Raising Pupil & School Achievement Plan (RAP) RAISING PUPIL & SCHOOL ACHIEVEMENT PLAN (RAP) : Year 1 September 2006 to August 2007

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1 RAISING PUPIL & SCHOOL ACHIEVEMENT PLAN (RAP) : Year 1 September 2006 to August

2 RAISING PUPIL & SCHOOL ACHIEVEMENT PLAN (RAP) : Year 1 - September 2006 to August 2007 ~~~~~~~~~ Contents : KEY PRIORITIES Raising Achievement of Looked After Children Ken Stevenson 2. Raising performance of pupils in schools causing concern and schools in challenging circumstances Sue Sharp and Stephen Bugg 3. Improving Post-16 standards, achievement and provision Jim Tirrell 4. Raising achievement by improving conversion rates across key stages John England 5. Improving behaviour and reducing bullying Ken Stevenson 6. Increasing leadership capacity Jane McNeil 2

3 DEVELOPMENT PLANS National Strategy : Primary Sue Sharp/David Powell National Strategy : Secondary John England National Strategy : Jim Tirrell Improve standards achieved by pupils with SEN Ken Stevenson Raising achievement plans : English - Lyn Gaudreau Maths - Angela Easton Science - Janice Davies ICT - David Ratcliffe Monitoring ICT in the Primary phase Ian Brewer Improve the provision for very able and gifted pupils by promoting and exemplifying best practice and developing enrichment programmes for Dorset pupils Ken Stevenson Implementation of the School Improvement Partners programme to review and support the performance of all schools Stephen Bugg Improve overall access to performance data John England Continue the work with Teaching Assistants to support workforce reform Phil Browne Monitor the impact of the National Workforce Agreement and provide advice and support for schools in workforce restructuring and reform Maggie Swinnerton Raise the profile of the Extended Schools agenda. Provide information, advice, support and training opportunities for schools and partner organisations to promote the development of area-wide coherent provision Sue Lewis Children s Services CPD strategy Andy Stillman 3

4 Establish arrangements to monitor the attainment and progress of minority ethnic pupils and ensure that any identified under-achievement is addressed successfully Barbara Hart To monitor the attainment and attendance levels of Gypsy/Traveller pupils and ensure that any under-achievement is addressed through individual or whole school intervention and training programmes Nikki Wills Supporting the development of partnerships of schools to improve outcomes for children and young people Harry Turner and David Powell Enable all pupils to pursue excellence through the provision of high quality arts experiences Lyn Paine Improve the provision of high quality sport and physical activity for all pupils Lyn Paine Improve access to the ECM Five Outcomes through the implementation of the National Healthy Schools Programme Mike Hillary Improve the quality of teaching and learning for all pupils through the development of LEA policy and strategy for the use of Advanced Skills Teachers Angela Easton Recruitment and Retention/GTP and SCITT support, and monitoring of Newly Qualified Teacher programme Andy Stillman 4

5 Key Priority 1 : Raising achievement of Looked After Children KEY PRIORITIES : PLANS FOR Where we are now APA indicates that 11/33 were not entered for any GCSE in 2004 (2005 data not available) 14% attained 5+ A*-C in 2005 ( %, national average 9%) 58% attained 5+ A*-G in 2005 (national average 39%) 84% attained 1+ A*-G in 2005 (national average 50%) 16% of LAC NEET post 16 (2005) 4 out of 5 have PEPs (APA 2005) 1 in 4 has a pathway plan for preparation for adulthood. There is a disproportionate number of LAC in Learning Centres/excluded from schools What the priorities and gaps are We need to ensure that pupils are entered for external examinations wherever appropriate, raising the proportion entered for GCSE. We need to raise the proportion 5+ A*-C, aiming to match or exceed the FFT estimates. We need to increase the proportion of LAC at 16+ who are employed/in education/training We need to increase the proportion of LAC who have PEPs We need to ensure that we are providing support so that LAC are not at risk of exclusion What we will do a. Improve target setting processes for LAC b. Improve LA monitoring of Personal Education Plans (PEPs) and attainment through more effective data analysis and school monitoring c. Support schools in developing effective PEPs, and using them to improve transition, especially at KS2-3 d. Develop an Individual Learning Plan to incorporate the PEP and help transition to post-16 education, employment and training e. Provide guidance to schools to improve pastoral support for LAC and reduce exclusions f. Develop written education policies with children s homes and fostering services Outcomes for children and young people All LAC to have Personal Education Plans Improved proportion of Looked After Children taking GCSE Improved proportion of Looked After Children attaining 5+ A*- C and 1+ A*-G at GCSE at Year 11 (LPSA targets) More Looked After Children meeting or exceeding average value-added scores at Key Stages 2 and 3 (LPSA target) Reduced rate of exclusions for Looked After Children and improved attendance rates Improved proportion entering employment, education or training post-16 Strategy to evaluate: Annual review of LAC PEPs/ILPs received from schools. Annual review of performance and achievement data for LAC, including attendance and exclusion data. Sample visits to schools with LAC to review PEPs/school processes. 5

