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ANNEX 2: EDP2 Activities For 2004-2005

G:\Executive\Executive Agendas\Executive Agenda 04.06.22\Item 17 - Annual Review of Education Development Plan (EDP2) (b) (Appendix).doc 1

PRIORITY 1A: RAISING ATTAINMENT IN EARLY YEARS AND THE FOUNDATION STAGE Objectives 1.1. Improve the quality of teaching and learning by raising the skills, knowledge and understanding of

the Early Years and Foundation Stage staff;

Activities to raise attainment in communication language and literacy

Joint training by literacy consultants and Early Years Advisory teachers. Dissemination of planning materials produced jointly by Southwark and Croydon Complete 'Children Learn Best' guidance and distribute to schools Provide training for early years staff in early years settings and schools to ensure the effective

delivery of the Early Learning Goal for Communication, Language and Literacy Use 'Speaking and Listening Materials' (NLS) where appropriate.

Activities to raise attainment in mathematical development

Dissemination of planning materials to schools developed jointly by Southwark and Croydon. Joint training by Numeracy Consultants and Early Years Advisory Teachers Complete 'Children Learn Best' guidance and distribute to schools Provide training for early years staff in early years settings and schools to ensure the effective

delivery of the Early Learning Goal for mathematics

Activities to develop more challenging teaching and learning

Train school staff in a) Thinking skills, b) Assessment for Learning, c) Planning for a diversity of

learning styles for all groups with specific reference to Black Caribbean boys in the Foundation Stage.

Create, use and disseminate local, national and international information, research visits, speakers, exchanges to broaden teaching styles

Develop teachers understanding and strategies to deal with pupils' emotional and behavioural development in order to enable them to become more effective learners.

Ensure that all schools offer a wide range of approaches to teaching in response to different learning styles by

a) monitoring provision and challenging the range of repertoires used b) providing advice, support and guidance within these areas c) developing the outreach roles of special schools and PRUs d) developing specific projects and support materials for the gifted and talented.

Train teachers to extend their knowledge and understanding of the most effective teaching

styles for pupils at risk of underachieving including those with EAL and SEN. Use the Learning and Teaching Framework that is currently being developed by the Primary

Strategy with particular reference to core competencies for Foundation Stage practitioners. To use the 'Listening to Children' training materials with settings (Thomas Coram and QCA)



Success Criteria

Children attain high standards in Communication, Language and Literacy and Mathematical Development.

The quality of teaching and learning is judged to be at least satisfactory in Communication, Language and Literacy and Mathematical Development.

Improved quality of teaching evidenced through Link Adviser visits and Ofsted Inspections by September 2005. 85% satisfactory or better by September 2004, 95% by September 2005.

Early Years settings use the Personal, Social and Emotional Guidance within the Foundation Stage Curriculum to help them plan effectively for children's well being by September 2005.

Monitoring and Evaluation

Early Years Advisory Teachers Early Years Specialist Teachers Ofsted Reports Link Adviser Reports Quality Sub Group (EYDCP) Senior Adviser for Early Years

Target Group

Nursery classes and schools Foundation Stage Classes Private and Voluntary

Providers Year 1 (Transition)

Responsibility

Early Years Advisory Teachers Early Years Specialist Teachers Early Years Advisory Teachers Senior Adviser for Early Years

Links with other Plans

EYDCP Children's Centre Plans



1.2. Improve the breadth and balance of the Early Years Curriculum in schools and other settings

through the effective implementation of the Foundation Stage Guidance and the Early Years Learning Goals. Ensure the effective implementation of the foundation stage guidance, the Early Learning Goals and the use of new technologies across schools and early years settings, ensuring a broad, balanced curriculum and reflecting the ethnic diversity within Southwark; Activities to improve practitioners knowledge of the curriculum

Ensure that all practitioners delivering the Foundation Stage Curriculum as members of the

EYDCP have access to an average of 4 days training with particular reference to teaching and learning styles.

Break down the barriers to training by offering training at different times of the day and by using creative methods to reach the maximum number of practitioners.

Ensure all settings that deliver a Foundation Stage Curriculum have access to advice from a qualified teacher. (Ratio 1:10 EYDCP target)

Ensure Early Years Network meetings focus on curriculum issues Ensure that the breadth of the Foundation Stage Curriculum is delivered effectively in all settings

through Advisory Teacher support in schools and Nursery Schools and staff. Ensure teachers provide a curriculum that supports pupils at risk of underachieving including those

with EAL and SEN.

Activities to promote the effective use of assessment to inform curriculum planning

To provide training, support and moderation for the Foundation Stage Profile. To further develop and refine the Foundation Stage Record as an assessment for learning tool. To provide training in observation as a tool for assessment.

Activities to promote the foundation stage as a key element of the primary strategy

To promote 'Excellence and Enjoyment' within all Foundation Stage settings To ensure that transition from the Foundation Stage to KS1 is seamless in relation to the

curriculum To ensure that the Primary Leadership Programme is offered to Nursery School Headteachers. To use and promote the role of the Nursery School Headteachers to disseminate good

practice. Develop Foundation Stage ASTs



Success Criteria

Ensure all courses both for maintained and private and voluntary settings contain best practice examples from local, national and international research by September 2005

Ofsted Reports indicate that Headteachers in primary and nursery schools are leading and managing effective learning focused schools with particular reference to the Foundation Stage by September 2005.

Ofsted Reports identify schools are delivering a high quality curriculum that supports children's learning and enables them to achieve high standards

The target for QTS is met (1 QTS to 10 non-maintained settings) Southwark moderates 50% of schools for the Foundation Stage Profile and

provides training for the other 50% in line with QCA requirements


Quality Sub Group (EYDCP) Senior Adviser for Early Years Ofsted Reports Early Years Advisory Teachers Early Years Specialist Teachers Link Adviser Reports

Target Group



Responsibility






1.3. Maximise pupil achievement through improving continuity and progression for 0-6 years,

particularly in relation to the CO-ordination of national initiatives such as EYDCP;

Activities to promote continuity for birth to three

To make effective links with Birth to Three Matters to ensure that there is consistency of approach

to learning and teaching from 0-5 years. To provide training in Birth to Three Matters cascading national training received in January

2004. To provide training on how to plan effectively using the Birth to Three Matters To provide training for practitioners in nursery settings in using the information from Birth to

Three to plan for learning within the Foundation Stage Curriculum

Activities to Promote continuity from Foundation Stage to year 1

To enable practitioners to use the information from the Foundation Stage Profile effectively. To develop teaching styles in Year 1 that are promote effective learning and enable children to

attain high standards To work effectively with Literacy and Numeracy Consultants in promoting high quality learning

opportunities in both Foundation Stage and Year 1. To work with Headteachers to raise understanding of the Foundation Stage curriculum and

transfer issues.

Activities to promote achievement through a coordinated approach to sure start, Extended schools, children's centers, nn1

To focus on high quality services and teaching and learning within all government initiatives. To have a strategic overview of developments and to plan a coherent approach to avoid

duplication and overlap. To be pro-active in readiness for Children's Trust initiatives To review the working of the EYDCP in line with DfES guidance-consider other options e.g.

part of the Children and Young Peoples Strategic Partnership Undertake DfES/Sure Start Self-Assessment Document as a baseline for auditing current

services. To focus on the impact of services to children and their families. (Focus on quality as well as

quantity). To follow recommendations in the recent White Paper based on 'Every Child Matters'.



Success Criteria

Children achieve high standards as evidenced in Section 4 and 10 Ofsted inspections of maintained and private and voluntary settings.

Assessment is used effectively to plan children's learning and progress is reported to be good through Ofsted and LEA monitoring.

Children attain standards that are at least in line with their statistical neighbours within the Foundation Stage.

High quality services offered in Neighbourhood Nurseries and Children's Centres that enable children to attain high standards.

Children's Centre Plans accepted by the Sure Start Unit. Combined inspections of integrated centers show that high quality provision

is available to children and their families. Clear lines of management are established and the EYDCP works

effectively and is focused on raising the attainment of children in Southwark.


EYDCP CEA Senior Adviser for Early Years Early Years Advisory Teachers Early Years Specialist Teachers

Target Group



Responsibility






1.4. Improve the performance of particular groups of pupils;

Activities to raise attainment of underachieving groups

Train staff to plan for different learning styles for all groups with specific reference to White

working class boys. To monitor effective use of EMAG in relation to underachieving groups. (Ensuring schools

have undertaken an audit to identify children) Data on ethnicity to be collected in line with requirements in the Race Relations (Amendment)

Act. Encourage schools to collect data and to act on the information, ensuring schools can judge

impact of actions. Identify the most vulnerable/hard to reach groups such as asylum seekers, refugees, and

families in temporary housing. Ensure that those children who are gifted and talented are identified and challenged in their

learning.

Activities to raise attainment of children with Special educational needs

Ensure that all maintained early years settings have access to a trained SENCO, that all private

and voluntary settings have access to a SENCO who has QTS (ratio of 1:20 EYDCP target) Begin to appoint specialists (see below) Ensure all settings are complying with the Disability Discrimination Act and Accessibility Plans

are in place. Start to work with groups on 'Access to Inclusion'. Ensure every setting has a named SENCO, and that SENCO training is focused on raising

standards. Focus support on the areas of identified need-challenging behaviour, Speech and Language

and ADHT.

Activities to raise attainment of children with English as an additional language

To monitor effective use of EMAG in relation to children with English as an additional

language. (Ensuring schools have undertaken an audit to identify children and their stages of competency with English)

Ensure that bi-lingual support is available in schools where it is needed. Promote Family Literacy and Numeracy projects. Appoint a teacher with a specialism in EAL to work with the private and voluntary sector as part

of the QTS ratio.



Success Criteria

All children make good progress towards standards that are at least in line with statistical neighbours.

All children to achieve standards that are in line with national expectations as outlined in the Foundation Stage Curriculum.

Children in Local Sure Start Programmes achieve the nationally expected standards in Personal, social and emotional development and Communication, Language and Literacy (Sure Start Targets).

EMAG funding is appropriately targeted so that children make good progress in learning.

All children make good progress in learning as evidenced in their Records of Achievement.


EYDCP Senior Adviser for Early Years EMAG Adviser SEN Adviser Link Advisers Early Years Specialist Teachers Area SENCOs Early Years Advisory Teachers

Target Group

Early Years classes and schools

Foundation Stage Classes Private and Voluntary


Responsibility



EYDCP Children’s Centre Plans Extended Schools



1.5. Improve leadership and management and teaching and raise pupil achievement by developing

robust systems for self-review and evaluation;

Activities to develop self review and evaluation

Encourage schools and private and voluntary settings to achieve a recognised Achievement

Award (EYDCP target) Encourage nursery schools to complete an S4 with their staff and governors on a regular

basis. To consider promoting the use of Effective Early Learning (EEL) as a self-evaluation tool within

high quality settings. To ensure that Headteachers are encouraged to participate in the Primary Leadership

Programme To use 'Listening to Children' materials to support school self-review. To develop a programme of governor training in school self review.

Activities to improve the quality of leadership and management

Audit needs by consulting with the Early Years staff including Day Nursery Managers To promote training in leadership and management for owners and managers of private and

voluntary settings.

Success Criteria

Leadership and management is identified to be at least satisfactory in Ofsted and Link Adviser Reports

The completion of S4 enables governors of nursery schools to engage in dialogue with schools in relation to strengths and weaknesses.

A range of courses is available in the Training Booklet and is well attended by managers.

Effective policies and practices highlighted in courses, implemented by settings and positively impacting on children's learning.

Effective management systems are identified on Development/Improvement Plans.

Settings are able to identify their own strengths and weaknesses more effectively and training supports development successfully.


Ofsted Reports for maintained and private and voluntary settings. Link Adviser Reports Quality Sub-group (EYDCP) Early Years Specialist Teachers Early Years Advisory Teachers Senior Adviser for Early Years



Target Group

Foundation Stage classes and schools


Providers

Responsibility

Early Years Advisory Teachers Early Years Specialist Teachers Senior Adviser for Early Years





1.6 Improve Continuing Professional Development (CPD) provision and practice

Activities to improve the quality of training

Ensure recent research such as EPPE and SPEEL is used effectively Ensure consistent messages are given by literacy and numeracy consultants and early years'

staff. Ensure practitioners are encouraged to develop their own thinking (Planning must no longer be

undertaken for practitioners) Ensure there is coherence to training through the Primary Strategy. Ensure barriers to training are removed by making courses accessible to all practitioners. Ensure training booklets are produced on time and distributed to settings. Ensure courses are updated and not delivered year on year and are differentiated.

Activities to improve the quality of support

To deliver support to settings in line with the school system-support in inverse proportion to

success. Ensure support is coordinated effectively in settings through coordinating meetings that involve

specialist teachers, PSLA Development Workers and Area SENCOs Ensure the impact of support is carefully monitored. Ensure the expertise in nursery schools is used effectively to improve the quality of teaching

and learning in all settings.

Success Criteria

All support is targeted effectively and settings causing concern make the required improvements.

Transparent system for the allocation of support that is understood by all settings

Evaluation of training is consistently good. Quality of teaching and learning is graded at least satisfactory by Ofsted

and Link Advisers


Ofsted Reports for maintained and private and voluntary settings. Link Adviser Reports Quality Sub-group (EYDCP) Early Years Specialist Teachers Early Years Advisory Teachers Senior Adviser for Early Years



Target Group

Foundation Stage classes and schools


Providers

Responsibility

Early Years Advisory Teachers Early Years Specialist Teachers Senior Adviser for Early Years





1.7 Improve the quality of teaching and learning by raising the skills, knowledge and understanding of

the Early Years staff;

Activities to

Improve knowledge and understanding of needs of EAL learners in Early Years settings

through provision of a) “best practice” observation opportunities and b) training programme on EAL acquisition.

Success Criteria

EAL learners have accelerated English language acquisition.


Establish baseline judgements in volunteer sample settings. Measure progress of learners against baseline. Evaluate against Southwark and national data.

Target Group

Foundation Stage and EY teaching and support staff

Responsibility

EMA team leader Refugee and asylum consultant


Southwark Council Strategic Aims



1.8 Improve the breadth and balance of the Early Years Curriculum in schools and other settings

through the effective implementation of the Foundation Stage Guidance and the Early Years Learning Goals. Ensure the effective implementation of the foundation stage guidance, the Early Learning Goals and the use of new technologies across schools and early years settings, ensuring a broad, balanced curriculum and reflecting the ethnic diversity within Southwark;

Activities to

Assist teachers and support staff in Foundation Stage and EY settings to draw upon ethnic

diversity as a positive source for learning. Via a) core training b) observing “best practice”

Activities to

Disseminate national features of research and empirical good practice. E.g. published

resources, research and project findings.

