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The Pathfinder Teaching School Alliance Values, Care and Achievement lived into being to establish educational excellence through collaborative partnerships

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Archbishop Holgates School A Church of England Academy Values, Care and Achievement Andrew Daly (Headteacher), Jake Capper (Teaching School Lead) and Tom Dodson (SLE, Research and Development)

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Aims and Objectives of the Session To provide an overview of the Pathfinder Teaching School Alliance. Our context, rationale and journey to date. Within our local context, share our plan for the development of CPD in York and the work we are doing to develop a school-led system. To offer an opportunity for questions and discussion around Research and Development, especially our work as part of the RISE Project and as a pilot school for the Technical Baccalaureate and Core Maths.

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Archbishop Holgates Brief context Traditionally 812 students, now 1200, Sept 2015 1300. 31 Feeders Comprehensive nature (Y11 0.3 Y8 -0.5). Results 2002 42%, 2014 71%. Track record of working in partnership to successfully manage change. 2009 - Development of a fully inclusive Sixth Form 2011 - One of the first converting Church of England Academies 2012 - SIAMS pilot inspection in October 2012 Since 2012 - Working in partnership with the EFA and LA to grow as a school to meet the needs of the local community Strong reputation for the quality of teaching and learning Awarded Teaching School status in April 2014

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1.Who you are 2.One opportunity of being involved with a Teaching School 3.One challenge for Teaching Schools

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Questions I needed answering Could this have a positive impact on Teaching and Learning in my own classroom, in classrooms throughout the school and in classrooms across other schools? Could this enhance the quality of education that we offer both as individual schools and as a community of schools? Could this help to maximise the opportunities and life chances for the young people in our care?

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Initial Teacher Training CPD School to School Support Deployment of SLEs Research and Development Identify and develop leadership potential Teaching Schools 1.School-led ITT: We will recruit and train our own teachers of the future. 2.Provide school-led CPD for both primary and secondary colleagues in the areas of greatest need. 3.Support schools who are working towards the designation of good and help schools in this category to work towards outstanding. 4.Deploy high quality SLEs to support middle and senior leaders. 5.Use research and development to inform future practice. 6.Plan for the development of middle, senior leadership and headship in the areas of greatest need.

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Any organisation is only ever two years away from disaster.

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Questions I needed answering Could this have a positive impact on Teaching and Learning in my own classroom, in classrooms throughout the school and in classrooms across other schools? Could this enhance the quality of education that we offer both as individual schools and as a community of schools? Could this help to maximise the opportunities and life chances for the young people in our care?

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Our Teaching School Alliance - Archbishop Holgates School - Hempland Primary School - St Marys Church of England Primary School - Osbaldwick Primary School - Wilberfoss Church of England Primary School - Warter Church of England Primary School Also: - The Diocese of York -York Local Authority -Sheffield Hallam University, University of York and York St John University

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Mission Statement To work collaboratively in partnership, as a community of schools, to ensure all children are known and cared for as individuals. To demonstrate a commitment to every child, to provide the very best education and to maximise achievement. To share best practice and to provide an environment in which educational theory and practice can be observed, studied and practiced. To recruit and inspire a new generation of colleagues and existing teachers by establishing the very best professional development to support fellow professionals in raising standards and aspirations. To work collaboratively with other schools, the Church of England and educational institutions to establish an educational dialogue, to identify and implement change to continually improve practice in all schools. To develop, through partnership and shared values, a vision for education. Values, Care and Achievement lived into being to establish educational excellence through collaborative partnerships

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Getting Started Designated as a Teaching School in April 2014 Appointed a Teaching School Lead and Administrator Free CPD Launch Event Personal visits to as many schools as possible to explain our vision and values

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The Big Six Key Focus Year 1 + 2 The York Challenge. Initial Teacher Training SLEs CPD The School-led System R&D Background, The RISE Project, Technical Baccalaureate and Core Maths

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The York Challenge. Over 90% of primary and secondary schools in York are good or better. The Local Authority has remained strong for a number of years and has retained a large team of advisors. Staff turnover in the city is low with many staff remaining in schools for many years. For the percentage of good schools the conversion to outstanding is not reflective. Collaborative working between schools that are good or better has been slower to develop than in some area. There is considerable internal capacity within the city with two Teaching Schools and a significant number of NLEs, NLGs and LLEs

