1. DfES and National Strategies Update AAIA Conference, Newcastle 13 th September 2006 Mike Viner, Senior Regional Director National Strategies, North East of England

2. Implementation pieces Change in ‘push’ and ‘pull’ for schools – SIPs and new relationship with schools Improved tools enabling schools to manage data to boost pupil progression Revised primary and secondary materials – eg Rose review improving phonics approach Extended Schools implementation rounds Increased attention to school reform measures – closures and expansions, schools causing concern, federations, academies, Trusts Safeguarding Looked after children Workforce reform – greater productivity New teacher standards and sharper performance management Changing role for local authorities Changing nature of regional support 14-19 reform coming Personalised Learning to bring into the picture

3. Understanding the ECM/Standards delivery chain … DfES ODPM OGDs with ECM objectives GO (DCL / CSA) NS (SRD & team) LA ( DCS & Heads of School Improvement & Social Services) SIPSIP School Ofsted Children & Families TDA (NRT) Cross Agency Working – Children’s Trusts

4. Opportunities Cross Agency Working Support to schools in removing barriers to learning More systematic accountability for LAs Creation of the new Ofsted Fuller perspective on delivery across institutions Coherence, prioritisation and rigour across children’s services More systematic feedback Rapid response capability Single Conversation Reduced clutter, sharper targeting, better support

5. Key risks to the delivery of the Standards agenda are unclear about priorities get stretched too far – lack capacity don’t believe further rise possible lack expertise fail to differentiate or target Schools or Local Authorities… Accountability and Performance Management lack sharpness

6. National Strategies Priorities 06/7 Unremitting focus on standards in early years and the core subjects through personalisation 1.Renewal of frameworks in primary and EYFS – early reading/phonics, progression 2.Personalisation and intervention in core subjects in secondary 3.Tackling barriers to learning – underperforming groups, behaviour and attendance 4.Underperforming schools (and pupils) 5.SIPs as a key lever for change 6.Support and challenge in LAs - target setting 7.Assessment for learning and data literacy

7. Support and challenge of LA using SIP evidence NS Quality Assurance of the SIP Function in LAs School performance data DCS SIP Head of School Improvement School Improvement Dialogue Termly Notes of Visit Oversight and monitoring of process SIP Coordinator Senior Regional Director Triangulation of data with NoV QA of NoV QA of LA Processes QA of Interaction Briefs SRD on process and any concerns Alerts over major concerns

8. SCHOOLS Underperforming Poor & Acute Under achieving groups Offer/ Solutions Characteristics of Schools Good or Better e.g. Ofsted Category schools (5%) LA Warning Below Floor target Coasting – CVA Ofsted category 3 schools (25%) Above PSA targets Ofsted excellent schools Approx 60-65% of schools? Graded offer No choice High choice All Programmes in menu Schools and LAs request support Universal offer – all programmes available for all schools C1-C2 Improving Teaching and Learning, E1-E2, Opening up the Strategies A1-A4 Challenge and support to LAs, schools and settings, D1-D6 Personalisation B1-B4 Targeted intervention D1,D2,D5 Personalisation

9. LOCAL AUTHORITIES High Achieving Under-performing Acute Under achievers – learners and schools Universal offer A1 Working with LAs to improve standards in schools and settings Offer solutions Characteristics of LAs B1-B4 Targeted Intervention No Choice High choice LAs request support C1 Improvements in teaching and learning A4 Securing improved implementation of whole- school policies