6 Key Priority 2 : Raising performance of pupils in schools causing concern Where we are now What the priorities and gaps are What we will do Outcomes for children and young people New national NRwS All schools will have a clear requirements including, the understanding of the new introduction of SIPs and new arrangements for monitoring Ofsted framework and working and supporting schools, practices, means that it is including how schools causing timely to redefine the criteria concern are identified and for identifying schools causing supported. concern. Schools causing concern will The support provided for these receive appropriate support in schools both by SIPs and by order that pupils in all Dorset other LA staff also requires schools receive at the very review. least satisfactory educational provision. There are agreed protocols for identification of schools causing concern. Schools are informed of their inclusion on the list and are given appropriate support to help them improve. The process works well as indicated by the overall performance of Dorset schools, both in external tests and at Ofsted inspection. We currently have 10 schools on the list of schools causing concern. Rewrite the protocol for monitoring and reviewing Dorset schools, including rewriting the process for supporting schools causing concern. Rewrite the criteria for classifying Dorset schools, including those schools causing concern. Agree the new criteria with all relevant associations. Appoint SIPS for all schools in line with national timelines and meeting conditions of grant. Introduce appropriate and rigorous systems of quality assurance. Strategy to evaluate : Through: - Feedback from new monitoring and steering committee meetings, - Feedback from head teachers and governors in schools causing concern, - Outcomes of Ofsted inspections, - Feedback from regional SIPs coordinators and HMI. 6

7 Key Priority 2 : Raising achievement in schools in challenging circumstances Where we are now What the priorities and gaps are What we will do Outcomes for children and young people There are 9 schools participating in an A & I project for schools facing challenging circumstances whose Social Deprivation trend over 3 years is the lowest in the LA, funded by the Primary Strategy To continue the planned project with the current network of schools, tracking and evaluating the impact each school s RAP To identify a further group of 10 primary phase schools and 3 secondary schools facing challenging circumstances based on the Social Deprivation data/linked to CVA data Network groups established by school type and location Develop the AIM programme with a further group of schools to target improvement across a range of elements as a result of self-audit: i) Leadership of learning and the management of change and innovation ii) Relevant data and its use for schools in challenging circumstances iii) Enhanced pupil learning through high quality teaching including formative assessment, pupil tracking and target setting and inclusive practices iv) Intervention strategies at Wave 2 and 3/provision mapping v) Self-evaluation linked to CPD at every level vii) Behaviour and Attendance vi) Developing and using parent partnership effectively vii) Innovation through action research Involve an appropriate range of services across PSI as a result of each school s identified priorities. The progress and achievement of a target group of pupils in a particular aspect or subject identified from an analysis of data is doubled as a result of this programme Strategy to evaluate : evaluate the evidence provided by each school s self-review of the impact of their RAP on pupil attainment for the target groups through school s individual presentations to the network. Evaluate data provided by LA and the school. 7

