1. Leading on learning Headteacher’s CPD Day 2 Session 2

2. 2011 PSA Targets (Primary) Key Stage Target Type Subject National0 7 Result Dudley 07 Result National 2011 target National 07-11 Improvement KS2ProgressEN83%84%92%*+9%pts KS2ProgressMA76%74%87%*+11%pts KS2 Attainment EN & MA71%68%78%*+7%pts Reduce the gap between outcomes for children entitled to FSM and CiC and their peers For each of these indicators LAs will be required to provide a breakdown by minority ethic group. The groups have been revised to include Gypsy/Roma and Travellers of Irish Heritage

3. English & Maths 2007 NationalDudley FSM 5244 Non-FSM 8373

8. Dudley Maths progress against attainment Dudley English progress against attainment

9. Focussing on progression What is your tracking telling you about progression through your school? Where is progression strongest? What is it telling you about the issues in the learning and teaching of literacy and maths? (where is progression weakest?)

10. Tracking resources on the primary framework. Tracking tutorial: http://www.standards.dfes.gov.uk/pri maryframeworks/downloads/PPT/yr5_ 6_timeline_tracking_v1.ppt http://www.standards.dfes.gov.uk/pri maryframeworks/downloads/PPT/yr5_ 6_timeline_tracking_v1.ppt Tracking grid: http://www.standards.dfes.gov.uk/pri maryframeworks/introduction/improvi ng/pupil_tracking_sheet/ http://www.standards.dfes.gov.uk/pri maryframeworks/introduction/improvi ng/pupil_tracking_sheet/

11. Stick people discussion prompts NB View as a ‘show’ to read the prompts

12. English 2006 National % Pupils achieving Level 4+ at the end of KS2 in 2006 NB Dark blue indicates the progress since 1998 % Pupils achieving Level 3 at the end of KS2 in 2006 NB These pupils achieved L2b+ at the end of KS1 % Pupils achieving Level 3 at the end of KS2 in 2006 NB These pupils achieved L2c at the end of KS1 % Pupils achieving Level 3 at the end of KS2 in 2006 NB These pupils achieved below Level 2 at KS1 Disapplied or no KS1 Level recorded % Pupils achieving Level 2 or below % Pupils absent from test

13. English 2007 National 1 %point increase Level 4+ on 2006 3% is same as 2006 1%point decrease since 2006 7% same as 2006 6% is same as 2006

14. Maths 2006 National

15. Maths 2007 National 2 %point increase Level 4+ on 2006 1% point decrease since 2006 7% same as 2006 1% point decrease since 2006 6% is same as 2006

16. Example school stick people Low Relative Attainment, Low CVA English- 70% L4+ (84% if all L2+ converted to L4+= 12 more children) Context: Proportion of FSM, EAL, Deprivation Index and SEN similar to national Who are these children who fell behind or made slow progress through KS2? Could we/ should we have intervened earlier? What were the explicit factors that we could/ should have addressed for these children? What more could we/ should we have done to ensure the accelerated progress for this child? Who are these children in Year 5, 4, 3, 2…? What are we doing to ensure maximum progress this year? Did we have the right interventions tailored to meet the specific needs of these children? Did we manage to accelerate the progress of all the target group we identified last year? Was the quality first teaching good enough throughout KS2 to ensure the accelerated progress of these ‘slow moving’ children? When did these children start to fall behind? Did our tracking system identify these children? If so, when? Did this child make expected progress? What more could we/ should we have done to ensure adequate progress for this child? And… Did we have the right interventions tailored to meet the specific needs of these children? Which of these children should have been L5 based on their KS1 results? Who made very good progress’ since KS1? Why were these children absent? What would they have achieved? Was there more we should have done? Can we name each child? Is this what we predicted they should achieve? What were the factors which made the difference for these children who made ‘good progress’? Which aspects of the English curriculum did these children find more difficult to learn? Were these set and explored as high-value curricular targets? How can we use the Primary Framework to improve learning and teaching and provide a curriculum that meets the needs and interests of our learners? Does our current curriculum meet the needs and interests of all our learners? Are we focussing enough on the difficult to teach, difficult to learn aspects of the curriculum?

