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Bidding Support Workshop. Regional Training Unit Bidding Support Team. Welcome Facilitators John Reid / Imelda McDaid / Stewart Polley Protocols Learning Outcomes Thinking Expectations. Learning Outcomes - by the end of the programme participants will:

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bidding support workshop

Bidding Support Workshop

Regional Training Unit

Bidding Support Team

  • Facilitators
    • John Reid / Imelda McDaid / Stewart Polley
  • Protocols
  • Learning Outcomes
  • Thinking
  • Expectations
Learning Outcomes - by the end of the programme participants will:
  • Have a detailed knowledge and understanding of the Specialist Schools application process.
  • Have a sense of the educational big picture to recognise how specialist schools is an integral part of DE policy
  • Be able to undertake a comprehensive and detailed audit for the school plan
  • Have developed skills in writing challenging and ‘regenerative’ targets for specialism and the whole school objective
  • Identify effective strategies to achieve the school plan targets
  • Be able to assign and or redeploy available resources against the strategies to achieve the targets
  • Recognise how to access resources to support writing process

Entitlement Framework

School Development Plan


Empowering Schools


Shared Futures

Together Towards Improvement


Revised Curriculum

Entitlement Framework

Education for Employability


Literacy Strategy

Numeracy Strategy

Extended Schools


School Development Plan

Monitoring and Evaluation


last 11+ intake



the specialist school s process
The Specialist School’s Process
  • General Case
  • School Plan
    • Audit
    • targets, Targets, Implementation
  • Community Plan
    • Audit
    • targets, Targets, Implementation
  • Monitoring & evaluation
  • Financial Plans
school plan audit
School Plan - Audit
  • Attainment
  • Learning and Teaching
  • Provision
  • Uptake
  • Resources
  • ICT
  • Management
attainment tti indicator 2 6 page 20
Attainment – (TTI Indicator 2.6 (page 20))
  • Features
  • Characteristics of Good Practice
  • Current attainment KS3 & KS4 & (KS5)
  • Relationship to 5+ A*-C or equivalent
attainment by individual subject strengths areas for development
Attainment (by individual subject) Strengths / Areas for Development
  • Evidentially based data on pupil attainment.
    • KS3
    • GCSE A*-C
    • Post 16
      • Trends
      • Baselining comparisons
      • Value Added
      • Drilling down (quartiles, free school meals, boys/girls, gifted and talented, special needs)
learning and teaching tti indicator 2 1 2 4 pages15 18
Learning and Teaching – (TTI Indicator 2.1 – 2.4 (pages15-18))
  • Features
  • Characteristics of Good Practice
  • Quality of teaching and learning
learning and teaching by individual subject strengths areas for development
Learning and Teaching (by individual subject) Strengths / Areas for Development
  • Evidentially based qualitative data on learning and teaching
      • subject review and evaluation reports
      • recent inspection reports
      • in-house quality assurance processes
      • Governors’ reports
      • External awards for teaching excellence
      • peer observation
      • moderator reports re- assessment and verification
curriculum provision tti indicator 2 5 page19
Curriculum Provision – (TTI Indicator 2.5 (page19))
  • Features
  • Characteristics of Good Practice
  • Quality of curriculum provision
curriculum provision uptake by individual subject strengths areas for development
Curriculum Provision/Uptake(by individual subject) Strengths / Areas for Development
  • Evidentially based data on Curriculum Provision and uptake.
    • KS3
    • GCSE A*-C
    • Post 16
      • enrichment
      • time per subject
      • out-of-hours learning
resources ict quality of management
Resources / ICT / quality of management
  • Resources – Refer to TTI (3.5, 3.8 & 3.9) also any inspection reports and or other internal or external reports (IIP, EFQM)
  • ICT – Refer to school ICT policy and review systems, also Empowering Schools
  • quality of Management in Specialism – refer to TTI (3.1 & 3.3). NSHT might also be helpful
effective targets
Effective Targets

(in your group)

  • You are provided with 7 cards each containing a performance target. Arrange the cards in a pyramid with what you consider to be the most effective targets at the top and the least effective targets at the bottom.
  • Focus on your top three targets and list the reasons you placed these at the top.

- Are clear and concise- At the right level of challenge- Appropriate to teacher’s experience/ level of motivation/ degree of competence / school situation / - Specify measures or tangible outcomes


  • Effective targets:
  • In best practice examples they are part of a learning plan setting out:
      • - milestones / timelines
      • - resources and learning required
writing effective targets
Writing effective targets

(in your group)

Consider the GCSE data available for a subject within your specialism – using the (3 year) template referred to earlier compile your own data set.

