StandardsFundPresent ationtoHeadteachersF eb06

Primary National Strategy:The national and local contextPresentation to HeadteachersFebruary 2006: 

Primary National Strategy: The national and local context Presentation to Headteachers February 2006

Aims: 

Aims To review the impact of the Primary Strategy in last year To consider the National and local priorities for the coming year To share information about the Standards Fund for 2006/07 To identify support available to schools through the Primary Strategy To outline the arrangements for allocating support

Impact of the Staffordshire Primary Strategy in last year : 

Impact of the Staffordshire Primary Strategy in last year Foundation Stage Positives Staffordshire 05 performance better than national 05 in all areas of learning. Staffs averages show a higher % of children working within or above the ELG’s in all areas of learning. Areas where more children are meeting or working beyond the Early Learning Goals were: Physical Development, PSE (Disposition and Attitudes) and PSE (Emotional Development) Assessment areas where more pupils are working towards Early Learning Goals are Linking Sounds and Letters, Writing, Mathematical Development and Calculating. In all assessments except Knowledge and Understanding of the World, there was a higher percentage of girls meeting or working beyond the Early Learning Goals. First Schools average score per assessment is higher than Primary and Infants.

Issues: 

Issues A lower % of Pakistani pupils are working beyond the ELG than their White UK counterparts. (The greatest difference is in Mathematical development.) Difference of between 18-23% between the performance of FSM and non-FSM pupils. Profiles in sessional, day care, non-maintained nursery settings are 10% lower than national average, with the greatest difference in Communication, Language and Literacy and Knowledge and Understanding of the World.

Impact: 

Impact All maintained settings judged to be currently providing at least satisfactory provision. (Ofsted judgement) FSP data has been used to target consultancy support in Y1. Moderation has had positive impact on improving quality and security of assessment. Development of Stepping Stones profile has provided a clearer assessment pathway. E-Profile now used by 80% of schools, supported by EY advisory team EJITU and ERA.

KS1Positives: 

KS1 Positives Achievement at expected levels is above national performance in Reading, Writing and Maths. Overall trend in reading is still one of improvement since 2001. Staffordshire is ranked 31ST for Reading, 32ND for Writing and 20th for Maths at Level 2B+ or above out of 150 education authorities.

Impact of Support/Intervention Programmes: 

Impact of Support/Intervention Programmes End of Key Stage 1 test results show clearly that the performance of pupils in schools receiving an identified programme of support through the Primary Strategy improved at a greater rate, year on year, than the overall county figures (2003-2005).

Issues: 

Issues Dip in performance of higher achieving pupils since 2004. 10% drop in Level 3 in Maths since 2003. Girls do better than boys in each subject at L2b or above (Gap has narrowed in reading and writing in First schools.) Still a significant gender gap in writing. Dip in Pakistani pupil attainment after the improvement in 2004. 20+% difference in performance of FSM pupils and non-FSM pupils in all three subjects. Further reduce number of schools not achieving floor target of 65% L2b in reading and maths and 60% L2b in writing. Of the 27 LAC less than half achieved the expected level of attainment (Level 2b

KS2Positives: 

KS2 Positives Staffordshire performance is again above the national in all three core subjects. Staffordshire are above by 1% in English and 2% in Maths and Science. (L4+) Staffordshire improvement trend at least matches national improvement trend. 2005 has continued to build on the improvement of the significant increase in 2004 in English and Maths. (Level 4+) In English after stalling at 75% from 2001 to 2003, there has been an increase by 4.3% of pupils achieving expected levels.

Slide10: 

2005 is the first year in which Maths has built on an improvement from the previous year. In the last two years there has been an improvement of 3.9%. DfES released figures indicate Staffordshire has reached 80% L4+ in English for the first time. (Getting close in Maths.) At Level 4+ Staffordshire is again in the top 50 LEA’s for all 3 core subjects. 49th in English, (ranking in reading up 12 places) 38th in Maths (up 4 places) and 35 in Science (up 13 places). Reduction from 2004-2005 in number of pupils not achieving L3 at the end of KS2. It fell from 7% to 6% in English and remained at 6% and 3% for Maths and Science respectively.

