Derby Diocesan School Improvement Service Journey to Outstanding Sue Vasey Senior School Improvement officer Derby City Council

Mark Mallender Director of Schools Derby Diocese

Knuckling down and succeeding in school puts an average of £140,000 in a young person’s back pocket Achieving 5 A* to C GCSE grades, including the vital English and maths subjects, adds £80,000 to a student’s earnings over their lifetime. A further £60,000 is added to their wages if they go on to achieve at least 2 A levels, highlighting the economic value of the increased knowledge, confidence and employability that arises from success in school.

The Ofsted website has moved to GOV.UK. • GOV.UK is the new home for all Ofsted’s published information including framework and policy documents, good practice resources, news and speeches, survey reports, registration guidance, statistics and consultations. • Inspection reports will not be moving. Instead, they can be found at www.reports.ofsted.gov.uk • National Archive website contains all old documents.

One of the world’s leading government websites’ and won the 2013 ‘Design of the Year’ for “its well thought out yet understated design, making the user experience simpler, clearer and faster”. ‘

Summer born

• Heads and local authorities will decide when summer born children should start school if a parent requests their child is admitted outside their normal age group. • Whilst there is no statutory barrier to children being admitted outside their normal age group, parents do not have the right to insist their child is admitted to any particular age group.

2014 Floor Standards for Primary Schools

For 2014 performance, a primary school is deemed to be below the floor standards when all of these criteria apply: • fewer than 65% of pupils achieve Level 4 or above in all of reading, writing and mathematics • fewer than the median percentage (94%) make expected progress in reading (average 91%) • fewer than the median percentage (96%) make expected progress in writing (93%) • fewer than the median percentage (93%) make expected progress in mathematics. (89%)

There are four ‘Excellence As Standard’ domains: • • • •

Qualities and knowledge Pupils and staff Systems and process The self-improving school system

Within each domain there are six key characteristics expected of the nation’s headteachers.

• This Code applies with immediate effect. • It will apply to admission arrangements determined in 2015 for admission in school year 2016/17 and any future years. • The Code applies to admissions to all maintained schools in England. • It should be read alongside the School Admission Appeals Code.

It covers: • admission arrangements • applications and offers • ensuring fairness and resolving issues • relevant legislation • It also features an admissions timeline.

It should be read alongside the ‘School admission appeals code’.

Understanding and knowledge expected of pupils as a result of schools promoting fundamental British values: • an understanding of how citizens can influence decision-making through the democratic process; • an appreciation that living under the rule of law protects individual citizens and is essential for their wellbeing and safety; • an understanding that there is a separation of power between the executive and the judiciary, and that while some public bodies such as the police and the army can be held to account through Parliament, others such as the courts maintain independence; • an understanding that the freedom to choose and hold other faiths and beliefs is protected in law; • an acceptance that other people having different faiths or beliefs to oneself (or having none) should be accepted and tolerated, and should not be the cause of prejudicial or discriminatory behaviour; and • an understanding of the importance of identifying and combatting discrimination.

Examples of actions that a school can take: • include in suitable parts of the curriculum, as appropriate for the age of pupils, material on the strengths, advantages and disadvantages of democracy, and how democracy and the law works in Britain, in contrast to other forms of government in other countries; • ensure that all pupils within the school have a voice that is listened to, and demonstrate how democracy works by actively promoting democratic processes such as a school council whose members are voted for by the pupils; • use opportunities such as general or local elections to hold mock elections to promote fundamental British values and provide pupils with the opportunity to learn how to argue and defend points of view; • use teaching resources from a wide variety of sources to help pupils understand a range of faiths, and • consider the role of extra-curricular activity, including any run directly by pupils, in promoting fundamental British values.

Exclusions

The School Reform Minister Nick Gibb has removed the current guidance to address some issues with process and the DfE will be issuing updated guidance in due course.

Reviewing bodies (such as governing bodies, independent review panels, management committees, and proprietors) should have regard to the exclusion guidance issued in September 2012 when reviewing exclusion decisions taken between 5 January to 1 February 2015.

