4/3/2009 What can learning be like? “It has become clear that these children see school The National Strategy almost entirely in terms of these day-to-day and hour-to- hour tasks that we impose on them…. For children the central business of school is not learning, whatever this vague term means; it is getting these daily tasks done, or at least out of the way with a minimum of effort and at least out of the way, with a minimum of effort and unpleasantness…. If they can get it out of the way by doing it, they will do it; if experience has taught them that this does not work very well, they will turn to other means, ITT Presentation that wholly defeat whatever purpose the task-givers have had in mind.” John Holt 1970 16 th May 2007 Produced as part of the Partnership Development Schools (PDS) Strategy Phase 3 2008- 09 (Lead PDS: The Park Community School. Contact Chris Ley (cley@parkcommunity.devon.sch.uk) What should it become? What are the National Strategies about? Raising Standards “…so the most effective learners will be those who, as they pass from stage to stage, have acquired some generic capacities to Improving Progression reduce the time they spend in dependence” David Hargreaves Personalising Learning Personalising Learning “In times of change, learners inherit the earth, while the learned find themselves beautifully equipped to deal with a world that no Raising Aspirations and Expectations longer exists” Eric Hofler Creating a system where: “the student is the most important unit Engaging Hearts and Minds of organisation” What are the National Strategies How do we do it? about? By working nationally, regionally and locally: Raising standards of achievement and rates of - To improve and personalise the quality of teaching and learning progression for children and young people in all phases and settings through personalising learning - To increase the effectiveness of the management and To increase the effectiveness of the management and with a particular focus on the core subjects and early ith ti l f th bj t d l leadership of schools and early years settings years - To increase the effectiveness of the Local Authorities’ strategic leadership 1
4/3/2009 The focus and intended outcome of What’s the context in which we are every NS action doing this work? To raise achievement in the core subjects and improve rates of The National Strategies’ recent developments and progression for all pupils 0 – 19 achievements The system-wide challenge in terms of standards for all pupils & To tackle underperformance at pupil, school and LA level and rates of progression thereby close the attainment gap for identified underachieving The attainment gaps: boys; poverty; ethnic minority groups groups The imperative to demonstrate impact Th i ti t d t t i t Progression, Every Child Matters, Teaching and Learning 2020 To develop expertise and capacity in the workforce (at LA and school strategic level: senior LA staff and school leaders: at classroom and setting level: subject leaders, teachers and support staff) What are the National Strategies for? The What Key strategic meetings and planning/review activity with DfES policy teams, national agencies, LAs, schools and teachers Support and challenge for LA and school leaders Local and regional interventions by regional teams and individual RAs individual RAs The commissioning, pooling and drawing on best practice in schools/settings and LAs Piloting and stimulating locally and nationally based new work Training and network events for LA and school staff The development of new materials and the re-purposing of existing materials The How Key Messages The Secondary National Strategy is still very much about Impact at three levels: raising standards in the core subjects, now at KS4 as well - the system-wide strategic level (including national as KS3 regional and local strategies); - the school and setting leadership level; Our role at secondary level is to ensure that our work is based on: - the classroom and setting level the classroom and setting level developing approaches to learning and teaching which will raise standards and personalise learning Programme and regional teams working together to achieve the more effectively for all same outcomes interventions at LA, school, subject team and classroom level which will raise standards for underachieving groups Universal, targeted and intensive work 2
4/3/2009 Structure of the National Strategies 07/08 Plan Fewer priorities and programmes A sharper focus on outcome and impact - orientated planning and delivery Quality assurance in delivery as well as monitoring and evaluating impact and evaluating impact All teams working to a common agenda – alignment and focus NS - 11 programmes in 07/08 Main Programme Plans 0-19 Big Hitter • English UTI Plans • Maths Top 5: English, Maths, Early Years • Behaviour & Attendance Foundation Stage, Behaviour and • Schools causing concern Attendance, Schools causing concern g 3 targeted programmes – EMA, SEN, G&T 1 system-wide programme – SIPs • Gifted &Talented A focus on 2 secondary programmes - Science and • Ethnic Minority Achievement underachieving • Special Educational Needs groups ICT Main Programme Plans NS~Early Years Foundation Stage Secondary • Science Ensuring Local Authorities engage in specific • ICT Early Years Outcomes Duty process and set appropriate actions Preparing for implementation of Early Preparing for implementation of Early Years Foundation Stage Continuing focus on Communication, • Early Years Foundation Stage Specific • School Improvement Partners Language and Literacy and Early system-wide focus Reading Progress towards PSA1 targets 3
4/3/2009 NS~Primary NS~Primary – renewed framework Literacy: Improving progress for all pupils and Improving early reading through rigorous closing the attainment and progress teaching of phonics (through the gaps for under-performing groups Communication, Language and Literacy Accelerating pupils’ progress to raise Accelerating pupils progress to raise Development programme) Development programme) all schools above floor targets by 2008 Raising attainment in English, especially at Developing professional challenge KS2 – with emphasis on writing & boys and support through School Maths: Improvement Partners Raising attainment in mathematics , especially at KS2 – focusing on calculation and Use & Application NS~Secondary NS~Secondary Intervention in core subjects to raise Improving behaviour and attendance in standards and improve progression at targeted schools and introducing SEAL KS3 and 5+ A*-C with English and Raising standards in schools causing mathematics – a focus for impact both concern using proven methodologies concern using proven methodologies in 2007 and 2008 in 2007 and 2008 Identifying and challenging coasting Raising attainment at KS3 in English schools and under-achieving pupils in and Maths all schools, including good schools Tackling barriers to learning and closing the attainment and progress Quality assure the work and impact of gaps for underperforming groups SIPs in supporting schools and challenging them over pupil progress Regional Focus - SW Regional Focus Language development from EY onwards , Broaden 14-19 curriculum through inc S&L, especially boys partnerships & diplomas, and improve Using Frameworks to improve progression functional skills and tracking En + Ma and tracking En Ma Develop behaviour partnerships’ to reduce Develop ‘behaviour partnerships’ to reduce Consistent quality in ISP across region, to exclusion (esp of vulnerable) reduce below floor target nos Maintain effort on attendance Increase trajectory of 5+A*-C proportions (inc Improve outcomes for Gipsy/Roma and ‘with En & Ma’) by targeting schools and pupil Travellers, new EAL arrivals + CiC groups 4
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