1. © Crown copyright 2009 00641-2009CDO-EN Pauline Hargreaves David Luke Subject Leaders Development Meeting 14 Autumn 2009

2. © Crown copyright 2009 00641-2009CDO-EN Aims To raise awareness of underperforming groups in LAs, schools and settings To review and revise the use of periodic assessment to identify barriers to pupils’ progress To review progress of APP implementation

3. © Crown copyright 2009 00641-2009CDO-EN Structure of the meeting Session 1 –Narrowing the Gap Session 2 –Identifying barriers to progress Session 3 –Embedding APP within your department

4. © Crown copyright 2009 00641-2009CDO-EN Pauline Hargreaves David Luke Session 1 Narrowing the Gap

5. © Crown copyright 2009 00641-2009CDO-EN Objectives To recognise the imperative behind Narrowing the Gap To recognise the national Narrowing the Gap picture in ICT To identify the underperforming groups in your LA, school and setting

6. © Crown copyright 2009 00641-2009CDO-EN Thought Provoking Questions 1. Which of the following three factors have the most and least significant impact on a child’s performance in school? Gender Poverty Race

7. © Crown copyright 2009 00641-2009CDO-EN Thought Provoking Questions 2.Which is more significant in terms of impact on performance, poverty or neighbourhood? 3.What is the significance of 28? 4.What is the significance of 176? 5.Can gaps be effectively narrowed?

8. © Crown copyright 2009 00641-2009CDO-EN Thought Provoking Questions 6.What are the odds of FSM pupils achieving good school outcomes compared to a non FSM pupil? 7.When does the social class gap in attainment open up?

9. © Crown copyright 2009 00641-2009CDO-EN Why? 20% of pupils from most-economically disadvantaged backgrounds gain 5 A*–C Almost 75% of those from most-economically advantaged backgrounds gain 5 A*–C

10. © Crown copyright 2009 00641-2009CDO-EN Why? 15% of young people from most-disadvantaged background are not in education, employment or training (NEET) 2% of young people from most-advantaged background are NEET

11. © Crown copyright 2009 00641-2009CDO-EN Why? 24% of young people from most-disadvantaged background were reported as playing truant from 14 + 8% of young people from most-advantaged background were reported as playing truant from 14 +

12. © Crown copyright 2009 00641-2009CDO-EN Activity 1.1 - Consider the last three slides: Is this picture reflected in you school? How do you know? What do you think are the reasons?

13. © Crown copyright 2009 00641-2009CDO-EN The focus ‘underachieving disadvantaged and vulnerable pupils, looked after children and those at risk of exclusion’ –underachieving learners who are eligible for free school meals, with particular focus on Black and Minority Ethnic (BME), white working class, gifted and talented (G&T) and SEN, and other underachieving G&T and BME learners

14. © Crown copyright 2009 00641-2009CDO-EN Underperforming groups – who do we mean? Children in care (LAC) White/Black Caribbean Black African and White/Black African Black Other Pakistani White Other Gypsy, Roma and Traveller of Irish heritage Children eligible for free school meals

15. © Crown copyright 2009 00641-2009CDO-EN Why don’t they do well?

16. © Crown copyright 2009 00641-2009CDO-EN Underperforming groups - what have we achieved?

17. © Crown copyright 2009 00641-2009CDO-EN

18. © Crown copyright 2009 00641-2009CDO-EN Breaking the Link: Everyone’s Business (DCSF, 2009) For most pupils school is a rich and rewarding experience, but it is an uncomfortable fact that at every ability level in the system, pupils from poor backgrounds achieve less well than their counterparts. Real progress in breaking the link between deprivation and low educational attainment relies most of all on the leadership of every teacher in every school, and on their ability to transmit their own passion for transforming opportunity.

19. © Crown copyright 2009 00641-2009CDO-EN Breaking the Link: Everyone’s Business (DCSF, 2009) About half (48%) of pupils entitled to FSM are to be found in the third of schools with greatest concentration of disadvantage, and the other half are spread across the other two thirds of schools. Of the roughly ten per cent of pupils identified by schools as gifted and talented, there is a significant under- representation of those from disadvantaged backgrounds … great potential is currently going unrecognised, and perhaps undeveloped.

