Longlevens Junior School

Who’s school is it anyway?!

Purpose of evening

• The development of learning and assessment at LJS• How we are working towards introducing a new

curriculum• Our approach to tracking pupil progress and

attainment• Engaging parents in their pupils learning• Possibilities for the development of LJS on the new

educational landscape

Current Context

• National Landscape• Standards Agenda• Community Needs

Principles Underpinning Education Policy • Hands off• Let the system sort itself out• De-centralise• Increase autonomy at school level• Encouraging groups of schools to work together • System leadership from within the profession

“Sharply reduce the bureaucratic burden on schools, cutting away unnecessary duties, processes, guidance and requirements, so that schools are free to focus on doing what is right for the children and young people in their care”.

Michael Gove, Secretary of State “The Importance of Teaching” 24th November 2010

“THE IMPORTANCE OF TEACHING” White Paper 24th November 2010

• General principles Academies seen as the way forward

5.6 So there is great scope for us to extend autonomy and freedom for schools in England. It is our ambition that Academy status should be the norm for all state schools, with schools enjoying direct funding and full independence from central and local bureaucracy. Some schools are not yet in a position to enjoy full Academy freedoms and we will ensure that all schools, whatever their status, are freed from unnecessary bureaucracy, and enjoy progressively greater autonomy, with their own funding, ethos and culture. We expect schools to use their increased autonomy to explore new ways of working together – but collaboration in the future will be driven by school leaders and teachers – not bureaucrats.

• Details will emerge in the forthcoming Education Bill

Standards• LJS is a good school with outstanding features...

But...

Improve the progress of pupils with SEND by ensuring that: • clear plans are made for their learning that closely match their needs and teachers include these

in their lessons • appropriate support is provided in class to enable them to work towards their targets • teachers and other staff engage these pupils more effectively during the whole-class parts of

lessons to ensure their understanding.

Raise standards and improve pupils’ progress, by ensuring that: - • pupils are consistently given work that closely matches their abilities • more-able pupils are given sufficient levels of challenge in all lessons • pupils are given precise next steps for learning and when marking pupils’ work,

teachers consistently refer to these next steps • pupils spend more of each lesson actively involved rather than sitting and listening.

Community

• Pupils• Teaching Staff• Parent Body• External Partners

A Shared Mission For Personalised Learning

Whenever a child walks through the doors of LJS, they bring with them talents to be encouraged and developed, and weaknesses to be supported, we aspire to meet these needs with equal measure.

Longlevens Junior School Prospectus

Learning Joy Success!

9

Background information: Sub levels & points

Level Points

3b 21

3c 19

2a 17

2b 15

2c 13

1a 11

1b 9

1c 7

Wa 5

Wb 3

Wc 1

Expected progress

2 levels over 4 years or 1 point per term.

5a 35

5b 33

5c 31

4a 29

4b 27

4c 25

3a 23

It’s the classroom…

•In the UK, variability at the classroom level is at least 4 times that at school level

– It doesn’t matter very much which school you go to

– But it matters very much which classrooms you are in…

•It’s not class size•It’s not the between-class grouping strategy•It’s not the within-class grouping strategy

Dylan Wiliam www.dylanwiliam.net

…and specifically, it’s the teacher…

Studies that take into account all of the available evidence on teacher effectiveness suggest that students placed with high-performing teachers will progress three times as fast as those placed with low-performing teachers. (Barber & Mourshed, 2007)

Why?

• Bright children from lower socio economic background v less bright children from higher socio economic background

• By the age of six...

Feinstein

Why?Families on welfare, working class families and professional families.

• By the age of 4 the child from professional family will have heard c.50 million words, working class family 30 million, welfare family 12 million.

• By the age of 3 the child from professional family will have received 700,000 encouragements to 80,000 discouragements

• The child from the welfare family will have received 60,000 encouragements to 120,000 discouragements.

