1. Essex Primary Conference 2014 Holiday Inn Stansted Friday 23 May 2014

2. Achieving a seismic shift in learning and attainment Headteachers and Chairs of Governors Tim Coulson

3. Purpose of the conference Look at how collectively together we can achieve a seismic shift in learning and attainment in a world where the bar is being constantly raised in the face of a more challenging Ofsted framework. 3

4. Purpose of the conference Look at how collectively together we can achieve a seismic shift in learning and attainment in a world where the bar is being constantly raised in the face of a more challenging Ofsted framework. - We will hear from Sue Hackman - is ‘ Good good enough?’ -And from Headteachers in Essex schools; Essex school leaders with a story to tell -Support is available from the Teaching School Alliance, practical examples available of how they can they help you 4

5. 5

6. 6 215 of 393 schools above England average of 75%

7. 7 Percentage of primary pupils attending good or outstanding schools by local authority in the East of England - 2013 Rank / 152 2Bedford95% 32Central Bedford85% 84Hertfordshire78% 121Luton71% 135Cambridgeshire67% 139Suffolk66% 141Norfolk63% 145Southend60% 145Peterborough60% 148Thurrock59%

8. 8 Percentage of primary pupils attending good or outstanding schools by local authority in the East of England - 2013 Rank / 152 2Bedford95% 32Central Bedford85% 84Hertfordshire78% 121Luton71% 126Essex70% 135Cambridgeshire67% 139Suffolk66% 141Norfolk63% 145Southend60% 145Peterborough60% 148Thurrock59%

9. Essex inspection performance ( new ) 9

10. Essex inspections – Autumn 2013 / Spring update 2014 10 Termly overview - PrimaryAutumn 2013 No’ of inspections69 Total good/ outstanding42 (61%) Total satisfactory/ RI/ inadequate 27 (39%) Net gains in good/ outstanding schools since Autumn 2012 53

11. Essex inspections – Autumn 2013 / Spring update 2014 11 Termly overview - PrimaryAutumn 2013 Spring 2014 (to half term) No’ of inspections6933 Total good/ outstanding42 (61%)15 (46%) Total satisfactory/ RI/ inadequate 27 (39%)18 (54%) Net gains in good/ outstanding schools since Autumn 2012 5350

12. In Essex, we have set ambitions: Relative performance to be in the overall top quartile Every child to go to a school ranked as ‘good’ Vulnerable children to receive a quality education Parents to have a wide choice of schools School leavers to have effective routes into training and employment 12

13. In Essex, we have set ambitions: Relative performance to be in the overall top quartile Every child to go to a school ranked as ‘good’ Vulnerable children to receive a quality education Parents to have a wide choice of schools School leavers to have effective routes into training and employment Following on from the ‘Collaboration; conferences last year we have –Intervened more in schools in difficulties –Developed the Essex Primary Excellence website –Fostered clusters of schools working together –Established the Basildon Excellence panel 13

14. Today 14 Introduction and Welcome ▪ Introduction from Tim Coulson ▪ Outline of the morning 9.00 am Key note presentation from Sue Hackman ‘Achieving a seismic shift in learning and attainment’ 9.15 am Break and move to workshop rooms10.30 am Next Steps and close12.15pm Break and return to main room11.30am Workshops - 1.Helen Dudley-Smith – Friars Grove Primary School 2.Christina Turner – The Saffron Alliance 10.40am Sue Hackman ‘Accountability and Assessment’ 11.35am Question and Answer Session10:15am

15. SUE HACKMAN KEY NOTE SPEAKER

16. Is Good good enough?

17. The first 100 Ofsted reports on the new framework in Essex Including all routine primary reports Leaving out Section 8 and specific-focus reports