8 Key Priority 3 : Improving Post-16 Standards, Achievement and Provision Where we are now What the priorities and gaps are What we will do Outcomes for children and young people Achievement at level 3, in Dorset sixth forms is broadly in line with the national average but below that of statistical neighbours, with the gap widening over the last three years (from 14.3 to 16.7 APS). This situation also reflects a significant decline in overall performance from the above average standards achieved in key stages 2-4. Access to below level three qualifications is limited in some school sixth forms reducing appropriate progression opportunities for a cohort of learners. Significant work has been undertaken to address this situation and current achievement is an improvement on three years ago when APS was below the national average. Improving sixth form performance needs to be profiled as a priority in some schools. On going analysis and development of available data (in partnership with LSC) needs to continue to identify specific issues for further investigation and action at both individual schools and cross county level. Specific work needs to be undertaken to develop and share good practice in teaching and learning, planning, recruitment, transition and retention, analysing progression and academic tutoring. Specific action/approaches to post 16 self-evaluation also need to be further developed and promoted. Reinforce the significance of post 16 standards and importance as improvement priority Improve post 16 teaching and learning by engaging ASTs, inspectors and key staff in schools in development activities, targeted at identifying, developing and sharing good practice in T&L, planning, recruitment, transition, retention strategies and student support. Produce a series of materials (including DVD lessons) for use in exploring and promoting what constitutes high quality post 16 T&L. Improve the quality of monitoring, interpretation and use of post 16 data, Review and provide direct support in schools with sixth form identified as underperforming. Revise the post 16 selfevaluation framework to align it with SEF and new inspection framework. Improve the achievement of young people taking level 3 qualifications in sixth forms and so improve their opportunities for effective progression into HE and employment. Success Criteria/Targets By % of students in Dorset school sixth forms achieving value added above the national average ( %), with an APS of 280 ( ). * Continue to improve young peoples access to a wider range of learning opportunities - linked to individual needs and aspirations. In collaboration with LSC publish baseline data for Dorset level 2 achievement at 19. To raise the 06 figure by a minimum of 2% in 08 - in line with national targets. 8

9 Further work is required to expand the range of below level 3 provision available in school sixth forms. Work with schools to explore opportunities for providing below level 3 qualification in preparation for implementation of National Entitlement. * LPSA Targets. Strategy to evaluate : Evaluation by DfES and their consultants as part of the Funding and Implementation Pilot. 9

10 Key Priority 4 : Raising achievement by improving conversion rates across key stages Where we are now What the priorities and gaps are What we will do Outcomes for children and young people KS4 Dorset s performance at GCSE 5A* - C has been relatively static since %-02, 59.8%-03, 59%-04, 61%-05 During this period Dorset s national performance rank (NPR) has fallen from 15th to 23rd for performance at 5A* - C Attainment at GCSE is above average but the rate of improvement is below the national Conversion from KS3 to KS4, L5 to C+ in core subjects: Dorset England EN MA SC Supporting the improvement of underperforming departments. Improving the performance of schools where results have been static for a number of years Improving the quality of subject leadership and the line management of departments. Developing coherence in the support provided to schools by inspectors and consultants. Preparing for the inclusion of English and Mathematics in the 5+ A*-C measure. Building on the gains made at KS3 to improve performance at KS4 Continue with the GCSE raising achievement project working with schools where results have been static for a number of years. Provide specialist support and, where necessary, intervention for underperforming departments. Provide training in line management for schools and training and network support for subject leaders. Develop consistent ways of working in a secondary team of inspectors and consultants. Make schools aware that KS3 to KS4 conversion is not as strong as at KS3 and include improvement of conversion in agreements where this needs to be a priority for the school. Dorset performance at GCSE is improving at faster rate than the national improvement by KS4 L5 to C+ conversion rates rise to 4-6 points higher than the national in English; 2-3points higher in maths; and 3-5 points higher in science - all by

