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TITLE Schools Extending Excellence: EiC Annual Report, 2000-2001. INSTITUTION Department for Education and Skills, London (England). REPORT NO DfES/0232/2002 ISBN ISBN-1-84185-614-2 PUB DATE 2002-00-00 NOTE 39p. AVAILABLE FROM DfES Publications, P.O. Box 5050, Sherwood Park, Annesley, Nottingham NG15 ODJ, England, United Kingdom. Tel: 0845-6022260; Fax: 0845-6033360; e-mail: [email protected]; Web Site: http://www.standards.dfes.gov.uk/excellence. PUB TYPE Reports Descriptive (141) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS Academic Achievement; Academic Standards; Educational Change; *Educational Improvement; Elementary Secondary Education; *Excellence in Education; Foreign Countries; Gifted; Mentors; *Partnerships in Education; Program Evaluation; Student Needs; *Urban Schools IDENTIFIERS United Kingdom

ABSTRACT The Excellence in Cities (EIC) program was introduced in the United Kingdom in 1999 to improve school achievement. It involves partnerships between the government, local education authorities, and local schools, and it works to transform and improve secondary education. This report describes how EIC has begun to transform the educational experience of city children in 48 Phase 1 and Phase 2 local education authorities where the program has been implemented for 2 years and 1 year, respectively. It examines emerging statistical data, preliminary findings from independent evaluation of the program, and illustrative case studies emerging from EIC partnerships and their schools. The following six sections are included:(1) Excellence in Cities: The Story So Far;(2) Meeting Individual Pupil Needs: The Three Key Strands Learning Mentors, Learning Support Units, and Provision for the Gifted and Talented;(3) Strengthening School Provision: From City Learning Centres to Beacon and Specialist Schools;(4) The Primary Extension Project;(5) Making a Difference: Measured Impact; and (6) Action for the Future. (SM)

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NMI BLE Contents

Foreword 3

Section 1 Excellence in Cities: The story so far... 5

Section 2 Meeting Individual Pupil Needs: The three key strandsLearning Mentors, Learning Support Units, and provision for the Gifted and Talented 11

Section 3 Strengthening School Provisionfrom City Learning Centres to beacon and specialist schools 19

Section 4 The Primary Extension Project 29

Section 5 Making a difference: Measured impact 32

Section 6 Action for the future 36 Foreword

We introduced the Excellence in Cities (EiC) programme in 1999 at a time when standards in many city schools had been too low for too longa reflection of the lack of recognition of their need for additional resources and support over many years.

The Excellence in Cities programme has changed that picture beyond all recognition. Standards in Excellence in s. Cities schools are rising faster than in other schools. Improvements in Key Stage 3 tests last year were stronger in EiC schools than elsewhere, with an improvement 4 times greater for English. The percentageneeds have been neglected in the past, of pupils gaining 5 or more good GCSEs orhelp from Learning Mentors for children equivalent has risen faster in EiC schools who are facing barriers to learning, than others, especially where there are and work in behaviour and basic large proportions of deprived pupils. skills in Learning Support Units for disruptive pupils. The programme has done this through very substantial new resources; a new We are also investing in the infrastructure partnershipbetween Government, local of city schools. We have put in place a education authorities, and their schools; network of City Learning Centres with state and education tailored to the needs of of the art technology, increased the individual pupils. It gives new opportunities number of Specialist and Beacon schools to gifted and talented children whose in EiC areas and enabled over 100 small groups of schools to develop their own support staff, Learning Mentors, and pupils solutions to shared problems through themselves. Nor could we have achieved Excellence in Cities Action Zones. so much without EiC co-ordinators, and local authorities themselves who have The goal remains the samenothing been key to the new partnerships. less than the transformation of secondary education in our cities so that city children There is much that is still to be done to and their parents can expect and gain transform education in our cities. We have as much from their schools as their laid the foundations but the full value of the counterparts elsewhere. programme will only be realised when it is fully embedded and when: The progress city schools are making has encouraged us to expand the programme the Gifted and Talented programme has in successive years so that it now covers gone beyond the identification of pupils 58 authorities, some 1000 secondary and the provision of enrichment activities schools and over 1 000 primary schools to make a real and sustained impact on where there are new opportunities for the curriculum across the whole school; gifted and talented children, as well as Learning Mentors and Learning Support support through Learning Mentors and Units are a full part of pastoral and Primary Learning Support Units. behavioural systems in every school; and We have introduced Excellence Challenge all aspects of the programme reflect and for those over sixteen. Excellence sustain the initial vision of Excellence for Challenge builds on the success of the all our city schools and their children; Gifted and Talented strand, increases parents feel confident in city schools. aspiration and will widen participation in Higher Education.

Excellence in Cities has been introduced with speed and commitment. I am delighted that we have come so far and so fast. It would not have been possible ESTELLE MORRIS without the education and commitments of Secretary of State schools and their headteachers, teachers, for Education and Skills Excellencein Cities: The story sofar... INTRODUCTION What this report covers Last year we reported on the fulfilment Implementation of the first of these of the initial 13 pledges made in the announcements as well as the continuation Excellence in Cities Launch document of the programme in Phase 1 authorities and progress on the main strands of the forms the core of this report which covers programme in the 25 local authority the period between September 2000 and areas where Excellence in Cities had September 2001. been implemented. In this report we describe how Excellence We also reported the announcement of: in Cities has begun to transform the educational experience of city children in The second phase of EiC expansion the 48 Phase 1 and 2 authorities where from September 2000 to include a the programme has been implemented further 23 authorities and a Primary Pilot for two years and one year respectively. (now called the Primary Extension The programme is ambitious. To make Project) covering over 1000 primary it possible the Government is currently schools in the phase 1 EiC authorities. investing some 2200 million which is set The third phase of expansion of the to rise to over 2300 million by 2003-4 programme from September 2001 In judging the success of the programme to include ten more authorities and this report looks at the emerging statistical through Excellence Clusters smaller data, preliminary findings coming through pockets of deprivation outside from the independent evaluation of the the major cities and. programme and illustrative case studies Excellence Challenge (also from emerging from EiC partnerships and September 2001) to widen participation their schools. and to extend opportunities for Gifted and Talented students post 16. Excellence in Cities: The story so far.,..

