City of Westminster
Outcomes for Children and Young People in Westminster
Briefing for Commissioners
How can the ‘average’ performer be stretched and
challenged?
Context
The aim of all Westminster education practioners in schools and across the
Local Authority (LA) is to stretch and challenge pupils of all abilities.
The term ‘average’ in an educational context is challenging to define. It is the
nature of ‘average’ that there is a middle.
There will always be those who fall into the ‘average’ band of attainment as
each pupil progresses at a different pace of achievement. For the purposes of
this briefing it is assumed that the term ‘average’ is taken as the current
central government national academic benchmarks and targets. Those pupils
who are ‘in the middle’, who achieve the prescribed national norm and for
whom there are no specific additional targeted funding streams or
programmes. Westminster aims to ensure that these pupils achieve their full
potential (at any age) in a range of fields, skills and opportunities to be
stretched and challenged at all times. This needs to be through the breadth
and quality of classroom provision, in the whole school and across the LA,
through dynamic programmes and opportunities.
As in all schools, the essential resource that must be cultivated supported and
monitored and where required, rigorously challenged by the LA, is the quality
of school leadership and management and the expertise and skills of the
classroom teacher. This is currently the prime focus of the School
Effectiveness Group (SEG), (within the Schools and Learning Directorate), to
ensure that all pupils have access to the best in the country. It is in this area
that SEG is striving to be above the average of other LA’s and hence stretch
and challenge the average pupil. Although these elements are vital to SEN
and able pupils – average pupils do not have access to focused additional
external funding and programmes. The class teacher therefore must ensure
that through their skilled and informed daily teaching and planning, the middle
band pupils are catered for and also to ensure that they are tracked to see
that they take part in whole school and cross LA opportunities. For example,
wider sport and cultural opportunities.
Of the 40 Westminster primary and infant schools, the current position is that
22 perform above national average standards and of 9 secondary schools
(including 3 Academies) 5 perform above the national average. By implication
over 50% of primary and 60% of secondary schools are serving their average
pupils well. The remaining schools currently fall below national average
standards. There are a variety of reasons for the difference. 13 of these
schools are in the Ofsted and LA category of good or outstanding. They have
good Contextual Value Added (CVA) and therefore support the average pupil
to achieve their potential. There are currently 8 primary and 3 secondary (2
Academies) where this is not the case. These schools are exhibiting a
downward trend in standards which, through LA monitoring and pupil progress
tracking, has been directly linked to weakness in leadership and management
and quality of teaching. These schools have a significant impact on the
overall outturn data of the LA and require support in order to bring them into
line with successful schools. Therefore the current SEG focus is to improve
the quality of leadership and management and quality of teaching in all
Westminster schools to that of the best. The work in these key areas is a vital
part of the aim to move those pupils who are currently making average
progress (when compared to similar pupils nationally) to a position where they
are making above average progress.
The work of ensuring that pupils are supported in their learning and
development is also a key focus. Ensuring that wider barriers to learning are
removed or ameliorated is a major area of work for Children’s Service as a
whole and is the driving force behind the development of locality teams and
interagency joint working
Schools and the LA use pupil tracking systems to ensure that pupils in need
of support are identified and that teachers and schools are supported and
challenged to do the best for their pupils. The analysis of data and more
importantly the questions, accountability and actions that emerge from this
analysis is a key element of both school and LA work. The data is now
sophisticated enough to clearly identity the average pupil who is ‘stuck’ and to
enable both the school and the LA to intervene early. Tracking systems
currently used include RAISEonLINE, Fisher Family Trust (FFT), Essex
Tracker and Assessment Manager. The LA has also been in the forefront of
the Making Good Progress (MGP) pilot, which along with 2 level progress
targets and APP (Assessing Pupil Performance) has furthered sharpened the
ability to identify pupils in need of support.
A significant number of Westminster pupils begin and /or join Westminster
schools well below the expected standard of attainment for their age and a
range of barriers to learning. This includes issues that are common to many
inner city/urban environments. Barriers to learning are known and are
currently being addressed though the introduction and use of recent
government social funding programmes. Poverty is identified as a significant
barrier to accessing and making the most of the provision available but is not
seen as an excuse for underachievement. Children’s Services strive to ensure
that all pupils from disadvantaged backgrounds are provided with the tools for
success.
