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ANNEX 2: EDP2 Activities For 2004-2005
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PRIORITY 1A: RAISING ATTAINMENT IN EARLY YEARS AND THE FOUNDATION STAGE Objectives 1.1. Improve the quality of teaching and learning by raising the skills, knowledge and understanding of
the Early Years and Foundation Stage staff;
Activities to raise attainment in communication language and literacy
Joint training by literacy consultants and Early Years Advisory teachers. Dissemination of planning materials produced jointly by Southwark and Croydon Complete 'Children Learn Best' guidance and distribute to schools Provide training for early years staff in early years settings and schools to ensure the effective
delivery of the Early Learning Goal for Communication, Language and Literacy Use 'Speaking and Listening Materials' (NLS) where appropriate.
Activities to raise attainment in mathematical development
Dissemination of planning materials to schools developed jointly by Southwark and Croydon. Joint training by Numeracy Consultants and Early Years Advisory Teachers Complete 'Children Learn Best' guidance and distribute to schools Provide training for early years staff in early years settings and schools to ensure the effective
delivery of the Early Learning Goal for mathematics
Activities to develop more challenging teaching and learning
Train school staff in a) Thinking skills, b) Assessment for Learning, c) Planning for a diversity of
learning styles for all groups with specific reference to Black Caribbean boys in the Foundation Stage.
Create, use and disseminate local, national and international information, research visits, speakers, exchanges to broaden teaching styles
Develop teachers understanding and strategies to deal with pupils' emotional and behavioural development in order to enable them to become more effective learners.
Ensure that all schools offer a wide range of approaches to teaching in response to different learning styles by
a) monitoring provision and challenging the range of repertoires used b) providing advice, support and guidance within these areas c) developing the outreach roles of special schools and PRUs d) developing specific projects and support materials for the gifted and talented.
Train teachers to extend their knowledge and understanding of the most effective teaching
styles for pupils at risk of underachieving including those with EAL and SEN. Use the Learning and Teaching Framework that is currently being developed by the Primary
Strategy with particular reference to core competencies for Foundation Stage practitioners. To use the 'Listening to Children' training materials with settings (Thomas Coram and QCA)
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Success Criteria
Children attain high standards in Communication, Language and Literacy and Mathematical Development.
The quality of teaching and learning is judged to be at least satisfactory in Communication, Language and Literacy and Mathematical Development.
Improved quality of teaching evidenced through Link Adviser visits and Ofsted Inspections by September 2005. 85% satisfactory or better by September 2004, 95% by September 2005.
Early Years settings use the Personal, Social and Emotional Guidance within the Foundation Stage Curriculum to help them plan effectively for children's well being by September 2005.
Monitoring and Evaluation
Early Years Advisory Teachers Early Years Specialist Teachers Ofsted Reports Link Adviser Reports Quality Sub Group (EYDCP) Senior Adviser for Early Years
Target Group
Nursery classes and schools Foundation Stage Classes Private and Voluntary
Providers Year 1 (Transition)
Responsibility
Early Years Advisory Teachers Early Years Specialist Teachers Early Years Advisory Teachers Senior Adviser for Early Years
Links with other Plans
EYDCP Children's Centre Plans
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1.2. Improve the breadth and balance of the Early Years Curriculum in schools and other settings
through the effective implementation of the Foundation Stage Guidance and the Early Years Learning Goals. Ensure the effective implementation of the foundation stage guidance, the Early Learning Goals and the use of new technologies across schools and early years settings, ensuring a broad, balanced curriculum and reflecting the ethnic diversity within Southwark; Activities to improve practitioners knowledge of the curriculum
Ensure that all practitioners delivering the Foundation Stage Curriculum as members of the
EYDCP have access to an average of 4 days training with particular reference to teaching and learning styles.
Break down the barriers to training by offering training at different times of the day and by using creative methods to reach the maximum number of practitioners.
Ensure all settings that deliver a Foundation Stage Curriculum have access to advice from a qualified teacher. (Ratio 1:10 EYDCP target)
Ensure Early Years Network meetings focus on curriculum issues Ensure that the breadth of the Foundation Stage Curriculum is delivered effectively in all settings
through Advisory Teacher support in schools and Nursery Schools and staff. Ensure teachers provide a curriculum that supports pupils at risk of underachieving including those
with EAL and SEN.
Activities to promote the effective use of assessment to inform curriculum planning
To provide training, support and moderation for the Foundation Stage Profile. To further develop and refine the Foundation Stage Record as an assessment for learning tool. To provide training in observation as a tool for assessment.
Activities to promote the foundation stage as a key element of the primary strategy
To promote 'Excellence and Enjoyment' within all Foundation Stage settings To ensure that transition from the Foundation Stage to KS1 is seamless in relation to the
curriculum To ensure that the Primary Leadership Programme is offered to Nursery School Headteachers. To use and promote the role of the Nursery School Headteachers to disseminate good
practice. Develop Foundation Stage ASTs
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Success Criteria
Ensure all courses both for maintained and private and voluntary settings contain best practice examples from local, national and international research by September 2005
Ofsted Reports indicate that Headteachers in primary and nursery schools are leading and managing effective learning focused schools with particular reference to the Foundation Stage by September 2005.
Ofsted Reports identify schools are delivering a high quality curriculum that supports children's learning and enables them to achieve high standards
The target for QTS is met (1 QTS to 10 non-maintained settings) Southwark moderates 50% of schools for the Foundation Stage Profile and
provides training for the other 50% in line with QCA requirements
Monitoring and Evaluation
Quality Sub Group (EYDCP) Senior Adviser for Early Years Ofsted Reports Early Years Advisory Teachers Early Years Specialist Teachers Link Adviser Reports
Target Group
Nursery classes and schools Foundation Stage Classes Private and Voluntary
Providers Year 1 (Transition)
Responsibility
Early Years Advisory Teachers Early Years Specialist Teachers Early Years Advisory Teachers Senior Adviser for Early Years
Links with other Plans
EYDCP Children's Centre Plans
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1.3. Maximise pupil achievement through improving continuity and progression for 0-6 years,
particularly in relation to the CO-ordination of national initiatives such as EYDCP;
Activities to promote continuity for birth to three
To make effective links with Birth to Three Matters to ensure that there is consistency of approach
to learning and teaching from 0-5 years. To provide training in Birth to Three Matters cascading national training received in January
2004. To provide training on how to plan effectively using the Birth to Three Matters To provide training for practitioners in nursery settings in using the information from Birth to
Three to plan for learning within the Foundation Stage Curriculum
Activities to Promote continuity from Foundation Stage to year 1
To enable practitioners to use the information from the Foundation Stage Profile effectively. To develop teaching styles in Year 1 that are promote effective learning and enable children to
attain high standards To work effectively with Literacy and Numeracy Consultants in promoting high quality learning
opportunities in both Foundation Stage and Year 1. To work with Headteachers to raise understanding of the Foundation Stage curriculum and
transfer issues.
Activities to promote achievement through a coordinated approach to sure start, Extended schools, children's centers, nn1
To focus on high quality services and teaching and learning within all government initiatives. To have a strategic overview of developments and to plan a coherent approach to avoid
duplication and overlap. To be pro-active in readiness for Children's Trust initiatives To review the working of the EYDCP in line with DfES guidance-consider other options e.g.
part of the Children and Young Peoples Strategic Partnership Undertake DfES/Sure Start Self-Assessment Document as a baseline for auditing current
services. To focus on the impact of services to children and their families. (Focus on quality as well as
quantity). To follow recommendations in the recent White Paper based on 'Every Child Matters'.
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Success Criteria
Children achieve high standards as evidenced in Section 4 and 10 Ofsted inspections of maintained and private and voluntary settings.
Assessment is used effectively to plan children's learning and progress is reported to be good through Ofsted and LEA monitoring.
Children attain standards that are at least in line with their statistical neighbours within the Foundation Stage.
High quality services offered in Neighbourhood Nurseries and Children's Centres that enable children to attain high standards.
Children's Centre Plans accepted by the Sure Start Unit. Combined inspections of integrated centers show that high quality provision
is available to children and their families. Clear lines of management are established and the EYDCP works
effectively and is focused on raising the attainment of children in Southwark.
Monitoring and Evaluation
EYDCP CEA Senior Adviser for Early Years Early Years Advisory Teachers Early Years Specialist Teachers
Target Group
Nursery classes and schools Foundation Stage Classes Private and Voluntary
Providers Year 1 (Transition)
Responsibility
Early Years Advisory Teachers Early Years Specialist Teachers Early Years Advisory Teachers Senior Adviser for Early Years
Links with other Plans
EYDCP Children's Centre Plans
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1.4. Improve the performance of particular groups of pupils;
Activities to raise attainment of underachieving groups
Train staff to plan for different learning styles for all groups with specific reference to White
working class boys. To monitor effective use of EMAG in relation to underachieving groups. (Ensuring schools
have undertaken an audit to identify children) Data on ethnicity to be collected in line with requirements in the Race Relations (Amendment)
Act. Encourage schools to collect data and to act on the information, ensuring schools can judge
impact of actions. Identify the most vulnerable/hard to reach groups such as asylum seekers, refugees, and
families in temporary housing. Ensure that those children who are gifted and talented are identified and challenged in their
learning.
Activities to raise attainment of children with Special educational needs
Ensure that all maintained early years settings have access to a trained SENCO, that all private
and voluntary settings have access to a SENCO who has QTS (ratio of 1:20 EYDCP target) Begin to appoint specialists (see below) Ensure all settings are complying with the Disability Discrimination Act and Accessibility Plans
are in place. Start to work with groups on 'Access to Inclusion'. Ensure every setting has a named SENCO, and that SENCO training is focused on raising
standards. Focus support on the areas of identified need-challenging behaviour, Speech and Language
and ADHT.
Activities to raise attainment of children with English as an additional language
To monitor effective use of EMAG in relation to children with English as an additional
language. (Ensuring schools have undertaken an audit to identify children and their stages of competency with English)
Ensure that bi-lingual support is available in schools where it is needed. Promote Family Literacy and Numeracy projects. Appoint a teacher with a specialism in EAL to work with the private and voluntary sector as part
of the QTS ratio.
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Success Criteria
All children make good progress towards standards that are at least in line with statistical neighbours.
All children to achieve standards that are in line with national expectations as outlined in the Foundation Stage Curriculum.
Children in Local Sure Start Programmes achieve the nationally expected standards in Personal, social and emotional development and Communication, Language and Literacy (Sure Start Targets).
EMAG funding is appropriately targeted so that children make good progress in learning.
All children make good progress in learning as evidenced in their Records of Achievement.
Monitoring and Evaluation
EYDCP Senior Adviser for Early Years EMAG Adviser SEN Adviser Link Advisers Early Years Specialist Teachers Area SENCOs Early Years Advisory Teachers
Target Group
Early Years classes and schools
Foundation Stage Classes Private and Voluntary
Providers Year 1 (Transition)
Responsibility
Early Years Advisory Teachers Early Years Specialist Teachers Early Years Advisory Teachers Senior Adviser for Early Years
Links with other Plans
EYDCP Children’s Centre Plans Extended Schools
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1.5. Improve leadership and management and teaching and raise pupil achievement by developing
robust systems for self-review and evaluation;
Activities to develop self review and evaluation
Encourage schools and private and voluntary settings to achieve a recognised Achievement
Award (EYDCP target) Encourage nursery schools to complete an S4 with their staff and governors on a regular
basis. To consider promoting the use of Effective Early Learning (EEL) as a self-evaluation tool within
high quality settings. To ensure that Headteachers are encouraged to participate in the Primary Leadership
Programme To use 'Listening to Children' materials to support school self-review. To develop a programme of governor training in school self review.
Activities to improve the quality of leadership and management
Audit needs by consulting with the Early Years staff including Day Nursery Managers To promote training in leadership and management for owners and managers of private and
voluntary settings.
Success Criteria
Leadership and management is identified to be at least satisfactory in Ofsted and Link Adviser Reports
The completion of S4 enables governors of nursery schools to engage in dialogue with schools in relation to strengths and weaknesses.
A range of courses is available in the Training Booklet and is well attended by managers.
Effective policies and practices highlighted in courses, implemented by settings and positively impacting on children's learning.
Effective management systems are identified on Development/Improvement Plans.
Settings are able to identify their own strengths and weaknesses more effectively and training supports development successfully.