We also look at: successful Learning Support Units are taking disruption out of the classroom emerging issues; and and improving behaviour; policy development. opportunities for gifted and talented Successes so far young people are improvingalthough more needs to be done to maximise the Excellence in Cities strand impact in the classroom; infrastructure is firmly in place across all Excellence in Cities partnerships progress continues to be made in with completion of the final roll-out of strengthening EiC schools as institutions through thR Fir, Action EiC Action Zones and City Learning Centres on target; Zone, City Learning Centre, and Specialist and Beacon school the core valueshigh expectations, strands and there are encouraging diversity, networking and extending early findings from the research opportunityare informing the work consortium evaluating the programme. of all partnerships; through Excellence in Cities, BUT FIRST... partnership working between secondaryThe way we were schools and their local authorities has We have travelled a very long way since become an increasing reality; Excellence in Cities was first launched improvements in Key Stage 3 tests back in March 1999. The Launch are stronger in EiC areas than document began by pointing out that: elsewhere. Particularly good are "Many schools and pupils in inner cities improvements in English and Maths, achieve spectacularly, but too many do with an improvement 4 times greater for not...For too many years we have tolerated English in EiC areas than for non-EiC low standards and disruption in our areas from 2000 to 2001; classrooms, wasted individual talent, and the GCSE performance tables for 2000 disappointed many families who aspire for and 2001 show that on average results their children to succeed." It was that are rising faster in EiC schools than tolerance of low standards and waste of elsewhere; individual talent that Excellence in Cities pupils with barriers to learning are being set out to challenge and remedy. helped to overcome them through the intervention of Learning Mentors; 'Excellence in Cities: The story so far...

Meeting the challenge HIGH EXPECTATIONS OF EVERY Excellence in Cities set a new standard for INDIVIDUAL partnership between local authorities and EiC will encourage all schools to have high their schools, with the common purpose expectations of every individual pupil and of raising standards in secondary all young people to have high expectations education in EiC areas. Areas for inclusion of themselves. It will seek to meet the in the programme were identified against needs and aspirations of all young People common criteria and did not have to bid whatever their gifts and talents and to for inclusion. The components of the remove systematically the barriers to their Excellence in Cities strategy were identified learning, whether inside or outside the centrally but with the flexibility for them school. No pupil's education should be to be effectively delivered locally. confined or restricted because of the school they happen to attend.- The only requirement for participating schools and Local Authoritiesand it was DIVERSITY a tough onewas that they should form EiC is designed to increase the diversity a real partnership and develop delivery of provision in secondary education in the plans which would satisfy ministers on major conurbations. Diversity in Excellence three counts: in Cities will differ dramatically from the past the programme would be effectively in two important respects. Firstlyas with delivered; the Government's wider approachit is not for a few at the expense of the many. the plan would raise standards so Through the establishment of more that city parents and their children could Specialist schools, more Beacon schools, expect and receive the same educational more Education Action Zones and through opportunities as their counterparts City Learning Centres, many secondary anywhere else in the country; and schools will take on specialist functions in the plan would be in line with the addition to their core function of providing a core values of EiC and the needs good rounded education for all their pupils. of participant schools. Secondly, the additional resources a The core EiC values school receives under the programme are designed to bring higher performance not The core values set out for EiC are just to that school but to other schools in crucial to the success of the programme. the area too. It is worth recording how they were first expressed: NETWORKS How the core values have EiC is based firmly on the belief that worked in practice schools working together, collaboratively, After two years' experience of the can achieve more for pupils, parents and programme in Phase 1, and one year communities than schools working in in Phase 2, we have seen these core isolation. Of course, each individual school values translated into action which is is responsible for continuously improving significantly changing pupil experiences its own performance. But by working across Excellence in Cities. The with others to share best practice, tackle programme is being built upon in the common problems and offer specialist follow up to the White Paper 'Schools opportunities to pupils from a range of achieving success'. The following schools, each school can help to enhance paragraphs offer some examples of performance across an area. Promoting ways in which the values of Excellent diversity, recognising excellence and in Cities have been put into practice. disseminating good practice are essential The examples are not comprehensive to these networks working effectively. and, of course, the values go wider Pupils should see themselves as members than the specific strands of EiC. not just of a specific school community but of a wider learning community committed High expectations of to his or her success. every individual This value permeates every aspect of EXTENDING OPPORTUNITY Excellence in Cities but has its greatest Some schools in large conurbations have application within the work EiC always succeeded. Yet others, often close partnerships have done to enhance by, have suffered. The EiC programme is opportunities for gifted and talented intended to bring success to every school pupils, and within the work undertaken by rather than concentrate it in a few Learning Mentors and within Learning locations. The investment that the EiC Support Units. The establishment of programme brings to an area should gifted and talented cohorts in itself means therefore extend opportunity. Rather than looking at individual pupils and inclusion reinforcing current inequalities, it should in the cohort is a clear signal of high enhance quality. Its purpose is to make expectations. But with enhanced Excellence for Everyone a reality rather opportunities for this group of pupils comes than just a slogan. recognition of the individual curricular requirements of other pupils too the implications for all pupils of this strand are profound. In Learning Support Units the Excellence in Cities: The story so far...

close attention given to the curricular and made it possible to shape the seven behavioural needs of the individual within key EiC policy strands so that they small groups of pupils is rooted in high reflect local needs accurately; and expectations and individualised learning worked through consensus. and Learning Mentors too are committed to raising standards and expectations of Below partnership level, schools working in clusters to deliver aspects of the EiC those referred to them because of the barriers to learning which they face. City programme have benefited from the close Learning Centres (CLCs) also provide co-operation and mutual support that opportunities for learning that teachers can cluster working affords. tailor to individual needs. Extending opportunities All pupils in EiC schools have secured Diversity enhanced opportunities especially through The increased numbers of Specialist and the Gifted and Talented programme but Beacon schools and the provision of City also by removing barriers to learning, Learning Centres57 now operating in offering state of the art technology to pupils Phase 1 and 2 authoritiesas well as the through the City Learning centre networks, establishment of nearly 100 EiC Action strengthening schools as institutions Zones has made a reality of this aspiration. through Specialist or Beacon School status Today, children in Phase 1 and 2 EiC areas and EiC Action Zones. in particular are benefiting from a range of institutional provision and choice which was The Seven Key Strands simply unavailable in March 1999 and was only available in limited form in EiC areas The seven key strands that comprise the when the first Annual Report was published. EiC programme are: Learning Mentors. Networks Learning Support Units; All EiC partnerships have enthusiastically extended opportunities for gifted and embraced the opportunity to work together talented pupils; to common values. The strength of a network of new City Learning partnership working has been both impressive and energising. It has: Centres. EiC Action Zones; empowered headteachers and schools; more Beacon Schools; and helped local authorities to develop new more Specialist schools. relationships with their secondary school partners; Excellence in Cities: The story so far...