Impact of Support/Intervention Packages: 

Impact of Support/Intervention Packages End of Key Stage 2 test results show clearly that the performance of pupils in schools receiving an identified programme of support through the Primary Strategy improved at a greater rate, year on year, than the overall county figures (2003-2005).

Modern Foreign Languages: 

Modern Foreign Languages 42% of our schools are involved in teaching at least 1MFL. (Increase of 12% since 2004. 4 times the number involved in 2001. 27% currently offering MFL in scheduled curriculum time.)

Issues: 

Issues Dip in English performance at Level 5. Staffordshire boys 3% below national at L5 in English. Dip in Pakistani pupil achievement after the improvement of 2004. Analysis shows at least a 20% difference in all three subjects of pupils achieving the expected level between FSM and non-FSM pupils. Need to improve conversion rates in Maths and writing. 30% of schools have gap of 30+% between attainment in reading and writing. The Value Added for writing shows a fall below expected progress for the whole county. Of the 24 LAC, only 10 achieved the expected level (Level 4 or above) in English, 8 in Maths and 13 in Science. Continue to reduce the number of schools below floor target of 65%. (By 2008 target is 22 in English and 30 in Maths. In 2003 we had 37 below in English and 51 in Maths. Currently we have 25 below in English and 43 in Maths.

Overall Priorities: 

Overall Priorities Continue in conjunction with key partners beyond the SID to pursue priorities identified for 2005-6 Build upon the impetus of the success of 2004 and 2005. Widen the impact of PNS to non-PLP programmes. (Utilise key themes in ‘Excellence and Enjoyment’ to further raise achievement levels. Continue to reduce the number of schools not achieving the floor target of 65% L4+ in literacy and numeracy. Improve the progress and achievement profiles in Y3,Y4. Further improve conversion rates from L2c/2b to L4.

Slide15: 

Build greater impetus into transition. Further reduce number of pupils not achieving L3 at the end of KS2. Further develop the performance of non-PLP schools. (‘Touch more schools with a purpose’) Encourage schools in the context of ‘Every Child Matters’ to take a wider view of achievement. Further develop capacity within SID, across the County, within double districts and individual schools via closer alignment and improved communication.

Additional Priorities (distilled from 2005 analysis and JAR outcomes.): 

Additional Priorities (distilled from 2005 analysis and JAR outcomes.) Improve the performance of vulnerable groups and individuals. (LAC, Pakistani pupils, more able pupils and boys.) In conjunction with key partners improve quality assurance processes for pupils not attending schools or not in education. Improve the performance of FSM pupils. Develop further the district structures to support inter-agency work. (Build upon good practice in Early Years. Promote and secure Key Elements of Effective Practice (KEEP) across all settings.)

National PrioritiesWhat has been achieved?: 

National Priorities What has been achieved? Significant rise in standards NLS and NNS embedded in almost all schools High quality programmes and resources Improving school leadership Engaging schools and local authorities in pursuing improvement and standards agenda Changed life chances for many children

Ofsted Evaluation of PNS 2005: 

Ofsted Evaluation of PNS 2005 Limited improvement in KS1 standards with too great an emphasis upon support in KS2 Fluctuating results in too many schools remains unresolved Too much optimism rather than certainty that school targets will be met Limited use of PNS learning and teaching materials including AfL Lacking whole school approaches to speaking and listening Limited planning for literacy and numeracy across subjects Schools are not always interrogating data effectively to plan for early intervention

Slide19: 

Action planning in one in three school lacks rigour, clear outcomes for pupils should be the starting points The overall impact of the Leadership Programme is compromised by some school’s resistance to change and the inability of some Consultant Leaders to secure it Overall schools do not mange the the three waves of intervention well The impact of the PNS is greatest where the range of support for school improvement is co-ordinated effectively

Key National Drivers: 

Key National Drivers Revision of the Frameworks Development of the Early Years Foundation Stage Framework Responding to the Rose Review Implementation of School Improvement Partners Realignment of leadership programmes Review of PLP and ISP Every Child Matters

