Learning and Achieving: Maximising Potential Oldham Launch 5 th July 2011
Agenda 9.15 – 9.20 Introduction to the day 9.20 – 9.45 What is Achievement for All? Impact of Achievement for All in schools 9.45 – 10.15 – Nicola Brogan – Westwood Primary School 10.15 – 10.35 Coffee and tea 10.35 – 11.35 Sharing strategies – Workshop 1 11.40 – 12.40 Sharing strategies – Workshop 2 12.40 – 13.25 Lunch 13.25 – 14.25 Sharing strategies – Workshop 3 14.30 – 14.50 The National Rollout for new schools 14.50 – 15.00 Close & registrations
Workshops Leadership/ Assessment, Parental Wider Parental targets, Engagement Opportunities Engagement Interventions Room G3 G2 G1 Conf Room Jason Malone Session 1 Jessica Wild Jill Melia Sue Callaghan Royton & 10.35 Greenhill The Radclyffe Christ Church Crompton Session 2 Emma Whittaker Jessica Wild Jill Melia Sue Callaghan St. Hilda’s Greenhill The Radclyffe Christ Church 11.40 Session 3 Emma Whittaker Claire Bethall Jill Melia Sue Callaghan St. Hilda’s 1.25 Whitegate End The Radclyffe Christ Church
The Pilot Garath Jackson LA Project Lead AfA 3A’s Regional Lead (North West)
Pilot: 2009 - 2011 Achievement for All takes a whole school approach to school improvement. Focused on improving teaching and learning for all children and young people, particularly the 20% of the school population identified as having special educational needs and disabilities. 454 schools – primary, secondary, special and PRU.
Pilot: 2009 - 2011 Manchester University national evaluation – Noticeable improvements were made across the AfA cohort in both English and Maths. – Pupils in Years 5 made significantly better progress in English than pupils without SEND nationally. – Schools and parents alike consider the Structured Conversations to be the outstanding success story of the AfA so far – The variety of activities, strategies and approaches undertaken in each of the five wider outcomes is impressive, and there is some initial anecdotal evidence of positive impact.
Approach Achievement for All has three approaches to school improvement: Improving the aspirations, progress and achievement of all children and young people, through high expectations, effective use of assessment and focused target setting supported and informed by; Improved engagement with parents of children and young people in supporting their child’s learning through target focused structured conversations which; Improve the achievement, access and aspiration of children and young people and provide a wide range of learning opportunities in the classroom and beyond.
Approach Improving the aspirations, progress and achievement of all children and young people, through high expectations, effective use of assessment and focused target setting supported and informed by.
Approach Improved engagement with parents of children and young people in supporting their child’s learning through target focused structured conversations.
Approach Improve the achievement, access and aspiration of children and young people and provide a wide range of learning opportunities in the classroom and beyond. a) Improving attendance b) Improving behaviour c) Eliminating bullying d) Developing positive relationships with others e) Increasing participation in extended services provision, including extra-curricular activities
Approach Developing: • Achievement • Access • Aspirations for All Children and Young People.
Why? Achievement for All is based on the belief that teachers and school leaders can have a profound impact on all children and young people by developing their achievement, access and aspirations.
Achievement for All This means having: - high expectations of what they can achieve, - working in partnership with parents to set targets for their learning and track their progress, and - increasing the range of learning opportunities.
Outcome “AFA has put SEND back in the classroom.” (Head teacher, Bexley) “Through AFA, teachers have a much clearer picture of this (vulnerable, SEND) group of pupils.” (Manchester University) “I feel listened to and really valued in the structured conversations.” (Year 5 parent) “I know exactly what type of support my son is receiving and what his targets are so that I can help him more too.” (Year 5 parent) My son is now more confident, he interacts better, he is learning more and he feels better about himself. He used to really struggle and was so clingy with me.” (Year 1 parent) “I feel very comfortable coming into this school even though I have not felt like this in other schools and I used to hate school when I was a kid. I feel confident now when I help my child with her reading.” (Year 1 parent – also has older children in secondary school)
Achievement for All The impact of Achievement for All - has enhanced the life chances of vulnerable learners; and - changed the behaviours of leaders and teachers.