Success Criteria

Ethnic minority groups demonstrate accelerated progress against current baselines by July 2005

Foundation Stage teachers and EY staff confident in accessing resources and interpreting uses.


Termly assessment of ethnic minority group progress in sample settings. Teacher and support staff questionnaires.

Target Group

Teachers and support staff in Foundation Stage and EY settings

Responsibility

EMA team leader EMA team consultants


Southwark Council Strategic Aims EMA Strategy



1.9 Improve ICT provision and practice in the Foundation Stage;

Activities to provide interactive technology to all nursery schools, train staff in its use, and continue to provide guidance and support on using ICT in the foundation stage curriculum

Ensure all nursery schools have an interactive whiteboard by August 2004 Provide central training in their use Provide hands on support in foundation stage classes and schools Share good practice through the ICT newsletter, good practice website and through follow up

meetings

Success Criteria

Interactive whiteboards are used regularly by staff and children Teachers plan for children to use appropriate electronic content regularly as

part of daily activities Children acquire confidence and basic skills with a range of content and

applications Children enjoy working with electronic content and applications Children are confident to control common electronic devices


Link advisers through their programme of visits Foundation stage consultants when advising and observing in classes Headteachers through regular monitoring of classes

Target Group

Foundation stage practitioners Foundation stage managers Headteachers

Responsibility

Foundation stage consultants ICT adviser ICT advisory teacher


LEA/council ICT strategy ICT business plan and advisory action plans Foundation stage business plan and action plans



PRIORITY 1B: RAISING ATTAINMENT IN THE PRIMARY PHASE Objectives 1b.1 Improve the quality of teaching and learning;

Activities to synergise the national priorities of raising standards at Key Stage 2 in basic skills to the specific local needs of schools through the introduction, implementation and maintenance of the ISP and through:

• Consultation with Headteachers • The identification of underperforming schools through the interrogation of data • The review of the categories of schools through evaluating cross-service field knowledge to

inform planning and support • Targeting Standards Funding appropriately • Drawing up with the targeted schools a focused RAP • Implementation, and evaluation of the progress, of the ISP • The appointment of additional teaching and learning consultants to ensure the programmes

can be developed and delivered effectively

Activities to raise attainment through the Leadership Programme in identified schools by

• Developing the identified leadership groups to raise attainment through their own in-school task

force • Collaboratively matching the focused objectives of the programme with each school’s own

improvement agenda so improvements are sustainable within the individual contexts when consultant support is withdrawn

• Determining the support that should be given to the school so that they can develop clear and rigorous self-evaluation systems and structures

Activities to identify and share Best Practice.

• Maintain and further develop the Leading teacher/coordinator programme • Ensure the effective deployment of consultants to support schools raise standards and share

good practice Extend accreditation through the Basic Skills Quality Mark to an increased number of primary

schools Develop best practice website



Success Criteria

• 22% of primary schools participate fully in the ISP programme as from January 2004; a further 33% of schools join the programme in April 2004.

• A more cohesive and focused approach to school improvement is developed through closer working patterns between Link Advisers and Consultants.

• Learning and teaching is the central focus of development in ISP schools. • Empowered schools make sustainable improvement towards self-evaluation

through well-structured systems and through high quality learning and teaching.

• Clear links between all levels of strategic planning in schools are established consistently in ISP schools.

• Lists of targeted children are identified in each ISP school and systematic monitoring of the progress of these pupils against mathematics and literacy class targets is established.

• Target groups of pupils make progress, which exceeds the national rate of progress.

• ISP Schools are supported in developing and sustaining assessment and tracking systems.

• Targeted pupils in ISP schools make greater progress than the national trend

• ISP Schools more effectively interrogate their own data and target their own work and resources more effectively.

• Ongoing effective support for the development of high quality teaching and learning is targeted in inverse proportion to success.

• Revised working patterns for key staff. • Teams are updated regularly by Regional Training and the work of the team

is monitored through the National Strategies. • Training is effectively targeted to meet emerging local needs and national

priorities. • Best Practice is identified and shared through appropriate networking. • Increased collaborative leadership and responsibility for teaching and

learning will be a feature of good leadership within those schools participating in the Leadership Programme as evidenced by the analysis of OfSTED reports where leadership of SMT and subject leaders is judged good or better by 10%.


• School review meeting in ISP schools • Analysis of link adviser review visits termly • Analysis of SSRE annually • Analysis of OFSTED reports • Evaluation through SIG meetings on specified schools • Termly evaluation report by Strategy Manager • Regular evaluation by Regional Director to review outputs • Termly evaluation of OfSTED Reports and school review reports • Analysis of performance data • Analysis of feedback from schools and staff



Target Group

Headteachers Leadership groups Staff Leading maths/Literacy

Teachers Subject leaders Support staff

Responsibility

Head of Pupil Achievement and Performance

Head of Primary School Improvement

Primary Strategy Manager Consultants Link Advisers

Links with other Plans 1a Post-OfSTED Action Plan, EDP 2, EDET, 1b Annual Plan (4), EDP 2, EDET, 1c Annual Plan (3/4), EDP 2, EDET, 1d EDP 2



1b.2 Implement the National Primary Strategy;

Activities to raise standards through supporting the implementation of the National Primary Strategy

Link Advisers supported by consultants review the Primary Strategy provision and conduct a

needs analysis. Ensure the effective delivery of the National Primary Strategy through appropriate and

differentiated support, consultancy and training based on the outcomes of the needs analysis. Detailed analysis of local and contextual data to identify targeted schools including information

gathered from the SSRE visits through leadership and management, learning and teaching. Promote self-evaluating schools through ensuring that schools implement effective systems for

the monitoring and evaluation of leader. PSM, Consultants and relevant officers receive appropriate training to ensure they are updated

with key research and national priorities.

Success Criteria • 90% of schools have 100% of teaching judged satisfactory or better. • 90% of schools have 40% of teaching judged good or better. • 90% of schools use data effectively to set targets at individual pupil level. • 90% of schools use assessment data effectively to inform self-evaluation. • Proportion of children achieving L4+ in national tests rises at a faster rate than

statistical neighbours.


• Analysis of link adviser review visits termly • Analysis of SSRE annually • Analysis of OFSTED reports • Evaluation through SIG meetings on specified schools • Termly evaluation report by Strategy Manager • Regular evaluation by Regional Director to review outputs • Termly evaluation of OfSTED Reports and school review reports • Analysis of performance data • Analysis of feedback from schools and staff • Analysis of feedback from schools and staff



Target Group

Headteachers Leadership groups Staff Leading maths/Literacy


Responsibility





1a Post-OfSTED Action Plan, EDP 2, EDET, 1b Annual Plan (4), EDP 2, EDET, 1c Annual Plan (3/4), EDP 2, EDET, 1d EDP 2



1b.3 Improve the breadth and balance of the curriculum, including key skills, in Key Stages 1 and 2 by

supporting the provision of an enriched primary curriculum;

Activities to improve and evaluate breadth and balance of the curriculum through:

Reviewing curriculum provision through dedicated school visits by Link Advisers supported by

Consultants to ensure all schools have curriculum plans which identify key knowledge, skills and understanding at subject level and promote an appropriately broad and balanced curriculum

Introduce pilot project to improve the effective inter-subject links between Literacy skills and the creative arts to raise pupil attainment and promote personal and social skills and higher order thinking skills

Activities to raise attainment through extending opportunities for accreditation of the Basic Skills Quality Mark

Extend accreditation through the Basic Skills Quality Mark to an increased number of primary schools.

Establish a sustainable mentoring and coaching system to support the accreditation process of the Basic Skills Quality Mark

Extend the number of assessors within the LEA to ensure that there is adequate provision for the assessment of an increased number of schools wishing to be accredited.

Success Criteria

2% of primary schools and 28% of Special Schools are accredited to the Basic Skills Quality Marks over the next 2 years

Increase the Basic Skills Assessors by 4 named people during the first year Targeted schools implement and evaluate the pilot programme for linking

Literacy skills to creative arts


• Analysis of link adviser dedicated review visits • Analysis of SSRE annually • Analysis of OFSTED reports • Evaluation through SIG meetings on specified schools • Termly evaluation report by Strategy Manager • Regular evaluation by Basic Skills Agency • Termly evaluation of OfSTED Reports and school review reports • Analysis of feedback from schools and staff



Target Group Headteachers Leadership groups Staff Leading maths/Literacy


Responsibility Head of Pupil Achievement and

Performance Head of Primary School

Improvement Primary Strategy Manager Consultants Link Advisers Basic Skills Assessors

Links with other Plans 1a Post-OfSTED Action Plan, EDP 2, EDET, 1b Annual

Plan (4), EDP 2, EDET, 1c Annual Plan (3/4), EDP 2, EDET, 1d EDP 2



1b.4 Improve the leadership and management of curriculum areas

Activities to Manage and further develop the Leading teacher/co-ordinator programme. Co-ordinate the work of ISP Consultants, Consultant Leaders and Advisers to ensure effective

communication Provide consultancy and training on effective subject leadership that focuses on raising

attainment through learning-centred leadership Manage and further develop middle management learning networks Further develop the Leadership programme as above

Success Criteria

Sharpened focus on middle and senior learning-centred leadership strengthened as evidenced in OfSTED reports by the improved proportion of curriculum managers judged to be satisfactory or better by OFSTED or LEA by 10% annually

Proportion of children achieving L4+ in national tests rises at a faster rate than statistical neighbours

Team of Leading Literacy and Numeracy teachers extended and effectively deployed as evidenced by school feedback

Local and national priorities addressed through increased shared accountability for improvement

Best practice in LEAs and in schools is disseminated and shared through effective networking

Increased organisational and individual capacity


Analysis of link adviser review visits termly Analysis of SSRE annually Analysis of OFSTED reports Evaluation through SIG meetings on specified schools Termly evaluation report by Strategy Manager Regular evaluation by Regional Director to review outputs Termly evaluation of OfSTED Reports and school review reports Analysis of performance data Analysis of feedback from schools and staff



Target Group

Subject Leaders Consultant Leaders Leading teachers Advisers School leadership teams Headteachers Leadership groups Staff Leading maths/Literacy


Responsibility

LEA Advisers Head of Primary School

Improvement PSM Consultants Leading teachers

Links with other Plans 1a Post-OfSTED Action Plan, EDP 2, EDET, 1b Annual Plan (4), EDP 2, EDET, 1c Annual Plan (3/4), EDP 2, EDET, 1d EDP 2



1b.5 Improve the performance of particular groups of pupils

Activities to enhance the work of schools in raising levels of attainment of minority ethnic pupils above averages for similar LEAs

Conduct audit of attainment to identify sources of good practice within Southwark. Audit low and differential attainment at end of KS1 and KS2. Provide opportunities for networking and dissemination of good practice from within

Southwark. Disseminate national good practice e.g. sharing research findings, LEA reports etc. with

schools. Provide training for Senior management teams, EMA and EAL coordinators, LSAs and other

school staff on curricular, race equality and EAL issues. Ensure that the means of identifying and targeting underachieving groups of pupils are in place

in over 90% of schools.

Activities to modify curriculum frameworks to meet the needs of under-achieving groups of pupils.

Audit curriculum provision in selected schools. Assist schools to adapt curriculum frameworks and resources to increase minority ethnic pupil

attainment, particularly African Caribbean pupils.

Activities to aid schools in their development of strategies to support the learning of EAL pupils.

Facilitate “best practice” networking opportunities for EAL coordinators. Provide training programme for EAL coordinators on curriculum and language development for

EAL.

Success Criteria

Increase in schools becoming self-reliant in delivery of good practice in EMA and EAL provision.

Improved results at end of KS2 for underachieving minority ethnic pupils 2005 and 2006 in target schools from audit of need.

Improved, extended and sustained networking arrangements for EAL and EMA coordinators.

Identification of target staff in each school.




Termly collation of training and networking attendance. Questionnaire on effectiveness of provision on annual basis to be issued to

participant training schools. Record maintained of number of schools receiving a) core training b)

specifically –targeted support. Recorded performance of targeted –support schools at end KS1 and KS2. Improvement in attainment measured for each major ethnic group within

school against 2004 results.

Target Group

EAL and EMA coordinators in schools with general underperformance against Southwark norms

Schools with internal differentials in performance between ethnic minority groups

Responsibility

EMA team leader


Southwark Council Strategic Aims

1b 6. Activities to : Develop policy and practice in provision for Gifted and Talented pupils

Provide activity and support to enable gifted and talented pupils to attain the highest grade

levels at KS1 and KS2 Discuss with LEA/SID how to enable all Primary schools to benefit from the Gifted and

Talented initiative. Provide professional development for teachers to ensure they have appropriate

skills/knowledge to provide opportunity for Gifted and Talented Pupils Continue to develop nationally organised enrichment/extension opportunities for Gifted and

Talented Pupils.

Activities to : Develop improved policy and practice for inclusion and reduce levels of pupil exclusion

Develop improved policy and practice for Inclusion and reduce levels of exclusion Provide initial training and enhance CPD for PLM’s and PLSU managers Develop links to support Primary Strategy Further develop data collection



Audit PLM provision Support schools to develop whole school integrated approach to inclusion Support development of alternative curriculum provision for pupils at risk of exclusion

Activities to : Support Pupil progression and Transition

Continue primary re-engineering review following successful re-alignment of resources Support primary schools in implementing BIP Support schools through transition process KS2 to KS3 Set up procedures to enhance transfer of pupil information

ACTIVITIES TO : SUPPORT THE USE OF NEW TECHNOLOGY TO IMPROVE TEACHING AND LEARNING AND ATTAINMENT ACROSS THE CURRICULUM.

