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Challenge the Gap - Lee Preston
 

Challenge the Gap - Lee Preston

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Three schools (Hayes School, Quest Academy, and Sedgehill School) in Challenge the Gap's pilot year share their experience of the program.

Three schools (Hayes School, Quest Academy, and Sedgehill School) in Challenge the Gap's pilot year share their experience of the program.

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    Challenge the Gap - Lee Preston Challenge the Gap - Lee Preston Presentation Transcript

    • Lee Preston – Hayes School, Bromley David Ashmore – The Quest Academy, South Croydon Challenge the Gap
    • Challenge the Gap 1. Introduction to Challenge the Gap 2. Organisation of the Project 3. Strategies employed to Challenge the Gap 4. Impacts seen so far 5. How could these strategies help in your school? 6. If you are interested in getting involved 7. Any questions?
    • 1. Challenge the Gap • Challenge Partners is being funded by the Education Endowment Fund to create a world class programme that will narrow the attainment gap between free school meals children and their peers • This began in June 2012 – Year 1 : pilot with 39 schools – Year 2 : extension to a further 93 schools; regional delivery by 14 Challenge Partners Facilitation Schools – Year 3 : opportunity for more schools to join the programme • The programme improves the academic performance of FSM pupils through school-to-school work that develops an effective whole school approach • It identifies practitioners with the potential to become specialist leaders in this area and provides them with the tools, knowledge and support to do so • At the heart of the programme is the City Challenges’ experience of effective school-to-school work and the belief that long term solutions need to be driven from within
    • The Challenge the Gap programme has had a strong start • Schools are already seeing the benefits – Trio working – The opportunity to make a difference – Wealth of ideas – New skills and learning • Evidence of impact on pupils, staff and parents “Being involved in CtG has kick started for us a potentially very powerful project. Involving teachers and paraprofessionals as an in-school team has given us a strategic approach through the school.”
    • Challenge the Gap is an evidence based approach and effective use of the Pupil Premium • Challenge the Gap focuses on evidence based approaches…. – International research: Michael Barber, John Hattie, Dylan Wiliam, Carol Dweck, Guy Claxton – Targeted topics: Academic literacy, meta-cognition, independent learning and resilience – Practical resources: Sutton Trust Toolkit, Academic Word List, pupil survey and learning logs • ….and tangible outcomes : evaluation by the University of Manchester – Impact: Pupils baselined on National Curriculum levels in English and Mathematics – Process: Plans demonstrate a Theory of Change from issue through activities to progress and outcomes • In 2011, nationally only 35% of pupils eligible for free school meals achieved five good GCSEs Pupil Premium: “The challenge for school leaders is in how to use that money where it will have most impact.” Conor Ryan
    • Delivery is based on Trios of schools working together both in workshops and between workshops • All schools work in a “Trio” consisting of a – Lead school • A school that has successfully implemented the programme for one year • Or has a track record in uplifting attainment and in school to school work – Two Accelerator Schools • have a high number of underperforming FSM pupils • Trios work in a cluster under the leadership of a Facilitation School – These schools led the delivery of the programme in its first year and are collectively responsible for its quality Lead School Accelerator school Accelerator school Trio The Trio model
    • The programme engages practitioners at three levels • Leadership – This is the first priority ; no school improvement is successful without effective leadership and changes to the school culture • Teacher – The second priority; no school system can exceed the quality of its teachers. This upgrades the skills of teachers and enables them to coach others • Para professionals – This focuses on training para professionals (non-teaching adults) in the effective support of FSM pupils
    • In workshops professionals work in Learning Threes with their peers A B C English teachers Maths teachers E-Bacc teachers Trio – Schools A, B and C A B C A B C A B C A B C A B C Leaders Teachers Para professionals Thus each secondary Trio has 18 professionals working in six Learning ThreesLead School Accelerator school Accelerator school Trio
    • In workshops professionals work in Learning Threes with their peers A B C Trio – Schools A, B and C A B C A B C Leaders Teachers Para professionals Thus each Trio has 9 professionals working in three Learning Threes Lead School A Accelerator School B Accelerator School C Trio
    • SECONDARY MODEL • Each workshop participant works with two peers back at school • The programme thus reaches 18 members of staff in each secondary school • Secondary: Each school puts forward six participants for the workshop programme – One leader – Three teachers – English, Mathematics and an E-Bacc subject – Two para professionals Leader Teachers Para professionals Leaders Teachers Para professionals Workshop team School based team
    • PRIMARY MODEL • Each school puts forward three participants for the workshop programme – One leader – One teacher – One para professional • Each workshop participant works with two peers back at school • The programme thus reaches 9 members of staff in each school Leader Teacher Para professional Leaders Teachers Para professionals Workshop team School based team
