Presentation on theme: "Strategy Manager Meeting November 2008 Programme 2008 KS3 and GCSE results round up Making Good Progress - a research project in six Birmingham schools."— Presentation transcript:
Strategy Manager Meeting November 2008 Programme 2008 KS3 and GCSE results round up Making Good Progress - a research project in six Birmingham schools to identify the conditions needed for students to make two levels of progress.
2008 provisional National GCSE results 16 October 2008
2008 PSA target of 60% met and exceeded. Latest increase is the greatest since 1997
2008 GCSE national results National results for pupils at the end of key stage 4 in all schools 47.2 per cent 5+ A* - Cs (inc English and mathematics) 98.6 per cent any pass at GCSE National results for pupils at the end of key stage 4 in the maintained sector 47.9 per cent 5+ A* - Cs (inc English and mathematics) 99.2 per cent any passes at GCSE
New PSA target sets a challenging trajectory (for all schools)
Standards in LA maintained schools improving faster than in all schools
A widening gender gap in science
Neither SATs nor SLTs in KS3 No national targets at KS3 Increased significance of APP for heads to monitor cohorts Expert group will recommend new measures Likely that national samples taken to track trends Likely move to KS2-KS4 progress measure in 2011 Pilot MGP schools will continue to collect TA data each term Progress measures likely to appear in School Report
National Challenge: Key principles and processes Schools lead their own improvement A balance of action for rapid impact and capacity building A focused, flexible, Raising Attainment Plan (RAP) developed and monitored by a RAP Management Group (RMG) Six-week improvement cycles Challenge, support and brokerage through the National Challenge Adviser (NCA) Carefully tailored and mediated support rather than support saturation
A menu of online resources setting out known good practice grouped into three programmes and divided into small, self-contained elements National Strategies support programmes Stronger Management Systems Core PlusLeading Core Subjects
SMS A programme to ensure leadership results in: strong classroom practice through effective management reduced in-school variation by improving consistency of practice at all levels
1 Developing and distributing leadership Effective line management Effective performance management Professional development for impact 2 Effective whole-school systems, policy and practice Behaviour for learning Assessment for learning Effective identification and intervention Quality standards in lesson planning 3 Monitoring and evaluation for impact and improvement Self-evaluation and good practice Monitoring and evaluation focused on standards Tracking pupils’ progress SMS – three themes and ten elements
Two additional elements to address specific areas: -senior and subject leaders – developing support and challenge -creating a positive environment for retaining teachers and middle leaders LCS – two elements
The next stage of the DCSF School Improvement Strategy Schools where children should be making better progress
Gaining Ground Improving Progress in coasting secondary schools
Target group Overall respectable performance at GCSE but unimpressive progress Have not benefited from previous funded interventions Those that aren’t currently supported by either National or City Challenge
LAs have a central role 1.Identifying coasting schools 2.Ensuring each one has an appropriate SIP 3.Facilitating the SIP to broker in high impact support 4.Stepping up the challenge where schools do not respond – using statutory powers where appropriate
Identifying coasting schools – quantitative indicators CriteriaDefinition(?) Reasonably high attaining but progress unimpressive Above 30% 5+A*-C EM Below median 3L progress ks 2-4 (?) Little or no improvement in progress from ks2 – 4 over time < 1ppt rise in 3 yrs (Average 3 levels progress 2005-2007 = 3ppts) Ofsted ratings disappointingGrade 3 or 4 overall Complacent leadershipOfsted grade 3 or 4 for leadership Significant variation in performance of groups e.g. FSM Sig- performance in RAISE for any underperforming group CVA significantly below averageSig - on RAISE all subjects (and En or Ma?)
