1) Why the Blackpool Challenge Exists Working in partnership Blackpool early years settings, primary and secondary schools and post 16 settings, academy sponsors, local authority, Diocesan boards, and business leaders are committed to improving outcomes for all children and young people (0-19) in collaboration with the office of the Regional Schools Commissioner and Department for Education. Working in partnership with public, private, third sector and voluntary organisations the Blackpool Challenge Board will support leaders, teachers, parents and carers, children and young people and wider agencies to build on current successes to achieve national targets and become a world class centre for education. Vision statement 100% of children progress 100% of the time. We want Blackpool to be a place where all Blackpool children receive a world class education, enabling every child to achieve their best regardless of background, vulnerability or disadvantage. We want every child to have local (particularly in the development of the energy coast), regional and national employment prospects, where they have the freedom to pursue their chosen career. Mission statement We are committed to working together to improve the outcomes for young people through a self-improving education system. Blackpool will ensure strong and inclusive learning communities, build resilient learners and foster supportive relationships between parents, carers and the local community. Blackpool schools and settings will become outstanding through strong leadership, quality teaching and high expectations of learners which fosters the aspiration for every child to achieve their full potential.
2) What we aim to achieve through the Blackpool Challenge Purpose & Targets The Blackpool Challenge Board (early years, primary, secondary, post 16, special, PRU, academy and local authority leaders) will lead a change management programme that will: 1. Ensure that every child is attending at least a good school Targets 2015 (baseline) 2016 2017 2018 OFSTED grade % of schools that are good or outstanding % of schools that are outstanding 85.2% 0% 90% 100% 20% % of schools that are good or outstanding 26.6% (2 out of 71. (5 out of 100% % of schools that are outstanding 0% 28.6% (2 out of 42.9% (3 out of 2. Improve pupil outcomes in reading, writing, maths, science and technology Pupil Progress () - KS2 % of pupils making expected progress in Reading Blackpool FFT-D (performance of top quartile) 91.7% Target for expected progress in Reading Above Above Above % of pupils making expected progress in Writing Blackpool FFT-D (performance of top quartile) /Target 90% to 91% 96.0% 90% to 91% 90% to 90% 9 90% to 90% Target for expected progress in Writing Above Above Above % of pupils making expected progress in Maths Blackpool FFT-D (performance of top quartile) 86% to 87% 91.1% 87% to 87% 88% to 88% 9 9 Your target for expected progress in Maths Above Above 9 Above 9 Pupil Progress () KS4 % of pupils gaining A*-C in English 60% to 65% 56% to 62% 63% to 71% 63% to 71% 57.0% Target for % of pupils gaining 5A*-C in English Above 62% Above 71% Above 71% % of pupils gaining A*-C in Maths 58% to 62% 54.5% 65% to 72% 65% to 71% - 67% to 73% - Target for % of pupils gaining 5A*-C in Maths Above 65% Above 71% Above 73% % of pupils achieving 5A*-C grades including English & Maths Blackpool (FFT-A to FFT-B range) 49% to 52% 47% to 50% 55% to 59% 55% to 58% 41.8% Target for 5A*-C including English and Maths Above 50% Above 59% Above 59% EBacc and Progress 8 Our target for % of pupils who will achieve the ebacc Our target outcome for Progress 8 Awaiting targets from schools Awaiting targets from schools
3. Improve behaviour, engagement and attendance in all schools and settings Pupil Behaviour Number of permanent exclusions per year No. of managed moves to the Pupil Referral Unit Number of pupils in the PRU at year end 59 12 314 35 8 279 30 8 243 20 8 220 Attendance % of overall attendance % of pupils who are persistently absent (+) 95.9% 6.6% 96.5% Below 5% 97% Below 97% Below % of overall attendance % of pupils who are persistently absent (+) 93.5% 17.1% Below 15% 96% Below 12% 96% Below Transience % of total pupils that leave mid-year Number of pupils opting for Elective Home Education 7.5% 61 6% 50 5% 40 5% 30 Pupil Satisfaction Awaiting feedback from schools regarding the measures that they use We are carrying out the pupil voice survey in the 2nd half term to gain baseline data Social and Emotional Development Awaiting feedback from schools regarding the tools they use We are currently carrying out the Mental Toughness Questionnaire with pupils to understand pupil confidence, commitment, control, and reaction to challenge to Transition Net gain/loss of pupils during to transition -219-150 -100 0 4. Improve parent and carer engagement with schools and settings Awaiting feedback from schools regarding the measures that they use Schools Parent voice survey to be carried out in secondary schools at the end of term 1/start of term 2
5. Improve employability and employment prospects of all children and young people Minimising the number of NEETS and Not Knowns Blackpool % of school leavers who are NEET at 16-18 Blackpool % not known 7.1% (356) 5.9% (316) 6.5% 5% 3% 3% Maximise uptake of further education and employment & training from 16-18 Blackpool % of pupils attending Further Education Blackpool % of pupils joining employment with training Blackpool % of pupils joining employment w/out training Maximise transition to employment or higher education at 19 % of pupils who apply to university % who applied that then receive offers % of pupils attending higher education % of pupils attending OxBridge Universities % of pupils attending Russell Group Universities % of pupils attending top third Universities 74.2% 8.1% 4.3% UCAS providing data 76% 78% 80% 3% 6. Provide school staff in Blackpool schools with the support and training that they need to meet the vision (to be discussed) Staff satisfaction Awaiting feedback from Schools regarding the measures they use School to conduct the staff voice survey in half term 2, providing a baseline Staff development Awaiting feedback regarding school practice in evidencing the need for and the effectiveness of staff CPD Conducting the iknowmyclass tool in the 2 nd half term to evidence staff development needs and provide a baseline Leadership Development Awaiting feedback from schools regarding leadership qualifications and leadership development practice within schools