Provide training for teachers in the use of new technology in subjects across the curriculum Work with KS3/primary consultants and advisory teachers to support the use of ICT in

subjects across the curriculum Provide support materials for the use of ICT in curriculum projects such as schemes of work,

lesson plans and worksheets Maintain a booking system to allow teachers to visit with their classes for independent or

supported use of the CLC Act as a test bed for the use of new technology across the curriculum Ensure the CLC building and resources are maintained as leading edge so that the CLC can

offer more than what is currently available in schools Provide high quality out of school hours sessions for KS2, KS3 and KS4 Work closely with and support the other EiC strands

Activities to : To promote effective leadership and management in schools and strengthen collaborative partnership working

Continue to support development of Primary Partnership and links with schools Strengthen and enhance links with LEA, SID, Access and Inclusion and London Challenge Support the implementation of LEA plan Review and revise EiC Development plan to extend through to 2006 Support the development of Extended Schools and BIP initiatives Undertake ‘EiC Re-Engineering’ review and revision programme Introduce the DfES EiC Peer Review process Support development of links and activities in Action Zones to EiC and LEA plans and

priorities



Success Criteria Progress towards EiC Development plan priorities Progress against EiC/LEA performance targets relating to attainment,

exclusion and progression Implementation of changes arising from ‘Re-Engineering’ Peer Review Process judges EIC overall good or better Increase in percentage of pupils attaining level 3 at KS1 and level 5 at All schools receive support for Gifted and Talented Teachers have the knowledge to provide well for Gifted and Talented

Pupils within the classroom Targeted learning opportunities are offered for all Gifted and Talented

Pupils

Monitoring and Evaluation Monitoring of strands against targets and quality criteria Use of LM/LSU audit tool Programme of monitoring visits Monitoring of progress against EiC targets Annual Report and plan EiC Peer Review and Self-Evaluation Use of Partnership agreed external evaluation

Target Group

Headteachers Senior School Staff Curriculum Leaders Teachers Learning Mentors

Responsibility

EiC Co-ordinator GTP Co-ordinator Primary Co-ordinator CLC Manager Action Zone Managers


EiC Development plan 2003-6 LIG Implementation plan Aimhigher local and area plan Behaviour Support Plan including BIP ICT Development Plan



PRIORITY 1C/D: RAISING ATTAINMENT IN LITERACY AND MATHEMATICS THROUGH THE IMPLEMENTATION OF THE NATIONAL STRATEGY 1c.1 Improve the quality of teaching and learning in all schools but especially targeted schools;

Activities

Provide flexible models of school-based consultancy and training for all ‘intensive’, medium

and light support schools in curriculum planning and delivery Provide school-based guidance and training for targeted schools in assessment and curricular

target setting for classes, groups and individual pupils, including the use of ICT databases for pupil tracking.

Provide guidance, training and support for targeted schools on the use of ICT to enhance the teaching of literacy and mathematics

Plan and deliver central and school-based training programme on the effective teaching of all aspects of literacy and mathematics in the Foundation stage and at KS1 and KS2, with an emphasis on aspects of teacher subject knowledge

Success Criteria

LEA achieves 2004 targets for KS2 English/Mathematics LEA achieves 2004 targets for KS1 English/Mathematics Percentage of schools’ performance that is in line with or better than similar

schools at the end of KS2 increases by 10% annually 100% teachers in ISP schools participate in central or school-based training

programmes Progress in ISP schools exceeds that of the national rate of progress 98% training evaluations are satisfactory or better and 80% good and better


Report by Senior Teaching and Learning Consultants • School review meeting in ISP schools • Analysis of link adviser review visits termly • Analysis of SSRE annually • Analysis of OFSTED reports • Evaluation through SIG meetings on specified schools • Termly evaluation report by Strategy Manager • Regular evaluation by Regional Director to review outputs • Termly evaluation of OfSTED Reports and school review reports • Analysis of performance data • Analysis of feedback from schools and staff



Target Group

Headteachers, DHTs, Assessment Co-ordinators Strategy Coordinators Leading teachers Teachers Teaching assistants

Responsibility






1c.2 Improve the use of school-based data to inform planning for targeted intervention to raise

achievement

Activities

Undertake an audit of standards in literacy/mathematics and evaluate the quality of planning,

teaching and assessment Accelerate pupil progress by developing teacher knowledge and understanding through the

provision of guidance and training of the analysis of performance data and target setting Provide central training on each of the National Strategy intervention programmes to

accelerate the progress of underachieving pupils. Pilot Wave 3 Intervention Programmes in identified schools

Success Criteria

LEA achieves 2004 targets for KS2 English/ Mathematics LEA achieves 2004 targets for KS1 English/ Mathematics All intensive/ medium support schools use audit information to inform action

planning and target setting Under – achieving groups of children are identified and appropriate

interventions implemented Progress is accelerated for pupils receiving intervention support (Wave 2

and 3)– attainment gap narrows




Report by Senior Teaching and Learning Consultants School review meeting in ISP schools Analysis of link adviser review visits termly Analysis of SSRE annually Analysis of OFSTED reports Evaluation through SIG meetings on specified schools Termly evaluation report by Strategy Manager Regular evaluation by Regional Director to review outputs Termly evaluation of OfSTED Reports and school review reports Analysis of performance data Analysis of feedback from schools and staff

Target Group

Headteachers, DHTs, Assessment Co-ordinators Strategy Co-ordinators Leading teachers Teachers Teaching assistants

Responsibility








1c.3 Improve ICT provision and practice

Activities to increase the use of interactive ICT resources and content with pupils

Primary advisory team central training on the use of interactive resources Provide hands on support with the use of interactive resources in classrooms Model the use of relevant content e.g. Easiteach numeracy content and numeracy strategy

resources Ensure the relevant use of ICT is incorporated into NNS strategy training Share good practice in the use of ICT through ICT newsletter, good practice website and

through NNS training sessions

Success Criteria

All teachers with interactive resources receive training and hands on support

Numeracy training incorporates how good to use ICT and good practice is shared

Good practice in the use of ICT in numeracy teaching is shared through the newsletter and website

A wider range of content is used increasingly in all schools


Link advisers monitor the impact through school visits Senior primary strategy consultants monitor training to ensure ICT is

included Primary consultants report on their work to extend the use of ICT to the

primary strategy manager

Target Group

Numeracy coordinators All teachers Headteachers

Responsibility

The primary strategy manager Senior strategy consultants Primary consultants Link advisers


LEA/council ICT strategy ICT business plan and advisory teacher action plans The national numeracy strategy implementation plan



PRIORITY 2A: RAISING ATTAINMENT IN KEY STAGE 3 2a.1 Improve the quality of teaching in targeted schools by ensuring that teachers accelerate the pace

of pupil progress through the use of prior attainment data, formative assessment of individual pupil target setting;

Activities to ensure that good practice in assessment for learning as a means of raising standards and motivating pupils is a feature in all schools

Provide training in Key Stage 3 Assessment for Learning (AFL) Target consultant support at schools identifying AFL as a priority and those schools identified

as in need of support by through LEA reviews or Ofsted inspections

Success Criteria

Training is well attended and positively evaluated Positive feedback on AFL in LEA reviews and Ofsted reports AFL focus leads to improvements in teaching and learning and raises

achievement so that 2005 targets are met in core subjects and ICT Improved teacher assessment levels in foundation subjects in targeted

schools


LEA Strategy Manager to monitor and evaluate impact of consultant support through review of contracts and notes of visit

Link Advisers to review progress in AFL through termly visits to schools LEA KS3 reviews in targeted schools

Target Group

Schools choosing to prioritise AFL in line with SIP priorities

Schools identified as in need of support in AFL

Responsibility

LEA Strategy Manager Lead Consultants for AFL Principal Secondary Adviser


KS3 Business Plan KS3 Initiative Plan LIG EIC



2a.2 Improve the quality and consistency of teaching and learning in targeted schools through the use of effective behaviour management strategies;

Activities to ensure that support for behaviour and attendance complements:

o activities designed to improve teaching and learning and raise standards in other subject strands

o the work of other LEA services providing support for behaviour and attendance issues

Deliver Key Stage 3 training programme for behaviour and attendance strand Continue to provide support to schools in completion of behaviour and attendance audits and

action plans Liaise with BEST team and EIC co-ordinator to ensure effectively coordinated support in BIP

schools Liaise with EWAS to ensure coordinated support for improving attendance Provide targeted consultant support to schools at intensive, medium or light levels according to

identified needs Deploy consultant to work with subject consultants where there are particular behaviour issues Deploy consultant to work with lead behaviour professionals on whole school issues

Success Criteria

Training is well attended and positively evaluated Positive feedback on pupil behaviour in LEA reviews and Ofsted reports Targeted support for behaviour and attendance leads to improved learning

and raises achievement so that 2005 targets are met Senior leaders positively evaluate support for behaviour and attendance

strand



Link Advisers to review progress in improving behaviour and attendance through termly visits to schools

LEA KS3 reviews in targeted schools Ofsted reports

Target Group

Schools choosing to prioritise behaviour and attendance in line with SIP priorities

Schools identified as in need of support in

Improving behaviour and attendance

Responsibility

LEA Strategy Manager KS3 Behaviour and Attendance

consultant EIC co-ordinator







2a.3 To ensure that all pupils have access to a broad range of curriculum opportunities, appropriate to

their abilities and aspirations

Activities to ensure that Key Stage 3 curriculum is enhanced through implementation of cross-curricular initiatives

Roll out KS3 training programmes and provide targeted consultant support in; Assessment for Learning ICT across the curriculum Lessons in learning (Thinking skills) Literacy across the curriculum Investigate possibility of alternative curriculum models for example pilot of two year

Key Stage 3

Success Criteria

Training is positively evaluated Positive feedback on impact of cross-curricular input in LEA reviews and

Ofsted reports Greater consistency of approach noted across departments More coherent curriculum supports improvements in teaching and learning

and raises achievement so that 2005 targets are met



Link Advisers to review progress in AFL and quality and effectiveness of tracking /targeting systems through termly visits to schools

LEA KS3 reviews in targeted schools

Target Group

Schools identifying particular whole school themes through SSRE process

LEA identified schools

Responsibility

LEA Strategy Manager Named lead consultants for each

cross curricular initiative Link Advisers Principal Adviser Secondary

(AFL)







2a.4 To promote systems for assessment, recording and reporting of pupil progress and the use of

pupil level targets;

Activities to ensure that all schools have effective systems for tracking and targeting based on evidence of the prior attainment of individual pupils

Review quality of school tracking and targeting systems Provide training on use of Pupil Achievement Tracker (PAT)

Success Criteria

All schools have comprehensive tracking and targeting systems which are effectively used to improve individual and overall achievement

Effective targeting leads to significant reduction in numbers of pupils who do not progress at least one level across the key stage as shown in yearly conversion tables from KS3 strategy


Link Advisers to review quality and effectiveness of tracking /targeting systems in termly visits to support schools’ SSRE

Target Group

Schools where conversion data indicates high proportions of non-moving level 3 and 4 pupils across the key stage

Responsibility

LEA Strategy Manager MIAS ICT adviser Named lead consultant with

responsibility for data and target setting





2a.5 Improve curriculum continuity and progression through targeted support programmes that

prepare individual pupils for, and support them through periods of transition from KS2 to KS3;

Activities to improve curriculum links between Years 6 and 7 across Southwark schools and ensure that pupils do not stagnate or regress in their learning or achievement

Lead cross-service transition strategy group including primary and secondary headteachers

/representatives, EIC and Peckham Action Zone to produce an action plan which will identify practical methods of improving continuity and progression in pupils’ learning experiences

Participate in KS3 Strategy/London Challenge Transfer and Transition pilot for English and Mathematics

Provide training in Y6-7 transition modules for English, mathematics and ICT Encourage all secondary and Southwark feeder schools to use transition modules Monitor quality of summer school provision where offered as part of intervention strategies Encourage cross-LEA use of Year 7 progress tests

Success Criteria

Action plan produced and operational by second half of summer term All schools using transition booklets In English and mathematics and ICT

transition module All schools using Year 7 progress tests, results of tests show positive

outcomes in terms of progress Curriculum planning and teaching in Year 7 takes greater account of pupils’

previous learning experiences Improved attitudes to learning throughout Year 7 Evidence of greater contact between Southwark primary and secondary

schools


Link advisers and lead consultants report on use of transition materials Outcomes of Year 7 progress tests Outcomes of pupil surveys in LEA reviews Report on work of transition strategy group to head of pupil performance

Target Group

Year 6 and 7 teachers Phase coordinators and school

KS3 strategy managers

Responsibility

Principal Primary Adviser LEA Strategy Manager Named lead primary and KS3

consultants







2a.6 Improve the quality of learning in core skills (including ICT), science and foundation subjects;

Activities to improve the quality of teaching and learning across all subject strands of the strategy through training targeted support, monitoring and feedback.

Deliver KS3 2004-5 national training programme across all subject strands prioritised to local

needs Promote the use of self-study guides “Pedagogy and practice: teaching and learning in

secondary schools” in all Southwark secondary schools to be used according to identified needs through SSRE and external monitoring

Provide intensive, medium or light targeted consultant support across strands and cross curricular projects according to levels of need and priority

Provide coordinated consultancy support in targeted schools Build closer links with Gifted and Talented strand of EIC Target Leading Professionals (ASTs and Leading teachers) to develop and disseminate best

practice and complement work of KS3 consultants Hold regular meetings of Key Stage 3 Steering Group focusing on impact of support from Key

Stage 3 initiative with Tribal Education Liaise closely with Tribal consultants in providing support for targeted pupils in 7 schools facing

challenging circumstances (SFCC)n order to coordinate activities with Key Stage 3 consultants

Success Criteria

Improved standards in line with 2005 targets No schools achieve less than 40% level 5 and above across core subjects Training well attended and positively evaluated Consultants’ and Link Advisers notes of visits show impact of training in

terms of learning outcomes and improved achievement



Link Advisers to monitor quality of teaching and learning through termly visits to schools

LEA KS3 reviews in targeted schools Ofsted reports

Target Group

Support allocated on basis of need identified from data analysis, monitoring and in light of staffing issues

Responsibility

LEA Strategy Manager ICT Adviser Link Advisers Lead consultants – Leading

Professionals EIC liaison







2a.7 Ensure all schools have effective leadership and management structures and clearly focused

strategies for the implementation of the national strategies to raise standards of attainment;

Activities to provide support and training for school strategy managers and subject leaders and ensure that they are effective in their roles

Three days per year delivered in six half termly sessions for briefing school strategy managers

on developments Identify lead school strategy manager to partake in pilot Link advisers to audit strategic leadership of the strategy annually within termly visits Quality assure and provide targeted funding for intervention plans to maximise attainment Monitor implementation and impact of intervention plans Provide training in coaching for key leaders and subject teams Involve school strategy managers in LEA KS3 reviews Provide network meetings for heads of department Develop cross LEA links to develop best practice through participation in KS3 networking pilot

Success Criteria

School strategy managers are strategic, pro-active, effective and supported in their roles

All schools have good quality, up-to-date KS3 action plans All schools have precisely focused intervention plans which are effectively

followed through Heads of department are effective in their role Positive judgments in LEA reviews and Ofsted Inspections


Attendance at briefings Key Stage 3 review visits Ofsted reports SSRE outcomes Link Adviser visits

Target Group

School Strategy Managers Heads of department

Responsibility

LEA Strategy Manager Link Advisers KS3 Consultants



2a.8 Improve the quality of teaching and learning in targeted schools through the effective use of new

technologies;

Activities to improve the quality of teaching and learning through the use of interactive ICT to enhance the quality of teaching and to provide access and guidance on the use of electronic content.

