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SIPs in 21st Century Schools

SIPs in 21st Century Schools. Tailoring SIP CPD to meet local needs. Aims:. Support LAs and SIPs in: understanding the national picture for Primary school improvement expressed in the 21 st Century Schools White Paper; reviewing the implications of this document for LA SIP CPD;

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SIPs in 21st Century Schools

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  1. SIPs in 21st Century Schools Tailoring SIP CPD to meet local needs

  2. Aims: Support LAs and SIPs in: • understanding the national picture for Primary school improvement expressed in the 21st Century Schools White Paper; • reviewing the implications of this document for LA SIP CPD; • exploring how SIPs can become increasingly effective in supporting and challenging all schools in addressing their priorities.

  3. Programme for the day 10.00 Introduction; 10.10 The vision and future of SIP CPD; 11.30 Coffee; 11.50 Moving schools forward; 1.00 Lunch; 2.00 SIPs’ role in support and challenge; 3.00 Action planning for LAs; 3.30 Close.

  4. Session One The vision and future of SIP CPD in the context of the 21st Century Schools White Paper

  5. New Context NS role extended until March 2011 ….key role in implementation of the White Paper Ambitious change… mark of local and national success Higher trust and higher accountability DCSF in general will cease to provide or fund the provision of SI support

  6. New Context In the context of schools at centre of self improvement, DCSF to determine with NS: Preservation and transfer of body of knowledge and examples of effective practice Secure, extend, exit and reposition services as appropriate

  7. White Paper The greater focus on schools and LAs being commissioners of support will over time mean that NS local consultancy will reduce or be redirected, though LAs already have autonomy about how they prioritise funding through Area Based Grant There will still be some centrally initiated priority programmes, likely to be time limited, where LAs will require specialist consultancy support, e.g. ECAR and ECC

  8. White Paper There will be further information from DCSF giving detail of the primary SI strategy LAs operate between national and front line delivery - new relationship with DCSF Development of a school improvement strategy for all schools and phased implementation plan

  9. The DCSF segmentation Outstanding (Great) – should provide support to others SIPs to challenge them to do this Good-to-great self improve with SIP challenge and support and working in partnership with Great schools Increasing need Schools SIP support and challenge for schools with Inconsistent performance SIP support and challenge for schools with weak progress Below the Floor, Hard to Shift, Ofsted

  10. Priority Learning LAs • LAs and schools learning with and from each other • Supported by the NS – a different partnership! • Modelling broader, deeper, longer term change….moving to post NS in 2011

  11. The SIP Review • Range of evaluations 2004-7 • 2009 joint review led by DCSF, based on LA field work and focus groups • The findings have been used to inform the White Paper

  12. Executive summary

  13. Challenging and supporting the school • Challenging and support the school on its self-evaluation and the priorities it identifies as a result SIP is challenging and drills down, gets to those questions others don’t get to. 9.7 10 9.4 9.3 8.5 9 8 7 6 The single most important addition to SI practice has been the LA’s access to heads’ PM. This has been a key lever for change. Assistant Director 5 4 3 2 1 0 [our SIP] really helped to focus the school on the main priorities. Effective Important Effective Important HTs and govs SIP managers and SIPs Just when you think things are going well she brings us back to reality … but she is a partner not an inspector. I don’t feel challenged, only agreed with. This LA is not prepared to back up SIPs in challenging schools. As a result , SIPs are less likely to risk “rocking the boat.” The SIP programme is the first systematic support to special schools that has credibility with heads.

  14. Brokering Support I’ve had some conflicting messages from SIP and link adviser, the link adviser tends to present an over-optimistic view of the school? • Brokering the support the school needs to implement its development plan Link Advisers – what’s that for? We need someone to cover what the SIP doesn’t. “the SIP has a brokering role ‘in theory’, it would be useful to expand this role”

  15. Every Child Matters • Challenging and supporting the school on its impact across all the outcomes of ECM The LA’s support in terms of guidance and data is minimal. There is no capacity for this agenda – would need more time, but would welcome it being mentioned in the SIP brief. We need the right set of performance indicators, but we need to be careful that PIs don’t always create backward looking action. We need to be forward looking and creative. Chair of Governors. … if SIPs are going to cover the ECM outcomes in more detail there is a need for better provision of data by LA. The conversation has got a bigger space now but the data is some way behind. Alignment is with the SEF, but there is a tendency to focus on healthy schools and obesity.

  16. Data on att and prog Current spheres of concern for SIPs Partnerships with other schools ECM Wider outcomes Finance, HR, Premises, Workforce Leadership and management Teaching and Learning Wider children's services All Fewer Very few

  17. A new context for SIP engagement Leadership and management focus on improving outcomes Leadership and management Teaching and Learning Workforce, HR, Finance, Premises Ethos, climate, guidance and care Partnerships with other schools Data on: Attainment Progress ECM and wider children's services SIP focus on outcomes, through provision to L & M

  18. Redefined role Strengthened role of SIP as single agent for challenge and support across all ECM outcomes on behalf of LAs; Gatekeeping role of SIPs; Brokerage Increased time in some schools; Increased leverage over weaker schools; Reduce time attached to school to 3 years. Re-accreditation over time; NCSL role in accreditation and QA;

  19. New Context School leadership leads and manages provision to secure outcomes for children and young people. To reflect this SIPs need to: • interrogate outcome data; and • evaluate provision and challenge; and • support the school’s leadership on their effectiveness in using provision to bring about the best outcomes. What are the implications of the findings of the SIP review for the LA SIP workforce?

  20. SIP CPD • NS aims to support the continued improvement of SIP professional skills to meet the high demands of working effectively with 21st Century Schools • National CPD - workshops which build LA capacity for provision of SIP CPD and places SIPs at the heart of planning • Support from NS regional teams for SIP CPD linked to local need • Monitoring and evaluation of the quality of CPD and the impact of SIPs on SI

  21. Conference on-line Forum Group It doesn’t end here! • We are creating a private discussion group for attendees • The group will be supported by the conference leads  What can you do in a group? The group will continue the work of the conference through: • peer support • support from conference leads • exchange of ideas between members • uploading and sharing documents and materials • bookmarking content on the NS site relevant for the group to use

  22. Conference on-line Forum Group What happens next? • You will shortly receive an emailed invitation to join the group • Follow the link to the National Strategies web site at http://nationalstrategies.standards.dcsf.gov.uk • If you are already registered on the National Strategies web site, then log-in to participate • If you are not yet registered on the site, an account will be created for you, and you will receive two emails: automated notification that you have been registered on the site, followed by an invitation to join the group

  23. Session 2 Moving schools forward: satisfactory to good, good to great.

  24. The DCSF segmentation Outstanding (Great) – should provide support to others SIPs to challenge them to do this Good-to-great self improve with SIP challenge and support and working in partnership with Great schools Increasing need Schools SIP support and challenge for schools with Inconsistent performance SIP support and challenge for schools with weak progress Below the Floor, Hard to Shift, Ofsted

  25. Ofsted SEF/report headings (draft): • Overall effectiveness grade; • Capacity for sustained improvement grade; • Outcomes: how well are pupils doing taking account of any variation? Grade and sub grades for outcomes; • How effective is the provision? • How effective are leadership and management?

  26. SIPs’ role in moving schools forward: • Developing leadership and management; • Supporting narrowing of gaps; • Supporting improvements in teaching and learning; • Taking account of the wider context.

  27. Maximising Progress From recent study of schools that need to maximise rates of progress the following barriers were identified: • Inconsistent progress; • Whole school tracking does not identify progress issues and enable appropriate targeted interventions; • Inconsistent use of AfL across the whole school • Specific curriculum weakness; • Inefficient school management systems and structures; • Specific learning and teaching issues.