How far have the key strands EiC Funding allocations from the been implemented? launch of the programme to date

The table below sets out key statistics 1999-012001-02 showing the number of schools and £m £m pupils covered by EiC, and how far the Secondary infrastructure of the programme has Learning Mentors/LSUs 64 9 65 5 Gifted and Talented 31 .34 been set in place at the time of publication EiC Action Zones 12 72 28.6 of this Annual Report. Specialist Schools 13 8 24.8* Beacon Schools 10 8 12 9 CLC Capital 31 7 70 CLC Running Costs 2 5 9 1 Excellence in Cities,...---Key. Statistics Pnmary Primary Learning Mentors 18 31 Schools ini/olved in EIC programme' Primary. LSU 7 7 3 secondary 995 Primary Gifteaand Talented 2 7 4 6 primer's,/ 1,346 Excellence Clusters (Primary and Secondary) 0.1 6.7 Pupils': Support.Funding- 12 2 12 9 secondary 945;609 : primary 461,435 Totals 208.1 303.1

Learning Mentors *This figure includes Specialist Schools in EiC areas which pecondary 2,265 were designated prior to EiC. primary ** Support funding includes Training and Development, innovations projects and programme start up costs. Learning Support.Units: secondary

City Learning Centres BiC Action Zones Specialist schools 255 Beacon schools 363

' Register of Education Establishments.

2 Annual School Census 2001.

This provision has meant rising annual investments. The following table identifies the main costs underpinning the programme.

BEST COPYAVAILABLE eeting Individual Pupil Needs

THE THREE KEY STRANDS: LEARNING MENTORS LEARNING SUPPORT UNITS THE GIFTED AND TALENTED

It has always been an essential part of the alongside the management and evaluation thinking behind Excellence in Cities that of the overall programme. This section the programme should be more than the looks at the three strands that affect pupils sum of its parts. Each element gains from most directly. The next section is devoted its interaction with other elements. As far to the strands of Excellence in Cities which as the pupil is concerned the programme strengthen schools and thenafter a brief should be part of their total learning consideration of the Primary Extension experience. But each element needs to Projectwe consider the emerging be managed and evaluated separately evidence of the success of the programme as a whole. 'Meeting Individual Pupil Needs 44: "

LEARNING MENTORS

Excellence in Cities Learning Mentor's Service, the Probation Service and the have been working with teaching and Careers Service. pastoral staff to identify, assess and Just what being a Learning Mentor develop those pupils who need extra help means in practice is illustrated in the to overcome barriers to learning inside words of Lyndsey Yates, a Learning and outside school. Pupils suffering Mentor from Leeds: multiple disadvantages are a.particular priority for support. "I cannot easily explain my role in a few choice sentences because individuals are not easily categorised or described into neat packages. My work can be practical or emotional, rewarding or frustrating, upsetting or joyous. One day may see me working with a child on reading skills; another day I may contact social services, dry up the tears of a child, have a laugh with two others then feel like banging my head against the wall for another. All my mentees are individuals so I have to tailor my support and guidance to suit.

"At times it is very difficult not to become An obvious strength of Learning Mentors too emotionally involved. I feel very is that they are a single point of contact passionate about my work but I have also for accessing community and business learnt to acknowledge that when I am not programmes such as out-of-school study suitable for a certain child I still have to support. They co-ordinate and support the refer on. I do believe that my mentees work of community and business mentors will go on to do amazing things with their working with children in and outside lives, and the successes I have witnessed school, so that mentoring meets the needs are from the children who believe of the young person in a focused and in themselves." integrated way. They are also a single point of contact for access to specialist "Being a Learning Mentor is not for the support services, such as the Social and faint or cold heartedit's an opportunity Youth Services, the Education Welfare to make that difference." I II - - I

As Learning Mentors have become more management and pastoral systems and established during the second year of the where there are co-ordinated and well programme, and have built up experience understood referral procedures. This is in the field, the need to spread their reflected in early findings from: good practice has been a major priority OFSTED; for us. Working with consultants, the DfES has drawn together examples of good the independent research consortium practice from the Phase 1 and Phase 2 which is evaluating the programme; and partnerships. This has recently been the study of good practice underlying published as Good Practice Guidelines for Good Practice Guidelines for Learning Learning Mentors. The document outlines Mentors. the good practices that are the key to the success of the impact of Learning Mentors But what is very clear is that Learning in schools. Mentors are having a real impact and One of the most important lessons we are a vital resource which has been have learned is that Learning Mentors are enthusiastically welcomed by EiC at their most effective in those schools partnerships and schools. The need for where they have been integrated from the integration into schools systems and start into the life of the school, into its the benefits accruing are highlighted in the table below.

Learning Mentors Benefits How benefits are best gained For' puiCils: attainment, confidence, learning mentors must be integrated'into attendance and behaviour. schools management and pastorarsystems for School inclusion; For the school: more timafor,teachers to teach; oir clear systems of referral-are essential sPeedier follow-up to home/school problems .

3EST COPYAVAILABLE Meeting:lndividual Pupil Needs

LEARNING SUPPORT UNITS

School-based Learning Support Units are At the end of the report period the DfES for pupils at risk of exclusion, providing established The Behaviour Improvement separate short-term teaching and support in Practice Project to aid this process. programmes tailored to the needs of The project is drawing on work with difficult pupils. They aim to keep pupils Birmingham, Islington, Knowsley, in school and working whilst their Manchester, Newham, Newcastle and behaviour problems are tackled, helping Sheffield LEAs to produce a wide range to re-integrate them into mainstream of training materials to help all LSU classes as quickly as possible. managers influence classroom practice in their schools in order to reduce the Phase 2 EiC areas have learned from the incidence of poor behaviour. experience of Phase 1 areaein setting up a further 120 LSUs, bringing the total OFSTED evaluation suggests that where number of LSUs in EiC areas to over 400'. Learning Support Units are working well, LSUs have evolved considerably over the there is a positive impact on the incidence year with many adapting their method of of exclusions, lateness, occasional operation in the light of early experience. absence and parentally condoned absence. The units can change the lives of We commissioned a review of best practice pupils who might otherwise have dropped which highlighted key issues for LSUs. out. What marked the good Learning There is a rich variety of provision and a Support Units was a clear referral system, vast range of experience to draw upon as clear strategy and structure for what pupils LSU managers meet in area teams to share have to do, regular review of pupil targets their knowledge of what works. There is a with specified times for feedback on widespread recognition that LSUs are most progress. Good liaison with parents was effective where they fully integrate into the also crucial and good monitoring by senior life of the school and where LSU managers staff was essential. Conversely the are empowered to improve whole school downside is where weak management and strategies for behaviour management. Many ill-defined roles are reflected also in poor are now working much more closely with liaison with parents and others. Monitoring Learning Mentors, SENCOs and out-of- and evaluation is not yet a good feature. school support services.

