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London West Alliance & Challenge Partners Hub Spring 2014.

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Presentation on theme: "London West Alliance & Challenge Partners Hub Spring 2014."— Presentation transcript:

1 London West Alliance & Challenge Partners Hub Spring 2014

2 Running Title London West Alliance 13/14: 12 Secondary, 8 Primary and 1 MLD Schools Barnhill Community High Beavers Primary School Belmore Primary School Brentford School for Girls Brentside High School Charville Primary School Chiswick Community School Feltham Community College Heston Community School Isleworth & Syon Boys Lampton School Lillian Baylis School Marjory Kinnon School Norwood Green Junior Oaklands School Ryefield Primary School Southville Junior School Springwell Junior School Stockley Academy Strand on Green Junior The Green School

3 Running Title 1.Initial teacher training (ITT) 2.Continuing professional development (CPD) and leadership development 3.Succession planning and talent management 4.School-to-school support 5.Specialist leaders of education (SLEs) 6.Research and development (R&D) Context for LWA: NCTL ‘Big 6’

4 Running Title 1 Pupil attainment and closing the gap 2 Overall effectiveness of schools 3 Quality of teaching 4. Quality of leadership 5 Number of trainees trained by teaching school alliances 6 Supply of leaders 7 Number of schools in teaching school alliances 8 The number of SLEs designated, trained and deployed Teaching School Context: NCTL Key Performance Indicators (KPIs)

5 Running Title Context ctd: NC Teaching School KPIs KPI 1 Pupil attainment and closing the gap The improvement each year in attainment at key stages 2, 4 and 5 for pupils attending schools in alliances is greater than the national average. The reduction in the achievement gap for pupils in receipt of free school meals and/or in care in teaching school alliances is greater than the national average. 2 Overall effectiveness of schools Schools in alliances show a greater than national average improvement in Ofsted judgements*, resulting in fewer poorly performing schools and more good and outstanding schools 3 Quality of teachingAs a result of effective initial teacher training and continuing professional development, schools in alliances show an improvement in Ofsted judgements for teaching and learning that is greater than the national average. 4. Quality of leadershipAs a result of effective leadership development, schools in alliances show an improvement in Ofsted judgements for leadership and management that is greater than the national average. 5 Number of trainees trained by teaching school alliances The number of initial trainees trained in teaching school alliances increases year on year (in total and for each teaching school cohort). 6 Supply of leadersAs a result of effective talent spotting and succession planning, schools in alliances show an improvement in headship vacancy rates that is greater than the national average. 7 Number of schools in teaching school alliances The number of schools in teaching school alliances increases year on year (in total and for each teaching school cohort). 8 The number of SLEs designated, trained and deployed The number of SLEs designated and trained by teaching schools is in line with targets agreed with Department for Education. 50 per cent of SLEs are deployed within 3 months of designation.

6 Running Title LWA Context ctd: Dimensions of a successful system – what LWA are aiming for Hargreaves, D H, 2011, Leading a self-improving school system, Professional development dimension Partnership competence dimension Collaborative capital dimension Joint practice development Talent identification and development through distributed leadership Monitoring and coaching Distributed staff information High social capital Fit governance Evaluation and challenge Distributed system leadership Analytical investigation Creative entrepreneurship Alliance architecture Disciplined innovation

7 We are members of a national network of local partnerships that challenge each other to improve. Advancing the quality of sustainable teaching and leadership through the generation and transfer of knowledge. And LWA is a Challenge Partners Hub, which means:

8 OUR SHARED AIMS We are committed to ensuring that we deliver the best possible education to our pupils

9 Hubs –A local network of schools – usually a teaching school alliance – who come together to pool their knowledge and resources Partners –Members of the hub who participate in the running its activities Senior Partners –Head teachers of the lead hub school who helps facilitate collaboration and represent their members in the wider network THE MODEL A partnership owned and led by its members

