Helping schools to raise standards and improve wellbeing

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• School Improvement Planning Framework

• Helping schools to raise standards and improve
  well-being

• 25 March 2009

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• Is tackling pupil behaviour a priority?

Is raising attainment an all-consuming challenge?

• How does improving pupil well-being fit with
  other targets?

Is your school improvement planning process
inclusive, engaging and efficient?
Do your school improvement activities feed easily
into your SEF?
Is your school delivering extended services that
are making a demonstrable difference?
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• The extended services full core offer deadline is
  September 2010!

• From September 2009, Ofsted inspection framework
  will include
• how schools are promoting well-being

Schools will be expected to be full partners in
Childrens Trusts
Parental engagement is, and will remain, very
important
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www.tda.gov.uk/schoolimprovement
The School Improvement Planning Framework (SIPF)
is here to help you confidently and successfully
deal with these challenges!
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Why use the SIPF?

• The SIPF helps schools with these initiatives by
  
• providing a rigorous but flexible process
• focusing on pupils needs, especially well-being
  
• helping to personalise pupils learning
• generating activities that help improve
  attendance, behaviour attainment
• making consultation and ongoing engagement
  easier
• maximising and demonstrating the impact
  delivered by ECM activities

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The SIPF is a flexible process ...supporting
schools in the deliberate design of services
inside and beyond the classroom for maximum
demonstrable impact on ECM outcomes
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The SIPF is also
an enabling process that helps schools to plan
and deliver more effective activities The
effective engagement of key stakeholders leads to
improved focus on pupils needs, enabling
increased personalisation and the deliberate
design of activities, which is essential for
schools to deliver and demonstrate impact
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An efficient and effective way of working
Creative involvement for fast and effective,
engagement of key stakeholders
Improved focus on pupils needs provides the
basis for ES ECM activities to be intentionally
designed to improve outcomes
Improving SEFs to deliver demonstrable impact in
school improvement plans, self-evaluation and
activities
Benefits that make a difference
Deliberate design
Source TDA Pilot Survey - Jul 07 TDA case
studies Oct 07 - Nov 08 COI Review Nov 08
Birmingham Schools Survey - Oct-Nov 08
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enabling schools to deliberately design
activities that deliver demonstrable impact
SIPF schools engaged 10 more Parents and 17
more partners (Birmingham schools)
SIPF improved Lampton Schools and John OGaunt
Schools GCSEs by 8 (50 to 58) and by 12 (25
to 37) respectively
In two years, pupil attendance in St Peters CofE
School increased from 93.8 to 95.8, with no
exclusions (secondary school)
Deliberate design
Source Birmingham Schools Survey - Oct-Nov 08.
SIPF Schools engage 10 more Parents 17 more
Partners compared to non-SIPF schools Source
Schools surveyed by the TDA. GCSE results
are for A-Cs including Maths English
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Engage
Effective Engagement
Attain
Deliberate Design
Creative involvement for fast, effective
engagement of key stakeholders
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Effective engagement
Source Birmingham Schools Survey - 240 schools
- Oct-Nov 08.
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Effective Engagement
Attend
Demonstrate Impact
Deliberate Design
Improved focus on pupils needs, plus
personalisation provide the basis for the
deliberate design of ES and ECM activities that
help improve outcomes
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Deliberate design
In 2007 SIPF took us right back to basics and
gave us a five-year plan. In 2008 we picked it
up from that point and looked at blockers and
enablers we then developed a team whose key
focus was on developing pupils as independent
learners - especially in years 7 8 National
Challenge, secondary school We surveyed our
pupils views on learning blockers and enablers
and conducted personalisation exercises with
pupils asking pupils what they thought an
effective learner looked like This pupil
understanding resulted in creating a range of
clubs and activities, including an extra time
health cookery club. Headteacher, secondary
school
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Deliberate design
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Effective Engagement
Attain
Demonstrate Impact
Deliberate Design
Enabling schools to demonstrate impact in
their school improvement plans, self-evaluation
and activities progress reporting
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Demonstrate impact
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SIPF schools tell us it helps them design
activities that will improve pupil (behaviour
and) attendance
Demonstrate impact
St Peters School
93.8 pupil attendance in 2007
95.8 pupil attendance in 2008
G. Washington School
93.6 pupil attendance in Summer 08
Above set target of 94, 95.2 pupil attendance
in Autumn 2008
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Demonstrate impact
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Over two years (2006-08) these SIPF schools tell
us it helps them improve their GCSEs
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Source National Ave GCSE stats are from DCSF
Achievement Attainment tables 2005-08. All
results are for GCSE A-Cs 15 year olds include
Eng Maths
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Try it now! See how SIPF can help your school
Identifies characteristics of a successful
learner and blockers and enablers to success
Involves pupils, parents, governors, school
staff, local authority partners and others
Practical needs-analysis process helps review
existing provision and services systematically
Sharpens focus of whats already on offer and
fills any gaps with targeted activity
Getting started is easy! In just five minutes you
can watch the Learning Potential tools on the
accompanying DVD (Link to DVD)
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Getting support

