KS3 IMPACT!

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KS3 IMPACT!
ENERGISING THE STRATEGY PROMOTING A WHOLE-SCHOOL
IMPACT
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KS3 IMPACT!

1. An inclusive education system within a culture of
   high expectations
2. The centrality of literacy and numeracy across
   the curriculum
3. The infusion of learning skills across the
   curriculum
4. The promotion of assessment for learning
5. Expanding the teachers range of teaching
   strategies and techniques

1. no child left behind
2. reinforcing the basics
3. enriching the learning experience
4. making every child special
5. making learning an enjoyable experience

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KS3 IMPACT!
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• Focus and structure the teaching
• Actively engage the pupils in the learning
  process
• Use assessment for learning
• Have high expectations
• Strive for well-paced teaching
• Create a settled and purposeful atmosphere

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The Big Shift
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KS3 IMPACT!
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• gains in the Year 9 test results were modest
• catch-up arrangements have been dogged by the
  logistical problems of finding timetable space
  and staff
• dissemination in departments has been slow in
  schools without consultancy support
• the greatest impact has been in Year 7, with
  less impact in Years 8 and 9.

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KS3 IMPACT!
2003 summer The intervention strategy 2003
autumn Behaviour and attendance 2004 spring
Assessment for learning 2004 summer
Transition Cross-curricular priorities 2004
autumn Learning skills
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KS3 IMPACT!
Why do we need it?
Nearly 40 of pupils make a loss and no progress
in the year following transfer, related to a
decline in motivation Year 7 adds so little
value that actually missing the year would not
disadvantage some children (Prof John
West-Burnham) Pupils characterise work in Years 7
and 8 as repetitive, unchallenging and lacking
in purpose
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KS3 IMPACT!
Change of emphasis
From To Departmental strategies
Whole-school strategy Departmental development
School improvement National launch Local
consolidation / embedding Directed
training Selected training and support
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KS3 IMPACT!
5 short-cuts to success
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KS3 IMPACT!
1
Key players
Strategy manager
Working party
Headteacher
Governors
Teaching assistants
Subject leaders
Students!
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KS3 IMPACT!
1
Key players
NOW!
Strategy manager

• Coordinating, auditing, planning and monitoring
  processes (depts and whole school)

• It is possible that as the Strategy develops
  during 200304 into a whole-school strategy,
  including the behaviour and attendance strand,
  schools will review the role and allocate
  responsibilities to other members of the senior
  leadership team.

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KS3 IMPACT!
1
Key players
FUTURE!
Strategy manager
Customising to the schools context School
improvement plan Focus on evaluating impact
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KS3 IMPACT!
2
Customise it ruthlessly
Half-term by half-term plan How will you judge
IMPACT? Subject whole-school priorities Enrol
key players Drip-feed good news
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KS3 IMPACT!
3
Emphasising whole school reponsibilities

• to contribute to whole-school initiatives
• to strengthen lesson design and planning,
  especially for the middle part of the lesson
• to establish within the subject the relevant
  elements of a whole-school intervention programme
  to support pupils who are working below
  expectations
• to secure constructive behaviour in all lessons
• to audit, monitor and plan to improve learning

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KS3 IMPACT!
KS3 IMPACT!
4
Focus relentlessly on TL
Standards are raised ONLY by changes which are
put into direct effect by teachers and pupils in
classrooms Black and Wiliam, Inside the Black
Box
Schools are places where the pupils go to watch
the teachers working (John West-Burnham)
For many years, attendance at school has been
required (for children and for teachers) while
learning at school has been optional. (Stoll,
Fink East)
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KS3 IMPACT!
5
Be realistic

• Go for critical mass
• Small successes
• But make them public to build a momentum