When compared with inner London boroughs in relation to the percentage of
pupils reaching or exceeding the expected level (Level 4+) at the end of Key
Stage 2, Westminster primary schools are currently ranked third for English
and fourth for mathematics This is to be celebrated and is a credit to teachers
and schools for the focused and expert teaching provided. In addition to this,
the majority of Westminster primary schools are judged by Ofsted to achieve
good and often outstanding outcomes in terms of pupils’ personal
development and well being. This is an indication that the needs of the
‘average’ pupil are being met.
Until recently, the progress made by pupils in some Westminster secondary
schools was not as good as it should have been. A number of pupils who join
Westminster secondary schools are from out of the LA and have not benefited
from a Westminster primary school education. A significant number of pupils
do not transfer from Westminster primary schools to Westminster secondary
schools. The progress that pupils make from Key Stage 2 to 3 should not be
seen purely as a reflection of the performance of Westminster primary
schools.
Between 1998 and 2005 Westminster City Council outsourced monitoring and
challenge of Westminster secondary schools to an external agency. From
September 2005 the LA took back responsibly. North Westminster
Community School was closed in August 2005 and 2 new Academies created.
In April 2007 SEG received additional Westminster City Council funding to
improve educational outcomes in secondary schools. There was much work
to be done at this time to improve the standards and progress in most
Westminster secondary schools.
This work has been successful. In 2008 the average 5+ A* to C grade
increased by over 11% in one year and is now above the national average.
Westminster secondary schools have achieved impressive results this year,
surpassing national key indicators for the first time. This has been achieved
through the support provided by the LA SEG team and a renewed LA
professional partnership with secondary headteachers. There has been a lot
of focused work with individual schools and pupils. Leadership and
management issues have been largely addressed with improved teaching and
learning across all schools and hence the average pupil has greatly benefited.
The predictions are for this to improve further. However, there is still much
more to do in some schools and in the Academies.
Whilst sustaining and continuing to improve the gains made in secondary
schools, the LA focus is now moving to the primary phase to ensure sustained
improvement and to tackle identified issues. With a small LA team and in
response to statutory guidance, the support and intervention has to be in
proportion to need across the LA. The aim is to ensure that all primary
schools are at least good and to move all current good schools to outstanding.
From April 2008 there has been additional funding for two years from
Westminster City Council to increase the capacity of the SEG primary team
through an additional primary senior school development officer. This will
enable the team to increase the pace of primary school improvement and
improve pupil progress, including that of the ‘average’ performer. The aim is to
improve progress in all primary schools, with a particular focus on 8 key
schools that are currently ‘stuck’ or have a downward actual and projected
trend. These schools are currently subject to intensive LA intervention,
support and monitoring.
What we do well
1. Monitor Challenge and Support Strategy.
The LA has a rigorous school monitoring, support and challenge strategy in
partnership with headteachers. The criteria and action is transparent and pupil
data driven. The process is further supported by a range of bespoke and
agreed/commissioned (by head teachers) reviews cross the LA. Senior
School Development Officers (SSDO) and School Improvement Partners
(SIP) (In Westminster– now mainly the same person), plan termly support,
challenge and monitoring visits to each school and pupil progress is a central
part of the monitoring and challenge. Comprehensive tracking systems are in
place in all schools, but there is still a variation in the quality of how well
schools use the data to inform and target pupil need. This is an area of LA
focus in some schools to ensure that the average pupil receives the additional
challenge that is expected.
Schools that are identified by Ofsted and /or LA as in category (4) have been
removed from category status in record time and in 2 out of the 3 gone
straight to good (2). The LA no longer has any school in an Ofsted category.