    • The programme is structured around six workshops with in-school work between each In-school work In-school work Workshop 2 Workshop 3 In-school work Workshop 1 In-school workIn-school work Workshop 4 Workshop 5 Workshop 6 Key themes: • Leadership and management • Data and assessment • Teaching and learning to deliver impact • Social and cultural capital • Diagnosis and interventions The combination of workshops and in-school work enables schools to embed the learning in practice
    • Benefits: Participants value the ideas and learning they gain from the workshops and each other Wealth of ideas • “With the shared knowledge of lots of professionals, the wealth of ideas is invaluable” • “A great opportunity to share good practice and ideas” New skills and learning • “Fantastic INSET/CPD for all with benefits for all learning outcomes” • “Realisation of the impact to be gained from effective sharing and use of data and feedback” • “…has revolutionised my perception of Literacy across the curriculum” • “invigorating and informative” • “key benefits … confidence amongst staff; strategies to raise achievement” “….the skills and ideas to help impact young people's lives”
    • Benefits: Working with other schools for a moral purpose is highly motivating Trio working • “Focussed school-to-school contact with a clear goal is so powerful” • “Working with two very different schools in a Trio has been inspiring and informative” • “the chance to learn from colleagues and share ideas…is gold dust and very rarely happens. It's a great opportunity and not to be missed.” • “Working in a Trio is really beneficial. Having others challenge your ideas to help you make the biggest difference with students is a very positive way to work” The opportunity to make a difference • “The programme is unique …it is refreshing to be involved with something with a purely moral imperative” • “We have the opportunity, working collaboratively, to make a difference to the life chances of the children who need it the most” • “the chance to work with like-minded professionals and achieve potentially ground- breaking results… is invaluable” “…immensely exciting and very challenging… ..both I and my school are proud to be involved”
    • The programme is now being delivered in local clusters by 14 Facilitation schools Wandsworth Bromley Bexley North Yorkshire Wiltshire Devon Manchester Birmingham Luton Leicester Facilitation Schools Secondary Altrincham Girls Grammar School, Trafford Bartley Green School, Birmingham Denbigh High School, Luton Feltham Community College, Hounslow Hayes School, Bromley Kingsbridge Community College, Devon Lampton Academy, Hounslow Richmond School, North Yorkshire Royal Wootton Bassett Academy, Wiltshire Rushey Mead School, Leicester The Compton School, Barnet Primary Belleville Primary School, Wandsworth Pickhurst Juniors, Bromley St Fidelis Primary School, Bexley Barnet BromleyHounslow
    • Strategies employed this year to Challenge the Gap Quest Academy South Croydon
    • Strategies employed this year to Challenge the Gap At The Quest Academy we identified a range of strategies that were put into practice with our target Y9 cohort. These are outlined here: Strategy 1 - A dedicated information board in the staffroom and dissemination of information through staff action research groups. Description - Ensure all staff know who the target Y9 students are and the strategies we will be using to support them. Why? - To make this high profile.
    • Strategies employed this year to Challenge the Gap Strategy 2 – Learning Detectives Description - Students to design a lesson observation sheet and observe their own lessons recording 'good learning'. Why? - To ensure good teaching and learning in lessons. Strategy 3 - Parent contact Description - CTG staff to be allocated 2/3 students each and will contact families by phone to explain the project and how we hope it will benefit their child's learning and attainment. Why? - To provide support
    • Strategies employed this year to Challenge the Gap Strategy 4 – Good learning audit Description - Carry out a good learning audit of departments and then compare at the next action research group meeting Why? – To check consistency Strategy 5 - Target awareness Description - Ensure that all teachers in all departments have made the target group's targets explicitly clear to them. Why? – To know where you are, where you are going and how to get there.
    • Strategies employed this year to Challenge the Gap Strategy 6 – 1-2-1 mentoring Description - CTG staff to hold a 1-2-1 mentoring session with their allocated students initially to establish the individuals barriers to learning and subsequently to try to break these barriers and establish 'good learning' practices. Why? – To establish learning conversations and to try to break down any barriers to learning.
    • Strategies employed this year to Challenge the Gap Strategy 7 – School measures data analysis Description - Check all the available school measures data for each of the target group and make them explicitly aware of current performance and what this means. Why? – To track attainment, progress and attitudes to learning
    • What Impact have we seen? At The Quest Academy we conduct a data trawl every half term. We collect ‘Working At Grades’, ‘Working Towards Grades’ and ‘Attitude to Learning’ scores. The most recent data is showing that students in the cohort are on the whole raising their attainment levels in all subjects but particularly in maths.
