Improving Learning Together

1. Improving Learning Together – Southend-on-Sea’s School Improvement Strategy and our response to the White Paper The Importance of Teaching Children and Lifelong Learning Scrutiny – July 4th 2011Jane TheadomHead of School Support & Preventative Services

2. Improving Learning Together • A framework for working in partnerhsip to address underperformance and ensure continuous improvement in all Southend’s schools

3. Introduction The Council’s Statutory School Improvement Duties • to promote early action to tackle underperformance so that it does not become entrenched and lead to formal school failure • To ensure that effective support and challenge is provided immediately when an unacceptable standard of education is identified so that improvements can be made quickly • To secure decisive action if a school in special measures fails to make sufficient improvements so that the education and life chances of pupils are protected

4. A three year plan 1. An overall improvement against the following measures: At least a score of 78 with 6+ in CLLD and PSED for the Early Years Foundation Stage At least two levels of progress from KS1 to KS2 At least three levels of progress from KS2 to KS4 2. No schools below the national floor standards 3. Overall attainment to be above the national average and to top quartile performance

5. Three year improvement plan continued 4. A three year trend of good progress from 2011 baselines for special schools and the PRU (that continues on re-entry to school and/or alternative education 5. A 10% increase in the proportion of sixth form provision judged as good or outstanding 6. A narrowing of the attainment gap for pupils in the following groups: Free School Meals, Looked After Children, SEN 7. An increase in the proportion of schools judged as good and outstanding 8. A school system which performs above the national average on all performance measures

6. Our principles We use an evidence based approach, drawing on both the performance data and our knowledge of each school in order to identify which schools are underperforming and which are vulnerable We use the categorisation process to support not impede improvement We plan for improvement in an open and transparent way in partnership with headteachers and chairs of governors We re-evaluate all schools each term so that no school is left unsupported and no school is categorised inappropriately and improvements are acknowledged and celebrated

7. Annual cycle of review Autumn Term – how have we done? Why is this so? What are our goals for 2012? Spring Term – how are we progressing? Why is this so? Do we need to adjust our goals? Summer Term – Reviewing the year, previewing the year ahead

8. Categorisation A best fit model Aligned with SEF High level evaluation Tool for monitoring trends and patterns Organic not static Covers attainment, progress, teaching, behaviour, attendance Outcome_ schools graded as outstanding, good, satisfactory, vulnerable, underperforming

9. Models of support Partner schools Local/National Leader of Education Raising Achievement Plan (mandatory for all vulnerable and underperforming schools) School Improvement Partnership Board – to monitor progress of all vulnerable and underperforming schools

10. Structural solutions Executive Headship Federation Trust or Academy Status Interim Executive Board

11. Sustainable solutions Brokering school to school collaboration Building and utilising the expertise of headteachers and senior school staff A thriving NQT programme Sharing of data