11 Where we are now What the priorities and gaps are What we will do Outcomes for children and young people KS3 English conversion rates between KS2 and KS3: Dorset England L3 to L L4 to L L4 to L L5 to L Increasing the KS2 L3 and L4 to KS3 L5+ rates. Improving the conversion rates to the higher levels, specifically increasing the proportion of pupils achieving L6+ in English Make schools aware of the Dorset/England relativities and that English conversion is weaker than in Maths and Science. Provide training and advice in further developing catch-up programmes and in helping more pupils to advance by two levels through the key stage. More pupils achieve the expected standard. More pupils progress by 2 levels between KS2 and KS3 KS2 English L2C to 4: The 3 year trend is not secure and in 2005 the conversion rate declined by 6% compared to 2004 Mathematics L2C to L4: The trend between is steadily declining year on year Identifying target schools where the trend in the conversion rate differs from the Dorset average in either English or mathematics or in both subjects Focusing on the gap in attainment and achievement of boys and girls, especially in writing L2C to L4 Using 2006 data, identify a target group of schools to participate in a workshop programme to improve the performance of pupils who are falling behind in Years 3, 4 and 5. This will consist of: - A modelled self-audit to support each school in identifying personalised key actions for improvement. - A CPD workshop programme to match each school s identified needs with an overview for each school s headteacher and key leaders The declining trend in the rate of conversion in the priority issue is reversed by Each school in the target group attains the improvement goals set for specific groups of pupils in all years. The overall value added measure for Dorset rises to at least in

12 KS2 continued Where we are now What the priorities and gaps are What we will do Outcomes for children and young people English L3 to 5: The overall trend between is declining and the conversion rate in 2005 reduced significantly by 8% Improving the percentage of pupils who convert from L2C to L4 in both English and Mathematics Improving the percentage pupils who convert from L3 to L5 in English - in-school modelling and coaching by consultants, impact reviewed by senior leaders Work with school leaders to apply relevant elements of NCSL research 'Within School Variation' to ensure consistency in the quality of teaching and learning The consistency of the quality of learning and teaching improves across Key Stage 2. SEN PANDA 2005 indicates that CVA in 80% of Dorset schools was broadly in line with the national average, with around 16% having one or more measures (KS/SA or SA+) significantly above average and around 6% having one or more measures significantly below average. Raising achievement in the small number of schools where the CVA indicates significant underachievement. Provide further training for SENCOs on self-evaluation, target setting and strategies to raise achievement. Develop a Children s Services raising achievement team to provide support for schools in which CVA for pupils with SEN is significantly lower than average. No Dorset schools have significantly lower than average CVA scores for pupils with SEN. Strategies to evaluate : Primarily analysis of national and Dorset data, which will be supplemented by school tracking information at KS2, feedback from SIPs and OFSTED inspections. 12

13 Key Priority 5 : Improving pupil behaviour and reducing bullying Where we are now APA 2005 identified need to improve support for strategies to deal with behaviour in secondary schools CYPP say that poor classroom behaviour stops some pupils from achieving as well as they could and identified bullying as their most significant concern. Permanent exclusions dropped from 73 in 2003/4 to 46 in 2004/5, much better than national average; fixed term exclusions dropped across the authority from 25.1 days lost per 100 pupils (secondary phase) to 21.9 days, but rose significantly in some areas. More primary pupils are excluded or at risk of exclusion, especially those with SEN What the priorities and gaps are Schools and pupils need to feel confident that LA strategies are improving behaviour and promoting greater achievement. We need to reduce bullying and the fear of bullying in schools. The LA has set challenging targets for reducing exclusions further to a) 30 or fewer permanent exclusions in 2006/7 b) No more than 19.7 days lost per 100 pupils in secondary schools through fixed term exclusions in 2006/7 There is a need to reverse this trend. What we will do a. Promote emotional health and well-being through a multiagency CPD programme b. Develop and implement an LA anti-bullying strategy c. Improve curriculum opportunities for pupils at KS4 d. Improve the monitoring of personal development in schools e. Improve guidance for schools on exclusion procedures and alternatives, especially for SEN and primary schools f. Develop multi-agency teams to support school partnerships in improving behaviour g. Establish a register of pupils at risk of exclusion and identify schools at risk to provide early support h. Develop Children s Services multi-agency support for schools causing concern Outcomes for children and young people Pupils feel that behaviour is improving in their schools and classrooms Schools feel that LA support is improving Improved pupil behaviour and personal development, assessed through OfSTED inspections Reduced number of permanent exclusions and days lost through fixed term exclusions Strategy to evaluate: Annual pupil perception surveys (sample); Review of school perceptions through SIPs programme; Review of OfSTED grades for personal development; Reduction in number of exclusions/days lost. 13

