Exploring the impact of involvement in NCSL activity on school improvement Pam Sammons and Qing Gu University of Nottingham School of Education University.

Slides:



Advertisements
Similar presentations
Deprivation and the Pupil Premium - what you need to know. After prior attainment, poverty is the strongest predictor of a child’s future life-chances.
Advertisements

Sue Rogers Director of Education KGA Presentation GCSE and Post 16 plus Closing the Gap.
Education Service Assessment and the Curriculum for Excellence (CfE) Assessment and the Curriculum for Excellence: Fife’s perspective Stuart Booker Statistician.
Closing the progress gap. Key issues addressed by the study This study explored: – approaches to closing the gap for disadvantaged pupils –effective leadership.
Tackling the issue of 17+ participation, attainment and progression: the role of study programmes Ann Hodgson and Ken Spours.
The School Leadership Role
Joining the dots Supporting & challenging your school Governor Dashboard 1 Paul Charman Director of Strategy & Operations, FFT Chair of Governors, Dyson.
© Herts for Learning Ltd Inspecting Sixth Form 1 st December 2014.
The Performance of Vulnerable Learners Somerset Schools Forum 20 May 2014 Agenda Item 5b Nicola Turner.
SUPPORTING LEADERSHIP AND SECURING QUALITY An Evaluation of the Impact of Aspects of the London Leadership Strategy (LLS) Pam Sammons, Peter Matthews,
Every School A Good School: The Way Forward for SEN and Inclusion Presentation to Annual Conference for Principals of Special Schools Dorothy Angus 22.
Compact Termly Primary Headteacher Briefing November 2012 Headline Performance Data 2012.
1 Contextual Value Added and Data For Dummies The mystery explained.
Data – a focus on vulnerable groups and how governors can use data to positively challenge Directorate Support Team (Data & Statistics) Cornwall Council.
Summary Education Performance for Herefordshire Overview February 2015.
Kent Governors’ Association County Briefing 20 October 2014 Patrick Leeson Corporate Director Education and Young People’s Services.
What influences English and Mathematics attainment at age 11? Evidence from the EPPSE project.
DOES LEADERSHIP MAKE A DIFFERENCE? 1 The importance of school leadership on the quality of schools and the achievements of pupils:
What’s new in the Child Poverty Unit – Research and Measurement Team Research and Measurement Team Child Poverty Unit.
SASH Conference The Ofsted perspective on Somerset secondary schools 15 May 2015 Tom Winskill, Senior HMI, Ofsted South West 15 May 2015.
FFT Data Analysis Project – Supporting Self Evaluation  Fischer Family Trust / Fischer Education Project Extracts may be reproduced for non commercial.
DEVELOPING SECONDARY STRATEGY. 2 Staffordshire Context: County Council Mission Statement To make Staffordshire “A great place to live, work, visit and.
BECTa ICT Research Conference – June 2002 Intro  Survey Details  Secondary Surveys conducted July 2000 and June/July 2001  Sponsored by Fischer Family.
North East education - The State of the Region. North East education… not quite the big picture.
Feyisa Demie Adviser for school self-evaluation and
Bradfield CE (VA) Primary School School Development Priorities
14 – 24 Learning and Skills Strategy (24) KCC / YPLA Strategy & Funding Briefing 14 – 24 Learning and Skills Strategy Delivering Bold Steps A new.
Leading from the Middle…
Educational Standards Cabinet January Early Years Performance  The percentage of pupils achieving the target expectations in the Early Years Foundation.
Delivering excellent careers guidance in schools– an Ofsted perspective Karen Adriaanse HMI Special Adviser (Improvement) FE and skills March 2015.
Promoting good practice in tackling poverty and disadvantage INSET materials for primary schools.
Subject Leader Development Meeting November 2011.
1 New Performance Tables: 2011 and Beyond… Cathy Christieson Head of School Performance Data Unit 13 th May 2011.
EYFS – and the OFSTED Framework Sue Monypenny Senior Education Standards and Effectiveness Officer.
CLOSING THE GAPS – REDUCING INEQUALITIES IN OUTCOMES FOR CHILDREN AND YOUNG PEOPLE BIRMINGHAM ACHIEVEMENT GROUP SEMINAR DECEMBER 2008 JOHN HILL RESEARCH.
Primary headteachers Updates Tim Coulson June 2013.
14 – 16 Curriculum Seminar The impact of recent DfE changes on curriculum planning and outcomes for schools.
Hartlepool Education Commission Conference Tom Grieveson Senior HMI Ofsted North East, Yorkshire and Humber Region – May 2014.
Using Performance Data to Improve Governor Effectiveness Julie Johnson Assistant Director of Schools (Primary) Diocese of Shrewsbury Department of Education.
National Improvement Framework Aims of this presentation: Share information on the draft National Improvement Framework To discuss and share views on.
Using Performance Data to Improve Governor Effectiveness
1 Hartlepool Education Commission Conference 17 September 2014.
RAISEonline Data Analysis for Governors and Staff Beaver Road Primary School Clive Davies OBE Beaver Road (c)
Reforms to Primary Assessment and Accountability Catherine Wreyford, Department for Education October 2015.
In this session we will aim to: Share the methodology behind Oriel High School’s use of Pupil Premium funding Share details of the interventions and approaches.
RAISEonline Data Analysis St Bernadette's Catholic Primary School St Bernadette's Catholic Primary School (c)
DRETNov 2014 Teaching Leaders Sheffield Primary Heads group.
Promoting good practice in tackling poverty and disadvantage INSET materials for secondary schools.
Empowering Informed Decisions Using RAISEonline data to improve governor effectiveness Dave Thomson Head of Data Analysis, RM Education.
Educational Attainment in Hastings Presentation to the Hastings LSP Fiona Wright October 2014.
A case study. Content School context Challenges Outcomes Curriculum pathways What works in our context Process Ofsted & progression to HE – a view.
Understanding & Using School Governance ….data. Me 8.30ish finish 15 minute break Fire alarms/Loos Introduction to RAISEonline Working in groups Packs.
Monitoring Attainment and Progress from September 2016 John Crowley Senior Achievement Adviser.
Standards report Standards Report CT Board 18 th March 2016.
Hertfordshire County Council The Role of the Secondary Assessment Co-ordinator Day One 5 th July 2005.
‘A Flying Start’ Achievement Update November 2014 Chris Snudden Head of Education Achievement Service Head of Virtual School for Children in Care John.
Moving to Outstanding Ofsted Findings Improvement update meeting.
Educational Attainment in Hastings Presentation to the Hastings LSP Fiona Wright 22 October 2012.
UK Education System Education system (England) Phases of Education Key facts Key themes in Education Opportunity for discussion.
Newcastle Learning Challenge Data analysis November 2014 Newcastle City Council.
2016 Primary Assessment Update 27th September 2016
Objectives To explore the data analyses that are available in RAISEonline and how they can be used to identify differences in progression rates To consider.
Governors’ Update RaiseOnline & Fischer Family Trust
Sheffield Performance Overview
Still Building a Brighter Future for Young People through Sport
RAISEonline Data Analysis for Governors and Staff
Partnership Development Manager
Understanding ASP and FFT Data
Ofsted Findings Improvement update meeting
Presentation transcript:

Exploring the impact of involvement in NCSL activity on school improvement Pam Sammons and Qing Gu University of Nottingham School of Education University of Nottingham

National College of School Leadership (NCSL) Source: Purpose: to improve the lives and life chances of all children and young people throughout the country by developing world-class school leaders, system leaders and future leaders. Activities: programmes for leaders at every stage of their career. All NCSL programmes are underpinned by their Leadership Development Framework. The programmes provide flexible learning and combine national standards with the opportunity to tailor learning to individual leaders’ own development needs and the needs of their schools. Key strands: National Professional Qualification for Headship (NPQH); Leading from the Middle (LftM); Leadership Programme for Serving Headteachers (LPSH)

Key NCSL strands  The National Professional Qualification for Headship (NPQH): designed to prepare candidates for the rewarding role of headship. It is a benchmark qualification, underpinned by the National Standards for Headteachers.  Leading from the Middle (LftM): a 10-month professional development programme for groups of two to four middle leaders plus one leadership coach in primary, secondary and special schools. The programme undergoes continual renewal to ensure it meets the needs of today's middle leaders.  The Leadership Programme for Serving Headteachers (LPSH): sits within the Advanced Leadership stage of the Leadership Development Framework. It is open to headteachers with at least three years' experience. LPSH provides participants with the opportunity to take control of their learning and reflect upon their leadership amongst peers in a confidential environment.