There are an additional 590 L5Us'in non EiC LEAs. Meeting Individual Pupil Needs

LEARNING SUPPOLT AT BENFIELD a second LSU room designed to SCHOOL NEWCASTLE provide a haven tor the more timid and frightened pupils that make up Nick Weaver, the LSU manager comes a significant proportion of Hilary's from a background of working with caseload of school refuSers Senior staff emotionally and behaviourally disturbed support her attendance work by joining children and has been running the new her on regular sweeps of the area visiting LSU with nis assistant Judith Bell for all targeted homes on designated a year Together. these staff handle evenings Rewards and success are a steady stream Of referrals in a room displayed and the caring atmosphere that has a calm; well organised and builds confidence so that pupils can be purposefuLlearning atmosphere that re-engaged in the main school Here then typifies all:SUceessful LSUs Across is one example an LSU contributing the corriderlfrom the main LSU room. to whole school strategies by initiating Hilary Wilson the Education Welfare a multi-agency approach and targeting its Officerjoins'Nibk and Judith to run support to the priority need of the school

The table below summarises what the best LSUs offer and identifies the main issues for Learning Support Units which have yet to equal their success.

Learning,Support Units Benefits Issues For pupils: a calm 'enVironment LSUs must be well established and integrated ,where problems Can within the school, be individually and they need clear referral procedures, intensively addressed:. they need to operate in close co-ordination improvement in basic with appropriate agencies skills, behaviour and Motivation. For the sehool: o' reduced need for exclusionS; reduCeddisruption in, the clasbroom.

cOPY AVAILABLE Meeting Individual Rupil Needs

GIFTED AND TALENTED

The introduction of measures to improve the attainment, motivation and self-esteem of gifted and talented pupils, and to ensure that schools are prepared to meet their needs was a major first for the Excellence Atik. in Cities programme. It also required the largest culture shift of any part of the programme. A culture shift which all the evidence shows has generally been successfully achieved within Excellence in Cities and Excellence Clusters to the benefit of the target population5 to 10% of pupils in each school.'

Through Excellence in Cities, Excellence . Clusters and Excellence Challenge, we are providing an intensive programme for from real changes in teaching and learning pupils in over 1,000 maintained secondary in the classroom3. schools, over 400 maintained primary OFSTED has published its own report on schools and a number of post-16 the Excellence in Cities Gifted and Talented institutions in some 70 LEAs. strand. This provides clear evidence of the Pupils in EiC cohorts have benefited from benefits Gifted and Talented work can attendance at Summer Schools2, a variety bring, but also shows that more needs to of out of hours activities and increasingly be done to change teaching and learning (but not as yet as much as we would wish) in the classroom so that the potential of

A new National Academy for Gifted and Talented Youth will cater for the needs of the Gifted and Talented throughout the country. Nationally, children will also benefit from the annual programme of 500 summer schools for gifted and talented 10-14 year olds, and World Class Tests in maths and problem solving for pupils aged up to 9 and 13. There are also new resources now available to teachers including working guidance on teaching the national curriculum to gifted and talented pupils and a parallel database of resources, both available online at www.worldclassarena.org and www.nc.uk.net/gt Further materials will be developed next year.

3 The DfES is committed through Schools: Achieving Success to ensuring that support for gifted and talented pupils is integral to all our strategies to improve teaching and learning nationally, building on the success of Excellence in Cities. The creation of a National Academy for Gifted and Talented Youth was announced in the White Paper. The Academy will run a year-long pilot programme aimed at academically able pupils beginning in summer 2002. the strandand the children it caters for have not yet solved the problems is fully realised. The main findings of the associated with identifying gifted report were: and talented children who are underachieving. partnerships have increased the number and quality of additional activities for these pupils, often out The DfES is responding to the OFSTED of school hours. Pupils have benefited report as follows: significantly but there is as yet limited Tighter monitoring at partnership evidence of the impact on attainment, and national level to ensure that and the activities often need to be all schools and partnerships are better integrated if they are to have implementing the strand effectively, a long-term effect; in line with our guidance, and that the essential need is for schools effective support is available for to concentrate on improving the those experiencing difficulties. planning and teaching of the Encouraging partnerships to be more mainstream curriculum to these pupils. proactive in helping us to identify and The Gifted and Talented strand offers spread effective practice. a promising basis as long as schools Challenging partnerships to make establish a secure approach to its maximum use of the various resources management; we are developing to support gifted management of the strand is good and talented education generally in two-thirds of schools but the support many of which address the areas of senior management is crucial; the identified by OFSTED as needing responsibilities of subject leaders need further attentionand to get more to be clarified; and effective monitoring involved with a range of other initiatives of the benefits of provision is rare; we are engaged in, and there is a need for more subject- Proposing further work to tackle specific specific support and professional issues, including guidance and support development for subject teachers, for schools implementing the strand including a focus on assessment and in the face of teacher recruitment pedagogy; and difficulties, and pilots to support the schools have experienced difficulty in development of more innovative identifying pupils. Methods have approaches to classroom teaching generally been rudimentary and schools _and learning at secondary level. RAISING THEIR GAME In the TorrLHood School, Walthamstow, the Gifted and Talented cohort is' Science teachers at St Aelred's Catholic receiving additional toaching support Technology College, St Helen's have to increase performance in French raised boys achievement in Science The Gifted and Talented pupils receive by providing six Masterclasses in additional linguist support to follow a Science during the school day specifically designed programme of The Masterclasses have resulted in study The programme concentrated a significant rise in the number of on oupils in Years 8 and 9 and the boys achieving level 8 in Science at oral skills of the pupils involved haVe Key Stage 3 increased by up to two levels

The table below summarises both the benefits that are being delivered in some EiC partnerships and what needs to be done make sure that all pupils in gifted and talented cohorts gain maximum benefit.

Gifted and Talented Benefits Realising the benefits for all gifteclandlalented pupils For pupils: recognition of their needs. ensure real changes in teaching and learning in the classroom; For the school: enhanced activities and tO do so net only for gifted:and talented:children.but individualisedilearning; through increased attentioni,to individual needs elifting,of-expectations. all children.