18. They’re good…..!

19. Who got the praise? Heads Leadership team Governors Subject leaders Teaching assistants

20. Who got the praise? Heads40% Leadership team45% Governors44% Subject leaders2% Teaching assistants17%

21. Heads & senior leaders The headteacher, governors and senior leaders are relentless in their drive to sustain pupils’ outstanding achievement and the highest quality of teaching. Senior leaders set excellent examples in their own teaching and, in turn, have very high expectations of all members of the school community and will settle for nothing less than the best. Wickford

22. Heads The headteacher’s quiet determination to raise pupils’ achievement and improve teaching has been successful and she is, consequently, well respected by staff, parents and governors. Writtle

23. Governors Governors have a good understanding of the school’s strengths and weaknesses. They hold leaders to account for the quality of education provided. Chelmsford

24. Who got the flack? Heads 0% Leadership team 3% Governors 6% Subject leaders10% Teaching assistants 4%

25. Two issues came up positive in over half the reports. Can you pick them out? Reading Progress Positive pupil attitudes Behaviour Use of Pupil Premium Sound teaching Relationship with parents

26. Two issues came up positive on over half the reports. Can you pick them out? Reading Pupil progress Positive pupil attitudes Behaviour 78% Use of Pupil Premium Sound teaching 55% Relationship with parents

27. Good teaching The teaching is consistently sound and some of it is very good indeed. 55% The teaching is excellent, even inspiring, and this is true across the school. 12%

28. Great teaching Teaching is outstanding. Expectations are high and work is challenging. Basic skills are taught exceptionally well. Danbury

29. Great teaching Pupils in this school love learning. This is the heart of everything they do. Teachers have very high expectations of what pupils can achieve. Lessons are well-planned and exciting and ensure pupils of all ages are keen to learn. The curriculum is highly engaging. Planned activities help pupils to develop self-confidence yet keep a sharp focus on core skills which will enable them to move on to their next stage in learning. Colchester

30. Teaching Teaching is good and some is outstanding. Not enough teaching is consistently good or outstanding and does not lead to pupils making rapid progress.

31. Share!

32. Big success in pastoral aspects Behaviour78% Positive relationships with parents36% Pupils feel safe33% Positive pupil attitude28% SMSC22% Relationships and teamwork in school20% Attendance12% Ethos and ambience10%

33. Pastoral Pupils’ behaviour is outstanding. As stated in the school prayer, pupils see the school as home and friends as family; all enjoy coming to school. Ingatestone Pupils’ outstanding behaviour and excellent attitudes to learning contribute considerably to their achievement. They feel safe and enjoy coming to school, as reflected in their above- average attendance. Buckhurst Hill Pupils enjoy school and have good attitudes to learning. They understand how to keep themselves safe. Stansted

34. Great pastoral care Care for pupils permeates every aspect of school life so pupils feel happy and safe. One stated, ‘This school will be my best childhood memory, ever.’ Tiptree

35. More muted praise for core subjects Reading Writing Mathematics Science 1%4%13%20%

36. More muted praise for core subjects Reading20% Writing4% Mathematics13% Science1%

37. Praise for pupil groups Early years35% SEN24% Pupil Premium13% EAL 1%

38. Pupil groups Children thrive in the Early Years Foundation Stage because adults provide skilful support in vibrant, well-planned outdoor and indoor spaces. Colchester Teachers and teaching assistants work together very productively to ensure that disabled pupils and the many others who have statements of special educational needs all achieve well. Basildon

39. Which is which? Attainment is good or better Progress is good or better One is cited in 44% of reports. The other is cited in 11% of reports.