    • Progress in English in 1 year 23 ENGLISH SurnameForename EndofKS4Target Autumn1WAG Autumn2WAG Spring1WAG Spring2WAG Summer1WAG Summer1 Difference to End of KS4 Target (in grades) Sub-LevelsofProgress AMINU Abraham C Ea Dc Dc Db Da -1 3 CHAUDRY Bushra C Fa Fa Ec Ec Eb -2 2 CROSS Aaron C Dc Eb Ea Ea Ea -2 3 HUDSON-FLOWERS Courtney-Paris B Eb Eb Dc Dc Dc -2 2 JONES Danielle C Ea Fb Ea Ea Ea -2 0 KIYANGA Jonathan C Eb Ea Eb Ea Ea -2 1 MCNEILL Kieran B Ea Ea Eb Eb Ea -3 0 ROBINSON Chanel B Cc Db Da Da Da -2 -1 SOULAMLevy C Eb Ca Cb Cb Cb 0 6 TEIXEIRA Miguel C Ea Eb Db Db Cc 0 4 TIMPE Lena C Eb Dc Ea Ea Ea -2 1 72% made at least one sub-level of progress in English, 19% have stayed the same and 9% have dropped one level YEAR 9
    • Progress in Maths in 1 year 24 MATHS SurnameForename EndofKS4Target Autumn1WAG Autumn2WAG Spring1WAG Spring2WAG Summer1WAG Summer1 Difference to End of KS4 Target (in grades) Sub-LevelsofProgress AMINU Abraham C Ga Ga Fc Fb Ec -2 4 CHAUDRY Bushra C Fa Fc Ec Eb Eb -2 2 CROSS Aaron B Ea Da Da Cc Cc -1 4 FRANCIS-WOLFENDEN Mariyah C Eb Ea Dc Db Db -1 3 HUDSON-FLOWERS Courtney-Paris C Fa Fa Ec Ea Dc -1 4 JONES Danielle B Fb Fa Ec Ea Ea -3 4 KIYANGA Jonathan D Ga Fa Fa Fa Fa -2 3 MCNEILL Kieran A Dc Cb Cb Cb Cb -2 4 ROBINSON Chanel B Eb Eb Eb Ea Dc -2 2 SOULAMLevy C Fa Dc Db Db Db -1 5 TEIXEIRA Miguel C Ec Fa Ec Dc Cb 0 7 TIMPE Lena C Ec Ec Eb Ea Da -1 5 All students have made at least 2 sub-levels of progress this year in maths YEAR 9
    • Progress in all subjects 25 EnglishSummer1WAG EnglishKS4Target EnglishonTarget? MathsSummer1WAG MathsKS4Target MathsonTarget? ScienceCoreSummer1 ScienceCoreKS4Target ScienceCoreonTarget? ScienceBTECSummer1 ScienceBTECKS4 ScienceBTECon ArtSummer1WAG ArtKS4Target ArtonTarget? BSGCSESummer1 BSGCSEKS4Target BSBTEConTarget? DramaSummer1WAG DramaKS4Target DramaonTarget? FoodTechSummer1 FoodTechKS4Target FoodonTarget? GeographySummer1 GeographyKS4Target GeographyonTarget? HistorySummer1WAG HistoryKS4Target HistoryonTarget? MusicSummer1WAG MusicKS4Target MusiconTarget? SportBTECSummer1 SportBTECKS4Target SportBTEConTarget? CitizenshipSummer1 CitizenshipKS4Target CitizenshiponTarget? RSSummer1WAG RSKS4Target RSonTarget? Attendance Da C -1 Ec C -2 ## Pa Pa 0 ## Gb C -4 Cc C 0 ## ## ## ## Pa Pa 0 Db C -1 Db C -1 100 Eb C -2 Eb C -2 ## Pa Pa 0 ## ## ## ## Cc C 0 Bb C 1 ## Pa Pa 0 Bb C 1 Ca C 0 99.4 72% Ea C -2 Cc B -1 ## Pa Pa 0 ## Eb B -3 ## ## ## C ## ## Pa Pa 0 Cc C 0 Db C -1 91.5 22% Dc B -2 Dc C -1 ## Pa Pa 0 ## ## ## ## ## B ## ## Pa Pa 0 Cb B -1 Cc B -1 97.7 6% Ea C -2 Ea B -3 ## Pa M e -1 ## ## Cc C 0 Da B -2 ## ## ## Pa M e -1 C ## Db C -1 90 Ea C -2 Fa D -2 ## Pa Pa 0 ## ## ## Db C -1 ## ## Db D 0 Pa Pa 0 C ## Ea C -2 96.3 94% Very likely or probably going to meet target Ea B -3 Cb A -2 ## Pa M e -1 Da B -2 ## ## ## ## ## Da A -3 Pa M e -1 B ## Bc B 0 90.6 6% Not currently likely to reach target. Da B -2 Dc B -2 Da B -2 ## ## Ba B 0 Cc B -1 ## ## ## ## Pa M e -1 B ## Db B -2 90.6 Cb C 0 Db C -1 ## Pa Pa 0 ## Cc C 0 Cc C 0 ## ## ## ## Pa Pa 0 C ## Bc C 1 96.6 Average attendance of the group is 95.5% Cc C 0 Cb C 0 ## Pa Pa 0 ## ## ## Cc C 0 ## ## Db C -1 Pa Pa 0 C ## Ca C 0 97.5 Ea C -2 Da C -1 ## Pa Pa 0 ## ## ## ## Cc C 0 Db C -1 ## Pa Pa 0 Dc C -1 Cb C 0 100 Students are above, at or only 1 grade below their target level for the end of key stage 4. The latter is still considered green since pupils still have 2 years of school to make up one grade which is considered very likely to happen. Students are 2 grades below their target level for the end of key stage 4. This is considered to be amber since pupils still have 2 years of school to make up two grades which is considered to be probable but intervention may be needed Students are 3 or more grades below their targets and are unlikely to meet the target unless a planned programme of intervention is introduced.
