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12.30 Welcome and Introductions

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  1. 12.30 Welcome and Introductions Tilden Suite Ger Graus Chief Executive, Children’s University Dr J Sandy Bradbrook Chair, CU Trust

  2. Schools and Academies • HE and FE • Partner organisations • Department for Education Children • New local CU legal Structures • Local Authorities • CU Managers • Chancellors and Patrons • National CU Office • CU Trustees

  3. The future • Continue our Growth • Better and More Effective Publicity and Belief in the CU • Innovative Partnerships • More Funding not just from Government

  4. Society will Benefit • You are Successful • Children do Benefit

  5. 12.30 Welcome and Introductions Tilden Suite Ger Graus Chief Executive, Children’s University Dr J Sandy Bradbrook Chair, CU Trust

  6. Winnerof the 2011 Everyday Impact Award - New Enterprises

  7. 13.00 Spaces, Dreams and the Children’s University … Thoughts about Informal Learning Tilden Suite Dr James Bradburne Director General of the Fondazione Palazzo Strozzi, Florence (Italy) and National Children’s University Patron

  8. 14.05 The Children’s University: So What …?! Tilden Suite Megan Boyden and Taylor Young Colchester Children’s University

  9. 14.45 - CU Seminars and The Market Place Various 17.35 Delegates will have the opportunity to attend four different Seminars (see the back page of the programme for session details) throughout the afternoon sessions as well as visit The Market Place. 14.45 Session 1 15.20 Session 2 15.55 Session 3 16.30 Session 4 17.05 Session 5 Please refer to the Seminar Attendance Form in your delegate pack to find out when you will be attending each Seminar. 17.35 The Market Place continued William Turner Suite

  10. 08.45 Twinkle twinkle little Star – Achievements, Developments, Things to Do and Smiles Tilden Suite Ger Graus Chief Executive, Children’s University

  11. Achievements

  12. We are here! • We have the Evaluation of the Children’s • University 2010 • DfE continue to support for 2011 to 2013 • Support from

  13. 75 local CUs by April 2012(actually … NOW!) • In 2010 there were … 85,000 7 to 14 year olds 1,075,000 hours of CU learning • There are currently … 1,625 public Learning Destinations and over 1,000 restricted ones 123,500Passports To Learning in use … which means if we take into account mums and dads, brothers and sisters, granddads and nanas and throw in a few aunties and uncles for good measure … …in the region of 1,000,000 people are with us!

  14. We have … Launched the E-Passport Introduced Planning for Volunteering and the Passports To Volunteering Made a start with CU for 5 and 6 year olds Welcomed Lynne and worked with Richard (and they are still here …!)

  15. We have … Started Grown Developed Transformed We are still here!!! • And …

  16. And in … 2011-13 ?

  17. Developments

  18. What we all do … • 7 to 14 year olds • Who need it most • Voluntary participation • Outside normal school hours • Quality !

  19. What we also do … • Include ages5 to 7 • E-lectronic Passport • CU national Volunteering • Develop CU Lectures and Seminars • Create national win-winships Listen … talk … help … turn up … provide funding … help us all become more sustainable … and come up with new ideas …

  20. Such as … • Children’s University Challenge or CUC

  21. Things to Do

  22. What we need you to do with us … to get even better and make sure we are still here next year too … ! • Be in it together (really!) • Market yourselves and you will market us all • Help with evaluation and data • Plan for change and change when you need to • Keep talking!! Pick up the phone, come to • meetings … email or even • And please respond on time to requests … • emails … returns … • Stay passionate … it’swhat we’re good at … !!!

  23. Smiles “Turning upside down makes you happy because the sad feelings get all dizzy and fall out.” Tom(aged 6)

  24. 09.30 Children’s University – National Evaluation and Research Tilden Suite Professor John MacBeath Professor John MacBeath – Professor Emeritus at the University of Cambridge and Projects Director for the Commonwealth Centre in Education

  25. 10.00 Achievement for All Tilden Suite Professor Sonia Blandford National Director of Achievement for All and Professor of Educational Leadership and Innovation at the University of Warwick

  26. Professor Sonia Blandford 9th December 2011

  27. Achievement for All is a whole school improvement framework which raises the attainment of the 20% vulnerable, special educational needs and disabled learners, in partnership with schools.

  28. By focussing on outcomes rather than processes, Achievement for All builds on current school systems and further develops the good practice that many schools already model.

  29. In practice Achievement for All is implemented through 4 elements • Element 1: Leadership of Achievement for All- to ensure schools maintain a sharp focus on the achievement, access and aspirations of the 20% of vulnerable, special educational needs and disabled learners. • Element 2: High quality teaching and learning- leading to improved progress for all pupils (assessment and target setting). • Element 3: Structured conversations with parents/carers – to improve parents’/carers’ engagement with school and their involvement in their child’s learning and achievement. • Element 4: Wider outcomes – to support the participation, enjoyment and achievement of children in all elements of school life.

