Blackpool School Improvement Plan Steps to Outstanding

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1 Blackpool School Improvement Action Plan Steps to Blackpool School Improvement Plan Steps to Page 1 of 6

2 Introduction Raising the educational achievements of our children and young people is a top priority for Blackpool Council. This strategy document outlines how we will achieve this in a changing educational landscape, working in new and modified ways. We want Blackpool to be a place where all children and young people learn and develop so they can achieve their full potential. Building upon our existing good practice, we will continue to strive to promote a strong inclusive educational community of which we can all be proud, and that will meet the needs of all our children and young people. Vision for Blackpool Children Children will thrive in Blackpool, well supported by their families, community and council services. Our purpose is to support children, enabling them to fulfil their potential and enjoy growing up safe, healthy and happy. Through our shared vision and values we work collectively with our partners to improve the lives of children and their families. Children s Services work as one team, delivering a range of services, putting children at the heart of all we do. We build resilience, working with children and their families not doing things to them. We respond to individual needs swiftly and appropriately and to know whether we have made a positive difference. Putting children first we listen to children, respect their views and champion their rights, giving the most vulnerable citizens a strong voice. We work in close partnership with schools and other educational settings to ensure we are able to provide children and young people with the best possible opportunities to learn and to develop. We are champions for children. We focus relentlessly on improving outcomes in all areas, particularly at Key Stage Four and in English and mathematics. We work in collaboration with all relevant agencies to reduce the impact of disadvantage on learning outcomes and ensure equality of opportunity. School leaders are the people best placed to meet the challenge of raising standards and eliminating underperformance while the Local Authority continues to retain a pivotal function in the challenge of underperformance for all young people, brokering the deployment of multi-agency resource in order to support schools in the raising attainment. The LA leads the coordination and networking role to improve school-to-school support across Blackpool local authority and develop efficient and effective relationships with other partner organisations such as voluntary and independent providers, further and higher education, academies, diocese and Teaching Schools. National Context The Education Act 2011 initiated a changed system emerging with new models of delivering school and pupil support. For all local authorities the growing number of academies, the advent of free schools, along with reduced resources impacts the ability for Local Authorities to continue to provide services directly. From 2014 the Children and Families Act will place further duties on local authorities to ensure effective collaboration between education, health and social care in the provision of a local offer for children with specific learning needs. So it is more important than ever, that partnership working, already well established in Blackpool, continues to provide a system which is robust in providing the range and quality of provision required to ensure that all children and young people fulfill their potential. Page 2 of 6

3 Local Context The local authority has been working with headteachers and governors to build this new partnership with schools. Together we have a clear recognition of the schools primary responsibility for school improvement, alongside the strategic leadership role of the local authority and the fulfillment of its statutory duties. It is our aim that every school in Blackpool will be judged to be good or better. Working in partnership with headteachers, Governors, sponsors and the Fylde Coast Teaching School is critical if we are to maximise the significant expertise, experience, skills, understanding and knowledge across Blackpool schools. However, improving educational outcomes also depends on a much broader approach to raising achievement, so we will continue to emphasise the need for a range of provision working to support healthy families and communities. Partnership Framework A strong feature of Blackpool education is the effectiveness of partnership working and the shared priorities between schools and other organisations. Health and Wellbeing Board Blackpool Safeguarding Board Children s Trust Blackpool Joint Steering Committee Early Years Strategic Group Blackpool Primary Federation Blackpool Secondary Federation The Blackpool Schools Partnership Blackpool SEN Partnership Multi Academy Trusts & Academy Sponsors Further and Higher Education Partners School Behavior Partnerships Diocese of Lancaster & Blackburn Annual review visit Partnership Outcomes To deliver successful outcomes the Council, schools and other partners involved in education will need to commit resources in order to maintain a local self improving schools system within Blackpool which allows us to: provide strong leadership and governance meet our statutory duties monitor, challenge and support all Blackpool schools irrespective of school designation develop strong partnerships which deliver positive outcomes for children deliver our strategic priorities provide an appropriate range of provision reflective of the needs of Blackpool children deliver the Local Offer for SEND to children, young people and families Page 3 of 6

