Learn Sheffield Leaders Briefing Summer Term 2 Wednesday
Learn Sheffield Leaders’ Briefing Summer Term 2 Wednesday 27 June 2018, 8. 30 -10. 30 am St Mary’s Conference Centre, Bramall Lane
Briefing Agenda – Wednesday 27 June 2018 • Introduction / Welcome • Closing the Vocabulary Gap – Alex Quigley • School Funding – Stephen Betts & John Doyle • Learn Sheffield Update – Stephen Betts
Closing the Vocabulary Gap – Alex Quigley
Closing the Vocabulary Gap Alex Quigley, English teacher Director of Huntington Research School www. theconfidentteacher. com @huntingenglish
How many languages does English borrow words from? A. 50 languages B. 100 languages C. 200 languages D. 300 languages
How many students in England are EAL? A. 1 in 25 B. 1 in 15 C. 1 in 8 D. 1 in 5
What was the size of the Anglo-Saxon lexicon (their entire vocabulary)? A. 1000 words B. 10, 000 words C. 20, 000 words D. 50, 000 words
What is the typical vocabulary size of a successful 6 th form student today? A. 2000 words B. 8000 words C. 22, 000 words D. 50, 000 words
The attainment gap is BIG & s grow throughout school
Chemical change: Supercooled water In order to freeze, most liquids require impurities or the addition of a single crystal for the molecules which make up the liquid to start to form a solid around. These are known as condensation nuclei, and if they are missing (the liquid is really pure) then the liquid will not freeze. In theory, ultra-pure water can be cooled to -48 °C before it will spontaneously turn into a solid; however this is very difficult to achieve. New syllabus resource for OCR Chemistry
What is the % of words known in a text to ensure reading comprehension? 95% 60% 65% 75% 80% 85% 90% 95% ‘The Percentage of Words Known in a Text and Reading Comprehension’, NORBERT SCHMITT, XIANGYING JIANG & WILLIAM GRABE (2011)
In an ionic bond, the atoms first transfer electrons between each other, change into ions that then are bound together by the attraction between the oppositely-charged ions. For example, sodium and chloride form an ionic bond, to make Na. Cl, or table salt. Chlorine (Cl) has seven valence electrons in its outer orbit, but to be in a more stable condition, it needs eight electrons in its outer orbit. On the other hand, Sodium has one valence electron and it would need eight electrons to fill up its outer electron level.
In an ionic bond, the atoms first transfer electrons between each other, change into ions that then are bound together by the attraction between the oppositely-charged ions. For example, sodium and chloride form an ionic bond, to make Na. Cl, or table salt. Chlorine (Cl) has seven valence electrons in its outer orbit, but to be in a more stable condition, it needs eight electrons in its outer orbit. On the other hand, Sodium has one valence electron and it would need eight electrons to fill up its outer electron level.
“Students reading a text in which they do not know 15 words on a 300 -word page (95 percent coverage) will need some instructional support to comprehend the text well, especially considering that the unknown words may carry most of the new information in the text. ” ‘Reading in a second language’, WILLIAM GRABE (2009)
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Talk and Vocabulary
“The relationship between expressive vocabulary breadth and reading comprehension is particularly strong for EAL children. ” Victoria Murphy, Oxford University (Beech & Keys, 1997; Burgoyne et al. , 2009, 2011 a, 2011 b; Cameron, 2002; Hutchinson et al. , 2003; Stuart, 2004)
Talk and vocabulary development “Day in and day out, conversations about eating breakfast or getting dressed may present little diversity in the words directed to the child while a new event, such as a trip to a zoo or museum, may provide an influx of new words. Indeed, research studying how parents talk in different contexts supports this conclusion and as young children often show gains in vocabulary immediately following novel experiences such as trips to zoos. ” ‘Quantity and diversity: Simulating early word learning environments’ by Jessica L. Montag et al.
Word consciousness Children’s books have more ‘rare’ language than adult conversation and TV shows…but what if they don’t have the books? ‘What reading does for the mind’, CUNNINGHAM and STANOVICH (1998)
Academic Code Switching Everyday talk: “It hadn’t rained for months. The farmers used new ways of watering the crops to deal with the lack of rain. ” Academic talk: “Hydration technology was utilised to ease drought. ” (This example was adapted from Hickey, P. J. , & Lewis, T. (2015) ‘To Win the game, know the rules and legitimise the players: Disciplinary literacy and multilingual learners’. The Language and Literacy Spectrum, 25. )
Modelling the ’Academic Code' • Turn-taking. The quality of our talk is obviously crucial and balanced turntaking is vital. • Expanding and recasting. When a student gives a response in History, “The soldier isn’t right”, it is recast and expanded upon, “Yes – it is unreliable source isn’t it. What evidence made you think that and why? ” • Extending and explaining. Explaining at length is the essential stuff of developing knowledge and understanding. Students seldom explain at length using the academic code in any circumstances beyond school. We need students to have lots of opportunities for extended talk e. g. ‘Just a Minute’.