  30. Aims • Increase progress of children in schools with SEND • Improve engagement of their parents with the school • Improve wider outcomes of children with SEND

  31. Achievement for All:Not just another initiative Resounding success of pilot (2009-2011) in 454 primary, secondary and special schools and pupil referral units across 10 local authorities in England (DfE, 2011-Manchester University Evaluation)

  32. Leadership of SEN and inclusion Leadership central to Achievement for All –pilot focussed on 4 key areas of inclusive leadership identified by National College-vision, commitment, collaboration and communication (NCSL, 2010) Research shows importance of head teacher in developing an inclusive school (Kugelmass, 2003) New Ofsted Framework for Inspection 2012-inspection will evaluate extent to which leaders and managers at all levels ‘demonstrate an ambitious vision for the school’

  33. Key Findings(National Evaluation, DfE, Nov 2011) Achievement for All had a significant impact on progress in English and mathematics for pupils with SEND. There were significant decreases in persistent absenteeism. Schools reported clear improvement in pupils’ behaviour, along with reductions in bullying There was increased parental engagement in their child’s learning, including among hard-to-reach parents. Schools liked using the Achievement for All frame work and found it provided a sustainable programme owned by the school leadership and adapted to their needs and priorities.

  34. National Evaluation: other relevant findings (DfE, Nov 2011) Many schools reported an increased awareness of and focus on SEND and inclusion issues Many schools reported a greater emphasis on understanding and addressing pupils’ wider needs. In many schools teachers began to take a more active role in the assessment and monitoring of pupils with SENDin their classrooms. In many schools, continuing professional development (CPD) associated with Achievement for All, particularly around the structured conversations were applied more widely in day‐to‐day interactions with staff and non‐Achievement for All parents.

  35. Policy: the positive impact of Achievement for All • Special educational needs code of practice (DfES,2001) does not clearly define SEN leaving much open to interpretation at school level (Gibson and Blandford, 2005). • Lack of definition of SEN could attribute to the variation in the proportion of pupils identified with SEN in mainstream schools across England (DCSF, 2010) • Lamb Inquiry: Special educational needs and parental confidence (DCSF, 2009)- recommended, amongst other issues, more inclusive approach, accountability of head teachers (embedded in leadership) and increased parental voice • Green Paper (Consultation document)-Support and Aspiration: A new approach to special educational needs and disabilities (DfE, 2011) reflects the move away from ‘over identification’ of children and young people with SEN.

  36. Achievement for All-a framework for practice Central to the challenge of narrowing the achievement gap for children and young people with SEND is changing the aspirations and expectations held by the professionals who work with them.

  37. Raising Aspirations • To raise aspirations there needs to be a focus on attitudes, confidence, parental aspiration, motivation and school and teacher aspiration. • Help children to believe in themselves-reflected in a ‘can do’ mentality displayed when a child decides to meet challenges and gain access to learning • Pupils with low aspirations do not always hold their future in high regard and may not have a vision for further education or extra-curricular activities. (source: adapted from Blandford et al. 2011)

  38. Changing school and teacher attitudes "It’s about saying, is this progress as good as it should be? And if it isn’t, why isn’t it? And what are we doing about it?" (NS Regional Advisor)

  39. Focus on raising attainment=learning + attainment in the classroom In practice: • Rigorous assessment and tracking of pupil progress • Set challenging targets for pupils • Interventions-where appropriate • Improve literacy and numeracy

  40. Changing teacher attitudes- a model for practice Schools question their monitoring, tracking and intervention for children Teacher assessments of children’s attainment in English and Maths-an opportunity to consider how the data is collected, its accuracy and reliability, and how it is used to set appropriate targets for children that can be supported by intervention in the classroom.

  41. Identifying SEND- how accurate? By end of pilot- 5.6% of pupils in the target cohort were no longer considered to have SEND by their schools (the majority were previously at School Action) (Source: DfE, 2011)

  42. Possible reasons for change: a systematic approach? (adapted from DfE, 2011)

  43. Case Study- Caludon Castle School, Coventry • Caludon Castle is a Business and Enterprise school with 1,525 11-18 year olds on role. • The assistant head of inclusion was chosen to lead Achievement for All. • She worked closely with an English teacher to support development of wider outcomes.

  44. Key challenges The English teacher had a year 7 class in which two Achievement for All pupils with social difficulties were identified as needing to become more independent learners. Neither pupil was involved with extra-curricular activities. Pupil A was extremely shy and reluctant to attend school. Pupil B was sociable, but lacked confidence and self-awareness.