  • What are the strengths?
  • What are the areas for development?
  • What other data might you now source when you go back to school?
focus of targets
Focus of targets
  • By June 2008 to have improved pupil attainment from 66% A*-C in 2006/2007 to 67% A*-C

May not be an appropriate target as it focuses on what all the specialist area should be doing on an annual basis – it is not an improvement.

the focus of performance targets




Maintaining work

Ongoing work

The Focus of Performance targets

Level of Challenge

Higher Order target

Middle Order target

targets should focus more on regenerating or improving maintenance systems in the school

Lower Order target

writing an attainment target
Writing an attainment target
  • By June 2008 (T) to have raised pupil attainment in GCSE (S) from 70% A*-C, in 2006/2007, to 69% A*-C (M, R, A)


  • By June 2008 (T) to have raised boys attainment (S) from 57% A*-C, in 2006/2007, to 59% A*-C (M, R, A)
achieving the target
Achieving the target
  • What strategies are you going to implement over the 4 years of designation to achieve the attainment targets?
  • Will it require a realignment and/or redeployment of existing resources (cost neutral)
  • Will it require an investment in new resources (cost to specialist schools’ grant and annual recurrent funds)
  • What are you going to keep doing? (Strength)
  • What are you going to do differently? (AfD)
  • What are you going to do new? (AfD)

Those actions that you are planning to do in order to achieve the target. They are likely to include a range of actions and tasks that were highlighted in the ‘strengths’ and ‘areas for development’.

Think ‘best practice’ to ‘next practice’


attainment, L&T, provision and uptake, resources, ICT, quality of management

Audit – Strengths & Areas for Development


attainment, enrichment, provision and uptake,

Implementing Targets

learning and teaching, resources, ICT, quality of management

Whole School Improvement
  • Sharing Best Practice in T&L
  • Business Employer Involvement
  • Education for Employability
  • Optional Objective
  • Financial Plan
Sharing Best Practice in T&L
  • Our reputation as a 'Thinking School' has attracted new, high quality staff and we now lose teachers only to promoted posts.
  • We also have ‘Investors in People’ status.
  • Teacher Days devoted to practical workshops on Teaching and Learning strategies;
  • An after-school CPD programme, throughout the year, sharing Thinking Skills strategies;
  • Attendance at workshops organised by CASS on Assessment for Learning and Thinking Skills
  • School Curriculum Meetings to share strategies
  • Cross-curricular enquiry groups: We are currently a Networked Learning Community as part of the local area plan working with 3 other post-primary schools and a special school.
  • All members of the teaching staff are involved in enquiry groups within the school, investigating aspects of the question, ‘What impact do Thinking Skills strategies have on student learning’.
  • 11 enquiry group leaders from 8 different subject areas were trained in Thinking Skills, Accelerated Learning, Assessment for Learning and Coaching, working together to plan, observe and evaluate lessons.
  • 5 of these enquiry group leaders come from the specialist subjects.
  • Specialist Subjects: They are based together in the same teaching block, share some rooms and some resources. 2 Business teachers and 3 Maths teachers worked together for a year investigating ‘Thinking Skills’ and last year each led cross-curricular enquiry groups, reporting back to other colleagues. They have also worked closely together on the plans for the specialist schools application. One teacher teaches in the Business/ICT faculty and also in Maths, sharing good practice at subject meetings.
  • Working Parties: All teaching staff are members of working parties investigating best practice in the school’s provision. The Head of Business/ICT faculty is leading on ‘Success in Applied Subjects’ the Head of Maths is leading on ‘Improving Boys’ Performance’ and the Assistant Head E-Learning is leading on the E-Learning working party.
  • Other working parties include: more able pupils; literacy; behaviour for learning; assessment for learning; provision for children with autism and asperger’s syndrome; the Core Studies programme
  • Initial Teacher Training: The school takes about 12 student teachers a year, across most subjects
  • Most departments have at least two trained mentors.
  • Classroom-based research: In the last 5 years, 3 teachers have won accessed additional funds through DGP and GTCNI bursary. These were shared at Curriculum Meetings and through the school website.
  • CPD Programme: Our after school CPD programme is mostly in-house, practical, workshop-style delivery. In the last 2 years, teachers from the specialist subjects have led sessions in assessment, numeracy led by the Head of Maths, preferred learning styles and animation, e-learning and the school intranet led by the Assistant Head E-Learning, use of interactive whiteboard led by a Maths teacher,
  • PRSDLesson observation and debriefing is a compulsory part of PRSD.
  • A Culture of Sharing: Colleagues routinely arrange to observe or team teach with colleagues who have been trying out new teaching and learning strategies
bidding support arrangements
Bidding support arrangements
  • Bidding support clinics
  • Consultancy support – phone, e-mail, face-to-face
  • iNet
  • YST
  • E2S
  • CASS
  • Evaluation
  • Travel Forms