40. The common negatives Teaching is inconsistent. Not all teaching is outstanding. Too much teaching is dull or routine. 40%

41. In more detail… Dull, slow-paced, rigid and/or superficial teaching style 19% Teachers talk too much, pupils not enough 7% Pupils lack independence 19% Marking is poor and doesn’t give useful feedback 44% Poor match of work to need/weak differentiation 27% Fuzzy assessment for learning 32% Poor data monitoring 14%

42. Great teaching A key strength of much of the teaching is the way teachers use assessment data to ensure that all pupils are challenged to achieve the levels of which they are capable. Teachers ask individualised questions to move pupils’ learning on quickly. For example, the most able mathematicians in a Year 3 group made leaps in their learning when the teacher asked specific questions about how they might formulate a systematic method to check their answers. Teachers’ excellent subject knowledge ensures that they are able to model answers and responses which pupils are then able to emulate effectively. In an outstanding French lesson pupils learnt a great deal in a short space of time and thoroughly enjoyed doing so. They were able to speak in full sentences and acquired large amounts of new vocabulary quickly. Working with partners, pupils made their own matching games to practise the names of the foods they had learnt.

43. Negative about some subjects Reading7% Writing27% Speaking & Listening2% Mathematics19% Science0%

44. Negative about some pupil groups Least able More able Boys 24%5%3%

45. Negative about some pupil groups Least able5% More able24% Boys3%

46. Reasons to be cheerful Profoundly caring Great atmosphere Good teamwork Great behaviour Supportive parents Strong early years Respectable reading results Reasonable progress Sound teaching

47. Watch your back Teaching is sound, but not consistently good or outstanding Pedestrian teaching styles Ineffectual marking The unstretched able Assessment for learning isn’t getting back to the pupils Weak writing, in many cases Weak maths, in some cases Ineffectual or disempowered subject leaders

48. Is Good good enough?

49. To be outstanding in Essex Strong, stimulating teaching across the school is the main goal.

50. To be outstanding in Essex Take a more active approach to the more able.

51. To be outstanding in Essex Get to a closer match of teaching to need. Smarter use of tracking…? (….and now is a good time to do it.)

52. To be outstanding in Essex Check writing. The writing curriculum has changed quite a lot. Check numeracy in Years 3 & 4. That is where the big shift has occurred.

53. Not because of the government Not because of Ofsted Certainly not for a speaker

55. Thank you

56. Refreshment Break Delegates to move to workshop break out rooms Refreshments will be served in break out rooms

57. Workshop 1 CHRISTINA TURNER THE SAFFRON ALLIANCE

58. Who is The Saffron Alliance? “a school improvement network driving sustainable development through collaboration” Welcome to The Saffron Alliance - The Saffron Alliance Forest Hall School Hedingham School King Edward VI Grammar School (KEGS) Notley High School and Braintree Sixth Form Saffron Walden County High School R.A. Butler Primary School

59. Supporting System Leadership Our Approach……. Work together, collaborate from the first meeting Diagnose, Input, Implement, Review Focus on Teaching and Learning and so student outcomes Flexibility Evaluation and Quality assurance….is it working? Forest Hall School Hedingham School King Edward VI Grammar School (KEGS) Notley High School and Braintree Sixth Form Saffron Walden County High School R.A. Butler Primary School

60. Through school to school support Leaders supporting and developing leaders - whole school level - middle leadership level Flexibility Tailored Quality Assured Forest Hall School Hedingham School King Edward VI Grammar School (KEGS) Notley High School and Braintree Sixth Form Saffron Walden County High School R.A. Butler Primary School

61. Through Specialist Leaders of Education 24 SLEs with a range of specialisms (primary and secondary) Flexible Deployment: - work closely with specific schools, on request, to tailor support to meet their needs - develop and lead bespoke training packages either as whole day sessions, half day sessions or twilights Regular Evaluation (based on action plan) Quality Assured Forest Hall School Hedingham School King Edward VI Grammar School (KEGS) Notley High School and Braintree Sixth Form Saffron Walden County High School R.A. Butler Primary School

62. Through CPD Working as a team to provide CPD to meet the needs of schools locally - In the classroom - Leadership - Whole School Forest Hall School Hedingham School King Edward VI Grammar School (KEGS) Notley High School and Braintree Sixth Form Saffron Walden County High School R.A. Butler Primary School