Criteria (?) Weak AfL, tracking and intervention Poor implementation of workforce agreement ……. Identifying coasting schools – qualitative indicators
Overcoming Barriers to Improvement Strengthening AfL, the effectiveness of pupil tracking and its impact on planning for progression Improving use of progression targets rather than threshold targets supported/challenged by SIPs Improving the impact/effectiveness of leadership at senior/subject leader level An end to uninspiring and inappropriate lessons Challenge to raise low aspirations and expectations
£25m package Additional 4 days SIP time – to include additional training Conference in spring for Heads, CoGs, parent governors and SIPs Procurement of provider to facilitate school-to-school support Targeted support to enhance pupil tracking Extended study support SMS and Core Plus versioned for this purpose Support
Fig 1c. GCSE and equivalent trends, Birmingham compared to National, 2002- 2008
GCSE and equivalent 5+A*-C inc. Eng & Maths Trend 25 30 35 40 45 50 2002200320042005200620072008 Birmingham National
Birmingham Boys Birmingham Girls National Boys National Girls
Table 2. Pupil Performance 2008: Comparison with Core Cities and Statistical Neighbours (Provisional Results) PhaseBirmin gham Core City Average Statistical Neighbour Average Birmingham Rank Order (out of 17) 2008 GCSE and Equivalent 5 A* - C 5 A* - C including English & Maths Any passes 66.4% 45.4% 98% 60% 39% 96% 59% 41% 98% 2nd 4 th =2nd
Fig 4b. Trends and Targets for Students Achieving 5 or more GCSE and equivalent A*-C Grades including GCSE English and Maths 37% 39% 41% 42% 45% 47% 49% 0% 10% 20% 30% 40% 50% 60% 70% 20042005200620072008 2009 Percentage TRENDS TARGET
‘Because every child should leave primary school able to read, write and count, any child who falls behind will not be left behind – but will now have a new guaranteed right to personal catch up tuition.’ Gordon Brown, September 2008
Why one-to-one tuition? Ensuring the right support is in place for all children, regardless of class or social background is important in closing the attainment gap. For those who can afford it, individual tuition has always been the preferred method of additional support for pupils not achieving their potential.
Session objectives To outline the rationale for one-to-one tuition To summarise the approach adopted in the Making good progress (MGP) pilot To start to consider the role of local authorities in a roll-out programme
Tuition in the MGP pilot One-to-one 10 hours (plus funding for 2 hours liaison) Minimum of one hour per session Out-of-school hours Delivered by a qualified teacher Have agreed targets (with the class teacher) for the work of the pupils Part of the overall provision for intervention
MGP selection criteria Pupils who have entered key stage below age-related expectations Pupils who are falling behind trajectory during the latter stages of a key stage Looked after children who need this support * This selection must not exclude pupils because they are considered harder to reach and/or are considered to have behaviour issues.
The process Next steps for pupils identified using the Assessing pupils’ progress (APP) criteria Clear targets agreed between the teacher and the tutor Programme shaped around pupil’s needs Informal liaison between teacher and tutor during sessions Targets amended during the sessions as the pupil’s needs change
MGP: delivery of tuition Schools have found: a variety of people to deliver tuition a wide range of places to deliver tuition a range of times to deliver tuition
The myths An hour is too long Pupils would prefer one-to-two or -three Pupils will not want to stay after school or have sessions at the weekend Young pupils will be too tired at the end of the day Pupils will be stigmatised You can’t send a tutor to the pupil’s home A good classroom assistant or HLTA could deliver the tuition
Response from pupils (1) Pupils: are overwhelmingly positive about the experience are unfazed by one-to-one contact even if delivered by an unfamiliar adult find that the hour flies by say tuition is fun because of the wide range of activities used
Response from pupils (2) Pupils: are able to identify what they need to improve know they are improving because they are more confident and get better marks in class see tuition as a privilege value being able to shape the sessions and like that tuition is tailored to their needs
‘The time goes really quickly because you are enjoying yourself.’ ‘ Sometimes your teacher can be scary but my tutor is just my friend who knows more than me so I can ask more questions.’ In class, I’m scared people will make fun of me when I don’t know things.’ Pupils’ comments ‘There’s just her and you, so you can have all her time, she can help you when you are stuck.’ ‘I felt special.’
