1. Longlevens Junior School Who’s school is it anyway?!

2. Purpose of evening The development of learning and assessment at LJS
How we are working towards introducing a new curriculum
Our approach to tracking pupil progress and attainment
Engaging parents in their pupils learning
Possibilities for the development of LJS on the new educational landscape

3. Current Context
National Landscape
Standards Agenda
Community Needs

4. Principles Underpinning Education Policy
Hands off
Let the system sort itself out
De-centralise
Increase autonomy at school level
Encouraging groups of schools to work together
System leadership from within the profession
“Sharply reduce the bureaucratic burden on schools, cutting away unnecessary duties, processes, guidance and requirements, so that schools are free to focus on doing what is right for the children and young people in their care”.
Michael Gove, Secretary of State “The Importance of Teaching” 24th November 2010
This slide is the precursor to comments from Hargreaves etc on forthcoming policy direction.

5. “THE IMPORTANCE OF TEACHING” White Paper 24th November 2010
General principles
Academies seen as the way forward
5.6 So there is great scope for us to extend autonomy and freedom for schools in England. It is our ambition that Academy status should be the norm for all state schools, with schools enjoying direct funding and full independence from central and local bureaucracy. Some schools are not yet in a position to enjoy full Academy freedoms and we will ensure that all schools, whatever their status, are freed from unnecessary bureaucracy, and enjoy progressively greater autonomy, with their own funding, ethos and culture. We expect schools to use their increased autonomy to explore new ways of working together – but collaboration in the future will be driven by school leaders and teachers – not bureaucrats.
Details will emerge in the forthcoming Education Bill

6. Standards But... LJS is a good school with outstanding features...
Improve the progress of pupils with SEND by ensuring that:
clear plans are made for their learning that closely match their needs and teachers include these in their lessons
appropriate support is provided in class to enable them to work towards their targets
teachers and other staff engage these pupils more effectively during the whole-class parts of lessons to ensure their understanding.
Raise standards and improve pupils’ progress, by ensuring that: -
pupils are consistently given work that closely matches their abilities
more-able pupils are given sufficient levels of challenge in all lessons
pupils are given precise next steps for learning and when marking pupils’ work, teachers consistently refer to these next steps
pupils spend more of each lesson actively involved rather than sitting and listening.

7. Community
Pupils
Teaching Staff
Parent Body
External Partners

8. Learning Joy Success! A Shared Mission For Personalised Learning
Whenever a child walks through the doors of LJS, they bring with them talents to be encouraged and developed, and weaknesses to be supported, we aspire to meet these needs with equal measure.
Longlevens Junior School Prospectus
Learning Joy Success!

9. Background information: Sub levels & points21 3c 19 2a 17 2b 15 2c 13 1a 11 1b 9 1c 7 Wa 5 Wb 3 Wc 1 5a 35 5b 33 5c 31 4a 29 4b 27 4c 25 3a 23
For KS1-2, progress of 2 levels over four years translates to 1 level in two years, 6 points over 6 terms hence 1 point per term.
Note: this is expected progress – some will make more rapid progress.
For the mathematically minded a formula is offered – demonstrate by substituting n=2.
Explain PS for subject Explain APS for pupil Explain APS for subject Explain overall APS for school
Expected progress
2 levels over 4 years or 1 point per term.

10. It’s the classroom…
In the UK, variability at the classroom level is at least 4 times that at school level
It doesn’t matter very much which school you go to
But it matters very much which classrooms you are in…
It’s not class size
It’s not the between-class grouping strategy
It’s not the within-class grouping strategy
Dylan Wiliam

11. …and specifically, it’s the teacher…
Studies that take into account all of the available evidence on teacher effectiveness suggest that students placed with high-performing teachers will progress three times as fast as those placed with low-performing teachers.
(Barber & Mourshed, 2007)

12. Why?
Bright children from lower socio economic background v less bright children from higher socio economic background
By the age of six...
Feinstein

13. Why?
Families on welfare, working class families and professional families.
By the age of 4 the child from professional family will have heard c.50 million words, working class family 30 million, welfare family 12 million.
By the age of 3 the child from professional family will have received 700,000 encouragements to 80,000 discouragements
The child from the welfare family will have received 60,000 encouragements to 120,000 discouragements.
Toynbee after Feinstein

14. Leading the way ...Making effective practice standard practice
Variation in levels of achievement
Variation in the quality and effectiveness of approaches to teaching and learning
Variation in policies and procedures
eg:
setting, marking, homework, progress monitoring
Internal best practice identified
Action to reduce ISV
Analysis of data
Variation in human and material resources
Eg spreading effective teaching practice

15. Longlevens Junior School A Journey To The Stars
A Personal Mission Or
A Personalised Experience?

16. The Spirit Of Adventure
Guess What?!?

17. Personal Vision
S – Success T – Teamwork A – Adventure R – Resilience S – Sparkle

18. STARS What Does It Mean For Us? Tenacity Satisfaction Spontaneous
Relationships
Success
Supportive
Resourceful
Superb
Stamina
Transformation
Adventure
Responsibility
Reflective
Achievement
Action
Sensational
Sustainability
Teamwork
Ambition

19. Improvement Plan 2010/11 and beyond!

20. 1. What are we trying to achieve?
1. Imagine a learner leaving your school 2. Describe the characteristics you will see if you are successful 3. Focus on knowledge, skills or personal dispositions 4. Traffic light what you have evidence for as existing strengths (green) and areas for development (amber and red).
Discuss what sort of learning and assessment will be required to address your development priorities.