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Select Explain Explore Consolidate
Robust Vocabulary Instruction – BECK and Mc. KEOWN, 2013
Chemical change: Supercooled water In order to freeze, most liquids require impurities or the addition of a single crystal for the molecules which make up the liquid to start to form a solid around. These are known as condensation nuclei, and if they are missing (the liquid is really pure) then the liquid will not freeze. In theory, ultra-pure water can be cooled to -48 °C before it will spontaneously turn into a solid; however this is very difficult to achieve. New syllabus resource for OCR Chemistry
Slippery language changes between Tiers ‘Prime’ Definition § For Maths lessons; § For most other lessons e. g. the prime conditions for the growth of mould.
Layers of meaning e. g. Frayer model
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Switch on Reading Number of pupils Effect size* Estimated months’ progress All pupils 308 +0. 24 +3 Lower attainers 156 +0. 39 +5 FSM-eligible 98 +0. 36 +4 SEN reported 225 +0. 31 +4 Group
Chatterbooks
Contact Email: aj. quigley@huntington-ed. org. uk Website: www. theconfidentteacher. com Twitter: @Hunting. English Amazon: http: //amzn. to/2 Fiw. DFX
Briefing Agenda – Wednesday 27 June 2018 • Introduction / Welcome • Closing the Vocabulary Gap – Alex Quigley • School Funding – Stephen Betts & John Doyle • Learn Sheffield Update – Stephen Betts
School Funding – Stephen Betts & John Doyle
School Funding Update • Update Objectives: o Update on the funding position – Schools Forum working group o Update on the media campaign • Presentation draws on the following sources: o Schools Forum ‘Fair Funding’ Working Group o Presentations to Schools Forum (Mark Sheikh) o Article ‘Why Schools Need More Funding Now’ – Sheffield Telegraph this weekend
School Funding Update There are two issues which come together to cause the funding issue in Sheffield. 1. Education funding is no longer sufficient • The government will say that there is more money and this is true in cash terms. • Combination of eight years of stand-still budgets and decisions around national insurance, funding of pay increases, etc. mean that school budgets have had a significant (perhaps 30% or more) real terms cut over this period. • The impact of cuts on partners is rising costs. • Austerity raises the level of demand.
School Funding Update 2. Sheffield does not receive a fair share of that funding “If an average sized Sheffield primary school was in Manchester it would have more than £ 260, 000 in additional funding every year. ” “An average sized Sheffield secondary school would receive £ 822, 000 more each year if it was situated in Manchester. ”
Funding Comparison 2018/19 Schools Block Unit of Funding Per Pupil by Local Authority 2018/19 7, 500 7, 000 6, 500 6, 000 5, 500 5, 000 4, 500 4, 000 3, 500 Sheffield ranked 83 of 150 £ 4, 524 per pupil
School Funding Update • Sheffield is the most poorly funded core city. If we consider our position nationally: • Sheffield has an improved funding position – now ranked 83 rd of 150 LAs • However - our overall deprivation ranking and child poverty rankings are 104 and 112. • If our deprivation is between 38 th and 46 th most severe then being funded at 83 rd doesn’t seem appropriate.
School Funding Update • What seems to be emerging from the work of the Schools Forum Working Group is that the issue may not be National Funding Formula (NFF) itself but the factors that are applied to it to make the system ‘stable’. • It could be that the impact of the factors that are applied to the NFF to stabilise the system will be to very significantly slow the rate at which Sheffield receives its fair funding. • We are seeking clarification on a number of these factors so that we can understand … How many years will it take for Sheffield to get the fair funding that the NFF determines it should have? • It is obviously appropriate to seek stability in the system but the combined impact of these factors (minimum funding guarantee, transitional protection, funding floor, area cost adjustment and the gains cap) effectively means that Sheffield will not get fair funding quickly enough to avoid the crisis we currently face.