Average Point Progress for cohort 1 8.07 8.5 8 7.5 7 6.5 6 5.3 5.5 5 4.5 3.49 4 3.44 3.5 3 2.5 2 1.5 1 0.5 0 Year 2 Year 6 Year 8 Year 11 Aut 09 - Spr 11 Spr 10 - Sum 10 Sum 10 - Aut 10 Aut 10 - Spr 11 Total porgress
Spring Term 2011 data analysis – Progress – 4 terms Cumulative Progress Year 2 (3 terms) Cumulative Progress Year 6 Reading Writing Maths Reading Writing Maths Regressed 1.69% 1.69% 2.54% Regressed 2.49% 1.38% 3.59% 0-1 points 98.31% 98.31% 97.46% 0-1 points 96.41% 98.62% 96.41% 2 points + 87.71% 87.29% 86.02% 2 points + 87.29% 91.71% 89.78% 4 points + 53.39% 52.12% 55.93% 4 points + 74.03% 79.83% 74.31% 6 points + 10.17% 6.36% 8.05% 6 points + 55.80% 52.76% 46.41% 8 points + 6.36% 3.81% 5.08% 8 points + 29.28% 23.76% 21.82% Cumulative Progress Year 8 Cumulative Progress Year 11 Reading Writing Maths English Maths Regressed 16.28% 11.24% 8.53% Regressed 7.77% 3.88% 0-1 points 83.72% 88.76% 91.47% 0-1 points 92.23% 96.12% 2 points + 67.05% 74.42% 77.52% 2 points + 86.89% 94.66% 4 points + 49.22% 57.36% 57.75% 4 points + 78.16% 86.89% 6 points + 30.62% 34.50% 35.27% 6 points + 68.93% 82.04% 7 points + 12.02% 15.50% 20.16% 8 points + 56.31% 76.70%
What’s made the most difference? • Development of Quality First Teaching • Data – assessment, tracking (more focused) • Parental engagement • Leadership involvement • Better use of interventions • Wider outcomes
What have Oldham parents said? • Structured Conversations were useful because they enabled issues to be discussed in depth. Parents felt that their issues were taken on board. • Key Teacher helps to sort problems out and keep students on track • Parents like the idea of being able to communicate with one key member of staff; it’s less confusing and easier to get to the truth. • Some parents said their children were happier, more confident and more independent, more relaxed and keen to keep trying
What have the School Leads gained? • Enhanced my CPD and enriched my knowledge of the benefits of wider outcome activities. – 2ic SEN • Raised my awareness of the needs of SEND and vulnerable pupils so they are higher profile, instead of being the responsibility of SENCO and a small number of staff – Secondary Deputy • Enhanced leadership skills, a greater knowledge of data analysis and interventions – Primary • A clearer understanding and vision for the direction the school now needs to take to continue to support pupils with SEND. – Acting deputy headteacher - Primary. • A deeper understanding of data analysis and the need to measure impact of interventions more regularly – Assistant headteacher – Primary
What have the School Leads gained? • A strong idea of how school improvement and raised standards can be achieved – KS2 Leader • Used it as a foot into every class to develop wider opportunities for children & provided training on Structured Conversations with all staff to speak appropriately. • More of an insight into the workings of the SEND provision. I have liaised closely across school and have seen significant developments for all children(not just SEND). It has been challenging as the role was added to my existing workload but it has been very rewarding. – Deputy Head - Primary • AfA has opened the eyes of many staff in my secondary school to the actual existence of very needy children in the school. SLT onboard now helps – support & inspiration – deputy head - Secondary
School Impact Nicola Brogan Headteacher Westwood Primary School
Achievement for All Westwood Primary School Tuesday 5th July 2011 Nicola Brogan
Our School...
A little bit about us... • 100% of pupils live within the Coldhurst ward, the most deprived and overcrowded in Oldham, and in the bottom 1% of wards in England (Deprivation factor is currently 0.7 – this has risen by 0.2 in the past 2 years) • 98.5% of pupils are of Bangladeshi heritage (we have 2 Somalian children; a boy from Zimbabwe and one from Uganda); most pupils are Muslim and all are EAL learners. The 4 children from other than Bangla backgrounds represent a slight cultural change, but socially they do not change our existing demographic • Approximately 50% of children are eligible for Free School Meals. 16% SA, 1% SA+ & 1 St
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