21. Properties of materials
Magnetism
Parts of a plant
Picasso
The Egyptians
The Romans
Rhythm
Properties of materials
The branches of knowledge
reflecting major areas of human endeavour and ways of thinking.
Thinking skills
Personal skills
Literacy skills
Social skills
Enquiry skills
L2L skills
Enterprising
Adaptable
Resilient
Compassionate
Creative

22. What’s the best way to organise learning?
metronomic and routine
Small range
Classroom
the class teacher
30 -1
Flexible: matched to learning need
Range of locations
Wide range of approaches
School as broker
Time
Place
People
Pedagogy
regular/often and deep/immersive
permeable school - flexible spaces – cyberspace
community, employer, artist, experts, peers, vertical groups
subject based, project based, enquiry based, multidisciplinary, co-constructed, student initiated, mantle of the expert etc

23. What is achievement?
What do learners think?

24. Challenge …
…and support
Getting the balance

25. raised achievement
high motivation
active involvement
learner autonomy
enabling learning
environment

26. Building a Toolbox Learning to learn sessions
Helpful and unhelpful talk
Movers & Blockers
Learning Zones – comfort/CHALLENGE/danger
Marking & Feedback
5-1 countdown
Increasing independence through choice and ownership
EVERY TIME WE WRITE!

27. The Next Part Of The Journey...
Establish common expectations – link with ISV and standardising operational procedures
Setting up TLC – link with ISV and developing/strengthening middle leadership
Developing TA practice: “Towards Outstanding” – link with improvement of SEND/Differentiation
Exploring internal transition link
Introducing reflective learning journals – link with developing PUPIL VOICE
Parental engagement in pupil learning

28. Common Expectation 1
All classrooms to have visual representations of which enable pupils to engage with learning to learn language and tools:
Talk
Movers & Blockers
Good/Successful learners do...

29. Common Expectation 2
Short term plans to identify opportunities for using the tools and language:
Skills and attributes debriefs:
WHAT DID WE HAVE TO DO?
WHAT DID GOOD LEARNERS DO?
REGULAR REFERENCE TO DISCUSSION ABOUT LEARNING
IDENTIFY SESSIONS: 1 PER DAY

30. Common Expectation 3 Classroom culture change:
TEACH MORE BY ASKING NOT TELLING
EXPLAIN WHY
MODEL HOW
LETS EMBED THE CULTURE, CHILDREN HAVING OPPORTUNITY TO USE/PRACTICE & SAY – RECOGNISE THEIR SIGNIFICANT CHANGE

31. Common Expectation 4 Introduce EVERY TIME WE WRITE BOARD
Continue to innovate, experiment, make mistakes and trial new things!

32. Comfort zone
Challenge zone
Danger zone

33. What stops us from learning?
Movers and Blockers
What helps us to learn?
What stops us from learning?

34. What helps us to learn? Having a toolkit Targets Displays
Feeling comfortable
Being brave
Working in pairs or in groups
Time to think about what we are doing
Scaffolding
Concentrating
Listening to the teacher
Asking for help
Playing
Knowing what to do
Keeping an open mind
People showing us how to do things
Reading books
Talking to a partner about our work
Thinking positive!
Having fun!

35. What stops us from learning?
Not coming to school
Chatting to a neighbour when not supposed to
Having a bad memory
Feeling down
Feeling scared
Being distracted
People shouting out
Disturbances
Noises
Lack of help
Time – being rushed
Bullying/abusive comments
Teacher talking too much
Worrying about family problems

36. Helpful Talk……….. Sharing ideas Giving instructions Encouragement
Talking about our learning
Asking questions
Being polite
Explaining

37. Unhelpful talk…………. Gossip Arguing
Talking when someone else is talking
Back-chat
Chatting – when it’s not about our learning
Interrupting
Swearing

38. What does a successful learner do?
Uses team work skills
Shows working out
Is always ready
Does their homework
Never gives up
Takes in information
Practises
Uses the spellings on the board
Has courage
Tries hard
Works with a partner
Thinks hard
Isn’t afraid to ask
Finds out new things
Shares ideas with others
Takes turns
Helps others
Asks questions
Gets organised
Ignores distractions
Encourages others
Listens
Makes the right choices in class
Improves
Believes in themselves
Stays on task
Is always ready to learn
What does a successful learner do?

39. To be a successful learner I need to ...
Know and understand
what
I am learning
Know
why I am
learning
Be involved in
reviewing and improving
my learning
Have time
Ask questions and know what I
could learn
next
Understand how I learn
Have fun
and enjoy my learning!!
Know how to improve
Know when
and how
I have been successful
Feel safe and feel that ‘I can’
Learn with other learners
Have new and varied
experiences

40. Standardising Operating Procedures
Learning & Curriculum
Marking, Feedback & Quality Presentation
Assessment & Learning
Lesson Planning
Operational
Communications
Clubs & Activities

41. Proposals For Parental Engagement In Pupil Learning
Parents Evenings or Pupil Progress Consultation
Detailed academic information at NC sub-level
Feedback on progress and attainment
Discussion of wider achievement across school vision & aims
Three times a year including summary report
Pupils present with option for withdrawal as appropriate
During the school day but with late afternoon/early evening options.

42. Proposals For Parental Engagement In Pupil Learning
Instigate a series of “Successful Learning At LJS” workshops, covering:
Teaching and Learning
Maths & Literacy
Assessment & Progress
In response to parental request

43. Proposals For Parental Engagement In Pupil Learning
Set up Parent Review Group/Parent Council To act in an advisory/consultative role to the management team of the school
Meet once a term ( 6 x per year)
Inclusive or (self) selected
Look at matters of policy and procedure
Advise on future initiatives and developments
Reflect parental concerns

44. Longlevens Junior School
It’s all OUR school!!