subject leaders development meeting 14

© Crown copyright 2009

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Pauline Hargreaves

David Luke

Subject Leaders Development Meeting 14

Autumn 2009


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Aims

• To raise awareness of underperforming groups in LAs, schools and settings

• To review and revise the use of periodic assessment to identify barriers to pupils’ progress

• To review progress of APP implementation


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Structure of the meeting

• Session 1– Narrowing the Gap

• Session 2– Identifying barriers to progress

• Session 3– Embedding APP within your department


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Pauline Hargreaves

David Luke

Session 1

Narrowing the Gap


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Objectives

• To recognise the imperative behind Narrowing the Gap

• To recognise the national Narrowing the Gap picture in ICT

• To identify the underperforming groups in your LA, school and setting


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Thought Provoking Questions

1. Which of the following three factors have the most and least significant impact on a child’s performance in school?

• Gender• Poverty• Race


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2. Which is more significant in terms of impact on performance, poverty or neighbourhood?

3. What is the significance of 28?

4. What is the significance of 176?

5. Can gaps be effectively narrowed?


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6. What are the odds of FSM pupils achieving good school outcomes compared to a non FSM pupil?

7. When does the social class gap in attainment open up?


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Why?

• 20% of pupils from most-economically disadvantaged backgrounds gain 5 A*–C

• Almost 75% of those from most-economically advantaged backgrounds gain 5 A*–C


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Why?

• 15% of young people from most-disadvantaged background are not in education, employment or training (NEET)

• 2% of young people from most-advantaged background are NEET


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Why?

• 24% of young people from most-disadvantaged background were reported as playing truant from 14 +

• 8% of young people from most-advantaged background were reported as playing truant from 14 +


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Activity 1.1 -

Consider the last three slides:

• Is this picture reflected in you school?• How do you know?• What do you think are the reasons?


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The focus

• ‘underachieving disadvantaged and vulnerable pupils, looked after children and those at risk of exclusion’ – underachieving learners who are eligible for free

school meals, with particular focus on Black and Minority Ethnic (BME), white working class, gifted and talented (G&T) and SEN, and other underachieving G&T and BME learners


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Underperforming groups – who do we mean?

• Children in care (LAC) • White/Black Caribbean• Black African and White/Black African• Black Other• Pakistani• White Other• Gypsy, Roma and Traveller of Irish heritage• Children eligible for free school meals


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Why don’t they do well?


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Underperforming groups - what have we achieved?

KS4 Achievement in GCSE Performance for Major Ethnic Groups from 2003-2008

26

3940 41 41

66

40

47 48 4851

70

0

10

20

30

40

50

60

70

80

Black Mixed All pupil White Asian Chinese

% a

chie

vin

g 5

+ A

*-C

in

c E

&M

(en

d o

f K

S4)

2003 2008

14pt improvement for black pupils

6pt improvement for white pupils


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Breaking the Link: Everyone’s Business (DCSF, 2009)

For most pupils school is a rich and rewarding experience, but it is an uncomfortable fact that at every ability level in the system, pupils from poor backgrounds achieve less well than their counterparts.

Real progress in breaking the link between deprivation and low educational attainment relies most of all on the leadership of every teacher in every school, and on their ability to transmit their own passion for transforming opportunity.


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Breaking the Link: Everyone’s Business (DCSF, 2009)

About half (48%) of pupils entitled to FSM are to be found in the third of schools with greatest concentration of disadvantage, and the other half are spread across the other two thirds of schools.

Of the roughly ten per cent of pupils identified by schools as gifted and talented, there is a significant under-representation of those from disadvantaged backgrounds … great potential is currently going unrecognised, and perhaps undeveloped.


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The relative gap in performance between FSM and non-FSM children is greatest in the least deprived schools

63

53

46

40

36

31

35

30

26

22

1921

20

26

0

10

20

30

40

50

60

70

0-5% 5-9% 9-13% 13-21% 21-35% 35-50% 50%+

School FSM band

%p

up

ils a

ch

ievin

g 5

+ A

*-C

in

c E

ng

lish

an

d m

ath

s

Not eligible for FSM Pupils eligible for FSMLeast deprived schools

Most deprived schools


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FSM/Non FSM by GO region (SFR December 2008)

KS4 % 5+ A*-C inc English & Maths 2008 FSM/Non FSM Comparison

All Pupils - National

Not Entitled to FSM - National

Entitled to FSM - National

0

10

20

30

40

50

60

EASTMIDLANDS

EAST OFENGLAND

INNERLONDON

NORTHEAST

NORTHWEST

OUTERLONDON

SOUTHEAST

SOUTHWEST

WESTMIDLANDS

YORKSHIRE& HUMBER

ALLLONDON

All Pupils Not Entitled to FSM Entitled to FSM

All Pupils - National Not Entitled to FSM - National Entitled to FSM - National


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Improvement 07–08 by GO region

