Challenge the Gap

1. Challenge the Gap Workshop 2 Leaders One full day

2. Workshop Programme

3. Objectives – by the end of today you will have • Reviewed progress so far • Ensured the appropriate pupil target group has been identified and evaluated their data to: • establish a programme baseline • set ambitious targets that will narrow gaps • understand the target cohort’s characteristics and needs • Identified the most appropriate pedagogy, support and intervention to substantially narrow the gaps • Produced a high impact trio plan (based on Joint Practice Development) using the Plan Progress Outcome Tool (PPO) • Be ready for next steps in-school, in-trio and for W3

4. Our agenda • Reflection: what have you been up to? • Where are they now? Establish a baseline • Where do we need to be? Set challenging targets • How will we get there? What works? What does the research say? • Leadership Development - use the PPO effectively to maximize impact • Next steps and a preview of Workshop 3 (November)

5. Reflection - what have you been up to over the summer? • Working in Trios, each school shares progress on: • Developing their in-school teams • Identifying target pupils and communicating with them • Getting the baseline pupil data using the programme tools • Summer activities • Draft PPO • Other? Please capture your responses on flip chart paper

6. Where are they now? • Establish baseline fortarget pupils • Share how tools used to collate data • …so what are their needs?

7. Establish the baseline As a Trio discuss the following questions: • How is data managed in each school? (who, what, when, how often, etc) • What does data tell you about FSM/the target pupils’ current performance and ability profile across the trio? • What do the pupil portfolio and tracking tool (the combined data, surveys and logs) reveal about the target pupils’ needs? Session begins with your lead school sharing their responses to the above questions

8. Highly successful learners are more likely to have the following characteristics: • Self-awareness and a sense of control and influence over learning • Sophisticated vocabulary and good command of academic English  • Knowing what an A or A* (or Level 5) requires – the AfL approach  • Self-confidence and motivation  • Good speaking, listening and critical thinking skills  • Good social skills  • Good independent study skills  • Learning beyond the syllabus (depth)  • Linking learning to the real world (breadth)  • Significant family resources and support • From Excellence for All: A Gifted and Talented approach to whole school • Improvement. National Strategies 2010

9. FSM pupils are more likely to: • Experience poorer quality of teaching • Be in lower sets than similar ability pupils from other backgrounds • Have problems with literacy and numeracy • Change schools and less likely to make successful transitions at key stages • twice as likely to have a statement for SEN • at least 3 times more likely to be excluded and have unauthorised absence • FSM pupils are less likely to: • Have the cultural & social experiences and support available to others • Have an appropriate curriculum and make informed choices about subjects and qualifications ASCL: PROMOTING SOCIAL MOBILITY THROUGH CLOSING GAPS IN ATTAINMENT - GUIDANCE FOR SCHOOL AND COLLEGE LEADERS (2013)

10. …so where are your pupils now? 1 What do your pupils have in common? • Strengths? • Weaknesses? 2 How are they different ?

11. Have a break

12. Where do we need to be? The pupil journey - set challenging targets

13. Set challenging targets Session objectives • For Trios to support and challenge each other on their CtG pupils’ targets • To ensure they are challenging enough to narrow gaps • To enable you to set aspirational targets

14. The Pupil Journey The aim of Challenge the Gap Average pupil Expected attainment on leaving school x x Attainment x Pupil with low attainment Pupils with low attainment need to make accelerated, not average, progress

15. HO2:3 Sample (a) Primary progress KS1-2 Is this ambitious enough to narrow gaps?

16. HO2:3 Sample (b) Primary accelerated progress KS1-2 4 points or 2 sub levels per year equivalent to 16 points or 2 levels plus 2 sub-levels KS1 level KS2 level Is this ambitious enough to narrow gaps?

17. HO2:3 Sample (c) Rapidly accelerated progress at KS1-2 for target pupils with larger gaps to narrow. For some EAL target pupils? 6 APS points or 3 sub levels per year equivalent to 4 levels of progress , (24 APS), throughout KS2 for pupil with the potential to narrow gaps KS2 grade …which of your target pupils can make this level of progress?

