Achievement Unlocked: London/Essex/Suffolk Disadvantaged Pupil Enquiry Visit

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Achievement Unlocked: London/Essex/Suffolk Disadvantaged Pupil Enquiry Visit Achievement Unlocked: London/Essex/Suffolk Disadvantaged Pupil Enquiry Visit Thursday 18th and Friday 19th January 2018 REPORT This report can be downloaded from http://cyps.northyorks.gov.uk/raising-achievement-vulnerable-learners Rosendale Research School St Eugene de Mazenod Primary School Springfield Junior School, Ipswich Burnt Mill Academy, Harlow Harris South Norwood Lyons Hall Primary School, Braintree NYCC Disadvantaged Pupil Enquiry Visit- Report March 2018 TBAP Alternative Provision Our Enquiry Visit Schools Variety of contexts Outstanding Ofsted judgements Strong track record of improvement Outcomes for disadvantaged learners above those of similar schools Contents Page Purpose of visit ………………………………………………………….. 2 Context ………………………………………………………………….. 2 North Yorkshire schools Involved …………………………………… 2 Programme ……………………………………………………………… 3 Our key findings…………………………………………………………. 4 Key Note Summary – Professor Becky Francis……………………… 9 North Yorkshire school actions following the visit …………………… 10 Feedback from schools………………………………………………….. 11 Dissemination…………………………………………………………….. 13 Appendix 1: Extracts from Professor Becky Francis Seminar………. 13 Appendix 2: Lines of enquiry……………………………………………. 15 Appendix 3: Post visit impact sheet’ …………………………………. 18 Purpose of our Visit What can we learn from London, Essex and Suffolk schools to inform our strategies to improve outcomes for disadvantaged learners in North Yorkshire? Context Our 2017 North Yorkshire data indicates that at all key stages our outcomes for disadvantaged learners are improving however not at the same rate as other learners. As a result the attainment gap between our disadvantaged learners and their peers continues to widen at all key stages. North Yorkshire Schools Involved – the enquiry visit was an open opportunity for all schools The visit was supported by funding from the Wrea Head Trust as part of the Achievement Unlocked programme of work for 2017-18. Schools and the LA were responsible for travel and accommodation Secondary Primary Sherburn High School Willow Tree CP School The Skipton Academy Riccall CP School Skipton Girls High School Thirsk CP School The Rubicon Centre Hertford Vale C.E Primary School, Staxton George Pindar School Barrowcliff School Stokesley School and Arete Learning Trust Carlton in Snaith CP School 2 NYCC Disadvantaged Pupil Enquiry Visit- Report March 2018 Selby High School Applegarth Primary School Boroughbridge High School St Robert’s Catholic Primary School Harrogate Gladstone Road Primary School 2 DAY PROGRAMME Introduction What will we be looking for – Marc Rowland Head of Research Rosendale Primary School Friends House, Euston Road Conference Venue for the 2 days School Visits took place on both Day One and Day Two Key features of provision that are impacting on outcomes for all learners, but specifically the more disadvantaged /vulnerable Successes and challenges Visits to classrooms Talking to staff and children Meetings with key leaders Day One Visits Day Two Visits Rosendale Research School, Lambeth Springfield Junior School, Ipswich (Headteacher Kate Atkins) (Headteacher, Michael Lynch,) http://www.rosendale.cc/ http://www.springfieldjuniors.org.uk/ National Pupil Premium award winner 2017 St Eugene de Mazenod, Camden Lyons Hall Primary School, Braintree (Executive Headteacher Juliette Jackson) (Headteacher Andrew Smith) https://steugene.camden.sch.uk/ http://lyonshall.essex.sch.uk/ Harris Academy South Norwood, London Burnt Mill Academy, Harlow (Principal Nick Soar) (Executive Headteacher Helena Mills) http://www.harrissouthnorwood.org.uk/ http://www.burntmill.essex.sch.uk/ TBAP Courtyard Alternative Provision (CEO Seamus Oates) https://www.tbap.org.uk/courtyard and TBAP Academic 16-19 provision https://www.tbap.org.uk/16-19: 3 NYCC Disadvantaged Pupil Enquiry Visit- Report March 2018 Seminar with Professor Becky Francis, Director of Institute of Education: Why is there social inequality in educational attainment? Interim Plenary – key themes emerging Final Plenary- preparation of findings Key Findings from the Visits The following themes emerged as common features of the schools we visited Visionary Leadership Throughout every school visit visible, visionary leadership is underpinned by a strong moral purpose driving school improvement. Leaders are ambitious for all their learners and are willing to ‘go the extra mile’ to ensure that all learners have the very best provision. This ambition can be exemplified in one school’s mission ‘to work together to smash through the barriers that prevent our children becoming confident, high achieving, independent ‘ learners’ Leadership is relentlessly focussed on evidenced