Schools’ use of exclusion Frequently asked questions: • What information do inspectors have about a school’s exclusions before an inspection? • What will inspectors ask a school about exclusions? • What records will inspectors expect to see? • If exclusions are high, will the school be penalised during an inspection? • Can high exclusions trigger an inspection? • Isn’t exclusion inevitable in all schools? • Isn’t it inevitable that more pupils with special educational needs will be excluded than others? • Are part-time timetables an acceptable alternative to exclusion? • Do inspectors look at the use of internal exclusion? • Will Ofsted look at off-site behaviour units during an inspection? What will they want to see?

Summary of changes

Section 1 - The role of governing bodies • The benefits of governing more than one school • A more detailed explanation of what it means for governors to play a strategic role • The importance of verbal references in recruiting a headteacher • The expectation that governors should determine the scope and format of headteachers’ reports • Clearer expectations around governors’ school visits • New explanation of role of academy trustees as charity trustees and company directors • New section on governors’ personal liability • Further details of support available to governors

Section 2 - Constitution and procedures • New line on requirement on governing bodies to have regard for the work/life balance of the headteacher.

Cyberbullying

Reception baseline assessment

The DfE are introducing a baseline assessment in reception year, the reception baseline, to improve how they measure primary schools’ progress. • Government-funded schools that wish to use the reception baseline assessment from September 2015 should sign up by the end of April. In 2022 we’ll then use whichever measure shows the most progress: your reception baseline to key stage 2 results or your key stage 1 results to key stage 2 results. • From September 2016 you’ll only be able to use your reception baseline to key stage 2 results to measure progress. If you choose not to use the reception baseline, from 2023 we’ll only hold you to account by your pupils’ attainment at the end of key stage 2.

Sign up for the reception baseline The Standards and Testing Agency has approved the following providers for the reception baseline assessment: • Centre for Evaluation and Monitoring, Durham University (CEM) • Early Excellence • GL Assessment • Hodder Education • National Foundation for Educational Research (NFER) • Speech Link

• You should choose the reception baseline that best fits your school’s needs and approach to assessment. • Sign up by the end of April 2015 to start using the reception baseline from 1 September 2015. You can sign up after this, but your preferred provider might not be available. • If a provider doesn’t recruit a sufficient number of schools they won’t be able to offer the reception baseline. The DfE will contact you by 3 June 2015 if you’ve chosen a provider that has been suspended you’ll then be able to choose an alternative approved provider.

Millions in funding for former armed services projects and awards for schools announced.

The government’s plan for education includes a £5 million pledge to ensure that more pupils leave school prepared for the challenges of life in modern Britain, including £4 million to reward and spread the character work of school and charities, and £1 million to research the most effective approaches. An additional £5 million has also been awarded to life-changing projects run by former armed services personnel.

Winners of the Character Awards announced 27 schools and organisations win £15,000 for their work in character education

East Midlands • Queen Elizabeth’s Grammar School in Derbyshire, which has placed student well-being at its core. The character-based tutorial programme is supported by extra-curricular activities. All year 7 pupils undertake a project to explore character traits and behaviours, and the programme permeates the whole school • Babington Community College in Leicestershire. The college’s pledge, which is read daily at assemblies, emphasises the importance of democracy, individual liberty, the rule of law, tolerance and respect for others

Authorised Absence

Keeping children safe – supplementary advice Childcare (Disqualification) Regulations 2009. • staff who work in early years provision (including teachers and support staff working in school nursery and reception classes); • staff working in later years provision for children who have not attained the age of 8 including before school settings, such as breakfast clubs, and after school provision; • staff who are directly concerned in the management of such early or later years provision.

Schools should ask existing employees working in these settings and those who are directly concerned in the management of such provision to provide the relevant information not only about themselves but also about any person who lives or works in the same household as them. They should also ask for this information as part of the pre-employment checks they undertake on appointing new staff.

If teachers or support staff live with someone convicted of these offences, they must disclose this fact if asked to do so by their employer. Previously, they would have been suspended while they applied to Ofsted for a waiver, allowing them to return to work.

