The National Strategy

ITT Presentation

16th 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 can learning be like?

“It has become clear that these children see school 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 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, that wholly defeat whatever purpose the task-givers have had in mind.” John Holt 1970

What should it become?

“…so the most effective learners will be those who, as they pass from stage to stage, have acquired some generic capacities to reduce the time they spend in dependence”David Hargreaves

“In times of change, learners inherit the earth, while the learned find themselves beautifully equipped to deal with a world that no longer exists” Eric Hofler

Creating a system where: “the student is the most important unit of organisation”

What are the National Strategies about?

Raising Standards

Improving Progression

Personalising Learning

Raising Aspirations and Expectations

Engaging Hearts and Minds

What are the National Strategies about?

Raising standards of achievement and rates of progression for children and young people in all phases and settings through personalising learning with a particular focus on the core subjects and early years

How do we do it?By working nationally, regionally and locally:

- To improve and personalise the quality of teaching and learning

- To increase the effectiveness of the management and leadership of schools and early years settings

- To increase the effectiveness of the Local Authorities’ strategic leadership

The focus and intended outcome of every NS action To raise achievement in the core subjects and improve rates of

progression for all pupils 0 – 19

To tackle underperformance at pupil, school and LA level and thereby close the attainment gap for identified underachieving groups

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’s the context in which we are doing this work? The National Strategies’ recent developments and

achievements The system-wide challenge in terms of standards for all pupils &

rates of progression The attainment gaps: boys; poverty; ethnic minority groups The imperative to demonstrate impact Progression, Every Child Matters, Teaching and Learning 2020

What are the National Strategies for?

HOW DO WE BLEND OUR APPROACH? –

coverage, “messaging”, using a mix of

communications

WHAT DO WE DO? – understanding “what” makes the difference

HOW DO WE GET THE JOB DONE? – sharp

focus on “how” we secure impact, making sure we

“know” its working

HOW DO WE RAISE ASPIRATIONS? – telling the story, raising national

ambition, shaping a mindset

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 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

Impact at three levels:

- the system-wide strategic level (including national regional and local strategies);

- the school and setting leadership level;- the classroom and setting level

Programme and regional teams working together to achieve the same outcomes

Universal, targeted and intensive work

Key Messages

The Secondary National Strategy is still very much about raising standards in the core subjects, now at KS4 as well as KS3

Our role at secondary level is to ensure that our work is based on: developing approaches to learning and teaching

which will raise standards and personalise learning more effectively for all

interventions at LA, school, subject team and classroom level which will raise standards for underachieving groups

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 All teams working to a common agenda –

alignment and focus

NS - 11 programmes in 07/08

Top 5: English, Maths, Early Years Foundation Stage, Behaviour and Attendance, Schools causing concern

3 targeted programmes – EMA, SEN, G&T 1 system-wide programme – SIPs 2 secondary programmes - Science and

ICT

Main Programme Plans

0-19 Big Hitter UTI Plans

A focus on underachieving groups

• English• Maths• Behaviour & Attendance• Schools causing concern

• Gifted &Talented• Ethnic Minority Achievement• Special Educational Needs

Main Programme Plans

Secondary specific

Specific system-wide focus

• Early Years Foundation Stage• School Improvement Partners

• Science• ICT

NS~Early Years Foundation Stage

Ensuring Local Authorities engage in Early Years Outcomes Duty process and set appropriate actions

Preparing for implementation of Early Years Foundation Stage

Continuing focus on Communication, Language and Literacy and Early Reading

Progress towards PSA1 targets

NS~Primary – renewed framework

Literacy: Improving early reading through rigorous

teaching of phonics (through the Communication, Language and Literacy Development programme)

Raising attainment in English, especially at KS2 – with emphasis on writing & boys

Maths: Raising attainment in mathematics ,

especially at KS2 – focusing on calculation and Use & Application

NS~Primary

Improving progress for all pupils and closing the attainment and progress gaps for under-performing groups

Accelerating pupils’ progress to raise all schools above floor targets by 2008

Developing professional challenge and support through School Improvement Partners

NS~Secondary

Intervention in core subjects to raise standards and improve progression at KS3 and 5+ A*-C with English and mathematics – a focus for impact both in 2007 and 2008

Raising attainment at KS3 in English and Maths

Tackling barriers to learning and closing the attainment and progress gaps for underperforming groups

NS~Secondary

Improving behaviour and attendance in targeted schools and introducing SEAL

Raising standards in schools causing concern using proven methodologies

Identifying and challenging coasting schools and under-achieving pupils in all schools, including good schools

Quality assure the work and impact of SIPs in supporting schools and challenging them over pupil progress

Regional Focus - SW

Language development from EY onwards , inc S&L, especially boys

Using Frameworks to improve progression and tracking En + Ma

Consistent quality in ISP across region, to reduce below floor target nos

Increase trajectory of 5+A*-C proportions (inc ‘with En & Ma’) by targeting schools and pupil groups

Regional Focus

Broaden 14-19 curriculum through partnerships & diplomas, and improve functional skills

Develop ‘behaviour partnerships’ to reduce exclusion (esp of vulnerable)

Maintain effort on attendance Improve outcomes for Gipsy/Roma and

Travellers, new EAL arrivals + CiC