This is mainly due to the improvement in, and in some cases change of,
school leadership and management resulting in a significant impact on raising
pupil achievement and progress. We now have systems to securely monitor
all schools to ensure that no school enters an Ofsted category (4). The LA
annual categorisation process has an additional sub category for category 3
(satisfactory) schools – into 3A and 3B, to indicate a direction of travel. Any
school in category 3B is placed on the LA School Improvement Board and is
subject to an additional LA support plan and given priority for support and
funding. The Director of Schools and Learning and the Cabinet member
receive regular updates of the progress of these schools. Often the schools
are required to have an LA support group, who meet once a month. The
group consists of the Head of Schools and Learning (Chair), SSDO,
headteacher, Chair of Governors and where relevant a representative from
the appropriate Diocesan Board. Actions plans are focused and milestones
set. When improvement has not been at an acceptable pace, and this has
clearly been because of weaknesses in the leadership and management of
the headteacher, action has been taken to replace the headteacher.
All LA monitoring of schools and pupil progress is ongoing throughout the
year. However, the ‘hard evidence’ cycle starts in July/August with both the
LA and school analysis of external examination results. Any school that falls
below predictions/expectations is visited and action taken to ensure that there
is accountability for the outcomes. If not, LA support and intervention is
actioned.
During September and October, SSDO/SIP’s undertake reviews of standards
in all schools. This is a preliminary part of the later formal target setting
process. Reports are written detailing a review of the pupils who are
performing below end of year national curriculum expectations. Senior school
leaders are required to account for any pupils/cohorts who are at risk of
underachievement and to show the interventions that are to be put in place to
support these pupils. The LA then uses these reports, along with other data,
to devolve the National Strategy targeted intervention fund. The impact of the
additional funding is monitored by the LA in the following summer term.
Trends and impact are monitored over time to evaluate the most successful
intervention strategies and value added.
In November and early December school statutory targets are set. The LA,
through SSDO/SIPs, challenges all schools to set targets which reflect
progress in line with FFT band ‘D’ (top 25% of schools) for both satisfactory
and good schools and in the top 10% to 5% with regard to outstanding
schools. This means that all pupils, including average pupils, are expected to
make at least good progress from Key Stage 1.
The SSDO/SIP revisits the school in the spring and summer term to monitor
and evaluate progress made for all pupils and implementation and impact of
the areas actioned in the School Improvement Plan. The quality of the
SIP/SSDO reports is rigorously monitored for clarity in relation to information
about pupil progress and impact of school actions. The governing body
receive a final end of academic year evaluative report from their SIP which
evaluates areas such as standards, achievement and the robustness of the
school evaluation processes.
2. Use of pupil data and tracking – supported by Making Good Progress
programme.
Since September 2007 Westminster has been a pilot LA for the Making Good
Progress (MGP) initiative. A national agenda that is now been rolled out
across the country. This gave the LA significant additional funding for schools
to support the introduction of APP and 1 to 1 pupil tuition – nearly two years
before other LA’s. Through school two level tracking, any pupil who is at risk
of not achieving their excepted two levels progress is given access to a six
week support programme from a tutor in the field of literacy and numeracy.
This has been important for the average pupil who may have found
themselves ‘stuck’ in a particular concept or skill. With the bespoke addition
support they have access to bespoke teaching (out of school) to meet their
specific needs and to get back on track with renewed confidence and
knowledge. This is an important piece of work, as some pupils can often begin
to decline in achievement if their confidence is lost.
27 schools took part in the pilot and from January 2009 all schools are being
offered the opportunity to become part of the 1 to 1 tuition as it is rolled out
nationally. To date 550 pupils in Westminster schools have had access to 1 to
I tuition.
Initially the bench mark was for each pupil (were relevant to their academic
potential) to achieve two levels of progress over a key stage, we are now
aiming for three levels of progress for average and more able pupils. This is
now in line with the national target setting of 2 level progress targets and
Westminster is on track to achieve this.
Westminster is at the cutting edge of developing a new tracking software
programme that enables each school’s own pupil tracking in year data to be
transferred thorough SIMS to the LA. This will support the school so that they
do not have to repeat and regurgitate data to the LA and external forces – one
field force/collection process. It also enables the LA to analyse both school
and LA pupil progress tends three times a year and therefore support and/or
intervene sooner. It is also a means of identifying LA trends in cohorts,
subjects or any other emerging generic issues earlier, so that CPD and
support can be centrally planned earlier. This will support the ‘average’ pupil.
