Challenge the Gap

Workshop 2Leaders

One full day

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Today’s objectives

• To review progress on programme launch in schools• To evaluate pupil data (soft data, attainment and progress):

– establish a programme baseline – set ambitious targets for year one– understanding your trios’ cohorts’ characteristics and needs

• To identify the most appropriate pedagogy, support and intervention to substantially narrow the gaps (based on programme themes - academic competence, reflectiveness and resilience; eg use of feedback or AfL)

• To produce a high impact trio plan (based on JPD) – effective use of the PPO tool

• Next steps – in-school & Trio 2

Our agenda

• Reflection : What have you been up to?• Establishing a baseline• Setting challenging targets (are they challenging enough?)• What does the research say?• Using the PPO effectively to maximise impact• Next steps and a preview of Workshop 3 (November)

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What have you been up to over the summer?

• Working with your Trio colleagues each school should share progress on the following:– Developing their in-school teams– Identifying target pupils and communicating with them– Summer activities– Draft PPO

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Please capture your responses on flip chart paper

Establishing the baseline for your target pupils

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Establishing the baseline

As a Trio discuss and share around the following questions:– How is data managed in each school? (who, what, when, how often,

etc)– What does data tell you about FSM/the target pupils’ current

performance and ability profile across the trio? – What do the pupil portfolio and tracking tool (the combined data,

surveys and logs) reveal about the target pupils’ needs?

Session begins with your lead school sharing their responses to the above questions

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Highly successful learners are more likely to have the following characteristics:

•Self-awareness and a sense of control and influence over learning•Sophisticated vocabulary and good command of academic English •Knowing what an A or A* (or Level 5) requires – the AfL approach •Self-confidence and motivation •Good speaking, listening and critical thinking skills •Good social skills •Good independent study skills •Learning beyond the syllabus (depth) •Linking learning to the real world (breadth) •Significant family resources and support

From Excellence for All: A Gifted and Talented approach to whole schoolImprovement. National Strategies 2010

FSM pupils are more likely to:

• Experience poorer quality of teaching • Be in lower sets than similar ability pupils from other backgrounds• Have problems with literacy and numeracy• Change schools and less likely to make successful transitions at key

stages• twice as likely to have a statement for SEN• at least 3 times more likely to be excluded and have unauthorised

absence• FSM pupils are less likely to:

• Have the cultural & social experiences and support available to others• Have an appropriate curriculum and make informed choices about

subjects and qualifications

ASCL: PROMOTING SOCIAL MOBILITY THROUGH CLOSING GAPS IN ATTAINMENT - GUIDANCE FOR SCHOOL AND COLLEGE LEADERS (2013)

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Have a break

The pupil journey

Setting challenging targets

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Setting challenging targets

Session objectives

•For Trios to support and challenge (reflect, share and discuss) each other’s CtG pupil targets to ensure they are challenging enough to meet programme objectives and narrow gaps

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Average pupil

Pupil with low attainment

Attai

nmen

t

x

x

x Expected attainment on leaving school

The Pupil Journey

Pupils with low attainment need to make accelerated, not average, progress

The aim of Challenge the Gap

Accelerated Progress4 levels KS2-4

4c 4b 4a 5c 5b 5a 6c 6b 6a

25 27 29 31 33 35 37 39 41Year 7 30 32 34 36 38 40 42 44 46Year 8 35 37 39 41 43 45 47 49 51Year 9 40 42 44 46 48 50 52 54 56Year 10 45 47 49 51 53 55 57 59 61Year 11 50 52 54 56 58 60 62 64 66

B A A A * * * * *

Secondary Target Planner4 levels of progress = 24 points

KS4 grade

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Accelerated ProgressKS1 - 2

1a 2c 2b 2a 3c 3b 3a

11 13 15 17 19 21 23Year 3 15 17 19 21 23 25 27Year 4 19 21 23 25 27 29 31Year 5 23 25 27 29 31 33 35Year 6 27 29 31 33 35 37 39

4b 4a 5c 5b 5a 6c 6b

4 points or 2 sub levels per year equivalent to 16 points or 2 levels plus 2 sub-levels

KS1 level

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KS2 grade

Where do we need to be?

Setting challenging targets

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A delegate meets with two other schools (from outside their Trio) to discuss:

•How did we approach setting challenging targets that would narrow the gap?•How did we or will we get buy in for more challenging targets from parents, pupils and staff?•What new tracking systems need to be in place to allow us to monitor progress and ensure pupils achieve their targets?

Quality of teaching and support for FSM children

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Session objectives

• Identify the most appropriate interventions for your trio and cohorts, based on the research evidence and each school context.

• Identify what to do to support in-school teams in improving classroom learning

• Identify what you do as a leader to enable your best practitioners to cascade practice

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What works

Positive Influence Effect size (equivalent in

months)

Self-reported grades 1.44

Reciprocal teaching (teacher and students take turns to teach – enhances metacognition)

.74

Feedback (two way for highest impact - teacher to student and student to teacher – enhances metacognition and teacher practice)

.72 (+9

months)

Meta-cognitive strategies (developing pupil self-awareness about how to learn, strategies that work and how well they are doing)

.69(+8

months)

Peer tutoring (linked to metacognition) .55(+6

months)18

In the classrooms of the most effective teachers, students from disadvantaged backgrounds learn just as much as those from advantaged backgrounds.