BEST COPYAVAILABLE Strengthening School Provision FROM CITY LEARNING CENTRES TO BEACON AND SPECIALIST SCHOOLS

CITY LEARNING CENTRES

During the last academic year there example using video and web design has been tremendous progress in the with pupils studying Shakespeare establishment of a network of City developing links with museums and Learning Centres which will be one libraries to provide in-depth expertise hundred strong by 2004. Thirty City to students for specific projects Learning Centres were open and fully linking students with schools overseas functional by the end of the period covered via video-conferencing to support by this report; a further 54 Phase 2 modern foreign language teaching Centres are due to open by Summer 2002; and 21 additional Centres to follow in training teachers to make more effective Phase 3making up the total of 105. use of advanced technologies in their curriculum teaching CLCs are usually based on school sites but fostering links between local schools, are designed to be distinctive and different, for example by hosting meetings for providing innovative learning opportunities groups of subject teachers or Key using state of the art technologies. Stage co-ordinators All the open CLCs, and even several that are after-school homework and not yet fully open, are delivering a wide and mentoring clubs diverse range of activities for students at their cyber cafés, available to the local partner secondary schools, for local primary community after school hours schools, for teachers at the surrounding schools and for the wider community. These delivering courses for the local include: community, from basic ICT to the European Community Driving Licence multi-media projects to support a wide variety of curriculum subjects, for Strengthening School Provision

becoming accredited training providers Given the long lead time for the for companies such as Microsoft establishment of City Learning Centres, and Cisco their impact is only just beginning. But as developing links with local further and the two case studies below demonstrate, higher education establishments. they offer an exciting vista of new teaching approaches and curricular innovation.

REFUGEE PROJECT AT THE NORTH digital cameras of themselves and their WEST MANCHESTER CITY LEARNING neighbourhood These were then CENTRE developed using Photoshop and Power Point into a presentation, a display This project, a partnership between board and a website Some images were the CLC, Adult further developed into Education Centre textile designs and local schools, Participants in the brought together project enjoyed meeting pupils and adult new people, learning learners from new skills and Pakistan, improving their spoken Afghanistan and English, and gained a Kosovo to work on better understanding ot an IT project the cultural differences Welcome to the between their own UK Students. who countries and the UK all attended English Language classes at the Adult Education A number of teachers Centre used this project as a -homework to have taken up DfES best practice express their feelings about living in their research scholarships to further develop new community They took pictures with the outcomes of this project.

BEST COPY AVAILABLE Strengtheninly School Provision

E-DIG IN ANCIENT EGYPT AT TOWER archaeological knowledge that they had HAMLETS,CLC gained This involved them in completing a web-based activity that simulated some This project involved an innovative of the activities Involved in an actual partnership between the British Museum exca'Vation The session ended with a and the CLC to video conference with deliver archaeoloay the archaeologiaL workshops to responsible for the pupils of the CLC excavation on which partner schools the activity was based The first workshop The students learned explained the about archaeological principles and practices and the purpose of cultures of ancient archaeology and Egypt, practised new excavation and ICT skills and some gave students the undertook follow-up opportunity to activities in the Centre examine and using computer aided discuss objects from ancient culturcs design software The project will be During the second workshop the students, repeated at other CLCs and schools were given the opportunity to apply the following this successful pilot5

There is no doubt that the City Learning Centres have provided an enormous resource for schools. The benefits are tabulated in summary form below alongside the challenges still to be met.

City Learning Centres Benefits Challenge Far the pupil and the school' ilv.access to:state ofthe art ICT embedding-the new resourcesand centres' . . facilities notnormally effbrdable into the overall: ICT and. EiC strategy for tO sChools. their areas;' meeting the curricular challenge.

5 Website addresses for the CLCs where readers can find more information on these and other projects. case study 1: www.dcconnect.com case study 2: www.towerhamlets-cic.org.uk BEST COPYAVAILABLE

;t 3. Strengthening School Provision

EXCELLENCE IN CITIES ACTION ZONES

In December 2000 there were only 26 EiC good range of expertise and curriculum Action Zones by September that number development and the significant impact had more than trebled to 81. Everything of the new computer suite on raising is on track so that by April 2002 all of the standards. proposed 102 EiC Action Zones will be in operation. The Action Zone includes Thrybergh Secondary School whose students are It has been a successful year. The EiC pictured below. Action Zones have developed their own distinct characteristics and have moved out of the shadow of the statutory EAZs. Many of the EiC Action Zones work in partnership with their neighbouring large zones. In one case, Wythenshawe, the EiC Action Zones shares the same management team as the statutory zone.

Several zones have highlighted OfSTED reports on zone schools where the zone has made an impact on raising standards in the schools. The most recent report received is on Thrybergh Primary School in Rotherham. The report notes the EiC Action Zone's provision of access to a KEYS TO SUCCESS

Keys to Success, an BC Action Zone in Nottingham City, is working in partnership with local colleges to provide parents and the local community with access to education The Broxtowe College Adult Learning Centre has secured a bid to locate an On-line Learning Centre with state of the art computers within the Keys to Success premises This on-line centre will provide adult education to parents and the local community In addition, the zone is offering parents the opportunity to learn about the literacy and numeracy hours in schools by working in partnership with the Basic Skills Agency and New College, Nottingham

The zone has also entered into partnership with the University of First Age (UFA) to extend out of hours learning opportunities across all schools. The clubs are up and running and range from academic subjects to fun ones including the weather!

EiC Action Zones .:Beneflts Challenge :orthechools clearand direct benefits,to the zone to ensure that action zones are fully schools themselVesadditional: integrated with the other strands operated.' resources targeted:on shared problems. by EiC,partnerships.

. .

BEST COPYAVAILABLE BEACON SCHOOLS

The Beacon schools initiative is Emerging evidence suggests that Beacon designed to raise standards through the schools can have a powerful energising dissemination of good practice. From the effect across groups of schools when beginning it was appreciated that Beacon used in this way. This impact is by no Schools could offer a tremendous resource means confined to secondary Beacon within Excellence in Cities areas where schools; primary schools can contribute there were very few, and where there was just as powerfully when they are part most to be gained from the spread of of a primary extension partnership. good practice. (See case study on the opposite page.)