63. Through CPD Established courses and programmes: In the classroom: - Outstanding Teacher Programme - Improving Teacher Programme Leadership: - Developing Middle Leaders - NPQML - Developing Senior Leaders - NPQSL - Coaching Whole School: - Outstanding Practice Programme - Assessment, Marking and Feedback Forest Hall School Hedingham School King Edward VI Grammar School (KEGS) Notley High School and Braintree Sixth Form Saffron Walden County High School R.A. Butler Primary School

64. Through Talent Management and Succession Planning Identify talent Working partners/triads….development opportunity to work between very different schools Placements/Work shadowing Forest Hall School Hedingham School King Edward VI Grammar School (KEGS) Notley High School and Braintree Sixth Form Saffron Walden County High School R.A. Butler Primary School

65. Case Study 1: Coaching for Impact Diagnosis (through self-reflection, supported by coaches) Input (through ‘Talking Lunches’, through peer lesson observations, through collaboration in the ‘Teaching and Learning Forums’ and through coaching) Implement (teachers adapting their practice to address their personalised, specific area for development in their own classroom practice) Review (through coaching, through the gathering of some type of feedback such as student questionnaire, student forum or lesson observation) Forest Hall School Hedingham School King Edward VI Grammar School (KEGS) Notley High School and Braintree Sixth Form Saffron Walden County High School R.A. Butler Primary School

66. Case Study 1: The Impact Confidence to talk about teaching A shared understanding of what make great classroom practice An impact on results OfSTED judgement moved from 3 to 2 But……patience is required……this is not a quick fix! Forest Hall School Hedingham School King Edward VI Grammar School (KEGS) Notley High School and Braintree Sixth Form Saffron Walden County High School R.A. Butler Primary School

67. Case Study 2: Middle Leadership Forest Hall School Hedingham School King Edward VI Grammar School (KEGS) Notley High School and Braintree Sixth Form Saffron Walden County High School R.A. Butler Primary School Getting to know the HoD and the department – establishing positive relationships from the start Comparing and sharing experiences Jointly analysing the data – what does it tell us? Jointly agreeing an action plan Identifying strengths in the team and building on these Working alongside teachers in the classroom Working alongside the Head of Department to provide CPD for the team Regular review and re-planning

68. Case Study 2: The Impact Forest Hall School Hedingham School King Edward VI Grammar School (KEGS) Notley High School and Braintree Sixth Form Saffron Walden County High School R.A. Butler Primary School Improved confidence of HoD and that of the team Developed second in department into a more proactive role (he is now applying for SLE status) Increased capacity for future leadership and change Developments have been sustainable and the department, under the leadership of the HoD, continues to thrive Classroom practice across the board improved Results have improved

69. Contacts For further information about working with The Saffron Alliance, please contact: John Hartley, Headteacher, SWCHS: jhartley@swchs.net jhartley@swchs.net Christina Turner, Deputy Headteacher, SWCHS: cturner@swchs.net cturner@swchs.net To book any of the CPD programmes, please contact Jackie King: jking@swchs.netjking@swchs.net Website: www.thesaffronalliance.co.ukwww.thesaffronalliance.co.uk Forest Hall School Hedingham School King Edward VI Grammar School (KEGS) Notley High School and Braintree Sixth Form Saffron Walden County High School R.A. Butler Primary School

70. WORKSHOP 2 Helen Dudley-Smith Headteacher Friars Grove Primary School 70

71. Our ambitions include: ‘we aim to be a more focused learning school leading to stronger results and outcomes’ Challenges so far: Getting roles clearly established Setting the context ‘we are all in it together’ However just as importantly it is essential to have wider school to school partnerships 71

72. What have we done so far: Pulling the school together after the amalgamation Recognising the strategic impact of governance Core business that we ‘all’ deliver- differentiated planning, REAL AfL alongside half termly tracking, pupil progress meetings with whole school provision map, shift to teachers setting targets and managing additional learning support programmes Getting marking and feedback right.. Monitoring!!!! Shared vision for behaviour policy - Golden Rules and Learning Charters Curriculum development - shorter topics, whole school weeks, pupil voice and new approach to RE to strengthen SMSC 72

