Closing the Gap in Warwickshire Autumn Term Headteachers

Closing the Gap in Warwickshire & Autumn Term Headteachers Conference 15 th November 2018 WIFI Code: 03 AB 705547

Welcome Warwickshire’s Education Strategy WE 2 b 'Closing the Gap' Chris Malone Assistant Director, Education Services 'The gaps between the achievements of learners eligible for Pupil Premium: and those of their peers, will narrow, particularly at age 11 and 16. We will celebrate the achievement of pupils eligible for pupil premium funding and we will give those who need it, extra support to catch up. We will check on this every November from 2019 to 2023'

Agenda 08. 30 Registration, tea and coffee. 09. 00 Welcome and Closing the Gap in Warwickshire Chris Malone, Assistant Director, Education Services, WCC. 09. 10 SSIF 1 Overview Hayley Good, Strategic Lead, Learning and Performance, WCC. 09. 20 Leadership: Task Groups and ‘Disadvantaged Coaches’ The Shires Teaching School The Griffin Teaching School Alliance. 09. 50 Leadership: Governance, Peer Reviews The Polesworth School (Communities Academies Trust Teaching School) 10. 20 Action Research: Warwick University. Professor Des Hewitt, Head of Primary and Early Years’ Teacher Education 10. 30 Coffee. Separate sessions for primary and secondary colleagues will follow. 11. 00 Primary Reading: Hillmorton Primary School – Marquee Secondary Maths: Polesworth School – The Walnut Room 11. 30 Primary Maths: The Polesworth School – Marquee Secondary Reading: Ashlawn School – The Walnut Room 12. 00 Lunch and SSIF 1 Market Place A chance to talk about the SSIF 1 project. 13. 00 Key note speaker and activity Sir John Dunford Chair of ’Whole Education’ and trustee of the Learn Academy Trust in South Leicestershire. John was the government’s National Pupil Premium Champion from 2013 to 2015. 14. 30 Tea, Coffee and Cake 14. 40 Updates from Warwickshire County Council 15. 30 Close

Strategic School Improvement Fund (SSIF) Round One Overview Hayley Good Strategic Lead, Learning & Performance WCC

Bid overview • Successful in winning £ 500 K in Warwickshire to support school improvement: ‘Raising Attainment through Challenging Underachievement’ • Funding to support underachievement of disadvantaged pupils through 3 specific areas: • Improving reading skills of boys • Maths problem solving • Developing leadership and governance • Teaching schools across Warwickshire delivering bespoke programmes with a focus on sustainability. • Action Research strand supported by University of Warwick to include training for lead teachers. • Df. E eligibility criteria plus LA school categorisations (agreed by Area Analysis Groups) used to include 32 named schools, primary (23), secondary (9). • Programmes to run until summer 2019, successful strategies and resources will benefit all schools.

Programme delivery Teaching School Shires Teaching School Alliance Griffin Teaching School Alliance Community Academies Trust Teaching School – The Polesworth School Ashlawn Teaching School Alliance Community Academies Trust Teaching School - Birchwood Primary School Hillmorton Primary Teaching School Alliance Southam College Teaching School Alliance Warwickshire LA Warwickshire Education Challenge Board Warwick University Programme Task groups Narrowing the Gap- Secondary leadership Narrowing the Gap – Primary leadership Maths problem solving, primary and secondary Governor development Boys reading, secondary Peer reviews Boys reading, primary Administration Project management Evaluation and monitoring Action Research

Task Groups and Coaching Disadvantaged Leads Mr L Gray and Mr A Perry

Task groups 1. 2. 3. 4. 5. Formal meetings attended by headteacher, chair of governors and the national leader of education/supporting headteacher/learning improvement officer. Set focus across all 36 schools linked to SSIF 1. However, this could have any focus. Robust and layered review and exploration of key actions and impact since last meeting. Record of visit generated with clear actions. Key areas Governance, English and Maths, Overall performance of Disadvantaged pupils, attendance and any subject specific issues.

How might this be relevant to you? 1. 2. 3. 4. 5. 6. Are you supported by a local improvement partner? As an academy where does your school support/scrutiny come from? Could schools establish partnerships to QA and develop each other’s provision? Would you like to use existing headteachers (NLE, LLE, experienced HTs) to run task groups for your school? Are you being challenged to address and remain focussed on key priorities? Relationships are developing and collaboration is increasing.

What sort of questions are asked? Tell me about your overall outcomes for 2018? What areas were the strongest/weakest? Which aspect of ‘maths’ provision was strongest/weakest? What was the cause of the weaker performance in area X? How are you trying to address the issue/s? Has it been highlighted in the school development plan? Where does the responsibility sit? Are there any CPD needs? What has your QA process shown since our last visit? Where are disadvantaged pupils making most/least progress. . . What are the issues/barriers in those areas? What are you doing to address this?

