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Bidding Support Workshop

Bidding Support Workshop. October 2008 Regional Training Unit Bidding Support Team. Welcome Facilitator Stewart Polley Protocols Learning Outcomes Thinking Expectations. 09.00 – 09.30 Registration 09.30 – 10.45 General Case and Attainment Audit 10.45 – 11.15 Coffee

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Bidding Support Workshop

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  1. Bidding Support Workshop October 2008 Regional Training Unit Bidding Support Team

  2. Welcome • Facilitator • Stewart Polley • Protocols • Learning Outcomes • Thinking • Expectations

  3. 09.00 – 09.30 Registration • 09.30 – 10.45 General Case and Attainment Audit • 10.45 – 11.15 Coffee • 11.15 – 12.45 Learning and Teaching • 12.45 – 13.45 Lunch • 13.45 – 14.15 Writing Effective Targets • 14.15 – 14.30 Monitoring and Evaluation • 14.30 – 14.45 Funding and Sponsorship • 14.45 – 15.15 ETI Survey April 2008 • 15.15 – 15.30 Concluding Remarks

  4. SPECIALIST SCHOOL Whole School Improvement Curriculum Strength Community Strength

  5. Learning Outcomes - by the end of the programme participants will: • Have a detailed knowledge and understanding of the Specialist Schools application process – School Plan. • Be able to undertake a comprehensive and detailed audit for the school plan • Have developed skills in writing challenging and ‘regenerative’ targets for specialism and whole school plan and identify effective strategies to achieve the targets / learning outcomes • Be able to assign and or redeploy available resources against the strategies to achieve the targets • Identify the monitoring and evaluation processes for the specialism • Recognise how to access resources to support writing process

  6. Join all nine dots with four straight lines without lifting your pen/pencil of the paper

  7. By moving only three pens/pencils create four equilateral triangles

  8. The Specialist School’s Process • General Case • School Plan • Audit • targets, Targets, Implementation • Community Plan • Audit • targets, Targets, Implementation • Monitoring & evaluation • Financial Plans

  9. The General Case • How will the specialism raise standards of learning and attainment; • What you aim to achieve in four years’ time; • How specialist status will fit into your plans to offer access to the full EF; • How specialist status will fit into ongoing collaboration within your Learning Community; • How you will promote your school’s distinctive ethos to widen pupil and parental choice; and • How your work will link to other Government policies and initiatives.

  10. School Plan - Audit • Attainment • Learning and Teaching • Provision • Uptake • Resources • ICT • Quality of Management

  11. Attainment – (TTI Indicator 2.6 (page 20)) • Features • Characteristics of Good Practice • Current attainment KS4 & (KS5) • Relationship to 5+ A* - C or equivalent • Relationship to 7+ A* - C or equivalent • Including Maths and English

  12. Attainment (by individual subject) Strengths / Areas for Development • Evidentially based data on pupil attainment. • GCSE A*-C • Post 16 • Trends • Baselining comparisons • Value Added • Drilling down (quartiles, free school meals, boys/girls, gifted and talented, special needs)

  13. Analysing Attainment Data What are the strengths? What are the areas for development What other information might help to refine the analysis?

  14. 30 Minutes

  15. Learning and Teaching – (TTI Indicator 2.1 – 2.4 (pages15-18)) • Features • Characteristics of Good Practice • Quality of teaching and learning

  16. Learning and Teaching (by individual subject) Strengths / Areas for Development • Evidentially based qualitative data on learning and teaching • subject review and evaluation reports • recent inspection reports • in-house quality assurance processes • Governors’ reports • External awards for teaching excellence • peer observation • moderator reports re- assessment and verification

  17. Curriculum Provision – (TTI Indicator 2.5 (page19)) • Features • Characteristics of Good Practice • Quality of curriculum provision

  18. Curriculum Provision/Uptake(by individual subject) Strengths / Areas for Development • Evidentially based data on Curriculum Provision and uptake. • GCSE A*-C • Post 16 • enrichment • time per subject • out-of-hours learning

  19. Resources / ICT / quality of management • Resources – Refer to TTI (3.5, 3.8 & 3.9) also any inspection reports and or other internal or external reports (IIP, EFQM) • ICT – Refer to school ICT policy and review systems, also Empowering Schools • quality of Management in Specialism – refer to TTI (3.1 & 3.3). NSHT might also be helpful

  20. Effective Targets (in your group) • You are provided with 7 cards each containing a performance target. Arrange the cards in a pyramid with what you consider to be the most effective targets at the top and the least effective targets at the bottom. • Focus on your top three targets and list the reasons you placed these at the top.

