Closing the Gap

1. Closing the Gap Walsall LA Angela Westington Senior HMI 16 November 2016 Walsall Closing the Gap 16 November 2016

2. The context Walsall Closing the Gap 16 November 2016 In the West Midlands 18.3% of primary pupils and 16.2% of secondary pupils were eligible for and claiming free school meals compared with national figures of 15.6% and 13.9% respectively. The West Midlands has a relatively high proportion of FSM pupils compared with other regions, exceeded by only London and the North East. (Ofsted Data and Analysis team briefing on Free school meal [FSM] attainment in 2015)

3. The context Walsall Closing the Gap 16 November 2016 • In 2015, attainment by FSM eligible pupils in the region was broadly in line with or slightly above that nationally. • The West Midlands was the only region besides London to perform above the national level for attainment by FSM-eligible pupils at Key Stage 4. • The region improved slightly faster than England for the proportion of FSM eligible pupils who achieved level 4 or above in reading, writing and maths and was in line with England on this measure. • Warwickshire and Worcestershire were the only LAs below the national level for attainment by FSM pupils on all key measures. Birmingham was the only LA which outperformed England in this regard. (Ofsted Data and Analysis team briefing on Free school meal [FSM] attainment in 2015)

4. The context Walsall Closing the Gap 16 November 2016 In all regions, the largest attainment gaps between FSM pupils and all other pupils were at Key Stage 4… …but at Key Stage 4, the West Midlands was the only region besides London to perform above the national level. (Ofsted Data and Analysis team briefing on Free school meal [FSM] attainment in 2015)

5. Walsall Closing the Gap 16 November 2016 (Ofsted Data and Analysis team briefing on Free school meal [FSM] attainment in 2015)

6. Walsall Closing the Gap 16 November 2016 (2016 Data)

7. Walsall Closing the Gap 16 November 2016 (2016 Data)

8. Inspection handbook 2016: Key groups Walsall Closing the Gap 16 November 2016 Disadvantaged Most able Disadvantaged most able SEND Lower attaining

9. Inspection handbook 2016: Walsall Closing the Gap 16 November 2016 Focus on the extent to which the differences in progress and attainment between groups are diminishing

10. Inspection handbook 2016 Walsall Closing the Gap 16 November 2016 Leadership and management page 37: how effectively leaders monitor the progress of groups of pupils to ensure that none falls behind and underachieve, and how effectively governors hold them to account for this how effectively leaders use additional funding, including the pupil premium, and measure its impact on outcomes for pupils, and how effectively governors hold them to account for this

11. Inspection handbook 2016 Walsall Closing the Gap 16 November 2016 Extracts from grade descriptors for good leadership and management, page 42: Leaders and governors are ambitious for all pupils and promote improvement effectively. The school’s actions secure improvement in disadvantaged pupils’ progress, which is rising, including in English and mathematics. Governors hold senior leaders stringently to account for all aspects of the school’s performance, including the use of pupil premium, the primary PE and sport premium, Year 7 literacy and numeracy catch-up premium and special educational needs funding, ensuring that the skilful deployment of staff and resources delivers good or improving outcomes for pupils.

12. Inspection handbook 2016 Walsall Closing the Gap 16 November 2016 Quality of teaching, learning and assessment, page 43: Inspectors will make a judgement on the extent to which teachers and other staff have consistently high expectations of what each pupil can achieve, including most able and disadvantagedpupils Importance of reading skills for lower attaining and most able

13. Inspection handbook 2016 Walsall Closing the Gap 16 November 2016 Outcomes for pupils page 53: Inspectors will …evaluate the extent to which all pupils: • progress well from their different starting points and achieve or exceed standards expected for their age nationally (at the end of a key stage), or within the school’s own curriculum • attain relevant qualifications so that they can and do progress to the next stage of their education into courses that lead to higher level qualifications or into jobs that meet local and national needs.

14. Progress is key Walsall Closing the Gap 16 November 2016 Outcomes for pupils: • In judging achievement, inspectors will give most weight to pupils’ progress. They will take account of pupils’ starting points in terms of their prior attainment and age when evaluating progress. Within this, they will give most weight to the progress of pupils currently in the school, taking account of how this compares with the progress of recent cohorts, where there are any. Inspectors will consider the progress of pupils in all year groups, not just those who have taken or are about to take examinations or national tests. As part of pupils’ progress, inspectors will consider the growth in pupils’ security, breadth and depth of knowledge, understanding and skills. (Inspection handbook August 2016, page 53)

15. James Bateman Junior High School, extract from RI monitoring letter June 2013 Walsall Closing the Gap 16 November 2016 ‘Reading standards across the school are low. In Year 5, 77 out of 98 pupils have reading ages below their chronological age. In Year 8, 50 out of 96 pupils have reading ages below their chronological age. The improvement of reading, therefore, is a priority for the school. Attainment and progress remain low at the end of Key Stage 2, especially in English and mathematics.’

16. James Bateman Junior High School Context Middle School deemed secondary - age 9-13. Above national average FSM – 32.8 (28.2 national.) Above national average SEN – 9.3% at SA+ or with a statement (national 7.7) % of ethnic minority pupils 1.3% national 24.5%.

17. The challenge 2013 Key Stage 2 SATS results all below floor targets Only 45% of pupils had a reading age that matched their chronological age.

18. James Bateman Junior High School Walsall Closing the Gap 16 November 2016 • September 2013  - 44% of pupils had a reading age which matched chronological age • July 2016  - 91% of pupils had a reading age which matched chronological age The school used improving reading as the main vehicle for overall school improvement.

19. Walsall Closing the Gap 16 November 2016

20. Walsall Closing the Gap 16 November 2016

21. Walsall Closing the Gap 16 November 2016

22. Walsall Closing the Gap 16 November 2016

23. Walsall Closing the Gap 16 November 2016

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25. Empowering children with their targets and progress

26. Empowering form tutors to make a difference First News Guided reading training for all staff Paired reading Competitive leagues

27. Introduce an effective peer reading programme

28. To summarise Walsall Closing the Gap 16 November 2016 • Focus on groups: disadvantaged, most able, disadvantaged most able, SEND and lower attaining • Focus on use, and impact on these groups, of all additional funds and the monitoring by governors • Focus on reading even more sharply • Focus on PROGRESS and the extent to which differences between groups are diminishing • Focus on curriculum to meet needs of groups

29. Ofsted on the web and on social media Walsall Closing the Gap 16 November 2016 www.gov.uk/ofsted http://reports.ofsted.gov.uk www.linkedin.com/company/ofsted www.youtube.com/ofstednews www.slideshare.net/ofstednews www.twitter.com/ofstednews