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Subject Leaders Development Meeting 14

Subject Leaders Development Meeting 14. Autumn 2009. Aims. To raise awareness of underperforming groups in LAs, schools and settings To review and revise the use of periodic assessment to identify barriers to pupils’ progress To review progress of APP implementation. Structure of the meeting.

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Subject Leaders Development Meeting 14

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  1. Subject Leaders Development Meeting 14 Autumn 2009

  2. Aims To raise awareness of underperforming groups in LAs, schools and settings To review and revise the use of periodic assessment to identify barriers to pupils’ progress To review progress of APP implementation

  3. Structure of the meeting Session 1 Narrowing the Gap Session 2 Identifying barriers to progress Session 3 Embedding APP within your department

  4. Session 1 Narrowing the Gap

  5. Objectives To recognise the imperative behind Narrowing the Gap To recognise the national Narrowing the Gap picture in ICT To identify the underperforming groups in your LA, school and setting

  6. Thought Provoking Questions • Which of the following three factors have the most and least significant impact on a child’s performance in school? • Gender • Poverty • Race

  7. Thought Provoking Questions • Which is more significant in terms of impact on performance, poverty or neighbourhood? • What is the significance of 28? • What is the significance of 176? • Can gaps be effectively narrowed?

  8. Thought Provoking Questions • What are the odds of FSM pupils achieving good school outcomes compared to a non FSM pupil? • When does the social class gap in attainment open up?

  9. Why? 20% of pupils from most-economically disadvantaged backgrounds gain 5 A*–C Almost 75% of those from most-economically advantaged backgrounds gain 5 A*–C

  10. Why? 15% of young people from most-disadvantaged background are not in education, employment or training (NEET) 2% of young people from most-advantaged background are NEET

  11. Why? 24% of young people from most-disadvantaged background were reported as playing truant from 14 + 8% of young people from most-advantaged background were reported as playing truant from 14 +

  12. Activity 1.1 - Consider the last three slides: • Is this picture reflected in you school? • How do you know? • What do you think are the reasons?

  13. The focus ‘underachieving disadvantaged and vulnerable pupils, looked after children and those at risk of exclusion’ underachieving learners who are eligible for free school meals, with particular focus on Black and Minority Ethnic (BME), white working class, gifted and talented (G&T) and SEN, and other underachieving G&T and BME learners

  14. Underperforming groups – who do we mean? • Children in care (LAC) • White/Black Caribbean • Black African and White/Black African • Black Other • Pakistani • White Other • Gypsy, Roma and Traveller of Irish heritage • Children eligible for free school meals

  15. Why don’t they do well?

  16. Underperforming groups - what have we achieved?

  17. Breaking the Link: Everyone’s Business (DCSF, 2009) For most pupils school is a rich and rewarding experience, but it is an uncomfortable fact that at every ability level in the system, pupils from poor backgrounds achieve less well than their counterparts. Real progress in breaking the link between deprivation and low educational attainment relies most of all on the leadership of every teacher in every school, and on their ability to transmit their own passion for transforming opportunity.

  18. Breaking the Link: Everyone’s Business (DCSF, 2009) About half (48%) of pupils entitled to FSM are to be found in the third of schools with greatest concentration of disadvantage, and the other half are spread across the other two thirds of schools. Of the roughly ten per cent of pupils identified by schools as gifted and talented, there is a significant under-representation of those from disadvantaged backgrounds … great potential is currently going unrecognised, and perhaps undeveloped.

  19. The relative gap in performance between FSM and non-FSM children is greatest in the least deprived schools

  20. FSM/Non FSM by GO region (SFR December 2008)

  21. Improvement 07–08 by GO region

  22. Schools with more than 50 entries

  23. ICT GCSE A*–C

  24. ICT full course GCSE A*–C

  25. Activity 1.2 – Local Data In Pairs • Look at Data Sheet 1 for School Y and make your initial interpretation. • Look at Data Sheet 2 – What can you now say about the school Y? • Look at Data Sheet 3 – Finally how well are Indian pupils achieving in school Y?