The study Aims: explore patterns of involvement in NCSL activity amongst secondary schools in England during the period investigate relationships between level of engagement and measures of educational standards Hypothesis: a greater level of engagement in the NCSL activity would be associated with better outcomes and more improvement Measures: Ofsted inspection judgements of the quality of leadership and management, teaching and learning, school effectiveness and improvement DfES national assessment data on key attainment indicators and value added measures of pupil progress

Overall pattern of engagement (1) The level of engagement of secondary schools in England in NCSL activities

Overall pattern of engagement (2) Pattern of engagement of secondary schools in England in different combinations of NCSL activities

Hypothesis 1: Greater or earlier involvement is more common in lower attaining and higher disadvantage schools.

Socio-economic background, represented by the percentage of pupils eligible for Free School Meals (FSM) as a measure of low family income Relationship between level of engagement with NCSL and FSM Hypothesis 1: socio-economic background

Relationship between time of engagement with NCSL and level of social disadvantage of intake (FSM band) Hypothesis 1: socio-economic background

Hypothesis 1: Urban/Rural schools NCSL urban/rural schools against the national distribution

Hypothesis 1: Urban/Rural schools Crosstabulation of Urban/Rural Schools and Level of Engagement

Hypothesis 1: Other contextual factors Type of establishment (community, voluntary and foundation schools) Voluntary schools are more likely not to be involved in NCSL activities than the other two types of schools. Community schools are more likely to see multiple engagement. Religious/Non-religious schools Church of England and Roman Catholic schools are more likely to see a lower level of engagement than non-religious schools.

Hypothesis 2: Greater level of engagement leads to more improvement

Hypothesis 2: Pupil progress and attainment outcomes Mean scores of KS2-4 VA by Level of Engagement

Hypothesis 2: Pupil progress and attainment outcomes Mean scores of KS2-4 VA by year of engagement

Hypothesis 2: Pupil progress and attainment outcomes Means scores of KS3-KS4 VA ( ) by year of engagement Schools that were engaged with the NCSL in 2000/1 and 2002/3 showed better valued added results over 2004 and In common with the finding on the DfES KS2-4 VA results, the 2004/5 group saw a slight decrease in their pupils mean scores for the KS3-4 VA indication in 2005.

Hypothesis 2: Pupil progress and attainment outcomes KS2-3 VA mean difference between the 2000/1 group and 2002/3 and 2004/5 groups of schools over 2004 and 2005

Hypothesis 2: Pupil progress and attainment outcomes Means scores of %5A*-C GCSE by year of engagement

Hypothesis 2: Pupil progress and attainment outcomes Means scores of KS4 % 5A*-C GCSE ( ) by level of engagement

Hypothesis 2: Ofsted inspection results Level of Engagement and OFSTED Results –

Summary (1) The data suggest that schools that did not engage with NCSL were higher attaining originally and showed higher quality in terms of inspection results. Thus this context needs to be recognised in exploring changes in attainment and improvement/effectiveness over time. Analysis on the level of social disadvantage (as measured by the percentage of pupils eligible for FSM indicator) suggests that schools facing greater challenges are more likely to take advantage of the opportunities for development provided by the NCSL.

Summary (2) Nonetheless, there was some reduction in the significant achievement gap from 2003 to 2005 in terms of the KS3 and KS4 VA indicators and key benchmark indicators (% of pupils achieving 5 or more grades A*-C at GCSE and equivalents and KS3 % of pupils achieving Level 5 or above in English and Science ( ). From inspection data, the results suggest that more highly engaged schools showed relatively better results in the measure of Headteacher leadership in than the leadership and management profile in

Summary (3) There appears to be an interesting association with the time point at which schools became engaged in NCSL courses and programmes. Those that started earlier were at a lower base generally, but have shown the greatest improvement in the different attainment measures. All the evidence points to positive association with improvement, mainly in terms of reduction in the achievement gap evident among different groups of schools over time. It is likely that a range of improvement initiatives and activities have affected secondary schools during this period and thus involvement in NCSL activity is unlikely to have acted in isolation. Nonetheless the emerging picture is encouraging particularly in relation to the improvement of leadership capacity.

CONTACT: Do these patterns hold for primary schools? What are longer term trends (2006 data)? Need for case studies of a range of selected schools Further Directions