Monitoring and Evaluation
Ofsted Reports for maintained and private and voluntary settings. Link Adviser Reports Quality Sub-group (EYDCP) Early Years Specialist Teachers Early Years Advisory Teachers Senior Adviser for Early Years
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Target Group
Foundation Stage classes and schools
Foundation Stage Classes Private and Voluntary
Providers
Responsibility
Early Years Advisory Teachers Early Years Specialist Teachers Senior Adviser for Early Years
Links with other Plans
EYDCP Children's Centre Plans
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1.6 Improve Continuing Professional Development (CPD) provision and practice
Activities to improve the quality of training
Ensure recent research such as EPPE and SPEEL is used effectively Ensure consistent messages are given by literacy and numeracy consultants and early years'
staff. Ensure practitioners are encouraged to develop their own thinking (Planning must no longer be
undertaken for practitioners) Ensure there is coherence to training through the Primary Strategy. Ensure barriers to training are removed by making courses accessible to all practitioners. Ensure training booklets are produced on time and distributed to settings. Ensure courses are updated and not delivered year on year and are differentiated.
Activities to improve the quality of support
To deliver support to settings in line with the school system-support in inverse proportion to
success. Ensure support is coordinated effectively in settings through coordinating meetings that involve
specialist teachers, PSLA Development Workers and Area SENCOs Ensure the impact of support is carefully monitored. Ensure the expertise in nursery schools is used effectively to improve the quality of teaching
and learning in all settings.
Success Criteria
All support is targeted effectively and settings causing concern make the required improvements.
Transparent system for the allocation of support that is understood by all settings
Evaluation of training is consistently good. Quality of teaching and learning is graded at least satisfactory by Ofsted
and Link Advisers
Monitoring and Evaluation
Ofsted Reports for maintained and private and voluntary settings. Link Adviser Reports Quality Sub-group (EYDCP) Early Years Specialist Teachers Early Years Advisory Teachers Senior Adviser for Early Years
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Target Group
Foundation Stage classes and schools
Foundation Stage Classes Private and Voluntary
Providers
Responsibility
Early Years Advisory Teachers Early Years Specialist Teachers Senior Adviser for Early Years
Links with other Plans
EYDCP Children's Centre Plans
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1.7 Improve the quality of teaching and learning by raising the skills, knowledge and understanding of
the Early Years staff;
Activities to
Improve knowledge and understanding of needs of EAL learners in Early Years settings
through provision of a) “best practice” observation opportunities and b) training programme on EAL acquisition.
Success Criteria
EAL learners have accelerated English language acquisition.
Monitoring and Evaluation
Establish baseline judgements in volunteer sample settings. Measure progress of learners against baseline. Evaluate against Southwark and national data.
Target Group
Foundation Stage and EY teaching and support staff
Responsibility
EMA team leader Refugee and asylum consultant
Links with other Plans
Southwark Council Strategic Aims
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1.8 Improve the breadth and balance of the Early Years Curriculum in schools and other settings
through the effective implementation of the Foundation Stage Guidance and the Early Years Learning Goals. Ensure the effective implementation of the foundation stage guidance, the Early Learning Goals and the use of new technologies across schools and early years settings, ensuring a broad, balanced curriculum and reflecting the ethnic diversity within Southwark;
Activities to
Assist teachers and support staff in Foundation Stage and EY settings to draw upon ethnic
diversity as a positive source for learning. Via a) core training b) observing “best practice”
Activities to
Disseminate national features of research and empirical good practice. E.g. published
resources, research and project findings.
Success Criteria
Ethnic minority groups demonstrate accelerated progress against current baselines by July 2005
Foundation Stage teachers and EY staff confident in accessing resources and interpreting uses.
Monitoring and Evaluation
Termly assessment of ethnic minority group progress in sample settings. Teacher and support staff questionnaires.
Target Group
Teachers and support staff in Foundation Stage and EY settings
Responsibility
EMA team leader EMA team consultants
Links with other Plans
Southwark Council Strategic Aims EMA Strategy
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1.9 Improve ICT provision and practice in the Foundation Stage;
Activities to provide interactive technology to all nursery schools, train staff in its use, and continue to provide guidance and support on using ICT in the foundation stage curriculum
Ensure all nursery schools have an interactive whiteboard by August 2004 Provide central training in their use Provide hands on support in foundation stage classes and schools Share good practice through the ICT newsletter, good practice website and through follow up
meetings
Success Criteria
Interactive whiteboards are used regularly by staff and children Teachers plan for children to use appropriate electronic content regularly as
part of daily activities Children acquire confidence and basic skills with a range of content and
applications Children enjoy working with electronic content and applications Children are confident to control common electronic devices
Monitoring and Evaluation
Link advisers through their programme of visits Foundation stage consultants when advising and observing in classes Headteachers through regular monitoring of classes
Target Group
Foundation stage practitioners Foundation stage managers Headteachers
Responsibility
Foundation stage consultants ICT adviser ICT advisory teacher
Links with other Plans
LEA/council ICT strategy ICT business plan and advisory action plans Foundation stage business plan and action plans
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PRIORITY 1B: RAISING ATTAINMENT IN THE PRIMARY PHASE Objectives 1b.1 Improve the quality of teaching and learning;
Activities to synergise the national priorities of raising standards at Key Stage 2 in basic skills to the specific local needs of schools through the introduction, implementation and maintenance of the ISP and through:
• Consultation with Headteachers • The identification of underperforming schools through the interrogation of data • The review of the categories of schools through evaluating cross-service field knowledge to
inform planning and support • Targeting Standards Funding appropriately • Drawing up with the targeted schools a focused RAP • Implementation, and evaluation of the progress, of the ISP • The appointment of additional teaching and learning consultants to ensure the programmes
can be developed and delivered effectively
Activities to raise attainment through the Leadership Programme in identified schools by
• Developing the identified leadership groups to raise attainment through their own in-school task
force • Collaboratively matching the focused objectives of the programme with each school’s own
improvement agenda so improvements are sustainable within the individual contexts when consultant support is withdrawn
• Determining the support that should be given to the school so that they can develop clear and rigorous self-evaluation systems and structures
Activities to identify and share Best Practice.
• Maintain and further develop the Leading teacher/coordinator programme • Ensure the effective deployment of consultants to support schools raise standards and share
good practice Extend accreditation through the Basic Skills Quality Mark to an increased number of primary
schools Develop best practice website
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Success Criteria
• 22% of primary schools participate fully in the ISP programme as from January 2004; a further 33% of schools join the programme in April 2004.
• A more cohesive and focused approach to school improvement is developed through closer working patterns between Link Advisers and Consultants.
• Learning and teaching is the central focus of development in ISP schools. • Empowered schools make sustainable improvement towards self-evaluation
through well-structured systems and through high quality learning and teaching.
• Clear links between all levels of strategic planning in schools are established consistently in ISP schools.
• Lists of targeted children are identified in each ISP school and systematic monitoring of the progress of these pupils against mathematics and literacy class targets is established.
• Target groups of pupils make progress, which exceeds the national rate of progress.
• ISP Schools are supported in developing and sustaining assessment and tracking systems.
• Targeted pupils in ISP schools make greater progress than the national trend
• ISP Schools more effectively interrogate their own data and target their own work and resources more effectively.
• Ongoing effective support for the development of high quality teaching and learning is targeted in inverse proportion to success.
• Revised working patterns for key staff. • Teams are updated regularly by Regional Training and the work of the team
is monitored through the National Strategies. • Training is effectively targeted to meet emerging local needs and national
priorities. • Best Practice is identified and shared through appropriate networking. • Increased collaborative leadership and responsibility for teaching and
learning will be a feature of good leadership within those schools participating in the Leadership Programme as evidenced by the analysis of OfSTED reports where leadership of SMT and subject leaders is judged good or better by 10%.
Monitoring and Evaluation
• School review meeting in ISP schools • Analysis of link adviser review visits termly • Analysis of SSRE annually • Analysis of OFSTED reports • Evaluation through SIG meetings on specified schools • Termly evaluation report by Strategy Manager • Regular evaluation by Regional Director to review outputs • Termly evaluation of OfSTED Reports and school review reports • Analysis of performance data • Analysis of feedback from schools and staff
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Target Group
Headteachers Leadership groups Staff Leading maths/Literacy
Teachers Subject leaders Support staff
Responsibility
Head of Pupil Achievement and Performance
Head of Primary School Improvement
Primary Strategy Manager Consultants Link Advisers
Links with other Plans 1a Post-OfSTED Action Plan, EDP 2, EDET, 1b Annual Plan (4), EDP 2, EDET, 1c Annual Plan (3/4), EDP 2, EDET, 1d EDP 2
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1b.2 Implement the National Primary Strategy;
Activities to raise standards through supporting the implementation of the National Primary Strategy
Link Advisers supported by consultants review the Primary Strategy provision and conduct a
needs analysis. Ensure the effective delivery of the National Primary Strategy through appropriate and
differentiated support, consultancy and training based on the outcomes of the needs analysis. Detailed analysis of local and contextual data to identify targeted schools including information
gathered from the SSRE visits through leadership and management, learning and teaching. Promote self-evaluating schools through ensuring that schools implement effective systems for
the monitoring and evaluation of leader. PSM, Consultants and relevant officers receive appropriate training to ensure they are updated
with key research and national priorities.
Success Criteria • 90% of schools have 100% of teaching judged satisfactory or better. • 90% of schools have 40% of teaching judged good or better. • 90% of schools use data effectively to set targets at individual pupil level. • 90% of schools use assessment data effectively to inform self-evaluation. • Proportion of children achieving L4+ in national tests rises at a faster rate than
statistical neighbours.
Monitoring and Evaluation
• Analysis of link adviser review visits termly • Analysis of SSRE annually • Analysis of OFSTED reports • Evaluation through SIG meetings on specified schools • Termly evaluation report by Strategy Manager • Regular evaluation by Regional Director to review outputs • Termly evaluation of OfSTED Reports and school review reports • Analysis of performance data • Analysis of feedback from schools and staff • Analysis of feedback from schools and staff
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Target Group
Headteachers Leadership groups Staff Leading maths/Literacy
Teachers Subject leaders Support staff
Responsibility
Head of Pupil Achievement and Performance
Head of Primary School Improvement
Primary Strategy Manager Consultants Link Advisers
Links with other Plans
1a Post-OfSTED Action Plan, EDP 2, EDET, 1b Annual Plan (4), EDP 2, EDET, 1c Annual Plan (3/4), EDP 2, EDET, 1d EDP 2
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1b.3 Improve the breadth and balance of the curriculum, including key skills, in Key Stages 1 and 2 by
supporting the provision of an enriched primary curriculum;
Activities to improve and evaluate breadth and balance of the curriculum through:
Reviewing curriculum provision through dedicated school visits by Link Advisers supported by
Consultants to ensure all schools have curriculum plans which identify key knowledge, skills and understanding at subject level and promote an appropriately broad and balanced curriculum
Introduce pilot project to improve the effective inter-subject links between Literacy skills and the creative arts to raise pupil attainment and promote personal and social skills and higher order thinking skills
Activities to raise attainment through extending opportunities for accreditation of the Basic Skills Quality Mark
Extend accreditation through the Basic Skills Quality Mark to an increased number of primary schools.
Establish a sustainable mentoring and coaching system to support the accreditation process of the Basic Skills Quality Mark
Extend the number of assessors within the LEA to ensure that there is adequate provision for the assessment of an increased number of schools wishing to be accredited.