Response from parents Parents are extremely supportive of the offer – some have attended sessions Evidence that the tuition passport is engaging parents in their children’s learning Some parents report significant changes in their children’s attitudes to learning
Response from tutors Find the sessions intense but rewarding Are confident about range of teaching and learning strategies required Recognise the benefit of being able to intervene at the point of misconception Are clear that the pedagogy for one-to- one tuition is different from that for whole-class teaching
Following tuition, pupils are more willing to have a go, ask questions, put their hands up, etc. Teachers report seeing the transfer of skills from tuition to the classroom Focus now is on monitoring whether the initial impact seen in tutored pupils is sustained Impact – confidence, self-esteem and motivation
Nationally we are committed to supporting 300,000 children a year with one to one tuition in English and 300,000 children a year in mathematics by 2010-11 To enable every LA to put the necessary infrastructure in place to help us meet this commitment, funding will be made available through the 2009 and 2010 Standards Fund Grants This funding is ring-fenced for one to one tuition for a specified proportion of pupils in key stages 2,3 and, in National Challenge Schools, Key Stage 4 So what is the future?
How can we make it happen? Biggest challenge will be tutor recruitment: plan it early cast a wide net – private agencies, trusted supply, retired or part time teachers work with schools to identify the spread – and the where and when Support from central services…and of course school improvement services
What will the funding cover? marketing to and recruitment of tutors training for tutors quality assurance liaison with head teachers liaison with HR supporting inclusion and access monitoring and evaluation
Impact – progress and attainment Teachers report that pupils who have finished tuition show improvements in attainment as recorded through termly teacher assessments Overall tuition data in the MGP pilot indicates that a higher proportion of pupils who have tuition make expected progress than those who don’t
Pedagogy materials Developing one-to-one tuition: operational handbook for local authorities and schools guidance for local authorities and schools guidance for tutors supported by video extracts on DVD
CHRISTMAS QUIZ How many years did the hundred years war last? In which country are Panama hats made? In which month does Russia celebrate the October revolution? From which animal is cat gut derived?
Making two levels of progress is a challenge but some students do it! This research project was undertaken to identify the conditions needed for students to make two levels of progress with a view to supporting schools to meet this challenge.
Initial Data Collected Pupil Questionnaires InterviewsTeacher Questionnaires All year 9 pupilsSmall group high attaining pupils Teachers of year 9 pupils The Research Design
Data Analysis for each School Long Report - analysis: All pupil questionnaires All teacher questionnaires Pupil Interviews Summary Report Highlighting key outcomes Highlighting key questions for the school The Research Design
Final Data Analysis All pupil data Discussion of reports with staff from schools Selected group of high attaining pupils from all schools All data combined and analysed against each school outcome Compared with outcomes and questions from data analysis Compared with data from all pupils Project Report The Research Design
The subtleties that the process uncovered e.g. that: learning objectives were used but often seen as a chore rather than helpful; students were certain about the positive role of talk in learning but that many teachers felt uncertain about using it, particularly for low attaining pupils; peer assessment is used but even high attaining pupils did not like it. The key outcomes for CL were:
Key Outcomes for PW A secure learning environment is a pre- requisite for learning and yet there is no clear message on the management of behaviour in the report. The power of linking the student experience to professional development
The process of managing behaviour Plan organisation for good behaviour Effective use of consequences Use Interpersonal Skills to deal with behaviour problems Plan to actively engage and challenge students
Linking of the student experience to the professional development programme allows for a deeper level of professional understanding and expertise.
learning objectives are used to help students know what they have to accomplish in their lessons Know Understand Apply Analyse Evaluation Synthesis Deeper level of professional understanding and expertise
Key outcomes for AS
Dialogue Pupils Support staff
Working together: teaching assistants and assessment for learning Ref: DfES 1099-2005 G Phone 0845 60 222 60 Alan_smith@birmingham.gov.uk
Research Findings As the person responsible for improving teaching and learning in your school, could you use this research report, or the methodology behind it, to improve the conditions needed for students to make good progress in your school? Discuss.
Key points It is our professional responsibility to create the best conditions possible for learning. We only know when we have created these conditions through feedback from the students – focus on the student experience. The teacher is the most important agent in creating the best conditions for learning but the are other agents too, such as the students themselves. Preparing students for effective learning is part of the process of improving progress within a school.
Be prepared to feed back at the next meeting about how you have used the Making Good Progress report to improve the conditions for learning in your school!