    • What Impact have we seen? We completed an evaluation tool, shown below, which plots changes in progress and attainment against changes in attitude and aspiration. We found that a majority of the cohort fell in the top right quadrant having improved attainment and attitudes.
    • X-axis: achievement (progress & attainment) Y-axis: attitude & aspiration (eg B&A etc) Outstanding progress in both X & Y Outstanding progress in X & deterioration in YSerious deterioration in both X & Y Outstanding progress in Y & serious deterioration in X 0 1 2 35 6 78 9 1011 4
    • Next steps There have been many advantages to working as a trio. • We have all visited each others schools and have begun the process of Joint Practice Development • We introduced similar strategies in each school and are able to compare the impact on different cohorts • Our teachers and paraprofessionals are networking • We learn from each other • Our students will all meet and carry out the ‘learning detectives’ audit together • Students will learn from each other and will discuss what makes good learning
    • Next steps • Our 3 schools will hopefully be embarking on another collaborative project, again linking up with some of our feeder primary schools, but this time focusing on teaching and learning and the model of joint planning, delivery, feedback, delivery again.
    • Year 2 • Now in Year 2 The Quest Academy has become a lead school • We are working with 2 local primary schools • We will help them to implement strategies similar to the ones we tried in order to raise the attainment of FSM children • This will be mutually beneficial • It will lead to closer ties and greater cooperation • It will lead to a better prepared cohort to enter secondary school who have narrowed the gap on their peers • This is excellent CPD for the staff involved
    • Year 9 Reach Project 2013 Sedgehill School Working together to build bright futures
    • Aims Our aims are: Recognising potential Raising aspirations Broadening horizons Building learning power Improving life chances through gaining better skills and qualifications.
    • How the programme met the aims... • Regular mentoring sessions in pairs. • A day off-timetable focusing on how to build learning power • Trips and visits to raise aspirations • Encouraging literacy through a visit to Foyles to buy a book to challenge reading • Focus on English Maths and History 7/16/2013 Siiimple Media Presentation
    • The Year 9 Reach Project IMPACT: 75% of students have made good progress 60% have raised their attendance and motivation “The year 9 Reach project is a fantastic initiative which aims to help students learn to the best of their potential. As well as activities and trips designed to raise aspirations, students are also going to be having weekly mentoring sessions which help them to make progress in all of their lessons.” Ms Clease “The year 9 Reach trip to the London Eye was a great experience for me and I would love to go on more trips like this”. Jessie Jones, 9G “I really enjoyed the trip because I learnt about some of the history of London, I enjoyed the London Eye, Foyles bookshop and the meal we had.” Danielle Nash, Year 9K
    • Summary • A robust, pioneering programme that will tackle one of the biggest challenges in education • Professional development in narrowing the gap, collaborative working and knowledge transfer for six staff • Develops a critical mass of staff to lead whole school change • Deep partnerships formed with two other schools to share learning and develop approaches • After one year, opportunity to lead collaborative working and effect change in others “We have the opportunity to make a difference to the life chances of the children who need it the most” Accelerator school leader
    • How could my school benefit from this? In small groups (10 mins) - Discuss how you immediately think this approach could help your school Challenge your Gaps - Identify 1 strategy that you will take back and try to implement at your school
    • I’m interested, can I get involved? If you are keen to know more and potentially get involved… • Take a copy of the Prospectus / flyer etc and case-studies • Leave us your details on the Expression of Interest form (in your lanyard) and post it in one of the Challenge the Gap boxes here • Attend a Challenge the Gap carousel over the lunch period (Atrium and Gallery Hall) to hear more about the programme from Year 1 schools • Session 1: 12.50 – 1.10pm • Session 2 1.20 – 1.40pm • If you want to know more please speak to us at the end or email us • L.Preston@hayes.bromley.sch.uk • DAshmore@thequestacademy.org.uk
    • Any Questions?