KS4 % 5+ A*-C inc English & Maths 2007-08 Movement FSM/Non FSM Comparison

All Pupils - National

Not Entitled to FSM - National

Entitled to FSM - National

0.0

0.5

1.0

1.5

2.0

2.5

3.0

EASTMIDLANDS

EAST OFENGLAND

INNERLONDON

NORTHEAST

NORTHWEST

OUTERLONDON

SOUTHEAST

SOUTHWEST

WESTMIDLANDS

YORKSHIRE& HUMBER

ALLLONDON

All Pupils Not Entitled to FSM Entitled to FSM

All Pupils - National Not Entitled to FSM - National Entitled to FSM - National


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Schools with more than 50 entries

4 413

35 39

53

88

6558

68

2936

4250

5666

3044

24

44

0

10

20

30

40

50

60

70

80

90

100

0-10

11

- 20

21 -

30

31 -

40

41 -

50

51 -

60

61 -

70

71 -

80

81 -

90

91 -

100

Per cent A*–C

Nu

mb

er

Full course Short


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ICT GCSE A*–C

66.5

61.1

69.6

64.6 64.9

44.3

66.8

53.5

44.2

55.7

51 50.5

29.3

52.5

20

30

40

50

60

70

80

National Boys Girls EAL Non EAL FSM Non-FSM

Per

cen

t

Full course Short course


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ICT full course GCSE A*–C

66.5

46.9

35.6 37.641.2

9.8

4347.4

0

10

20

30

40

50

60

70

80

Natio

nal

Black

Afri

can a

nd Whi

te/ B

lack

...

Black

Car

ibbea

n

White

/Bla

ck C

arib

bean

Black

Oth

er

Gypsy

, Rom

a an

d Tra

velle

rs o

f ...

Pakis

tani

White

Oth

er

Per

cen

t


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Activity 1.2 – Local Data

In Pairs• Look at Data Sheet 1 for School Y and make

your initial interpretation.• Look at Data Sheet 2 – What can you now say

about the school Y?• Look at Data Sheet 3 – Finally how well are

Indian pupils achieving in school Y?


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In Pairs• Look at Data Sheet 1 for your group and make

your initial interpretation.• Look at Data Sheet 2 – What can you now say

about the schools in your group?


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Now look at your own data. • What patterns can you see?• What intervention strategies could you use to

address the issues?


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Examples of 2009 data for FSM

D M P

Pupils Eligible for FSM 100%

Pupils NOT Eligible for FSM 10.7% 25.0% 64.3%

Pupils Eligible for FSM 11.1% 11.1% 77.8%

Pupils NOT Eligible for FSM 26.4% 20.4% 53.2%


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Examples of 2009 data for EthnicityD M C P

Indian 11.1% 44.4% 22.2% 16.7%

Pakistani 7.1% 21.4% 71.4%

White British 25.0% 75.0%


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Strategies for Success for schools, settings and LAs


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The message

All have responsibility for narrowing gaps and ensuring a consistent focus on raising aspirations, unlocking potential and contributing to system-wide improvements in teaching, learning and progress for disadvantaged and vulnerable pupils


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The golden thread

‘Narrowing the Gaps: from data analysis to impact’ available at http://nationalstrategies.standards.dcsf.gov.uk


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Narrowing the Gaps

• ‘Resources to support the achievement of Black and minority ethnic, disadvantaged and gifted and talented pupils’

available at

http://nationalstrategies.standards.dcsf.gov.uk/node/227331


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Summary

• Schools can, and do, make a difference to pupils. Everyone has a part to play in ensuring the progress of all pupils.

• For most pupils school is a rich and rewarding experience but for some it is not.

• At every ability level in the system, pupils from poor backgrounds achieve less well than their counterparts.

• The reasons are complex but we all have a part to play in ensuring that all pupils make the progress they deserve.


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Pauline Hargreaves

David Luke

Session 2

Identifying barriers to progress


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Strategies for successfor schools, settings and LAs

Know the gaps• Identify gaps (e.g. FSM, EAL, GRT, BME,

gender)• Understand the gaps• Make gaps visible • Promote use of data• Build data confidence

Celebrate gap busting!• Win hearts and minds• Celebrate/promote gap narrowing• Capture and share ‘what works well’• Gain a positive Report Card• Achieve successful Ofsted

Narrow the gaps• Quality First Teaching• Assessment for Learning• Plan for progression• Intervention • Work with parents and families• Area-based initiatives/partnerships

Mind the gaps• Regular tracking and review• Assessing Pupils’ Progress (APP)• Curricular targets• Challenge from SIPs/LAs • Aim for stretch targets

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Objectives

• To explore how blockages to progress can be identified for individual pupils

• To review and revise the use of APP as a diagnostic tool for individual pupils

• To review and revise the use of the learning objectives from the ICT Framework to strengthen progression

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The APP process

(1)

Decide on outcomes to be assessed and

generate evidence from

day-to-day teaching

(1)

Decide on outcomes to be assessed and

generate evidence from

day-to-day teaching

(2)

Review an appropriate

range of evidence

(2)

Review an appropriate

range of evidence

(3)

Select the appropriate assessment guidelines

sheet

(3)

Select the appropriate assessment guidelines

sheet

(4)

Highlight assessment

criteria for which there is evidence

(4)

Highlight assessment

criteria for which there is evidence

(5)

When appropriate, use the developing

profile of learning to decide upon a

sublevel

(5)

When appropriate, use the developing

profile of learning to decide upon a

sublevel

(6)

Moderate assessments

(6)

Moderate assessments

(7)

Make any necessary

adjustments to planning,

teaching and intervention

(7)

Make any necessary

adjustments to planning,

teaching and intervention

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41

Curricular targets

• What do you understand by the term curricular targets?

