# East Kent School Improvement Team Helena EvansInterim Senior Improvement Adviser Chris WilsonImprovement Adviser (Canterbury, Swale & Thanet) Jayne True.

## Presentation on theme: "East Kent School Improvement Team Helena EvansInterim Senior Improvement Adviser Chris WilsonImprovement Adviser (Canterbury, Swale & Thanet) Jayne True."— Presentation transcript:

East Kent School Improvement Team Helena EvansInterim Senior Improvement Adviser Chris WilsonImprovement Adviser (Canterbury, Swale & Thanet) Jayne True Improvement Adviser (Canterbury, Swale & Thanet) Jean MosleyImprovement Adviser (Canterbury) Richard EppsImprovement Adviser (Canterbury, Swale & Thanet) Tammy MitchellImprovement Adviser (Canterbury, Swale & Thanet)

EY FSP2014 2015 Difference KentNationalKentNationalKentNational % Good Level of Development68.660.473.166.24.55.8

KS12014 2015 KentNationalKentNational %L2B+ Reading8280.784.182.1 %L2B+ Writing69.569.874.072.1 %L2B+ Maths81.579.984.081.6 %L3+ Reading32.430.535 %L3+ Writing16.016.118.3 %L3+ Maths25.024.228.2

KS220142015 Kent National %L4+ Reading, Writing & Maths79 80 %L4+ Reading88.9 89 %L4+ Writing85.7 87 %L4+ Spelling, Punctuation & Grammar74.2 78 80 %L4+ Maths86.0 86 87 %L5+ Reading, Writing & Maths25.5 25 %L5+ Reading50.6 49 %L5+ Writing36.0 38 %L5+ Spelling, Punctuation & Grammar49.3 52 %L5+ Maths43.2 41

FSM Gaps Kent result was 17.6% (L4+ RWM) down by 0.2% (2014). East Kent gap is 16.4% (All schools)  Do you know the ‘gap(s)’ for your school?  Can you demonstrate that any gaps between disadvantaged pupils (fsm/CiC) and other pupils are narrowing?

2014-15 floor standards Attainment: 65% L4+ combined (REA, WRI, MA) Progress: 91% two levels of progress in reading 95% two levels of progress in writing 92% two levels of progress in mathematics If a school is below on all 4 measures they are deemed to have not reached the floor standards. The floor standards for 2016 will stay the same as it is now 65%  How did your school perform against the floor standards?

Assessment 2016 – Floor Standards & Coasting Schools The floor standard for 2016 will stay the same as it is now, at 65%. The suggestion of using 85% for all schools came before the decision to introduce a new coasting measure, and in the light of that it is felt that it is more appropriate to use 85% as part of the coasting definition rather than as part of the floor standard. The DfE has proposed that in 2016 a primary school will be coasting if in 2014 and 2015 fewer than 85% of pupils achieve level 4 in reading, writing and mathematics and below the average (national median) percentage of pupils make expected progress in reading, writing and mathematics, and if in 2016 fewer than 85% of children achieve the new higher expected standard at the end of primary and pupils fail to make sufficient progress. A school will have to be below those levels in all three years to be defined as coasting in 2016

Statutory Assessment 2016 http://youtu.be/t7dgWlInpok Link to a useful video from the Standards and Testing Agency explaining the changes to statutory assessment Sample tests and test frameworks available on GOV.UK Website

Ofsted Update

Section 5 Section 5 Current CIF Quality of teaching The behaviour and safety of pupils The achievement of pupils Quality of leadership and management Quality of teaching, learning and assessment Personal development, behaviour and welfare of students Outcomes for pupils Effectiveness of leadership and management

Section 5 Key judgements:  overall effectiveness  effectiveness of leadership and management  quality of teaching, learning and assessment  personal development, behaviour and welfare  outcomes for pupils 1 – 4 point scale as now

Frequency of inspection From September, Ofsted will inspect good schools once every three years under a new short inspection model. -premise that the school or provider is still good -check that leaders have identified key areas of concern and that they have the capacity to address them. -Focus on leaders’ vision and ambition for all children and learners, how they set the culture and ensure that all learners – particularly the most disadvantaged – make strong progress from their different starting points. -New short HMI led inspections for good schools -7 out of 10 inspectors will be current practitioners leading good or outstanding institutions

Risk assessment Normally in 3rd school year after the most recent inspection. Ofsted analyses:  pupils’ academic achievement over time, taking account of both attainment and progress  pupils’ attendance  the outcomes of any inspections, such as survey inspections, carried out by Ofsted since the last routine inspection  the views of parents,10 including those shown by Parent View  qualifying complaints12 about the school referred to Ofsted by parents  any other significant concerns that are brought to Ofsted’s attention.