Success Criteria
2% of primary schools and 28% of Special Schools are accredited to the Basic Skills Quality Marks over the next 2 years
Increase the Basic Skills Assessors by 4 named people during the first year Targeted schools implement and evaluate the pilot programme for linking
Literacy skills to creative arts
Monitoring and Evaluation
• Analysis of link adviser dedicated review visits • Analysis of SSRE annually • Analysis of OFSTED reports • Evaluation through SIG meetings on specified schools • Termly evaluation report by Strategy Manager • Regular evaluation by Basic Skills Agency • Termly evaluation of OfSTED Reports and school review reports • Analysis of feedback from schools and staff
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Target Group Headteachers Leadership groups Staff Leading maths/Literacy
Teachers Subject leaders Support staff
Responsibility Head of Pupil Achievement and
Performance Head of Primary School
Improvement Primary Strategy Manager Consultants Link Advisers Basic Skills Assessors
Links with other Plans 1a Post-OfSTED Action Plan, EDP 2, EDET, 1b Annual
Plan (4), EDP 2, EDET, 1c Annual Plan (3/4), EDP 2, EDET, 1d EDP 2
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1b.4 Improve the leadership and management of curriculum areas
Activities to Manage and further develop the Leading teacher/co-ordinator programme. Co-ordinate the work of ISP Consultants, Consultant Leaders and Advisers to ensure effective
communication Provide consultancy and training on effective subject leadership that focuses on raising
attainment through learning-centred leadership Manage and further develop middle management learning networks Further develop the Leadership programme as above
Success Criteria
Sharpened focus on middle and senior learning-centred leadership strengthened as evidenced in OfSTED reports by the improved proportion of curriculum managers judged to be satisfactory or better by OFSTED or LEA by 10% annually
Proportion of children achieving L4+ in national tests rises at a faster rate than statistical neighbours
Team of Leading Literacy and Numeracy teachers extended and effectively deployed as evidenced by school feedback
Local and national priorities addressed through increased shared accountability for improvement
Best practice in LEAs and in schools is disseminated and shared through effective networking
Increased organisational and individual capacity
Monitoring and Evaluation
Analysis of link adviser review visits termly Analysis of SSRE annually Analysis of OFSTED reports Evaluation through SIG meetings on specified schools Termly evaluation report by Strategy Manager Regular evaluation by Regional Director to review outputs Termly evaluation of OfSTED Reports and school review reports Analysis of performance data Analysis of feedback from schools and staff
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Target Group
Subject Leaders Consultant Leaders Leading teachers Advisers School leadership teams Headteachers Leadership groups Staff Leading maths/Literacy
Teachers Subject leaders Support staff
Responsibility
LEA Advisers Head of Primary School
Improvement PSM Consultants Leading teachers
Links with other Plans 1a Post-OfSTED Action Plan, EDP 2, EDET, 1b Annual Plan (4), EDP 2, EDET, 1c Annual Plan (3/4), EDP 2, EDET, 1d EDP 2
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1b.5 Improve the performance of particular groups of pupils
Activities to enhance the work of schools in raising levels of attainment of minority ethnic pupils above averages for similar LEAs
Conduct audit of attainment to identify sources of good practice within Southwark. Audit low and differential attainment at end of KS1 and KS2. Provide opportunities for networking and dissemination of good practice from within
Southwark. Disseminate national good practice e.g. sharing research findings, LEA reports etc. with
schools. Provide training for Senior management teams, EMA and EAL coordinators, LSAs and other
school staff on curricular, race equality and EAL issues. Ensure that the means of identifying and targeting underachieving groups of pupils are in place
in over 90% of schools.
Activities to modify curriculum frameworks to meet the needs of under-achieving groups of pupils.
Audit curriculum provision in selected schools. Assist schools to adapt curriculum frameworks and resources to increase minority ethnic pupil
attainment, particularly African Caribbean pupils.
Activities to aid schools in their development of strategies to support the learning of EAL pupils.
Facilitate “best practice” networking opportunities for EAL coordinators. Provide training programme for EAL coordinators on curriculum and language development for
EAL.
Success Criteria
Increase in schools becoming self-reliant in delivery of good practice in EMA and EAL provision.
Improved results at end of KS2 for underachieving minority ethnic pupils 2005 and 2006 in target schools from audit of need.
Improved, extended and sustained networking arrangements for EAL and EMA coordinators.
Identification of target staff in each school.
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Monitoring and Evaluation
Termly collation of training and networking attendance. Questionnaire on effectiveness of provision on annual basis to be issued to
participant training schools. Record maintained of number of schools receiving a) core training b)
specifically –targeted support. Recorded performance of targeted –support schools at end KS1 and KS2. Improvement in attainment measured for each major ethnic group within
school against 2004 results.
Target Group
EAL and EMA coordinators in schools with general underperformance against Southwark norms
Schools with internal differentials in performance between ethnic minority groups
Responsibility
EMA team leader
Links with other Plans
Southwark Council Strategic Aims
1b 6. Activities to : Develop policy and practice in provision for Gifted and Talented pupils
Provide activity and support to enable gifted and talented pupils to attain the highest grade
levels at KS1 and KS2 Discuss with LEA/SID how to enable all Primary schools to benefit from the Gifted and
Talented initiative. Provide professional development for teachers to ensure they have appropriate
skills/knowledge to provide opportunity for Gifted and Talented Pupils Continue to develop nationally organised enrichment/extension opportunities for Gifted and
Talented Pupils.
Activities to : Develop improved policy and practice for inclusion and reduce levels of pupil exclusion
Develop improved policy and practice for Inclusion and reduce levels of exclusion Provide initial training and enhance CPD for PLM’s and PLSU managers Develop links to support Primary Strategy Further develop data collection
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Audit PLM provision Support schools to develop whole school integrated approach to inclusion Support development of alternative curriculum provision for pupils at risk of exclusion
Activities to : Support Pupil progression and Transition
Continue primary re-engineering review following successful re-alignment of resources Support primary schools in implementing BIP Support schools through transition process KS2 to KS3 Set up procedures to enhance transfer of pupil information
ACTIVITIES TO : SUPPORT THE USE OF NEW TECHNOLOGY TO IMPROVE TEACHING AND LEARNING AND ATTAINMENT ACROSS THE CURRICULUM.
Provide training for teachers in the use of new technology in subjects across the curriculum Work with KS3/primary consultants and advisory teachers to support the use of ICT in
subjects across the curriculum Provide support materials for the use of ICT in curriculum projects such as schemes of work,
lesson plans and worksheets Maintain a booking system to allow teachers to visit with their classes for independent or
supported use of the CLC Act as a test bed for the use of new technology across the curriculum Ensure the CLC building and resources are maintained as leading edge so that the CLC can
offer more than what is currently available in schools Provide high quality out of school hours sessions for KS2, KS3 and KS4 Work closely with and support the other EiC strands
Activities to : To promote effective leadership and management in schools and strengthen collaborative partnership working
Continue to support development of Primary Partnership and links with schools Strengthen and enhance links with LEA, SID, Access and Inclusion and London Challenge Support the implementation of LEA plan Review and revise EiC Development plan to extend through to 2006 Support the development of Extended Schools and BIP initiatives Undertake ‘EiC Re-Engineering’ review and revision programme Introduce the DfES EiC Peer Review process Support development of links and activities in Action Zones to EiC and LEA plans and
priorities
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Success Criteria Progress towards EiC Development plan priorities Progress against EiC/LEA performance targets relating to attainment,
exclusion and progression Implementation of changes arising from ‘Re-Engineering’ Peer Review Process judges EIC overall good or better Increase in percentage of pupils attaining level 3 at KS1 and level 5 at All schools receive support for Gifted and Talented Teachers have the knowledge to provide well for Gifted and Talented
Pupils within the classroom Targeted learning opportunities are offered for all Gifted and Talented
Pupils
Monitoring and Evaluation Monitoring of strands against targets and quality criteria Use of LM/LSU audit tool Programme of monitoring visits Monitoring of progress against EiC targets Annual Report and plan EiC Peer Review and Self-Evaluation Use of Partnership agreed external evaluation
Target Group
Headteachers Senior School Staff Curriculum Leaders Teachers Learning Mentors
Responsibility
EiC Co-ordinator GTP Co-ordinator Primary Co-ordinator CLC Manager Action Zone Managers
Links with other Plans
EiC Development plan 2003-6 LIG Implementation plan Aimhigher local and area plan Behaviour Support Plan including BIP ICT Development Plan
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PRIORITY 1C/D: RAISING ATTAINMENT IN LITERACY AND MATHEMATICS THROUGH THE IMPLEMENTATION OF THE NATIONAL STRATEGY 1c.1 Improve the quality of teaching and learning in all schools but especially targeted schools;
Activities
Provide flexible models of school-based consultancy and training for all ‘intensive’, medium
and light support schools in curriculum planning and delivery Provide school-based guidance and training for targeted schools in assessment and curricular
target setting for classes, groups and individual pupils, including the use of ICT databases for pupil tracking.
Provide guidance, training and support for targeted schools on the use of ICT to enhance the teaching of literacy and mathematics
Plan and deliver central and school-based training programme on the effective teaching of all aspects of literacy and mathematics in the Foundation stage and at KS1 and KS2, with an emphasis on aspects of teacher subject knowledge
Success Criteria
LEA achieves 2004 targets for KS2 English/Mathematics LEA achieves 2004 targets for KS1 English/Mathematics Percentage of schools’ performance that is in line with or better than similar
schools at the end of KS2 increases by 10% annually 100% teachers in ISP schools participate in central or school-based training
programmes Progress in ISP schools exceeds that of the national rate of progress 98% training evaluations are satisfactory or better and 80% good and better
Monitoring and Evaluation
Report by Senior Teaching and Learning Consultants • School review meeting in ISP schools • Analysis of link adviser review visits termly • Analysis of SSRE annually • Analysis of OFSTED reports • Evaluation through SIG meetings on specified schools • Termly evaluation report by Strategy Manager • Regular evaluation by Regional Director to review outputs • Termly evaluation of OfSTED Reports and school review reports • Analysis of performance data • Analysis of feedback from schools and staff
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Target Group
Headteachers, DHTs, Assessment Co-ordinators Strategy Coordinators Leading teachers Teachers Teaching assistants
Responsibility
Head of Pupil Achievement and Performance
Head of Primary School Improvement
Primary Strategy Manager Consultants Link Advisers
Links with other Plans
1a Post-OfSTED Action Plan, EDP 2, EDET, 1b Annual Plan (4), EDP 2, EDET, 1c Annual Plan (3/4), EDP 2, EDET, 1d EDP 2
1c.2 Improve the use of school-based data to inform planning for targeted intervention to raise
achievement
Activities
Undertake an audit of standards in literacy/mathematics and evaluate the quality of planning,
teaching and assessment Accelerate pupil progress by developing teacher knowledge and understanding through the
provision of guidance and training of the analysis of performance data and target setting Provide central training on each of the National Strategy intervention programmes to
accelerate the progress of underachieving pupils. Pilot Wave 3 Intervention Programmes in identified schools
Success Criteria
LEA achieves 2004 targets for KS2 English/ Mathematics LEA achieves 2004 targets for KS1 English/ Mathematics All intensive/ medium support schools use audit information to inform action
planning and target setting Under – achieving groups of children are identified and appropriate
interventions implemented Progress is accelerated for pupils receiving intervention support (Wave 2
and 3)– attainment gap narrows
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Monitoring and Evaluation
Report by Senior Teaching and Learning Consultants School review meeting in ISP schools Analysis of link adviser review visits termly Analysis of SSRE annually Analysis of OFSTED reports Evaluation through SIG meetings on specified schools Termly evaluation report by Strategy Manager Regular evaluation by Regional Director to review outputs Termly evaluation of OfSTED Reports and school review reports Analysis of performance data Analysis of feedback from schools and staff
Target Group
Headteachers, DHTs, Assessment Co-ordinators Strategy Co-ordinators Leading teachers Teachers Teaching assistants
Responsibility
Head of Pupil Achievement and Performance
Head of Primary School Improvement
Primary Strategy Manager Consultants Link Advisers
Links with other Plans
1a Post-OfSTED Action Plan, EDP 2, EDET, 1b Annual Plan (4), EDP 2, EDET, 1c Annual Plan (3/4), EDP 2, EDET, 1d EDP 2
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1c.3 Improve ICT provision and practice
Activities to increase the use of interactive ICT resources and content with pupils
Primary advisory team central training on the use of interactive resources Provide hands on support with the use of interactive resources in classrooms Model the use of relevant content e.g. Easiteach numeracy content and numeracy strategy
resources Ensure the relevant use of ICT is incorporated into NNS strategy training Share good practice in the use of ICT through ICT newsletter, good practice website and
through NNS training sessions
Success Criteria
All teachers with interactive resources receive training and hands on support
Numeracy training incorporates how good to use ICT and good practice is shared
Good practice in the use of ICT in numeracy teaching is shared through the newsletter and website
A wider range of content is used increasingly in all schools
Monitoring and Evaluation
Link advisers monitor the impact through school visits Senior primary strategy consultants monitor training to ensure ICT is
included Primary consultants report on their work to extend the use of ICT to the
primary strategy manager
Target Group
Numeracy coordinators All teachers Headteachers
Responsibility
The primary strategy manager Senior strategy consultants Primary consultants Link advisers
Links with other Plans