Income Distribution NFF 53
The Final National Funding Formula (2018/19 and 2019 -20) • Under NFF, individual unit values (AWPU/Deprivation etc) are being equalised. See Figure 3 – NFF policy document. • School Gains Cap 3% in 18/19 and 3% 19/20. • ACA – General labour market trends and particular variations in the teaching workforce. Range between (1. 00 to 1. 18). 54
Sheffield DSG: Provisional DSG Allocations based on October 2017 Census Provisional DSG Allocations based on October 17 Census 17/18 Baseline Budgets 18/19 Full Implementation 19/20 £'m Schools Block 309. 62 317. 92 324. 41 330. 11 Full Implementation allocation 330. 11 Funding Lost 12. 19 5. 7 0 53. 73 55. 18 60. 46 High Needs 52. 06 Full Implementation allocation 60. 46 Funding Lost 6. 73 5. 28 Total Allocation 361. 68 371. 65 379. 59 390. 57 Full Implementation 390. 57 Funding Lost 18. 92 10. 98 0 Assumptions: • Full implementation equalises all unit values i. e. AWPU, Deprivation etc • Under full implementation, Sheffield no longer contributes to a gains cap 55
Implications of National Funding Formula for Sheffield • We recognise that NFF is a move towards greater fairness. • NFF tries to strike a balance nationally between fairness and stability. From a Sheffield perspective it appears more focused on stability. • The way funding is distributed by National Government means we are worse off from our anticipated allocation (based on October 2017 baseline) for: – Schools Block by £ 12. 1 m (£ 170 per pupil) and £ 5. 7 m (£ 80 per pupil) in 2018/19 and 2019/20. – High Needs Block by £ 6. 7 m and £ 5. 2 m in 2018/19 and 2019/20. • There is insufficient funding nationally in the school system. 56
Aspects of the Formula that affect us the most • Gains Cap - as Sheffield schools are gaining, the “Gains Cap” set nationally at 3% maximum, is limiting the level of increase in our overall income. • Area Cost Adjustment - locking some historical anomalies in the allocation. 57
Funding Comparison at Full Implementation
School Funding Update If we consider our position nationally: • Sheffield has an improved funding position – now ranked 83 rd of 150 LAs • We believe than under a fully implemented NFF we would be ranked 59 th • Our current deprivation ranking and child poverty rankings are 104 and 112. • A ranking of 59 th is more closely in line with deprivation rankings between 38 th and 46 th most severe.
School Funding Update Overall Talking Points • Education isn’t being funded well enough. • Sheffield doesn’t get a fair share of the funding there is. • The National Funding Formula is supposed to correct this. • The stabilising factors being applied to NFF mean that most children and young people in Sheffield now will not see the impact of this before they leave school. • Sheffield’s education community should be very proud of the collaborative way it is approaching this when the opportunities for division are so strong.
School Funding Update – Media Strategy This Week (and early next week): ü Online petition will be launched ü Jayne Dunn (Cabinet Lead Member – Education & Skills) – Sheffield Star ü Follow up to the May article – Sheffield Telegraph ü Update to the sector (school leaders & governance) ü Social media set up (#Fair. Fund. Sheffield. Schools – to be confirmed)
School Funding Update – Media Strategy July – August - September: ü School Leader roundtable events – Early Years / Primary / Secondary – to generate concrete examples without identification of individual schools ü Sheffield City Council Motion sponsored by Jayne Dunn ü July - follow up ‘opinion piece’– Sheffield Telegraph ü SCC/LS roundtable event – to keep the story going during the summer ü August/September - follow up ‘opinion piece’– Sheffield Telegraph ü Social media continue – using the petition
School Funding Update – Media Strategy The online petition provides opportunity to build momentum We call upon the government to find additional funding for education and use some of that additional funding to target areas, such as Sheffield, which are not receiving a fair share currently. Ø Print the ‘support the petition’ page and take photos (in groups? ) Ø Use your social media to share or send to us (with permission) Ø Promote the petition as appropriate within your school community – the email this week will link to the media stories if you want to provide context Ø Sheffield Star/Telegraph will keep updating the totals and sharing images
Briefing Agenda – Wednesday 27 June 2018 • Introduction / Welcome • Closing the Vocabulary Gap – Alex Quigley • School Funding – Stephen Betts & John Doyle • Learn Sheffield Update – Stephen Betts
Learn Sheffield Update – Stephen Betts
Learn Sheffield Updates • Subscription o Current sign-up 146 (of 177) o ‘Predicted’ sign-up 158 o Planning meetings are happening now o Deadline – Mon 16 th July • Subscriber Guide o Initial version in July o Toolkit in September
Learn Sheffield Updates • Opportunities Bulletin – July 2018 – out this week • Governance Conference – Saturday 30 th June Keynotes – Mary Myatt & John Tomsett (Governance Training subscribers entitled to 2 tickets) • Sheffield Priorities Development Programme 2018/19 – out July/September • Learn Sheffield Peer Review 24/25 May – Christine Gilbert, Tim Boyes & Jon Abbey Report published shortly – events to follow • Primary Year-End Data Briefings Monday 16 th (2: 30 pm) & Wednesday 18 th July (8: 30 am)
Briefing Agenda – Wednesday 27 June 2018 • Introduction / Welcome • Closing the Vocabulary Gap – Alex Quigley • School Funding – Stephen Betts & John Doyle • Learn Sheffield Update – Stephen Betts • Close
- Slides: 68