Exemption  Maintained primary and secondary schools and academies judged outstanding at their most recent section 5 inspection can only be inspected under section 8 of the Education Act 2005  Outstanding special schools (including maintained special schools, special free schools, alternative provision academies and non-maintained special schools with residential provision), pupil referral units and maintained nursery schools are not exempt  HMCI has the power to inspect any exempt school at any time under section 8 if HMCI or the Secretary of State has concerns about performance

Exempt schools Exempt schools may be inspected between risk assessments where:  safeguarding, including a decline in the standards of pupils’ behaviour  a subject or thematic survey inspection raises more general concerns  Ofsted has received a qualifying complaint about a school that, taken alongside other available evidence (specific powers under sections 11A-C of Education Act  concerns are raised about standards of leadership or governance  concerns are identified about the breadth and balance of the curriculum

Exempt schools (cont’d) Risk assessment identifies concerns about decline in performance Section 8 inspection – if may no longer be outstanding can be converted to section 5

Exempt schools (cont’d) Risk assessment identifies concerns about decline in performance Section 8 inspection – if may no longer be outstanding can be converted to section 5

Reporting on the short inspection  report in a letter format  judgement that the school is still providing a good standard of education  Judgement that safeguarding arrangements are effective  any next steps the school should take

Monitoring of RI schools  will be re-inspected under section 5 no later than the end of the term of 24 th month after last inspection report  HMI monitoring inspection 3 – 6 months after report published  May be judged RI at second inspection – inadequate if not good after that  Reference: S8 monitoring handbook (to be read alongside the S5 guidance)

New inspection documents The new common inspection framework and handbooks for each of Ofsted’s remits come into effect from September 2015 for the inspection of schools, further education and skills and early years provision: The common inspection framework: education, skills and early years from September 2015The common inspection framework: education, skills and early years from September 2015 School inspection handbook from September 2015 School inspection handbook for inspections under Section 8 of the Education Act 2005 from September 2015School inspection handbook for inspections under Section 8 of the Education Act 2005 from September 2015 Further education and skills inspection handbook from September 2015 Early years inspection handbook from September 2015 Non-association independent school inspection handbook from September 2015Non-association independent school inspection handbook from September 2015 Inspecting safeguarding in early years, education and skills from September 2015Inspecting safeguarding in early years, education and skills from September 2015

East Kent School Improvement Planning Workshop Aims: To deepen your understanding of what Ofsted/HMI consider to be an effective plan To have an opportunity to review a proposed planning template and to reflect further on the process of effective School Improvement Planning To develop action points that you need to take as Headteacher, leadership team (including governance), and as a school in formulating your plan

Forthcoming East Kent Workshops ‘Preparing a School Self-Evaluation Summary’ SEF: To deepen your understanding of Ofsted’s view of self - evaluation To have an opportunity to review a proposed planning template and to reflect further on the process of school self – evaluation To develop action points that you need to take as Headteacher, leadership team (including governance) and as a school in formulating your SEF Dates: Thursday, 12 th November 2015: Thanet District (venue tbc) Monday, 16 th November 2015: Canterbury District (venue tbc) Tuesday, 17 th November 2015: Swale District (venue tbc) Registration and coffee 9.15 Start 9.30 Close 12.15

Assessment without Levels for Governors Term 1 2015

Demands of subject knowledge New curriculum makes demands on teachers’ subject knowledge: More challenge in mathematics Greater emphasis in science A new subject – computing Emphasis on British history Changes to years or Key Stages where some topics have been taught Languages Schools’ needs will differ – up to schools to identify and address areas for development.

Main changes An approach to assessment which moves toward ‘describing’ (rather than ‘labelling’) what the child knows/ understands / can do A move towards ‘mastery’ of a set of age- related standards, as far as is reasonably possible More flexibility for schools – in what to teach, how to assess (less prescription)

Why do away with levels? Levels often viewed as thresholds Open to interpretation Dominated lesson planning Mind-set of fixed ability Difficult to assess knowledge of a concept

Implications for teachers Tracking progress Age-related standards, as far as is reasonably possible New terminology/language New content – need to address gaps in children’s knowledge More flexibility – in what to teach, how to assess, track progress Good assessment for learning practice

Implications for schools 85% “secondary ready.” Pupil progress rather than attainment in reading, writing and mathematics will be the focus for most schools. Pupil progress tracking will need to take account of the new performance descriptors. Progress data derived from statutory assessment will go through several different forms until 2023. Sufficient progress will not be defined in advance so schools will need to justify how they have used assessment to improve learning. KS1 assessments will carry very high stakes, at least until 2019.

Implications for governors 85% “secondary ready.” Pupil progress. Pupil attainment. Understanding and using and the new language/terminology. KS1 assessments will carry very high stakes, at least until 2019. Good assessment for learning practice.

