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Subject Leader Day- Autumn 2007

Subject Leader Day- Autumn 2007. welcome. Birmingham Results 2007. Foundation Stage Data - 2007. CLL – Communication, Language and Literacy MD – Mathematical Development PSE – Personal, Social & Emotional Development. Reading KS1 L2+. Writing KS1 L2+. KS1 Maths L2+. KS2 English L4+.

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Subject Leader Day- Autumn 2007

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  1. Subject Leader Day- Autumn 2007 welcome

  2. Birmingham Results 2007

  3. Foundation Stage Data - 2007 CLL – Communication, Language and Literacy MD – Mathematical Development PSE – Personal, Social & Emotional Development

  4. Reading KS1 L2+

  5. Writing KS1 L2+

  6. KS1 Maths L2+

  7. KS2 English L4+

  8. KS2 Numeracy L4+

  9. KS2 Results by Area – South West

  10. KS2 Results by Area - East

  11. KS2 Results by Area - North

  12. KS2 Results by Area –NorthWest

  13. KS2 Results by Area - Central

  14. KS2 Results by area South

  15. Discussion • What did you do last year to raise levels of attainment? • What impact did it have? • What are the predictions for KS1 and KS2 this year? • What have you put in place to raise attainment this year? • What is in place to ensure higher achievers make good progress?

  16. Making Good Progress

  17. Aims of the session • To share the findings of the recent DfES investigations into children that make slow progress through Key Stage 2 • Begin to consider the implications of the report

  18. Making Great Progress

  19. Leadership • Heads who see themselves as the Head Teacher • Senior leaders being close to the learning • An absolute and sustained focus on improving standards • Establishing systems to allow time to think and act strategically and innovatively • Developing a confident and assured style of leadership • Passion for order and thoroughness • Organising team around functions rather than status • The forging of strong, professional relationships • Doing jobs that need to be done

  20. Teaching and learning • It is expected that teachers have a thorough knowledge and understanding of the curriculum • Lessons have pace, are orchestrated and well-signposted • Children are encouraged to spell out how they learn • Much is expected of pupils in terms of their learning • The conclusion of the lesson is planned for and worked towards • The good teacher is highly valued • Teachers adopt the school’s values and vision

  21. Curriculum • Planning for progression is secure throughout the school • Systems are in place so that time is not wasted on reinventing wheels • The whole school takes responsibility for the standards achieved in Year 6 • The emphasis is on application of skills • Concepts are important, though standard practices are taught too • Improvement targets are shared and layered through the school

  22. Getting TherePupils who move slowly through Key Stage 2 English and mathematics

  23. Conversion from KS1 to KS2 Level 2b-Level 4+ • English girls 93% • Maths girls 72% • English boys 90% • Maths boys 76% Level 2c-Level 4+ • English girls 69% • Maths girls 40% • English boys 60% • Maths boys 46%

  24. Pen portrait of the children (1) • They are ordinary, well-behaved and positive • They are conservative in their learning style, eager to get things right but anxious about taking risks • They are uncomfortable with open-ended, investigative or exploratory work - they prefer routine right/wrong tasks • They are poor at planning, especially if the work is substantial • They lack self-help strategies • They keep a low profile - ‘invisible children’ - and are quiet and undemanding

  25. Pen portrait of the children (2) • They don’t push for help and will sit for long periods waiting patiently for attention • They work alongside rather than with other children • They offer quick answers or keep their heads down, reluctant or unable to unpack ideas • They are often found with the teaching assistant and other children like themselves

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