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Initial Teacher Training 110 places requested Allocated 82 Work with three HEI providers Meets the needs of our partner schools In the longer term coordinating a York based model

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Aims and Objectives of the Session To provide an overview of the Pathfinder Teaching School Alliance. Our context, rationale and journey to date. Within our local context, share our plan for the development of CPD in York and the work we are doing to develop a school-led system. To offer an opportunity for question and discussion around research and development, especially our work as part of the RISE Project and as a pilot school for the Technical Baccalaureate and Core Maths.

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Ebor TSA ITT S-2-S Leadership Development Ebor TSA ITT S-2-S Leadership Development Pathfinder TSA ITT CPD Leadership Development Pathfinder TSA ITT CPD Leadership Development York Learning Alliance? NEC EC SC SBC Cluster Chairs City of York NC WC

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Primary Coordinator Primary Coordinator Primary Deliverer Primary Deliverer Administrative Support Professional Development Secondary Coordinator School4School York Learning Alliance? Pathfinder TSA Board

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Primary Overview York Learning Alliance

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Primary Hubs -Standard SLE day rate of 250 paid to the school for any colleague planning and delivering an element of the CPD Programme. -Core and Optional offers for schools to access.

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Secondary Provision 1. Subject Specific Provision 2. Leadership Specific Provision 3. Support Staff Provision 4. Teaching and Learning Provision 5. Career Progression Provision 6. Meeting the Need Programmes

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Secondary Provision 1. Subject Specific Provision Subject Leader forum to provide effective leadership and management support for all National Curriculum Subjects. Termly subject specific curriculum update meetings for Subject Leaders. Network learning by facilitating an annual Subject Conference at which all subject practitioners are welcome to attend. Brokering, sourcing any additional subject specific training. 2. Leadership Specific Provision Coordination of termly forums to provide effective leadership and management support in the following areas: Sixth Form Leadership Curriculum Leadership Pastoral Leadership (to include Behaviour and Attendance Partnership?) SENCo Leadership 3. Support Staff Provision Coordination of termly meetings to provide a forum for sharing of expertise in the following areas: Office Management Finance Management Data Management Exams Officer Support 4. Teaching and Learning Provision Citywide accredited programme of CPD to develop the expertise of all teaching colleagues within the city. Termly Teachmeet/Pedagoo events RQT programme of twilight and school based sessions. Outstanding teacher programme of twilight and school based sessions. Termly meetings of Teaching and Learning leads 5. Career Progression Provision As part of our commitment to the development of teachers at all stages of their career the coordination of programmes at each stage of colleagues career development. Development of Schools Direct Programme to ensure clarity and involvement for all CYC Schools. NQT Seminar and Development Programme developing both the successful AHS and Ebor programmes. RQT programme for Year 2/3 colleagues, to include both a fellowship network and specific development sessions. Middle leader support programmes Building on those in place. 6. Meeting the Need Programmes Responding to need, sourcing and coordinating relevant training which may include: HLTA support programmes TA/SA development programmes Cover supervisor training/accreditation Potential cross-phase training around: -Safeguarding, SEND, PP, Traveller & Ethnic, EAL, Looked After As outlined above the next layer of specific tailored support is likely to be delivered by other partners within the City of York.

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Progress and next Steps CPD Offer - Excellent levels of buy-in from schools to develop a package based on this model. - Further collaborative work at the Headteachers Conference next week and then full course development during the summer term. Teaching School - What are Teaching Schools? - Building trust and establishing relationships - Quality matters - Working with others in partnership

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Aims and Objectives of the Session To provide an overview of the Pathfinder Teaching School Alliance. Our context, rationale and journey to date. Within our local context, share our plan for the development of CPD in York and the work we are doing to develop a school-led system. To offer an opportunity for question and discussion around research and development, especially our work as part of the RISE Project and as a pilot school for the Technical Baccalaureate and Core Maths.