3) How the Blackpool Challenge Board will support the change Approach The Blackpool Challenge will: Lead a coordinated partnership approach that will provide a forum for the discussion, agreement and delivery of joint actions Engage with external partners to source evidence-based support to improve outcomes for children, young people and their families, teachers, leaders wider agencies Work in partnership to secure funding, resources and appropriate support Engage with further and higher education providers and employers to provide appropriate training and qualifications leading to employment Provide a channel for local, regional and national communication that delivers accurate and supportive coverage of activities within Blackpool. Structure The Blackpool Challenge is formed of a main board and 3 sub-groups. The main board will take strategic oversight of the delivery against the aims of this document and will lead on discussions around supporting the improvement of governance and leadership across the town. There will be 3 other sub groups: Data & Evidence Teaching & Learning Inclusion & Supporting transition The planned remit of these groups is set out in the following section entitled Areas of Focus. Areas of focus The Blackpool Challenge Board will oversee the development of change strategies against 4 key areas. These are: 1. Governance and Leadership Led by Challenge Board, chaired by Prof Sonia Blandford Role: Establish a governance structure that maximises the ability to collaborate across the town, and develop leadership development pathways to generate the future leaders of Blackpool education. Understand current structures/meeting groups Develop and implement a new structure that maximises collaboration and minimises time commitment from leaders Develop a town-wide leadership development plan, supporting development of current and future education leaders 2. Data and Evidence Led by the Data & Evidence sub-group, chaired by Stephen Tierney Role: Develop a town wide approach to performance management, understanding where success should be celebrated and where further support is most required Understand current practice on assessment and data gathering (summative assessment, formative assessment and assessment of needs) Share and build upon current best practice of assessment and seek evidence based practice that could support the development of assessment practice Develop data architecture and analytical functions to underpin the targets of the Blackpool Challenge, providing regular updates on progress and the ability to highlight/celebrate success Monitor progress against targets and ensure early identification of issues with progress Monitor evidence based reports of effective practice (including, but not limited to the EEF) and distribute any interesting studies that might inform practice in Blackpool
3. Teaching and Learning Led by the Teaching & Learning Sub Group, chaired by Jill Gray and Prof Sonia Blandford Role: Establish a town-wide approach to improving teaching & learning Understand current Teacher CPD provision and make recommendations for collaborative improvements to CPD Understand current frameworks for measuring quality of delivery in the classroom (formal observations, peer observations and pupil experience) and build upon best practice Develop collaborative approaches to family/carer engagement Understand practice on assessment for learning, and behaviour for learning and build upon best practice Understand practice on developing curricula and how schools might best share curriculum materials and gain access to online curriculum tools and other resources to support learning Develop curriculum sharing between and settings to ensure smooth transitions between settings Develop collaboration and seek opportunities to develop the co-curricular delivery opportunities, widening the horizons of young people. 4. Inclusion and supporting transition Led by the Inclusion and supporting transition sub group, chaired by Wendy Casson & Felicity Greeves Role - To establish a town-wide approach to supporting pupils to make the most of their education and transitions Understand how data should best be compiled to monitor where each young person is and their movements between education establishments (permanent exclusions, fixed term exclusions, transfers into area, transfers out of area, transfers between schools and transfer to home schooling) Set out processes and protocols for exclusions, referrals and for re-integration of pupils from the PRU into mainstream, committing to targets for the scale of the PRU Understand the role that the PRU can play in early intervention work around preventing crisis moves and implement a permanent exclusion board to ratify permanent exclusions Set out processes and protocols for early identification of the causes of bad behaviour/non-attendance (basic skills needs, SEN, mental health & welfare) Build capacity within schools and partners to intervene early with young people and support reintegration for those ready for mainstream education Resource the PRU fairly and consolidate the number of sites on which it is based Develop cluster relationships between secondary schools and primary schools to develop collaborative practice on transition support, including year 5-8 curriculum models, literacy and numeracy support, teaching & learning practice and early need identification Understanding how best to implement the opportunity offered by Head Start to support better transition outcomes for pupils Understand how we significantly reduce the transitions between schools (managed moves) and the number of children seeking secondary schooling outside of the town.
Values & Ethos The Blackpool Challenge Board seek excellence for Blackpool children by being: Supportive Work to understand a situation and empathise with the situations of others Champion the Blackpool Challenge Board and its partners Always go the extra mile we will succeed or fail by the last 1-2% Celebrate the success of others Challenge where we need to, but always provide constructive feedback Humble Be willing and able to self-reflect, seek feedback and constantly improve Ask for help sooner rather than later Respect the contribution that others have to make Give credit where it is due Honest Be clear and open about limitations and assumptions Build honest, trusting relationships with colleagues and partners Do what is right Collaborative Be easy to get on with - listen, understand and respond to the views of others Communicate clearly, making simplicity out of complexity Develop lasting, sustainable partnerships focussed on maximising social impact Build the solution with our partners Aspirational Aim to achieve the best possible outcome for every child Understand and plan for how we are going to reach our aspirations, setting SMART goals Have high expectations of ourselves, children and adults and clearly demonstrate those high expectations Accountable Be clear with the targets we are trying to achieve as individuals, schools and as a town Assess progress regularly and robustly and analyse results to understand progress Use evidence and qualitative investigation to constantly adapt and improve practice Should you have any questions or thoughts regarding the Blackpool Challenge Board approach, please contact: Prof. Sonia Blandford Chair of the Blackpool Challenge Board Sonia.blandford@afa3as.org.uk 07584 528 801 @SoniaAFA3AS