• The new rules state that, while waiting for a waiver to be processed, “a member of staff could be disqualified from working with children of Reception age or under in a school, but could work with children aged 6 and 7, provided that they were not working them in childcare provision, outside of normal school hours”. • If a teacher decides not to apply for a waiver, or the waiver application is declined, it would be up to the school to consider whether to redeploy that teacher, “or whether steps should be taken to legitimately terminate their employment”…

Safeguarding- Inspection update • The DfE guidance Keeping children safe in education: Statutory guidance for schools and colleges explains what information needs to be kept on the single central record. • There is no requirement for the SCR to include the name of the person who did the checks. The affirmation that is has been checked and the date of the check, are still required.

SCR check EF – January 2015 Evidence form – S5 Inspection №

Inspector’s OIN

Date Time of day / / Observation type (please tick one box only) Lesson observation Work analysis Discussions Focus (inspection trail or main purpose of the Context (lesson objective or description of activity)

EF № Other

activity)

Effectiveness of safeguarding procedures required checks on staff

Single central record (Reference document – Keeping children safe in education DfE April 2014)

Information gathered for lesson observations only Grouping Gender Subject MC SU SA SL O (see footnote1) codes B G MI Evidence The SCR must cover the following people: Important notes /x Year group (s)



All staff, including supply staff, who work in school



All others who work in regular contact children in school, including volunteers



For independent schools, including academies, free schools, all members of the proprietorial body

SCR required checks carried out, certificates obtained and the date on which the checks were completed Name

/x

Identify check Barred list check Enhanced DBS check** Prohibition from teaching check* Further checks on people living or working outside the UK Check on professional qualifications Check to establish the person’s right to work in the UK Checks are dated Disqualification by association check (note -this does not need to be on the SCR) The school has asked existing employees (and new employees as part of preemployment checks) working in early or later years settings and those who are directly concerned in the management of such provision to provide the relevant information not only about themselves but also about a person who lives or works in the same household as them. *New teaching appointments from April 2014 – schools can access the Employer Access Online Service (DfE/NCTL) **please note that there is no requirement to list DBS numbers. Also, to comply with Data Protection, DBS certificates should not be retained any longer than six months. Other documents to verify identity, right to work in the UK etc, should be kept in personnel files.

Evaluation

Present /NOR

Volunteers  Unsupervised volunteers should not be left alone or allowed to work in regulated activity.  For new volunteers in regulated activity who regularly teach children unsupervised an enhanced DBS is needed with a barred list check.  For new volunteers not in regulated activity, schools should obtain an enhanced DBS certificate.  Existing volunteers who provide personal care, the school should consider obtaining an enhanced DBS.  Existing volunteers who are unsupervised do not need to have a DBS check with a barred list check because the volunteer should have been checked originally.  For existing volunteers not in regulated activity there is no requirement for an enhanced DBS check (a school can request one but may not request a check of the barred list).  For a volunteer not engaging in regulated activity a risk assessment should be made and a professional judgement made about the need for an enhanced DBS check.  Supervision of volunteers – there must be supervision by a person in regulated activity, where supervision occurs, this must be regular and day to day and the supervision must be reasonable in all the circumstances to ensure the protection of children.

Regulated activity Regulated activity (see p17 for definition) – the period condition is at any time on more than three days in any period of 30 days. ‘Frequently’ is doing something once a week or more. Work of the nature defined (p17) is considered regulated activity if done regularly; where this is the case an enhanced DBS check is needed with a barred list check. Contractors Contractors or employees of contractors working at the school should have the appropriate level of DBS check if a check is required, eg if the contractor is carrying out teaching or providing a level of care or supervision of children regularly.

Evidence of SMSC Use for grades if there is sufficient evidence:

Time spent in this lesson (mins)

Leadership and management

Behaviour and safety of pupils

Running EF?