4 To do this we will work with schools and other partners to: ensure all children and young people attend schools that are good or better. ensure looked after children have the opportunity to attend schools which are good or better. raise the attainment of children and young people and narrow the achievement gap. improve language development, reading and communication improve mathematical development maintain into adulthood, a desire for learning, skills development and ambition for the future ensure sufficient and appropriate places within good quality learning environments are available for all children and young people. securing access to a comprehensive local offer for all children with SEND. Collective partnering targets will be measured by the success of our weakest students and opportunities for the strongest students to excel. School Improvement Priorities Head teachers and senior officers have identified the following key priority areas for school improvement. Improving the quality of school leadership. Improving the quality of teaching and learning Improving school attendance. Raising attainment at KS4 especially in Maths and English. Raising attainment of more able pupils Managing pupil behaviour whilst reducing exclusions Closing the attainment gap for different groups of pupils (e.g. gender, Pupil Premium, SEND, mobile) Key Performance Indicators School Improvement Attendance % Overall absence (primary) % Persistent absence (85%) (primary) % Overall absence (secondary) % Persistent absence (85%) (secondary) Attainment % attaining Good Level of Development (primary Key Stage 1) % reaching expected level in Phonics (primary) Page 4 of 6

5 % attaining Level 4+ Reading, Writing and Maths (primary) % making expected progress Reading (primary) % making expected progress Writing (primary % making expected progress Maths (primary) % attaining 5+ A*-C CGSE inc. English and Maths (secondary) % making expected progress English (secondary) % making expected progress Maths (secondary) Attainment (more able) % attaining Level 5+ Reading, Writing and Maths (primary) % progressing 3 levels Reading, Writing and Maths (primary) % attaining 5+ A*-A GCSE in English and Maths (secondary) % progressing 4 levels in English and Maths (secondary) Leadership % Blackpool LA schools judged by Ofsted to be good or better Pupil behaviour % Fixed term exclusion (primary) % Permanent exclusion (primary) % Fixed term exclusion (secondary) % Permanent exclusion (secondary) Closing the Attainment Gap For groups based on gender, Pupil Premium, SEND, mobility: % attaining Level 4+ Reading (primary) % attaining Level 4+ Writing (primary) % attaining Level+ 4 Maths (primary) % attaining Level 4+ Reading, Writing and Maths (primary) % making expected progress Reading (primary) % making expected progress Writing (primary % making expected progress Maths (primary) % attaining 5+ A*-C CGSE inc. English and Maths (secondary) % making expected progress English (secondary) % making expected progress Maths (secondary) Closing the Attainment Gap for post 16 students % participation in full time education or work-based learning (aged 16) % participation in full time education or work-based learning (aged 17) % attaining Level 2 Qualification Achievement by age 19 % attaining Level 3 Qualification Achievement by age 19 Page 5 of 6

6 Statutory Duties The local authority is mindful of its statutory requirements for school improvement and will maintain this capacity with regards to maintained schools: make the Instrument of Governance for all schools and federations of schools. ensure clarity of statutory policies required by all governing bodies. take action when a school goes into an Ofsted category of concern. issue a performance, standards and safety warning notice if the school is causing concern that is not being remedied by appropriate action. i ntervene in a school judged by Ofsted to be in special measures or requiring significant improvement, or which has failed to comply with a warning notice. develop accessibility strategies to facilitate better access to education for disabled pupils. support and challenge governing bodies. secure sufficient good quality school places in their area. provide an annual prospectus on all local primary and secondary school provision. provide full time education from the sixth day of exclusion for permanently excluded pupils and for pupils who are excluded from a pupil referral unit for a fixed period of more than five days. (Education Diversity support schools to ensure that looked after children who are excluded are given access to provision from day 1.) promote the educational achievement of children looked after. all the current SEN and statutory duties and new duties that will be part of the Children and Families Bill when it becomes law. Additionally, there is a legal obligation on the local authority to monitor the performance and standards in educational establishments other than LA-maintained schools (including academies, free schools and PVI settings) operating in Blackpool. Resources Our plan is resourced using existing officer time from the recently increased School Improvement Team, and officer time from Blackpool s ICT and Communication teams. Support from the Local Authority sector, brokered by the National College, includes a partnership arrangement with Liverpool Local Authority School Improvement Team, and sharing the good practice of North West local authorities through the ADCS School Improvement group. Blackpool council is funding the Maths and English Challenge initiatives from central resources. Blackpool and Fylde Coast Teaching Alliance resources National and Local Leaders of education. Page 6 of 6

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