14 Key Priority 6 : Increasing Leadership Capacity (a) Increasing the capacity of schools, promoting self-management and self-evaluation Where we are now What the priorities and gaps are What we will do c) 34 schools validated to date. Second tranche of headteacher validators selected, now 18 cross phase. Training provided by LA validators as heads undertake first Validation. d) Almost all heads have had SEF training; all should have submitted SEF by July 05. LA SEF webpage updated regularly. e) SSE 2-day course, attended by 140 heads/senior leaders f) SDP course new in 2005, rolled out twice (approx. 80 colleagues) g) Comparative performance data forwarded to schools h) Management training currently provided through HR and Governor Services c) some loss of momentum autumn term 05, pressures of TLRs and completion of SEF. g) Some communication/coordination issues between different sections of the LA h) Missed opportunities for PSI to take a lead a) Implement the School Improvement Partner Programme, training schedule and monitoring of SIPs b) Introduce and promote Leading Learning Schools to act as an innovative model c) Promote Dorset s Validation scheme, revise the format of the Desktop Review and link revalidation into the SIP programme d) Develop evaluative skills of school leaders in Sharpening their SEF and providing opportunities to Test out their SEF with LA inspectors e) Continue training programme in developing self-evaluation strategies f) SDPlanning course continuing, linked to SEF, CPD and PM g) Expand the range of management information to support SSE, by LA and other partner providers (eg DfES, NCSL) h) Introduce training for school management issues, eg personnel issues and school Performance Management Outcomes for children and young people OVERALL OUTCOME: Successful leadership of LA schools will raise standards and pupil achievement in: - academic subjects - personal development and wellbeing, including SMSEC and progress towards the ECM Five Outcomes Success criteria: L&M in all schools judged at least satisfactory by Ofsted Inspectors, 2/3rds good or better Monitoring of SIPs shows the effectiveness of their work 20 new schools per year achieve Validation and 100% revalidated after 3 years 4 Leading Learning schools established, an innovative model, impacting on 8 other schools All new heads undertake LA SSE programmes Data being used at classroom level to improve pupil achievement Schools have relevant knowledge to make effective HR decisions 14

15 (b) Promoting and facilitating System Leadership - collaboratives, networks and partnerships Where we are now What the priorities and gaps are What we will do Outcomes for children and young people a) Priority to gain a real vision as to the school /collaborative/la of the future in order to design the leadership programmes to service them. Work in partnership with Extended Schools co-ordinator. a) Develop leaders who are confident and effective in working in an extended school context/ integrated settings eg Early Learning Parenting Skills OVERALL OUTCOME Improved outcomes for pupils in individual schools through brokerage and facilitation of effective networks, collaboratives and partnerships b) Conference early summer term to provide Headteachers with up to date information on effective collaboration /networking and to outline LA support for developing collaborative CPD c) Small School Programme Evaluations very positive to date b) Finalise LA strategy. Successful conference. Train LA personnel July 2006 c) Complete a Small Schools policy outlining LA s support for and monitoring of small and rural schools, including policy and protocols for federation and amalgamation. Gap in the advice/support for small middle & secondary schools b) Facilitate collaboration between schools and the sharing of successful practice. Identify, sustain and evaluate the leadership of existing networks that have been LA driven or self-set c) Support small school clusters and the rurality of many Dorset schools; eg commence 5th year of the Dorset/NCSL programme for supporting SSE and leadership skills. Establish protocol for schools either amalgamating or federating Success Criteria/Targets: Improved staff/leadership CPD leads to improved achievement for all pupils Education provided as close to home community as possible More opportunities for broader education through closer collaboration 15