  28. Discussion • In your role as a SIP, what do you see as the characteristics and key barriers to schools making greater progress (satisfactory to good, good to great)? • What are strategies that you have found that work well?

  29. Narrowing gaps and improving provision

  30. NtG Strategies for Successfor schools, settings and LAs Know the GAPs Celebrate gap busting! Narrow the GAPs Mind the GAPs

  31. ‘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

  32. Narrowing the gaps: strategies for Success Know the GAPs • Identify gaps (FSM, G&T, SEN, BME, Gender) • Understand the gaps • Make gaps visible • Promote use of data • Build data confidence Narrow theGAPs • Deliver Quality First Teaching • Progression planning • Intervention (e.g. 1:1 tuition, ECAR) • Specialist pedagogy • Work with parents and families • Area based initiatives/partnerships

  33. Regional/territorial data

  34. Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Chinese-Girls-Non FSM Indian-Girls-Non FSM Black(O)-Boys-Non FSM Pakistani-Girls-FSM Black(A)-Boys-FSM White-Boys-FSM Average 'Expected progress' Key Stage 1 Key Stage 2 Key Stage 3 How gaps expand over time

  35. Narrowing the gaps: strategies for success Celebrate gap busting! • Celebrate/promote gap narrowing • Capture and share ‘whatworkswell’ • Gain a positive Report Card • Achieve successful OFSTED Mind the GAPs • Assessing Pupils’ Progress • Regular tracking and review • Challenge from SIPs/LAs • Relentless focus on gap narrowing • Aim for stretch targets

  36. Narrowing gaps: • Do you know what are the significant gaps in schools where you are a SIP? • How can your LA ensure that all SIPs have this focus and relevant data?

  37. The SIP’s role in supporting improvements in Teaching and Learning. • Identification with the school of significant groups; • Scrutiny of evidence from monitoring and evaluation processes; • Evaluation with school of areas of inconsistency; • Identification of action to improve teaching. How can you best support the school to improve teaching?

  38. Working in the wider context:ECM and Children’s Service Authorities. Schools do make a difference … … but cannot always make enough difference on their own.

  39. Wider services which may have an impact on pupil progress in the school. Examples may include: Speech therapy Educational psychologists Education welfare CAMHS School nurse Occupational therapy Social workers/services Housing Community policing Voluntary sector

  40. Brokering support • What needs to be improved? • What action needs to be taken? • What support is needed to make this happen? • What support is available in the school? • If not available in the school, what might need to be accessed through the LA/wider services/external sources?

  41. LUNCH

  42. Session 3:Further developing the SIP’s role in supporting and challenging schools in addressing their key priorities

  43. The role of the SIP To challenge, support and monitor schools on behalf of the LA: • Interrogate the school’s performance and other data; • Challenge and support the school on its self-evaluation; • Identify a small number of key priorities; • Ensure school adopts high-impact strategies to improve its priorities; • Broker support to assist the school in its improvement; • Help the school monitor and evaluate the impact of its actions and support it has engaged.

  44. National Priority PSA target 11: Narrowing the Gap • What are the key priorities for your LA for PSA 11? Consider one key priority for PSA 11 and individually list what is currently available in the LA to support schools to address this key priority. Share lists and discuss

  45. Enhancing the local offer through the use of the National Strategies’ core offer Principles that guide the NS core offer Better Teaching, Learning and Progress Informed Assessment for Learning (AfL) Well-evidenced teaching approaches Effective collaborative classroom-based CPD

  46. Developing Stronger Management Systems

  47. Session 4:Action planning

  48. SIP CPD • NS aims to support the continued improvement of SIP professional skills to meet the high demands of working effectively with 21st Century Schools; • National CPD - workshops which build LA capacity for provision of SIP CPD and places SIPs at the heart of planning; • Support from NS regional teams for SIP CPD linked to local need; • Monitoring and evaluation of the quality of CPD and the impact of SIPs on SI.

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