Longlevens Junior School
Who’s school is it anyway?!
Purpose of evening
• The development of learning and assessment at LJS
• How we are working towards introducing a new
curriculum
• Our approach to tracking pupil progress and
attainment
• Engaging parents in their pupils learning
• Possibilities for the development of LJS on the new
educational landscape
Current Context
• National Landscape
• Standards Agenda
• Community Needs
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Principles Underpinning Education
Policy
Hands off
Let the system sort itself out
De-centralise
Increase autonomy at school level
Encouraging groups of schools to work together
System leadership from within the profession
“Sharply reduce the bureaucratic burden on schools, cutting away
unnecessary duties, processes, guidance and requirements, so that schools
are free to focus on doing what is right for the children and young people
in their care”.
Michael Gove, Secretary of State “The Importance of Teaching” 24th
November 2010
“THE IMPORTANCE OF TEACHING”
White Paper 24th November 2010
• General principles
 Academies seen as the way forward
 5.6 So there is great scope for us to extend autonomy and freedom for
schools in England. It is our ambition that Academy status should be
the norm for all state schools, with schools enjoying direct funding
and full independence from central and local bureaucracy. Some
schools are not yet in a position to enjoy full Academy freedoms and we
will ensure that all schools, whatever their status, are freed from
unnecessary bureaucracy, and enjoy progressively greater autonomy, with
their own funding, ethos and culture. We expect schools to use their
increased autonomy to explore new ways of working together – but
collaboration in the future will be driven by school leaders and teachers –
not bureaucrats.
•
Details will emerge in the forthcoming Education Bill
Standards
• LJS is a good school with outstanding features...
But...
Improve the progress of pupils with SEND by ensuring that:
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clear plans are made for their learning that closely match their needs and teachers
include these in their lessons
appropriate support is provided in class to enable them to work towards their targets
teachers and other staff engage these pupils more effectively during the whole-class
parts of lessons to ensure their understanding.
Raise standards and improve pupils’ progress, by ensuring that: • pupils are consistently given work that closely matches their abilities
• more-able pupils are given sufficient levels of challenge in all lessons
• pupils are given precise next steps for learning and when marking pupils’
work, teachers consistently refer to these next steps
• pupils spend more of each lesson actively involved rather than sitting and
listening.
Community
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Pupils
Teaching Staff
Parent Body
External Partners
A Shared Mission For Personalised Learning
Whenever a child walks through the doors of LJS, they bring
with them talents to be encouraged and developed, and
weaknesses to be supported, we aspire to meet these needs
with equal measure.
Longlevens Junior School Prospectus
Learning Joy Success!
Background information: Sub levels &
points
Level
Points
5a
35
3b
21
5b
33
3c
19
5c
31
2a
17
4a
29
2b
15
4b
27
2c
13
4c
25
1a
11
3a
23
1b
9
1c
7
Wa
5
Wb
3
Wc
1
Expected progress
2 levels over 4 years or
1 point per term.
9
It’s the classroom…
•In the UK, variability at the classroom level is at
least 4 times that at school level
– It doesn’t matter very much which
school you go to
– But it matters very much which
classrooms you are in…
•It’s not class size
•It’s not the between-class grouping strategy
•It’s not the within-class grouping strategy
Dylan Wiliam
www.dylanwiliam.net
…and specifically, it’s the teacher…
Studies that take into
account all of the available
evidence on teacher
effectiveness suggest that
students placed with highperforming teachers will
progress three times as fast
as those placed with lowperforming teachers.
(Barber & Mourshed, 2007)
Why?
• Bright children from lower socio economic background v less
bright children from higher socio economic background
• By the age of six...
Feinstein
Why?
Families on welfare, working class families and professional families.
• By the age of 4 the child from professional family will have heard c.50
million words, working class family 30 million, welfare family 12 million.
• By the age of 3 the child from professional family will have received
700,000 encouragements to 80,000 discouragements
• The child from the welfare family will have received 60,000
encouragements to 120,000 discouragements.