18. HO2:3 Sample (d) Secondary accelerated progress - 4 levels KS2-4 Secondary Target Planner 4 levels of progress = 24 points KS2 level KS4 grade Will these targets be ambitious enough to narrow gaps for your target pupils?

19. Set challenging targets Get into threes with colleagues from two other Trios to discuss: • How do we approach setting challenging targets? • Are these challenging enough to narrow the gap? • How do we (or will we) get buy in for more challenging targets from parents, pupils and staff? • How will we continue to use the programme tools to monitor progress?

20. At each workshop we will track progress using the Pupil Progress Matrix (PPM).

21. Y-axis: attitude & aspiration Behaviour & attendance Outstanding attitude and aspiration but serious under-achievement compared to national expectations Outstanding in both domains compared to national expectations Plot the pupils’ starting point compared to national expectations to establish the baseline. Keep the matrix and update every workshop to show progress. O = national expectations X-axis: achievement Progress & attainment 0 Outstanding achievement & serious weakness in attitude and aspiration compared to national expectations Serious weakness in both compared to national expectations

22. Y-axis: attitude & aspiration Behaviour & attendance Outstanding in attitude and aspiration & serious weakness in achievement • C X Example of the starting point for a varied target group – interventions need to be tailored quite differently for A, B, C. Outstanding in both domains X X • O = national expectations X • B X X X-axis: achievement Progress & attainment 0 X X X A X X Outstanding progress in achievement & deterioration in attitude and aspiration Serious deterioration in both

23. How will we get them there?

24. Session objectives • Identify the most appropriate interventions for your trio and cohorts, based on the research evidence and school context. • Identify what to do to support in-school teams in improving classroom learning • Identify what you do as a leader to enable your best practitioners to cascade practice

25. What works? In the classrooms of the most effective teachers, students from disadvantaged backgrounds learn just as much as those from advantaged backgrounds. Dylan Wiliam (2009) Sources: John Hattie Visible Learning & Sutton Trust Pupil Premium Toolkit

26. It’s all about teachers “The quality of a country’s education system cannot exceed the quality of its teachers” Michael Barber (2007)

27. The big challenge: in-school variation • In the classrooms of the best teachers, students learn at 2 x the rate compared to the classrooms of average teachers • …they learn in 6 months what students taught by the average teachers take 1 year to learn • And in the classrooms of the least effective teachers, the same learning will take 2 years Dylan Wiliam (2009) Do you know who your best teachers are? How are they developing the practice of others?

28. …..and In the classrooms of the most effective teachers, students from disadvantaged backgrounds learn just as much as those from advantaged backgrounds. Dylan Wiliam (2009)

29. Which of these have highest and lowest effects? • Homework • Acceleration of gifted students • Retention (holding back a year) • Ability grouping • Reducing disruptive behaviour in the class • Individualised instruction • Reading Recovery • Feedback • Integrated curriculum programs • Open vs. traditional classes • Shifting schools (from 1 = highest effect to 11 = lowest effect)

30. Outstanding teachers develop pupils’ academic competence • Teaching pupils, across the curriculum: • how to be academically literate • how to be academically numerate • how to be critical thinkers • Challenge Gap Programme Theme 1: The academically competent pupil

31. Outstanding teachers develop pupils’ self-awareness as learners • Teaching pupils: • how to learn, effective strategies that work for the individual • how to regulate and evaluate own learning • how to modify and self-consciously adapt during learning activities • how to give feedback on lessons (to teachers and pupils) • Challenge Gap Programme Theme 2 The self-aware pupil

32. Outstanding teachers develop pupils’ resilience • Teaching pupils, across the curriculum: • how to take appropriate risks, by being given the chance to ‘get it wrong’ • how to be persistent in learning and not give up • how to learn from failure as well as success • Challenge Gap Programme Theme 3 The resilient pupil

33. Assessment for Learning is a highly effective process D Wiliam (2007)

34. Teachers and para-professionals will evaluate the research in relation to their own practice What don’t we do that we should do? What could we be doing even better? What don’t What do we do that works?

35. Quality of teaching Discuss in Trios • What does all this mean for you and your school? • What do you need to do to help teachers and para-professionals deliver dramatic improvement?

