Context – Park High School

1. Context – Park High School • 1638 students • 11-18 years old • 60-70% advanced bi-lingual learners • 14% on free school meals (below national average) • Over 40 home languages spoken • Growing number of new arrivals • Growing Somali community

3. Context – Park High School • Exam results consistently very good and well above national average outcomes • Last two Ofsted Inspections were graded as Outstanding (2009 and 2013)

4. Change: There is nothing more difficult to take in hand, more perilous to conduct, or more uncertain in its success, than to take the lead in the introduction of a new order of things – Machiavelli

6. Change: Towards 2016 • New National Curriculum in both primary and secondary sector • New GCSE’s both content and grading • GCSE Mathematics and English teaching begins one year before other subjects • New accountability measures at end of KS2 and KS4 • Ongoing importance of Ebacc as an additional accountability measure • Vocational courses – still not clear how these will develop • Post 16 peformance tables • New SEN Code of practice being implemented but the final version not yet published.

7. This?

8. Or this?

9. Usually this….

10. Key stage 2 tests: Pupils’ progress in secondary school is based on how they do in these tests yet the way these will be assessed and graded has not yet been decided, even though the consultation was held last year. • 2013 – Amar arrives in Year 7 • His data profile will be based on KS2 SATs scores in reading and writing, mathematics with teacher assessment score in science. • English 4 mathematics 4 and science 4 would be the national expectation for the end of KS2 • We also have an extensive range of pastoral information . • 2016 – Amar arrives in year 7 The proposal is that: • He will have a score ranging between 80 and 130. • 100 will be the measurement equivalent to 4b currently and will indicate that Amar is ‘secondary ready’ (the scale is a sliding one) • Amar’s parents will also be informed how his attainment compares with other students nationally.

13. New GCSE grading and awarding: English and Maths are supposed to be ready for teaching for September 2015 but we don’t know yet what the new grades will mean. For example, what will be the equivalent of a current grade C or an A*. The Ofqual consultation on this has been delayed. • Course content published 2013 • Exam specs still not available for schools to plan • Other subject, first teaching is September 2016 • Course content published for Geography, History, MFL, Ancient Languages, Science Combined and Science Single April 2014 • Exam spec – working in progress

14. Assessment…guess what? All change

15. First cohort through with new exams • Current Y8s: • 2017 – these students will have numbers for English and Maths • They will have grades for other subjects • Current Y7s: • 2018 – these students will have all numbers and will come with a profile dictated by the new assessments.

17. Our new accountability measures: • The new secondary school accountability system begins in 2016. It includes two new measures, Attainment 8 and Progress 8. • Attainment 8 – the student’s best 8 results in: • Maths, English and the three highest point scores from Science, Computer Science, History, Geography, Languages, plus the three highest from any other GCSE subject • Progress 8 – type of value added measure which that students’ results at the end of GCSEs are compared to the actual achievements of other students with the same prior attainment.

18. What are the knock-on effects: • Seismic change at every stage while continuing to deliver existing provision • No additional planning time provided centrally • Our currrent year 8 could potentially have both numerical and letter grade GCSE results • Our current year 7 are likely to be your first cohort to have gone through the entire new structure • General election – what will stay or go? • Teacher training

19. How do we prioritise the myriad challenges? • Long history of meeting change head on; Our core purpose: • What do we want a Park High Student to be like? • How do we organise learning to achieve this? • How do we know we’ve been successful? • What are our values

20. The outcome we aim for: • Students…… • Critical Thinking and problem solving (e.g the year 9 student with the robot which solves the rubic cube) • Collaboration across networks and leading by influence • Agility and adaptability • Initiative and Entrepreneurialism • Effective oral and written communication • Accessing and analysing information • Curiosity and imagination

22. Don’t work in isolation and keep your eye on your vision:

23. Share and share again • Open door policy • Regular bite-size opportunities • Cross subject AND cross phase • Highly valued • Evidenced as effective (impact evaluation) • Threaded through whole school programmes • Relevant • Practical • Promulgate the message constantly

24. The outcome we aim for: • Staff…….

25. What students have told us: • To see that what they are learning prepares them for life in the real world • To be inspired to be curious, which is fundamental to life long learning • To encounter flexibility in how they are taught • Be excited to become even more resourceful so that they will continue to learn outside the formal school day

26. Final thoughts • Carpe diem • Own the changes, don’t let them own you! • Don’t keep doing the same thing and expect the outcomes to change • How do you know what you offer will continue to be fit for purpose? • Transition • Networking • Roller coaster! – This too shall pass!