AAIA NATIONAL CONFERENCE 2009

1. AAIA NATIONAL CONFERENCE 2009 • The White Paper – implications for LAs, schools and National Strategies • Provisional results, including ISP and National Challenge • National Strategies Priorities 2009 – 2011 • Ofsted New Inspection Framework Mike Viner, Lead SRD, North Territory and Senior Regional Director, North East – The National Strategies

2. The White Paper The White Paper signals a significant shift in accountability and improvement support to schools It will place improvement support resources into schools’ hands so that they can tailor support to their needs It is important that schools continue to invest time and resources into improving Teaching and Learning practice – with no let-up on literacy and numeracy where there will continue to be a strong focus through the accountability system Schools should continue to follow best practice established through the National Strategies over the last 10 years, which has led to year on year improvement over the last five years The DCSF will be focusing its attention on ensuring that there are accredited providers of improvement support for schools to draw on from 2011

3. The White Paper and the National Strategies The National Strategies has a crucial role to play, working with LAs, in building local capacity and developing a rich legacy of professional expertise for schools and LAs to draw-on This greater focus on schools and LAs being commissioners of support will over time mean that NS local consultancy will reduce or be redirected, though LAs already have autonomy about how they prioritise funding through Area Based Grant There will also be some centrally initiated priority programmes, likely to be time limited, where LAs will require specialist consultancy support, e.g. ECAR and ECC Embedding new version of ‘Quality Standards’ for LA self-evaluation There is much to do and the DCSF has made clear that there will be no stepping back from the priorities associated with the NS remit over the next two years

4. National Strategies – the contract The White Paper signalled that the contract with the DCSF ends on 31st March 2011 There is commitment to the annual plan for 2009/10 – so the current level of work needs to be maintained The DCSF has also made clear it wants NS to keep the field-force at as close as possible to current levels through to 2011 in order to maintain the momentum of delivery of programmes and support for LAs and schools

5. Provisional results The provisional results underpin the focus for regional delivery in the period up to 2011. NS impact has been crucial for ISP and NC schools. Both these school improvement programmes show NS can make real impact on schools and learners. Similarly early reports of progress in Early Years underline the importance of continuing with current plans and priorities. 5

6. Difference between schools funded ISP and Non ISP schools +3.6%pt difference L4+ Combined Attainment +2.2%pt difference L4+ English +3.6%pt difference L4+ mathematics +0.8%pt difference L4+ reading +3.8%pt difference L4+ writing National ISP schools 2008/09 Headlines 6

7. Priorities 2009-10 Early Years ECAT successful implementation in wave 1 and 2 LAs: early start for wave 3 LAs – Jan launch EYCs – unrelenting focus on continuous quality improvement. Essential EYCs are equipped to challenge and support settings – consideration needs to be given to EYCs’ CPD needs EYFS Data – data guidance to support the interrogation and use of all EY data to support targeting of resources and EYOD plans available on NS site 7

8. Priorities 2009-10 Early Years • Monitoring Children’s Progress – continues to be a key lever in raising expectations • Buddying and 0 to 7 Partnership Pilot Programmes – significant evidence of positive impact which will be shared with all LAs through case studies and at regional work shops • Events • Trio events: presence of Literacy, CLLD and ECAT consultants • EYC events focus on quality improvement and engaging parents 8

9. CLLD (Communication, Language and Literacy Development) Priorities in 2009-10 for all LAs: Disseminate successful practice in early literacy to ensure high quality systematic phonics teaching within a rich literacy curriculum is provided in all reception and KS1 classes Embed successful practice of Phase 1 of ‘Letters and Sounds’ in settings as part of improving provision for children’s speaking and listening Strengthen the role of the CLLD lead within settings and schools, to enable improvements to be sustained over time 9

10. Focus of Primary National Strategies support: Working with LAs, building capacity to implement the expectations of the 21st Century Schools White Paper, including support for: system leadership, school to school support and self-improving schools and clusters the school improvement strategy to meet the needs of all schools, particularly schools: below the floor target vulnerable schools with inconsistent results that need to maximise progress with good and improving results – helping good schools become great The role of the SIP in supporting the 21st Century school Through 30 Priority Learning LAs we will co-construct, capture, and make transferable, practices which are successful in tailoring improvement in schools with particular performance profiles. The Primary Strategy Manager and SIP manager joint meetings will provide a forum for sharing this learning. 10

11. National Challenge Headlines Number of schools below the floor target expected to drop from 440 to around 280* This puts us ahead of a straight line trajectory to the 2011 floor target 100 schools have structural solutions planned for 2010 or 2011 It looks as though around 70 schools will fall below the floor this year 11

12. Secondary core subjects: priorities • Strengthen and embed AfL with APP • Plan for progression across KS4 • Improve progression to post 16 in science and mathematics • Increase the impact of intervention to support underperforming and vulnerable groups • Strengthen the use of ‘Core Plus’ in schools that are part of the National Challenge • Strengthen lateral transfer of good practice by establishing a programme of lead teachers for English and mathematics

13. Behaviour, attendance and SEAL: priorities Reduce secondary persistent absence to ensure LA is on trajectory to be below 5% PA by 2011  Secure good behaviour in all schools by: using the revised self evaluation framework ensuring SIPs support and challenge all schools to target the improvement of satisfactory behaviour supporting the development of school partnerships to encourage peer challenge and assistance to improve behaviour Identify the reasons for disproportionate exclusions and support schools in adopting successful strategies to reduce the need for exclusions Promote the development of SEAL and use of NPSLBA to support whole school approaches

14. Narrowing the Gaps: priorities Reduce the gaps in attainment between pupils entitled to FSM and their peers by Support and challenge for target-setting for underperforming groups Mainstreamed action across all programmes Launch of focus area of website, including publication of ‘From data analysis to impact: the golden thread’ Universal territorial meetings to share emerging/good practice for LA NtG/FSM leads Launch of invitational programmeto support Local Authorities in strategic leadership of work to narrow gaps Launch of GRT guidance materials and promotion of EAL Advanced learners CPD modules Embedding G&T Institutional Quality Standards and new National Challenge Elements on data, tracking and pedagogy

15. Raising standards, improving lives • Revised inspection arrangements for maintained schools from September 2009 The new inspection framework