Secondary School Strategy Managers November 26 th & 29 th 2007.

Secondary School Strategy Managers

November 26th & 29th 2007

Objectives

• To review 2007 KS3 and GCSE results • To know the English, mathematics,

science and ICT priorities up to end of March 08

• Improving teaching and learning • Intervention • Inclusion Development Programme• To outline the 2008-2009 Standards

Fund

Increase in the proportion achieving English, Maths, Science, and English and Maths A*-C, but a fall again in MFL.

6059

53555150

3133

4847

20

25

30

35

40

45

50

55

60

65

1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007Prov

% 1

5 y

ea

r o

lds

ac

hie

vin

g A

*-C

English Maths Science MFL English & Maths

Note: From 2005 onwards, figures relate to pupils at the end of KS4 rather than at age 15

45.146.3

47.949.2 50.0

51.652.9 53.7

56.3

45.7

60.058.5

60.3

45.344.3

42.641.942.140.740.0

38.637.0

35.6

34

38

42

46

50

54

58

62

1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008

% 1

5 ye

ar o

lds

ach

ievi

ng

5+

A*-

C

5+ A*-C 5+ A*-C incl Eng & Maths

2008 PSA target achieved one year early. Progress made on 5+ A*-C inc

EN+MA

GCSE West Midlands

5A*C 5A*C EN MA

National 60.3% 45.7%

W MidlandsBirmingham

58.4%62.0%

42.6%41.8%

40.5 41.342.8

44.0 44.846.4

47.9

51.453.8

55.850.051.5

53.454.6 55.4

57.058.2 58.8

61.463.5

48.8

65.0

35

40

45

50

55

60

65

70

1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007prov

% 1

5 y

ea

r o

lds

ac

hie

vin

g 5

+ A

*-C

Boys Girls

9.5 10.210.6 10.6 10.6

10.6 10.3 10.010.0

9.79.2

Gender gap narrowed slightly since 2005,

but not significantly over time

32.233.4

35.036.3 36.7

38.3 38.040.2 41.0 41.2

39.240.7

42.543.8

44.846.0 45.9 46.8

48.649.8

38.7

50.3

25

30

35

40

45

50

55

1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007prov

% 1

5 ye

ar o

lds

achi

evin

g 5+

A*-

C in

clud

ing

Eng

lish

and

mat

hs

Boys Girls

7.07.3

7.57.5 8.1

7.7 7.98.1

8.40

8.8 9.1

Signs of the gender gap widening for 5+ A*-C including English and

mathematics

44.945.8 46.5

53.0

34

38

42

46

50

54

58

62

2005 2006 2007 2008 2009 2010 2011

% p

up

ils

ach

ievi

ng

5+

A*-

C i

nc

E+

M

5+ A*-C inc E+M (end KS4)

Some improvement including English and mathematics, but new PSA target sets a

challenging trajectory

Reduction in schools below30% 5+ A*-C floor target

896

828

735

661619

499

410

343

230

13481

0

100

200

300

400

500

600

700

800

900

1,000

1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007prov

2008

No

. of

Sc

ho

ols

Below 20% Below 25% Below 30%

2007<30% 81<25% 26<20% 8

We expect these numbers to fall further when schools have checked their data and revised figures are

published in the Achievement and Attainment Tables in January 2008

… and similarly when indicator includes English and

mathematics

16101507

13101241

11541089 1098

1052

924

789

670

0

200

400

600

800

1,000

1,200

1,400

1,600

1,800

1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007prov

No

. o

f S

cho

ols

Below 15% Below 20% Below 25% Below 30%

2007<30% 670<25% 402<20% 187<15% 58

We expect numbers to fall further when schools have checked their data and revised figures are published in AAT in January 2008

In 1997 51% of schools had less than 30% achieving 5+ A*-C inc E+M. In 2007 this had fallen to 22% of schools