  21. - Are clear and concise- At the right level of challenge- Appropriate to teacher’s experience/ level of motivation/ degree of competence / school situation / - Specify measures or tangible outcomes SMART • Effective targets: • In best practice examples they are part of a learning plan setting out: • - milestones / timelines • - resources and learning required

  22. 45 minutes

  23. Writing effective targets (in your group) Consider the GCSE data available for a subject within your specialism – using the (3 year) template referred to earlier compile your own data set. • What are the strengths? • What are the areas for development? • What other data might you now source when you go back to school?

  24. Focus of targets • By June 2008 to have improved pupil attainment from 66% A*-C in 2006/2007 to 67% A*-C

  25. Regen -erating Improving Maintaining work Ongoing work The Focus of Performance targets Level of Challenge Higher Order target Middle Order target targets should focus more on regenerating or improving maintenance systems in the school Lower Order target

  26. Writing an attainment target • By June 2008 (T) to have raised pupil attainment in GCSE (S) from 66% A*-C, in 2006/2007, to 69% A*-C (M, R, A) and • By June 2008 (T) to have raised boys attainment (S) from 47% A*-C, in 2006/2007, to 55% A*-C (M, R, A)

  27. Achieving the target • What strategies are you going to implement over the 4 years of designation to achieve the attainment targets? • Will it require a realignment and/or redeployment of existing resources (cost neutral) • Will it require an investment in new resources (cost to specialist schools’ grant and annual recurrent funds) • What are you going to keep doing? (Strength) • What are you going to do differently? (AfD) • What are you going to do new? (AfD)

  28. Strategies Those actions that you are planning to do in order to achieve the target. They are likely to include a range of actions and tasks that were highlighted in the ‘strengths’ and ‘areas for development’. Think ‘best practice’ to ‘next practice’

  29. attainment, L&T, provision and uptake, resources, ICT, quality of management Audit – Strengths & Areas for Development Target attainment, enrichment, provision and uptake, Implementing Targets learning and teaching, resources, ICT, quality of management

  30. Whole School Improvement • Detailed ‘whole school attainment’ targets for each year; • How will the specialism drive up attainment across the school; • Focused targets on raising attainment in English and mathematics; • SMART targets for the involvement of business/employers

  31. Attainment targets are required for all four years; • For all other areas, explicit targets are only required for Years 1 and 2 of designation; • Outline plans required for second half of the phase; and • An optional objective can be used to cover other issues which may arise from the audit.

  32. Implementation of the School Plan • In the final column briefly outline some of the actions to be taken to deliver your targets. • See page 24 of Guidance for more details

  33. Monitoring and Evaluation • How do you propose to monitor progress against targets? • How will you evaluate the quality and impact of teaching and learning? • How are Governors and Sponsors involved in M&E? • What about other stakeholders? • What data and other evidence will be collected?

  34. Funding • Additional to normal funding streams; • Must be spent on implementation of School and Community Plans; • Money cannot be used to duplicate facilities already available in the local area; and • In addition to annual recurrent funding a grant of up to £75,000 can be used together with the sponsorship raised to enhance non teaching resources.

  35. Sponsorship • It must be raised for the purpose of the application; • It must be unconditional; • It must be from the private sector; and • It must be relevant to the School and Community Plan and also support the use of the Year One support grant. • Further information available pages 34 – 37 of guidance

  36. SPECIALIST SCHOOL Whole School Improvement Curriculum Strength Community Strength

  37. Areas for Improvement • Preparation and planning for work needs to be fully integrated into SDP; • More robust arrangements to monitor and evaluate the developments; • Articulate clearly the rationale for a subject being chosen as a specialism; • More clarity of understanding is needed about the dynamics of raising standards; and • There is a need to quantify the number of pupils who are ‘educationally enabled’ through the specialism.

  38. Bidding support arrangements • Bidding support clinics • Consultancy support – phone, e-mail, face-to-face • iNet • YST • E2S • CASS

  39. Questions • Evaluation • Travel Forms

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