10 CHALLENGE PARTNERS IN NUMBERS A national network of local partnerships ,000 24

11 A REPRESENTATIVE PARTNERSHIP All phases, governance type and context involved

12 The Quality Assurance Review –Every year a Challenge Partners school receives a QA Review and participates in a reciprocal review. –This peer auditing process involves a visit from a team of senior leaders and head teachers from other partner schools, led by an Ofsted accredited inspector. Teaching & Learning –Ensure that the very best training opportunities are available where they are needed most. We provide the opportunity for teachers to attend Olevi’s ITP, OTP and OFP programmes. CORE ACTIVITY We deliver on our aims by drawing on our most valuable resource – our people and schools Collaboration –Build capacity in local arrangements by funding activities that support school-to-school collaboration. National voice and network –Use our voice to influence policy and decisions based. –Apply for funding and research opportunities –Bring together our best practitioners to problem solve –Provide leadership on key teaching and leadership challenges –Work together on strategic initiatives such as SCITTs. –Provide a directory of best practice

13 We broker school-to-school support and a range of activities which includes: –School improvement – appointing an outstanding school to deliver a package of proven interventions for schools at all stages of their journey. –Ofsted readiness - a range of services to support schools throughout the Ofsted inspection process. –Subject specific – targeted support for schools that wish to develop a specific area of practice e.g. Maths, English, SEN or EAL. ADDITIONAL ACTIVITIES Facilitated school-to-school support Challenge the Gap –a strategic whole school programme that has been shown to significantly improve the academic performance of FSM pupils

14 Running Title Primary Maths Skills EAL for Classroom Teachers Challenge the Gap University Learning in Schools Students Leading Learning MFL Support for Primary Partners Implementing the new Primary Curriculum In the pipeline: The research-informed school …in addition, LWA are currently engaged in….. Innovative Programmes ITE – Schools Direct Improving Teacher Programme Outstanding Teacher Programme Specialist Leaders of Education School Improvement Support packages – beyond Hounslow Raising Achievement at A/A* at A level Core activities

15 Running Title Following the launch of the pilot funded by LBH Innovation Fund, a successful bid to the London Mayor’s Fund is enabling us to scale up the Primary Maths Skills Programme around London to ensure more primary teachers develop confidence and competence in teaching maths. The pilot is providing Ruth with a powerful insight into the gaps and needs of primary colleagues which will inform the ongoing programme development. This LBH pilot continues next year. Partners in the roll-out include: 1.Waldegrave 2.Southfields 3.Compton 4.And a further programme running through Lampton Teaching School partner Charville Primary School Initial training of our partners took place in November, further training is scheduled for January. The rollout across London commences Spring By the end of , we expect to have a fully developed and robust programme to continue to offer to primary schools at an affordable price. Primary Maths Skills Programme and Bespoke Support Lead – Ruth Williams, Maths SLE & NCETM accredited lead,

16 Running Title In addition to the skills programme, Ruth is continuing to work with the LBH to deliver support as part of the two Innovation Funds. 11 schools have requested bespoke support and Ruth is to work with 7 local schools this year to provide 6 half days provision each. (a total of 42 half days) Ruth also delivered workshops in November on developing number sense and reasoning (£700) with BPSI as part of their LSEF launch and has been working with them to develop baseline evaluation tools for our fund. She hopes to be involved in their future project activities. There are definitely opportunities to market this workshop in our area. In addition further opportunities will exist to work with LBH to increase the level of support both through the skills development programme and increased bespoke support. There have also been requests for further masterclasses for the more able that were run last year and in school inset. Currently Ruth has no more capacity to increase her SLE work! Breaking News! Around 30 Mathematics Education Strategic Hubs (MESH) will be established over the next two years, supported by an £11m allocation from the Department for Education. The NCETM is to take the lead role in developing the new, Government-funded, national network of school- led maths education centres, aimed at sharply improving pupils’ attainment in the subject across the board. Ruth has registered Lampton’s interest in becoming one of these centres. Primary Maths Skills Programme and Bespoke Support Lead – Ruth Williams, Maths SLE & NCETM accredited lead,

17 Running Title Partnership with CfBT to support primary teachers to develop MFL teaching both through -Pedagogy and -Subject mastery Partner schools: Beavers Alexandra MFL Support for Primary Partners in partnership with CfBT LIS / MLE lead professionals

18 Running Title Led by SIZ Collaboration between state schools and independent sector to develop successful pedagogy for MFL and opportunities for student to student learning MFL: curriculum development Independent – State School Partnership Led by MHU Development of curriculum resources and approaches to use film to inspire students, to engage them in language learning. Combination of -Leadership of teacher and student workshops at BFI -Materials development + resources for teachers British Film Institute