71

.6%

61

.9%

56

.4%

49

.9%

46

.8%

44

.1%

46

.7%

72

.3%

63

.6%

58

.5%

52

.4%

49

.7%

45

.7%

49

.2%

30%

40%

50%

60%

70%

80%

<=5% 5-9% 9-13% 13-21% 21-35% 35-50% 50%+

School FSM Band

Pro

p o

f P

up

ils A

ch

iev

ing

5+

A*-

C

2006 2007

Low deprivation High deprivation

Similar rate of increase across all levels of deprivation

Schools with more than 50% FSM have increased by 2.5 ppts compared to an increase of only 0.7 ppts in schools with less than 5% FSM, however schools with 35-50% FSM have only

increased by 1.6ppts

60

.1%

49

.4%

42

.4%

35

.0%

30

.4%

25

.3%

27

.6%

61

.4%

50

.8%

43

.9%

36

.6%

32

.0%

26

.8%

29

.0%

20%

25%

30%

35%

40%

45%

50%

55%

60%

65%

70%

<=5% 5-9% 9-13% 13-21% 21-35% 35-50% 50%+

School FSM Band

Pro

p o

f P

up

ils A

ch

iev

ing

5+

A*-

C in

c

E+

M

2006 2007

Low deprivation High deprivation

…. and similarly when English and mathematics are included

KS3 Secondary LA and school targets

For 2009, targets to be set at KS3:

Proportion of 14 yr olds reaching level 5+ in both English and mathematics*

Proportion of 14 yr olds reaching level 5+ in science*Proportion of 14 yr olds making 2 levels progress in English* Proportion of 14 yr olds making 2 levels progress in

mathematics*Attendance: to reduce persistent absence.

* For each of these targets LAs will be required to provide a breakdown by minority ethnic group. The groups have been revised to include Gypsy/Roma and Travellers of Irish Heritage.

KS4 Secondary LA and school targets

For 2009, targets to be set at KS4

Proportion of pupils achieving 5 A*- C grades or equiv incl GCSE English and mathematics*

Proportion of pupils making 2 levels progress in English* Proportion of pupils making 2 levels progress in

mathematics*Children in care: to increase the proportion achieving 5 A*-C

grades at GCSE and equiv incl GCSE English and mathematics

Attendance: to reduce persistent absence

*For each of these targets LAs will be required to provide a breakdown by minority ethnic group. The groups have been revised to include Gypsy/Roma and Travellers of Irish Heritage.

KS3 to KS4 progress measures

KS3 NC level GCSE grade

8 A* (in MA)7 A (and A* in EN)

6 B5 C4 D3 E2 F

Below level 2 G

2011 PSA targets

Key Stage

Target Type Subject 2007 results

2009mileston

e

2011 target

2007-2011 improveme

nt

KS3 Progress En 30% (06)

38% 46% +16ppts

KS3 Progress Ma 62% (06)

68% 74% +12ppts

KS3 Attainment En & Ma 67% 71% 74% +7ppts

GCSE Progress En 57% 65% 72% +15ppts

GCSE Progress Ma 29% 36% 42% +13ppts

GCSE Attainment 5+ A* -Cs inc En & Ma

46.5% 50% 53% +6.5ppts

Two levels progress

  2004 2005 2006 2007

KS2-3 English 27% 29% 30% n/a

KS2-3 Mathematics 55% 54% 62% n/a

KS3-4 English 52% 53% 56% 57%

KS3-4 Mathematics 27% 25% 27% 29%

National picture of progression by 2 levels from KS2 to KS3 for English and Maths

79

71

28

34

28

3230

80

52

33

41

65

81

62

W L1 L2 L3 L4 L5 Overall

KS2 prior attainment

% P

rog

res

sio

n 2

le

ve

ls

English Maths English 2009 milestone Mathematics 2009 milestone

% pupils making 2 level progress in English KS2 - KS3 2006West Midlands

0

10

20

30

40

50

War

wic

kshi

re

Solih

ull

Her

efor

dshi

re

Dud

ley

Telfo

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ndW

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Wor

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ire

Shro

pshi

re

Staf

ford

shire

Birm

ingh

am

Wol

verh

ampt

on

Stok

e-on

-Tre

nt

Wal

sall

Cov

entry

Sand

wel

l

KS2 to KS3 % 2 level progression 2006 PSA Target 2011 National 2006

% pupils making 2 level progress in Maths KS2 - KS3 2006West Midlands

0

10

20

30

40

50

60

70

80

War

wic

kshi

re

Sol

ihul

l

Her

efor

dshi

re

Dud

ley

Tel

ford

and

Wre

kin

Wor

cest

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ire

Shr

opsh

ire

Sta

fford

shire

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am

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verh

ampt

on

Sto

ke-o

n-T

rent

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entr

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l

KS2 to KS3 % 2 level progression 2006 PSA Target 2011 National 2006

National Picture of progression by 2 levels from KS3 to KS4 for English and Maths