LEA/council ICT strategy ICT business plan and advisory teacher action plans The national numeracy strategy implementation plan
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PRIORITY 2A: RAISING ATTAINMENT IN KEY STAGE 3 2a.1 Improve the quality of teaching in targeted schools by ensuring that teachers accelerate the pace
of pupil progress through the use of prior attainment data, formative assessment of individual pupil target setting;
Activities to ensure that good practice in assessment for learning as a means of raising standards and motivating pupils is a feature in all schools
Provide training in Key Stage 3 Assessment for Learning (AFL) Target consultant support at schools identifying AFL as a priority and those schools identified
as in need of support by through LEA reviews or Ofsted inspections
Success Criteria
Training is well attended and positively evaluated Positive feedback on AFL in LEA reviews and Ofsted reports AFL focus leads to improvements in teaching and learning and raises
achievement so that 2005 targets are met in core subjects and ICT Improved teacher assessment levels in foundation subjects in targeted
schools
Monitoring and Evaluation
LEA Strategy Manager to monitor and evaluate impact of consultant support through review of contracts and notes of visit
Link Advisers to review progress in AFL through termly visits to schools LEA KS3 reviews in targeted schools
Target Group
Schools choosing to prioritise AFL in line with SIP priorities
Schools identified as in need of support in AFL
Responsibility
LEA Strategy Manager Lead Consultants for AFL Principal Secondary Adviser
Links with other Plans
KS3 Business Plan KS3 Initiative Plan LIG EIC
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2a.2 Improve the quality and consistency of teaching and learning in targeted schools through the use of effective behaviour management strategies;
Activities to ensure that support for behaviour and attendance complements:
o activities designed to improve teaching and learning and raise standards in other subject strands
o the work of other LEA services providing support for behaviour and attendance issues
Deliver Key Stage 3 training programme for behaviour and attendance strand Continue to provide support to schools in completion of behaviour and attendance audits and
action plans Liaise with BEST team and EIC co-ordinator to ensure effectively coordinated support in BIP
schools Liaise with EWAS to ensure coordinated support for improving attendance Provide targeted consultant support to schools at intensive, medium or light levels according to
identified needs Deploy consultant to work with subject consultants where there are particular behaviour issues Deploy consultant to work with lead behaviour professionals on whole school issues
Success Criteria
Training is well attended and positively evaluated Positive feedback on pupil behaviour in LEA reviews and Ofsted reports Targeted support for behaviour and attendance leads to improved learning
and raises achievement so that 2005 targets are met Senior leaders positively evaluate support for behaviour and attendance
strand
Monitoring and Evaluation
LEA Strategy Manager to monitor and evaluate impact of consultant support through review of contracts and notes of visit
Link Advisers to review progress in improving behaviour and attendance through termly visits to schools
LEA KS3 reviews in targeted schools Ofsted reports
Target Group
Schools choosing to prioritise behaviour and attendance in line with SIP priorities
Schools identified as in need of support in
Improving behaviour and attendance
Responsibility
LEA Strategy Manager KS3 Behaviour and Attendance
consultant EIC co-ordinator
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Links with other Plans
KS3 Business Plan KS3 Initiative Plan LIG EIC
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2a.3 To ensure that all pupils have access to a broad range of curriculum opportunities, appropriate to
their abilities and aspirations
Activities to ensure that Key Stage 3 curriculum is enhanced through implementation of cross-curricular initiatives
Roll out KS3 training programmes and provide targeted consultant support in; Assessment for Learning ICT across the curriculum Lessons in learning (Thinking skills) Literacy across the curriculum Investigate possibility of alternative curriculum models for example pilot of two year
Key Stage 3
Success Criteria
Training is positively evaluated Positive feedback on impact of cross-curricular input in LEA reviews and
Ofsted reports Greater consistency of approach noted across departments More coherent curriculum supports improvements in teaching and learning
and raises achievement so that 2005 targets are met
Monitoring and Evaluation
LEA Strategy Manager to monitor and evaluate impact of consultant support through review of contracts and notes of visit
Link Advisers to review progress in AFL and quality and effectiveness of tracking /targeting systems through termly visits to schools
LEA KS3 reviews in targeted schools
Target Group
Schools identifying particular whole school themes through SSRE process
LEA identified schools
Responsibility
LEA Strategy Manager Named lead consultants for each
cross curricular initiative Link Advisers Principal Adviser Secondary
(AFL)
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Links with other Plans
KS3 Business Plan KS3 Initiative Plan LIG EIC
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2a.4 To promote systems for assessment, recording and reporting of pupil progress and the use of
pupil level targets;
Activities to ensure that all schools have effective systems for tracking and targeting based on evidence of the prior attainment of individual pupils
Review quality of school tracking and targeting systems Provide training on use of Pupil Achievement Tracker (PAT)
Success Criteria
All schools have comprehensive tracking and targeting systems which are effectively used to improve individual and overall achievement
Effective targeting leads to significant reduction in numbers of pupils who do not progress at least one level across the key stage as shown in yearly conversion tables from KS3 strategy
Monitoring and Evaluation
Link Advisers to review quality and effectiveness of tracking /targeting systems in termly visits to support schools’ SSRE
Target Group
Schools where conversion data indicates high proportions of non-moving level 3 and 4 pupils across the key stage
Responsibility
LEA Strategy Manager MIAS ICT adviser Named lead consultant with
responsibility for data and target setting
Links with other Plans
KS3 Business Plan KS3 Initiative Plan LIG EIC
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2a.5 Improve curriculum continuity and progression through targeted support programmes that
prepare individual pupils for, and support them through periods of transition from KS2 to KS3;
Activities to improve curriculum links between Years 6 and 7 across Southwark schools and ensure that pupils do not stagnate or regress in their learning or achievement
Lead cross-service transition strategy group including primary and secondary headteachers
/representatives, EIC and Peckham Action Zone to produce an action plan which will identify practical methods of improving continuity and progression in pupils’ learning experiences
Participate in KS3 Strategy/London Challenge Transfer and Transition pilot for English and Mathematics
Provide training in Y6-7 transition modules for English, mathematics and ICT Encourage all secondary and Southwark feeder schools to use transition modules Monitor quality of summer school provision where offered as part of intervention strategies Encourage cross-LEA use of Year 7 progress tests
Success Criteria
Action plan produced and operational by second half of summer term All schools using transition booklets In English and mathematics and ICT
transition module All schools using Year 7 progress tests, results of tests show positive
outcomes in terms of progress Curriculum planning and teaching in Year 7 takes greater account of pupils’
previous learning experiences Improved attitudes to learning throughout Year 7 Evidence of greater contact between Southwark primary and secondary
schools
Monitoring and Evaluation
Link advisers and lead consultants report on use of transition materials Outcomes of Year 7 progress tests Outcomes of pupil surveys in LEA reviews Report on work of transition strategy group to head of pupil performance
Target Group
Year 6 and 7 teachers Phase coordinators and school
KS3 strategy managers
Responsibility
Principal Primary Adviser LEA Strategy Manager Named lead primary and KS3
consultants
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Links with other Plans
KS3 Business Plan KS3 Initiative Plan LIG EIC
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2a.6 Improve the quality of learning in core skills (including ICT), science and foundation subjects;
Activities to improve the quality of teaching and learning across all subject strands of the strategy through training targeted support, monitoring and feedback.
Deliver KS3 2004-5 national training programme across all subject strands prioritised to local
needs Promote the use of self-study guides “Pedagogy and practice: teaching and learning in
secondary schools” in all Southwark secondary schools to be used according to identified needs through SSRE and external monitoring
Provide intensive, medium or light targeted consultant support across strands and cross curricular projects according to levels of need and priority
Provide coordinated consultancy support in targeted schools Build closer links with Gifted and Talented strand of EIC Target Leading Professionals (ASTs and Leading teachers) to develop and disseminate best
practice and complement work of KS3 consultants Hold regular meetings of Key Stage 3 Steering Group focusing on impact of support from Key
Stage 3 initiative with Tribal Education Liaise closely with Tribal consultants in providing support for targeted pupils in 7 schools facing
challenging circumstances (SFCC)n order to coordinate activities with Key Stage 3 consultants
Success Criteria
Improved standards in line with 2005 targets No schools achieve less than 40% level 5 and above across core subjects Training well attended and positively evaluated Consultants’ and Link Advisers notes of visits show impact of training in
terms of learning outcomes and improved achievement
Monitoring and Evaluation
LEA Strategy Manager to monitor and evaluate impact of consultant support through review of contracts and notes of visit
Link Advisers to monitor quality of teaching and learning through termly visits to schools
LEA KS3 reviews in targeted schools Ofsted reports
Target Group
Support allocated on basis of need identified from data analysis, monitoring and in light of staffing issues
Responsibility
LEA Strategy Manager ICT Adviser Link Advisers Lead consultants – Leading
Professionals EIC liaison
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Links with other Plans
KS3 Business Plan KS3 Initiative Plan LIG EIC
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2a.7 Ensure all schools have effective leadership and management structures and clearly focused
strategies for the implementation of the national strategies to raise standards of attainment;
Activities to provide support and training for school strategy managers and subject leaders and ensure that they are effective in their roles
Three days per year delivered in six half termly sessions for briefing school strategy managers
on developments Identify lead school strategy manager to partake in pilot Link advisers to audit strategic leadership of the strategy annually within termly visits Quality assure and provide targeted funding for intervention plans to maximise attainment Monitor implementation and impact of intervention plans Provide training in coaching for key leaders and subject teams Involve school strategy managers in LEA KS3 reviews Provide network meetings for heads of department Develop cross LEA links to develop best practice through participation in KS3 networking pilot
Success Criteria
School strategy managers are strategic, pro-active, effective and supported in their roles
All schools have good quality, up-to-date KS3 action plans All schools have precisely focused intervention plans which are effectively
followed through Heads of department are effective in their role Positive judgments in LEA reviews and Ofsted Inspections
Monitoring and Evaluation
Attendance at briefings Key Stage 3 review visits Ofsted reports SSRE outcomes Link Adviser visits
Target Group
School Strategy Managers Heads of department
Responsibility
LEA Strategy Manager Link Advisers KS3 Consultants
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2a.8 Improve the quality of teaching and learning in targeted schools through the effective use of new
technologies;
Activities to improve the quality of teaching and learning through the use of interactive ICT to enhance the quality of teaching and to provide access and guidance on the use of electronic content.
Ensure all schools receive interactive Whiteboard technology before the end of the summer
term 2004 for targeted core departments Provide central training for teachers receiving the boards through the City Learning Centre
(CLC) and core subject consultants Provide intensive support to teachers during the year by modelling good practice, giving advice Share good practice through the termly newsletter and website hold a conference in the
summer term 2005 to draw together and share good practice in LEA schools Continue to publicise content available from LGfL and elsewhere through the newsletter and
website and provide training sessions to encourage schools to use it effectively Support the implementation of the use of electronic content by visiting schools to give advice
and to share good practice more widely Establish 5 leading teachers to work closely with the CLC to model and share good practice in
the use of ICT in the curriculum more widely ICT Adviser establishes an OfSTED baseline for the quality of provision in subjects for 2003-
2004 across the curriculum to establish targets for improvement.
Success Criteria
The quality of teaching and pupils’ motivation improves where teachers use interactive resources
The use of LGfL and other approved content continues to increase, improving the quality of the curriculum across subjects
The number of positive OfSTED reports on the use f ICT across the curriculum improves towards 100%
Good practice in the use of ICYT in the core subjects has been shared through the newsletter and the website has examples of good practice
Monitoring and Evaluation
Link advisers follow up the survey findings of 2004 in the summer term 2005 to identify improvements and follow up report completed
The ICT adviser continues to monitor OfSTED reports on the teaching of the sills of ICT and reports on findings
Subject consultants monitor the effective use of interactive resources in the core subjects
The ICT adviser to sample a range of schools during the year and reports on the impact of support
ICT adviser analyses the use of ICT across subjects as reported in OfSTED reports
Key Stage 3 manager monitors progress through regular team meetings
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Target Group
Teachers Subject coordinators Headteachers
Responsibility
ICT Adviser Core subject consultants ICT advisory teacher Manager of the CLC
Links with other Plans
LEA/council ICT strategy ICT business plan and advisory action plans EiC extension phase plan
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2a.9 Assist schools in preparing minority ethnic pupils through primary/secondary transition
Support through Boys` Achievement officer in targeted schools for pupils and families requiring support (EiC/EMAG project)
Success Criteria
Transition issues resolved for 80% pupils and families in target groups.