based key priorities which are well understood by staff and are not deviated from. There is clarity for staff on ‘what we are not going to do’ in and beyond the classroom so that staff time and resources are targeted at strategies which are making a difference. Each school has a rich curriculum designed to meet the needs of the learners and to provide a broad experience building social capital. Good relationships are intrinsic to the ethos and values of the schools with collaboration a feature of leadership, teaching and learning and parental engagement. Every school has a culture of ‘success’, a’ can do’ mind set and a refreshing intolerance of negativity which is inspiring. Learners are proud of their schools and their learning. Specific Strategies Promoting inclusion as a strategy to raise outcomes for all – Rosendale The FISH philosophy at Lyons Hall Primary School: ‘Choose your attitude, Be present, Make someone’s day. Have fun’ was embedded throughout the school for staff and learners. An ethos based around ‘Scholars-Citizens-Ambassadors’ with a valued rewards system strongly linked to this – Harris Academy South Norwood Extended learning – before and after school , Saturdays and holidays – Burnt Mill Academy Very wide range or extracurricular opportunities within and beyond an extended school day, monitored for uptake, - Springfield Junior ‘Hope for Harlow’ curriculum model and Student Entitlement Charter – Burnt Mill Academy Incredible use of space and the learning environment - TBAB Alternative provision 4 NYCC Disadvantaged Pupil Enquiry Visit- Report March 2018 Establishing a strong collective moral purpose and vision for the future ‘TBAP exists to empower children who have been disadvantaged to thrive now and in the future’ - TBAP Alternative Provision Clarity, Consistency, Insistency Communication is strength in every school. The vision, high expectations and school improvement strategies are well understood by staff and there is striking consistency and insistency in and beyond classrooms and between partner schools. High quality teaching and learning is a non-negotiable and classroom strategies for example; collaborative working and metacognition are integrated and embedded throughout all year groups. High levels of challenge regardless of attainment are evident in classrooms. Quality assurance systems are well established. Monitoring by leaders is visible, frequent and responsive about any aspect of teaching and learning or agreed policy and practice which is not in evidence. This results in challenging conversations with staff whose commitment or performance compromises the outcomes of learners. Deploying teaching assistants across the full teaching day enables a ‘team approach’ to marking and identifying next day steps Specific Strategies Social Mobility on every agenda of every meeting - Harris Academy South Norwood Expectations are set and followed up - ‘every class, every day’ – Lyons Hall Consistency in the school learning environment - St Eugene de Mazenod Teaching Assistants 8-5pm – St Eugene de Mazenod Candid professional dialogue. Developing staff resilience – St Eugene de Mazenod Embedding of collaborative learning/metacognition - Rosendale, Lyons Hall Delegated leadership responsibilities for monitoring and quality assurance – Springfield Junior No supply staff – Senior leaders teach classes of absent colleagues in the school hall – Burnt Mill Academy Behaviour for learning framework with totally integrated within all aspects, focuses on the learning rather than behaviour- TBAP Alternative Provision High Expectations For ALL pupils irrespective of background High Expectations were embedded in every school visited underpinned by the belief that ‘every child can achieve’. School leaders are rigorous and uncompromising in the pursuit of ensuring that all staff truly believe that disadvantaged learners can do as well if not better than others. There is an expectation that all learners will be accessing high quality teaching and learning with a planned approach to the use of intervention, including an increasing focus on pre teaching rather than catch up. A number of schools have worked hard to challenge any labelling of low prior attaining leaners as ‘less able’. There is a ‘no excuse’ culture with no place for blame on parents or learners. Behaviour for learning and positive attitudes were well embedded with consistency through the schools based on a culture of high expectations. 5 NYCC Disadvantaged Pupil Enquiry Visit- Report March 2018 Target setting is consistently high and assessment in all schools is regular and rigorous. The forensic use of tracking of learner progress by leaders informs teaching and learning. Accountability by teachers for the progress made by learners is in place. Learning conversations taking place regularly provide
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