1. The National Strategy ITT Presentation 16 th May 2007 Produced as part of the Partnership Development Schools (PDS) Strategy Phase 3 2008- 09 (Lead PDS: The Park Community School. Contact Chris Ley (cley@parkcommunity.devon.sch.uk)

2. What can learning be like? “It has become clear that these children see school almost entirely in terms of these day-to-day and hour-to- hour tasks that we impose on them…. For children the central business of school is not learning, whatever this vague term means; it is getting these daily tasks done, or at least out of the way, with a minimum of effort and unpleasantness…. If they can get it out of the way by doing it, they will do it; if experience has taught them that this does not work very well, they will turn to other means, that wholly defeat whatever purpose the task-givers have had in mind.” John Holt 1970

3. What should it become? “…so the most effective learners will be those who, as they pass from stage to stage, have acquired some generic capacities to reduce the time they spend in dependence” David Hargreaves “In times of change, learners inherit the earth, while the learned find themselves beautifully equipped to deal with a world that no longer exists” Eric Hofler Creating a system where: “the student is the most important unit of organisation”

4. What are the National Strategies about? Raising Standards Improving Progression Personalising Learning Raising Aspirations and Expectations Engaging Hearts and Minds

5. What are the National Strategies about? Raising standards of achievement and rates of progression for children and young people in all phases and settings through personalising learning with a particular focus on the core subjects and early years

6. How do we do it? By working nationally, regionally and locally: - To improve and personalise the quality of teaching and learning - To increase the effectiveness of the management and leadership of schools and early years settings - To increase the effectiveness of the Local Authorities’ strategic leadership

7. The focus and intended outcome of every NS action To raise achievement in the core subjects and improve rates of progression for all pupils 0 – 19 To tackle underperformance at pupil, school and LA level and thereby close the attainment gap for identified underachieving groups To develop expertise and capacity in the workforce (at LA and school strategic level: senior LA staff and school leaders: at classroom and setting level: subject leaders, teachers and support staff)

8. What’s the context in which we are doing this work? The National Strategies’ recent developments and achievements The system-wide challenge in terms of standards for all pupils & rates of progression The attainment gaps: boys; poverty; ethnic minority groups The imperative to demonstrate impact Progression, Every Child Matters, Teaching and Learning 2020

9. What are the National Strategies for?

10. The What Key strategic meetings and planning/review activity with DfES policy teams, national agencies, LAs, schools and teachers Support and challenge for LA and school leaders Local and regional interventions by regional teams and individual RAs The commissioning, pooling and drawing on best practice in schools/settings and LAs Piloting and stimulating locally and nationally based new work Training and network events for LA and school staff The development of new materials and the re-purposing of existing materials

11. The How Impact at three levels: - the system-wide strategic level (including national regional and local strategies); - the school and setting leadership level; - the classroom and setting level Programme and regional teams working together to achieve the same outcomes Universal, targeted and intensive work

12. Key Messages The Secondary National Strategy is still very much about raising standards in the core subjects, now at KS4 as well as KS3 Our role at secondary level is to ensure that our work is based on: developing approaches to learning and teaching which will raise standards and personalise learning more effectively for all interventions at LA, school, subject team and classroom level which will raise standards for underachieving groups

13. Structure of the National Strategies 07/08 Plan Fewer priorities and programmes A sharper focus on outcome and impact - orientated planning and delivery Quality assurance in delivery as well as monitoring and evaluating impact All teams working to a common agenda – alignment and focus

15. NS - 11 programmes in 07/08 Top 5: English, Maths, Early Years Foundation Stage, Behaviour and Attendance, Schools causing concern 3 targeted programmes – EMA, SEN, G&T 1 system-wide programme – SIPs 2 secondary programmes - Science and ICT

16. Main Programme Plans 0-19 Big Hitter UTI Plans A focus on underachieving groups English Maths Behaviour & Attendance Schools causing concern Gifted &Talented Ethnic Minority Achievement Special Educational Needs

17. Main Programme Plans Secondary specific Specific system-wide focus Early Years Foundation Stage School Improvement Partners Science ICT

18. NS~Early Years Foundation Stage Ensuring Local Authorities engage in Early Years Outcomes Duty process and set appropriate actions Preparing for implementation of Early Years Foundation Stage Continuing focus on Communication, Language and Literacy and Early Reading Progress towards PSA1 targets

19. NS~Primary – renewed framework Literacy: Improving early reading through rigorous teaching of phonics (through the Communication, Language and Literacy Development programme) Raising attainment in English, especially at KS2 – with emphasis on writing & boys Maths: Raising attainment in mathematics, especially at KS2 – focusing on calculation and Use & Application

20. NS~Primary Improving progress for all pupils and closing the attainment and progress gaps for under-performing groups Accelerating pupils’ progress to raise all schools above floor targets by 2008 Developing professional challenge and support through School Improvement Partners

21. NS~Secondary Intervention in core subjects to raise standards and improve progression at KS3 and 5+ A*-C with English and mathematics – a focus for impact both in 2007 and 2008 Raising attainment at KS3 in English and Maths Tackling barriers to learning and closing the attainment and progress gaps for underperforming groups

22. NS~Secondary Improving behaviour and attendance in targeted schools and introducing SEAL Raising standards in schools causing concern using proven methodologies Identifying and challenging coasting schools and under-achieving pupils in all schools, including good schools Quality assure the work and impact of SIPs in supporting schools and challenging them over pupil progress

23. Regional Focus - SW Language development from EY onwards, inc S&L, especially boys Using Frameworks to improve progression and tracking En + Ma Consistent quality in ISP across region, to reduce below floor target nos Increase trajectory of 5+A*-C proportions (inc ‘with En & Ma’) by targeting schools and pupil groups

24. Regional Focus Broaden 14-19 curriculum through partnerships & diplomas, and improve functional skills Develop ‘behaviour partnerships’ to reduce exclusion (esp of vulnerable) Maintain effort on attendance Improve outcomes for Gipsy/Roma and Travellers, new EAL arrivals + CiC