Toynbee after Feinstein

...Making effective practice standard practice

Leading the way

Variation in levels of achievement

Variation in the quality and

effectiveness of approaches to teaching and

learning

Variation in policies and procedures

eg:

setting, marking, homework, progress monitoring

Internal best practice identified

Action to reduce ISV

Analysis of data

Variation in human and material

resources

Longlevens Junior SchoolA Journey To The Stars

A Personal Mission Or

A Personalised Experience?

The Spirit Of Adventure

• Guess What?!?

Personal Vision

S – SuccessT – TeamworkA – AdventureR – ResilienceS – Sparkle

What Does It Mean For Us?

STARSSustainabilitySuccessResponsibilityAdventureTransformationTeamworkSupportiveSensationalStaminaReflectiveActionResourcefulAmbitionAchievementSuperbTenacityRelationshipsSpontaneousSatisfaction

Improvement Plan 2010/11 and beyond!Theme of improvement area

Data usage

Review data usage systems and procedures in line with Target Tracker Software

Create an LJS Data Compendium.

Establish RAGG system for teachers

Introduce RAP system for Teaching Assistants

Devise Pupil Progress meeting cycle with SMT

Devise LJS Pupil Progression matrix based on Ofsted criteria

Teaching & Learning

Review LJS Curriculum – To include Building a TLC – Teaching & Learning Community

Improving the quality of learning, progress and attainment in mathematics

Further developing the literacy and writing action plan

Whole School Review of Inclusion & SEN

Leadership Development

Review Middle Leader job descriptions

Coaching and mentoring training

Increasing accountability

Bespoke MLDP package for targeted members of staff

Governor Development in accountability planning

Pupil Voice

Develop a PLC – Pupils Learning Community

Consultation in curriculum design

Parental Engagement

Review provision of progress and attainment information to parents

Set up parental review group

Review Pupil Progress Consultation Meetings

Instigate series of Learning at LJS Parent Workshops.

Standardising Operating Procedures

Review lesson planning practice

Implement “Quality First” presentation policy

Review Marking Policy

Review Homework policy

Assessment & Learning Policy

Clubs & Extra-Curricular Activities

1. What are we trying to achieve?

1. Imagine a learner leaving your school2. Describe the characteristics you will see if you

are successful 3. Focus on knowledge, skills or personal

dispositions4. Traffic light what you have evidence for as

existing strengths (green) and areas for development (amber and red).

Discuss what sort of learning and assessment will be required to address your development priorities.

EnterprisingAdaptable Resilient Compassionate

Creative

The branches of knowledge reflecting major areas of human endeavour

and ways of thinking.

Magnetism

Parts of a plant

Picasso

The Egyptians

The Romans

Rhythm

Properties of materials

Thinking skills

Personal skills Literacy skills

Social skills

Enquiry skills L2L skills

What’s the best way to organise learning?

metronomic and routine

Small range

Classroom

the class teacher

30 -1

regular/often and deep/immersive

permeable school - flexible spaces – cyberspace

community, employer, artist, experts, peers, vertical groups

subject based, project based, enquiry based, multidisciplinary, co-constructed, student initiated,

mantle of the expert etc

Flexible: matched to

learning need

Range of locations

Wide range of approaches

School as broker

Time

Place

People

Pedagogy

What is achievement?

What do learners think?

Challenge …

…and support

Getting the balance

raised achievement

high motivation

active involvement

learner autonomy

enabling learning environment

Building a Toolbox

• Learning to learn sessions• Helpful and unhelpful talk• Movers & Blockers• Learning Zones – comfort/CHALLENGE/danger• Marking & Feedback• 5-1 countdown• Increasing independence through choice and ownership• EVERY TIME WE WRITE!

The Next Part Of The Journey...

• Establish common expectations – link with ISV and standardising operational procedures

• Setting up TLC – link with ISV and developing/strengthening middle leadership

• Developing TA practice: “Towards Outstanding” – link with improvement of SEND/Differentiation

• Exploring internal transition link• Introducing reflective learning journals – link with

developing PUPIL VOICE

• Parental engagement in pupil learning

Common Expectation 1

• All classrooms to have visual representations of which enable pupils to engage with learning to learn language and tools:– Talk– Movers & Blockers– Good/Successful learners do...