Toynbee after Feinstein
...Making effective practice standard practice
Leading the way
Variation in the
quality and
effectiveness of
approaches to
teaching and
learning
Variation in human
and material
resources
eg:
setting, marking, homework,
progress monitoring
Variation in levels of
achievement
Analysis of data
Internal best
practice identified
Action to reduce
ISV
Variation in policies and
procedures
Longlevens Junior School
A Journey To The Stars
A Personal Mission
Or
A Personalised Experience?
The Spirit Of Adventure
• Guess What?!?
Personal Vision
S – Success
T – Teamwork
A – Adventure
R – Resilience
S – Sparkle
What Does It Mean For Us?
STARS
Satisfaction
Spontaneous
Tenacity
Relationships
Transformation
Responsibility
Resourceful
Supportive
Achievement
Sustainability
Sensational
Success
Adventure
Reflective
Stamina
Superb
Teamwork
Action
Ambition
Improvement Plan 2010/11 and beyond!
Theme of improvement area
Data usage
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Teaching & Learning
Review data usage systems and procedures
in line with Target Tracker Software
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Create an LJS Data Compendium.
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Establish RAGG system for teachers
Improving the quality of learning, progress
and attainment in mathematics
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Introduce RAP system for Teaching
Assistants
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Devise Pupil Progress meeting cycle with
SMT
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Devise LJS Pupil Progression matrix based
on Ofsted criteria
Pupil Voice
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Develop a PLC – Pupils Learning Community
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Consultation in curriculum design
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Review Middle Leader job descriptions
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Coaching and mentoring training
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Increasing accountability
Further developing the literacy and writing
action plan
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Bespoke MLDP package for targeted
members of staff
Whole School Review of Inclusion & SEN
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Governor Development in accountability
planning
Review LJS Curriculum – To include Building
a TLC – Teaching & Learning Community
Parental Engagement
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Review provision of progress and
attainment information to parents
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Set up parental review group
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Review Pupil Progress Consultation
Meetings
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Leadership Development
Instigate series of Learning at LJS Parent
Workshops.
Standardising Operating Procedures
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Review lesson planning practice
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Implement “Quality First” presentation
policy
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Review Marking Policy
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Review Homework policy
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Assessment & Learning Policy
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Clubs & Extra-Curricular Activities
1. What are we
trying to achieve?
1.
2.
3.
4.
Imagine a learner leaving your school
Describe the characteristics you will see if you
are successful
Focus on knowledge, skills or personal
dispositions
Traffic light what you have evidence for as
existing strengths (green) and areas for
development (amber and red).
Discuss what sort of learning and
assessment will be required to address your
development priorities.
The Romans
The Egyptians
Properties of materials
Parts of a plant
Magnetism
Picasso
Rhythm
What’s the best way to organise learning?
metronomic
and routine
Flexible: matched
to learning need
Time
regular/often and deep/immersive
Range of
locations
Classroom
Place
permeable school - flexible
spaces – cyberspace
the class teacher
30 -1
People
School as broker
community, employer, artist,
experts, peers, vertical groups
Small range
Pedagogy
Wide range of
approaches
subject based, project based, enquiry based, multidisciplinary,
co-constructed, student initiated, mantle of the expert etc
What is
achievement?
What do
learners think?
Challenge …
…and support
Getting the balance
raised achievement
high motivation
active involvement
learner autonomy
enabling learning
environment
Building a Toolbox
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Learning to learn sessions
Helpful and unhelpful talk
Movers & Blockers
Learning Zones – comfort/CHALLENGE/danger
Marking & Feedback
5-1 countdown
Increasing independence through choice and ownership
EVERY TIME WE WRITE!
The Next Part Of The Journey...
• Establish common expectations – link with ISV and
standardising operational procedures
• Setting up TLC – link with ISV and
developing/strengthening middle leadership
• Developing TA practice: “Towards Outstanding” – link with
improvement of SEND/Differentiation
• Exploring internal transition link
• Introducing reflective learning journals – link with
developing PUPIL VOICE
• Parental engagement in pupil learning
Common Expectation 1
• All classrooms to have visual representations of
which enable pupils to engage with learning to
learn language and tools:
– Talk
– Movers & Blockers
– Good/Successful learners do...