17. Making Good Progress Series Making good progress in Key Stage 2 Mathematics Getting there – able pupils who lose momentum in English and Mathematics in Key Stage 2

18. Strengthening The Place of Assessment Focusing in a structured way on each child’s learning; Support and challenge tailored to need; Greater levels of engagement with learning; Accelerated rates of progress for all, and especially those at risk of underachievement; Strengthening the link between learning and teaching by engaging children and parents; Clarifying the learning journey for all.

19. APP and the wider assessment agenda Children’s Plan – December 2007 - Additional funding (£50 million for 3 years) for schools to improve assessment -APP as the ‘universal model’ -Single-level tests to replace end of key stage assessment if MGP pilot successful -Moderation training (for FSP) developed and rolled out

20. Where we are with developing APP materials KSSubject/ATState of play KS3Rdg & Wtg Published via SNS 2006 Maths Published via SNS 2007 Sp & List Being piloted 2007-09 Science & ICT Being piloted 2007-08 KS2R, W & Maths Published via PNS 28.01.08 Sp & Lit Being piloted 2007-09 KS1R,W, S&L, Ma Being piloted 2007-08

21. The assessment area on the Primary Framework Developing Assessment for Learning Assessing Pupils’ Progress Standards Files

22. Developing Assessment for Learning Learning and TeachingPersonalising learning and teaching Day to day assessmentConditions for learning that support AfL Support for day-to-day assessment in the Primary Framework Designing opportunities for learning (planning) Objective and outcome led learning Formative use of summative assessments Feedback on learningUsing curricular targets Questioning and dialogue Peer and self assessment Leadership and Management Leading on Improvement Self Evaluation Leading professional learning through children's learning Involving parents and carers

23. The APP model is a model of assessment that:  draws on formative approaches and is diagnostic  is periodic and keyed to national standards  integrates assessment into teaching and learning  enhances classroom practice and encourages a broadly based curriculum  is embedded in the primary framework  is based on assessment focuses that underpin national curriculum assessment

24. APP is based on 4 key principles Assessment is integral to effective teaching and learning Assessment systems must be fit for purpose National standards are an entitlement for learners, teachers and schools National standards are integral to national expectations of education

25. The APP process Teachers select a sample of pupils Each term, they review the full range of evidence (written, spoken and observed) for each assessment focus They select the appropriate ‘level boundary’ and arrive at judgements using the assessment guidelines sheet Annotated examples of pupils’ work provide reference points for teachers (standards files)

26. The APP approach Collects together:  children's work  any other evidence  assessment guidance materials  standards files Identify borderline for attainment target Look through the work for each AF until confident with the criteria that are ‘best fit’ Highlight applicable AF criteria and tick the level related box for each Make an overall level judgement

27. Lessons Learnt – factors which make APP effective Involvement of senior leadership- whole school approach – to support implementation, standardisation and moderation Adequate planning for change – major focus It takes time to become familiar with the assessment focuses and the APP process and materials – not a ‘quick fix’. Starting with a small group of pupils enables teachers to get to know the assessment foci and their level-related criteria, then apply them more widely. Developing skills to ensure standards - as teachers become familiar with the APP assessment model, they realise how important it is that the consistency and accuracy of their judgements is assured across classes and schools. The accuracy of assessments is enhanced by in-school moderation and standardisation and by making effective use of the standards files APP is a process for periodic review of pupils‘progress. It is not a ‘tick list’ or a collection of photocopied written evidence.

28. March 10 th – 9.30 – 12.00 Saltwells EDC Assessment Focus Schools PNS/EY/LSS/Assessment/ICT approaches Quality of assessment Evidencing assessment Use of assessment for improving learning using frameworks Clusters (townships/internal and cross school moderation) Funding! Minimum ( must be in place) Efficient tracking system Provision map Pupil progress meetings

29. What is collaborative classroom professional learning (CCPL) and why is it important? Overwhelming research evidence shows CCPL makes the biggest difference to classroom practice Coaching and Lesson Study are two examples Coaches improve their own performance as well as that of the people they are coaching Lesson Study has been attributed with improving pupil achievement

30. Coaching and the Primary Framework All attendees were given a pack containing: Section 1 - Correspondence to schools. Section 2 - Coaching Information from National Organisations. Section 3 - Principles and generic features of coaching. Section 4 - Observation Checklists Section 5 - Barriers to coaching. Section 6 - Preparing for coaching in your school.