Ensure all schools receive interactive Whiteboard technology before the end of the summer

term 2004 for targeted core departments Provide central training for teachers receiving the boards through the City Learning Centre

(CLC) and core subject consultants Provide intensive support to teachers during the year by modelling good practice, giving advice Share good practice through the termly newsletter and website hold a conference in the

summer term 2005 to draw together and share good practice in LEA schools Continue to publicise content available from LGfL and elsewhere through the newsletter and

website and provide training sessions to encourage schools to use it effectively Support the implementation of the use of electronic content by visiting schools to give advice

and to share good practice more widely Establish 5 leading teachers to work closely with the CLC to model and share good practice in

the use of ICT in the curriculum more widely ICT Adviser establishes an OfSTED baseline for the quality of provision in subjects for 2003-

2004 across the curriculum to establish targets for improvement.

Success Criteria

The quality of teaching and pupils’ motivation improves where teachers use interactive resources

The use of LGfL and other approved content continues to increase, improving the quality of the curriculum across subjects

The number of positive OfSTED reports on the use f ICT across the curriculum improves towards 100%

Good practice in the use of ICYT in the core subjects has been shared through the newsletter and the website has examples of good practice


Link advisers follow up the survey findings of 2004 in the summer term 2005 to identify improvements and follow up report completed

The ICT adviser continues to monitor OfSTED reports on the teaching of the sills of ICT and reports on findings

Subject consultants monitor the effective use of interactive resources in the core subjects

The ICT adviser to sample a range of schools during the year and reports on the impact of support

ICT adviser analyses the use of ICT across subjects as reported in OfSTED reports

Key Stage 3 manager monitors progress through regular team meetings



Target Group

Teachers Subject coordinators Headteachers

Responsibility

ICT Adviser Core subject consultants ICT advisory teacher Manager of the CLC


LEA/council ICT strategy ICT business plan and advisory action plans EiC extension phase plan



2a.9 Assist schools in preparing minority ethnic pupils through primary/secondary transition

Support through Boys` Achievement officer in targeted schools for pupils and families requiring support (EiC/EMAG project)

Success Criteria

Transition issues resolved for 80% pupils and families in target groups.


By questionnaire Attendance data Exclusion data Evaluation by project managers and DfES representative

Target Group

Schools within EiC project group

Responsibility

DfES EMA team leader


DfES EiC/EMAG project



2a.10 Provide training for SMTs, EMA and EAL coordinators and other key school workers on

curricular, race equality and EAL issues

Bespoke training for individual school staffs and staff groups Core training for EMA/EAL managers

Success Criteria

Improved provision across departments for EM and EAL students Increased confidence amongst departments and schools in producing

strategies and resources Increased access of secondary school staffs to national and local good

practice, resources and data


Audit and questionnaire Improved fluency levels amongst EAL learners Faster induction times to curriculum access Improved KS3 attainment for minority ethnic students

Target Group

Schools within EiC project group

Responsibility

EMA team manager


KS3 National Strategy



2a.11 Activities to improve curriculum continuity and progression through targeted support

programmes that support individual pupils through the period of transition from KS2 to KS3;

Provide training in the ICT transition module for secondary schools Encourage all ICT departments to link with primary schools to provide specialist support and to

improve the challenge within the Year 7 curriculum Carry out action research to evaluate the progress made in the use of ICT by groups of

students moving from the primary to secondary phase of their education Share the findings of the survey and draw up an LEA action plan with schools to provide for

better continuity

Success Criteria

Transition report complete December 2004 All secondary ICT departments link with at least one primary school to

improve progression All secondary schools are aware of standards at the end of Key Stage 2

and raise their expectations appropriately All primary schools plan Year 6 modules of work at level 4+ Share standards at the end of Key Stage 2 through the good practice

website


Link advisers ensure liaison takes place ICT adviser ensures work is available on the portal ICT adviser ensures transition practice is shared at coordinators meetings

Target Group

Curriculum managers KS 3 and 2

Primary and secondary senior managers

Year 6 and Year 7 teachers

Responsibility

Key Stage 3 ICT consultants Primary ICT advisory teacher ICT Adviser Link Advisers


LEA/council ICT strategy ICT business plan and advisory action plans



2a.12 Improve the quality of learning in core skills (including ICT), science and foundation subjects;

Activities to improve teaching and learning through training teachers

Provide training on the use of the sample teaching units to new staff and those who missed

training during the first year Continue to provide training in moderation and standards to ensure judgements are robust and

teachers use data more effectively in planning and target setting

Activities to improve teaching and learning through support in schools

Evaluate the progress made in each secondary school department and re-establish those for

priority support Re-negotiate school/consultant contracts to reflect the new priorities Model good practice in lessons and support improving teaching through intensive work with

individuals and groups of teachers Provide written guidance on the good software and content to use when teaching the core

skills of ICT Ensure schools use statistical information on prior attainment when setting performance

targets to raise expectations Share good practice through the termly newsletter, the good practice website, LEA led ICT

conferences for coordinators

Success Criteria

All staff are trained in the use of sample teaching units Standards are consistent and robust Schools set challenging targets based on data and achieve them The quality of teaching and learning continues to rise Consultant contracts are in place and positively evaluated in schools


The Key Stage 3 strategy manager assesses progress through evaluation of data, discussions with school strategy managers and Key Stage 3 audits

The ICT strategy manager monitors training, samples schools and reviews progress towards targets

The ICT strategy manager monitors OfSTED reports to identify the trends in the quality of teaching and learning in ICT

Aspects of the performance management of consultants takes place at least termly



Target Group

ICT coordinators Teachers of core ICT School Key Stage 3 strategy

managers

Responsibility

ICT Key Stage 3 strategy manager

ICT Key Stage 3 consultants

Links with other Plans LEA/council ICT strategy ICT business plan and ICT consultants action plans The national Key Stage 3 strategy implementation plan



2a.13 Improve access to Ethnic Minority attainment data for schools

Activities

Distribute relevant local and national data sets to EMA and EAL managers

Success Criteria All schools receive relevant and useful data sets


Data distributed on regular and full basis Responses indicate utility of service to schools

Target Group

EAL/EMA managers

Responsibility

EMA team



2a.14 Improve access for EAL learners, minority ethnic pupils and new entrants to secondary schools

Training as described for KS3

Success Criteria

Raising of attainment at end KS4 of minority ethnic group pupils, particularly African Caribbean students

Improved fluency levels of EAL learners in KS4 settings

Monitoring and Evaluation By data on end KS4 performance Fluency level assessment Curriculum access data(school held)

Target Group Key stage 4 teachers and staff

EAL/EMA managers

Responsibility

EMA team manager

Activities to : Develop policy and practice in provision for Gifted AND Talented pupils

Provide activity and support to enable gifted and talented pupils to attain the highest grade

levels at KS3 and KS4 Work with MIA to improve access to relevant date for Gifted and Talented cohorts Continue to develop the borough enrichment/extension programme for Gifted and Talented

Pupils, particularly at cluster level Work with School Improvement Division and with Headteachers to ensure Gifted and

Talented initiative impacts in the classroom Provide professional development opportunities to support teachers in providing for Gifted

and Talented Pupils.

Activities to : Develop improved policy and practice for inclusion and reduce levels of pupil exclusion

Enhance CPD for Learning Mentors Develop improved links to the KS3 behaviour strategy Strengthen Learning Mentor and LSU data collection on client group Audit secondary Learning Mentor provision Support schools to develop whole school integrated approach to inclusion



Support development of alternative curriculum provision for pupils at risk of exclusion

Activities to : To support widening participation and raise levels of progression into FE and HE

Develop and maintain partnerships with local and national HEI’s, and Connexions. Improve data collection for post 16 and post 18 destinations. Develop vocational and work related pathways within the 14-19 curriculum and beyond.

Activities to: support the use of new technology to improve teaching and learning and attainment across the curriculum

o Provide training for teachers in the use of new technology in subjects across the curriculum o Work with KS3/primary consultants and advisory teachers to support the use of ICT in

subjects across the curriculum o Provide support materials for the use of ICT in curriculum projects such as schemes of

work, lesson plans and worksheets o Maintain a booking system to allow teachers to visit with their classes for independent or

supported use of the CLC o Act as a test bed for the use of new technology across the curriculum o Ensure the CLC building and resources are maintained as leading edge so that the CLC

can offer more than what is currently available in schools o Provide high quality out of school hours sessions for KS2, KS3 and KS4 o Work closely with and support the other EiC strands



2a 15. Activities to : To promote effective leadership and management in schools and strengthen collaborative partnership working

Strengthen and enhance links with LEA, SID, Access and Inclusion and London Challenge

Support the implementation of LEA plan Undertake ‘EiC Re-Engineering’ review and revision programme Introduce the DfES EiC Peer Review process Review and revise EiC Development plan to extend through to 2006 in the light of re-

engineering and review Support the development of Leadership Incentive Grant, Extended Schools and BIP

initiatives Support development of 14-19 curriculum and Southwark Guarantee Contribute to ASPIRE – i.e. Aimhigher Area Steering Committee Support development of links and activities in Action Zones to EiC and LEA plans

and priorities

Success Criteria

Progress towards EiC Development plan priorities Progress against EiC/LEA performance targets relating to attainment,

exclusion and progression Implementation of changes arising from ‘Re-Engineering’ Peer Review Process judges EIC overall good or better Increase percentage of pupils attaining the higher levels at KS3 Increase the percentage of pupils gaining 3 + A/A* grades at KS4 Improved access to relevant data and readily more effective target setting

for the individual Gifted and Talented Pupils and at whole school level The borough enrichment and extension programme offers targeted learning

opportunities for Gifted and Talented Pupils Gifted and Talented Pupils receive an appropriate level of challenge in

lessons Teachers have the knowledge to provide for Gifted and Talented Pupils in

their lessons

Monitoring and Evaluation Monitoring of strands against targets and quality criteria Use of LM/LSU audit tool Programme of monitoring visits Monitoring of progress against EiC targets Annual Report and plan EiC Peer Review and Self-Evaluation Use of Partnership agreed external evaluation



Target Group

Headteachers Senior School Staff Curriculum Leaders Teachers Learning Mentors

Responsibility

EiC Co-ordinator GTP Co-ordinator Primary Co-ordinator CLC Manager Action Zone Managers

Links with other Plans EiC Development plan 2003-6 LIG Implementation plan Aimhigher local and area plan Behaviour Support Plan including BIP ICT Development Plan



2a.16 Improve Continuing Professional Development (CPD) provision and practice

Activities to CO-ordinate Key Stage 3 training opportunities within the wider CPD offer

Produce a coherent CPD handbook to include KS3 training opportunities Promote the range of CPD activities available for KS3 teachers in line with the national

strategy Promote local and national middle management and senior leadership CPD opportunities such

as Leading from the Middle, NPQH, LIG and LPSH Identify and share good practice through networking of learning communities within and

outside the LEA - including Education Action Zones and specific projects such as provision for gifted and talented pupils

Develop and implement LEA policy and strategy for Advanced Skills Teachers and Leading Professionals to support learning and teaching in KS3

develop the NQT Induction programme for KS3 teachers develop early professional development for KS3 teachers develop professional development for Overseas Trained Teachers including support to gain

QTS status promote CPD opportunities for support staff in line with the Workforce Remodeling initiatives

including HLTA and NVQ courses

Success Criteria

CPD activities impact positively on the quality of teaching and learning in targeted schools

CPD activities integrate with performance management of KS3 teachers A comprehensive programme of CPD activities is in place which is valued

by teaching and support staff and meets the EDP priority for KS3


Analysis and evaluation of link advisers and KS3 strategy team visit reports and OFSTED reports and attainment data to show impact of CPD activities on teaching and learning

School self review and evaluation Evaluation of LEA CPD activities in terms of impact on quality of activities

Target Group

KS3 teachers Support staff including teaching

assistants and learning mentors

School leadership teams Newly/recently qualified

teachers Overseas trained teachers

Responsibility

KS3 Strategy team, (consultant with responsibility for coordinating KS3 training)

Link Advisers School Improvement Leadership

team CPD co-ordinator with CPD team

(to promote and CO-ordinate with KS3 Strategy team)




EDP Priorities CPD Business Plan EAZ plans



PRIORITY 2B: RAISING ATTAINMENT 14-19 2b.1 To develop a comprehensive 14-19 curriculum strategy that CO-ordinates different initiatives to

create a broad-based, cohesive educational provision;

Activities to ensure effective and active LEA involvement in promoting collaboration between schools and other partners, and in the planning and development of new provision

LEA actively engaged in Southwark 14-19 Forum and working Groups

School Improvement Advisers are regularly informed of latest developments Provide effective LEA input into StAR Review of 14-19 provision Prepare for 14-19 Area Inspection and liaise with schools as appropriate Provide advice and support on the development of new school sixth forms particularly in the

south of the borough Ensure that the 14-19 developments are aligned with key strands of the Secondary Strategy

particularly LIG, Specialist Schools, Academies, and EIC Strengthen collaborative links with neighboring 14-19 LEA coordinators

Activities to increase participation rates of learners particularly post-16

Continue to develop strategies to reduce the number of young people not in education,

employment and training (NEET) Establish through a pilot project new provision at Level and Level 2 for Year 12 students as an

additional year of study in a 11-16 schools Promote strategies to improve the staying on rate of identified disadvantaged groups Support a pilot project within a group of schools to develop the use of Individual Learning Plans

from Year 9 Support the development of programmes that improve staff knowledge of local learning,

progression and working opportunities Work with schools in the introduction of the new Careers Education Framework

Activities to develop and broaden 14-19 curriculum provision

Further develop the electronic curriculum audit and mapping system developed in 2003 as a

tool to develop provision Promote curriculum collaboration and in particular provide professional advice for the

development of a Professional Skills Centre Support schools in the implementation of revised guidance on work related learning including

vocational GCSEs Support schools in the implementation of statutory changes to KS4 and provide opportunities

for discussing the implications of the Tomlinson Report to be published in 2005



Activities to raise achievement at Key Stage 4 and in school sixth forms

Ensure that support for SFCC schools and particularly those schools causing serious concern is coordinated

Develop and implement a range of strategies to raise achievement at Key Stage 4 Improve teaching and learning at 14-19 through the sharing of best practice using staff from

Specialist Schools and AST’s Support the use of the ALPS value added methodology in school sixth forms

Success Criteria

Achievement at GCSE rises at least in line with target Improved coherence between initiatives All partner schools collaborating and taking responsibility for the collective

whole LEA contribution to StAR Review is effective LEA is judged to be effective in the 14-19 Area Inspection The size of the NEET Group is reduced at least in line with set target Improved participation rates amongst disadvantaged groups Year 12 Pilot Project established and managed effectively Significant progress made towards a Professional Skills Centre


Written termly Report to Head of Performance and Achievement Minutes of Meetings of Southwark Forum and working Groups Visit Reports to Schools 14-19 Area Inspection Report

Target Group

Headteachers Senior School Staff Southwark Guarantee School

Managers Curriculum Leaders Teachers

Responsibility

LEA 14-19 Adviser working with Southwark Guarantee and Pathfinder Project Team

Link Advisers


Southwark 16-19 Area Inspection Action Plan Leadership Incentive Grant Collaborative Plan



2b.2 Improve the quality of teaching and learning in 14-19 in targeted schools through the effective use of new technologies

Activities to improve the quality of teaching and learning through the use of interactive ICT to enhance the quality of teaching and to provide access and guidance on the use electronic content.