Monitoring and Evaluation
By questionnaire Attendance data Exclusion data Evaluation by project managers and DfES representative
Target Group
Schools within EiC project group
Responsibility
DfES EMA team leader
Links with other Plans
DfES EiC/EMAG project
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2a.10 Provide training for SMTs, EMA and EAL coordinators and other key school workers on
curricular, race equality and EAL issues
Bespoke training for individual school staffs and staff groups Core training for EMA/EAL managers
Success Criteria
Improved provision across departments for EM and EAL students Increased confidence amongst departments and schools in producing
strategies and resources Increased access of secondary school staffs to national and local good
practice, resources and data
Monitoring and Evaluation
Audit and questionnaire Improved fluency levels amongst EAL learners Faster induction times to curriculum access Improved KS3 attainment for minority ethnic students
Target Group
Schools within EiC project group
Responsibility
EMA team manager
Links with other Plans
KS3 National Strategy
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2a.11 Activities to improve curriculum continuity and progression through targeted support
programmes that support individual pupils through the period of transition from KS2 to KS3;
Provide training in the ICT transition module for secondary schools Encourage all ICT departments to link with primary schools to provide specialist support and to
improve the challenge within the Year 7 curriculum Carry out action research to evaluate the progress made in the use of ICT by groups of
students moving from the primary to secondary phase of their education Share the findings of the survey and draw up an LEA action plan with schools to provide for
better continuity
Success Criteria
Transition report complete December 2004 All secondary ICT departments link with at least one primary school to
improve progression All secondary schools are aware of standards at the end of Key Stage 2
and raise their expectations appropriately All primary schools plan Year 6 modules of work at level 4+ Share standards at the end of Key Stage 2 through the good practice
website
Monitoring and Evaluation
Link advisers ensure liaison takes place ICT adviser ensures work is available on the portal ICT adviser ensures transition practice is shared at coordinators meetings
Target Group
Curriculum managers KS 3 and 2
Primary and secondary senior managers
Year 6 and Year 7 teachers
Responsibility
Key Stage 3 ICT consultants Primary ICT advisory teacher ICT Adviser Link Advisers
Links with other Plans
LEA/council ICT strategy ICT business plan and advisory action plans
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2a.12 Improve the quality of learning in core skills (including ICT), science and foundation subjects;
Activities to improve teaching and learning through training teachers
Provide training on the use of the sample teaching units to new staff and those who missed
training during the first year Continue to provide training in moderation and standards to ensure judgements are robust and
teachers use data more effectively in planning and target setting
Activities to improve teaching and learning through support in schools
Evaluate the progress made in each secondary school department and re-establish those for
priority support Re-negotiate school/consultant contracts to reflect the new priorities Model good practice in lessons and support improving teaching through intensive work with
individuals and groups of teachers Provide written guidance on the good software and content to use when teaching the core
skills of ICT Ensure schools use statistical information on prior attainment when setting performance
targets to raise expectations Share good practice through the termly newsletter, the good practice website, LEA led ICT
conferences for coordinators
Success Criteria
All staff are trained in the use of sample teaching units Standards are consistent and robust Schools set challenging targets based on data and achieve them The quality of teaching and learning continues to rise Consultant contracts are in place and positively evaluated in schools
Monitoring and Evaluation
The Key Stage 3 strategy manager assesses progress through evaluation of data, discussions with school strategy managers and Key Stage 3 audits
The ICT strategy manager monitors training, samples schools and reviews progress towards targets
The ICT strategy manager monitors OfSTED reports to identify the trends in the quality of teaching and learning in ICT
Aspects of the performance management of consultants takes place at least termly
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Target Group
ICT coordinators Teachers of core ICT School Key Stage 3 strategy
managers
Responsibility
ICT Key Stage 3 strategy manager
ICT Key Stage 3 consultants
Links with other Plans LEA/council ICT strategy ICT business plan and ICT consultants action plans The national Key Stage 3 strategy implementation plan
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2a.13 Improve access to Ethnic Minority attainment data for schools
Activities
Distribute relevant local and national data sets to EMA and EAL managers
Success Criteria All schools receive relevant and useful data sets
Monitoring and Evaluation
Data distributed on regular and full basis Responses indicate utility of service to schools
Target Group
EAL/EMA managers
Responsibility
EMA team
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2a.14 Improve access for EAL learners, minority ethnic pupils and new entrants to secondary schools
Training as described for KS3
Success Criteria
Raising of attainment at end KS4 of minority ethnic group pupils, particularly African Caribbean students
Improved fluency levels of EAL learners in KS4 settings
Monitoring and Evaluation By data on end KS4 performance Fluency level assessment Curriculum access data(school held)
Target Group Key stage 4 teachers and staff
EAL/EMA managers
Responsibility
EMA team manager
Activities to : Develop policy and practice in provision for Gifted AND Talented pupils
Provide activity and support to enable gifted and talented pupils to attain the highest grade
levels at KS3 and KS4 Work with MIA to improve access to relevant date for Gifted and Talented cohorts Continue to develop the borough enrichment/extension programme for Gifted and Talented
Pupils, particularly at cluster level Work with School Improvement Division and with Headteachers to ensure Gifted and
Talented initiative impacts in the classroom Provide professional development opportunities to support teachers in providing for Gifted
and Talented Pupils.
Activities to : Develop improved policy and practice for inclusion and reduce levels of pupil exclusion
Enhance CPD for Learning Mentors Develop improved links to the KS3 behaviour strategy Strengthen Learning Mentor and LSU data collection on client group Audit secondary Learning Mentor provision Support schools to develop whole school integrated approach to inclusion
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Support development of alternative curriculum provision for pupils at risk of exclusion
Activities to : To support widening participation and raise levels of progression into FE and HE
Develop and maintain partnerships with local and national HEI’s, and Connexions. Improve data collection for post 16 and post 18 destinations. Develop vocational and work related pathways within the 14-19 curriculum and beyond.
Activities to: support the use of new technology to improve teaching and learning and attainment across the curriculum
o Provide training for teachers in the use of new technology in subjects across the curriculum o Work with KS3/primary consultants and advisory teachers to support the use of ICT in
subjects across the curriculum o Provide support materials for the use of ICT in curriculum projects such as schemes of
work, lesson plans and worksheets o Maintain a booking system to allow teachers to visit with their classes for independent or
supported use of the CLC o Act as a test bed for the use of new technology across the curriculum o Ensure the CLC building and resources are maintained as leading edge so that the CLC
can offer more than what is currently available in schools o Provide high quality out of school hours sessions for KS2, KS3 and KS4 o Work closely with and support the other EiC strands
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2a 15. Activities to : To promote effective leadership and management in schools and strengthen collaborative partnership working
Strengthen and enhance links with LEA, SID, Access and Inclusion and London Challenge
Support the implementation of LEA plan Undertake ‘EiC Re-Engineering’ review and revision programme Introduce the DfES EiC Peer Review process Review and revise EiC Development plan to extend through to 2006 in the light of re-
engineering and review Support the development of Leadership Incentive Grant, Extended Schools and BIP
initiatives Support development of 14-19 curriculum and Southwark Guarantee Contribute to ASPIRE – i.e. Aimhigher Area Steering Committee Support development of links and activities in Action Zones to EiC and LEA plans
and priorities
Success Criteria
Progress towards EiC Development plan priorities Progress against EiC/LEA performance targets relating to attainment,
exclusion and progression Implementation of changes arising from ‘Re-Engineering’ Peer Review Process judges EIC overall good or better Increase percentage of pupils attaining the higher levels at KS3 Increase the percentage of pupils gaining 3 + A/A* grades at KS4 Improved access to relevant data and readily more effective target setting
for the individual Gifted and Talented Pupils and at whole school level The borough enrichment and extension programme offers targeted learning
opportunities for Gifted and Talented Pupils Gifted and Talented Pupils receive an appropriate level of challenge in
lessons Teachers have the knowledge to provide for Gifted and Talented Pupils in
their lessons
Monitoring and Evaluation Monitoring of strands against targets and quality criteria Use of LM/LSU audit tool Programme of monitoring visits Monitoring of progress against EiC targets Annual Report and plan EiC Peer Review and Self-Evaluation Use of Partnership agreed external evaluation
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Target Group
Headteachers Senior School Staff Curriculum Leaders Teachers Learning Mentors
Responsibility
EiC Co-ordinator GTP Co-ordinator Primary Co-ordinator CLC Manager Action Zone Managers
Links with other Plans EiC Development plan 2003-6 LIG Implementation plan Aimhigher local and area plan Behaviour Support Plan including BIP ICT Development Plan
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2a.16 Improve Continuing Professional Development (CPD) provision and practice
Activities to CO-ordinate Key Stage 3 training opportunities within the wider CPD offer
Produce a coherent CPD handbook to include KS3 training opportunities Promote the range of CPD activities available for KS3 teachers in line with the national
strategy Promote local and national middle management and senior leadership CPD opportunities such
as Leading from the Middle, NPQH, LIG and LPSH Identify and share good practice through networking of learning communities within and
outside the LEA - including Education Action Zones and specific projects such as provision for gifted and talented pupils
Develop and implement LEA policy and strategy for Advanced Skills Teachers and Leading Professionals to support learning and teaching in KS3
develop the NQT Induction programme for KS3 teachers develop early professional development for KS3 teachers develop professional development for Overseas Trained Teachers including support to gain
QTS status promote CPD opportunities for support staff in line with the Workforce Remodeling initiatives
including HLTA and NVQ courses
Success Criteria
CPD activities impact positively on the quality of teaching and learning in targeted schools
CPD activities integrate with performance management of KS3 teachers A comprehensive programme of CPD activities is in place which is valued
by teaching and support staff and meets the EDP priority for KS3
Monitoring and Evaluation
Analysis and evaluation of link advisers and KS3 strategy team visit reports and OFSTED reports and attainment data to show impact of CPD activities on teaching and learning
School self review and evaluation Evaluation of LEA CPD activities in terms of impact on quality of activities
Target Group
KS3 teachers Support staff including teaching
assistants and learning mentors
School leadership teams Newly/recently qualified
teachers Overseas trained teachers
Responsibility
KS3 Strategy team, (consultant with responsibility for coordinating KS3 training)
Link Advisers School Improvement Leadership
team CPD co-ordinator with CPD team
(to promote and CO-ordinate with KS3 Strategy team)
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Links with other Plans
EDP Priorities CPD Business Plan EAZ plans
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PRIORITY 2B: RAISING ATTAINMENT 14-19 2b.1 To develop a comprehensive 14-19 curriculum strategy that CO-ordinates different initiatives to
create a broad-based, cohesive educational provision;
Activities to ensure effective and active LEA involvement in promoting collaboration between schools and other partners, and in the planning and development of new provision
LEA actively engaged in Southwark 14-19 Forum and working Groups
School Improvement Advisers are regularly informed of latest developments Provide effective LEA input into StAR Review of 14-19 provision Prepare for 14-19 Area Inspection and liaise with schools as appropriate Provide advice and support on the development of new school sixth forms particularly in the
south of the borough Ensure that the 14-19 developments are aligned with key strands of the Secondary Strategy
particularly LIG, Specialist Schools, Academies, and EIC Strengthen collaborative links with neighboring 14-19 LEA coordinators
Activities to increase participation rates of learners particularly post-16
Continue to develop strategies to reduce the number of young people not in education,
employment and training (NEET) Establish through a pilot project new provision at Level and Level 2 for Year 12 students as an
additional year of study in a 11-16 schools Promote strategies to improve the staying on rate of identified disadvantaged groups Support a pilot project within a group of schools to develop the use of Individual Learning Plans
from Year 9 Support the development of programmes that improve staff knowledge of local learning,
progression and working opportunities Work with schools in the introduction of the new Careers Education Framework
Activities to develop and broaden 14-19 curriculum provision
Further develop the electronic curriculum audit and mapping system developed in 2003 as a
tool to develop provision Promote curriculum collaboration and in particular provide professional advice for the
development of a Professional Skills Centre Support schools in the implementation of revised guidance on work related learning including
vocational GCSEs Support schools in the implementation of statutory changes to KS4 and provide opportunities
for discussing the implications of the Tomlinson Report to be published in 2005
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Activities to raise achievement at Key Stage 4 and in school sixth forms
Ensure that support for SFCC schools and particularly those schools causing serious concern is coordinated
Develop and implement a range of strategies to raise achievement at Key Stage 4 Improve teaching and learning at 14-19 through the sharing of best practice using staff from
Specialist Schools and AST’s Support the use of the ALPS value added methodology in school sixth forms
Success Criteria
Achievement at GCSE rises at least in line with target Improved coherence between initiatives All partner schools collaborating and taking responsibility for the collective
whole LEA contribution to StAR Review is effective LEA is judged to be effective in the 14-19 Area Inspection The size of the NEET Group is reduced at least in line with set target Improved participation rates amongst disadvantaged groups Year 12 Pilot Project established and managed effectively Significant progress made towards a Professional Skills Centre
Monitoring and Evaluation
Written termly Report to Head of Performance and Achievement Minutes of Meetings of Southwark Forum and working Groups Visit Reports to Schools 14-19 Area Inspection Report
Target Group
Headteachers Senior School Staff Southwark Guarantee School
Managers Curriculum Leaders Teachers
Responsibility
LEA 14-19 Adviser working with Southwark Guarantee and Pathfinder Project Team
Link Advisers
Links with other Plans
Southwark 16-19 Area Inspection Action Plan Leadership Incentive Grant Collaborative Plan
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2b.2 Improve the quality of teaching and learning in 14-19 in targeted schools through the effective use of new technologies
Activities to improve the quality of teaching and learning through the use of interactive ICT to enhance the quality of teaching and to provide access and guidance on the use electronic content.