3. Identification and intervention in schools causing concern.
The LA is rigorous in identifying, supporting and then, where required, taking
action in a school causing concern. Since September 2005, 4 schools
identified by Ofsted in category 4 were out of the category in record time. One
is now an Academy, one is satisfactory and two are now good. In all cases
this meant a change in leadership. The outcomes and opportunities for the
average pupil improved greatly. In 2008 the LA identified 5 schools; of these 3
have now had a change in leadership and the other 2 are improving. In 2009
the LA targeted another 3 schools where progress of the average pupil was
not at an acceptable mid year pace. These 3 schools are now subject to LA
intervention. In these circumstances the LA often draws on the skills and
mentoring of outstanding headteachers/schools to model and coach the
targeted school.
4. Recruitment programme for Newly Qualified Teachers (NQT’s) and
Continuing Professional Development (CPD) programme
Westminster is able to recruitment NQT’s. The reputation of the Westminster
NQT support programme is a major factor. This ensures a constant supply of
new teachers to the profession and means that most schools are fully staffed.
5. Professional development for headteacher and succession planning.
The LA has recently worked with NCSL and through Westminster funding to
support the needs of the twenty first century headteacher. Following a
headteacher stress audit, a comprehensive CPD change management
support and coaching programme was put in place for all headteachers. This
is to be repeated in the autumn term for all deputy headteachers and new
headteachers. The has been accompanied by proactive modelling, coaching
and financial support for identified aspiring headteachers to prepare them
through practical mentoring and work shadowing. Westminster, like other
LA’s, will need to be prepared for the approaching ‘baby boom’ retirement dip.
This will enable good and outstanding schools to sustained standards through
strong and prepared leadership. This will directly impact on sustaining the
achievement and opportunities for pupils. This is supported by a joint LA and
headteacher CPD steering group (sub group of the LA/headteacher
partnership group). The needs of headteachers and aspiring leaders are
discussed and where identified needs and requests are met through courses
and the sharing of good practise. Westminster works well in partnership with
most of its headteachers.
6. Advanced Skill Teachers (AST)
Westminster has the highest number of AST’s in London. This is supported
through external standards fund grant. The AST’s are used, managed and
deployed by the LA are part of the central monitoring of school needs. The
AST’s are an invaluable resource to model current good classroom practise
and hence raise pupil achievement.
1. Secondary LA/school partnership examination analysis and identification
and implementation of support
The role and use of the secondary national strategy consultant team (English,
mathematics, science, behaviour and attendance) has now been refined to a
coherent process. The consultants are now trained to support and work with
not only subject leaders to improve outcomes for pupils, but to work at school
strategic leadership level, so that the improvement of pupil attainment in the
core subjects is at the heart of the school leadership agenda.
2. Developing extended school and other curriculum offers – e.g P.E, MFL
and music.
Since September 2005 the LA has introduced a coherent music, arts and PE
programme offer to schools as part of the widening opportunities agenda.
Access and participation in sport and cultural activities have increased, as
well as development of both Westminster and London wide events and pupil
opportunities.

The percentage of pupils taking part in 2hours of PE and School Sport
in a typical week has increased from 72% in 2005/06 to 93% in 2008
and in now above the national average.

Westminster is currently well on track to meet the National Strategy
KS2 languages entitlement to provide 30 minutes curriculum time,
teaching plus 30 minutes teaching languages across the curriculum. A
decision was taken to provide support for Spanish in order to build
capacity within the teaching force and provide continuity of learning for
pupils moving schools across the borough. Progress with
implementation: 2005/6 - Pilot project 5 schools implementing
Spanish in Y3, 2006/07 - further 8 schools opted to take up Spanish in
Y3, 2 introduced Italian and 1 started teaching French from Reception
to Y6, 2007/8 -21 schools teaching Spanish 3 French and 3 RC Aided
schools teaching Italian through the supprt of the Italian embassy,
2008/9 - 25 schools teaching Spanish including 2 Special schools.
Almost 100 teachers and teaching assitants learning Spanish in LA
provide after school classes.