Quality of teaching

Achievement of pupils

No of lessons included in running EF

Early years provision

Sixth form provision

If yes, cumulative time (mins)

NQT ITE provider

1

ITE route Special focus, complete if necessary

Grouping codes: MC = Mixed ability class; SU = Setted, upper ability; SA = Setted, average ability; SL = Setted, lower ability; O = Other

Y N

Ministers are "working on a solution" to avoid a drop in school funding for disadvantaged pupils because all England's infants now get free meals. Mr Laws said: "We're working on a medium-term solution which would remove the bureaucracy we've had going back for years and years where parents have had to sign up for free school meals where there's often been a stigma in doing so a lot of them haven't done that. It is sensible to have a data sharing arrangement in Government so we can automatically identify these people so there is no stigma about allocating the money.”

• ARK 2 by 2

HMCI Annual Report 2014

Executive summary 1. Primary schools in England are getting better, but improvement in secondary schools has stalled. 2. Strong leadership is crucial but not enough schools have good leaders. 3. The best schools focus on high-quality teaching. 4. Good teachers are in short supply where they are needed most. 5. Secondary schools are not stretching our most able pupils. 6. Although children from poor backgrounds are doing better, particularly at primary, they are still too far behind other pupils.

7. The right school culture is critical for improvement. 8. Without effective challenge, support and intervention, many underperforming schools do not improve. 9. It is too early to judge the overall performance of free schools. 10. Too many academies do not receive effective challenge and support. 11. Schools have responded positively to the challenge of inspection. (Two thirds of those schools reinspected this year that were previously judged as requires improvement got to good or outstanding)

Factors associated with improved teaching Schools that improved their quality of teaching and learning have tended to:

• have high expectations of teaching staff and keep them enthused • engage governors in discussions about the effectiveness of teaching • ensure that middle leaders are trained in how to support and develop teaching staff • make good use of internal expertise and links with other schools to expose their staff to good practice • ensure that teachers assess pupils’ abilities accurately • put in place rigorous systems for monitoring pupils’ progress and diagnosing how teachers can be supported to improve their practice.

Problems that can hold schools back from making improvements to their teaching and learning: • some headteachers passing over to middle leaders the accountability for the quality of teaching and learning, rather than taking the lead themselves • inconsistent approaches by those middle leaders to staff development • a lack of professional challenge and high quality feedback to staff on the extent of their subject knowledge • teachers not knowing their pupils well enough and giving them tasks that are not suitable for their level of ability

East Midlands regional report

Initial teacher education The quality of initial teacher education in the East Midlands is good with one provider, the University of Nottingham, judged as outstanding. However, there are fewer recruits being trained per 1,000 pupils than across England as a whole and the region has an above average level of teacher vacancies.

Summary • Educational provision in the East Midlands is plagued by mediocrity. • In the East Midlands, the likelihood of children and young people doing well depends very much on where they live. The region’s landforms and history play a big part in the quality of education and social outcomes. • There are three key issues: – White British children from poor families achieve much less well than others – children in the care system do badly and, as a group, their achievement is among the worst in the country – children with English as an additional language are not getting the start they need to enable them to do well.

Message to inspectors from the National Director, Schools (Sean Harford HMI) …to place greater emphasis: • How the school prepares pupils for the next stage of their education, employment or training, including through careers guidance • The way the school promotes pupils’ spiritual, moral, social and cultural development, including the promotion of fundamental British values • The effectiveness of the work of the school’s governors, including the impact of the use of the pupil premium • The provision and outcomes for different groups of children, notably the most-able pupils and the disadvantaged

Roma pupils need more support, says Ofsted • Historically, Gypsy/Roma pupils have had the poorest outcomes of any ethnic group in England in terms of attainment, attendance and exclusions. • The number of Gypsy/Roma pupils in schools has been increasing over time and rose by 13.7% last year, from 16,735 in January 2013 to 19,030 in January 2014, Ofsted reports. • Three local councils (Derby, Manchester and Sheffield) and 11 schools with a large intake of Roma pupils from Eastern Europe.