Ensure all schools receive interactive Whiteboard technology before the end of the summer

term 2004 for targeted core departments Provide central training for teachers receiving the boards through the City Learning Centre

(CLC) and core subject consultants Provide intensive support to teachers during the year by modelling good practice, giving advice Share good practice through the termly newsletter and website, hold a conference in the

summer term 2005 to draw together and share good practice in LEA schools Continue to publicise content available from LGfL and elsewhere through the newsletter and

website and provide training sessions to encourage schools to use it effectively Support the implementation of the use of electronic content by visiting schools to give advice

and to share good practice more widely Establish 5 leading teachers to work closely with the CLC to model and share good practice in

the use of ICT in the curriculum more widely ICT Adviser establishes an OfSTED baseline for the quality of provision for 2003-2004 across

the curriculum to establish targets for improvement.

Success Criteria

The quality of teaching and pupils motivation improves where teachers use interactive resources

The use of LGfL and other approved content continues to increase, improving the quality of the curriculum across subjects

The number of positive OfSTED reports on the use of ICT across the curriculum improves towards 100%

Good practice in the use of ICT in the core subjects has been shared through the newsletter and the website has examples of good practice


Link advisers follow up the survey findings of 2004 in the summer term 2005 to identify improvements and follow up report completed

The ICT adviser continues to monitor OfSTED reports on the teaching of the skills of ICT and reports on findings

ICT adviser analyses the use of ICT across subjects as reported in OfSTED reports.



Target Group

Curriculum managers Teachers Headteachers

Responsibility

ICT Adviser Link Advisers


LEA/council ICT strategy ICT business plan and advisory action plans



2b.3 Improve the quality of learning in core skills (including ICT), science and foundation subjects

Activities to share good practice across schools and to ensure standards achieved are shared

Continue to hold regular ICT coordinators meetings to discuss good practice in exam courses Share information on successful ICT accredited courses Provide statistical analysis of outcomes for borough schools Analyse OfSTED reports to establish a baseline for the use of ICT across subjects Share the analysis with schools and help schools to establish action plans to address

weaknesses.

Success Criteria The quality of teaching and pupils’ motivation improves where teachers use

interactive resources The use of LGfL and other approved content continues to increase, improving

the quality of the curriculum across subjects The number of positive OfSTED reports on the use of ICT across the curriculum

improves towards 100% Good practice in the use of ICT in the core subjects has been shared through

the newsletter and the website has examples of good practice


The ICT adviser continues to monitor OfSTED reports on the teaching the subject of ICT and reports on findings

ICT adviser analyses the use of ICT across subjects as reported in OfSTED reports

GCSE results are analysed annually and findings shared with schools

Target Group

Teachers Subject coordinators Headteachers

Responsibility ICT Adviser

Links with other Plans LEA/council ICT strategy ICT business plan and advisory action plans



2b.4 Improve Continuing Professional Development (CPD) provision and practice

Activities to

produce a coherent CPD handbook to match the priorities of the EDP, for raising attainment for

14-19 students and in line with the requirements of the needs of schools facilitate and promote a range of CPD activities for teachers which match the national

framework for 14-19 students, including formative assessment, behaviour management and the use of new technologies

promote local and national middle management and senior leadership CPD opportunities such as Leading From the Middle, NPQH, LIG and LPSH

promote CPD linking to career progression pathways, Learning Skills Council Identify and share good practice to support networking of learning communities including that

within the Education Action Zones, EIC and specific projects such as provision for gifted and talented pupils

Activities to

Develop and implement LEA policy and strategy for Advanced Skills Teachers to support

learning and teaching in KS4 develop the NQT Induction programme for 14-19 teachers develop early professional development for 14-19 teachers develop professional development opportunities for Overseas Trained Teachers including

support to gain QTS status promote CPD opportunities for support staff in line with the Workforce Remodelling initiatives promote CPD opportunities for instructors and lecturers from higher education colleges and

industry working with students from Southwark schools post 16 on vocational courses

Success Criteria

CPD activities impact on the quality of teaching and learning in targeted schools

CPD activities reflect the priority to provide curriculum breadth, including vocational education

CPD activities integrate with performance management of 14-19 teachers A comprehensive programme of CPD activities is in place which is valued

by teaching and support staff and meets the EDP priority for 14-19 students including the changing nature and implications of the curriculum


Analysis and evaluation of link advisers and 14-19 visit reports and OFSTED Reports and attainment data show impact of CPD activities on teaching and learning

School self review and analysis Analysis of evaluation of CPD activities impacts on quality of activities



Target Group

14-19 teachers support staff school leadership teams

Responsibility

14 –19 Adviser Link Advisers School Improvement Leadership

Team CPD co-ordinator with CPD team

(to promote and co-ordinate with the 14-19 adviser)


EDP priorities Learning Skills Council, area plan CPD Business Plan EAZ and EIC plans



PRIORITY 3: SUPPORT FOR SCHOOLS CAUSING CONCERN 3.1. Ensure that there are robust systems in place for identifying and supporting and challenging

schools causing concern.

Activities

All schools undertake a systematic self-review and evaluation, providing evidence to support outcomes

LEA identifies all schools causing concern, utilising as appropriate school self-review and evaluation processes

Use data analysis to identify underachieving pupils and work with schools to set appropriately ambitious performance targets

Provide support in inverse proportion to success to improve teaching, leadership, management and governance.

Ensure that schools identified as causing concern have support plans in place and are actively challenged and supported by the LEA in their efforts to improve.

Provide appropriate support to governors to fulfil their roles Undertake termly reviews of progress made by all schools causing concern and report to

governors, the headteacher, the LEA and Ofsted and DfES as appropriate. Submit progress reports to the Strategic Improvement Group and set up school project groups

to develop cross-service responses to identified needs

Success Criteria All schools causing concern are identified Schools are clear about and agree the LEA’s categorisation of them; they

know their strengths and areas for development Targeted schools have an appropriate support plan in place, understood

and agreed by governors and implemented robustly by the school Achieve a reduction, by at least 4%, in the number of schools causing

concern

Monitoring and Evaluation Provide regular reports to Strategic Improvement Group Undertake termly evaluation of support plans following implementation of

annual categorisation process Provide monthly reports via contract monitoring process



Target Group

Schools identified as causing concern using LEA categorisation procedure

Schools designated by Ofsted as requiring special measures or having serious weaknesses

SMTs Governors of SCC

Responsibility

SIG Head of Performance and

Achievement Senior Adviser (SCC)


SSRE framework Annual Review and Target setting framework



3.2 Improve EMA and EAL attainment are targeted according to need

Activities

Evaluation of data for minority ethnic groups` attainment at end of Key stages Identification of schools where attainment is low or variable Conduct joint audits with SMTs on minority ethnic attainment Provide training to SMTs on provision of key principles

Success Criteria

Clear criteria determined for targeted support re: minority ethnic attainment Criteria become motor underpinning targeted support Development of policy and practice Development of Governing Body awareness of statutory responsibilities

Monitoring and Evaluation Record all schools where training and support provided Measure provision of support against prioritized schools

Target Group

Schools where all /most pupils underperform against Southwark norms

Schools where variable performance is evident between significant groups of pupils

SMTs Governors of SCC

Responsibility

EMA team manager EMA team Advisory teacher


EMA Strategy



3.3 Improve the quality of teaching and learning and promote integration of ICT;

Activities to support senior and subject managers to undertake their role effectively and to raise quality and standards also see activities 1a 1.5, 1b 1.5,1c 1.5, 1d 1.6 2b 2.2, 2.5, 2.7

Provide school managers with data on relative performance in ICT to enable them to evaluate

their own attainment more effectively Provide guidance on target setting to encourage schools to set challenging and achievable

targets Provide schools with advice on strategic planning for the improvement of ICT resources and

the curriculum Provide advice on appropriate methods of assessment and support reliable judgements

through training and moderation trials Share good practice through regular meetings and conferences Continue to develop the good practice website to encourage schools to become more self

managing Share good practice through the termly newsletter and good practice website Train schools on appropriate curriculum approaches and the most effective content and

software Provide training for new primary ICT co-ordinators Provide guidance on key school ICT policies Provide training sessions for governors on key developments in ICT provision in schools Ensure laptops for teachers are delivered on time and training provided where required Ensure standards funds are agreed with Headteacher representatives and devolved on time Ensure a leading teacher scheme is implemented to give self-managing school access to first

hand curriculum advice. Ensure all schools continue to benefit from broadband access and extend the provision of

caching servers for all schools

Success Criteria

Challenging targets set particularly in Key Stage 3 All schools have plans which address resources, training and raising

attainment Agreed resources are available to schools in good time All schools meet national ratio targets School managers feel well-informed New ICT co-ordinators are well supported and OfSTED reports continue to

show ICT is well led Governors are increasingly aware of their responsibilities


ICT adviser monitors course evaluations ICT adviser continues to analyse OfSTED reports ICT adviser evaluates and shares attainment data with schools Governor’s training officer analyses training evaluations



Target Group

Senior and subject managers School governors

Responsibility ICT adviser ICT advisers and consultants Link advisers Governor’s training officer


LEA/council ICT strategy ICT business plan and advisory action plans Governor development plans



PRIORITY 4: SOCIAL AND EDUCATIONAL INCLUSION; IMPROVING PARTICIPATION AND THE QUALITY OF EDUCATION FOR ALL 4.1 To develop the capacity of schools to meet the needs of all children, ensuring that groups of

pupils at risk of social exclusion have access to appropriate provision.

Activities to: ensure that all vulnerable pupils including children looked after, new arrivals, Travellers and asylum seekers and SEN pupils have a school place and that their attendance and achievement are monitored.

Revise admissions procedures for primary and secondary to ensure that all schools share the

responsibility for supporting vulnerable children Ensure that every school prioritises Children Looked After and that they are enrolled

immediately. Improve information collection at the point of enrolment to facilitate the integration of pupils

enrolling throughout the school year. Strengthen admissions guidance and procedures to ensure that statutory responsibilities of the

LEA and schools are clearly understood. Work with head teachers to develop strategies to ensure that pupils are integrated into school

as quickly as possible, drawing on support from the Pathways Team. Review the admissions criteria of Special Schools in order to ensure that they meet existing

needs.

Activities to Monitor the educational provision and progress of pupils with a Statement of SEN and at School Action Plus

Establish procedures to monitor the quality of provision and learning outcomes of pupils with a

Statement of SEN. Provide high quality professional development for SENCOs to support them in improving the

learning outcomes of SEN pupils Establish procedures to moderate School Action Plus Establish procedures to monitor the learning of pupils identified as having special educational

needs Review the work of services within the Access and Inclusion Directorate to focus on improving

the quality of outcomes for SEN pupils in both mainstream and special school. Using SIG as a mechanism, ensure that school improvement and inclusion are the

responsibility of every officer. Review the way in which SEN resources are allocated to schools in order to improve flexibility

and impact.

Activities to improve the quality of support to vulnerable pupils through more effective partnership work with families and key partner agencies

Ensure that the Early Years Partnership and Early Years team are fully involved in decisions

relating to support for vulnerable pupils and their families Multi agency panels are effective in regularly reviewing vulnerable children, thereby ensuring

support is timely, focused and coordinated.



Establish mechanisms so that all schools are able to access advice and support from a named professional in both Social Services and Health

Mechanisms for joint strategic planning are in place and are working effectively, thereby improving impact and sustainability of initiatives.

Increase the active participation of families in developing strategies to improve the behaviour of a child or young person

Wherever possible, actively involve the child or young person in developing solutions to behaviour problems; embed this commitment in all programs and initiatives

Success Criteria

No pupil is without educational provision Average length of time that a pupil is without educational provision reduces

significantly Schools work collaboratively in ensuring that vulnerable pupils are their

joint responsibility Strategy for monitoring the progress of SEN pupils is developed and

implemented. Quality of provision and achievement of pupils with Statements of SEN is

monitored and improves Schools have a greater level of confidence in the validity of School Action

Plus and resources are allocated accordingly Schools feel better supported in meeting the needs of vulnerable pupils Fixed and permanent exclusions are reduced


Admissions statistics Exclusions statistics Survey of schools – audit commission indicators relating to support for

behaviour support Information from the behaviour and attendance audits Schools’ Ofsted information

Target Group

Children Looked After Pupils without a school place SEN Pupils SENCOs

Responsibility

Moira Felds Anita Hawksley/Bob Ballard/Mark

Thrush Gloria Gray/Rachael Blunt




Ethnic Minority Achievement Plan Behaviour Support Plan Local Preventative Strategy Early Years Plan



4.2 Improve identification of and support for vulnerable pupils and their families in the

Foundation/Primary Phases;

Activities to: Increase the level of support to nursery schools and early years’ providers in relation to positive behaviour management and children with special educational needs.

Increase the level of collaboration between Early Years and SEN, actively involving Early

Years staff in strategic planning and resource allocation In partnership with Social Services, map the range of initiatives targeted at vulnerable young

children (including On Track and Sure Start), with a view to identifying gaps Establish an Early Years Behaviour Education Support Teams to work with children in

Foundation Stage and KS1 and their families Provide advice and support to SENCOs in early years settings, ensuring that individual support

plans are used as a vehicle for monitoring individual progress Review the processes around statutory assessments, so that this is not viewed as the only

source of funding to support young children. Through rationalizing programmes and initiatives, increase the level of support for very young

children with significant SEN, ensuring that they are appropriately placed Increase the level of support for transition from nursery to Foundation Stage for vulnerable

young children

Activities to: Improve the support available to families of vulnerable young children in order to provide earlier intervention

In partnership with Social Services and the Health authority, develop a register of vulnerable

young children, with a view to ensuring focused and timely support Develop data sharing protocols with Social Services and Health so that vulnerable young

children are monitored by all key agencies In partnership with Social Services and Health, explore optional models for working with

vulnerable parents, who might otherwise be difficult to engage. Develop a range of support programmes for parents, including parent effectiveness, positive

behaviour management, early language development and readiness for school.