Common Expectation 2

• Short term plans to identify opportunities for using the tools and language:– Skills and attributes debriefs:

• WHAT DID WE HAVE TO DO?• WHAT DID GOOD LEARNERS DO?• REGULAR REFERENCE TO DISCUSSION ABOUT LEARNING

– IDENTIFY SESSIONS: 1 PER DAY

Common Expectation 3

• Classroom culture change:

– TEACH MORE BY ASKING NOT TELLING– EXPLAIN WHY– MODEL HOW– LETS EMBED THE CULTURE, CHILDREN HAVING

OPPORTUNITY TO USE/PRACTICE & SAY – RECOGNISE THEIR SIGNIFICANT CHANGE

Common Expectation 4

• Introduce EVERY TIME WE WRITE BOARD• Continue to innovate, experiment, make mistakes

and trial new things!

Comfort zoneChallenge zone

Danger zone

What helps us to learn?

What stops us from learning?

What helps us to learn?

Having a toolkitTargetsDisplaysFeeling comfortableBeing braveWorking in pairs or in groupsTime to think about what we are doingScaffoldingConcentratingListening to the teacherAsking for helpPlaying Knowing what to doKeeping an open mindPeople showing us how to do thingsReading booksTalking to a partner about our workThinking positive!Having fun!

Not coming to schoolChatting to a neighbour when not

supposed toHaving a bad memory

Feeling downFeeling scared

Being distractedPeople shouting out

DisturbancesNoises

Lack of helpTime – being rushed

Bullying/abusive commentsTeacher talking too much

Worrying about family problems

What stops us from learning?

Talking about our learning

ExplainingBeing polite

Asking questions

Encouragement

Giving instructions

Sharing ideas Helpful Talk………..

Arguing

Back-chat

Interrupting

Gossip

Talking when someone else is talking

Chatting – when it’s not about our learning

Unhelpful talk………….

Swearing

Uses team work skillsShows working outIs always readyDoes their homeworkNever gives up

Takes in informationPractisesUses the spellings on the boardHas couragePractises

Tries hard Works with a partnerThinks hardIsn’t afraid to askFinds out new thingsShares ideas with others

Takes turnsHelps othersAsks questionsGets organisedIgnores distractionsEncourages others

Listens Makes the right choices in classImproves Believes in themselvesStays on taskIs always ready to learn

What does a successful learner do?

Know when and how

I have been successful

Feel safe and feel that ‘I can’

Learn with other learners

Have new and varied

experiences

Be involved in reviewing and

improvingmy learning

Have time

Ask questions and know what

I could learn

next

Know and understand

what I am learning

Understand how I learn

Have funand enjoy my

learning!!Know how to

improve

Knowwhy I am learning

To be a successful learner I need to ...

Standardising Operating Procedures

1. Learning & Curriculum– Marking, Feedback & Quality Presentation– Assessment & Learning– Lesson Planning

2. Operational– Communications– Clubs & Activities

Proposals For Parental Engagement In Pupil Learning

1. Parents Evenings or Pupil Progress Consultation– Detailed academic information at NC sub-level– Feedback on progress and attainment– Discussion of wider achievement across school vision &

aims– Three times a year including summary report– Pupils present with option for withdrawal as appropriate– During the school day but with late afternoon/early

evening options.

Proposals For Parental Engagement In Pupil Learning

2. Instigate a series of “Successful Learning At LJS” workshops, covering:

– Teaching and Learning– Maths & Literacy– Assessment & Progress– In response to parental request

Proposals For Parental Engagement In Pupil Learning

3. Set up Parent Review Group/Parent Council To act in an advisory/consultative role to the management team of the school

– Meet once a term ( 6 x per year)– Inclusive or (self) selected– Look at matters of policy and procedure– Advise on future initiatives and developments– Reflect parental concerns

Longlevens Junior School

It’s all OUR school!!