19 Running Title The National College funding to support the implementation of the new primary curriculum will be led by our partners Ryefield Primary School with Barnhill School. They are planning a conference (21 st March 2014) and the establishment of separate subject working groups to review resources and make recommendations by July Primary schools are all welcome to attend, and secondary subject specialists, with particular responsibility for KS3 are also welcomed to join the curriculum working groups. Implementing the Primary Curriculum Lead - Nicola Forster, Headteacher, Ryefield Primary School

20 Running Title All Alliance Heads have been asked to audit their likely staffing needs over the next few years so we can plan appropriately A register of senior and potential senior leaders is being compiled so we can quickly communicate with opportunities and leadership courses NPQML is underway for a second time with Teaching Leaders NPQSL is finishing this term and we will be offering a second programme shortly with Future Leaders Succession Planning for Leadership Lead - Jacquie Smith, Associate Head Teaching School

21 Running Title 1.Lampton have appointed 15 SLEs. For more details see 2.The most recent round for new applicants closed 23 rd October and one new applicant is being interviewed in Jan SLE Network meetings 1.Tuesday 1 st Oct Agenda -rebrand, update projects, identify how we can met the current needs/issues 2.Thursday 15 th Jan – share good practice, strategic marketing, ideas to redesign evaluation forms to evidence impact Re brand and marketing of SLE’s 1.Coordinated update and redesign of SLE flyers with Teaching School livery in a format that all SLE’s can adapt and amend details 2.Second stage is to upload these on to website and ways of strategic marketing International developments – examples of SLE activity 1.Observing and teaching lessons in Beijing at Tsinghua International & State School focusing on sharing assessment, creativity and collaborative lessons 2.Hosted 6 Chinese teachers: devised 2 week programme for visit with focus on developing assessment, creativity School - in reach – examples of activity 1.Forum Sessions on Challenge 2.Developing Literacy lessons 3.Compiling staff action research projects into book to disseminate 4.Teaching and learning initiatives – monthly T&L postcards, T&L wall, literacy placemats, etc For more information please contact: Audrey Douglas Specialist Leaders of Education (SLE) LWA SLE lead - Audrey Douglas, The Green School

22 Running Title LWA lead Julie Jaffray, Lampton School. Programme is live this year with approx 30 trainees across 10(?) schools in the Alliance being trained currently with support of Roehampton University. A new round of applications is opening this month for the cohort of trainees. Looking at a SCITT in the long term Schools Direct Schools Direct Secondary LWA lead Sue Harrison, Strand on Green Junior. New programme is being developed this year for 8 applicants who will be trained from Schools Direct Primary

23 Running Title Autumn cross - phase OTP completed on 10 th December with 15 participants from 6 different schools Power of Coaching supported OTP and A/A* Critical Thinking Spring Primary OTP will be run out of Charville by Lampton beginning 21 st January Power of Coaching to take place for trained facilitators at Lampton in the Spring. Dates TBA OLEVI PROGRAMMES OTP Autumn ITP was successfully completed on 11 th November with students leading learning with lesson feedback. Well attended with 12 participants, all supported by in- school coaches. OFP This programme was over- subscribed and took place in September at Lampton with 12 participants. ITP

24 Running Title The Programme Challenge the Gap is a whole school improvement programme that is designed to support schools narrow the gap between FSM and non FSM pupil’s achievement and attainment The programme supports interventions at all levels (leadership, class teacher and para- professional) through a workshop programme and facilitating JPD with colleagues from other schools. Impact (2012) On average, the target pupils made around 5 points progress in primary English, primary maths and secondary English and 3.8 points in secondary maths (pupils in Accelerator schools made around 4.5 points). The national average for pupil progress is around 3 points, so this is equivalent to five terms progress in a year The Challenge the Gap programme will start its 3 rd year in June 2013 and schools that are interested in applying to be a part of the programme should contact Alex Leggett. Challenge the Gap Lead – Alex Leggett,

25 Running Title The Project Closing the Gap is a research project run by the National College. It is designed to test the effect of various interventions on the progress of FSM pupils. Schools have been allocated a specific intervention and a role in the project (either as a trial school or a control school). The intervention will be run and the impact judged using pre and post intervention testing. Update Jan 2014 Lampton School is working with Heston School and Springwell Junior Lampton is a control school in whist Heston and Springwell are trial schools Lampton’s intervention is “inference training”, whilst Heston is working on “Growth Mind-sets” with Springwell trialling “Achievement for all” Schools involved in the project have tested the pupils and this information has been submitted to the National College. They will begin training to deliver the intervention shortly Closing the Gap - Test and Learn Lead – Alex Leggett,

