Indicators ….& some important additions…. Progress made since RAAS established 2014 BoysGirls Key Stage 1 Average Point Score Key Stage 2 Average Point Score Average GCSE & Equivalents Point Score
Research has shown that emotional wellbeing and good mental health contribute to every aspect of a person’s life. It is important in helping to strengthen families, improve educational attainment, promote social inclusion, reduce antisocial and offending behaviour, expand opportunities and improve general health and wellbeing. Public Health’s Annual Report 2014 The 2004 survey of mental health in children and young people aged years indicated that nationally 1 in 10 (10%) children and young people aged 5-16 had a clinically diagnosed mental disorder This equates to approximately 6,600 young people in Cornwall The same survey highlighted that conduct disorders were more prevalent in boys and emotional disorders in girls Emotional resilience is a key characteristic identified within the national child poverty strategy that makes it harder for some poor children to do well at school. Resilience & Emotional Wellbeing
Some predictions suggest that 65% of children entering school today will work in jobs that currently don’t exist. Generation Z, Happen, 2014 Priorities: Raising the Participation Age (RPA) Careers Education, Information, Advice & Guidance Young People NEET Apprenticeships Higher Education Transport & Access to Provision Strategic Investments & External Funding Streams Pathways to Employment 8 Benchmarks of good CEIAG 1. A stable careers programme 2. Learning from careers & labour market information 3. Addressing the needs of each pupil 4. Linking curriculum learning to careers 5. Encounters with employers 6. Experience of workplaces 7. Encounters with FE & HE 8. Personal Guidance
1. Enabling young people to engage with learning by improving their resilience & emotional wellbeing. 2. High aspirations for all children and young people, particularly: a)the most able b)the most vulnerable. 3. High quality leadership of standards: attainment and progress of boys in all key stages closing the gap for vulnerable groups, particularly Pupil Premium (FSM Ever 6, Children in Care, Service Children) Key Stage 4 Post School organisation and sustainability for schools 5. Pathways to employment. RAAS Priorities 2014/15
6 questions governors need to ask: 1.Do we know the attainment gap in our school? 2.Do we have an understanding of where in the school our pupil premium pupils are? i.e. numbers in classes & year groups 3.Have we accessed the evidence of what works to accelerate disadvantaged progress? 4.How are we planning & targeting our activities for Pupil Premium pupils? 5.How do we know our activities are having an impact & what evidence are we gathering to share with Ofsted? 6.What actions are we taking if our activities are not having an impact? Pupil Premium & Narrowing the Gap
Meeting individual needs Pupil Voice Parental Engagement Impact of School Leadership Robust Self evaluation Quality First Teaching Key features of effective practice in narrowing the gap Involvement of governors Senior leaders champion the closing the gap agenda Whole school ownership reinforced through middle leaders A relentless focus on accountability An inclusive ethos Nothing left to chance - an expectation that nobody gets left behind
RAAS Projects / Initiatives RAAS PriorityProjects / Initiatives 1. Improving resilience & emotional wellbeing HeadStart Kernow 2. High aspirations for all Supporting service children’s learning & achievement in Cornwall Supporting transitions for the most able: improving school / Higher Education links 3. High quality leadership of standards Working with HMI / Ofsted School to School Improvement 5. Pathways to Employment Skills Show Higher Education Networks for Collaborative Outreach
The unemployment rate for those aged from 16 to 24 has been consistently higher than that for older age groups. Stronger links between business & the education system will help young people make the transition into the work place. BCC recommendation: A business governor at every secondary school. BCC Workforce Survey – July 2014
What impact does your decision making have on the outcomes of vulnerable groups & how well can you demonstrate this impact? Which Governor oversees the needs of pupil premium pupils / vulnerable groups? Forum for asking questions about the progress your children are making? Who listens to children’s voices – what do you ask & how do you ask them? Partnership working – not just school to school Which Governor can support better links with businesses – Business Governor? Do we understand the schools model of Careers Education, Information, Advice & Guidance (CEIAG) & how well does it meet the needs of all students? What could you do / will you do differently in your school?