Much of the original aim has been Beacon schools offer advice on a successfully met with over 400 Beacon wide range of areas including specific schools now in EiC areas. But there is curriculum subjects, pupil monitoring, still a need for a greater strategic use of school management, provision for gifted Beacon Schools within EiC areas. Used in and talented children, improving parent conjunction with Specialist schools and involvement, special educational needs, EiC Action Zones, they offer a powerful and anti-bullying strategies. tool for strengthening EiC schools as institutions and making them increasingly effective in terms of raising standards and more effectively responding to the needs of their pupils. HEADTEACHER DEVELOPMENT. region of NPQH, Stocksbndge has been S:tOCKSBRIDGE JUNIOR SCHOOL, piloting in-school training for NPQH SHEFFIELD candidates The school has provided,the opportunity to experience school-based Stocksbndge Junior School in Sheffield, dissemination of good policy and a Beacon school, wanted to support successful practice, to liaise with a aspiring Headteachers It offers strong leadershipteam on issues of the professional candidates' choosing, development "The most satisfying aspect e g strategic opportunities that is being able to help and management and will attract and have challenges facing new exchange ideas with other :arrimpact on the leaders, school training and future Schools. We have learned from development planning, development of them too;and we've gained assessment, candidates for the new ideas and experience." budgeting, and

National Professional Dave Foster, 3tooksonoge Jun preparation for Qualification for OFSTED Candidates Headahip (NPQH) The existing NPQH also have the opportunity to role-play, Model involved no formal facility to visit viewing the school in preparation for ancrpbserveiexchange views applying for Headship The work has en leadership and management issues impacted on the management teams of with other schools. The opportunity other schools in the Yorkshire and to encourage candidate networking Humberside region, and the initiative has was also seen as a key area for been used as a national pilot model for development In collaboration with the school-based developments in the new pfES:and the Yorkshire and Humberside NPQH training from April 2001

Beacon Schools ''Benefits Challenge For theschool,

411 . S. additionarresources to spread good to Use Beacon Schools creatively as part practiceimproving.the self-image of the of an EiC Strategy to build:the.capacity school and its capacity to hellapupils of surrounding EiC sbhools.

BEST COPYAVAILABLE SPECIALIST SCHOOLS

The strategic approach adopted by EiC learning opportunities among a network partnerships to increasing the number of of schools and the wider community. Specialist schools makes an important EiC partnerships have led the way in contribution to maximising the benefits developing a collaborative approach of the Specialist Schools Programme. to Specialist schools provision and The number of Specialist schools in each increasingly this approach is being partnership has been enhanced through explored as a model for non-EiC EiC. There are now 251 designated authorities in planning their strategic Specialist schools across EiC partnerships approach to the role of Specialist schools. compared with 167 in September 2000. Over 30% of all Specialist schools are With the expanded Specialist Schools now in EiC areas. Programme there will be opportunities for all partnerships to review their Specialist In placing a special focus on the teaching schools profile in order to take account of technology, languages, sports and arts, of the introduction of the four new these schools have made a contribution to specialisms: business & enterprise, the delivery of other EiC strands such as engineering, science and mathematics provision for gifted and talented pupils in & computing. the specialist subjects by sharing good practice with others. The EiC dimension The table below identifies benefits provides a clear framework in which and challenges. Specialist schools have increased the

Specialist schools Benefits Challenge Forthe school enhanced reputation; making sure that all specialist schools are additional resources. used as part of a-network of strategic support in EiC areas to EiC schools. For other EiC schools a strategic resource. For pupils enhanced provision.

BEST COPY AVAILABLE , MAKING THE PERFORMING ARTS Year 7 to Year 13 delivered by MATTER INNORTH CENTRAL BRISTOL leading companies and practitioners such as the Bristol Old Vic Theatre Cbtharn Sthdolbecarne a,Performing , and Trestle Theatre company Art s College Under the:Specialist School Initiative in iSePtemberi:2000.i:A four year a week long dance residency with

: plan hasteen constrUcted between staff Shobana Dance Company providing at Cotharn, partner schools 'two workshops in classical Indian and pniVer.Sities and local Arts,Qrganisations contemporary dance for students at to promote the!Pertorming.rts and Cobham, INSET for local dance thereby to:raiseistandards,and to widen teachers and workshops for local participation:both iryD:ance;,Music and dancers and other schools Drama and the wider Community , a composer in residence who works Just three of the initiatives that have alongside all GCSE and Post 16 been.provided as a resUlt of Cotham's music students in a brand new specialist,status within the Bristol EiC purpose built Performing Arts Centre SchOols Community are set out below Other work is being undertaken in partner Specialist drama workshops and schools and the wider community performances.for all students from

"I feel privileged 1'6 have experienced so much in the Arts since the school became a Performing Arts College. I have enjoyed having professionals teach me - especially with the Scene Youth Theatre and the'goSpel choir I have learnt a lot of skills and can express myself in many more ways." A Cotharn pup I

REST COPY AVAILABLE 1- ' Strengthening School Provision

MAXIMISING THE OPPORTUNITIES on transition between Key Stages, AND POTEN VIAL OF THE SPECIALIST support for gifted and talented pupils SCHOOLS STRAND A STRATEGIC within networks, and making links to VIEW FROM BIRMINGHAM other-corporate strategies'such as the School Sport Co-ordinators Programme The Specialist schools strand iS a koy Bartley Green School s experience in , means of achieving the outcomes Edgebaston offers a good example of identified in Birmingham's Educational the strategic approach Its headteacher, Development Plan Heads trom each of Christine Owen, the six networks, identify emphasises the eligible schools taking benefits "We found the account of such criter la process of applying for as deprivation and need, Specialist school tackling designation to be a underachievement, powerful locus for overcoming barriers to s school improvement learning, closing the which affected equality gap and a standards and ethos school's capacity to link s-oett :kW ft1$ across the whole school with other EiC strands and has helped our Schools, including 11011ref;IIMI " neighbours too. special schools, then As part of its submit their case to the "t Technology College Partnership which outreach, the school decides which has helped local applications should primary schools with proceed technical ICT support, The network of Specialist schools has equipment, and training for ICT leading helped collaborative working and to accreditation for learning support extended opportunities in other schools assistantsIt has also piloted a Design by disseminating good pedagogical and Technology modelling pack to help practice,inthe.individual specialisms dehver:the curriculum for Year.pupils. across EiC,networks.. Other Ways in Bartley:Green Schoorsskienoe, Maths... which birrningharn'S SpeCialist schoOls- an&ICT teachers ar'e-also deliVering have contributed,to collaborative work enrichMent to Year 6 gifted and talented with others have involved, &greater focus pupils on a Weekly basis.

