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
inspections
151 inspections across Essex in the autumn term 2012
and spring term 2013
Ofsted grade
3
School’s
School’s
previous grade 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/BusinessPartners/Primary-schoolsexcellence/Pages/Default.aspx for further
information
4
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;
The Essex
Tail
- 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
Interventions that need to make a difference:
• Focus on Foundation Years (under 5’s) and work with
parents
• Primary literacy
• Targeted pupil premium interventions
5
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 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 schools
and new arrangements for funding pupils with SEN
for all post-16 providers.
Core Proposition: Essex
Education Services School &
Setting Effectiveness Model
Our methodology
begins with
understanding
pupil progress
through our Target
Tracker tools
Leadership
We then work with
you to assess the
key drivers of pupil
progress in the
school against our
maturity model
DiagnoGovernance
sis
Teaching
Our integrated
approach then
covers these key
areas (right)
according to need
HR
Enrichment Services
Chin
a
Outdoor
Learnin
g
Musi
c
Pupil
Prog
ress
School
Librarie
s
SEN /
Inclusion
Finance
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 researchbased 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