Essex Primary Conference 2014

1. Essex Primary Conference 2014 Holiday Inn Stansted Friday 23 May 2014

2. Achieving a seismic shift in learning and attainmentHeadteachers and Chairs of Governors Tim Coulson

3. Purpose of the conference Look at how collectively together we can achieve a seismic shift in learning and attainment in a world where the bar is being constantly raised in the face of a more challenging Ofsted framework.

4. Purpose of the conference Look at how collectively together we can achieve a seismic shift in learning and attainment in a world where the bar is being constantly raised in the face of a more challenging Ofsted framework. - We will hear from Sue Hackman - is ‘ Good good enough?’ • And from Headteachers in Essex schools; Essex school leaders with a story to tell • Support is available from the Teaching School Alliance, practical examples availableof how they can they help you

6. 215 of 393 schools above England average of 75%

7. Percentage of primary pupils attending good or outstanding schools by local authority in the East of England - 2013

8. Percentage of primary pupils attending good or outstanding schools by local authority in the East of England - 2013

9. Essex inspection performance ( new )

10. Essex inspections – Autumn 2013 / Spring update 2014

11. Essex inspections – Autumn 2013 / Spring update 2014

12. In Essex, we have set ambitions: • Relative performance to be in the overall top quartile • Every child to go to a school ranked as ‘good’ • Vulnerable children to receive a quality education • Parents to have a wide choice of schools • School leavers to have effective routes into training and employment

13. In Essex, we have set ambitions: • Relative performance to be in the overall top quartile • Every child to go to a school ranked as ‘good’ • Vulnerable children to receive a quality education • Parents to have a wide choice of schools • School leavers to have effective routes into training and employment • Following on from the ‘Collaboration; conferences last year we have • Intervened more in schools in difficulties • Developed the Essex Primary Excellence website • Fostered clusters of schools working together • Established the Basildon Excellence panel

14. 9.00 am Introduction and Welcome • Introduction from Tim Coulson • Outline of the morning 9.15 am Key note presentation from Sue Hackman ‘Achieving a seismic shift in learning and attainment’ 10.30 am Break and move to workshop rooms 10.40am Workshops - • Helen Dudley-Smith – Friars Grove Primary School • Christina Turner – The Saffron Alliance 11.30am Break and return to main room 11.35am Sue Hackman ‘Accountability and Assessment’ 12.15pm Next Steps and close Today 10:15am Question and Answer Session

15. SUE HACKMAN KEY NOTE SPEAKER

16. Is Good good enough?

17. The first 100 Ofsted reports on the new frameworkin Essex • Including all routine primary reports • Leaving out Section 8 and specific-focus reports

18. They’re good…..!

19. Who got the praise? Heads Leadership team Governors Subject leaders Teaching assistants

20. Who got the praise? Heads 40% Leadership team 45% Governors 44% Subject leaders 2% Teaching assistants 17%

21. Heads & senior leaders The headteacher, governors and senior leaders are relentless in their drive to sustain pupils’ outstanding achievement and the highest quality of teaching. Senior leaders set excellent examples in their own teaching and, in turn, have very high expectations of all members of the school community and will settle for nothing less than the best. Wickford

22. Heads The headteacher’s quiet determination to raise pupils’ achievement and improve teaching has been successful and she is, consequently, well respected by staff, parents and governors. Writtle

23. Governors Governors have a good understanding of the school’s strengths and weaknesses. They hold leaders to account for the quality of education provided. Chelmsford

24. Who got the flack? Heads 0% Leadership team 3% Governors 6% Subject leaders 10% Teaching assistants 4%

25. Two issues came up positive in over half the reports. Can you pick them out? Reading Progress Positive pupil attitudes Behaviour Use of Pupil Premium Sound teaching Relationship with parents

26. Two issues came up positive on over half the reports. Can you pick them out? Reading Pupil progress Positive pupil attitudes Behaviour 78% Use of Pupil Premium Sound teaching 55% Relationship with parents

27. Good teaching The teaching is consistently sound and some of it is very good indeed. 55% The teaching is excellent, even inspiring, and this is true across the school. 12%

28. Great teaching Teaching is outstanding. Expectations are high and work is challenging. Basic skills are taught exceptionally well. Danbury

29. Great teaching Pupils in this school love learning. This is the heart of everything they do. Teachers have very high expectations of what pupils can achieve. Lessons are well-planned and exciting and ensure pupils of all ages are keen to learn. The curriculum is highly engaging. Planned activities help pupils to develop self-confidence yet keep a sharp focus on core skills which will enable them to move on to their next stage in learning. Colchester

30. Teaching Teaching is good and some is outstanding. Not enough teaching is consistently good or outstanding and does not lead to pupils making rapid progress.