Ensure all schools receive interactive Whiteboard technology before the end of the summer
term 2004 for targeted core departments Provide central training for teachers receiving the boards through the City Learning Centre
(CLC) and core subject consultants Provide intensive support to teachers during the year by modelling good practice, giving advice Share good practice through the termly newsletter and website, hold a conference in the
summer term 2005 to draw together and share good practice in LEA schools Continue to publicise content available from LGfL and elsewhere through the newsletter and
website and provide training sessions to encourage schools to use it effectively Support the implementation of the use of electronic content by visiting schools to give advice
and to share good practice more widely Establish 5 leading teachers to work closely with the CLC to model and share good practice in
the use of ICT in the curriculum more widely ICT Adviser establishes an OfSTED baseline for the quality of provision for 2003-2004 across
the curriculum to establish targets for improvement.
Success Criteria
The quality of teaching and pupils motivation improves where teachers use interactive resources
The use of LGfL and other approved content continues to increase, improving the quality of the curriculum across subjects
The number of positive OfSTED reports on the use of ICT across the curriculum improves towards 100%
Good practice in the use of ICT in the core subjects has been shared through the newsletter and the website has examples of good practice
Monitoring and Evaluation
Link advisers follow up the survey findings of 2004 in the summer term 2005 to identify improvements and follow up report completed
The ICT adviser continues to monitor OfSTED reports on the teaching of the skills of ICT and reports on findings
ICT adviser analyses the use of ICT across subjects as reported in OfSTED reports.
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Target Group
Curriculum managers Teachers Headteachers
Responsibility
ICT Adviser Link Advisers
Links with other Plans
LEA/council ICT strategy ICT business plan and advisory action plans
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2b.3 Improve the quality of learning in core skills (including ICT), science and foundation subjects
Activities to share good practice across schools and to ensure standards achieved are shared
Continue to hold regular ICT coordinators meetings to discuss good practice in exam courses Share information on successful ICT accredited courses Provide statistical analysis of outcomes for borough schools Analyse OfSTED reports to establish a baseline for the use of ICT across subjects Share the analysis with schools and help schools to establish action plans to address
weaknesses.
Success Criteria The quality of teaching and pupils’ motivation improves where teachers use
interactive resources The use of LGfL and other approved content continues to increase, improving
the quality of the curriculum across subjects The number of positive OfSTED reports on the use of ICT across the curriculum
improves towards 100% Good practice in the use of ICT in the core subjects has been shared through
the newsletter and the website has examples of good practice
Monitoring and Evaluation
The ICT adviser continues to monitor OfSTED reports on the teaching the subject of ICT and reports on findings
ICT adviser analyses the use of ICT across subjects as reported in OfSTED reports
GCSE results are analysed annually and findings shared with schools
Target Group
Teachers Subject coordinators Headteachers
Responsibility ICT Adviser
Links with other Plans LEA/council ICT strategy ICT business plan and advisory action plans
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2b.4 Improve Continuing Professional Development (CPD) provision and practice
Activities to
produce a coherent CPD handbook to match the priorities of the EDP, for raising attainment for
14-19 students and in line with the requirements of the needs of schools facilitate and promote a range of CPD activities for teachers which match the national
framework for 14-19 students, including formative assessment, behaviour management and the use of new technologies
promote local and national middle management and senior leadership CPD opportunities such as Leading From the Middle, NPQH, LIG and LPSH
promote CPD linking to career progression pathways, Learning Skills Council Identify and share good practice to support networking of learning communities including that
within the Education Action Zones, EIC and specific projects such as provision for gifted and talented pupils
Activities to
Develop and implement LEA policy and strategy for Advanced Skills Teachers to support
learning and teaching in KS4 develop the NQT Induction programme for 14-19 teachers develop early professional development for 14-19 teachers develop professional development opportunities for Overseas Trained Teachers including
support to gain QTS status promote CPD opportunities for support staff in line with the Workforce Remodelling initiatives promote CPD opportunities for instructors and lecturers from higher education colleges and
industry working with students from Southwark schools post 16 on vocational courses
Success Criteria
CPD activities impact on the quality of teaching and learning in targeted schools
CPD activities reflect the priority to provide curriculum breadth, including vocational education
CPD activities integrate with performance management of 14-19 teachers A comprehensive programme of CPD activities is in place which is valued
by teaching and support staff and meets the EDP priority for 14-19 students including the changing nature and implications of the curriculum
Monitoring and Evaluation
Analysis and evaluation of link advisers and 14-19 visit reports and OFSTED Reports and attainment data show impact of CPD activities on teaching and learning
School self review and analysis Analysis of evaluation of CPD activities impacts on quality of activities
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Target Group
14-19 teachers support staff school leadership teams
Responsibility
14 –19 Adviser Link Advisers School Improvement Leadership
Team CPD co-ordinator with CPD team
(to promote and co-ordinate with the 14-19 adviser)
Links with other Plans
EDP priorities Learning Skills Council, area plan CPD Business Plan EAZ and EIC plans
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PRIORITY 3: SUPPORT FOR SCHOOLS CAUSING CONCERN 3.1. Ensure that there are robust systems in place for identifying and supporting and challenging
schools causing concern.
Activities
All schools undertake a systematic self-review and evaluation, providing evidence to support outcomes
LEA identifies all schools causing concern, utilising as appropriate school self-review and evaluation processes
Use data analysis to identify underachieving pupils and work with schools to set appropriately ambitious performance targets
Provide support in inverse proportion to success to improve teaching, leadership, management and governance.
Ensure that schools identified as causing concern have support plans in place and are actively challenged and supported by the LEA in their efforts to improve.
Provide appropriate support to governors to fulfil their roles Undertake termly reviews of progress made by all schools causing concern and report to
governors, the headteacher, the LEA and Ofsted and DfES as appropriate. Submit progress reports to the Strategic Improvement Group and set up school project groups
to develop cross-service responses to identified needs
Success Criteria All schools causing concern are identified Schools are clear about and agree the LEA’s categorisation of them; they
know their strengths and areas for development Targeted schools have an appropriate support plan in place, understood
and agreed by governors and implemented robustly by the school Achieve a reduction, by at least 4%, in the number of schools causing
concern
Monitoring and Evaluation Provide regular reports to Strategic Improvement Group Undertake termly evaluation of support plans following implementation of
annual categorisation process Provide monthly reports via contract monitoring process
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Target Group
Schools identified as causing concern using LEA categorisation procedure
Schools designated by Ofsted as requiring special measures or having serious weaknesses
SMTs Governors of SCC
Responsibility
SIG Head of Performance and
Achievement Senior Adviser (SCC)
Links with other Plans
SSRE framework Annual Review and Target setting framework
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3.2 Improve EMA and EAL attainment are targeted according to need
Activities
Evaluation of data for minority ethnic groups` attainment at end of Key stages Identification of schools where attainment is low or variable Conduct joint audits with SMTs on minority ethnic attainment Provide training to SMTs on provision of key principles
Success Criteria
Clear criteria determined for targeted support re: minority ethnic attainment Criteria become motor underpinning targeted support Development of policy and practice Development of Governing Body awareness of statutory responsibilities
Monitoring and Evaluation Record all schools where training and support provided Measure provision of support against prioritized schools
Target Group
Schools where all /most pupils underperform against Southwark norms
Schools where variable performance is evident between significant groups of pupils
SMTs Governors of SCC
Responsibility
EMA team manager EMA team Advisory teacher
Links with other Plans
EMA Strategy
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3.3 Improve the quality of teaching and learning and promote integration of ICT;
Activities to support senior and subject managers to undertake their role effectively and to raise quality and standards also see activities 1a 1.5, 1b 1.5,1c 1.5, 1d 1.6 2b 2.2, 2.5, 2.7
Provide school managers with data on relative performance in ICT to enable them to evaluate
their own attainment more effectively Provide guidance on target setting to encourage schools to set challenging and achievable
targets Provide schools with advice on strategic planning for the improvement of ICT resources and
the curriculum Provide advice on appropriate methods of assessment and support reliable judgements
through training and moderation trials Share good practice through regular meetings and conferences Continue to develop the good practice website to encourage schools to become more self
managing Share good practice through the termly newsletter and good practice website Train schools on appropriate curriculum approaches and the most effective content and
software Provide training for new primary ICT co-ordinators Provide guidance on key school ICT policies Provide training sessions for governors on key developments in ICT provision in schools Ensure laptops for teachers are delivered on time and training provided where required Ensure standards funds are agreed with Headteacher representatives and devolved on time Ensure a leading teacher scheme is implemented to give self-managing school access to first
hand curriculum advice. Ensure all schools continue to benefit from broadband access and extend the provision of
caching servers for all schools
Success Criteria
Challenging targets set particularly in Key Stage 3 All schools have plans which address resources, training and raising
attainment Agreed resources are available to schools in good time All schools meet national ratio targets School managers feel well-informed New ICT co-ordinators are well supported and OfSTED reports continue to
show ICT is well led Governors are increasingly aware of their responsibilities
Monitoring and Evaluation
ICT adviser monitors course evaluations ICT adviser continues to analyse OfSTED reports ICT adviser evaluates and shares attainment data with schools Governor’s training officer analyses training evaluations
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Target Group
Senior and subject managers School governors
Responsibility ICT adviser ICT advisers and consultants Link advisers Governor’s training officer
Links with other Plans
LEA/council ICT strategy ICT business plan and advisory action plans Governor development plans
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PRIORITY 4: SOCIAL AND EDUCATIONAL INCLUSION; IMPROVING PARTICIPATION AND THE QUALITY OF EDUCATION FOR ALL 4.1 To develop the capacity of schools to meet the needs of all children, ensuring that groups of
pupils at risk of social exclusion have access to appropriate provision.
Activities to: ensure that all vulnerable pupils including children looked after, new arrivals, Travellers and asylum seekers and SEN pupils have a school place and that their attendance and achievement are monitored.
Revise admissions procedures for primary and secondary to ensure that all schools share the
responsibility for supporting vulnerable children Ensure that every school prioritises Children Looked After and that they are enrolled
immediately. Improve information collection at the point of enrolment to facilitate the integration of pupils
enrolling throughout the school year. Strengthen admissions guidance and procedures to ensure that statutory responsibilities of the
LEA and schools are clearly understood. Work with head teachers to develop strategies to ensure that pupils are integrated into school
as quickly as possible, drawing on support from the Pathways Team. Review the admissions criteria of Special Schools in order to ensure that they meet existing
needs.
Activities to Monitor the educational provision and progress of pupils with a Statement of SEN and at School Action Plus
Establish procedures to monitor the quality of provision and learning outcomes of pupils with a
Statement of SEN. Provide high quality professional development for SENCOs to support them in improving the
learning outcomes of SEN pupils Establish procedures to moderate School Action Plus Establish procedures to monitor the learning of pupils identified as having special educational
needs Review the work of services within the Access and Inclusion Directorate to focus on improving
the quality of outcomes for SEN pupils in both mainstream and special school. Using SIG as a mechanism, ensure that school improvement and inclusion are the
responsibility of every officer. Review the way in which SEN resources are allocated to schools in order to improve flexibility
and impact.