  26. Activity 1.3 – Local Data In Pairs • Look at Data Sheet 1 for your group and make your initial interpretation. • Look at Data Sheet 2 – What can you now say about the schools in your group?

  27. Activity 1.4 – Local Data Now look at your own data. • What patterns can you see? • What intervention strategies could you use to address the issues?

  28. Examples of 2009 data for FSM

  29. Examples of 2009 data for Ethnicity

  30. Strategies for Success for schools, settings and LAs

  31. The message All have responsibility for narrowing gaps and ensuring a consistent focus on raising aspirations, unlocking potential and contributing to system-wide improvements in teaching, learning and progress for disadvantaged and vulnerable pupils

  32. The golden thread ‘Narrowing the Gaps: from data analysis to impact’ available at http://nationalstrategies.standards.dcsf.gov.uk

  33. Narrowing the Gaps • ‘Resources to support the achievement of Black and minority ethnic, disadvantaged and gifted and talented pupils’ available at http://nationalstrategies.standards.dcsf.gov.uk/node/227331

  34. Summary • Schools can, and do, make a difference to pupils. Everyone has a part to play in ensuring the progress of all pupils. • For most pupils school is a rich and rewarding experience but for some it is not. • At every ability level in the system, pupils from poor backgrounds achieve less well than their counterparts. • The reasons are complex but we all have a part to play in ensuring that all pupils make the progress they deserve.

  35. Session 2 Identifying barriers to progress

  36. Strategies for successfor schools, settings and LAs 37 Know the gaps Identify gaps (e.g. FSM, EAL, GRT, BME, gender) Understand the gaps Make gaps visible Promote use of data Build data confidence Celebrate gap busting! Win hearts and minds Celebrate/promote gap narrowing Capture and share ‘what works well’ Gain a positive Report Card Achieve successful Ofsted Narrow thegaps Quality First Teaching Assessment for Learning Plan for progression Intervention Work with parents and families Area-based initiatives/partnerships Mind the gaps Regular tracking and review Assessing Pupils’ Progress (APP) Curricular targets Challenge from SIPs/LAs Aim for stretch targets 00641-2009CDO-EN

  37. Objectives To explore how blockages to progress can be identified for individual pupils To review and revise the use of APP as a diagnostic tool for individual pupils To review and revise the use of the learning objectives from the ICT Framework to strengthen progression 38 00641-2009CDO-EN

  38. The APP process (1)Decide on outcomes to be assessed and generate evidence from day-to-day teaching (2)Review an appropriate range of evidence (3)Select the appropriate assessment guidelines sheet (4)Highlight assessment criteria for which there is evidence (5)When appropriate, use the developing profile of learning to decide upon a sublevel (7)Make any necessary adjustments to planning, teaching and intervention (6)Moderate assessments 39 00641-2009CDO-EN

  39. Curricular targets What do you understand by the term curricular targets? How do you use them in your department to ensure pupils make progress? 41 00641-2009CDO-EN

  40. Curricular targets A curricular target expresses in words, not numbers, a specific aspect of the curriculum as a focus for improvement It can be for a whole class, a group or individual pupil and can relate to the long, medium or short term 42 00641-2009CDO-EN

  41. Setting curricular targets 43 00641-2009CDO-EN

  42. Step 1 44 00641-2009CDO-EN

  43. Step 2 45 00641-2009CDO-EN

  44. Step 3 46 00641-2009CDO-EN

  45. 47 47 00641-2009CDO-EN

  46. Session 3 Embedding APP within your department

  47. Objectives To evaluate which stage of APP implementation has been achieved in your department To identify the priorities and timescales for department development

  48. Your progress Which elements are most developed? How did you get there? Which characteristics are least developed? Why? Is practice consistent across the department? How can we ensure consistency?

  49. Priorities Select your main priorities Plan the actions on a timescale What support will you need and where will it come from? Record this and share with LA consultant

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