31. Coaching and the Primary Framework Building Capacity ‘Internal capacity is the power to engage in and sustain continuous learning of teachers and the school itself for the purpose of enhancing pupil learning.’ The above quote is from Louise Stoll in Improving School Effectiveness, edited by John Macbeath and Peter Mortimore, published by Open University Press, 2001 (ISBN 0-335-20687-5)

32. Coaching and the Primary Framework Building capacity for improvement involves a range of strategies which deliberately set about building for the future by: –creating dialogue –sharing learning –changing ways of working –shifting internal cultures in order to create wider awareness, expertise and inclination.

33. Coaching and the Primary Framework “Coaching is a process that enables learning and development to occur and thus performance to improve. To be a successful coach requires a knowledge and understanding of process as well as the variety of styles, skills and techniques that are appropriate to the context in which coaching takes place.” Eric Parsloe – The Manager as Coach and Mentor (1999)

34. Developing the skills of Coaching Body Language Using Evidence QuestioningListening Giving and Receiving Feedback

35. The Skills and Motivation Matrix Low Skills High Skills Low Motivation High Motivation INSPIRE Work towards increasing motivation- explore the reasons behind increased dissatisfaction. Encourage short term actions for immediate success. Contact regularly. DELEGATE Maintain high levels of skill and motivation. Encourage risk taking with further opportunities and challenges. Get them to share and coach. DIRECT Increasing skills and motivation-envision and set long term and short term goals. Structure learning through short term goals with deadlines. Keep close contact. Monitor, and reserve judgement. GUIDE Raise skill levels –help commitment to vision of what it will look like with new skills. Secure training opportunities. Give reflective feedback. Let go when ready.

36. Possible focus for in-school coaching The teaching sequence Modelling and demonstrating Assessment for Learning The teaching of review sessions Effective use of ICT guidedQuality teaching of reading/writing/maths during shared, guided and independent work Attention to own school focus based on analysis of data

37. Coaching and the Primary Framework The Coaching Agreement To be completed and returned. NB. Agreements must be returned in order for money to be sent into schools The Coaching Action Plan

38. Further Support: 25 th February 08 – Guided Writing (Day 2) AM or PM 27 th February 08 – Year 1 and Year 3 training Day 2 29 th February 08 – Tough to Teach Data Handling 3 rd March 08 – Co-ordinator’s Conference: AM – Literacy PM – Mathematics 5 th March 08 – Co-ordinator’s Conference: AM – Literacy PM – Mathematics 7 th March 08 – Early Reading (Day 2) AM or PM 10 th March 08 – Assessment Focus Schools for Headteachers 17 th March 08 – Gifted and Talented Leading Teacher Training Day 2

39. Further Support: 16 th April 08 – EAL Leading Teacher training 17 th April 08 – Maths Planning – Year 6 – am or pm 22 nd April 08 – Maths Planning – Year 5 – am or pm 28 th April 08 – Maths Planning – Year 4 – am or pm 1 st May 08 – Maths Planning – Year 3 – am or pm 6 th May 08 – Celebration of Reading 7 th May 08 – Maths Planning – Year 2 – am or pm 15 th May 08 – Maths Planning – Year 1 – am or pm 19 th May 08 – Literacy: Practical Aspects of Planning am or pm 22 nd May 08 – SEAL Conference 2 nd July 08 – Coaching Showcase 9 th July 08 – Co-ordinator’s Conference: AM – Literacy PM – Mathematics 10 th July 08 – Co-ordinator’s Conference: AM – Mathematics PM – Literacy

40. Sharing what works well Case study – Dudley website www.edu.dudley.gov.uk/primary Network sharing Place on National website – on screen prompts- materials and case studies - searchable www.whatworkswell