Coaches of Leads for ‘Disadvantaged’ ½ termly or termly meetings In supported school Headteacher as coach Working with SLT member responsible for Disadvantaged pupils It is a format meeting conducted from a coaching perspective Discussions have been broad and varied Maintain focus on the core issues and ensure leadership at all levels understand the importance of consistency

Format Meeting focussed on; 1. 2. 3. Ideas Log Sharing best practice Challenging and Supporting in school provision Coaching and mentoring Possible questions What is whole school attendance? PP? Which year groups are attending well? What strategies are in place to monitor and track attendance? If a pupil is on (80%, 90% 92% 100%) attendance what happens? What % of parents attend parents evening? Parents of PP pupils? 4. What strategies do you use to Record of visit written up and engage those parents? shared with Lead What does the work of PP students look like in books? Boys? Where Visits since Jan 18 so 2. 5 are the strongest books? Weakest? terms in What do students say about their Visits to continue until Summer learning? Where do they feel most/least supported? 19

PP 2018 P 8 -0. 69 -1. 25 -0. 45 -0. 53 -0. 31 -1. 2 -0. 5 -0. 71 2018 P 8 0. 32 0. 190. 03 -0. 07 -0. 14 -0. 53 -0. 56 -0. 36 -0. 15 PP 2017 P 8 It takes time to shift school actions from external support. Existing practices are prioritised as that is what SEF etc based on. What if things aren’t getting better? What if things aren’t working? -0. 9 -0. 43 -0. 93 -0. 53 -0. 26 -0. 43 -1. 39 0. 83 -0. 71 2017 P 8 0. 12 0. 22 0. 04 0. 06 -0. 07 -0. 36 -0. 81 -0. 38 -0. 15

Avoiding the “spray and pray” approach to disadvantaged students From Ofsted 2016 (RI) “Many disadvantaged pupils underachieve each year and actions taken to make sure this stops are not having enough impact. ” “Although senior leaders have an accurate understanding of the strengths and weaknesses of the school, strategies to address the weaknesses are not checked often, or well enough. Leaders are not always able to demonstrate whether their efforts to improve the school are actually making any difference. To Ofsted 2018 (good/outstanding) Leaders diligently identify and take decisive action to improve any areas of relative weakness. Pupil premium funding is spent well. Leaders have adopted a whole-school ethos and hold teachers accountable for removing any barriers to learning for disadvantaged pupils; this is having a good impact.

ASP 2017 Results 2018

What is working? PARENTAL ENGAGEMENT 1. Supporting parents working on revision with students at home a. b. c. 2. Improving attendance at parents evenings through; a. b. c. d. 3. Sharing printed resources Being aware of potential barriers Using a variety of methods Handing out key information Making appointments Using admin staff to make appointments in advance Getting pupils in to attend even if parents can’t Parent information/involvement evenings a. Revision evening b. Core subject information

What is working? Reviewing standards and expectations for ‘disadvantaged’ pupils 1. 2. 3. 4. 5. 6. Ensuring that QA systems really impact on the provision. What does a learning walk look like? What does a book trawl look like? Who speaks to these pupils individually? How do we know what their lived experience of school is like? How do we ensure they are challenged to produce high quality work? This will vary from school to school but there has a been a definite shift to more focussed, personal approach rather than a blanket approach. This saves time but also allows for specific feedback and action points. 1 pupil with all of their books and a discussion 1 department and a selection of books with key focus (linked to School development plan) Book review of all books/work/assessment from a sample of students Revisit the sample 4 weeks later.

FOCUS whole school TOGETHER Link to SDP Literacy Scaffolding Keywords

Link to SDP Structured assessment Extended writing/response Boys’ writing

Link to SDP Pupil response meaningful vs general

Leaders of Disadvantage Warwickshire SSIFF Leadership Mentoring Strand Lawrence Sheriff Teaching School

Aims: To equip and support Leaders of Disadvantage To raise educational achievement and reduce the impact of disadvantage in the lives of vulnerable pupils Leadership Strand

Your School and Best Practice Your School Context and Application of Research You as a Leadership of Disadvantage 3 Core Elements

Leadership of Disadvantage A bespoke package for individual school leaders tailored to their school context. NOT DONE TO but working with • 21 Primary Schools • 2 x face to face development afternoons (January & July 2018) • 7 x in school mentoring/coaching half days • Access to a diverse team of 5 Mentors/Coaches • Networking with other schools

School Based Sessions • Audit/Review PP in the school • Impact of Interventions (identified during F 2 F 1 as a priority for group) • Effective Leadership (at all levels) • Effective Practice – Paper trail – Practice – Strategy – Interventions

Effective Practice Examples • Work with Parents – St Andrews Benn and St Marie’s • Effective Paperwork and Systems – Arley, Wood End and Dordon • Identifying effective Interventions and Impact – Outwoods • Mentoring and Emotion Coaching (Attachment) – Clifton on Dunsmore with Provost Williams and Lillington