Specialist School Status & the co-operative working arrangements in the Dorchester pyramid - D...

Specialist School Status & the co-

operative working arrangements in the Dorchester pyramid - Dorchester Area Schools

PartnershipRon Jenkinson Head teacher

St. Osmond’s Middle School

Gordon Redley Head teacher

Dorchester Middle School

DASP aims to providehigh quality educationto all children in theDorchester area

Its key purpose is to enable all those children to achieve their full potential as learners and citizens

PARTNERS

1. Broadmayne C First*2. Cerne Abbas CE VC First3. St Mary's CE VC First4. Cheselbourne5. Damers C First6. Manor Park CE VC First *7. Milborne C First8. Frome Valley CE VC First9. Piddle Valley CE VA First10. The Prince of Wales First11. Puddletown CE VC First12. St Mary's RC VA First*13. Winterbourne Valley CE VA First14. Dorchester C Middle15. St. Osmund's CE VA Middle16. St Mary's CE VSA Middle 17. The Thomas Hardye VA Upper School and Science College18. Dorchester Learning Centre

• 17 years • 18 schools (13,3,1,1)• 5350 students (900 6th Form)

• Levy : £37 per pupil £200,000• 55% of R&M budget 2006/07 £230,000 £50k LA grants

•EXECUTIVE GROUP

•HEADTEACHER MEETING –phase and partnership

•CHAIRS & HEADS

•DEVELOPMENT GROUP +

•PUPIL & FAMILY SUPPORT GROUP

•SUBJECT COORDINATOR GROUPS

•ASSESSMENT GROUP

•SENCO GROUP

•DMIS

Communication

Accountability

Involvement

Direction

DASP Improvement Plan

One/three year

in School DP’s

HTs/ExecutiveDevelopment Group

The Driver leading to meeting practical needs, providing opportunities and

simulating innovation

STUDENT LEARNING

PROGRESSIONCONTINUITYCURRICULUM ENTITLEMENTTRACKING AND MONITORING

OUTCOMES 4 to 19

THE DASP AUTUMN PACKAGE

ASSESSMENT FOR LEARNING

Thomas Hardye School

At points of transfer - First to Middle• Name/ UPN/attendance record

• Feeder/s

• Class teachers name

• Key Stage 1 information:

SAT results – Maths, reading & writing (test and task level combined into one)

Teacher assessment for Science

• Key Stage 2 information:

Year 4 optional tests – Maths A or B (Marks)

Mental Maths mark

Total mark score for test and mental maths

Test level (sub level)

Thomas Hardye School

First to Middle cont.• Reading level (sub level)• Writing level (sub level)

End of year 4:• Spelling Age - Vernon• Reading Age – Salford• Teacher Assessment (all to sub-levels)• Maths/reading/writing/speaking and listening• SEN stage and SEN area/s of concern• Areas where child is gifted/talented• Special interests• Projected end of Year 5 Targets (from Y4 teachers) in

maths/reading/writing/science• Social/Medical background notes

Thomas Hardye School

Middle to Upper (all preceding info. and data)• Feeder school and tutors name• KS 2 Information:

Eng/ Maths/ Sci - test scores, test sub-levels and teacher sub-levels• KS 3 Information:

Year 7 CAT results, KS3 and GCSE predictions

Eng/Maths/Sci – test scores, test sub-levels and teacher sub-levels

Foundation subject teacher assessed sub-levels

Spelling Age

SEN stage and area/s of SEN concern

Areas where child is gifted/talented

Special interests

Social/ medical background notes

Early Intervention

Nurture group

INCLUSION• Special Educational Needs

• Behaviour Support

DASP Pupil & Family Support Group • Extended Schools Co-ordinator • 2 Nurse therapists• 2 Behaviour support teachers• Inclusion outreach worker• Connexions worker• Head of SEN at upper school

• Police liaison officer• School Nurses• Education social workers

First and Upper Schools Working Together

INFORMATION AND COMMUNICATION

TECHNOLOGY

THE DASP MUSIC SERVICECoordinator – Admin Staff

1830 Students- 43 Staff288 hours/week

Inclusive Fee Structure

Shared Music Events

Very Able & Gifted Programme

Outdoor Education

DMISThe DASP Maintenance Indemnity

Scheme

See presentation

TEACHER EDUCATION&

LEADERSHIP

conference

Higher Level Teaching Assistants

Fully Funded NVQ Training (Level 3)

INVESTORS in PEOPLE

NQT Induction

LITERACY - the JUDE projectRaising standards in writing - 2003

Initiatives

MFL – support and co-ordination in Years 3 and 4 - 2006

Racial Equality& Intercultural Project

Cross phase collaboration•Citizenship “7c’s” •Unicef Rights Respecting School•Social Emotional Aspects of Learning•DASP Student Council

Video

Pupil Voice

Head’s conference

‘06Head’s conference’06

Rights Respecting Schools

conference ‘07

Dorchester Area Schools Partnership

DASP Student Council

Dorchester Town Hall with

Cllr David Barrett

Phase and cross-phase collaboration

2 year KS3 in English, Maths and Science2003

Specialist Status science/maths 2005

Shared benefits: UMF/FMU

STANDARDS

GCSE 2006 : 83% 5+A*- C2007 : 79%

(70%Ma & Eng)

A Level 2006 : A-C 83% 2007 : 78% (99% pass rate)

Key Stage 3

2 Year Programme of study in English maths and science

TEACHER THOUGHTS and FEELINGS

Top groups coping well with topics and key ideas: Science

Lower ability students find pace

hard but that means we focus on the most important

parts: all

Course can easily be taught in two years avoiding

repetition in year 9 :Maths

Most of P.O.S. can be covered in 2 years. The

Shakespeare needs longer particularly for maturity of

understanding:English

SAT to be used as benchmark within

GCSE course:Upper school

Pro-active positive support from LEA

consultants

More opportunity to develop cross

phase schemes of work - all

More curriculum opportunities

becoming evident for the students in

KS4: all /US

DASP KS3 Results 2005 - 07

YEAR 2005 2006 2007

Level

%

L5+ L6+ L5+ L6+ L5+ L6+

Eng 85.4 43 83.6 39.5 80.5 33.4

Math 85.8 71.5 88.5 74 85.3 68.5

Sci 86 55.4 82.4 50.4 84 48.5

2 year course

St Osmund’s, St Mary’s and

Dorchester Middle

SCIENCE AND MATHEMATICS

SPECIALIST SCHOOLS

http://www.dasp.org.uk/Executive Director: Peter Farrington

Administrative Officer: John Macormack

The Old RectoryWinterborne MonktonDorchester DT2 9PS

Telephone :DASP 01305250749

Email : office@dasp.org.uk

Three Key Questions

• Is our Partnership an effective size to enable effective learning from 3-19?

• Do we have sufficient trust and openness to work both cross and within phase?

• What are the obstacles to our collaboration and partnership?

http://www.dasp.org.uk/