Raising standards, improving lives Suffolk Secondary Headteachers Prue Rayner 7 March 2017 SSAH 070217

Ofsted Regional Priorities

Secure high quality inspection and regulation Improve outcomes for disadvantaged children and learners Focus on literacy and numeracy skills Promote the safety and wellbeing of children and learners Improve the proportion of good and better providers East of England Regional Priorities 2016/17   The quality of inspection will improve though bespoke training for inspectors and robust regular checks on all inspection activity and inspection reports. The Ofsted regional support team will ensure the inspection workforce is efficiently deployed.   Inspectors will scrutinise and report on outcomes for disadvantaged children and learners, especially looked after children (LAC) and care leavers. We will challenge responsible stakeholders including; local authority (LA) senior officers, Virtual School Heads, leaders of schools and other providers, to have a greater impact on improving outcomes for LAC and care leavers. Inspectors will focus on how well children and learners acquire literacy and numeracy skills: in Early Years across the curriculum in schools as part of 16 -19 study programmes. Inspectors will evaluate how well foster carers and staff working in children’s homes, support LAC to develop these skills. We will inspect and regulate all aspects of safeguarding. We will focus on safeguarding issues relating to: child sexual exploitation trafficking mental health radicalisation. Inspectors will challenge and support leaders, managers and governors in driving improvement. We will raise our concerns about underperforming providers with key stakeholders including LA senior officers, multiple academy trusts, the Regional Schools Commissioners and politicians.

The current picture Key Groups Safeguarding – CP. focus on disadvantaged and more-able disadvantaged – funding, how well is it used? SEND support and disadvantage looked after children and young people. Safeguarding – CP. Strength of curriculum. Alternative provision. If published data for past cohorts or groups do not support good or outstanding outcomes – why? 4/10

A closer look at Suffolk schools

Requires improvement …. Disadvantaged pupils – Progress 8 Average -0.55; English -0.51; mathematics -0.39 Other pupils Average –0.10; English -0.11; mathematics -0.03 High Attainers Average -0.25, English -0.17; mathematics -0.15 Attainment 8 Disadvantaged 36.97. Other pupils 46.57 National other 52.56 A*-C in English and mathematics Disadvantaged 32.33%, others 54.89% 6/10

Requires improvement …. Inspectors may: Check your PP spending report (Note: 9 Sept 2016). Judge how far PP spend addresses the barriers and aligns to pre-inspection assessment, attendance and behaviour information. Look at books, assessment information, speak with staff and pupils; always considering – What is the impact? Consider the impact of your actions with the most able (including those who are disadvantaged). Consider whether all pupils have opportunities to access the curriculum and enrichment activities and with what impact. 7/10

Requires improvement …. Positives Improvement due to strong leadership Challenge of underperformance Positive safeguarding Improving behaviour 8/10

Requires improvement …. To develop: Low expectations – most often teachers of pupils – insufficient challenge. Progress of key groups – disadvantaged, most able, boys. Work not matched to needs. Numeracy and literacy across the curriculum. Quality of feedback. Presentation. 9/10

Requires improvement …. Inspectors may: Consider how often pupils are provided with opportunities to achieve even more (Books, pupil & staff discussions, lesson observations). See whether expectations are as high across the curriculum and the year groups (Comparing books from a range of subjects for the same pupils; comparing expectations in years KS3 & KS4). Consider how well pupils apply literacy and numeracy skills across the curriculum (Comparing books from a range of subjects for the same pupils). 10/10

Considerations Barriers to progress on entry – Year 7 and 8 Literacy competence Quality of teaching staff Quality and drive of middle leaders 11/10

Reading at the Transition The research reviews the effectiveness of a range of catch-up approaches for struggling readers at the transition from primary to secondary school, including One to one tuition Developing speaking and language Phonics approaches Reading comprehension Small group tuition The Education Endowment Fund allocated funding for 24 different programmes aimed at helping those children who transfer from primary to secondary who are not at age related expectations to catch up. Reading at the Transition, the Interim Evidence Brief, Education Endowment Foundation, July 2014 is a report of the emerging evidence after the first year of funding Report sets out the challenge of the reading gap as pupils transfer to secondary, reviews the evidence base on the effectiveness of different approaches Inspection purpose is to see what is or is not working to help catch up and There is no one way to narrowing the gap, no preferred approach, Must be cognisant of this approach and its impact on developing all pupils’ spelling abilities.

Reading and language difficulties Pupils can experience two different forms of reading problem: decoding difficulties caused by problems with phonological processing and reading comprehension difficulties including problems with semantics and grammar. Effective diagnosis and an understanding of the causes of reading difficulty are therefore essential to identify when a particular approach is most likely to be effective. A 2011 review by Snowling and Hulme outlined the evidence that pupils can experience two different forms of reading problem. Snowling, M. J., and C. Hulme (2011). Evidence-based interventions for reading and language difficulties: Creating a virtuous circle. British Journal of Educational Psychology, 81(1), 1-23. Do the school know the problem? Diagnosis is the key Identification leading to provision rather than provision followed by identification

Questions