26 Running Title Lampton School Basketball Academy players are inspiring and motivating KS2 pupils to become young leaders. 55 Lampton pupils are working with approx 270 KS2 pupils Autumn term – 20 sessions delivered (4 x 5 weeks): –Beavers (2 classes) –Alexandra Junior (3 classes) –Ivy Bridge (2 classes) –Hounslow Town (3 classes). Basketball Academy - Developing young leaders Lead - AlanKeane, Director of Basketball Academy Impact and feedback “The first thing to say is that the children looked forward to their basketball lesson every week. They really enjoyed it. I think that the coaches were excellent; they were able to build up a good rapport with the children and were extremely encouraging. Previous learning was re-capped every week and the outcome of the lessons were clearly delivered. The teaching of the basketball skills was fantastic and I was able to see the children progress from their first lesson to their last. Thank you for your time and effort with my Class”. Amy Cox Year 5 teacher (Ivy Bridge)

27 Running Title We have been working with schools within the LWA and Hounslow network on developing criteria for the identification of and provision for more able pupils. Training of teaching staff in the provision for more able pupils has been given within the borough. Debate workshops for primary school pupils and teachers have been run. This will continue in 2014 with an expansion to include competitions at KS3 – 5. Feedback: “The children felt more confident and enjoyed the whole course...being given the chance to work alongside secondary pupils was fantastic” Teacher “When I grow up I want to be a lawyer and debating can help me win court cases. I really enjoyed getting to know other people from another school” Year 5 pupil Spring term meeting: Tues 21st January Gifted & Talented Lead – Jessica Hamer (Hounslow Network and LWA)

28 Running Title Changes in leadership mean Lampton are taking the lead as of December 2013 to develop the work started by Gavin Henderson in Led by Lampton staff engaged in PhD programmes – focus on ‘what makes successful CPD’. 3 projects feature Research & Development Programme What CPD leads to outstanding pedagogy?

29 Running Title This is a new three-year, RSC initiative to roll out less familiar Shakespeare plays to young people. New ideas were shared with five participating schools in workshop sessions for teachers. Within Lampton, these in turn have been shared with colleagues in the English department with a particular focus on Year 8. Year 8 participated in a series of specially designed lessons in order to prepare them to watch the live streaming of Richard II on November 15 th. Young Shakespeare Nation - RSC Working Group RSC Workshops Year 8 rose to the challenge of watching a three hour production of the play. An observer from the RSC was impressed by their understanding, absorption and resilience. Students also had an opportunity to submit questions in a live web chat with David Tennant (Richard II). Feedback from the students was very positive and some interesting reviews were written by students. Live streaming of Richard II Aditi Mukherjee, Teacher of English

30 Running Title Termly network meetings attended by primary and secondary colleagues from Ealing, Hounslow, Hillingdon and Richmond schools. Guest speakers: –September 2013 Dominic Siwoku, SEN Policy Advisor for DfE –February 2014 Vijita Patel, Swiss Cottage School & Shona Crichton, Communication Trust –May 2014 Malcolm Reeve, SEN Director for Academies Enterprise Trust & Chair of Federation of Leaders in Special Education; Mel Byrne, CEO of Dyslexia-SPLD Trust Outreach support provided by Lampton Inclusion team: Denbigh Alliance, and Lealands School, Luton and St Mary’s School Herts. SEND network Lead: David Bartram

31 Running Title English & Maths Working Groups Terms of reference - to improve T&L and pupil outcomes in Maths and English by: Identifying expertise and enabling schools to learn from the best Providing expertise for the wider Alliance Reporting and making recommendations to the HT Group Developing guidance on the new curriculum

32 Running Title Termly working group of mainly secondary colleagues from Hounslow and Hillingdon Autumn discussion included new KS5 curriculum and IGCSE v GCSE; OFSTED accountability; Spring term meeting – –GCSE and iGCSE – where are we now? –The new curriculum – if you’ve done any work on the new KS3 curriculum which you would like to share, do bring this along –Pupil premium – how are you using this money in your schools –A level –Promoting reading English network Lead: Gary Munro