20. © Crown copyright 2009 00641-2009CDO-EN The relative gap in performance between FSM and non- FSM children is greatest in the least deprived schools

21. © Crown copyright 2009 00641-2009CDO-EN FSM/Non FSM by GO region (SFR December 2008)

22. © Crown copyright 2009 00641-2009CDO-EN Improvement 07–08 by GO region

23. © Crown copyright 2009 00641-2009CDO-EN Schools with more than 50 entries

24. © Crown copyright 2009 00641-2009CDO-EN ICT GCSE A*–C

25. © Crown copyright 2009 00641-2009CDO-EN ICT full course GCSE A*–C

26. © Crown copyright 2009 00641-2009CDO-EN Activity 1.2 – Local Data In Pairs Look at Data Sheet 1 for School Y and make your initial interpretation. Look at Data Sheet 2 – What can you now say about the school Y? Look at Data Sheet 3 – Finally how well are Indian pupils achieving in school Y?

27. © Crown copyright 2009 00641-2009CDO-EN Activity 1.3 – Local Data In Pairs Look at Data Sheet 1 for your group and make your initial interpretation. Look at Data Sheet 2 – What can you now say about the schools in your group?

28. © Crown copyright 2009 00641-2009CDO-EN Activity 1.4 – Local Data Now look at your own data. What patterns can you see? What intervention strategies could you use to address the issues?

29. © Crown copyright 2009 00641-2009CDO-EN Examples of 2009 data for FSM DMP Pupils Eligible for FSM100% Pupils NOT Eligible for FSM10.7%25.0%64.3% Pupils Eligible for FSM11.1% 77.8% Pupils NOT Eligible for FSM26.4%20.4%53.2%

30. © Crown copyright 2009 00641-2009CDO-EN Examples of 2009 data for Ethnicity DMCP Indian11.1%44.4%22.2%16.7% Pakistani7.1%21.4%71.4% White British25.0%75.0%

31. © Crown copyright 2009 00641-2009CDO-EN Strategies for Success for schools, settings and LAs

32. © Crown copyright 2009 00641-2009CDO-EN The message All have responsibility for narrowing gaps and ensuring a consistent focus on raising aspirations, unlocking potential and contributing to system-wide improvements in teaching, learning and progress for disadvantaged and vulnerable pupils

33. © Crown copyright 2009 00641-2009CDO-EN The golden thread ‘Narrowing the Gaps: from data analysis to impact’ available at http://nationalstrategies.standards.dcsf.gov.uk http://nationalstrategies.standards.dcsf.gov.uk

34. © Crown copyright 2009 00641-2009CDO-EN Narrowing the Gaps ‘Resources to support the achievement of Black and minority ethnic, disadvantaged and gifted and talented pupils’Resources to support the achievement of Black and minority ethnic, disadvantaged and gifted and talented pupils available at http://nationalstrategies.standards.dcsf.gov.uk/n ode/227331

35. © Crown copyright 2009 00641-2009CDO-EN Summary Schools can, and do, make a difference to pupils. Everyone has a part to play in ensuring the progress of all pupils. For most pupils school is a rich and rewarding experience but for some it is not. At every ability level in the system, pupils from poor backgrounds achieve less well than their counterparts. The reasons are complex but we all have a part to play in ensuring that all pupils make the progress they deserve.

