AAIA NATIONAL CONFERENCE 2007, BOURNEMOUTH

1. AAIA NATIONAL CONFERENCE 2007, BOURNEMOUTH

2. ‘The Challenges Ahead’ - Updates on DCSF and National Strategies Mike Viner LEAD SRD, North Area & Senior Regional Director North East, NS

3. Key issues & developments 1 • The new Prime Minister and Ministerial team leading coherence for children, schools and families across Whitehall, with : • A strong emphasis on securing improvements for all children across all five ECM outcomes through an integrated approach to service delivery for children and families • A strong emphasis on closing the gap between levels of attainment for all children and the levels achieved by the most disadvantaged • A strong emphasis on using the greater intervention powers available to LAs

4. Key issues & developments 2 • New statutory duties in relation to Early Years • New PSA indicators and the draft DCSF Delivery Agreement – being developed. Likely to focus on closing the gap, faster progression for all children as well as overall attainment. • Promoting a shared and coordinated approach to developing work on assessment, progression and personalisation and in particular the pilot project ‘Making Good Progress’ and supporting confident use of data at all levels

5. Key issues & developments 3 • Supporting education leaders to understand and deliver on standards as part of the ‘Every Child Matters’ agenda through high quality learning, teaching and management • Developing confident support for children with special and additional needs • Retaining a focus on key developments such as SIPs and work on Behaviour and Attendance (e.g. SEAL)

6. Key issues & developments 4 Working proactively with key partner agencies (Ofsted, NCSL, TDA, SSAT, QCA, BECTA) and social partners at national and field force level • to improve alignment towards raising standards • to re-orientate support for schools not to schools

7. Key Features of the Childcare Act • Local authority duties to: • improve outcomes for under 5s through access to integrated early childhood services • secure sufficient childcare for children (including the free offer) to allow parents to work • provide information to parents about services for children up to 19 • Reformed and simplified regulatory framework for early years and childcare to raise quality and reduce bureaucracy

8. Childcare Act 2006 • Early Years Outcomes Duty on LAs (backed by statutory targets and guidance) to improve the 5 ECM outcomes for all 0-5s & reduce inequalities between them • LAs working with NHS and Jobcentre Plus partners to deliver early childhood services which are integrated to maximise access and benefits & reach out to disadvantaged groups

9. Early Years Outcomes Targets Based on local authority’s FSP / EYFSP results to: • increase the percentage of young children who achieve a total of at least 78 points across the Foundation Stage Profile, with at least 6 points scored in each of the Personal, Social and Emotional Development (PSED) and Communication, Language and Literacy (CLL) scales by x percentage points to y% (to be negotiated)

10. Early Years Outcomes Targets Reduce inequality by improving the average (mean) score of the lowest 20 % of results so that the gap between that average score and the median, or middle score, reduces by x percentage points (to be negotiated)

11. Primary & ECM • In primary – Every Child a Reader and the development of Every Child Counts • Target ‘big hitter’ LAs • ECM  a ten year youth strategy and Children’s Plan to be published in the Autumn.

12. Intended outcomes of ECaR By 2011 Improved standards in reading at KS1 through the combination of CLLD and a systematic layered approach to intervention in Y1 30,000 children to receive intensive 1 to 1 support with reading by 2011 15,000 children to receive small group intensive support with reading by 2011 Rigorous implementation of the ‘three waves’ intervention model in KS1

13. ECaR dependencies • National training for LA Teacher Leaders by accredited trainers at IoE: (Training places : 2007-8 = 10, 2008-9 = 20, 2009-10 = 30) • Structures of RR Quality Assurance and International Standards • Schools acceptance of part funding for RR teacher (£10k for at least 0.5 FTE) (London weighting?)

14. Secondary • Support for setting, not streaming • AfL (£150million) • SEAL • Extended schools with out of hours provision in every school by 2010, including  £265 million for disadvantaged pupils for two hours a week in term time and 30 hours over the holidays.  • Targeting under-achieving LAs • Possibility of raising the school leaving age to 18,

15. Secondary • Developing 14-19 curriculum • Reducing bureaucracy • Less prescription in 11-16 curriculum and one extra day INSET for all secondary schools in 2007-08 to prepare for the new curriculum.  • Extension of Teach First.  • OfSTED to raise the bar on behaviour, including monitoring visits to schools where it was deemed inadequate.

16. Secondary • A renewed commitment to Trust schools and Academies, reducing the requirement for a sponsor to provide £2million and removing VAT on renting buildings to the wider community.  • The formation of a National Council for Educational Excellence. 

17. The National Strategies 1 • Integrated Data Set and Raise on Line • LA e-rooms • Early Years – EYOD, FS profile and EYFS framework • CLLD and ECAR • Primary Framework Literacy & Maths • Secondary Framework revision for core subjects and ICT

18. The National Strategies 2 • Primary and Secondary SEAL • SIPs for Secondary, Primary and Special Schools/Inclusion • The big 4 ~ Literacy/English, Maths, Early Years and Schools Causing Concern • NS LA RAG Dashboard and DCSF Performance and Progress Chart • Open and transparent dialogue

19. National Strategies CONVERSIONS The messages to LAs re LA and school level conversion: are being promoted through the standards meetings and the data will be included in the data packs will be  given much more emphasis to ensure RAs raise conversion issues in their work with LAs will be highlighted in HOSI, Strategy Manager and Consultant network meetings will be emphasised in discussion of the conversion data in IDS made available to LAs

20. Celebrations 1 KS2

21. Celebrations 2 KS2

22. Celebrations 3. GCSE

23. Celebrations 4 GCSE

24. Challenges 1 • Embedding use of data to monitor, evaluate and plan at pupil, school and LA level, including pupil tracking • Better use of data and soft intelligence to systematically risk-assess and intervene early, including use of LA E-rooms and IDS • Build on the emphasis on “closing the gap” within the EYOD

25. Challenges 2 • Use target setting guidance within the new PSA 4 and 5 framework to drive improvement for every child • Work with NS to agree priorities and align resources ~Standards Meetings • Tailor and apply NS frameworks and programmes consistently • Use intervention powers to address fundamentally weak schools

26. Challenges 3 • Sustainable strategies to address School Improvement capacity in context of CSR and Standards Fund • Consider collaboration between LAs • Maximise the impact of SIPs including best match with needs of schools • Brokering support for schools

27. Conclusion • Closing the gap and raising the bar in the new PSA context • Intolerance of failure • Working together with the National Strategies to build a quality assured culture of school improvement • Two way process of support and challenge

28. Thank you mike.viner@ nationalstrategies.co.uk