• Head teachers reported no adverse effect on the achievement of other pupils already in their schools. • Some schools had struggled to get pupils to follow school routines and behave appropriately. • Accessing funding for Roma pupils, as well as finding staff with the necessary expertise to help them, had proven difficult. • Ofsted recommends that local authorities should ensure that there is a dedicated and knowledgeable senior leader who can push forward the local authority's strategies for improving outcomes for Roma pupils. • It says the Department for Education should consider how the allocation of existing funding could more accurately reflect the changes in the number of eligible pupils on roll throughout the school year.

2015 Updates

• Revisions to paras 14 and 15 on inspecting religious education and collective worship in schools with a religious character • Curriculum: Para 152 - 10th bullet point • The teaching of mathematics (para 55) to reflect DfE guidance. • Additional information on using GCSE data in light of changes to GCSE examination structure and early entry (para 57). • Revision to wording around equalities in SMSC in paras 152, 165 and the 'inadequate' grade descriptor for leadership and management (p50) to reflect terminology in the Equalities Act.

Inspecting the teaching of mathematics

55. ….how well teaching, in the mathematics lessons observed, through discussions with pupils and scrutiny of their work and by reviewing curriculum plans: – fosters mathematical understanding of new concepts and methods, including teachers’ explanations and the way they require pupils to think and reason mathematically for themselves – ensures that pupils acquire mathematical knowledge appropriate to their age and starting points, and enables them to recall it rapidly and apply it fluently and accurately, including when calculating efficiently and in applying arithmetic algorithms

– uses resources and approaches to enable pupils in the class to understand and master the mathematics they are learning. The national curriculum for mathematics specifies the aims and then states, ’The expectation is that the majority of pupils will move through the programmes of study at the same pace.’ – develops depth of understanding and readiness for the next stage. The national curriculum states, ‘Decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.’ – enables pupils to solve a variety of mathematical problems, applying the mathematical knowledge and skills they have been taught.

• how well pupils apply their mathematical knowledge and skills in other subjects in the curriculum, where appropriate

152. Inspectors should consider how well leadership and management ensure that the curriculum: ...promotes tolerance of and respect for people of all faiths (or those of no faith), races, genders, ages, disability and sexual orientations (and other groups with protected characteristics) through the effective spiritual, moral, social and cultural development of pupils, including through the extent to which schools engage their pupils in extra-curricular activity and volunteering within their local community

Leadership and management Inadequate:

 Leaders and governors, through their words, actions or influence, undermine the promotion of tolerance of and respect for people of all faiths (or those of no faith) races, genders, ages, disability and sexual orientations (and other groups with protected characteristics) and so do not support and help prepare pupils positively for life in modern Britain.

Attendance

Research based on pupil absence and exam results data reveals the link between attendance and achievement. • Even short breaks from school can reduce a pupil’s chances of succeeding at school by as much as a quarter

Autumn and spring terms of the 2013 to 2014 academic year show that: • 10.1 million fewer school days were lost to absence than in the same period in 2009 to 2010, from 45.8 million to 35.7 million - the lowest level since comparable records began • the overall rate of absence was 4.4% compared to 6% in the same period in 2009 to 2010 - again the lowest level since comparable records began • almost 1 million fewer school days were lost to termtime holidays - from 3.3 million in the same period last year to 2.5 million this year

Primary: • Pupils missing up to just 14 days of school in key stage 2 are a quarter less likely to achieve level 5 or above in reading, writing or maths tests than those with no absence. • Pupils with no absence were around 1.5 times more likely to achieve the expected level (level 4 or above), and 4.5 times more likely to achieve above the expected level (level 5 or above), than pupils that missed 15 to 20% of key stage 2

Secondary: • pupils with the lowest 5% of absence rates were more than 4 times more likely to achieve 5 good GCSEs, including English and maths, and 22 times more likely to achieve the English Baccalaureate, than pupils with the highest 5% of absence rates • pupils with no absence from school were nearly 3 times more likely to achieve 5 A* to C GCSEs, including English and maths, and around 10 times more likely to achieve the English Baccalaureate, than pupils missing 15 to 20% of school across key stage 4

The link between pupil health and wellbeing and attainment Key points from the evidence 1. Pupils with better health and wellbeing are likely to achieve better academically. 2. Effective social and emotional competencies are associated with greater health and wellbeing, and better achievement. 3. The culture, ethos and environment of a school influences the health and wellbeing of pupils and their readiness to learn. 4. A positive association exists between academic attainment and physical activity levels of pupils.

