Primary headteachers Updates

1. Primary headteachersUpdates Tim Coulson June 2013

2. Update • Council elections – Councillor Ray Gooding • Encouraging progress in inspections • Working with academy trusts of 112 academies • Primary partnership conferences • ‘The Tail’ • SEN • Essex Education services

3. Encouraging progress in inspections 151 inspections across Essex in the autumn term 2012 and spring term 2013

4. Primary ‘Partnership’ conferences • 4 conferences held in March for heads and chairs of governors • Attended by 70% of school • http://www.essex.gov.uk/Business-Partners/Primary-schools-excellence/Pages/Default.aspx for further information

5. England’s national tail (ie those achieving below the benchmark of 168 GCSE points): Fatter and longer than most international peers eg Canada Shows interesting pupil characteristics: - Only 25% are on free school meals; - Neighbourhood disadvantage impacts on attainment levels as much as poverty (educational ‘blight’ of low expectations); - Low income white children are the most vulnerable ethnic group (apart from travellers) - Designation of SEN correlates highly with being in the tail Most tail attainers live in urban areas but pupils with similar social disadvantage do better in urban than rural schools Schools most likely to be attended by pupils in the tail are not necessarily schools in high deprivation areas Prior attainment is the largest contributory factor to achievement – very difficult to catch up having fallen behind Analysis of the 2011 Essex KS4 tail shows: 2441 out of 15978 (15.3%) of Essex pupils had a capped score of below 269 points (slightly less than the 20% national average) More boys are in the tail (18.9% compared to 11.5% for girls) 440 (34.9%) of 1259 FSM pupils in the tail Nearly 58% of pupils in the tail had SEN 44% of those that failed to achieve a level 4+ at KS2 (1492 pupils) were in the tail at KS4 17 schools had 20%+ of their pupils in the tail The ‘Tail’ – being more ambitious for the one in five The Essex Tail • Interventions that need to make a difference: • Focus on Foundation Years (under 5’s) and work with parents • Primary literacy • Targeted pupil premium interventions

6. PISA results • In absolute terms our performance has remained constant, but relatively we are falling behind.

7. Top performers • 12 systems significantly outperform England in reading, including Japan, Belgium and Norway. • According to the DfE, an average student from Shanghai – the top performing system in 2009 would achieve three As and five Bs at GCSE. • The English average is four Bs and four Cs. • The Essex average is just less than four Bs and four Cs.

8. What difference would narrowing the gap make? • Cutting the attainment gap by half would increase England’s position in reading by six places, and by 14 places in mathematics. • Here, Essex is below the national average. • The average English pupil eligible for free school meals achieves four Bs and three Cs. • In Essex it is two Bs five Cs.

9. The Pupil Premium in Essex • The average primary school in Essex receives £28,000 from the Pupil Premium. • The average secondary school receives £140,000 for the Pupil Premium • Next year this will increase by 50% to £900 per eligible child, the following year it will increase again, to £1,200.

10. Engaging parents widely about the SEN system and the Government plans for changes in 2014 • Developing specialist hubs of expertise to support children with autism - special schools to work with a local primary and secondary school to provide enhanced resource bases and also act as a source of advice and guidance for mainstream schools with children with autism, with and without a statement • Building on excellent practice in many parts of the county and reduce permanent exclusions of primary aged children to zero • Increasing by 10 additional educational psychologists to support earlier intervention • Developing a business case for the May Schools Forum meeting to consider ‘investing to save’ • Introducing a new funding formula for special schoolsand new arrangements for funding pupils with SENfor all post-16 providers. SEN developments

11. Our business model is based on an integrated school effectiveness proposition. It can be applied to schools and whole systems (LA area, MAT, groups of schools) . • Proprietary software licensing and tools • Consultancy / diagnosis against our unique research-based maturity model • An integrated professional development, consultancy, support service across all or some of the key areas (left) • At system level, it can include licensing and training in the approach or even outsourcing of the whole school effectiveness function Core Proposition: Essex Education Services School & Setting Effectiveness Model Our methodology begins with understanding pupil progress through our Target Tracker tools We then work with you to assess the key drivers of pupil progress in the school against our maturity model Our integrated approach then covers these key areas (right) according to need Diagnosis Pupil Progress Enrichment Services China Outdoor Learning Music School Libraries