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KS3 IMPACT!
Coming up

• Making an impact through
• School improvement planning
• Behaviour strand

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KS3 IMPACT!
? Talking Point ?
What have been the successes in your own school?
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KS3 IMPACT!
1
Making an impact through School Improvement
Planning Evaluation
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KS3 IMPACT!
SIP
1 Central, working document 2 Attach who, when,
costs, success criteria, and make them smart 3
Less is more - eg focus on 3 key areas for
classroom impact (questions, explanation,
starters) 4 Keep it in the public domain part
of PM website 5 Have Dept-by-Dept targets 6
Evaluate progress publicly each half-term
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Using feedback and questionnaires to drive school
improvement
We should measure what we value, not value what
we measure John MacBeath
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KS3 IMPACT!
2
Making an impact through Behaviour Attendance
Strand
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KS3 IMPACT!
Why?
Evidence suggests that where schools have
successfully addressed issues of ethos and
organisation, as well as strengths and weaknesses
in teaching and learning, improved standards of
behaviour and attendance are the inevitable
consequence.
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KS3 IMPACT!
Behaviour Attendance
1 Dismiss cynicism (eg audit) 2 Avoid
one-offs 3 Develop a house-style and model it 4
Use key players, who may not be SMT 5 Train
everyone in this, and keep returning to it 6
Must be based on observation, not diktat
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What we know from research into behaviour
management
King Edward VI School
Bury St Edmunds
Proactive schools have better behaviour early
intervention and preventative measures.
There are higher rates of difficulty and
exclusion in schools with lower confidence in
their ability to handle the problem.
Schools that form tight communities do better
spectrum of adult roles, engaging students
personally and getting them involved. These
schools have a more diffuse teacher role, with
frequent contact between staff and students in
contexts other than the classroom.
The action teachers take in response to a
discipline problem has no consistent
relationship with their managerial success in the
classroom. However, what teachers do before
misbehaviour occurs is shown to be crucial.
In well-disciplined schools, teachers handle all
or most of the routine discipline problems
themselves. Indeed, the over-use of hierarchical
referrals is a characteristic of high excluding
schools.
Reactive approaches to difficult behaviour can
and do make matters worse.
One of the most worrying assumptions is that if
mild punishment does not prove effective, then we
should try more severe punishment. In other
words, one is led into a false escalation, rather
like the postcard notice The beatings will
continue until morale improves.
Schools make a difference pupils behaviour does
NOT simply mirror behaviour at home.
Teachers engage in 1000 interactions or more a
day. It is closest to being an air traffic
controller. Teachers therefore react and make
quick decisions. If they do not have a way of
coping with the busyness they can experience
tiredness and stress.
Collaborative approaches lead to better behaviour
rather than individual teachers isolated.
Schools that promote self-discipline and active
involvement do better.
Chris Watkins, Institute of Education
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What we know from research into behaviour
management
King Edward VI School
Bury St Edmunds
Proactive schools have better behaviour early
intervention and preventative measures.
There are higher rates of difficulty and
exclusion in schools with lower confidence in
their ability to handle the problem.
Schools that form tight communities do better
spectrum of adult roles, engaging students
personally and getting them involved. These
schools have a more diffuse teacher role, with
frequent contact between staff and students in
contexts other than the classroom.
The action teachers take in response to a
discipline problem has no consistent
relationship with their managerial success in the
classroom. However, what teachers do before
misbehaviour occurs is shown to be crucial.
In well-disciplined schools, teachers handle all
or most of the routine discipline problems
themselves. Indeed, the over-use of hierarchical
referrals is a characteristic of high excluding
schools.
Reactive approaches to difficult behaviour can
and do make matters worse.
One of the most worrying assumptions is that if
mild punishment does not prove effective, then we
should try more severe punishment. In other
words, one is led into a false escalation, rather
like the postcard notice The beatings will
continue until morale improves.
Schools make a difference pupils behaviour does
NOT simply mirror behaviour at home.
Teachers engage in 1000 interactions or more a
day. It is closest to being an air traffic
controller. Teachers therefore react and make
quick decisions. If they do not have a way of
coping with the busyness they can experience
tiredness and stress.
Collaborative approaches lead to better behaviour
rather than individual teachers isolated.
Schools that promote self-discipline and active
involvement do better.
Chris Watkins, Institute of Education
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KS3 IMPACT!
4 Principles
In general we aim to 1. Set out our expectations
clearly 2. Model the behaviour and language we
expect from students In responding to
challenging behaviour, we 3. Give students
choices, rather than box them into a
corner 4. Avoid public confrontation where
necessary by being prepared to defer issues
to the end of a lesson
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KS3 IMPACT!
Creating whole-school impact
Go for small-scale gains Less is more
See it as driving whole-school improvement, not
just KS3
Plan, implement, evaluate always focusing on
IMPACT
Youre in control
Customise the strategy to your own schools
context
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KS3 IMPACT!
ENERGISING THE STRATEGY PROMOTING A WHOLE-SCHOOL
IMPACT
www.geoffbarton.co.uk
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KS3 IMPACT!