Activities to: develop more inclusive models of support so that families feel more empowered to participate in the education of their young children

Review key initiatives including On Track and Sure Start in order to fully evaluate the impact in

supporting vulnerable families In partnership with Social Services and Health develop alternative models that support families

in actively participating in their child’s early development and learning. As part of the Extended Schools initiative consult with families, community groups and young

people to ensure that new initiatives reflect their wishes and needs. The Early Years BEST is established and includes additional support for vulnerable families. The Education Authority actively participates in planning with other key agencies in order to

ensure more strategic and sustainable strategies to support vulnerable parents.



Success Criteria

Early Years Centres, Nurseries and Infant Schools feel better supported in meeting the needs of vulnerable children and their families (schools’ survey)

Key partners are confident that there is a strong partnership in with education in developing support for vulnerable children.

All schools and early years’ settings have a named social worker whom they can contact for advice and support.

A greater number of families, including those who are vulnerable, engage in the early learning of their young children.

Parents from a wide range of social backgrounds access support programs


Formal evaluation of On Track, Sure Start and BIP Statistics relating to participation by parents in courses and other support

programmes Qualitative evaluations from families who are supported through key

initiatives Qualitative information from teachers regarding the impact of interventions

in supporting pupils (to be formally compiled) Quantitative information (including case studies) of early learning of

vulnerable pupils

Target Group

Early Years Centres, Nurseries, Infant teachers

Key Partners

Responsibility

Early Years Team, Access and Inclusion

EMT


Early Years Plan Primary Strategy Local Preventative Strategy



4.3 Co-ordinate support for positive behaviour management in order that schools can improve the

learning of all pupils.

Activities to: identify borough-wide training needs and deliver a programme of continuing professional development that reflects the needs of schools in the area of positive behaviour management

Analyse the needs of specific groups including learning support assistants, midday assistants,

NQTs, SENCOs and lead behaviour professionals Develop a CPD plan for the year, drawing on key resources including BIP, KS3 Behaviour and

Attendance and primary curriculum for developing the social, emotional and behavioural skills of pupils.

Revise the guidance to schools relating to best practice on positive behaviour management, bullying and ensuring the safety of all pupils and adults.

Develop strategies for more effective collaboration, drawing on examples of best practice throughout the borough.

In partnership with head teachers, establish collaborative models in order to strengthen leadership and management in relation to effective whole-school behaviour management.

Develop the role of Lead Behaviour Professional Provided targeted support to schools where levels of exclusions are significant Through each of the curriculum initiatives and the KS3 strategy highlight the links between

quality teacher and positive behaviour

Activities to: improve support for pupils with emotional and behavioural difficulties

Through more effective partnership work with social services, CAMHS and YOT, provide more

focused supported to pupils in the PRUs and EBD schools Map the range of initiatives targeting vulnerable pupils, in order to ensure that they are fully

evaluated and inform strategic decisions Evaluate BIP with a view to extending strategies throughout the borough Review the impact of the LSUs in terms of supporting vulnerable pupils and reducing

exclusions Review the support available to schools, including the traded element of the Behaviour Support

Team, to ensure equity and access for all schools Establish an early years Behaviour and Education Support Team (BEST) to improve early

intervention and support for young children Formulate a strategy to improve reintegration of excluded pupils Review the financial implications and incentives associated with more innovative responses to

challenging pupils

Activities to: ensure that excluded pupils and pupils who are receiving Education Other Than at School are rigorously tracked and that individual learning is monitored.

Review the remit of the PRUs and the manner in which pupils are enrolled/referred Increase the level of reintegration of pupils – redefine the responsibilities of the referring school

and the PRU where placements are intended for a limited period Ensure that schools are fully aware of their responsibilities in relation to monitoring a pupil’s

attendance and progress if they are placed in alternative provision Ensure that all permanently excluded pupils are placed in an appropriate provision and that

their learning is monitored



Ensure that all pupils who are on a fixed term exclusion of more than fifteen days receive

education from the sixteenth day. Support and challenge specific schools where they regularly use exclusions of more than 15

days

Success Criteria

Reduced permanent and fixed term exclusions Increased levels of reintegration from the secondary PRUs Increased capacity to support schools in more effectively meeting the needs

of pupils with challenging behaviour Primary and secondary schools feel better supported in meeting the needs

of pupils with very challenging behaviour All schools have effective behaviour support plans that are linked to the

School Improvement Plan Reduced number of SEN pupils with challenging behaviour who spend

periods out of school because of their complex behavioural and social needs


Exclusion statistics Reintegration statistics for pupils attending the PRUs Schools’ survey – audit commission SEN data relating to pupil placements Referral statistics relating to BESTs Qualitative feed-back from schools, parents and pupils (to be formally

compiled)

Target Group

All Schools PRUs and schools Staff within schools SEN Pupils

Responsibility

Develop shared responsibility for vulnerable pupils

Increase reintegration Professional development –BIP,

Access and Inclusion and School Improvement teams

SEN Team


Behaviour Support Plan Secondary and Primary Strategies Early Years Plan



4.4 Review the allocation of SEN funding in order to increase flexibility for schools, thereby improving

the capacity of schools in meeting the special educational needs of vulnerable pupils. Activities to: Begin a dialogue with schools in relation to the current allocation of SEN resources so that schools can actively shape alternative funding models

Develop a consultation document that details how SEN funding is currently allocated; include

special schools, resourced units, resourced centres, statements of SEN, interim provision, SEN Section costs

Review the role of the SEN Steering Group so that they have a clearly defined remit that articulates with the Schools’ Forum

Develop a detailed set of data relating to pupils with SEN in Southwark, including information about pupils in provision in and out of borough

Actively seek to involve Head teachers, SENCOs, parents and key partners in exploring alternative models for allocating resources

Draw on national research to inform the debate, particularly in relation to reducing the reliance on statements of SEN as the primary mechanism for allocating funding.

Contextualise the issues associated with SEN funding and provision within a broader Inclusion Strategy

Activities to: monitor how current resources are allocated to schools, with particular attention to the impact in relation to pupil progress.

In partnership with schools, develop a moderation strategy that reviews School Action Plus

and Statement funding and the impact that these resources have on individual pupil progress In partnership with special schools, develop a mechanism for moderating resource bands that

are linked to the Pupil Placement Element Refocus the Mainstream Support Service to ensure that they are working towards a broader

inclusion agenda Review how Annual Reviews are currently conducted, considering the role of officers in

supporting schools to improve their effectiveness in improving provision for SEN pupils As part of the re-engineering of Excellence in Schools, review the way in which funding

(including BIP) is allocated, with particular attention to analysing the impact of key initiatives

Activities to: review the mechanisms for considering requests for statutory assessments in order to

• improve transparency • improve the confidence of key stake holders • reduce the reliance on statements as the key mechanism for procuring SEN resources

Publish updated guidance to schools about the graduated approach to SEN support Re-establish SEN panels – one to consider requests for statements and a second to consider

resourcing allocated to each pupil/school Actively involve Early Years staff in order to address the dramatic increase in statements for

younger children Actively involve schools in the above panels in order to increase the level of confidence and

transparency in decision making Strengthen the decision-making process so that allocation of statements is more rigorously

monitored against specific criteria Work with key partners SEN staff and educational psychologists to significantly improve



performance in completion of statements within statutory time frames (BVPI)

Success Criteria

Percentage of statements completed within statutory time frame improves, consistent with BVPI targets

There is a significant reduction in requests for statutory assessments Moderation panels are established and schools participate collaboratively in

reviewing statements and school action plus, focusing on impact on pupil performance

SEN funding is reviewed by the Schools’ Forum Schools have increased confidence in the decision-making process relating

to statutory assessments (schools’ survey – audit commission) Funding of Special Schools, resourced schools and specialist units is

clarified so that there is consistency and transparency. Schools participate in decisions about key initiatives aimed at vulnerable

pupils including EiC and BIP and there is general consensus about strategies

Detailed SEN data is available and informs the debate about future funding options

All School Improvement and Access and Inclusion staff have a clear understanding of issues relating to SEN funding and contribute a broader inclusion agenda.


Monthly statistics relating to numbers of requests for statutory assessments; completion within statutory time-frame

Audit commission survey– questions relating to how well the authority meets its responsibilities in supporting SEN in schools and financial management

SEN audit data including information pertaining to quality of provision and pupil performance

Target Group

SEN Decision making SEN Funding Audit of schools EiC re-engineering BIP

Responsibility

Denise Skidmore Alison Delyth/Geoff Boyd SEN Steering Group/Tony

Tarrant EiC partnership and Dave

Newson Denise Skidmore/Jessica

Chappell




Inclusion Strategy (to be developed) Primary and secondary strategies

4.5 Improve provision for vulnerable children and support for their families in Foundation/Primary Phases;

Activities to improve support for refugee and asylum seeker pupils and families

Provision of support for pupils and families from consultant in form of induction to school.

Integrated with work of Access and Inclusion.



4.6 Promote effective approach to managing diversity and promoting racial harmony

Activities to achieve high expectations from structured, motivational and active pupil involvement in the learning process teaching

Support and training to SMTs and networking best practice.

Activities to develop an inclusive curriculum that draws upon different experiences and interests of pupils from varied backgrounds

Curriculum development work with SMT and curriculum leaders in target schools

Success Criteria Inclusive curriculum frameworks developed Expectations expressed in policy and practice

Monitoring and Evaluation Joint monitoring SMT and EMA team Curriculum frameworks and policies produce greater curriculum access

and raised attainment and attendance

Target Group SMTs in identified schools

Responsibility EMA team manager



PRIORITY 5: ENSURING A CONSISTENTLY HIGH QUALITY OF EDUCATION IS PROVIDED FOR ALL THROUGH THE DEVELOPMENT OF EFFECTIVE, SELF-MANAGING SCHOOLS 5.1 Promote continuous improvement through effective self-review and evaluation processes;

Activities to

Provision of CPD programme to support individual professional self evaluation, in the context

of Performance Management Promote engagement with programmes that emphasise the importance of self-evaluation and

review such as the LPSH and NPQH. Ensure all levels of strategic planning from the national priorities, local priorities in the EDP,

SIP and Performance Management objectives are coherent in promoting self-evaluation and review.

Promote the OfSTED framework (form S4) to identify strengths and areas to develop within the whole school

Promote monitoring and self-evaluation at school subject and departmental level. Promote school self-evaluation tools for senior managers and leadership team.

Activities to

Engage with the Southwark school categorization process (SSRE). Engage with monitoring and evaluation of the National Strategies Engage with monitoring and evaluation of initiatives such as Excellence in Cities Engage with Higher Education institutions, GTC and other organizations that encourage self

and school evaluation.

Success Criteria

School self evaluation and review match OfSTED judgements School self evaluation and review is used effectively to identify CPD needs

of staff There is coherence between strategic planning at National, LEA, school and

individual level. Schools identify clear improvement action arising from their self-evaluation

and review.


Link adviser visits to schools under the school improvement strategy. Good practice has been identified that can be disseminated. There are less Southwark schools placed in an OfSTED category of

concern.



Target Group

All schools Senior leaders and managers Link advisers Consultants CPD providers

Responsibility

CPD Team Link advisers Consultants Key Stage Strategy Managers. Head of Performance and

Achievement.


CPD business Plan EDP priorities National Strategy Plans National College for School Leadership plan of CPD



5.2 Promote continuous improvement in 14-19 through effective self-review and evaluation

processes;

Activities to support the effective working of the Southwark Leadership Incentive Grant (LIG) Collaborative

Support the drafting of the LIG Collaborative Plan and update as appropriate Liaise with the DfES and External LIG Consultant on LIG issues and particularly mechanisms

for monitoring and evaluation Ensure that support provided by the Collaborative to schools causing concern effectively

dovetails with support from the LEA and external agencies Ensure that Link Advisers and other relevant staff on briefed on the LIG Projects and their

progress Link Advisers monitor the quality and impact of each schools LIG Plan and provide feedback to

the LEA LIG Contact

Activities to support the development of Specialist Schools

Provide advice and support to schools in making seeking to secure specialist status Map and support the work of specialist schools particularly in sharing good practice with other

schools and in the community

Activities to support the DfES School Adviser Programme (SIA) in relation to SfCC Schools

To provide coordination and direction the LEA’s and external agency support and intervention activity in SfCC schools is appropriate

Work closely with the London Challenge Team Receive, monitor and evaluate reports on progress for those schools causing concern To attend termly network meetings and training with SIAs from other LEAs and share effective

practice in raising achievement in SfCC schools

Success Criteria

Progress on LIG Collaborative Plan judged good or better LIG Plans in each school are well structured and implementation is effective Support for SfCC and SCC schools in particular from LIG Collaborative,

LEA and external agencies is appropriate and has measurable impact All schools have achieved or are in the process of applying for Specialist

School Status by April 2005 Specialist Schools are active in working with partner schools Achievement raises at least in line with the targets within the overall LIG

and each Specialist School Plans.




Written Reports to LIG Collaborative Written Report to Head of Performance and Achievement Visit Reports

Target Group

Headteachers LEA Officers

Responsibility

LEA LIG Contact SIA Adviser responsible for Specialist

Schools Link Advisers


Secondary Strategy SCC Schools



5.3 Implement the management training plan to improve leadership and management and governance;

Activities to

Be in line with the national perspective from the NCSL that promotes distributive leadership

and provides leadership training for all levels. Promote National training opportunities for Senior leaders and managers such as those

available through NCSL, LPSH, NPQH, and National Strategies. Promote local leadership training opportunities through the London Leadership Centre and

Higher Education providers. Promote governor development, as part of the school leadership team, through national and

local training provision.

Activities to

Develop middle managers through initiatives such as Leading From the Middle, (NCSL) Key

Stage strategies, and Excellence in Cities. Support new and acting headteachers and deputy head teachers through a local programme of

mentoring. Support new headteachers through participation in the new Visions programme, (NCSL) Support the continued development of experienced headteachers through initiatives such as

the consultant leaders programme. Participate in the second year of the Primary Leadership Programme to provide development

opportunities for senior and middle managers in identified schools. Participate in the LIG programme that provides senior management development opportunities

in the secondary sector. Participate in national initiatives such as the Workforce Remodelling agenda that supports

school leadership teams in the effective management of the workforce.

Activities to

Promote courses such as the school based MA providing opportunities for individuals from one

school or a cluster of schools to impact on leadership through networked learning communities.

Success Criteria

CPD opportunities for school leaders are matched to the EDP Senior managers are supported through CPD opportunities at national and

local level. OfSTED inspections rate leadership and management satisfactory or

above. Distributive leadership is an accepted concept in Southwark schools. Governing bodies are an effective and integral component within the

leadership and management of schools.