36. © Crown copyright 2009 00641-2009CDO-EN Pauline Hargreaves David Luke Session 2 Identifying barriers to progress

37. © Crown copyright 2009 00641-2009CDO-EN 37 Strategies for success for schools, settings and LAs Know the gaps Identify gaps (e.g. FSM, EAL, GRT, BME, gender) Understand the gaps Make gaps visible Promote use of data Build data confidence Celebrate gap busting! Win hearts and minds Celebrate/promote gap narrowing Capture and share ‘what works well’ Gain a positive Report Card Achieve successful Ofsted Narrow the gaps Quality First Teaching Assessment for Learning Plan for progression Intervention Work with parents and families Area-based initiatives/partnerships Mind the gaps Regular tracking and review Assessing Pupils’ Progress (APP) Curricular targets Challenge from SIPs/LAs Aim for stretch targets 00641-2009CDO-EN

38. © Crown copyright 2009 00641-2009CDO-EN 38 Objectives To explore how blockages to progress can be identified for individual pupils To review and revise the use of APP as a diagnostic tool for individual pupils To review and revise the use of the learning objectives from the ICT Framework to strengthen progression 00641-2009CDO-EN

39. © Crown copyright 2009 00641-2009CDO-EN 39 The APP process (1) Decide on outcomes to be assessed and generate evidence from day-to-day teaching (2) Review an appropriate range of evidence (3) Select the appropriate assessment guidelines sheet (4) Highlight assessment criteria for which there is evidence (5) When appropriate, use the developing profile of learning to decide upon a sublevel (6) Moderate assessments (7) Make any necessary adjustments to planning, teaching and intervention 00641-2009CDO-EN

40. © Crown copyright 2009 00641-2009CDO-EN Now go through this process with the OCR work Use the OCR pupil work, process already carried out to show evidence of L3 and 4, find and highlight criteria not already highlighted for which there is evidence What level would you feel that you could give on the basis of the evidence? Any other evidence required? What has this student apparently not learned? How could this inform you in the planning of this course for the pupils in your school? 40

41. © Crown copyright 2009 00641-2009CDO-EN 41 Curricular targets What do you understand by the term curricular targets? How do you use them in your department to ensure pupils make progress? 00641-2009CDO-EN

42. © Crown copyright 2009 00641-2009CDO-EN 42 Curricular targets A curricular target expresses in words, not numbers, a specific aspect of the curriculum as a focus for improvement It can be for a whole class, a group or individual pupil and can relate to the long, medium or short term 00641-2009CDO-EN

43. © Crown copyright 2009 00641-2009CDO-EN 43 Setting curricular targets 00641-2009CDO-EN

44. © Crown copyright 2009 00641-2009CDO-EN 44 Step 1 1 Use assessment guidelines to identify the gaps 00641-2009CDO-EN

45. © Crown copyright 2009 00641-2009CDO-EN 45 Step 2 2 Use learning objectives to identify next steps in learning 00641-2009CDO-EN

46. © Crown copyright 2009 00641-2009CDO-EN 46 Step 3 3 Discuss curricular targets with pupil(s) 00641-2009CDO-EN

47. © Crown copyright 2009 00641-2009CDO-EN 47 00641-2009CDO-EN

48. © Crown copyright 2009 00641-2009CDO-EN Pauline Hargreaves David Luke Session 3 Embedding APP within your department

49. © Crown copyright 2009 00641-2009CDO-EN Objectives To evaluate which stage of APP implementation has been achieved in your department To identify the priorities and timescales for department development

50. © Crown copyright 2009 00641-2009CDO-EN Your progress Which elements are most developed? –How did you get there? Which characteristics are least developed? –Why? Is practice consistent across the department? –How can we ensure consistency?

51. © Crown copyright 2009 00641-2009CDO-EN Priorities Select your main priorities Plan the actions on a timescale What support will you need and where will it come from? Record this and share with LA consultant

52. © Crown copyright 2009 00641-2009CDO-EN Reflections What is your contribution to the whole-school approach to APP? How are you part of the bigger picture of narrowing the gap? How are you developing functional skills with your pupils? What is your contribution to your school’s 5 A*–Cs (including and excluding English and mathematics)? How are you supporting the development of diplomas?