Activities to improve the quality of support to vulnerable pupils through more effective partnership work with families and key partner agencies
Ensure that the Early Years Partnership and Early Years team are fully involved in decisions
relating to support for vulnerable pupils and their families Multi agency panels are effective in regularly reviewing vulnerable children, thereby ensuring
support is timely, focused and coordinated.
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Establish mechanisms so that all schools are able to access advice and support from a named professional in both Social Services and Health
Mechanisms for joint strategic planning are in place and are working effectively, thereby improving impact and sustainability of initiatives.
Increase the active participation of families in developing strategies to improve the behaviour of a child or young person
Wherever possible, actively involve the child or young person in developing solutions to behaviour problems; embed this commitment in all programs and initiatives
Success Criteria
No pupil is without educational provision Average length of time that a pupil is without educational provision reduces
significantly Schools work collaboratively in ensuring that vulnerable pupils are their
joint responsibility Strategy for monitoring the progress of SEN pupils is developed and
implemented. Quality of provision and achievement of pupils with Statements of SEN is
monitored and improves Schools have a greater level of confidence in the validity of School Action
Plus and resources are allocated accordingly Schools feel better supported in meeting the needs of vulnerable pupils Fixed and permanent exclusions are reduced
Monitoring and Evaluation
Admissions statistics Exclusions statistics Survey of schools – audit commission indicators relating to support for
behaviour support Information from the behaviour and attendance audits Schools’ Ofsted information
Target Group
Children Looked After Pupils without a school place SEN Pupils SENCOs
Responsibility
Moira Felds Anita Hawksley/Bob Ballard/Mark
Thrush Gloria Gray/Rachael Blunt
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Links with other Plans
Ethnic Minority Achievement Plan Behaviour Support Plan Local Preventative Strategy Early Years Plan
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4.2 Improve identification of and support for vulnerable pupils and their families in the
Foundation/Primary Phases;
Activities to: Increase the level of support to nursery schools and early years’ providers in relation to positive behaviour management and children with special educational needs.
Increase the level of collaboration between Early Years and SEN, actively involving Early
Years staff in strategic planning and resource allocation In partnership with Social Services, map the range of initiatives targeted at vulnerable young
children (including On Track and Sure Start), with a view to identifying gaps Establish an Early Years Behaviour Education Support Teams to work with children in
Foundation Stage and KS1 and their families Provide advice and support to SENCOs in early years settings, ensuring that individual support
plans are used as a vehicle for monitoring individual progress Review the processes around statutory assessments, so that this is not viewed as the only
source of funding to support young children. Through rationalizing programmes and initiatives, increase the level of support for very young
children with significant SEN, ensuring that they are appropriately placed Increase the level of support for transition from nursery to Foundation Stage for vulnerable
young children
Activities to: Improve the support available to families of vulnerable young children in order to provide earlier intervention
In partnership with Social Services and the Health authority, develop a register of vulnerable
young children, with a view to ensuring focused and timely support Develop data sharing protocols with Social Services and Health so that vulnerable young
children are monitored by all key agencies In partnership with Social Services and Health, explore optional models for working with
vulnerable parents, who might otherwise be difficult to engage. Develop a range of support programmes for parents, including parent effectiveness, positive
behaviour management, early language development and readiness for school.
Activities to: develop more inclusive models of support so that families feel more empowered to participate in the education of their young children
Review key initiatives including On Track and Sure Start in order to fully evaluate the impact in
supporting vulnerable families In partnership with Social Services and Health develop alternative models that support families
in actively participating in their child’s early development and learning. As part of the Extended Schools initiative consult with families, community groups and young
people to ensure that new initiatives reflect their wishes and needs. The Early Years BEST is established and includes additional support for vulnerable families. The Education Authority actively participates in planning with other key agencies in order to
ensure more strategic and sustainable strategies to support vulnerable parents.
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Success Criteria
Early Years Centres, Nurseries and Infant Schools feel better supported in meeting the needs of vulnerable children and their families (schools’ survey)
Key partners are confident that there is a strong partnership in with education in developing support for vulnerable children.
All schools and early years’ settings have a named social worker whom they can contact for advice and support.
A greater number of families, including those who are vulnerable, engage in the early learning of their young children.
Parents from a wide range of social backgrounds access support programs
Monitoring and Evaluation
Formal evaluation of On Track, Sure Start and BIP Statistics relating to participation by parents in courses and other support
programmes Qualitative evaluations from families who are supported through key
initiatives Qualitative information from teachers regarding the impact of interventions
in supporting pupils (to be formally compiled) Quantitative information (including case studies) of early learning of
vulnerable pupils
Target Group
Early Years Centres, Nurseries, Infant teachers
Key Partners
Responsibility
Early Years Team, Access and Inclusion
EMT
Links with other Plans
Early Years Plan Primary Strategy Local Preventative Strategy
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4.3 Co-ordinate support for positive behaviour management in order that schools can improve the
learning of all pupils.
Activities to: identify borough-wide training needs and deliver a programme of continuing professional development that reflects the needs of schools in the area of positive behaviour management
Analyse the needs of specific groups including learning support assistants, midday assistants,
NQTs, SENCOs and lead behaviour professionals Develop a CPD plan for the year, drawing on key resources including BIP, KS3 Behaviour and
Attendance and primary curriculum for developing the social, emotional and behavioural skills of pupils.
Revise the guidance to schools relating to best practice on positive behaviour management, bullying and ensuring the safety of all pupils and adults.
Develop strategies for more effective collaboration, drawing on examples of best practice throughout the borough.
In partnership with head teachers, establish collaborative models in order to strengthen leadership and management in relation to effective whole-school behaviour management.
Develop the role of Lead Behaviour Professional Provided targeted support to schools where levels of exclusions are significant Through each of the curriculum initiatives and the KS3 strategy highlight the links between
quality teacher and positive behaviour
Activities to: improve support for pupils with emotional and behavioural difficulties
Through more effective partnership work with social services, CAMHS and YOT, provide more
focused supported to pupils in the PRUs and EBD schools Map the range of initiatives targeting vulnerable pupils, in order to ensure that they are fully
evaluated and inform strategic decisions Evaluate BIP with a view to extending strategies throughout the borough Review the impact of the LSUs in terms of supporting vulnerable pupils and reducing
exclusions Review the support available to schools, including the traded element of the Behaviour Support
Team, to ensure equity and access for all schools Establish an early years Behaviour and Education Support Team (BEST) to improve early
intervention and support for young children Formulate a strategy to improve reintegration of excluded pupils Review the financial implications and incentives associated with more innovative responses to
challenging pupils
Activities to: ensure that excluded pupils and pupils who are receiving Education Other Than at School are rigorously tracked and that individual learning is monitored.
Review the remit of the PRUs and the manner in which pupils are enrolled/referred Increase the level of reintegration of pupils – redefine the responsibilities of the referring school
and the PRU where placements are intended for a limited period Ensure that schools are fully aware of their responsibilities in relation to monitoring a pupil’s
attendance and progress if they are placed in alternative provision Ensure that all permanently excluded pupils are placed in an appropriate provision and that
their learning is monitored
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Ensure that all pupils who are on a fixed term exclusion of more than fifteen days receive
education from the sixteenth day. Support and challenge specific schools where they regularly use exclusions of more than 15
days
Success Criteria
Reduced permanent and fixed term exclusions Increased levels of reintegration from the secondary PRUs Increased capacity to support schools in more effectively meeting the needs
of pupils with challenging behaviour Primary and secondary schools feel better supported in meeting the needs
of pupils with very challenging behaviour All schools have effective behaviour support plans that are linked to the
School Improvement Plan Reduced number of SEN pupils with challenging behaviour who spend
periods out of school because of their complex behavioural and social needs
Monitoring and Evaluation
Exclusion statistics Reintegration statistics for pupils attending the PRUs Schools’ survey – audit commission SEN data relating to pupil placements Referral statistics relating to BESTs Qualitative feed-back from schools, parents and pupils (to be formally
compiled)
Target Group
All Schools PRUs and schools Staff within schools SEN Pupils
Responsibility
Develop shared responsibility for vulnerable pupils
Increase reintegration Professional development –BIP,
Access and Inclusion and School Improvement teams
SEN Team
Links with other Plans
Behaviour Support Plan Secondary and Primary Strategies Early Years Plan
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4.4 Review the allocation of SEN funding in order to increase flexibility for schools, thereby improving
the capacity of schools in meeting the special educational needs of vulnerable pupils. Activities to: Begin a dialogue with schools in relation to the current allocation of SEN resources so that schools can actively shape alternative funding models
Develop a consultation document that details how SEN funding is currently allocated; include
special schools, resourced units, resourced centres, statements of SEN, interim provision, SEN Section costs
Review the role of the SEN Steering Group so that they have a clearly defined remit that articulates with the Schools’ Forum
Develop a detailed set of data relating to pupils with SEN in Southwark, including information about pupils in provision in and out of borough
Actively seek to involve Head teachers, SENCOs, parents and key partners in exploring alternative models for allocating resources
Draw on national research to inform the debate, particularly in relation to reducing the reliance on statements of SEN as the primary mechanism for allocating funding.
Contextualise the issues associated with SEN funding and provision within a broader Inclusion Strategy
Activities to: monitor how current resources are allocated to schools, with particular attention to the impact in relation to pupil progress.
In partnership with schools, develop a moderation strategy that reviews School Action Plus
and Statement funding and the impact that these resources have on individual pupil progress In partnership with special schools, develop a mechanism for moderating resource bands that
are linked to the Pupil Placement Element Refocus the Mainstream Support Service to ensure that they are working towards a broader
inclusion agenda Review how Annual Reviews are currently conducted, considering the role of officers in
supporting schools to improve their effectiveness in improving provision for SEN pupils As part of the re-engineering of Excellence in Schools, review the way in which funding
(including BIP) is allocated, with particular attention to analysing the impact of key initiatives
Activities to: review the mechanisms for considering requests for statutory assessments in order to
• improve transparency • improve the confidence of key stake holders • reduce the reliance on statements as the key mechanism for procuring SEN resources
Publish updated guidance to schools about the graduated approach to SEN support Re-establish SEN panels – one to consider requests for statements and a second to consider
resourcing allocated to each pupil/school Actively involve Early Years staff in order to address the dramatic increase in statements for
younger children Actively involve schools in the above panels in order to increase the level of confidence and
transparency in decision making Strengthen the decision-making process so that allocation of statements is more rigorously
monitored against specific criteria Work with key partners SEN staff and educational psychologists to significantly improve
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performance in completion of statements within statutory time frames (BVPI)
Success Criteria
Percentage of statements completed within statutory time frame improves, consistent with BVPI targets
There is a significant reduction in requests for statutory assessments Moderation panels are established and schools participate collaboratively in
reviewing statements and school action plus, focusing on impact on pupil performance
SEN funding is reviewed by the Schools’ Forum Schools have increased confidence in the decision-making process relating
to statutory assessments (schools’ survey – audit commission) Funding of Special Schools, resourced schools and specialist units is
clarified so that there is consistency and transparency. Schools participate in decisions about key initiatives aimed at vulnerable
pupils including EiC and BIP and there is general consensus about strategies
Detailed SEN data is available and informs the debate about future funding options
All School Improvement and Access and Inclusion staff have a clear understanding of issues relating to SEN funding and contribute a broader inclusion agenda.
Monitoring and Evaluation
Monthly statistics relating to numbers of requests for statutory assessments; completion within statutory time-frame
Audit commission survey– questions relating to how well the authority meets its responsibilities in supporting SEN in schools and financial management
SEN audit data including information pertaining to quality of provision and pupil performance
Target Group
SEN Decision making SEN Funding Audit of schools EiC re-engineering BIP
Responsibility
Denise Skidmore Alison Delyth/Geoff Boyd SEN Steering Group/Tony
Tarrant EiC partnership and Dave
Newson Denise Skidmore/Jessica
Chappell
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Links with other Plans
Inclusion Strategy (to be developed) Primary and secondary strategies
4.5 Improve provision for vulnerable children and support for their families in Foundation/Primary Phases;
Activities to improve support for refugee and asylum seeker pupils and families
Provision of support for pupils and families from consultant in form of induction to school.
Integrated with work of Access and Inclusion.
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4.6 Promote effective approach to managing diversity and promoting racial harmony
Activities to achieve high expectations from structured, motivational and active pupil involvement in the learning process teaching
Support and training to SMTs and networking best practice.
