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BUILDING ON SUCCESS

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Title: BUILDING ON SUCCESS


1
BUILDING ON SUCCESS DR DAVID WOODS CHIEF
ADVISER STANDARDS AND EFFECTIVENESS UNIT,
DfES HERTFORDSHIRE PRIMARY HEADTEACHERS
CONFERENCE 11 OCTOBER 2002
2
An Optimistic Challenge
The transformation of our educational system is
clearly at the heart of the Governments reform
agenda. The challenge is great, necessary and
possible and is one that can capture the
imagination of the profession and society. This
challenge also has great moral depth to it
because it addresses directly the learning needs
of our students, the professional growth of our
teachers and enhances the role of the school as
an agent of social change.
3
KNOWLEDGE POOR
1970s Uninformed professional judgement
1980s Uninformed prescription
PROFESSIONAL JUDGEMENT
NATIONAL PRESCRIPTION
2000s Informed professional judgement
1990s Informed prescription
KNOWLEDGE RICH
4
THE IMPLICATIONS OF INFORMED PROFESSIONLISM
  • Developing models of learning
  • Extending teaching strategies
  • Creation and transfer of professional knowledge
  • Establishing professional learning communities
  • Networking across the system including beacon
    schools
  • Innovation

5
Networks and Innovation
  • Networks support educational innovation by
  • Providing a focal point for the dissemination of
    good practice and the agents of knowledge
    creation, transfer and utilisation.
  • Keeping the focus on the core purposes of
    schooling in particular creating and sustaining a
    discourse on teaching and learning.
  • Enhancing the skill of teachers.
  • Building capacity for continuous improvement at
    the local level.
  • Ensuring that systems of pressure and support are
    integrated, not segmented.
  • Acting as a link between the centralised and
    decentralised policy initiatives.

6
Integrating Informed Prescription and Informed
Professionalism
Informed Prescription
Informed Professionalism
a b c
7
INTEGRATION (SERVICES FOR CHILDREN FAMILIES)
PRIMARY EDUCATION KEY THEMES
BROAD RICH CURRICULUM (MUSIC, PE, SPORTS, A
FOREIGN LANGUAGE, ICT)
LITERACY NUMERACY (DEVELOPMENT OF THE
STRATEGIES)
MORE SUPPORT FOR TEACHERS (IN AND OUT OF THE
CLASSROOM)
STRONGER TRANSITION (WITHIN PRIMARY AND TO
SECONDARY)
8
NATIONAL LITERACY NUMERACY STRATEGIES KEY
MESSAGES BEHIND THIS YEARS RESULTS
  • Sustained progress since 1997
  • Success due to hard work and commitment of
    teachers
  • Boys underachievement, particularly in writing
  • Need for more specific support for groups of
    pupils and schools

9
Percentage of Pupils achieving Level 4 or above
in Key Stage 2 English Mathematics
80
English
Maths
75
75
75
75
73
72
71
71
69
70
65
65
63
Percentage achieving Level 4 or above
62
59
60
55
50
1997
1998
1999
2000
2001
2002
(provisional)
Source National Curriculum Data
10
Percentage of pupils in maintained mainstream
schools at Level 4 or above in KS2 English 2001
by Free School Meal band
Source 2001 ASC and provisional performance
datafiles.
11
MOVING FORWARD THE STRATEGIES
  • Maintaining a sound but evolving framework
  • More support for teachers on applying literacy
    and numeracy skills
  • across the curriculum
  • Tackling pupils underperformance, particularly
    through literacy
  • support and springboard programmes
  • Disseminating good practice on particular issues
    e.g. boys writing,
  • pupils at level 3.
  • Building on Improvement booklet being sent to
    every school

12
A BROAD CURRICULUM
High achievement in the basic areas of reading,
writing and mathematics unlocks achievement in
other subjects it is essential if children are
to have access to a range of opportunities later
in life it opens new worlds to children and is
itself motivating and enjoyable. But it is not
enough on its own. Primary education must open up
for children a broad curriculum and a wide range
of experiences. Schools and parents rightly
continue to see creativity, art, music and sport
as Important parts of school life.
Schools Building on Success DfES, 2001
13
ENRICHING THE CURRICULUM
  • Schools Sport Co-ordinator programmes and
    Specialist Sports
  • Colleges.
  • Moving towards an entitlement for school PE and
    Sport for 2 hours each week
  • during and after school.
  • Extra invested in the Music Standards Fund
  • Creative Partnerships enhanced programmes of
    artistic and creative
  • opportunities.
  • Culture Online interact with artists, museums,
    galleries, theatre and
  • digital creators.
  • Modern Foreign Language Teaching in Primary
    Schools/Use of Specialist Language
  • Colleges

14
ICT AND THE PRIMARY CURRICULUM
NGFL STANDARDS FUND
Computers pupil ratios are improving 1 18 in
1998 1 13 in 2000 1 11 in 2002 1 8 in
2004 Internet Connectivity 17 in 1998 62 in
1999 86 in 2000 96 in 2001
15
ICT INITIATIVES
  • Capacity of ICT to transform teaching and
    learning
  • Most improved subject at ages 7 -10 (OfSTED)
  • Framework for teacher skills NOF support
    training
  • Lesson plans and useful resources
  • Online support materials for continuous
    professional development
  • Computers for teachers schemes
  • Laptops for new Headteachers

16
IMPROVING PRIMARY / SECONDARY TRANSITION
  • Common Transfer Form
  • Summer Schools
  • Developed transition modules in English and
    maths
  • Enabled secondary teachers to observe skilled
    primary colleagues
  • teaching literacy hours and daily maths
    lessons
  • Piloted idea for improved collaboration
  • Introducing the new Common Basic Data Set
    which will enable the
  • system to track each individual pupils
    progress

17
TARGETED SUPPORT
  • Surestart programmes
  • Reduction in class sizes
  • Improvement in pupil adult ratios
  • Extra recruitment and
  • Improved training for teacher assistants
  • The Childrens Fund (preventative work for
    children aged 5 -13)
  • mentoring programmes, parenting, educational
    and support, counselling
  • and advice.
  • Extended schools in area of high disadvantage
  • Small schools administration fund

18
The School as a Professional Learning Community
  • An agreed policy and approach to teaching and
    learning
  • Build in time for collective inquiry
  • Create the structural conditions for school
    improvement
  • Studying classroom practice increases the focus
    on pupil learning
  • Use the research on teaching and learning to
    improve school improvement efforts
  • By working in small groups the whole school staff
    can become a nurturing unit
  • Continuous professional development for everybody

19
LEADERSHIP SUPPORT
  • National College of School Leadership
  • NPQH - mandatory for aspiring Heads from 2004
  • Leadership Programme for Serving Heads
  • Leading from the Middle
  • Regional Leadership Centres

20
THE INTELLIGENT SCHOOL
NINE INTELLIGENCES
Contextual Intelligence (Relationship to the
wider community) Strategic Intelligence (Clarity
of goals) Academic Intelligence (Press for
achievement) Reflective Intelligence (Monitoring
and evaluating) Pedagogical Intelligence (Developi
ng the learning organisation) Collegial Intelligen
ce (Staff improving together) Emotional Intelligen
ce (Capacity building) Spiritual Intelligence (Val
uing the school community) Ethical Intelligence (
Moral purpose and beliefs)
MGilchrist, Myers Reed (1997)
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