EY/Primary Assessment Timeline AssessmentAcademic year 14-15Academic year 15-16Academic year 16-17 BaselineNot in placeUsed for the first time by schools in the first half-term of a child starting Reception. Not statutory. Remains not statutory but becomes the only way progress is measured for children starting Reception. EYFS ProfileAdministered at the end of Reception. Statutory, but not used for accountability. This is the last year the profile will be statutory at the end of Reception. Profiles becomes non- statutory from September. EYFS remains statutory. Phonics Screening Check Administered in Year 1. Retaken in Year 2 if expected standard not met. Statutory. Introduction of a new non-statutory pilot to extend the phonics check to Year 3 pupils who have not met the standard.

Primary Assessment Timeline AssessmentAcademic year 14-15Academic year 15-16Academic year 16-17 Key Stage 1 assessment Statutory Teacher Assessment as in previous years, reported using levels and informed by National Curriculum tasks and tests. Statutory Teacher Assessment reported using performance descriptors, informed by new National Curriculum tests. Statutory Teacher Assessment reported using performance descriptors, informed by National Curriculum tests Key Stage 2 tests Statutory National Curriculum tests as in previous years, reported using levels. New statutory National Curriculum tests reported using scaled scores. Statutory bi- annual science sampling test. Statutory National Curriculum tests reported using scaled scores. No science sampling tests this year. Key Stage 2 teacher assessment Statutory Teacher Assessment using levels Statutory Teacher Assessment using performance descriptors.

Timetable WhenWhat Feb- April 2015School decides if it wants to use Reception Baseline in Autumn 2015 and, if so, signs up with approved supplier April- June 2015Final set of National Assessments in Y2 and Y6 under ‘old’ National Curriculum and existing accountability measures Sept/Oct 2015First use of Early Reception Baseline assessments Autumn 2015 New sample tests for KS1 and KS2 made available to schools Publication of final version of Performance Descriptors for statutory teacher assessment along with national exemplification material STA carries out comparability study on approved Baseline Assessments Summer 2016 First use of statutory tests and teacher assessment in relation to new National Curriculum Final statutory use of EYFS Profile Sept/Oct 2016Reception Baseline Assessment used unless school chooses to be held accountable on attainment data alone in 2023

Managing the Transition: national Understanding what is meant by: “Below”, “Emerging”, “Expected” and “Exceeding” New DfE materials: Framework for the 2016 KS1 and KS2 tests Sample test questions Sample tests (summer term 2015) Interim framework / end of KS PDs (September 2015) Standards files (autumn term 2015)

Expected and Exceeding Expected For the purpose of Kent’s tracking system, ‘expected’ will mean the age-related attainment standard expected by the END of each year group, as defined where possible by the Standards and Testing Agency. Exceeding Pupils working within the programme of study, but attaining a standard which exceeds the ‘expected’ age- related standard. Pupils should be engaging with, and exploring, higher levels of understanding and skills, but within the age- related content domains. All indications are that these are more exacting that previously.

What is mastery? A mastery approach: 1.Exposes almost all children to the same curriculum content at the same pace, allowing them all full access to the curriculum by focusing on developing deep understanding, and fluency with procedures. 2.Differentiation is then provided by offering rapid support and depth of learning to address individual pupils’ needs.

Exceptional pupils A very small minority of pupils may be judged to be working outside the relevant PoS for their age group. Follow a specific, personalised programme of learning which is adapted to suit their individual needs. SIMS system will allow for these pupils to be recorded as working outside the usual range for their age.

Managing the Transition: Kent Inter- and cross school moderation: agreement of judgements Kent materials: “Six steps to success” Introduction to “Approaches” – Parts 1 and 2 “Approaches to the English/mathematics primary NC” “Emerging, expected and exceeding” draft performance descriptors for writing, reading, mathematics and computing. Tracking statements for English and mathematics Writing standards files Reading standards files (being developed) CPD for schools and governors. to schools

Ofsted Guidance: evaluating accuracy of assessment Consider: How well teachers use any assessment for establishing children’s starting points How assessments are used to modify teaching A range of evidence of what pupils know, understand and can do across the school’s curriculum Teachers make consistent judgements and share them with each other Leaders ensure the accuracy of assessment through internal and external standardisation and moderation Schools adopt the best practice of working together to moderate assessment for year groups and the end of key stages, and to develop common understanding of attainment.

Ofsted Guidance: evaluating progress Evidence gathered through: Lesson observations Discussions with pupils about their understanding of what they have been learning Scrutiny of pupils’ acquisition of knowledge, understanding and skills over time – in their work, books, etc. School’s own information, taking account of the quality and rigour of the assessment on which it is based.

How do we know children have made progress? Looking at evidence, eg: books, data Asking questions Talking to children and staff Identifying when children have made progress Focusing on progress of a group of children during monitoring visits.