Numbers of participants on local and national leadership and management opportunities.

Link adviser visit to schools and the categorization process including the judgement on leadership and management.

Feedback from participants on leadership and management activities. Governor participation rates in leadership and management opportunities.

Target Group

Senior leaders and managers Middle leaders and managers Governors Emergent leaders and

managers

Responsibility

CPD Team School Improvement Strategy

Managers Subject Consultants. Governor Support Manager


EDP priorities NCSL CPD Plan Governor Business Plan CPD Business Plan Primary and Secondary Strategy



5.4 Promote evidence based school improvement planning and effective deployment of resources;

Activities to

Promote effective School Improvement Planning in schools in challenging circumstances, that

links resource allocation to identified need. Ensure schools identify and access a range of accurate performance data available to support

effective school improvement planning. Ensure schools are supported in identifying and acting upon performance data. Promote sharing of data across schools, and identify and disseminate effective school

responses. Ensure that resource allocation in schools is based on current needs and that schools are

supported in making changes, such as in the remodelling agenda.

Activities to

Disseminate effective school improvement planning formats based on schools with identified

good practice and showing value for money

Activities to

Promote effective practice in school improvement planning and the effective deployment of

resources. Promote monitoring and evaluation strategies and activities within school improvement

planning. Involve stakeholders within school improvement processes.

Success Criteria

There is ownership of School Improvement Plans by stakeholders. School Improvement Plans reflect identified need from data, performance

information and surveys. Deployment of resources in schools is based on evidence. Schools are supported in the School Improvement Planning process


By the governing body of each school. By the link adviser visit to school and scrutiny of School Improvement

Planning and the process by which the plan has been realised. By comparisons through consistent financial reporting.



Target Group

Senior and middle managers. Governors.

Responsibility

MIS School Improvement Service,

Link Advisers


EDP Priorities CPD Business Plan SIS Business Plan



5.5 Implement strategies to identify and disseminate good practice in leadership, management and

governance;

Activities to

Promote the recognition of Southwark schools and their leadership teams through external

accreditation such as Investors in People, Artsmark and Basic Skills. Encourage individual headteachers to become consultant leaders in initiatives such as the

Primary Consultant Leadership Programme and the Workforce Remodelling Programme to disseminate their good practice to other schools.

Encourage discussion and debate between school leaders to identify, celebrate and disseminate good practice.

Encourage senior and middle managers, active practitioners, to lead professional development activities for the benefit of their colleagues.

Activities to

Increase the number of Advanced Skills Teachers to engage in activities with schools in

challenging circumstances and outreach work to disseminate their recognized good practice. Use the skills of Leading Teachers to disseminate good practice within teaching and learning. Publish articles from schools to celebrate, acknowledge and disseminate good practice. Identification of good practice through an analysis of Southwark schools OfSTED Inspection

reports.

Activities to

Encourage exchange of ideas and good practice through subject, Key Stage and senior and

middle managers meetings. Promote activities for governors such as attendance at local and national meetings and

conferences to disseminate good practice in leadership and governance. Promote good practice in leadership and governance through communications such as the

Governor Newsletter.

Success Criteria

More structured opportunities are provided for dissemination of good practice.

Schools good practice is recognized and celebrated. More schools receive external recognition through award of status, and

achievement marks. Participation rates in schemes such as the consultant leaders programme

increases.




Link adviser visits to schools. Feedback from CPD activities. Feedback from senior managers Scrutiny of publications to identify good practice.

Target Group

Senior and middle leaders and managers

Governors Consultant leaders ASTs Leading Teachers

Responsibility

Link advisers Southwark Communication Dept CPD Team


CPD Business Plans Other EDP Priorities AST Business Plan



5.6 Promote the use of assessment for continuous improvement and effective self-review and evaluation;

Activities to

Consult with headteachers, assessment co-ordinators and subject leaders on:

o their perceived training needs in Assessment o the forms of training in Assessment which they find most helpful.

Introduce both short-term and medium-term evaluations of training / CPD on Assessment. Ensure that short-term evaluations include details of follow-up school-based activities, which

will be carried out independently. Establish an expectation for medium-term evaluations (e.g. 3 months after receiving CPD), that

schools will provide written summaries of the improvements made to their assessment procedures as a result of the training.

Success Criteria

70%+ response to Survey of Assessment Requirements. Evidence that schools receiving training in Assessment

have successfully embedded key objectives in school procedures and policies. Increased number of examples of good practice in

Assessment from Southwark schools, which demonstrate that LEA training has been successful.


ARTS Meetings with Link Advisers ISP Half-Termly Reviews Link Adviser Visits Assessment Section of SID LEA Website

Target Group

Headteachers Assessment

Co-ordinators Co-ordinators of:

o Literacy o Numeracy o Science o EMA o ICT

Governors

Responsibility

LEA Adviser (Assessment) MIA Manager + Team Advisory Teachers in Literacy,

Numeracy, Science, EMA and ICT

Link Advisers




5.4 Implement strategies to identify and disseminate good practice in leadership, management and governance.

5.7 Improve CPD provision and practice



5.7 Support the development of assessment practices which promote evidence-based school

improvement planning and effective deployment of resources;

Activities to

Provide guidance to all schools which supports: o the implementation of Assessment for Learning, including o relevant success criteria for School Improvement Planning purposes.

Re: Assessment of Learning and School Improvement Planning, provide further guidance which illustrates the interrelationship between:

o rigorous analysis of pupil data o identification of underachieving groups o identification of associated curriculum strengths and weaknesses o effective deployment of resources, based on identified teaching and learning needs o criteria for evaluation of pupil progress, which are based on principles of Assessment

for Learning. o raised standards of attainment.

Disseminate examples of good practice, including several from Southwark schools.

Success Criteria

Increased percentage of School Improvement Plans, Assessment Policies and Assessment Practice are judged to be good or better by:

o Ofsted o Link Advisers.

Assessment of Learning reviews show that specific School Improvement Planning strategies have directly contributed to improved pupil attainment.

An increased number of schools have acquired evidence to demonstrate that they are beginning to embed key principles of Assessment for Learning: - at leadership level (leadership team)

- at middle management level (subject co-ordinators) - in classroom practice.

Evidence that local schools have contributed to examples of good practice in Assessment.


ARTS Meetings with Link Advisers ISP Half-Termly Reviews Link Adviser Visits Assessment section of SID LEA Website.



Target Group

Headteachers Governors Assessment Co-ordinators Co-ordinators of:

o Literacy o Numeracy o Science o EMA o ICT

Responsibility

LEA Adviser (Assessment) MIA Manager + Team Advisory Teachers in Literacy, Numeracy,

EMA and ICT Link Advisers

Links with other Plans Priority 5: Effective, Self-managing schools

5.4 Implement strategies to identify and disseminate good practice in leadership, management and governance.

5.7 Improve CPD provision and practice Priority 1: Raising Attainment in the Primary Phase

1.6 Improve the leadership and management of curriculum areas. Priority 2: Raising Attainment in Key Stage 3…..

2.5 To promote systems for assessment, recording and reporting of pupil progress and the use of pupil level target setting.



5.8 Improve the strategies, systems and data to support the identification of under-achieving pupils;

Activities to improve analysis and utilisation of data

Develop clear paradigm of data for consistent baselining and benchmarking of

underperforming minority ethnic groups.

Activities to increase opportunities for out-of-hours learning

Develop links between schools and community/cultural groups to facilitate mutually beneficial

arrangements for supplementary education.

Success Criteria

Data set constructed and consistency achieved for local and national results Increase in number of operating supplementary education settings


Data gives clear year-on-year guidance relating to minority ethnic group performance

Monitoring of activity(ies) via survey

Target Group EMA team members SMTs Supplementary school and

volunteer group organisers

Responsibility

EMA team manager


Southwark`s Strategic Aims



5.9 Improve the quality of teaching and learning and promote integration of ICT;

Activities to support senior and subject managers to undertake their role effectively and to raise quality and standards also see activities 1a 1.5, 1b 1.5,1c 1.5, 1d 1.6 2b 2.2, 2.5, 2.7

Provide school managers with data on relative performance in ICT to enable them to evaluate

their own attainment more effectively Provide guidance on target setting to encourage schools to set challenging and achievable

targets Provide schools with advice on strategic planning for the improvement of ICT resources and

the curriculum Provide advice on appropriate methods of assessment and support reliable judgements

through training and moderation trials Share good practice through regular meetings and conferences Continue to develop the good practice website to encourage schools to become more self

managing Share good practice through the termly newsletter and good practice website Train schools on appropriate curriculum approaches and the most effective content and

software Provide training for new primary ICT coordinators Provide guidance on key school ICT policies Provide training sessions for governors on key developments in ICT provision in schools Ensure laptops for teachers are delivered on time and training provided where required Ensure standards funds are agreed with Headteacher representatives and devolved on time Ensure a leading teacher scheme is implemented to give self-managing school access to first

hand curriculum advice. Ensure all schools continue to benefit from broadband access and extend the provision of

caching servers for all schools

Success Criteria

Challenging targets set particularly in Key Stage 3 All schools have plans which address resources, training and raising

attainment Agreed resources are available to schools in good time All schools meet national ratio targets School managers feel well-informed New ICT coordinators are well supported and OfSTED reports continue to

show ICT is well led Governors are increasingly aware of their responsibilities


ICT adviser monitors course evaluations ICT adviser continues to analyse OfSTED reports ICT adviser evaluates and shares attainment data with schools Governor’s training officer analyses training evaluations



Target Group Senior and subject managers School governors

Responsibility ICT adviser ICT advisers and consultants Link advisers Governor’s training officer


LEA/council ICT strategy ICT business plan and advisory action plans Governor development plans



5.10 Promote continuous improvement through effective self-review and evaluation processes;

Activities to

Promote the Governors’ Index training package, which assists Governing Bodies in the process of self-review and self-evaluation, as part of the process of self-review and self-evaluation of the school as a whole.

Activities to

Deliver a traded Governor Training service with provision for both school-based training and training for individual governors to help them

• to develop their knowledge and skills, so that they can contribute effectively to the process of school improvement.

• obtain information on and monitor and evaluate all areas of the school’s performance and practice, including the curriculum / quality of teaching and learning, HR, finance and the premises.

Activities to

Provide advice and support for governors in interpreting data, including their school’s PANDA and Profile and in setting targets based on secure evidence, through training and the Governors’ Bulletin

Activities to

Deliver a traded clerking service which provides governors with agendas and minutes of high quality and advice and follow-up actions to facilitate

the effective working of governing bodies their ability to focus on continuous improvement through a process of self-review and self-

evaluation the fulfillment of their statutory roles

Activities to Carry out regular surveys of governors’ needs in order to provide a more effective service.



Success Criteria

Increasing numbers of schools develop a process of governing body self-review and self-evaluation

All governing bodies are involved in their school’s process of self-review and self-evaluation

100% of governing bodies rated satisfactory or better in Ofsted inspections All schools set challenging targets based on secure evidence


Number of governing bodies requesting training on the Governors’ Index monitoring of Ofsted reports on individual schools review of completed questionnaires on governor services monitoring of ability of governing bodies to identify priorities, target actions

and evaluate their impact on standards

Target Group

School governors

Responsibility

DL/EC DL/EC DL/EC DL DL/EC



5.11 Implement the management training plan to improve leadership and management and governance;

Activities to

Provide training for chairs and vice chairs to assist them in

conducting governing body meetings effectively guiding governors in their crucial role of providing strategic leadership for their school

Activities to

Provide core advice to governing bodies on improving their effectiveness and on their strengths and weaknesses, based on a survey of recent Ofsted reports and reports from link advisers. This service to be provided in inverse proportion to success, focusing on schools causing concern

Activities to

Provide advice and training on workforce remodelling to assist schools in reducing their bureaucratic load.

Activities to

Facilitate the recruitment of effective governors by providing information to community councils and the Voluntary Bodies Appointments Panel (LEA governors) and to individual governing bodies (community governors),

Activities to Introduce a programme of training to be made available for independent clerks working in maintained schools in Southwark.

Success Criteria

100% of governing bodies rated satisfactory or better in Ofsted inspections Governors cope well with workforce reform issues LEA and Community governor vacancies filled promptly Improved quality of minutes produced at schools with independent clerks




Training taking place Governing body minutes Monitor speed at which LEA and community governor vacancies are filled Monitor quality of minutes

Target Group

chairs and vice chairs all governors appointing bodies independent clerks

Responsibility

DL/EC DL DL/EC DL/KB DL /EC



5.12 Promote guidance to governors on evidence-based school improvement planning and effective

deployment of resources;

Activities to

Provide governor training and support on school improvement planning and the production of whole school policies.

Activities to

Provide governor training, covering best value, to assist governors to manage their resources effectively.

Success Criteria

100% of governing bodies rated satisfactory or better in Ofsted inspections Better quality of school improvement plans Ofsted judge all schools to manage their budgets effectively


School Improvement Plans monitored by link advisers School budgets monitored by Schools Finance

Target Group

All governors

Responsibility

Head of Governor Development Team

Training and Development Officer (DL/EC)



5.13 Implement strategies to identify and disseminate good practice in leadership, management and

governance;

Activities to

Include reports in the Governors’ Bulletin on best practice in governance. Governing bodies to be selected on the basis of reports by Ofsted and / or link advisers.

Activities to

Use governor training to disseminate best practice by governing bodies in (i) Southwark; (ii) other Authorities

Activities to

Support the creation of a strong representative forum for governors, which will allow for systematic consultation and the sharing of ideas.

Success Criteria

100% of governing bodies rated satisfactory or better in Ofsted inspections Representative forum is launched successfully


Monitor content of governor training Council is satisfied that its decision had been implemented effectively

Target Group

All governors Governor representatives

Responsibility

DL DL/EC SJ/DL



5.14 Improve Continuing Professional Development (CPD) provision and practice

Activities to

Produce a coherent CPD handbook to match the priorities of the EDP and is in line with the

requirements and needs of schools. Facilitate a range of CPD activities for school staff, both teaching and support. Promote the policy and practice embedded in the Southwark Framework of CPD entitlement

and opportunities. Support action to enable schools to integrate CPD within the context of Performance

Management. Facilitate cross LEA working to support development of local and national initiatives

Activities to

Promote CPD opportunities for learning support staff at all levels from induction to HLTA Promote CPD opportunities for support staff such as administration officers Promotion of a full range of national and local CPD initiatives and opportunities, for example

NPQH, LPSH, net worked learning communities, London Challenge and Leading Edge schools.

