1. Strategic School Improvement Fund (SSIF) Round 2: Diminishing the gap

2. Introductions Paul Butler, Head of Exceed Teaching Schools
Salma Rahman, LLE and Headteacher, Horton Park Primary School (Consultant Headteacher for the project)
Resources:

3. Context DfE funding: £140 million nationally
Medium- to long-term school improvement activity
National and sub-regional priorities
Eligibility criteria
Rigorous assessment of applications
Teaching Schools to provide the bulk of the support

4. Why this project? Why these schools?
Literacy outcomes for disadvantaged children in Bradford are low, especially in relation to Reading where there is a greater gap to the national average demonstrated by 2016 KS2 outcomes than for any other subject. The performance of disadvantaged children reflects the link between poverty and life chances and this impacts negatively on social mobility.
In 2016, disadvantaged groups at all stages had significantly lower achievement. By the end of Year 6, the gap to the national average in the client schools had not significantly diminished. In Bradford, 46% of disadvantaged pupils achieved the expected standard at the end of year 6, compared to 64% of non ­disadvantaged pupils.
For disadvantaged pupils, the combined client schools’ outcomes were just 36.2% of pupils achieving the expected standard, 30pp behind the national average for all pupils and 17pp behind the national average for disadvantaged pupils.
Literacy competence, especially in Reading for the client schools, is key to diminishing difference enabling children to grow as confident, active citizens. Improving literacy is an educational moral and economic imperative. Bradford is an Opportunity Area where facilitating social mobility through raised aspiration, literacy and improved school leadership are identified priorities.

6. Objectives and outcomes
To diminish the difference in Reading attainment for disadvantaged children in Key Stage 2
Intended Outcomes:
Baseline data to diagnose and analyse individual pupils’ needs
Interventions identified, implemented and evaluated
Leadership of English supported and capacity enabled
Whole school improvements in reading
Governance and parental engagement further enhanced/ developed
Key stage 2 disadvantaged children performing in line or exceed non disadvantaged

7. Successful application
10 client schools:
Holybrook Primary School
Marshfield Primary School
Lister Primary School
Princeville Primary School
Home Farm Primary School
Thackley Primary School
Blakehill Primary School
Lilycroft Primary School
Westbourne Primary School
Miriam Lord Primary School

8. Priority areas (based on 2016 outcomes)
School
Disadv attainment
Gap Dis v Non-Dis
Dis Boys V Dis Girls
High ability dis
Low ability dis
Holybrook X
Home Farm
Lister
Marshfield
Miriam Lord
Princeville
Thackley
Lilycroft
Westbourne
Blakehill

9. Allocation Element Funding Total £ 263,500.00 Delivery £ 179,250.00
£ ,250.00
Administration
£ ,850.00
Project Management
£ ,000.00
Travel and subsistence
£ ,400.00
Total
£ 263,500.00

10. Commitment High profile project
Close monitoring and reporting processes
Likely to be questions from Ofsted if school is inspected
DfE monitoring visits and intervention in project if required
Data and information from each school will be needed on a regular basis
Monitoring through Teaching Schools’ School Improvement Board and termly headteacher meetings
Funding released retrospectively
Memorandum of Understanding

11. Delivery Done with, not to your school
Realistic – expectations and timescales
Focused on evidence-based practice
Funding for in-house training & resources (£3,000) and cover (£3,000): Need action plan 28/03/18 pm
Local Leader of Education (LLE) quality assurance
Funded central training: CLPE Power of Reading (£3,000 per school)
Specialist Leader of Education (SLE) support: 17.5 days over 4 terms
Governor training
Termly meetings with Headteachers
Impact reports and data sharing
Leeds Trinity University (Jonathan Doherty) evaluation: 10 days
Potential to link to Bradford Literature Festival (Rachel Willshaw)

12. SLEs Planned support based on client school’s needs
Client school owns the support
SLEs are not supply or cover
Don’t deliver model lessons
Added capacity for leadership and to help develop internal capacity, e.g. support a newly trained TA, support English subject leader to undertake observations and work scrutiny
Schools will need to create an action plan for their use

13. Timeline of activities (1)

14. Timeline of activities (2)

15. Diagnostic and interventions
New Salford Reading Age Tests
Menu of interventions
Scope to add more

16. Power of Reading - CLPE

17. Power of Reading - CLPE

18. Dates for your diary
22nd March, 1-3pm: Parent Hub training for ICT Coordinator and IT technician
28th March 9am-3pm: Interventions marketplace event for headteacher, English subject leader and/or SENC0

19. In your pack
BACS form – please return to Anisa Keran:

20. Contact details
Paul Butler, Head of Teaching Schools:
Salma Rahman, Headteacher, Horton Park Primary School:
Anisa Keran, Teaching School Administrator: