Belton Woods Hotel, Grantham, NG32 2LN 22 February 2018 — 09.30 to 16.00 | 23 February 2018 — 09.30 to 15.00
Welcome Anthony Partington Chair of the Lincolnshire Learning Partnership and Principal of Stamford Welland Academy
A Strategic Board to Set the Conditions for Schools to Thrive in Lincolnshire Governance Leadership Development & Peer review Teacher Recruitment and Retention School-to-School Support Welfare and Inclusion Mobilise Community & Agency Sector-Led Initiatives links
Working Together to Deliver a Resilient and Self-Improving School System Alison Biddulph Assistant Director, East Midlands and Humber Academies Regional Delivery Group
Lincolnshire Learning Partnership – Annual Conference22 February 2018 Working together to deliver a resilient and self-improving school system Alison Biddulph Assistant Director East Midlands and the Humber
Improving Social Mobility through Education • National policy frameworks – the Social Mobility Action Plan; helping young people to achieve their potential regardless of their background • The Lincolnshire context • Working in partnership to support school and system leaders – understanding the school improvement journey and sources of support: some insights • Working in partnership to identify and spread best practice – features of successful Multi Academy Trusts (MATs).
A Drive to Raise Education Standards in Areas Most In Need Raising education standards by supporting underperforming schools and offering young people more opportunities to make the best of their lives are at the heart of a package of measures announced by Education Secretary, Damian Hinds. The Multi-Academy Trust (MAT) Development and Improvement Fund • More than £45million awarded to successful multi-academy trusts to help tackle underperformance and improve schools in areas that lack capacity; Strategic School Improvement Fund • 75 projects sharing £25million to provide more support for schools, many of which will increase pupils’ literacy and numeracy skills; and Opportunity Areas • The publication of the next six Opportunity Area plans in Bradford, Doncaster, Fenland and East Cambridgeshire, Hastings, Ipswich and Stoke-on-Trent. 7
Unlocking Talent, Fulfilling Potential Overarching Ambition - No community left behind. Putting real emphasis on the range of places where resources and additional targeting are needed the most, with our Opportunity Areas at the sharp end to tackle the most entrenched disadvantage. Life Stage Ambitions: Ambition 4 Ambition 2 Ambition 3 Ambition 1 Close the attainment High quality post-16 Everyone achieving gap in school while Close the word gap education choices for their full potential in continuing to raise in the early years. all young people. rewarding careers. standards for all.
The importance of quality and the prevention of failure through effective school improvement . 2020 . East Midlands & Humber National Strategy 86.5 % of EMH schools are good To increase the number of good or better (Jan 2018) but this masks and outstanding school places 9 significant sub regional variation (74.5% to 100%) and many historical good judgements.
The Lincolnshire Context • Fourth largest county in England. • 15 selective grammar schools (2 LA maintained and 13 Academies) • Total number of pupils = 109,805 (January 2017), number of pupils eligible for pupil premium = 27,881 (25% of total pupils) • Primary FSM Eligibility 2017 (incl. Nursery) = 14.00% (England = 14.10%) • Secondary FSM Eligibility = 9.90% (England = 12.90%) • Primary First language other than English 2017 = 10.80% (England = 20.60%) • Secondary First language other than English 2017 = 7.30% (England = 16.20%)
The Lincolnshire Context Teacher recruitment and retention in coastal areas A number of small schools Poor building conditions of the schools Challenges in finding high quality sponsors in relatively isolated areas to take on underperforming/coasting schools and LA maintained schools judged ‘Inadequate’ by Ofsted Single Academy Trusts Social mobility
The Lincolnshire Context EMH Schools by Ofsted Grade at 3.7% Lincolnshire schools by Ofsted 31/01/18 Grade at 31/01/18 11.0% 2.4% 8.3% 17.9% 18.9% 69.1% 68.7% Outstanding Good RI Inadequate Outstanding Good RI Inadequate % Good/Outstanding schools 95.0% 91.3% 88.0% 90.0% 87.4% 86.2% 85.0% 81.0% 80.0% 75.0% Jan-14 Jan-15 Jan-16 Jan-17 Jan-18 12
The Lincolnshire Context: KS2 KS2 – there are 281 KS2 Lincolnshire schools with performance results (out 89% Good or Outstanding schools of 15,169 schools nationally). For disadvantaged data that shifts to 119 in at KS2 Lincolnshire and 9,806 nationally due to data suppression. Measure No. of schools No. of schools Total number ranked in the ranked of schools in KS2 top 2,500 between 2,500 the top 5,000 nationally and 5,000 nationally 2.9% % of pupils meeting 7.7% 15% 20 28 48 the expected standard % of pupils meeting 25 33 58 the higher standard Reading Progress 13 41 54 Writing Progress 74.4% 26 33 59 Maths Progress 14 35 49 % of pupils meeting the expected standard 16 30 46 Outstanding Good RI Inadequate - disadvantaged Reading Progress - 18 26 44 disadvantaged Writing Progress - 15 30 45 disadvantaged Maths Progress - 14 20 34 13 disadvantaged
The Lincolnshire Context: KS4 KS4 – there are 66 schools in Lincolnshire with performance 76% Good or Outstanding schools results at KS4 in 2017. This is out of 4,431 schools in the at KS4 Performance Tables for KS4 Measure ( KS4) No. of schools No. of schools Total no. of KS4 ranked in the ranked between schools in top top 1,000 1,000 and 2,000 2,000 schools schools nationally nationally 10% A8 17 2 19 26% 14% P8 12 18 30 Basics 18 5 23 50% A8 – 16 15 31 disadvantaged P8 – 17 15 32 disadvantaged Outstanding Good RI Inadequate 14
Building Lasting Success through Partnership • Government has a key role in helping to break the cycles of disadvantage based on background and geography. • But it cannot drive forward these actions alone • We want to maintain a dialogue with school and system leaders about school improvement and how we can help to identify where a school is on its journey • We want to spread and share best practice 15
School Improvement – the 3 Strategic Questions that Leaders have to be Held to Account For Do leaders understand what the specific improvement challenges are in each of the 1. schools they work in and know what needs to be done to raise standards? 2. Do leaders have enough capacity to improve their schools and if not where are they going to find it? 3. Does the governance of the trust and/or school have enough strategic capacity to hold leaders to account for delivering improvement
What Underpins the Way that the School-Led System Delivers Improvement? • Secure Sustainable Improvement TAKES TIME, but leaders need to prioritise and sequence the changes they need to make • Schools improve sequentially and in stages: • Stabilise, Repair, Improve, Sustain • a tool to understand the phase of improvement • Schools and Trusts need to see themselves as capacity givers and capacity takers over a period of time • School Improvement is the product of high quality leadership, so understanding the stage of the improvement journey is important for getting the right leaders in place • School Improvement can be judged through the lens of results and OFSTED inspections, but not exclusively . • STRATEGY+CAPACITY + PACE = Improvement
Performance Trajectory A Strongest A C Performers Top SUSTAIN Rapid improvers B 15% D C Rapid Decliners Nat D Slow Decliners E Ave Steady and IMPROVE E Secure F Steady Improvers Coasting G Improver Decliners REPAIR F Weakest System H Performers G Floor STABILISE B H Time
Who are the ‘Capacity Givers’ in the System? Designated System Leaders Organisations • Successful and Sustainable high performing • National leaders of education maintained schools, academies and MATS • National leaders of governors • Teaching School Alliances • Specialist leaders of education • Maths Hubs • NPQ Licensed Providers • CEO of MATS • Newly designated Research Schools • Headteacher Board Members • Effective school improvement providers • DfE Education Advisors working across Local Authorities • Academy Ambassadors • Credible and Effective Improvement organisations (Teach First, ASL, EEF, Sutton • Leaders of School Improvement in TSA, Trust, NSN) & MATS etc • Universities and HE Schools of Education • Outstanding Heads of good schools • Independent Schools • Leaders who are none of the above but Can improve schools 19
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