From 2007 there has been an increase in music provision in
Westminster primary schools, through the Standards Fund Widening
Opportunities programme. Over 1,700 KS2 pupils are now benefiting
from whole class instrumental tuition in 80% of schools, above the
national average. All schools have taken part in a project with an
external arts agency benefiting from the rich and vibrant arts scene
that we are surrounded by. Almost all schools are signed up to Sing up
and are achieving recognition for their achievements in singing and
participating in a massed concert of 1000 children and 23 schools in
Central Hall, Westminster in July. The first borough wide performance
commission is underway, involving 500 pupils and 15 schools in
creating and then performing with the BBC Concert Orchestra and
BBC Singers joining together for their debut in the Royal Albert Hall in
May 2010. The Westminster Youth Orchestra meets 3 times per year
joining together players from beginner to Grade 8 in 2 orchestras of up
to 100 students from Primary & Secondary schools. This year the
orchestra will join forces with the BBC Symphony Orchestra in a
concert at BBC Maida Vale studios. Over 100 students take part in 2
Saturday schools catering for G&T instrumental and performing arts
tuition.
What we are working on
1. Supporting and embracing the renewed Westminster City Council
engagement with schools issues and outcomes for pupils.
In the last two years there has been significant change in policy in the
Council’s engagement with schools and the pupil achievement agenda. The
elevation in the corporate agenda is having significant positive impact on
school confidence in the Council and is having a stabilising effect.
2. Recruitment and retention of experienced and teachers – particularly
middle leaders.
Despite being able to recruitment NQT. The recruitment and retention of
middle leaders – particularly in core subjects – is a significant issue in a
number of schools. This means that there is a skills gap in most schools of
qualified teachers who can both model and coach less experienced teachers.
Many schools do not have a critical mass of experienced teachers with
expertise to challenge pupil progress. The LA is about to embark on a London
wide recruitment campaign to attract middle leaders/ more experienced
teachers. An audit of has been made and will be fed into the central
recruitment drive.
3. LA has also identified a significant skills gap for teachers who are overseas
trained (OTT) or a one year post graduate teachers course (PGCE). SEG is
moving to introduce a foundation course for these new teachers in the
summer before they take up post in the LA.
4. School Improvement Partner (SIP) programme.
The SIP programme was introduced into secondary schools in September
2005. The programme was started in primary schools in September 2008.
The first year has been successful and the LA is now in the process of
evaluating the impact, performance of SIP’s and is now making the required
changes to policy and staffing to ensure continued positive impact on school
improvement. The monitoring of reports from external SIP‘s has been an
issue as a number do not meet the required Westminster standard. This has
taken additional officer time.
5. Developing lead teacher programme
Until April 2009 the LA did not have the capacity to develop the lead teacher
programme. This has now started and will be a new resource to share
expertise of good to outstanding teachers across the LA. They will be a prime
source for developing good classroom practise and pedagogy across the LA;
with a particular focus on skilling teachers to challenge and stretch the
‘average’ pupil.
6. Schools causing concern
The LA continues to raise the bar of expecatations in identification of schools
causing concern. The process is ongoing as some schools can very quickly
begin to fail.
7. Developing the twenty first century school workforce, including governance
The team is reviewing the full school workforce CPD programme to ensure
that it meets the needs, and diversity of the twenty - first century school. For
example, introducing higher level courses. The aim is the ‘up skill’ a wider
group of professionals to support school leadership. This will also include
support for school governors.
8. Classroom observation and identification skills
LA officers are supporting a range of leaders and teachers to be better skilled
to undertake accurate judgements in classroom observations and to give
relevant and focused feedback. The shift to support education professionals
to focus more on the learner outcomes and needs. To continue to improve
teacher classroom skills to stretch and challenge all pupils with a focus on
teacher planning, assessment and differentiation.
9. Coaching schools to introduce meaningful pupil progress meetings
Many schools have now introduced regular pupil progress meetings. These
are focused meetings between the leadership team and the classroom
teacher/subject coordinator. As these become part of the school ethos, pupil
achievement, progress and early identification of non movers will improve
outcomes for the ‘average’ pupil.