Common Expectation 2
• Short term plans to identify opportunities for
using the tools and language:
– Skills and attributes debriefs:
• WHAT DID WE HAVE TO DO?
• WHAT DID GOOD LEARNERS DO?
• REGULAR REFERENCE TO DISCUSSION ABOUT LEARNING
– IDENTIFY SESSIONS: 1 PER DAY
Common Expectation 3
• Classroom culture change:
– TEACH MORE BY ASKING NOT TELLING
– EXPLAIN WHY
– MODEL HOW
– LETS EMBED THE CULTURE, CHILDREN HAVING
OPPORTUNITY TO USE/PRACTICE & SAY –
RECOGNISE THEIR SIGNIFICANT CHANGE
Common Expectation 4
• Introduce EVERY TIME WE WRITE BOARD
• Continue to innovate, experiment, make mistakes
and trial new things!
Challenge zone
Danger zone
Comfort zone
What helps us to learn?
What stops us from learning?
What helps us to learn?
Having a toolkit
Targets
Displays
Feeling comfortable
Being brave
Working in pairs or in groups
Time to think about what we are doing
Scaffolding
Concentrating
Listening to the teacher
Asking for help
Playing
Knowing what to do
Keeping an open mind
People showing us how to do things
Reading books
Talking to a partner about our work
Thinking positive!
Having fun!
What stops us from learning?
Not coming to school
Chatting to a neighbour when not
supposed to
Having a bad memory
Feeling down
Feeling scared
Being distracted
People shouting out
Disturbances
Noises
Lack of help
Time – being rushed
Bullying/abusive comments
Teacher talking too much
Worrying about family problems
Sharing ideas
Helpful Talk………..
Giving
instructions
Encouragement
Talking about our
learning
Asking
questions
Being polite
Explaining
Unhelpful talk………….
Gossip
Arguing
Talking when
someone else is
talking
Back-chat
Chatting –
when it’s not
about our
learning
Interrupting
Swearing
Uses team work
skills
Shows working out
Is always ready
Does their
homework
Never gives up
Tries hard
Works with a partner
Thinks hard
Isn’t afraid to ask
Finds out new things
Shares ideas with
others
Listens
Makes the right choices in
class
Improves
Believes in themselves
Stays on task
Is always ready to learn
What does a
successful
learner do?
Takes in information
Practises
Uses the spellings on
the board
Has courage
Practises
Takes turns
Helps others
Asks questions
Gets organised
Ignores
distractions
Encourages others
To be a successful learner I need to ...
Be involved in
reviewing and
improving
my learning
Know and
understand
what
I am learning
Know
why I am
learning
Ask questions
and know what I
could learn
next
Understand how
I learn
Have fun
and enjoy my
learning!!
Know when
and how
I have been
successful
Feel safe and feel
that ‘I can’
Learn with other
learners
Have time
Know how to
improve
Have new and
varied
experiences
Standardising Operating Procedures
1. Learning & Curriculum
– Marking, Feedback & Quality Presentation
– Assessment & Learning
– Lesson Planning
2. Operational
– Communications
– Clubs & Activities
Proposals For Parental Engagement In
Pupil Learning
1. Parents Evenings or Pupil Progress Consultation
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Detailed academic information at NC sub-level
Feedback on progress and attainment
Discussion of wider achievement across school vision &
aims
Three times a year including summary report
Pupils present with option for withdrawal as appropriate
During the school day but with late afternoon/early
evening options.
Proposals For Parental Engagement In
Pupil Learning
2. Instigate a series of “Successful Learning At LJS”
workshops, covering:
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Teaching and Learning
Maths & Literacy
Assessment & Progress
In response to parental request
Proposals For Parental Engagement In
Pupil Learning
3. Set up Parent Review Group/Parent Council To act
in an advisory/consultative role to the management
team of the school
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Meet once a term ( 6 x per year)
Inclusive or (self) selected
Look at matters of policy and procedure
Advise on future initiatives and developments
Reflect parental concerns
Longlevens Junior School
It’s all OUR school!!