• Contact your LA
• The majority of local authorities have been
  trained in using the framework, and they offer
  support to schools who want to use it.
• Contact your LA named LA contact and contact
  info or call xxxxxxxxx line and we will find out
  about support available in your local authority.
• In April 09 the TDA NCSL dispatched a copy of
  the SIPF to all schools have you received your
  copy? Alternatively - for more information on the
  School Improvement Planning Framework and to
  order additional copies, visit
  www.tda.gov.uk/schoolimprovement or call 0845
  6060 323 (quote reference TDA 0570)

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Engage
Appendix 1 SIPF Development Consultation
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A well-established process with proven results

• It was developed by schools for schools in three
  key phases pilot, launch and refresh
• Over two years - schools have been consistently
  consulted to ensure it meets their needs

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A well-established process with proven results

• Since October 07, 400 schools surveyed to
  understand how SIPF helps their objectives
• The refreshed SIPF is now also endorsed and
  partnered by NCSL

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Engage
Appendix 2 SIPF OFSTED - Indicators of a
schools contribution to well-being
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TDAs objective has been to enable as many
schools as possible to access the (SIPF)
framework and use it to improve outcomes for
pupils

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• A November 2008 update was scheduled, and a
  learning programme has led to
• Positioning the framework as the way to help
  schools prioritise
• A focus on how the outputs from the tools can
  feed directly into a schools SEF
• A sharper focus on impact and personalisation
• A DVD how to guide with video case studies and
  national level endorsement David Bell, NCSL,
  Charles Desforges
• Co-ownership with NCSL
• Together for Children is promoting its use in
  Childrens Centres

...the principles that underpin the framework are
unchanged it continues to root the planning
process in the fundamentals the learning needs
of pupils
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We have also worked closely with key national
stakeholders

• National Strategies were involved from the start
• Self Evaluation Forms updated to include prompts
  to challenge the impact of extended services. We
  are also aligned with Ofsteds inspection
  framework
• Article published in Ofsted Inspection Matters
• Included in the DCSFs National Challenge toolkit
  and Community Cohesion resource pack
• City Challenge are using it as part of their
  Good2Great project
• Supported by SSAT Community Lead Practitioners
• NGA and NCOGs are promoting it through their
  networks and governor training
• The updated version of the framework has been
  co-developed with NCSL who have also included it
  into NPQH

...developed by schools for schools
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Indicators of a schools contribution to
well-being, consultation document published
October 2008, by the DCSF and Ofsted. Outcome to
be reflected in Ofsteds inspection framework
from September 2009

• Proposed indicators are quantified outcomes and
  indicators based on perceptions of pupils and
  parents
• Proposed quantified indicators include
  attendance, absenteeism, exclusions
• Proposals for indicators relating to pupils and
  parents perceptions include the extent to which
  the school
• provides a good range of additional activities
• helps pupils to manage their feelings and be
  resilient
• gives pupils good opportunities to contribute to
  the local community
• Proposals for indicators relating to pupils and
  parents perceptions also include the extent to
  which pupils
• are making good progress
• feel listened to
• are able to influence decisions in the school
• Schools will supplement the indicators with own
  quantitative and qualitative data
• The data should be that which is most useful for
  schools self evaluation and improvement planning

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