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Schools,Achievement and SEN Championing Children: Next Steps Wadebridge 28 th September 2012

Schools,Achievement and SEN Championing Children: Next Steps Wadebridge 28 th September 2012. Cornwall: some reminders. Geography Historical legacy C19th school organisation Isolation Focus drawn into community level. Deprivation. Urban Rural Recession and austerity

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Schools,Achievement and SEN Championing Children: Next Steps Wadebridge 28 th September 2012

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  1. Schools,Achievementand SENChampioning Children: Next StepsWadebridge28th September 2012

  2. Cornwall: some reminders • Geography • Historical legacy • C19th school organisation • Isolation • Focus drawn into community level

  3. Deprivation • Urban • Rural • Recession and austerity • Poverty, substance misuse, domestic violence • Low aspiration • Risk of low ambition • Risk of low performance

  4. The positives • Children and young people • Adult/child relationships in classrooms • Increasing collaboration and support • Professional community • Knowledge and skills of the workforce

  5. Good news • EYFSP performance • KS2 performance • GCSE held, despite exam disputes • Post 16 improving • Schools below floor reduced • Schools in category held, despite raising of the bar • Number of trust and academy groups greatly increased • Diversity being delivered with small schools sustaining

  6. Next Steps for diversity… • Maintained sector dominates..but… • DfE support for external and national academy chains breaking into Cornwall • PRU Academy development and BESD provision • Free School development in Camborne • Greater diversity of provision being driven on swiftly • Cornwall drawn into the national tide

  7. The Challenges for Cornwall • Achieving and surpassing national average at GCSE • National performance at KS2, including reading • Narrowing the gap for vulnerable groups, particularly FSM • Reducing exclusions • Securing RPA • Progression into HE

  8. The National agenda: System reform • Localism – centralism • Tightening performance criteria • Rigour in public examinations • Drive to ‘academise’ perceived failure • Academy chains • Move towards national funding formula • SEN reform: personal budgets • LA as commissioner, not provider • Reduced LA government grant

  9. Championing Children: next steps • Showing strong community leadership in further strengthening collaboration between schools • Driving up standards, closing the gap between Cornwall and national performance • Securing equity of access and fully inclusive practice across the diverse range of schools • Being the champion of vulnerable children and young people

  10. Evolution of the Local Authority • A central commissioning core • Access and Infrastructure • SEN capacity to deliver reform legislation • Cornwall Learning and Cornwall School Improvement Team solution • Education Welfare as a statutory service • Safeguarding: Localities, MARU, Social Care functions

  11. Quality Assurance: One • Being an excellent school, aspiring to achieve results and pupil progress trends above the national average and securing an Ofsted inspection grade of Good or outstanding • If performance in these respects is not secure, have the governors or trustees published a clear outline plan, available to parents, on how this is to be achieved?

  12. Quality Assurance: Two • Being an inclusive school: accepting all children from the local community who apply for a place, granting swift admission without complex process; initiating a low number of managed moves; securing low levels of fixed term exclusion, working towards zero permanent exclusion and achieving good attendance for all.

  13. Quality Assurance: Three • Making a contribution to the community: awareness of needs analysis related to children and young people locally and taking demonstrable action to overcome disadvantage and barriers to learning; participating in effective school to school support, working with local partner schools to drive up standards and the quality of provision across the local area; working within locally agreed protocols to provide truly independent information advice and guidance for learners.

  14. Quality Assurance: Four • Developing partnerships with purpose: articulating what it means to be a maintained community school, to take on Academy status, to be part of an Academy chain, or to be part of a Trust group of schools. What has been achieved in terms of quality and standards, sustainability, or impact on the community? What demonstrable impact has the choice of designation had on outcomes for children and young people? How are the strategic vision and the progress report shared with the local community?

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