73. What have we done so far continued: Embedding leadership in depth and staffing structure with relentless succession planning! Impact on the budget.... The battle to keep staff morale up after the first satisfactory inspection The hidden challenge of turbulence at our school Inclusion and how we use Pupil Premium (Impact on the budget again.......) Partnerships and the impact of our v local NCPC partnership 73

74. Next steps include: Staffing stability - reassess needs as management is embedded and we inspire and continue to develop leadership Growing ITT capacity Once stable, develop more formal school to school links Stay open and don't get cornered by the siege- find your buddy now! 74

75. Questions 75

76. Workshop 3 Sue Hackman Key Note Speaker

77. THE NEW PRIMARY ASSESSMENT & ACCOUNTABILITY REGIME Sue Hackman Essex, May 2014

78. Just another re-write?

79. A shift of approach in the curriculum FromTo Processes & skillsKnowledge DevelopmentAcquisition Learning continuumMastery

80. A shift of approach in assessment FromTo Differential testsCan/can’t tests Best-fit level descriptorsPass/fail descriptor Levels Test scores & comparative placing

81. The baseline test New baseline on entry to Reception Farewell, EYFS profile You buy from market providers… …and if you don’t, you stick with KS1-KS2 progress measure Likely to focus on language and numeracy Likely to be a short, one-to-one informal check of 15 mins or so

82. QUICK THINK Think of 3 or 4 tasks that might feature in a 15 minute informal, reliable, measurable, can/can’t baseline test, bearing in mind the government’s priority on literacy and numeracy…

83. There are some difficulties…

84. But on the plus side…

85. KS2 assessment arrangements from 2016 Tests will be adapted to new curriculum Expectations will be raised to approx 4b External tests in Maths, Reading and SPAG TA for Science and whole of Writing Single pass/fail level descriptors will be published this Autumn End of levels, move to ‘scaled’ score

86. KS2 accountability arrangements Based on 3 subjects – Maths, Reading, Writing New attainment threshold – 85% in each of 3 subjects New progress measure – baseline to KS2 New floor from 2016 – below both attainment threshold and average progress. Junior schools to be assessed on KS1 – KS2 progress only; infant schools still under discussion

87. A little light relief In which year will the first ‘baseliners’ sit their KS2 tests?

88. TO CONSIDER Who are the ‘new’ critical groups to your school’s success in the accountability regime?

89. Key Stage 1 A new SPAG test Accountability based on 3 subjects (Ma, Rd, Wr) Internally marked tests in Maths, Reading and SPAG TA for Sc, S&L and rest of Writing KS1 tests won’t count towards progress in all-through schools (but you still have to do them) If you don’t use a baseline test, you will be judged on attainment alone DfE still considering how to manage progress in KS1 Single pass/fail level descriptors will be published in Autumn (only Science will be a single descriptor)

90. TO SORT OUT SOON How will you monitor pupil progress when levels disappear?

91. In place of levels – the options 1.Use old levels 2.Make new levels 3.Keep a big list 4.Keep a short priority ‘can do’ list 5.Topic-by-topic 6.Off the shelf tests

92. If you want more… … on baseline tests …on the alternatives to levels …on the primary accountability report www.suehackman.com

93. Next Steps 2018 strategy for all schools to be judged ‘good’ or ‘outstanding’ by Ofsted –Define new landscape in terms of expectations and roles of: Schools Teaching schools Collaborative partnerships such as Basildon Excellence Panel Providers such as Essex Education Services The Local Authority School Improvement Services £1m invested in the Primary Leadership Academy Greater support for good and outstanding schools as well as a continuing focus on grade 3 schools Strategy to provide: –Mapping of the landscape –Transparency for schools –Support and challenge processes

94. CLOSE