31. Share!

32. Big success in pastoral aspects Behaviour78% Positive relationships with parents 36% Pupils feel safe 33% Positive pupil attitude 28% SMSC 22% Relationships and teamwork in school 20% Attendance 12% Ethos and ambience 10%

33. Pastoral Pupils’ behaviour is outstanding. As stated in the school prayer, pupils see the school as home and friends as family; all enjoy coming to school. Ingatestone Pupils’ outstanding behaviour and excellent attitudes to learning contribute considerably to their achievement. They feel safe and enjoy coming to school, as reflected in their above- average attendance. Buckhurst Hill Pupils enjoy school and have good attitudes to learning. They understand how to keep themselves safe. Stansted

34. Great pastoral care Care for pupils permeates every aspect of school life so pupils feel happy and safe. One stated, ‘This school will be my best childhood memory, ever.’ Tiptree

35. More muted praise for core subjects Reading Writing Mathematics Science 1% 4% 13% 20%

36. More muted praise for core subjects Reading 20% Writing 4% Mathematics 13% Science 1%

37. Praise for pupil groups Early years 35% SEN 24% Pupil Premium 13% EAL 1%

38. Pupil groups Children thrive in the Early Years Foundation Stage because adults provide skilful support in vibrant, well-planned outdoor and indoor spaces. Colchester Teachers and teaching assistants work together very productively to ensure that disabled pupils and the many others who have statements of special educational needs all achieve well. Basildon

39. Which is which? Attainment is good or better Progress is good or better One is cited in 44% of reports. The other is cited in 11% of reports.

40. The common negatives Teaching is inconsistent. Not all teaching is outstanding. Too much teaching is dull or routine. 40%

41. In more detail… Dull, slow-paced, rigid and/or superficial teaching style 19% Teachers talk too much, pupils not enough 7% Pupils lack independence 19% Marking is poor and doesn’t give useful feedback 44% Poor match of work to need/weak differentiation27% Fuzzy assessment for learning 32% Poor data monitoring 14%

42. Great teaching A key strength of much of the teaching is the way teachers use assessment data to ensure that all pupils are challenged to achieve the levels of which they are capable. Teachers ask individualised questions to move pupils’ learning on quickly. For example, the most able mathematicians in a Year 3 group made leaps in their learning when the teacher asked specific questions about how they might formulate a systematic method to check their answers. Teachers’ excellent subject knowledge ensures that they are able to model answers and responses which pupils are then able to emulate effectively. In an outstanding French lesson  pupils learnt a great deal in a short space of time and thoroughly enjoyed doing so. They were able to speak in full sentences and acquired large amounts of new vocabulary quickly. Working with partners, pupils made their own matching games to practise the names of the foods they had learnt.

43. Negative about some subjects Reading 7% Writing 27% Speaking & Listening 2% Mathematics 19% Science 0%

44. Negative about some pupil groups Least able More able Boys 24% 5% 3%

45. Negative about some pupil groups Least able 5% More able 24% Boys 3%

46. Reasons to be cheerful Profoundly caring Great atmosphere Good teamwork Great behaviour Supportive parents Strong early years Respectable reading results Reasonable progress Sound teaching

47. Watch your back Teaching is sound, but not consistently good or outstanding Pedestrian teaching styles Ineffectual marking The unstretched able Assessment for learning isn’t getting back to the pupils Weak writing, in many cases Weak maths, in some cases Ineffectual or disempowered subject leaders

48. Is Good good enough?

49. To be outstanding in Essex Strong, stimulating teaching across the school is the main goal.

50. To be outstanding in Essex Take a more active approach to the more able.