33 Running Title Termly working group includes primary members from Hounslow, Hillingdon Autumn term discussion included assessment KS4 and KS5; tracking pupil progress; PiXL and an ongoing bank of shared resources Spring term focus – –best practice in terms of prep for summer exam –Showing progress throughout lessons –Chance to see discuss the new curriculum –KS3 challenges Maths working group Lead: Alex Pett, Feltham Community College,

34 Running Title This is a termly programme designed to develop year 9 pupils as observers of teaching and learning. The programme consists of a training day for a cohort of 27 pupils allowing three schools to bring 9 students to be trained. The programme builds capacity for improving whole school learning, develops pupil metacognition and improves pupils’ language of learning. It also creates a culture of collaboration between pupils and teachers. Outcomes (1): pupils will learn how to discuss teaching and learning, identify excellent teaching,observe a lesson and give constructive feedback to teachers. Outcomes (2): Staff will learn how to develop pupils as future leaders of learning. At Lampton the programme is being extended to the rest of KS3 and training teachers to support the programme. Feedback from Staff - “The feedback was great – very precise and the questions they asked were very thought provoking. I’m looking forward to having the next group of SLL observers in my lesson.” Feedback from Students…‘I can see how hard it is to be a teacher now!’….you helped me really develop my skills – especially giving feedback’ ‘I really liked the way we worked together in depth and then tried out what we learned’ Students Leading Learning Lead –Lawrence Carroll

35 Running Title University Learning in Schools is an innovative pilot project, funded by the Greater London Authority and based on the ‘Brilliant Club’ model of partnering outstanding PhD researchers with schools, in this case to produce exciting new classroom resources. This project, delivered in partnership by Achievement for All 3As, Lampton School, Haberdashers’ Askes’ Federation and the Brilliant Club will enhance KS3 teacher’s subject knowledge and passion ultimately increasing pupil achievement in core subjects. 2013: focus on English, Geography, Biology, Physics University Learning in Schools

36 Running Title This is a developmental programme of 6 sessions over the course of term. Achievement at A* at A level is based not on knowing more content but requiring students to demonstrate a greater degree of sophistication in terms of conceptual understanding; analytical and evaluative thinking; clear and cogent written communication. The programme looks at specific Critical Thinking based strategies to be used as part of routine teaching and learning in order to foster such outcomes. As part of the programme teachers link strategies and tools very directly to their subject A level specifications to ensure all learning is highly contextualized for the demands of their subject. Autumn term programme ran with 10 participants across 4 schools within the Alliance. Teacher feedback through evaluation forms identified specific areas of improvement in their practice, specifically in relation to: questioning; close reading; and organising course content around key concepts. Teachers report that these have led to increased student engagement with more complex ideas and better quality of responses from Y13 students Teacher feedback comments refer to ‘being challenged’, ‘inspired’, ‘refreshed’ Quality of facilitation was evaluated as outstanding Raising Achievement at A/A* at A level Lead: Lynne Isham, Lampton School

37 Running Title Successful bid to the London Mayor’s Excellence Fund to design and develop a new suite of pilot training programmes to enable teachers at all stages in their career to improve their knowledge and understanding of how to support EAL pupils in the mainstream classroom: –Level 1 NQT and ITT –Level 2 Good and outstanding teachers with potential to become specialist leaders in classroom practice for EAL –Level 3: English Language Master classes for subject teaches who need to depend their understanding of how to support pupils’ spelling, punctuation and grammar. Alliance members will have the opportunity to train teachers during the pilot testing of these programmes during the funded period. EAL training for classroom practitioners Partnership between HLS and Lampton, with strategic partners London Borough of Hounslow, Heston Community School and Charville Primary.

38 Running Title Current projects: OXFORD ACADEMY: support for improvement in t+l using CPD support (JSM on ‘cohort’ programmes, English support (1 day a week from JPA / ECR) and Science leadership (JPA) with Senior Leadership Strategic support (SJO) WELLINGTON ACADEMY: support for improving the practice of weakest teachers: ITP personalised for in school cohort (JSM) will expand to leadership of CPD AET (Clacton Coastal Cluster) JSM development of OTP for AET lead facilitation – personalised approach for AET staff only ST JOSEPH’S: SWINDON: LIS Support for middle leaders in core subjects School to School support – out of local authority

39 Contact Information Lampton School Lampton Avenue Hounslow TW3 4EP Tel: Fax: Web:


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