16 (c) Developing the programme to ensure future succession in headship Where we are now What the priorities and gaps are What we will do Outcomes for children and young people a) 3 day Developing Potential Leaders course introduced 05/06 for prim/mid/special phase successful feedback b) Secondary deputy headteacher conference is an annual event. c) NPQH tutor in L&M team, offers advice to all Dorset applicants. Completion of programme celebrated. Exceeded target 05/06 d) HT appointment pack currently being updated, to give better advice for governors and A&I staff e) Revised heads induction programme started Sept 05, to include L&M team visits, 2 day residential, HT mentors, monitoring and evaluation f) Support for middle leaders; eg Subject Leaders primary, middle, special. Annual 2 day course a) more potential to expand within all phases b) primary/middle/special is a current gap in provision c) lack of follow-through from NPQH completion to headship d) Appointment procedures several gaps, eg advice on ISR rates, example adverts to attract interest, example timetables e) evaluation of programme scheduled June 06 a) Expand the 3 day Developing Leadership Potential course and introduce at secondary phase b) Re-introduce deputy/ assistant head network at primary/middle/special level. Support programme at secondary level c) Work with successful NPQH candidates to establish a bank of acting headships/ future headships. Continue to offer advice and encourage/ monitor applications. d) Revise headship appointment procedures; give coherent, consistent advice to governors. e) Further develop headteacher /long-term acting headteacher induction, to include role of accredited headteacher mentors f) Continue the development of middle leaders, eg for subject leader, with links made to HMI single subject inspections OVERALL OUTCOME: Increased number of heads and senior leaders of the future are better equipped to assume leadership roles Success Criteria/targets: new heads well supported in L&M, working effectively by the end of Year 1 in post increased number of candidates, with experience, applying for senior posts/headships fewer number of senior posts being re-advertised 30 successful NPQH applications 06/07 Governors more effectively supported through headteacher appointment process HMI single Subject Inspections all schools have Overall Effectiveness reported at least satisfactory or better 16

17 (d) Enabling the voice of young people to be heard and to play a part in educational leadership Where we are now What the priorities and gaps are What we will do Outcomes for children and young people a) County School Council created, elected by reps of Pyramid School Councils. Met with Children s Services Director to discuss CYPP b) 6 Pilot schools working towards achieving Stage 1 RRS. a) Link CSC to County Youth Council and UK Youth Parliament b) No Dorset Secondary involved in pilot, being explored. a) Development of the County School Council b) Commence the Rights, Respecting Schools Award OVERALL OUTCOME The rights of all Dorset young people, as enshrined in the UN Convention on the Rights of the Child, are protected and promoted in all Dorset schools. Success Criteria/targets: Effective Pupil Voice in decisions taken that affect them in their County. 10% of schools working towards Stage 1 of RRS Award by June 2007 Strategies to evaluate: Leadership and Management grades identified in Ofsted Inspections, analyses of strengths and weaknesses in L&M Monitoring of the work of School Improvement Partners Numbers of schools gaining Awards/Validation in line with target figures Evaluations from LA leadership courses Evaluations from headteachers at the end of their first year in headship in Dorset Data from governors re numbers applying for senior posts/number of re-advertisements 17

18 TARGETS FOR KS2 English L4+ Maths L4+ 85% (82) 84% (82) KS3 English L5+ Maths L5+ Science L5+ ICT L5+ 80% (78) 80% (70) 80% (71) 80% (71) KS4 5+ A*-C APS 65% (65) 381 (381) (The figure in brackets is the aggregated schools target) Targets for improving the educational attainment of Looked-After Children (from LPSA 5) Average achievement rate over the three years to Percentage of Looked After Children leaving care aged 16 or over with 5 or more GCSEs at grades A*-C or equivalent Percentage of Looked after children leaving care aged 16 or over with 1 or more GCSE at grades A*-G or equivalent 13.8% 61.8% 18