53. © Crown copyright 2009 00641-2009CDO-EN UPDATES Kirklees Data E-Safety Ofsted Criteria Primary Review and New Level Descriptors Functional Skills Broadband

54. © Crown copyright 2009 00641-2009CDO-EN Overall Kirklees KS4 results Entries 62% (up from 56%) 85.4% A*-C (up from 70%)

55. © Crown copyright 2009 00641-2009CDO-EN National vs Local GCSE results Number of entries has declined, largest in Applied NATIONALLOCAL Course A* - C 2009 A* - C 2008 A* - C 2009 Entries Full 70.6%66.5%90.1%203 Short 58.3%53.5%33.3%279 Applied 54.6%50.6%100%11

56. © Crown copyright 2009 00641-2009CDO-EN National vs Local DiDA results LEVEL 2NationalLocalEntries AiDA90.3% 213 CiDA86.2%96.9%218 CiDA+85.6%100%9 DiDA84.3%100%13

57. © Crown copyright 2009 00641-2009CDO-EN Local OCR National results AWARDENTRIESDISTINCTIONMERITPASS First Award 1127 199 (17.7%) 211 (18.7%) 717 (63.6%) National Award 369 128 (34.7%) 110 (29.8%) 131 (35.5%) First Certificate 130 54 (41.5%) 55 (42.3%) 21 (16.2%) National Certificate 32 9 (28.1%) 9 (28.1%) 14 (43.8%)

58. © Crown copyright 2009 00641-2009CDO-EN Example FFT reports Predictive KS4 Actual KS4

59. © Crown copyright 2009 00641-2009CDO-EN 59 00641-2009CDO-EN Kirklees Sites Secondary Blog – ROM ‘n’ RAM National Strategies Group

60. © Crown copyright 2009 00641-2009CDO-EN E-Safety Inspections (Safe Guarding) E-Safety Criteria (Prov) E-Safety Ofsted Report

61. © Crown copyright 2009 00641-2009CDO-EN Broadband

62. © Crown copyright 2009 00641-2009CDO-EN LA ICT Survey Activity Please complete paper based version of the LA survey

63. © Crown copyright 2009 00641-2009CDO-EN LA survey – APP summer 09

64. © Crown copyright 2009 00641-2009CDO-EN Open Source Software Cabinet office is saying that OS is important and schools should make more use of it. The Cabinet office will actively and fairly consider OS solutions alongside proprietary solutions in making their procurement decisions and where there is no significant overall cost differences between OS and proprietary code OS should be chosen because it allows a lot more flexibility than pre-packaged software.

65. © Crown copyright 2009 00641-2009CDO-EN Open Source Software Ofsted report ‘importance of ICT’ 2009 “Schools had chosen to purchase a package of ‘office’ software that is standard in the business world. On the one hand, this has the benefit of introducing students to software they are likely to encounter in the future; on the other, it may actually be hindering the development of their skills..” “The standard database software provided as part of ‘office’ packages is difficult to access and inappropriate for learning relational database work. Its widespread deployment for teaching and learning about databases is limiting students’ capability.”

66. © Crown copyright 2009 00641-2009CDO-EN Open Source Software “In the small number of schools that had deliberately chosen to provide a mixture of operating systems, students met a greater variety of software and were better equipped to cope with rapidly changing technologies.”

67. © Crown copyright 2009 00641-2009CDO-EN Open Source Software Innovation is occurring using OS, but not been exploited in UK as fully as elsewhere. In Europe it is taken for granted that innovation and OS are linked. In France 96% of public sector organisations are using OS. Munich started migrating to OS in 2003 Andalusia in Spain, 190,500 students and teachers will start using open source laptops in January 2010. Google, Facebook and Wikipedia etc. built on OS 56% of Servers supporting the WWW are using OS (Apache) Many household names use OS, e.g. Spec Savers totally open source Bishops Fox Community school in Taunton – mixed platforms, but using OpenLDAP for a unified login and sharing files in the mixed environment.

68. © Crown copyright 2009 00641-2009CDO-EN Progress 2002-2009 Learning Objectives within a framework. Discrete ICT at KS3 with a recommended time allocation. Specific assessment criteria for KS3. Dramatic changes in overall KS4 results from below 50% in 2007 to present 85%. Entries at KS4 26% to 62% 12 Schools to ALL schools ICT Departments

69. © Crown copyright 2009 00641-2009CDO-EN Future SLDMs Table Discussion