Primary headteachers

Updates

Tim Coulson

June 2013

Update• Council elections

– Councillor Ray Gooding• Encouraging progress in inspections• Working with academy trusts of 112

academies• Primary partnership conferences• ‘The Tail’• SEN• Essex Education services

2

Encouraging progress in inspections151 inspections across Essex in the autumn term 2012 and spring term 2013

3

Ofsted grade School’s previous grade

School’s current grade

Difference

1 4 6 +2

2 54 90 +36

3 84 43 -41

4 9 12 +3

total 151 151  

Primary ‘Partnership’ conferences• 4 conferences held in March for heads and

chairs of governors• Attended by 70% of school• http://

www.essex.gov.uk/Business-Partners/Primary-schools-excellence/Pages/Default.aspx for further information

4

5

The ‘Tail’ – being more ambitious for the one in five

England’s national tail (ie those achieving below the benchmark of 168 GCSE points):

•Fatter and longer than most international peers eg Canada

•Shows interesting pupil characteristics:

- Only 25% are on free school meals;

- Neighbourhood disadvantage impacts on attainment levels as much as poverty (educational ‘blight’ of low expectations);

- Low income white children are the most vulnerable ethnic group (apart from travellers)

- Designation of SEN correlates highly with being in the tail

•Most tail attainers live in urban areas but pupils with similar social disadvantage do better in urban than rural schools

•Schools most likely to be attended by pupils in the tail are not necessarily schools in high deprivation areas

•Prior attainment is the largest contributory factor to achievement – very difficult to catch up having fallen behind

Analysis of the 2011 Essex KS4 tail shows:

•2441 out of 15978 (15.3%) of Essex pupils had a capped score of below 269 points (slightly less than the 20% national average)

•More boys are in the tail (18.9% compared to 11.5% for girls)

•440 (34.9%) of 1259 FSM pupils in the tail

•Nearly 58% of pupils in the tail had SEN

•44% of those that failed to achieve a level 4+ at KS2 (1492 pupils) were in the tail at KS4

•17 schools had 20%+ of their pupils in the tailInterventions that need to make a difference:• Focus on Foundation Years (under 5’s) and work with parents• Primary literacy• Targeted pupil premium interventions

The Essex Tail

PISA results

• In absolute terms our performance has remained constant, but relatively we are falling behind.

Top performers

• 12 systems significantly outperform England in reading, including Japan, Belgium and Norway.

• According to the DfE, an average student from Shanghai – the top performing system in 2009 would achieve three As and five Bs at GCSE.

• The English average is four Bs and four Cs.

• The Essex average is just less than four Bs and four Cs.

7

What difference would narrowing the gap make?

• Cutting the attainment gap by half would increase England’s position in reading by six places, and by 14 places in mathematics.

• Here, Essex is below the national average.

• The average English pupil eligible for free school meals achieves four Bs and three Cs.

• In Essex it is two Bs five Cs.

8

The Pupil Premium in Essex

• The average primary school in Essex receives £28,000 from the Pupil Premium.

• The average secondary school receives £140,000 for the Pupil Premium

• Next year this will increase by 50% to £900 per eligible child, the following year it will increase again, to £1,200.

SEN developments• Engaging parents widely about the SEN system and the

Government plans for changes in 2014 • Developing specialist hubs of expertise to support children with

autism - special schools to work with a local primary and secondary school to provide enhanced resource bases and also act as a source of advice and guidance for mainstream schools with children with autism, with and without a statement

• Building on excellent practice in many parts of the county and reduce permanent exclusions of primary aged children to zero

• Increasing by 10 additional educational psychologists to support earlier intervention

• Developing a business case for the May Schools Forum meeting to consider ‘investing to save’

• Introducing a new funding formula for special schoolsand new arrangements for funding pupils with SENfor all post-16 providers.

Core Proposition: Essex Education Services School & Setting Effectiveness Model

Diagnosis

Pupil Progress

Our methodology begins with understanding pupil progress through our Target Tracker tools

We then work with you to assess the key drivers of pupil progress in the school against our maturity model

Our integrated approach then covers these key areas (right) according to need

Our business model is based on an integrated school effectiveness proposition.

It can be applied to schools and whole systems (LA area, MAT, groups of schools) .

1)Proprietary software licensing and tools

2)Consultancy / diagnosis against our unique research-based maturity model

3)An integrated professional development, consultancy, support service across all or some of the key areas (left)

4)At system level, it can include licensing and training in the approach or even outsourcing of the whole school effectiveness function

China

Outdoor Learnin

g

Music

School Librarie

s

Enrichment Services