Facilitate an effective Induction Programme for newly qualified teachers. Support the CPD development of teachers through from early professional development stage,

(pre Threshold) through middle management, (post Threshold) and senior management. Promote the development of Workforce Remodelling by constructive use of the Early Adopter

school and the expertise of tranche 1 and tranche 2 schools.

Activities to

Support schools in raising attainment in Early years and the Foundation Stage, Key Stages 1,

2, 3 and 4, through CPD opportunities for teaching and support staff. Ensure the CPD opportunities are congruent with the outcomes of data analysis of pupil

performance at each Key Stage. Support implementation of the National Strategies such as Workforce Reform, Primary

Strategy and Key Stage 3. Ensure consultants and Key Stage Strategy Managers have appropriate access to national

and local training and development activities.



Success Criteria

A representative Steering Group, audit of practice and data analysis informs CPD policy and practice

The CPD activities and practice are matched to the EDP. A comprehensive programme of CPD activities is in place that is valued by

teaching and support staff. Statutory requirements in respect of NQTs, NPQH and Performance

Management are met. The CPD framework supports Southwark schools to become effective and

self-managing. The CPD policy and practice supports and sustains the ethos of Southwark

schools and the LEA as a net work of learning communities.


CPD impacts on learners' performance and achievement. CPD impacts on staff motivation and performance. Quality assurance mechanisms in place. Formal and informal feedback from participants. Steering Group and CPD co-ordinator feedback on key activities.

Target Group

Support staff Teachers Middle managers Senior managers School Improvement staff

Responsibility

CPD co-ordinator Head of School Improvement Head of Performance and

Achievement Key Stage Strategy Managers Advisers and consultants


EDP priorities CPD Business Plan Recruitment and Retention Business Plan



PRIORITY 6: RECRUITMENT AND RETENTION 6.1 Improve data collation and analysis to inform strategy

Activities to

Further reduce the teacher vacancy rate from 3.55% average for 2003 Maintain high response to EMS data requests to schools Support the continuing development of collaborative relationships with SAOs, Bursars and

Business Managers by publicizing CPD opportunities and assisting with organization of Conferences

Teacher turnover figure to be ascertained (National Employers Organisation Survey)) Exit and Stayers surveys to be administered in June/July NQT Housing Need Survey to be administered in Autumn Term Analysis of all data to establish trends and inform strategy Feed back information on trends to schools with suggestions for strategy, where appropriate

Activities to

Continue to monitor data on teacher ethnicity and compare with census data for Southwark’s

community and pupil ethnicity data to ensure positive picture maintained Carry out more detailed analysis of retention and career progression for teachers from ethnic

minority groups

Success Criteria

Response rates to surveys: 618G 100%, Termly Vacancy Survey over 80%, National Employers Organisation Survey 75% or better.

Teacher vacancy rate 3% or less Strategic developments on Teacher Recruitment and Retention firmly based

on analysis of data Clear reports on data and trends presented to schools Data supplied to DfES, TTA, GOL (Government Office for London) and

other relevant bodies to support case for national or regional action on key issues

Data available on retention and career progression for teachers from ethnic minority groups


Information available



Target Group

All schools and teachers

Responsibility

Recruitment and Retention Strategy Manager

Management Information Team


Recruitment and Retention Business Plan Management Information Business Plan



6.2 Activities to raise profile of EMA/EAL coordinators

Providing quality training experiences Facilitating attendance at cluster training

Success Criteria

Positive feedback and high attendance rates at network meetings High attendance rates at EMA/EAL co-ordinator training


Attendance records and comparisons kept



6.3 Provide assistance to Southwark teachers needing accommodation

Activities to

Gather information about teachers’ housing needs and aspirations e.g NQT Housing survey Disseminate information to teachers about housing opportunities e.g. Shared Ownership,

Keyworker Rented accommodation, Homebuy Loan Scheme, Porlock Hall and other hostels via weekly Housing Bulletin and additional marketing materials to all schools + Housing Advice Leaflet

Encourage and support overseas trained teachers to gain QTS and access to Keyworker Housing

Maintain waiting list for teachers seeking nomination to Keyworker Housing and respond swiftly to nomination opportunities

Continue to develop relationships with Housing Associations, major landlords offering Keyworker housing opportunities and Southwark’s Housing and Regeneration Dept.

Continue to offer email and telephone advice service for individual teachers Continue to participate in GOL teacher housing working group

Success Criteria

Housing needs of over 50 teachers met through above routes each year Satisfactory housing a factor in increased retention of teachers NQTs find satisfactory accommodation early in the Autumn Term


Information from exit and stayers surveys and NQT Housing Needs Survey Informal information from teachers Recruitment and Retention Working Party

Target Group

Teachers needing accommodation

Responsibility



Recruitment and Retention Business Plan



6.4 Provide support to Southwark Schools in their recruitment process;

Activities to

Continue to participate in monitoring group for GOL (Government Office for London) Pan-

London Preferred Supply Agency list and promote to schools and teachers Offer Recruitment Packs which they can customize with their own information to schools Continue to refine online NQT application system and inform heads about online access to

applications Monitor vacancy advertisements placed by schools in education press Investigate feasibility of composite advertisements to reduce advertising costs Provide advice and information to Heads and Governors on recruitment and retention

strategies

Success Criteria

Improvement in quality of supply teachers, costs to schools reduced and teachers paid at a fair rate

Schools are able to select good NQTs to fill appropriate vacancies Vacancy rate continues to fall for all teacher and headteacher posts Vacancies are filled with permanent teachers Secondary vacancies are filled with appropriate subject specialists Manage Well-Being Programme and Employee Assistance Programme on

behalf of participating schools


Termly Vacancy surveys Annual NEOST survey January 618G data Informal information from schools Recruitment and Retention Working Party Reports on Well-Being Programme and Employee Assistance Programme

from Teacher Support organization.

Target Group

Headteachers Governors

Responsibility






6.5 Establish Retention Working Party to advise on borough-wide retention policy;

Activities to

Promote benefits packages to help recruitment and retention

e.g. use of pay flexibilities and relocation allowances, development of childcare facilities, use of season ticket loans, CPD opportunities, Employee Assistance Programme and WellBeing Programme Seek out new opportunities to enhance the attraction of Southwark schools

Success Criteria

Working Party represents views of teachers and schools Working Party influences and advises on strategy Working Party receives progress reports Working Party makes recommendations to LEA when appropriate


Notes of Recruitment and Retention Working Party meetings

Target Group

Representatives of Teacher Unions and Headteachers’ Council on behalf of all schools and teachers

Responsibility






6.6 Recruit and retain sufficient effective teachers to raise the quality of teaching and learning in

Southwark schools

Activities to

Facilitate and promote the full range of Continuing Professional Development activities for

teachers at all key stages in line with the EDP priorities and the national strategies Investigate the feasibility of a dedicated Professional Development Centre Promote initiatives such as the Well Being Project, Employee Assistance Programme to

support staff Collaborate on Workforce Remodelling agenda

Activities to

Support London Chartered Teachers initiative Support mentoring and coaching activities for staff at all stages in their careers

Activities to

NQT Recruitment Campaign

Ensure exhibition materials, recruitment packs and press advertisements promote Southwark as a place to start a career in teaching

Liaise with other Recruitment Managers in London to share good practice Attend College Recruitment Fairs Maintain online NQT register and supply information to headteachers Collaborate with NQT Induction Coordinator

Activities to

GTP and Returners Courses

Provide information to schools to raise profile of courses through improved communications to headteachers and to increase the number of placements available for GTP students

Work in partnership with other LEAs and the HEIs to maintain quality of training and to recruit good candidates

Publicise and contribute to Returners Courses at London South Bank University



Success Criteria

CPD activities and practice integrate with performance management and impact on staff confidence and motivation and recruitment and retention

The LEA and Schools develop CPD policy and practice and are supported in this by the CPD opportunities and entitlement frameworks

The sharing of good practice supports the development of networked learning communities

NQTs, GTPs and Returners attracted to Southwark and working effectively in schools

Teacher vacancies minimized Teacher vacancies filled with permanent staff Secondary vacancies filled with appropriate subject specialists


CPD steering group and strategy group feedback on key activities School leadership teams feedback on key activities impact in school Teacher vacancy information

Target Group

Teachers NQTs in training Mature career-changers Returning teachers Support Staff CPD school leaders Middle managers and leaders Senior managers and leaders Consultants and advisers

Responsibility

CPD co-ordinator Recruitment and Retention

Strategy Manager Head of Performance and

Achievement Key stage Strategy Managers Advisers and Consultants


EPD priorities CPD Business Plan Recruitment and Retention Business Plan National Strategy plans EAZ and EIC Plans



6.7 Support the development of newly qualified teachers, teacher assistants and teachers not trained in the United Kingdom

Activities to

Newly Qualified Teachers Co-ordinate and promote a central training programme for NQTs Termly training and briefing sessions for School induction tutors Develop the use of effective Career Entry profiles, school based CPD opportunities and

portfolios to support NQTs in meeting induction standards Co-ordinate LEA quality assurance procedures including the random sampling of schools by

link advisers, monitoring questionnaires for NQTs and Induction tutors and termly panel meetings to oversee the Induction year and formal assessment procedures

Identify and share good practice at school level Develop links with the DfES, TTA, GTC and London Induction Co-ordinator Groups to identify

and share good induction practice Develop the use of Advanced Skills Teachers to support NQTs in meeting teaching and

learning standards

Activities to

Support development of Overseas Trained Teachers

Coordinate 11-session twilight course twice per year until no further need. Support and advise schools and individuals on pre-requisites and process for gaining Qualified

Teacher Status via the assessment route. Support and advise teachers ineligible for assessment route to QTS and their schools on the

Registered Teacher Programme. Work with consultant to prepare OTTs for successful assessment.

Activities to

Teaching Assistants termly induction training for primary and secondary teaching assistants access to NVQ, foundation courses and HLTA training programmes for teaching assistants in

line with workforce remodelling initiatives develop links with other London LEAs, the DfES and TTA to support the workforce remodelling

initiatives promotion and development of portfolios for teaching assistants training and briefings for TA mentors develop a qualifications map for TAs which can be used by school CPD co-ordinators and

SMTs



Success Criteria

NQTs meet induction standards Teaching and learning improves NQTs complete their induction year in Southwark NQTs are prepared for their second year of teaching, transition point three

of the Career Entry Development Profile School Induction tutors are prepared and confident in their role and

responsibilities The LEA and school meet the statutory requirements for induction of NQTs

and workforce remodeling Mentors for TAs are prepared and confident in their role The development of the TA role in Southwark schools is in line with the

national workforce remodelling initiative Over 50% of OTTs registered for course by December 2004 25% of OTTs achieve QTS by December 2004 and remain in Southwark

schools All OTTs who apply for assessment for QTS are successful

Monitoring and Evaluation Quality assurance mechanisms in place Formal and informal feedback from NQTs, OTTs and TAs on the quality of

the central programmes CPD Co-ordinator briefings to the LEA leadership team LEA Induction policy and procedure is shared with TTA and DfES regional

induction tutors Link advisers, LEA leadership team, school SMT feedback to LEA CPD co-

ordinator on induction procedures for NQTs and TA training and CPD opportunities

Repeat data collection exercise on OTTs in Southwark schools in September 2004

Target Group

NQTs Teaching Assistants Overseas Trained Teachers School leadership team

Responsibility


Strategy Manager Head of School Improvement,

Primary Head of School Improvement,

Secondary Head of Performance and

Achievement Link Advisers Workforce Remodelling Adviser




EDP Priorities CPD business Plan Recruitment and Retention Business plan LEA Workforce Remodelling Business plan



6.8 Improve Continuing Professional Development (CPD) Provision and practice;

Activities to

Produce a coherent CPD handbook to match the priorities of the EDP and in line with the

requirements and needs of schools Facilitate a range of CPD activities for the range of school staff, both teaching and support for

example EPD for teachers, SAOs and bursars Promote and facilitate the policy and practice embedded in the Southwark Framework of CPD

entitlement and opportunities Support action to enable schools to integrate CPD within the context of performance

management

Activities to

Promotion of a full range of national and local CPD initiatives and opportunities , for example NPQH, LPSH, networked learning communities , London Challenge and Leading Edge Schools, ASTs

Promote CPD opportunities for learning support staff at all levels from induction to HLTA Facilitate effective Induction programmes for NQTs, senior and middle managers Facilitate an effective programme to support Overseas Trained Teachers to gain QTS and to

familiarize OTTs with the national curriculum Promote the development of Workforce Remodelling by constructive use of the Early Adopter

schools and the expertise of tranche 1 and 2 schools. Promote coaching and mentoring training for teachers at all stages of their career

-Success Criteria

The CPD framework supports schools to integrate performance management with CPD for all staff

CPD activities improve staff motivation and impact on recruitment and retention of staff in schools at all key stages

CPD provision and quality is valued by staff, matches their needs and aspirations and the priorities of the EDP

CPD policy and practice supports and sustains the ethos of Southwark schools as a net work of learning communities


Formal and informal feedback from participants Analysis of evaluations of CPD activities CPD impacts on learners performance and achievement Staff Recruitment and Retention data



Target Group

Support staff Teachers Early Career Teachers Middle mangers and leaders Senior leaders LEA Consultants and advisers

Responsibility


Strategy Manager Head of School Improvement Head of Performance and

Achievement Advisers and Consultants


EPD priorities CPD Business Plan Recruitment and Retention Business Plan National Workforce Remodelling Plan


G:\Executive\Executive Agendas\Executive Agenda 04.06.22\Item 17 - Annual Review of Education Development Plan (EDP2) (b) (Appendix).doc

LONDON BOROUGH OF SOUTHWARK

EDUCATION DEVELOPMENT PLAN – COSTINGS 2004 - 2005

PRIORITIES OFFICER DAYS OFFICER COSTS

SOURCE OF FUNDS

Priority 1

Raising Attainment in Early Years and the Foundation Stage and Primary Phase

1,688 827,763 Core andStandards Fund

Priority 2

Raising Attainment in Key Stage 3 and 14 - 19

1320 1.2M DfES/LondonChallenge

Priority 3

Support for Schools Causing Concern

380 190,000 Core

Priority 4

Social and Educational Inclusion; Improving participation and the quality of education for all

4,500 1.8M Core andStandards Fund

Priority 5

Ensuring a consistently high quality of education is provided for all through the development of effective., self-managing schools

550 287,950 Core andStandards Fund

Priority 6

Recruitment and Retention

408 560,503 Core/TTA Grant

Documents

ANNEX 2: EDP2 Activities For 2004-2005moderngov.southwark.gov.uk/Data/Executive/20040622/Agenda...2004/06/22 · ANNEX 2: EDP2 Activities For 2004-2005 G:\Executive\Executive Agendas\Executive