BEST COPYAVAILABLE The Primary Extension Project -The Primary Extension Project has been Predictably, the strand which has been running for a full year in Phase 1 areas and most speedily put in place has been the has involved over a thousand schools. Not Learning Mentor strand with Gifted all of these run all the strands.available and Talented provision a close second. under the extension, although many do. Learning Support Units which need space And of course, not all the primary schools and a small degree of capital work within the EiC phase 1 areas are in the (refurbishment generally rather than new extension projectonly those targeted by classrooms) have taken a little longer. their partnerships. The extension has been Nonetheless the Primary Extension Project warmly welcomed by Phase 1 schools of Excellence in Cities has made real and partnerships. Phase 2 and 3 progress and it is not too early to make partnerships and their schools have some judgements on the provision indicated very strongly that they would like becoming available although'any outcome to be included in due course. Whether this evidence needs to be treated with a proves possible will be determined during degree of caution given that this part of the Government's 2002 Review of its the EiC initiative is still relatively new. spending, which sets the levels of Emerging findings are beginning to come funding for different services. through and are considered along with The Primary Extension Project the overall evidence for the national covers three strands of the secondary development of EiC in the next section. EiC programme: The general tenor of the findings is that Learning Mentors are proving extremely . Gifted and Talented children. valuable and are already being well used Learning Mentors, and for the most part. On Learning Support Learning Support Units. Units, OFSTED takes the view that it is too early to make general judgements but have .

noted that Primary LSUs are developing studies show a real change in individual in more isolation and therefore in more pupils who have had poor attendance, differing ways than their EiC secondary or poor behaviour, or other difficulties in counterparts. This is something we the past, as well as examples of will need to look at in the coming year. successes in improving relationships However, there is cautious optimism about with families. As well as working with the development of primary Gifted and individuals, Learning Mentors in schools Talented provision where the signs are set have been involved in setting up fair for some valuable developments. attendance campaigns, breakfast clubs, anger management courses, drop-in Within the Department this kind of sessions, and so on; feedback has been mirrored in our oWn findings. For instance with Primary the national five day training package Learning Support Units, although we have for Primary Learning Mentors continues seen some interesting developments they and has been very well received are very recent. For example Leeds across the Primary Extension Project. has used its funding to set up Pupil The feedback we have received Development Centres at Quarry Mount, confirms that the training helps to Cottingley, Whingate, Woodlands and underline the status and importance of Gledhow schools, which only started the Primary Learning Mentor in enabling operating during the autumn term 2001.6 children to achieve;

With Learning Mentors too our feedback a package for Learning Mentor line supports the emerging findings of others: managers and headteachers to raise the profile of the role in schools the feedback and anecdotal evidence and emphasise the value of what we are getting from Primary schools can be achieved has also been is that Learning Mentors and teachers put together; and have been working together very The Department for Education and successfully with children in re- Skills is working to assist networking. engaging them with learning case

6 Leeds Pdmary LSUs Referral criteria are broadly that pupils have emotional, social or learning problems. This includes pupils with disruptive behaviour. Pupils who attend are in Years 3 and 4 and parental agreement is sought. The LSUs are intended to be centres of excellence. They are also available to neighbouring primary schools' so far most of this sharing is through outreach visits. The staff social workers or nursery nurses. Pupils attend part-timenormally for six weeks. Some other pupilsviewed by staff as "good role models"also help out. The main aim is to get pupils ready to learn and reach their full potential. The Primary. Eitension ProjeCt

And so too with the Gifted and Talented further programme to improve the primary strand although it is worth pointing transition of Gifted and Talented pupils out some of the aspects peculiar to between primary and secondary schools. primary experience. The co-ordinator at school level is Support is concentrated mainly on called the 'responsible teacher' and pupils in Years 5 and 6, though, in is supported by a lead co-ordinator. some participating primary schools, The lead co-ordinator, working with all younger pupils will also benefit. schools in a cluster or even all schools in a partnership, is responsible for Alongside the teaching and learning, and introducing the strand in Primary study support programmes, there is a Project schools.'

IDENTIFYING AND RESPONDING TO particular subject areas The teachers' THE NEEDS OF GIFTED AND TALENTED growing understanding of this issue has PRIMARY CHILDREN led to improved provision within subject areas which allows the children greater Pilgrims Way Primary School, Peckham opportunities to demonstrate their provides a useful example of the primary potential Gifted and Talented strand in action The Southey Green Junior School, Sheffield school: has been helping teachers to has been providing additional Master improVe their identification of Gifted and Classes in Maths in response to the Talentedpubil8; and:particularly those recognised potential of year 6 pupils: pupils who are underachieving;:by usihg . A :13-week MathsprograMme WaS: perceptual tests (rather than,language developedi in order, tolteach the pupils baSed one's) for the pupits,CprOviding Lever &MatnematiCal concepts: The training in recognising thecharacteristics , children reallY enjoyed:the extra lesSons of Underachieving :p6pils,::'end using :and the: additionar challenge, of the subject specialists to identify ability in higher leveLwork:

'Across the country not just in the EC areas, primary pupils will benefit from guidance to help primary teachers work with able pupils in English and Mathematics, guidance on using the national curriculum covering every statutory curriculum subject, a website directory of website resources and World Class Tests.

BEST COPY AVAILABLE aina i erence: easure ac

So far this report has looked at the history of have a beneficial impact, the programme to date, the infrastructure most schools are using the additional that has been put in place, what that has resources well, meant in terms of individual strands and how the Primary Extension Project work of learning mentors has been programme has developed particularly encouraging. Learning Support Units are offering Butalthough some of the evidence effective provision for disaffected or available about the impact of the programme troubled pupils, as a whole has been identified at the outset, this report has so far concentrated on provision for gifted and talented pupils individual strand progress. What is the improved in more than half of the evidence of success looking at the schools seen with only a very small programme as a wholea programme that minority performing unsatisfactorily. must be more than the sum of its parts? That last finding echoes the OFSTED There is increasingly emerging evidence report on provision for the Gifted and from a variety of sources showing that Talented already referred to in Section 2. the programme is having a positive effect across the 47 Phase 1 and 2 partnerships, PERFORMANCE TABLE and that pupils and schools'are RESULTS increasingly showing its benefits. While:HMCI is cautious about the One of ,the most important sources,of measurable impact of Excellence in evidence is the Annual Report of z Her ,Cities- in terms of attainment, the Majesty§ Chief Inspector of Schools. performance tables for 2000 and 2001 . . . (HMCI). The key messegeS ere: show that on average results are improving e ExCellence in Cities is beginning-to, faster in Eia schools.than-elsewhere.:

33 BEST COPYAVAILABLE Key Stage 3 Improvements in Key Stage 3 tests are in English and Maths, with an improvement stronger iriEid'areas than elsewhere. 4 times greater for English in BC areas Particularly good are improvements than for non-BC areas

% Point increase in pupils achieving Level 5 or above at Key Stage 3

8.0

.7..5. 7.0

s.o g 5.0

4,0

E: 3.0

g.,2.0

1.0

0.0 English Maths Science 1E BC Phases 1 & 2 M All other maintained schools (exclucing EC Phases 1 & 2)

Given'that a lot of Excellence in Cities The percentage of pupils attaining 5 partnerships hava targeted much of their or more good GCSEs ,has improved resources upon Key.Stage 3 children, this particularly strongly in London where the is prticularly encouraging. Moreover average percentage point increase it suggests that-when the Key Stage 3 between 1999 and 2001 was 3 8 from strategy combines with EiC the iMpact will 32 8% to 36 6% be even more powerful. It is also puts down amencouraging marker for future Where partnerships and LEAs are strong, improvements in-GCSE performance. BC has made the largest impact four of the five most improved LEAs are within BC Where there are poor results this In Phase i:LEAs,,where BC has been in generally reflects poor capacity within the place for two years, the percentage of Local Authority which the DfES is working pupils gaining 5 or more A':-C grades to improve through its intervention at GCSE rbsafrom,34 1% in 1999 to strategy 37.0% in 2001 (an increase of 2.9 percentage points).:All other schools not within EiC Phasel rose from 47.0 to,49.0

(an increasaof:2.1 percentage points).8

8 The comparison figure here includes schools in EiC Phase 2.

3 4 BEST COPY AVAILABLE In the LEAs where EiC has been in place for only one year the percentage of pupils attaining 5 + or more good GCSEs or equivalent improved by 1 3 percentage points between 2000 and 2001, compared with a 0 7 percentage point rise in non EIC areas

% Point increase of pupils achieving 5+A*-C GCSE/GNVQ Grades from 2000 to 2001 in EiC Phase 2

1.4

1.2

1.0

0.8

0 4

0.2

0.0 EiC Phase 2 All other schools excluding BC Phase 2

Schools in Phase 1 and 2 with large proportions of disadvantaged pupils (over 35% qualifying for free school meals) improved their 5 A*C GCSE results at twice the rate of those with lower levels of deprivation. This shows that targeting resources where they are needed the most appears to be,having an impact.

% Point increase of pupils achieving 5+A*-C GCSE/GNVQ EiC Phases 1 & 2

1.0

0.8

0,4

0.2

0.0 above 35% 35% and below % of pupils eligible for Free School Meals

The, Primary Extension Project and' Key Stage 2 The Primary Extensioft Project has been Very Well received'by schools and authorities, end feedback on all strands has been very positive. primary Project-schools show a- slightly greater improvement between 2000 and 2001than other pritary schools in English and Science in Key Stage 2 tests, although wewould expect the impact to take: some tirne to shoW in the Key Stage tests.

BEST COPY AVAILABLE OTHER SOURCES OF EVIDENCE When Year 11 pupils in Phase 1 areas, Other sources of evidence (feedback to established in 1999, were compared with policy teams direct, through Education pupils of the same age in Phase 2 areas, Advisers and commissibned Consultants, which were established a year later, the and through the Headteacher and CEO findings were as follows. reference groups (which the DfES has Phase 1 pupils were more likely to established so that Excellence in Cities can indicate that their school gives them benefit from the input of practitioners and the opportunity to set targets for their authorities) support the view that the school work. progr6mmais beginning to have a Phase 1 pupils were more likely to suStained effect. indicate that all their teachers usually Consistent feedback from headteachers set homework, make sure they do is that EC has given them the their homework and always mark their resOurces tO tackle fundamental homework, Phase 2 pupils were more barriers to raising attainment, and likely to report that hardly any of their has giVen them with:their LEAs a teachers do this new sense of ownership and control Phase 1 pupils were more likely to of standards across the schools in report that all their teachers can keep their area. order in class Very positive feedback from Phase 1 pupils were more likely to partnerships schools and LEAs indicate that the library and technology about the-new ways of working that. facilities at their school were excellent EIC hasancouraged and in many cases made',possible. Phase 1 pupils were more likely to indicate that they often use email, word-processing and spreadsheets ,Provisional Findings From The . Major Evaluation at school. Finally there are the provisional findings from the major evaluation which is being carried.out by a conSortium of research bodiesthe-National.FOundation for Educational research, the London School of Economics and The Institute for Fiscal Studies.'

38 ST COPY AVAILABLE Action for the future

Our priority now is to help all EiC conferences and the National partnerships to drive up standards at the Mentoring Network. pace of the best. We are entering into A project to share the practice of effective discussions with partnerships to see what Learning Support Units is under way in can improve existing potential so that they eight LEAs with the aim of getting the best move forward even more effectively. In a LSU managers to develop others, and few cases, where there are problems about of strengthening the ability of classroom capacity at LEA or school level, we are teachers to manage difficult pupils. putting together a tailored package of We are also publishing good practice management support. guidance based on earlier work across Several of the key strands of the all EiC partnerships. Similarly, we are using programme are capable of further the experience of the first City Learning development and we are working with Centres to ensure that those now coming schools to ensure that they get the best on stream learn from it and there are now value from each strand. We have just healthy CLC manager networks. published good practice guidelines for To realise the full potential of EiC, we have Learning Mentors, and are creating begun piloting some new approaches for Networks of mentors through regional Action for the future

helping EiC secondary schools improve They are tailored to take account of the and transform the education of their pupils. strengths of the schools, the maintaining These aPproaches: LEAs and the EiC partnerships.

stimulate a range of types of In the coming year we will be developing partnership working among schools these leadership and management bilateral and among groups of schools development strategies which will, we tackling curriculum, pupil support hope, become an additional strand to and school management; the EiC programme. For it is the senior management teams of our schools and concentrate on developing leadership their staff which represent the single and management within the schools; most important factor in the success deploy both rigorous challenge to of the programme. schools' ways of operating and sensitivity to their needs.

Chief Education Officers and EiC Co-ordinators review progress and consider thlway forward in joint session at the January.2002 Annual Conference Copies of this publication can be obtained from

DfES Publications PO Box 5050 Sherwood Park Annesley Nottingham NG15 ODJ Tel 0845 6022260 Fax 0845 6033360 Textphone 0845 6055560 email dfes@prolog uk com

Please quote ref: DfES/023212002 ISBN: 1 84185 614 2 PP3/D16/0302/153

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