What makes great teaching? Strongest evidence of improving pupil attainment are: • teachers’ content knowledge, including their ability to understand how students think about a subject and identify common misconceptions • quality of instruction, which includes using strategies like effective questioning and the use of assessment

Good evidence of improving attainment include: • challenging students to identify the reason why an activity is taking place in the lesson • asking a large number of questions and checking the responses of all students • spacing-out study or practice on a given topic, with gaps in between for forgetting • making students take tests or generate answers, even before they have been taught the material

Not supported by evidence include: 1. Using praise lavishly 2. Allowing learners to discover key ideas for themselves 3. Grouping learners by ability 4. Re-reading and highlighting 5. Addressing issues of confidence and low aspirations 6. Teaching to a learner’s preferred learning style 7. Active learners remember more than passive learners

October 2014 update • The addition of one new topic: Reading comprehension strategies. • Extending school time. • The inclusion of findings from EEF projects into five strands: Mentoring, Meta-cognition and self-regulation, Oral language interventions, Reading comprehension strategies and Summer schools. • Updated entries for Aspiration interventions and Small group tuition. • New Toolkit Talks for Mastery learning, Mentoring, Oral language interventions, Outdoor adventure learning and Repeating a year.

The report's seven recommendations for schools are: 1. 2. 3. 4.

5.

6.

7.

TAs should not be used as an informal teaching resource for low-attaining pupils Use TAs to add value to what teachers do, not replace them Use TAs to help pupils develop independent learning skills and manage their own learning Ensure TAs are fully prepared for their role in the classroom Use TAs to deliver high-quality one-to-one and small group support using structured interventions Adopt evidence-based interventions to support TAs in their small group and one-toone instruction Ensure explicit connections are made between learning from everyday classroom teaching and structured interventions.

New commission on primary assessment

• A teacher-led commission is being set up to help primary schools in England find new ways of assessing their pupils' progress. • The commission will help schools develop their own, more accurate assessment systems that truly show how a child is performing in the classroom. • National tests for seven- and 11-year-olds based on the new national curriculum are also being drawn up. • The Commission on Assessment Without Levels will be led by former head teacher of the London Oratory School John McIntosh, who was also a member of the government's advisory committee on its review of the national curriculum.

Citizenship for Key Stage 1 and 2 This programme is non-statutory and schools are not required to follow it. It is included so that schools can plan a whole curriculum.

Second phase of pioneering Shanghai maths teacher exchange begins • Primary school pupils across the country are set to benefit as a second group of Shanghai’s top teachers arrive in England to share their worldclass approach to maths teaching and help further raise standards in the subject. • The exchange has encouraged teachers to change the way they approach lesson planning to develop a deep understanding and fluency in mathematics.

• The teachers will spend 3 weeks in selected primary schools, working in partnership with their local maths hub, led by a school chosen for their high-quality maths teaching and subject specialism. • The exchange’s focus on primary-level maths mirrors the emphasis Shanghai teachers place on establishing core skills at a young age to give pupils a sound basis for moving on to more advanced concepts. • In September 2014, 71 top maths teachers from across England travelled to Shanghai to spend time with their exchange partners in high-performing schools and colleges across the region. • A further phase of the exchange is set to take place in the autumn and spring terms of the 2015 to 2016 academic year focusing on secondary maths teaching.

Pupil premium - You must include the following: • your pupil premium allocation for the current academic year • details of how you intend to spend your allocation • details of how you spent your previous academic year’s allocation • how it made a difference to the attainment of disadvantaged pupils • The funding is allocated for each financial year, but the information you publish online should refer to the academic year, as this is how parents and the general public understand the school year. • As allocations will not be known for the latter part of the academic year (April to July), you should report on the funding up to the end of the financial year and update it when you have all the figures.