Dylan Wiliam (2009)

Sources: John Hattie Visible Learning & Sutton Trust Pupil Premium Toolkit

“The quality of a country’s education system cannot exceed the quality of its teachers”

Michael Barber (2007)

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The big challenge: in-school variation

• In the classrooms of the best teachers, students learn at 2 x the rate compared to the classrooms of average teachers

• …they learn in 6 months what students taught by the average teachers take 1 year to learn

• And in the classrooms of the least effective teachers, the same learning will take 2 years

Dylan Wiliam (2009) Do you know who your best teachers are?

How are they developing the practice of others?Do you know who your best teachers are?

How are they developing the practice of others?20

…..and

In the classrooms of the most effective teachers, students from disadvantaged backgrounds learn just as much as those from advantaged backgrounds.

Dylan Wiliam (2009)

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Which of these have highest and lowest effects?

• Homework • Acceleration of gifted students• Retention (holding back a year) • Ability grouping• Reducing disruptive behaviour in the class• Individualised instruction• Reading Recovery • Feedback• Integrated curriculum programs • Open vs. traditional classes • Shifting schools

(from 1 = highest effect to 11 = lowest effect)

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Outstanding teachers develop pupils’ meta-cognition

• Teaching pupils:– how to learn, effective strategies that work for the individual – how to regulate and evaluate own learning – how to modify and self-consciously adapt during learning activities

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Where the learner is going

Where the learner is right now

How to get there

TeacherPara

1Clarifying learning intentions & sharing criteria for success

2 Engineering effective classroom discussions, activities and tasks that elicit evidence of learning

3Providing feedback that moves learners forward

PeerUnderstanding and sharing learning intentions & criteria for success

4Activating students as instructional resources for each other

Learner Understanding learning intentions & criteria for success

5Activating students as the owners of their own learning

D Wiliam (2007)

Assessment for Learning is a highly effective process

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What could we be doing even better?

What don’t we do thatwe should do?

Teachers and para-professionals will evaluate the research in relation to their own practice

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Quality of teaching

Discuss in Trios

•What does this research mean for you and your school?•What do you need to do to help teachers and para-professionals deliver dramatic improvement?

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Lunch

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Using the PPO

Session objectives

•Effective use of the PPO tool by leaders, teachers and para-professionals where:

– leaders set issues; devise activities relevant for their role– leaders prepare to engage teachers and para-professionals in

supporting key issues as appropriate to their roles

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Develop your PPO

What does good look like?

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Using the PPO

•JPD task - focus on Leadership Issues: – Trios share draft/outline PPOs completed over the summer and

jointly develop wording for activity/progress/outcome measures so they are appropriately precise, specific challenging, ambitious but achievable

•Each school is given support by other two schools in Trio so you begin to get a common standard.

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Aligning the PPO with the in-school team

Engaging teachers & para-professionals

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Aligning the PPO with the in-school teamEngaging teachers and para-professionals

• Working in Trios begin to populate the sections for teachers and para-professionals to agree and complete by programme deadline

• Gallery – view other Trios work – comment support and challenge

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Have a break

Next Steps

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An inter-session task for leaders, teachers and para-professionals

With your in-school team identify:– a FSM pupil who has exceeded expectations (eg 4 or 5+

LP); – analyse their success – consider inviting them to talk to staff/pupils/parents

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Workshop 3 The Academically Competent learner

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Event objectives

•To review target pupil and trio progress to date •To review programme leadership so far•Programme Theme: The Academically Competent Learner choose/develop one of the following:

– Academic literacy– Academic numeracy– Critical and higher order thinking skills

•School case study – pedagogy & practice in action (linked to workshop theme)•Carousels – trio to trio learning

Workshop 3 – The carousel

What is it?•15-20 minute round table presentation (repeated 3 times)

Aims? Trio to Trio learning •See a range of effective strategies that may be transferable to your context •Presenters seek feedback and support with a piece of work in progress

What do presenters need to prepare to give a carousel?•A 15 mins showcase of an aspect of your work including: eg visual display, resources, and input from eg pupil(s), classroom teacher or Senior leader•A title and one or two sentences to describe the content and focus of your presentation, •An ‘artefact’ for delegates to take away – this could simply be a ‘business card’ with contact details or web-site; or a flyer or resource with more information•Electronic versions of any handouts or resources that can be shared with programme schools 37

Workshop 3 – The carousel

• There will be carousels at Workshops 3, 4 and 5• Every trio is expected to offer at least one at each workshop• These can be offered by separate schools, or run jointly as a

trio • At each workshop you will have the opportunity to attend

some or all of them• Trio members should attend different ones in order to gain

the maximum benefit

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..so what have we actually achieved today?

• Reviewed progress • Evaluated pupil data and learned more about our target

cohorts and their starting points• Set ambitious targets for year one• Identified the most appropriate pedagogy, support and

intervention to substantially narrow the gaps • Produced a high impact trio plan • Ready for next steps – in-school & Trio• Other?

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And finally…

Plenary

– What “Golden Nuggets” are you taking away from today?– What do you need to tell your colleagues back in school?

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Thank you

Please fill in your feedback forms before leaving• Fill in the “Overall” score first – if you could only give one score for the

workshop, what would it be?• Fill in the session scores - 1 is low and 10 is high• Make sure it has your school’s name on it; hand your form in

This is your programme; we need your feedback to make it as good as it can be

www.challengepartners.org/challengethegap

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