Birmingham Primary Strategy Team Subject Leader Training Spring Term Joint Subject Leader Day 2006

Birmingham Primary Strategy TeamSubject Leader Training

Spring Term Joint Subject Leader Day 2006


Spring Term Joint Subject Leader Day 2006

Agenda

09.15 – 10.30 Updates

10.45 – 12.00 Classroom Environment and Pupil Conferencing

13.00 – 14.15 Subject Specific – Work Scrutiny and Quality Marking

14.30 – 15.45 Networking Time


Session 1

Updates and Pupil Conferencing

Objectives:

• To provide updates on The National and Birmingham Primary Strategies


Session 1

Group discussion:

What actions have you taken as a result of the previous day’s input?


Ofsted report on the Primary National StrategyDecember 2005

Key positive comments

•Overall the PNS is having a positive impact on schools, with overall improvements in Mathematics and English and stronger leadership and management.

•The PNS impact on teaching and learning is at least satisfactory in most schools.

•In almost all schools, leadership and management are satisfactory or better.

•Most local authorities are providing good support for schools, particularly through specific programmes.

•The strategy has raised the profile of ICT as an integral tool to support effective teaching and learning.


Ofsted report on the PNS

Key critical comments:

• Teaching in English and mathematics remains no better than satisfactory in one in three lessons;

• The gender gap in writing remains, with boys underperforming;

• There is a lack of a whole school approach to speaking and listening;

• More needs to be done to raise standards in mathematics;


Ofsted Report on PNS


• The use of assessment for learning is improving but overall it is still the least successful element of teaching;

• There is limited improvement in Key Stage 1 standards with too great an emphasis upon support in Key Stage 2;

• Fluctuating results in too many schools remains unresolved;

• There is too much optimism rather than certainty that school targets will be met;




• Although schools are aware of PNS teaching and learning materials, too many have not yet used them effectively to review their practices;

• In one in three schools, action planning to support improvement still lacks rigour and evaluation of impact is not strong enough;

• Although school leaders welcome the emphasis on greater freedom and flexibility in the curriculum, they are cautious in their approach.



General points for action:

• Knowledge of the ‘learning journey’;• Teachers questioning techniques;• Continuity over the period of transition• The management of low attaining pupils;• The use of the plenary to review and consolidate

learning• Independent work



The biggest difference between the most and least effective teaching of

English and mathematics is the quality of the teachers’ subject

knowledge.


Teaching and Learning in mathematics

Key points:

• Insufficient knowledge of what pupils already know and can do;

• Too much emphasis upon recording and presenting calculations deflecting from exploring mathematical calculation and reasoning;

• Pace of the mental-oral starter;• The main teaching activity is too long and

subsequent work is inappropriately matched or supported;


Teaching and learning in mathematics

Key points:

• The pace of questioning is too brisk and inappropriately targeted;

• Modelled and guided work;• Planning for the teaching, consolidation and

applying of mathematical skills and objectives across the curriculum;

• Limited support and guidance for independent work;

• Too great a reliance on worksheets.



How representative are Ofsted’s findings to your school setting?


Summary of the Rose Review

Main recommendations of interim report

• Greater attention to speaking and listening

• Phonics to be taught discretely, introduced by age 5, and set within a broad and rich language curriculum

• Synthetic phonics as the first strategy for decoding and encoding print

• Use of a multisensory approach

• Update NLS phonics in the framework revision


Renewing the framework

The renewed teaching frameworks for literacy and numeracy will provide schools with:

•A clearer set of age-related outcomes related to learning progression which will inform the structure of the curriculum;

•Better signposting to the range of teaching materials and professional development opportunities currently on offer to support teaching practice;


Renewing the framework

•An increased sense of drive and momentum, making adjustments to learning objectives involving some progressive scaling up of expectations for each year group

•A focus on CPD and in-school activity to promote and foster a wider range of pedagogic practices that will help personalise learning, secure intervention for those pupils who need it, and to raise

attainment of pupils.


Key milestones

April 2006 Publication of the draft literacy and mathematics frameworks

September 2006 Publication of the literacy and mathematics frameworks


Every Child a Reader(ECaR)

• 7% of pupils leave primary school with no useful Literacy skills (below level 3)

• In 2004 40% of this group were children who live in poverty

• 70% of permanently excluded pupils have poor basic literacy skills

• 25% of young offenders have reading skills below those of average 7 year olds

• 60% of the prison population has difficulties in basic literacy skills

• Adults with low level literacy skills are more likely to be in low paid jobs, unemployed or on benefits

• They are more likely to be in poor housing, and to have poor health

Every Child a Reader (ECaR)



• B’ham secured further £167k for two years from April 06

• Steering group to develop criteria for selection for additional schools:

- highest % below level 2 in reading and writing- capacity to implement layered intervention- RR teacher enabled to take wider role- where schools are willing to part fund- systematic tracking procedures - Headteacher committed to early literacy intervention- Extended Provision Clusters



• Collaboration between charities, business and government

• 10 local authorities funded to restart Reading Recovery

• Nationally £10 million over 3years

• £100k for Birmingham for 3 years

• Currently 5 schools

• A layered literacy programme for reading recovery, reception reading and writing programme, Fischer Trust wave 3 intervention, and year2 intensive reading programme


Below level 2 at end of key stage 1• Focus on schools below 70%• Gap is growing between B’ham and National

Below level 3 at end of key stage 2• Gap is narrowing between B’ham and National

Look out for:• Review of Waves of Intervention• Support for Provision Mapping

End of Key Stage Results Update


Birmingham 2003 2004 2005

Reading 19 19 21

Writing 21 22 24

Maths 12 13 13

National

Reading 15 15 15

Writing 19 18 18

Maths 10 10 9

Below level 2 at end of Key Stage 1


Birmingham 2003 2004 2005

English

Reading

Writing

10

10

11

9

10

9

8

9

8

Maths 9 9 8

National

English 7

7

Maths 7 7

Below level 3 at end of Key stage 2

Documents

Birmingham Primary Strategy Team Subject Leader Training Spring Term Joint Subject Leader Day 2006