Executive summary • A new Common Inspection Framework for all early years settings on the Early Years Register, maintained schools and academies, nonassociation independent schools and further education and skills providers. • Short inspections for maintained schools, academies and further education and skills providers that were judged good at their last full inspection.

Next steps: Continue to pilot short inspections and the Common Inspection Framework in the spring term 2015. Ofsted will then publish the Common Inspection Framework and inspection handbooks for each remit in the summer term 2015.

Key findings: As part of the new Common Inspection Framework, Ofsted also consulted on proposals for: • the areas that inspectors will make graded judgements on during full inspections • additional judgements for early years settings and sixth forms that are part of a school • additional judgements on areas of FE and skills provision.

• • • •

Inspecting the curriculum Those judged outstanding Unannounced inspections A focus on music in inspections

Inspector quality and consistency From September 2015, Ofsted will contract with inspectors individually for schools, non-association independent schools and FE and skills providers. knowledge and experience regularly.

• 2800 applied • 2284 on-line assessment • 1609 passed to go onto two/three day training • 70% school based

Addressing Disadvantage

Closing the Gap Report

2015 East Midlands KS2 qualifiers

• All Hallows CofE Primary School • Carrington Primary and Nursery School • Coppice Primary School • Crompton View Primary School • English Martyrs' Catholic Primary • Glapton Primary and Nursery School • Griffe Field Primary School • Hady Primary School • Hallam Fields Junior School • Haydn Primary School • Hopping Hill Primary School • Humberstone Junior School • Irchester Community Primary School

• Louth Kidgate Primary School • Norbridge Academy • Orchard Primary School and Nursery • Park Primary School • Peafield Lane Primary and Nursery School • Porchester Junior School • St Andrew's CofE Primary and Nursery School • St Elizabeth's Catholic Primary School • St Giles CE VA Primary School • St John's CofE Primary School • St Margaret Clitherow Catholic Primary School • St Teresa's Catholic Primary School • Taylor Road Primary School

Disadvantaged boys learn to pick up an e-book

New technology is unlocking the key to the poor performance of white working-class boys in reading, according to research published by the National Literacy Trust: • Touch-screen technology has switched on to reading three- to five-year-old boys and, more generally, children from disadvantaged homes. • Twice as many boys as girls look at or read online stories for longer than they read traditional books (24% compared to 12%). • Almost twice as many children from disadvantaged backgrounds spend longer reading books online than they do browsing through traditional books, compared to their more affluent peers. • Reading online has improved children’s vocabulary.

KEY FINDINGS:

• The wide variation in results between schools with similar intakes shows that there is a lot of scope to raise performance • Some schools will need to shift their focus towards core academic subjects and raising attainment across the whole ability range to avoid falling in national league tables and most importantly - to improve social mobility for their pupils • Some teachers’ expectations of students from disadvantaged backgrounds are too low and getting the best teachers to teach in the worst schools requires stronger incentives, including higher pay • Schools should do more to learn from the ‘code breakers’, following five key steps to improve students’ life chances

The 5 key steps that the schools commonly identified include: 1. Using the Pupil Premium strategically to improve social mobility • inform their use of their Pupil Premium funding with data-driven analysis of why, how and where poor children are falling behind. • deploy that funding to address those barriers, using the school’s freedom to innovate and informed by the evidence on what works • They also carefully examine the potential impact of income poverty on students’ learning 2. Building a high expectations, inclusive culture • high expectations of all staff and all students. • implementation of a firm and consistent behaviour policy and • a ‘whatever it takes’ attitude to improving standards and results among all students

3. Incessant focus on the quality of teaching • It includes prioritising recruitment and development of staff, partnering with other schools to help teachers develop, • ensuring disadvantaged students have at least their fair share of the best teachers’ time 4. Tailored strategies to engage parents • having high expectations of parents and building engagement 5. Preparing students for all aspects of life not just for exams • supporting children’s social and emotional development and the character skills that underpin learning. • to identify career goals early and providing excellent careers advice • treating extracurricular activities as key to the school experience • encouraging a strong focus on working with business and universities

There is one final strategy that some schools mentioned that need to be considered if prospects for a level playing field of educational opportunity are to be realised. Walking the walk on fair admissions. This means governors and heads recognising that securing a socially diverse student body can enhance the education experience of all students.