3438

46

58

6770

0

58

30

24

1517

24

28

39

56

28

42

Below L2 L2 L3 L4 L5 L6 L7 L8 Overall

KS3 prior attainment

% P

rog

res

sio

n 2

lev

els

English Maths English 2009 milestone Mathematics 2009 milestone

% pupils making 2 level progress in English KS3 - KS4 2006West Midlands

0

10

20

30

40

50

60

70

80

Sol

ihul

l

War

wic

kshi

re

Wor

cest

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ire

Shr

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Sta

fford

shire

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ford

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kin

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Sto

ke-o

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rent

KS2 to KS3 % 2 level progressoin 2006 PSA Target 2011 National 2007

% pupils making 2 level progress in Maths KS3 - KS4 2006West Midlands

0

10

20

30

40

50

Wals

all

Wolv

erh

am

pto

n

Sta

fford

shire

Solih

ull

Sto

ke-o

n-T

rent

Shro

pshire

Dudle

y

Sandw

ell

Telfo

rd a

nd W

rekin

Worc

este

rshire

Warw

ickshire

Birm

ingham

Here

ford

shire

Coventr

y

KS2 to KS3 % 2 level progression 2006 PSA Target 2011 National 2007

English, mathematics, ICT and science priorities

ICT - priorities

Universal• use of performance data to review and

shape improvement plans with a particular focus on conversion rates from KS3 to KS4 and residual performance

• collaborative improvement activity focused on improved planning and pedagogy

• attendance at spring term SLDM to access SNS support and guidance, be briefed on the renewed ICT Framework , and benefit from local networking of effective approaches

ICT - priorities

TARGETED:• sharply focused, regularly evaluated

consultant support agreements• Training and support for functional

skills pilot centres• Improved schemes of work, teaching,

learning and coursework for new key stage 4 qualifications

Science quiz

• What do these terms mean? • SIIF • STEM • HSW • Triple science • Level 6+ entitlement

• What counts for reporting 2 GCSE sciences?

Science priorities – universal

1. Supporting appropriate wave 1, 2 & 3 intervention through:

• use of data (including using RAISEonline and test analysis ) and AfL strategies to target underperforming groups throughout year 7 – 11;

• use of data to devise curriculum targets which are used in teaching;

• explicit teaching of scientific enquiry/How Science Works to improve progression between KS3 and 4.

2. Attendance at spring term SLDM to access SNS support and guidance, be briefed on the renewed Science Framework, to enable effective dissemination of key messages to science staff.

Science priorities – targeted

Use data analysis and consultancy support to make appropriate targeted intervention in schools to:

• improve teachers’ use of the teaching and learning approaches to address the weakness and misconceptions shown in the 2007 national test and GCSEs;

• strengthen subject leader skills in monitoring and planning for intervention of underperforming groups.

SIIF priorities – targeted

• For pilot LAs to increase level 6+ attainment and GCSE A*-B by trialling and evaluating materials in schools on: • improving teachers’ knowledge and use of

progression strategies through and between KS3 and KS4;

• improving teachers’ knowledge and use of effective interactive teaching including practical work.

• LAs contributing to collection of case studies of effective practice to support progression to post 16 sciences

Supporting Intervention

The Inclusion Development Programme

National Strategies SEN Plan 2007-8

To improve the progress and attainmentof pupils at risk of underperforming.

Common priorities for all cross phase inclusion programmes:

• Mainstreaming

• LA alignment

• Focus on school improvement and capacity building

• Leading practice – leading teachers

• Three waves of intervention

Key Aims of IDP

• Improve outcomes for pupils and narrow gaps

• Promote early recognition and intervention

• Increase the confidence of all practitioners

• Support schools and settings to become more effective at strategic approaches to support and intervention

IDP: areas of focus

• Speech, Language and CommunicationDyslexia

• Autistic Spectrum Disorders (ASD)

• Behavioural, Emotional and Social Difficulties (BESD)

Specific aims of the initial focus of the IDP

• Brief teachers and others in the workforce about early signs of:

DyslexiaOther Specific Learning Difficulties (SpLD)Speech Language and Communication Needs (SLCN)

• Provide information on teaching and learning strategies and approaches known to be effective

The Audience

• Mainstream practitioners in EYFS / schools and settings

• Mainstream primary teachers and TAs

• Mainstream secondary teachers and TAs

• Head Teachers and senior leadership teams

Resources

• Via web and interactive DVD • Resources for Primary and Secondary

are on the same DVD• Resources for ITT in March 2007

Regional support

• Network meetings

• Hub meetings

Standards Fund

• Improving delivery in core subjects• AfL• Targeted schools• Languages• SEAL (joint with primary phase)