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Research & Development in Teaching Schools Introduction

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Research & Development in Teaching Schools Role of R&D in Schools Little potential for generating income Difficult to measure success Open remit for implementation Exciting opportunities abound What role R&D in a Teaching School? ITTITT School to School SchoolSLEsSLEsCPDCPD Succession Planning ResearchResearch ResearchResearch ITTITT School to School School SLEsSLEs CPDCPD Succession Planning

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Research & Development in Teaching Schools Role of R&D in Schools Put these in order of effectiveness: A.A one-to-one numeracy intervention (two 15-minute sessions per week, delivered by teaching assistants) for Year 2-6 pupils who are struggling with numeracy (outcome: maths) B.Nine weekly one-hour sessions where Y7 pupils below L4 read and discuss an age- appropriate book, with tools and resources to encourage reading for pleasure (outcome: reading) C.A four-week summer school programme (between Y6 & 7) for pupils who had been predicted to achieve KS2 below Level 4b in English, focussed on poetry and writing (outcome: writing) D.Y6 & 7 teachers trained to deliver a programme to help low attaining pupils plan, monitor and evaluate their writing using memorable experiences, eg trips and visitors (outcome: writing) Catch up numeracy: Effect Size = 0.21 Discover summer school ES = 0.24 Chatterbooks ES = -0.14 Self regulation to improve writing: ES = 0.74

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Research & Development in Teaching Schools Role of R&D in Schools

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Research & Development in Teaching Schools Role of R&D in Schools Educating the Educators Support and Challenge SLT Reviewing Current Practice Applying What Works Gathering and Sharing Evaluation, Evaluation, Evaluation

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The RISE Project

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Aims To establish whether appointing a Research-lead is the most effective way of getting research evidence into the hands of teachers; To establish whether using research evidence can lead to improved student outcomes; To establish the impact of integrating research evidence into school improvement models and into school CPD programmes.

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The RISE Project Sourcing high- quality, reliable research Assessing quality and trustworthiness of research Encouraging sound evaluation of interventions and policies Understanding limits of research and where reliability is lost Interpreting data, analysis and conclusions Considering challenges and barriers to embedding research Establishing network of enthused Research Leads

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The Technical Baccalaureate New Performance Measure, percentage of students completing: BTEC Engineering OCR Cambridge Technical Arts BTEC IT Practitioners BTEC Travel & Tourism BTEC Applied Law AS Level Maths AQA L3 Mathematical Studies Boost numbers going into technical industries Shift perception of vocational studies Delivery based upon workplace practices and applications

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The Technical Baccalaureate Tech Bacc Trail-Blazer BTEC Engineering collaborating with industry leaders Unit 22 Fabrication in Engineering Unit 3 Engineering Project: Robotics Best practice now being shared across Tech subjects

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The Technical Baccalaureate Tech Bacc Trail-Blazer Engineering students and staff invited to address SSAT Conference in 2014 AHS Students prepare to take the stage Sharing their passion for Engineering

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Research The Technical Baccalaureate Tech Bacc Trail-Blazer What is success? How do we measure effectiveness of a delivery style? No agreed measures or success criteria Impossible to compare impact on students outcomes Devised measureable and relevant proxies for success Numbers recruited and retained on course Student feedback; Employer engagement Compare expected progress against actual progress

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Level 3 Core Maths New qualification to fill the gap between GCSE (grade C+) and A Level Maths Aimed at functional, applicable use of maths All problems contain placed in context and requiring interpretation

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Level 3 Core Maths Problem-based learning approach Includes some new skills not on GCSE or A Level How much money in the penny jar? Eg. Fermi estimations

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Level 3 Core Maths Similar issues to Tech Bacc What are we evaluating? How much money in the penny jar? Efficacy of different approaches cannot be compared Track implementation of delivery style Links with industry Development of resources Student response to course Build the body of research Research

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Summary Why Research? Basing spending decisions on research-based information sources gives the best chance of effective and efficient policies Better student outcomes

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Summary Why Now? How do we adapt to change? Our strategy should therefore be to make the best choices we can from the best evidence available, to try it out, with an open mind, and see if it works. If it does, we can keep doing it; if not, we will learn from that experience and try something else. Rob Coe