John Dunford: Ten-point plan for spending the pupil premium successfully

Step 1: Set an ambition for what you want your school to achieve with PP funding. Step 2: The process of decision-making on PP spending starts with an analysis of the barriers to learning for PP pupils. Step 3: Decide on the desired outcomes of your PP spending. Step 4: Against each desired outcome, identify success criteria. Step 5: Evaluate your current PP strategies.

Step 6: Research the evidence of what works best. Step 7: Decide on the optimum range of strategies to be adopted. Step 8: Staff training. Step 9: Monitor the progress of PP-eligible pupils frequently. Step 10: Put an audit trail on the school website for PP spending.

Pupil Premium Reviews

When you should commission a review • Any time, Ofsted , Department for Education, LA etc • Within 2 weeks

Find a reviewer • An independent expert with a recent track record as a school leader in raising the achievement of disadvantaged pupils • An online directory where you can find independent experts who are system leaders designated by the National College for Teaching • Specifically, you may wish to seek a reviewer who can demonstrate they have had a leadership role at a school with, using the 3 year rolling average figures published by the Department for Education

Derby City Pupil Premium Champions

Improving outcomes of white working-class students

• White boys and girls from poor or working-class families are achieving lower grades in school than children from immigrant households. • Pupils with Chinese and Indian backgrounds are at the top of the educational pile, followed by students of Bangladeshi, African, Pakistani and Caribbean origin.

Wilshaw ‘Immigrant communities have added value to this country’s performance . . . Where families believe in education, children do well . . . There is absolutely no excuse for any parent, whatever their ethnicity, for not protecting their children.’

Factors that may contribute to white working class underachievement Family and home factors : • Impact of social and economic deprivation • Problems with students’ aspirations. This is a contested area with some identifying low aspirations as the problem while others argue that lack of aspirational capability is the real issue • Poverty of expectation • Lack of social and cultural capital • Failure of parents to engage with education • Poor parenting skills • Failure of parents to develop their children’s language skills

School factors: • Unresponsive curriculum – not attuned to the needs and interests of students • Unsuitable pedagogy that fails to motivate and inspire • Failing to crack down on absence • High rates of fixed term exclusions • Problems faced by schools in managing the poor behaviour of a minority of disruptive boys (linked to wider white working class concepts of masculinity) which has a negative effect on the achievement of all students • A middle-class ethos that does not validate workingclassness

Wider social issues and other factors : • Not enough white working class parents use DfE data to choose the best schools for their children • Immigrant families place a higher value on education • Loss of traditional white working class jobs in the economy with some regions more badly affected than others

• Strong, inspirational and visionary leadership supported by a capable management team: Many are positive role models from working‐class backgrounds or employ staff who understand the needs of working class children. • High expectations for all pupils including white working class.

• Broad and inclusive curriculum that raises aspiration, incorporates aspects of pupils' own culture and adds relevance and self esteem to pupils' view of themselves. • Detailed, rigorous examination of performance undertaken regularly and is followed by action that leads to improvement.

• Teaching and learning of a high quality informed by assessment of performance. • Good and well‐targeted interventions and support for White Working Class pupils to challenge poverty and underachievement through extensive use of teachers, teaching assistants and learning mentors.

• Engaging parents and breaking down barriers. • Increasing community support, which earn the schools the trust and respect of parents. • Good support for transition between primary and secondary school.

• Celebrate cultural diversity and a strong commitment to equal opportunities with a clear stand on racism. • Prepare students for all aspects of life not just for exams • Walking the walk on fair admissions.

Self-assessment: Where am I and my school in relation to the key strategies used by effective schools? You could use a 1 to 4 scale with 1 being ‘outstanding’ and 4 being ‘inadequate’!