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

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

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 • LJS is a good school with outstanding features... But... 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. 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 & points 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 www.dylanwiliam.net

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

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

16. The Spirit Of Adventure • GuessWhat?!?

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

18. What Does It Mean For Us? STARS Tenacity Satisfaction Spontaneous Relationships Success Supportive Resourceful Superb Transformation Stamina Achievement Action Sensational Adventure Reflective Responsibility 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. The Romans Properties of materials The Egyptians Parts of a plant Magnetism Picasso Rhythm The branches of knowledge reflecting major areas of human endeavour and ways of thinking. Thinking skills Social skills Personal skills Literacy skills L2L skills Enquiry skills Enterprising Creative Adaptable Resilient Compassionate

22. What’s the best way to organise learning? Time Place People Pedagogy Wide range of approaches metronomic and routine Flexible: matched to learning need the class teacher 30 -1 Range of locations School as broker Small range Classroom 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. 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. Listens Makes the right choices in class Improves Believes in themselves Stays on task Is always ready to learn 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 Practises 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 What does a successful learner do?

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

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 OURschool!!