• How do you use them in your department to ensure pupils make progress?

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Curricular targets

• A curricular target expresses in words, not numbers, a specific aspect of the curriculum as a focus for improvement

• It can be for a whole class, a group or individual pupil and can relate to the long, medium or short term

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43

Setting curricular targets

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44

Step 1

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Step 2

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46

Step 3

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Pauline Hargreaves

David Luke

Session 3Embedding APP within your department


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Objectives

• To evaluate which stage of APP implementation has been achieved in your department

• To identify the priorities and timescales for department development


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Your progress

• Which elements are most developed? – How did you get there?

• Which characteristics are least developed? – Why?

• Is practice consistent across the department?– How can we ensure consistency?


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Priorities

• Select your main priorities• Plan the actions on a timescale• What support will you need and where will it

come from?• Record this and share with LA consultant


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Reflections

• What is your contribution to the whole-school approach to APP?

• How are you part of the bigger picture of narrowing the gap?

• How are you developing functional skills with your pupils?

• What is your contribution to your school’s 5 A*–Cs (including and excluding English and mathematics)?

• How are you supporting the development of diplomas?


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UPDATES

• Kirklees Data• E-Safety Ofsted Criteria• Primary Review and New Level Descriptors• Functional Skills• Broadband


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Overall Kirklees KS4 results

• Entries 62% (up from 56%)• 85.4% A*-C (up from 70%)


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National vs Local GCSE results

• Number of entries has declined, largest in Applied

NATIONAL LOCAL

Course A* - C

2009

A* - C

2008

A* - C

2009Entries

Full 70.6% 66.5% 90.1% 203

Short 58.3% 53.5% 33.3% 279

Applied 54.6% 50.6% 100% 11


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National vs Local DiDA results

LEVEL 2 National Local Entries

AiDA 90.3% 90.3% 213

CiDA 86.2% 96.9% 218

CiDA+ 85.6% 100% 9

DiDA 84.3% 100% 13


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Local OCR National results

AWARD ENTRIES DISTINCTION MERIT PASS

First Award 1127199

(17.7%)211

(18.7%)717

(63.6%)

National Award 369

128(34.7%)

110(29.8%)

131(35.5%)

First Certificate 130

54(41.5%)

55(42.3%)

21(16.2%)

National Certificate 32

9(28.1%)

9(28.1%)

14 (43.8%)


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Example FFT reports

• Predictive KS4

• Actual KS4


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Kirklees Sites

Secondary Blog – ROM ‘n’ RAM

National Strategies Group


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E-Safety Inspections (Safe Guarding)

• E-Safety Criteria (Prov)

• E-Safety Ofsted Report


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Broadband


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LA ICT Survey Activity

• Please complete paper based version of the LA survey


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LA survey – APP summer 09

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

Developing securing responding embedding


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Open Source Software

• Cabinet office is saying that OS is important and schools should make more use of it.

• The Cabinet office will actively and fairly consider OS solutions alongside proprietary solutions in making their procurement decisions and where there is no significant overall cost differences between OS and proprietary code OS should be chosen because it allows a lot more flexibility than pre-packaged software.


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Ofsted report ‘importance of ICT’ 2009• “Schools had chosen to purchase a package of ‘office’

software that is standard in the business world. On the one hand, this has the benefit of introducing students to software they are likely to encounter in the future; on the other, it may actually be hindering the development of their skills. .”

• “The standard database software provided as part of ‘office’ packages is difficult to access and inappropriate for learning relational database work. Its widespread deployment for teaching and learning about databases is limiting students’ capability.”


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• “In the small number of schools that had deliberately chosen to provide a mixture of operating systems, students met a greater variety of software and were better equipped to cope with rapidly changing technologies.”


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Open Source Software• Innovation is occurring using OS, but not been exploited in UK as

fully as elsewhere.• In Europe it is taken for granted that innovation and OS are linked.• In France 96% of public sector organisations are using OS.• Munich started migrating to OS in 2003• Andalusia in Spain, 190,500 students and teachers will start using

open source laptops in January 2010.• Google, Facebook and Wikipedia etc. built on OS• 56% of Servers supporting the WWW are using OS (Apache)• Many household names use OS, e.g. Spec Savers totally open

source• Bishops Fox Community school in Taunton – mixed platforms, but

using OpenLDAP for a unified login and sharing files in the mixed environment.


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Progress 2002-2009

• Learning Objectives within a framework.• Discrete ICT at KS3 with a recommended time

allocation.• Specific assessment criteria for KS3.• Dramatic changes in overall KS4 results from

below 50% in 2007 to present 85%.• Entries at KS4 26% to 62%• 12 Schools to ALL schools• ICT Departments


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Future SLDMs

• Table Discussion

subject leaders development meeting 14

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