37. Leadership Development (1) plan for action Session objectives • Effective use of the PPO planning tool by leaders: • Define issues; devise activities for your leadership role • Ensure it’s consistent with school development priorities • Prepare to engage teachers and para-professionals in supporting key issues appropriate to their roles Note: Leaders will review and update this at every workshop

38. Develop your PPO What does a good plan look like?

39. HO 2:5 Challenge the Gap planning tool - Plan Progress Outcomes (PPO) This is completed at the beginning of the programme, signed off by your Head teacher and returned to your Facilitation School by end second week in October. It is updated in January and June.

40. Use the PPO effectively • Joint Practice Development in trios to write the Leadership line • Trios share draft/outline PPOs completed over the summer • School by school, help each other develop wording for activity/progress/outcome measures so they are precise, specific challenging, ambitious but achievable • …….so you begin to get a common, and high standard , of plan

41. Session Objectives:Engaging teachers & para-professionals with the plan Leadership Development (2) plan for action

42. Align the PPO with the in-school team - engage teachers and para-professionals • Working in Trios begin to populate the sections for teachers and para-professionals, ready for your next in-school meeting NB this has to be complete by programme deadline • Gallery – view other Trios work. Using post-its to annotate, add comments to support and challenge others

43. Have a break

44. Next Steps

45. An inter-session task for leaders, teachers and para-professionals With your in-school team identify: • a Pupil Premium pupil who has exceeded expectations (eg 4 or 5+ LP); • analyse their success • create a pen portrait to share with staff • consider inviting them to talk to staff/pupils/parents

46. Briefing before the Teachers Workshop 2 Teachers’ afternoon workshop: • unfacilitated time for this programme • a key resource to be used for joint practice development • trios will plan collaborative work in Workshop 2 for the rest of the programme (see HO 2.8 next slide) Discuss: • Your leadership role in ensuring this is effective • Impact and accountability

47. Handout 2.8: trio plan teachers’ afternoon workshops (and see portfolio)

48. Preview of Workshop 3 The Academically Competent learner Objectives • Review target pupil and trio progress to date using the PPM • Review programme leadership so far (bring PPO) • Programme Theme 1: The Academically Competent Learner focus on one of the following: • Academic literacy • Academic numeracy • Critical and higher order thinking skills • Pedagogy & practice in action - school case study, learning walk or pupil focus group – tbc • Carousels – trio to trio learning

49. HO 2.7 Some reading for Workshop 3 – Academic Competence And remember Sutton trust toolkit! Academic literacy across the curriculum • Improving literacy in secondary schools (Ofsted Apr 2013) • Driving up standards of literacy (Ofsted Sep 2012) • Removing barriers to literacy (Ofsted January 2011) • Good practice resource - Literacy across the curriculum: Aston Manor Academy (Ofsted 2012) • Raising standards in literacy speech (Ofsted 15 Mar 2012) Academic numeracy across the curriculum • http://www.nationalnumeracy.org.uk/resources/67/index.html • http://tedxtalks.ted.com/video/Dance-to-Math-Erik-Stern-and-Ka • http://www.parliamenthill.camden.sch.uk/numeracy-across-the-curriculum Critical thinking across the curriculum • Learning: creative approaches that raise standards (Ofsted 2010) • SHOW OFSTED THE WORLD How Global Learning can help schools meet the new Ofsted criteria (Oxfam 2012) • Cross-phase - Philosophy for Children – including http://www.sapere.org.uk/ ; http://p4c.com/ ; http://www.philosophy4children.co.uk/ • Upper school - http://www.criticalthinking.org/pages/learn-the-elements-and-standards/861

50. Workshop 3 – The carousel What is it? • 15-20 minute round table presentation (repeated 2 or 3 times) Aims? Trio to Trio learning • See a range of effective strategies that may be transferable to your context • Presenters seek feedback and support with a piece of work in progress What do presenters need to prepare to give a carousel? • A 15 mins showcase – focus on analysis and evaluation and minimise description please. What impact have you had, do you want? What have you learned? What advice would you give now, or what advice do you seek? (Power-point not essential!) • A snappy title to describe the content and focus of your presentation • An ‘artefact’for delegates to take away – this could simply be a ‘business card’ with contact details or a web-site; or a resource with more information • Electronic versions of any slides to share with the cluster