Slide21: 

Improving Inclusion Supporting personalisation Wave intervention programmes ICT Mathematics Identify local strategies used for schools below floor targets Responding to local needs

Standards Fund 06/07: 

Standards Fund 06/07 Three main elements related to DfES current priorities Support for underperforming schools Support for underperforming pupils Improving the delivery of core subjects

Slide23: 

Further elements Foundation Stage Behaviour and Attendance Modern Foreign Languages

Support for underperforming schools: 

Support for underperforming schools Aimed at schools below the KS2 floor targets (65% Level 4) Two main programmes Intensifying Support Programme (ISP) It is aimed at improving achievement in all year groups Schools receive up to 20 days Consultant time Funding to release staff

Slide25: 

Primary Leadership Programme (PLP) Funding reduced significantly Change of focus to schools where there is a significant standards issue Role of Consultant Leader in developing leadership across the school is key Do we continue a similar pattern to last year with fewer schools or develop a light touch programme?

Support for underperforming pupils: 

Support for underperforming pupils To be targeted towards those schools with the largest number of children not reaching national expectations in English and mathematics at the end of KS2 Two main elements – linked to funding going directly to schools in the Dedicated Schools Grant (DSG) Support and train leading expert teachers in all schools on designing appropriate interventions for children at risk of falling behind age related expectations To support the priorities outlined in the White Paper in relation to personalisation

Raising Standards in Literacyand Maths: 

Raising Standards in Literacy and Maths Particular emphasis on the appropriate and effective teaching of phonics and early reading and writing All schools will receive; Briefing for Headteachers in Summer Term Around 10 days support On line training Additional support for schools that face the greatest challenge in implementing the revised frameworks

Key Messages from the review: 

Key Messages from the review Refreshing not re-writing Most schools will not have to make wholesale changes The content will be familiar, the presentation may not

Reasons for the review: 

Reasons for the review Context changed/take stock Address the contentious and hard bits Respond to teacher workload Review expectations and progression Mixed age/ability planning Align documents Incorporate speaking and listening

Foundation Stage: 

Foundation Stage To support the effective use of the new ‘Early Years Foundation Stage’ document Key Aspects of new document Integral to new Childcare Bill Single quality framework Integrated approach to care and education from birth to end of Reception Underpinned by play-based approach Strengthen links between ‘Birth to Three Matters’ and ‘Foundation Stage’

Behaviour and Attendance: 

Behaviour and Attendance Further roll –out of Social and Emotional Aspects of Learning Materials (SEAL) – around 80 schools Not an initiative for schools with behaviour problems – a quality curriculum

Modern Foreign Languages : 

Modern Foreign Languages To move closer to meeting the primary language learning commitment ‘an entitlement to language learning for every pupil throughout KS2 by 2010’ Considerable increase in grant Mobilise sources of support at a local level Encouraging liaison between primary and secondary Building capacity across the county

Support available: 

Support available Support for all schools in implementing the revised Frameworks and EY Packages of support for schools identified for PLP and ISP Additional support for schools with identified needs regarding the implementation of the revised framework SEAL package Consultancy support – underperforming pupils Focussed support for groups of schools with similar priorities Significant gender issue Significant difference in Reading and Writing Significant difference in Maths and English Phase issues Better Reading Partnerships and Talking Partners

Implications: 

Implications Central training programme focus Capacity for ‘buying in’ PNS consultants 5 day maths courses

Arrangements for allocating support: 

Arrangements for allocating support Detailed letter to schools outlining support available by end of February Letters returned by end of March SID officers use data and local knowledge to identify possible support packages for individual and groups of schools District Strategic Improvement Managers (DSIM) identify priorities within each district School requests and SID recommendations considered and negotiated Schools informed of support by start of second half of the summer term Planning and launch meetings held in second half of summer term

Concluding Themes: 

Concluding Themes Meeting local needs Personalisation Differentiated packages – less centralisation Targeted support to meet greatest need Sustainability