10. Assessment for learning (APP)
As the new APP criteria is introduced across the LA. The security and
common understanding of the levelling of pupils work will improve teacher
knowledge of pupil achievement. Through the dialogue of moderation and
discussion of criteria, teachers will become more skilled in accurately
assessing pupil achievement. These tuned, incremental teaching skills, will
provide an added dimension to teacher expertise of identifying and supporting
pupil achievement. Coaching has taken place in all Westminster schools in
reading, writing and mathematics. Training is now started cross phase to
support consistency of understanding in standards, achievement and
expectation from Year 1 to Year 9. Where in year LA data has identified
significant issues; e.g. end of autumn term, 2008, year 4, mathematics. The
LA has bought schools together to give additional training and support which
will enable teachers to further support the identified cohort in this subject area.
The LA process of moderation /discussion of core subject levels and
expectations between schools and cross phase has been used to reengage
schools in the discussion of learning and teaching pedagogy.
11. Improve the percentage of pupils achieving level 5 (primary) and 5 A* to C
(secondary). Reference - able pupil briefing.
12. Support the remodelling and equality of access to the 14 to 19 curriculum
to meet the needs of all pupils in the twenty-first century. To continue to work
with all secondary schools to review and revise the 14 to 19 curriculum to
meet the needs and aspirations of all pupils. To increase engagement and
partnership with employers, the private education sector and higher education
institutions. To also ensure that alternative provision for pupils who are at risk
of being disengaged with the school curriculum and school opportunities is
available to all pupils and is of a high quality and meets their aspiration needs
and potential.
13. Continue to support increased subject knowledge in some subjects.
Mathematics and science teaching remain key issues in both primary and
secondary schools. There is a lack of experienced teachers and advisers in
these subject areas. This has a negative impact on the quality of teaching and
hence pupil achievement. The LA has introduced focused primary
mathematics subject knowledge courses, to support non specialist teachers
and subject leaders.
What we know we want to do better
1.
All the above
2.
Improve identification and need of specific groups and cohort who are
underachieving. To continue to identify and act on issues that are
barriers to narrowing the achievement gap.
3.
There are four BME groups of significant size where there is a gap in
attainment compared to the White British group. These are Bangladeshi,
Black African, Black Caribbean and pupils drawn from a range of
ethnicities within the DFES category ‘Any Other Group’. The communities
represented within these broad groupings have diverse profiles in terms of
length of residence in UK, residential status, social and economic
prosperity and levels of education. As responses to underachievement
need to take account of diverse profiles, the LA has introduced extended
ethnic codes to refine the data for Black African, White Eastern European
and pupils drawn from the largest Westminster ethnic group ‘OOTH’. This
will enable a closer focus on the achievement trend of discrete ethnic
groups so that support can be targeted effectively.
4. Manage external field forces. There are a significant number of external
field forces that take up both school and LA time. Often the external field
forces are requiring similar information and/or grading/ragging the same
thing.
Barriers
1. Westminster has a number of small primary schools where current scope
for wider curriculum and additional broader teacher expertise is limited by
staff numbers, building restrictions and funding.
2. Headteacher focus on external initiatives that take them away from
monitoring teaching and learning in the classroom. Deskilling of
headteacher in pedagogy of teaching and learning.
3. Funding and recruitment for lead teachers.
4. Retention of good teachers, particularly middle /subject leaders.
5. No Westminster secondary school is now under LA authority and hence
the LA has limited ‘powers’ to intervene, support and challenge. This
maybe an issue in the future to sustain current improvements if a school
has a change in leadership. If an Academy does not have a good sponsor
and/or school leadership, the LA is ‘powerless’ to intervene. There are
issues around the capacity of the DCSF Academies division to have the
detailed local intelligence.
6. Possible future government funding and programme cuts. The SEG team
and schools are reliant on external central government funding for staffing
and resources. Concern in retaining the intervention, challenge and
support function to ensure that all pupils achieve their potential. The
possible negative impact on sustaining the capacity of SEG and resources
to schools.
7. Significant range and diversity of ethos between Westminster secondary
schools, which at times, is a still a barrier to partnerships and corporate
responsibility for the Westminster learner.
8. Challenges of pan London 14 to 19 curriculum through the tracking of pupil
progress, quality of provision and funding.
Daria Wignall
Head of Schools and Learning
April 2009