Activities to develop an inclusive curriculum that draws upon different experiences and interests of pupils from varied backgrounds
Curriculum development work with SMT and curriculum leaders in target schools
Success Criteria Inclusive curriculum frameworks developed Expectations expressed in policy and practice
Monitoring and Evaluation Joint monitoring SMT and EMA team Curriculum frameworks and policies produce greater curriculum access
and raised attainment and attendance
Target Group SMTs in identified schools
Responsibility EMA team manager
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PRIORITY 5: ENSURING A CONSISTENTLY HIGH QUALITY OF EDUCATION IS PROVIDED FOR ALL THROUGH THE DEVELOPMENT OF EFFECTIVE, SELF-MANAGING SCHOOLS 5.1 Promote continuous improvement through effective self-review and evaluation processes;
Activities to
Provision of CPD programme to support individual professional self evaluation, in the context
of Performance Management Promote engagement with programmes that emphasise the importance of self-evaluation and
review such as the LPSH and NPQH. Ensure all levels of strategic planning from the national priorities, local priorities in the EDP,
SIP and Performance Management objectives are coherent in promoting self-evaluation and review.
Promote the OfSTED framework (form S4) to identify strengths and areas to develop within the whole school
Promote monitoring and self-evaluation at school subject and departmental level. Promote school self-evaluation tools for senior managers and leadership team.
Activities to
Engage with the Southwark school categorization process (SSRE). Engage with monitoring and evaluation of the National Strategies Engage with monitoring and evaluation of initiatives such as Excellence in Cities Engage with Higher Education institutions, GTC and other organizations that encourage self
and school evaluation.
Success Criteria
School self evaluation and review match OfSTED judgements School self evaluation and review is used effectively to identify CPD needs
of staff There is coherence between strategic planning at National, LEA, school and
individual level. Schools identify clear improvement action arising from their self-evaluation
and review.
Monitoring and Evaluation
Link adviser visits to schools under the school improvement strategy. Good practice has been identified that can be disseminated. There are less Southwark schools placed in an OfSTED category of
concern.
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Target Group
All schools Senior leaders and managers Link advisers Consultants CPD providers
Responsibility
CPD Team Link advisers Consultants Key Stage Strategy Managers. Head of Performance and
Achievement.
Links with other Plans
CPD business Plan EDP priorities National Strategy Plans National College for School Leadership plan of CPD
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5.2 Promote continuous improvement in 14-19 through effective self-review and evaluation
processes;
Activities to support the effective working of the Southwark Leadership Incentive Grant (LIG) Collaborative
Support the drafting of the LIG Collaborative Plan and update as appropriate Liaise with the DfES and External LIG Consultant on LIG issues and particularly mechanisms
for monitoring and evaluation Ensure that support provided by the Collaborative to schools causing concern effectively
dovetails with support from the LEA and external agencies Ensure that Link Advisers and other relevant staff on briefed on the LIG Projects and their
progress Link Advisers monitor the quality and impact of each schools LIG Plan and provide feedback to
the LEA LIG Contact
Activities to support the development of Specialist Schools
Provide advice and support to schools in making seeking to secure specialist status Map and support the work of specialist schools particularly in sharing good practice with other
schools and in the community
Activities to support the DfES School Adviser Programme (SIA) in relation to SfCC Schools
To provide coordination and direction the LEA’s and external agency support and intervention activity in SfCC schools is appropriate
Work closely with the London Challenge Team Receive, monitor and evaluate reports on progress for those schools causing concern To attend termly network meetings and training with SIAs from other LEAs and share effective
practice in raising achievement in SfCC schools
Success Criteria
Progress on LIG Collaborative Plan judged good or better LIG Plans in each school are well structured and implementation is effective Support for SfCC and SCC schools in particular from LIG Collaborative,
LEA and external agencies is appropriate and has measurable impact All schools have achieved or are in the process of applying for Specialist
School Status by April 2005 Specialist Schools are active in working with partner schools Achievement raises at least in line with the targets within the overall LIG
and each Specialist School Plans.
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Monitoring and Evaluation
Written Reports to LIG Collaborative Written Report to Head of Performance and Achievement Visit Reports
Target Group
Headteachers LEA Officers
Responsibility
LEA LIG Contact SIA Adviser responsible for Specialist
Schools Link Advisers
Links with other Plans
Secondary Strategy SCC Schools
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5.3 Implement the management training plan to improve leadership and management and governance;
Activities to
Be in line with the national perspective from the NCSL that promotes distributive leadership
and provides leadership training for all levels. Promote National training opportunities for Senior leaders and managers such as those
available through NCSL, LPSH, NPQH, and National Strategies. Promote local leadership training opportunities through the London Leadership Centre and
Higher Education providers. Promote governor development, as part of the school leadership team, through national and
local training provision.
Activities to
Develop middle managers through initiatives such as Leading From the Middle, (NCSL) Key
Stage strategies, and Excellence in Cities. Support new and acting headteachers and deputy head teachers through a local programme of
mentoring. Support new headteachers through participation in the new Visions programme, (NCSL) Support the continued development of experienced headteachers through initiatives such as
the consultant leaders programme. Participate in the second year of the Primary Leadership Programme to provide development
opportunities for senior and middle managers in identified schools. Participate in the LIG programme that provides senior management development opportunities
in the secondary sector. Participate in national initiatives such as the Workforce Remodelling agenda that supports
school leadership teams in the effective management of the workforce.
Activities to
Promote courses such as the school based MA providing opportunities for individuals from one
school or a cluster of schools to impact on leadership through networked learning communities.
Success Criteria
CPD opportunities for school leaders are matched to the EDP Senior managers are supported through CPD opportunities at national and
local level. OfSTED inspections rate leadership and management satisfactory or
above. Distributive leadership is an accepted concept in Southwark schools. Governing bodies are an effective and integral component within the
leadership and management of schools.
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Monitoring and Evaluation
Numbers of participants on local and national leadership and management opportunities.
Link adviser visit to schools and the categorization process including the judgement on leadership and management.
Feedback from participants on leadership and management activities. Governor participation rates in leadership and management opportunities.
Target Group
Senior leaders and managers Middle leaders and managers Governors Emergent leaders and
managers
Responsibility
CPD Team School Improvement Strategy
Managers Subject Consultants. Governor Support Manager
Links with other Plans
EDP priorities NCSL CPD Plan Governor Business Plan CPD Business Plan Primary and Secondary Strategy
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5.4 Promote evidence based school improvement planning and effective deployment of resources;
Activities to
Promote effective School Improvement Planning in schools in challenging circumstances, that
links resource allocation to identified need. Ensure schools identify and access a range of accurate performance data available to support
effective school improvement planning. Ensure schools are supported in identifying and acting upon performance data. Promote sharing of data across schools, and identify and disseminate effective school
responses. Ensure that resource allocation in schools is based on current needs and that schools are
supported in making changes, such as in the remodelling agenda.
Activities to
Disseminate effective school improvement planning formats based on schools with identified
good practice and showing value for money
Activities to
Promote effective practice in school improvement planning and the effective deployment of
resources. Promote monitoring and evaluation strategies and activities within school improvement
planning. Involve stakeholders within school improvement processes.
Success Criteria
There is ownership of School Improvement Plans by stakeholders. School Improvement Plans reflect identified need from data, performance
information and surveys. Deployment of resources in schools is based on evidence. Schools are supported in the School Improvement Planning process
Monitoring and Evaluation
By the governing body of each school. By the link adviser visit to school and scrutiny of School Improvement
Planning and the process by which the plan has been realised. By comparisons through consistent financial reporting.
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Target Group
Senior and middle managers. Governors.
Responsibility
MIS School Improvement Service,
Link Advisers
Links with other Plans
EDP Priorities CPD Business Plan SIS Business Plan
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5.5 Implement strategies to identify and disseminate good practice in leadership, management and
governance;
Activities to
Promote the recognition of Southwark schools and their leadership teams through external
accreditation such as Investors in People, Artsmark and Basic Skills. Encourage individual headteachers to become consultant leaders in initiatives such as the
Primary Consultant Leadership Programme and the Workforce Remodelling Programme to disseminate their good practice to other schools.
Encourage discussion and debate between school leaders to identify, celebrate and disseminate good practice.
Encourage senior and middle managers, active practitioners, to lead professional development activities for the benefit of their colleagues.
Activities to
Increase the number of Advanced Skills Teachers to engage in activities with schools in
challenging circumstances and outreach work to disseminate their recognized good practice. Use the skills of Leading Teachers to disseminate good practice within teaching and learning. Publish articles from schools to celebrate, acknowledge and disseminate good practice. Identification of good practice through an analysis of Southwark schools OfSTED Inspection
reports.
Activities to
Encourage exchange of ideas and good practice through subject, Key Stage and senior and
middle managers meetings. Promote activities for governors such as attendance at local and national meetings and
conferences to disseminate good practice in leadership and governance. Promote good practice in leadership and governance through communications such as the
Governor Newsletter.
Success Criteria
More structured opportunities are provided for dissemination of good practice.
Schools good practice is recognized and celebrated. More schools receive external recognition through award of status, and
achievement marks. Participation rates in schemes such as the consultant leaders programme
increases.
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Monitoring and Evaluation
Link adviser visits to schools. Feedback from CPD activities. Feedback from senior managers Scrutiny of publications to identify good practice.
Target Group
Senior and middle leaders and managers
Governors Consultant leaders ASTs Leading Teachers
Responsibility
Link advisers Southwark Communication Dept CPD Team
Links with other Plans
CPD Business Plans Other EDP Priorities AST Business Plan
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5.6 Promote the use of assessment for continuous improvement and effective self-review and evaluation;
Activities to
Consult with headteachers, assessment co-ordinators and subject leaders on:
o their perceived training needs in Assessment o the forms of training in Assessment which they find most helpful.
Introduce both short-term and medium-term evaluations of training / CPD on Assessment. Ensure that short-term evaluations include details of follow-up school-based activities, which
will be carried out independently. Establish an expectation for medium-term evaluations (e.g. 3 months after receiving CPD), that
schools will provide written summaries of the improvements made to their assessment procedures as a result of the training.
Success Criteria
70%+ response to Survey of Assessment Requirements. Evidence that schools receiving training in Assessment
have successfully embedded key objectives in school procedures and policies. Increased number of examples of good practice in
Assessment from Southwark schools, which demonstrate that LEA training has been successful.
Monitoring and Evaluation
ARTS Meetings with Link Advisers ISP Half-Termly Reviews Link Adviser Visits Assessment Section of SID LEA Website
Target Group
Headteachers Assessment
Co-ordinators Co-ordinators of:
o Literacy o Numeracy o Science o EMA o ICT
Governors
Responsibility
LEA Adviser (Assessment) MIA Manager + Team Advisory Teachers in Literacy,
Numeracy, Science, EMA and ICT
Link Advisers
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Links with other Plans
5.4 Implement strategies to identify and disseminate good practice in leadership, management and governance.
5.7 Improve CPD provision and practice
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5.7 Support the development of assessment practices which promote evidence-based school
improvement planning and effective deployment of resources;
Activities to
Provide guidance to all schools which supports: o the implementation of Assessment for Learning, including o relevant success criteria for School Improvement Planning purposes.
Re: Assessment of Learning and School Improvement Planning, provide further guidance which illustrates the interrelationship between:
o rigorous analysis of pupil data o identification of underachieving groups o identification of associated curriculum strengths and weaknesses o effective deployment of resources, based on identified teaching and learning needs o criteria for evaluation of pupil progress, which are based on principles of Assessment
for Learning. o raised standards of attainment.
Disseminate examples of good practice, including several from Southwark schools.
Success Criteria
Increased percentage of School Improvement Plans, Assessment Policies and Assessment Practice are judged to be good or better by:
o Ofsted o Link Advisers.
Assessment of Learning reviews show that specific School Improvement Planning strategies have directly contributed to improved pupil attainment.
An increased number of schools have acquired evidence to demonstrate that they are beginning to embed key principles of Assessment for Learning: - at leadership level (leadership team)
- at middle management level (subject co-ordinators) - in classroom practice.
Evidence that local schools have contributed to examples of good practice in Assessment.
Monitoring and Evaluation
ARTS Meetings with Link Advisers ISP Half-Termly Reviews Link Adviser Visits Assessment section of SID LEA Website.
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Target Group
Headteachers Governors Assessment Co-ordinators Co-ordinators of:
o Literacy o Numeracy o Science o EMA o ICT
Responsibility
LEA Adviser (Assessment) MIA Manager + Team Advisory Teachers in Literacy, Numeracy,
EMA and ICT Link Advisers
Links with other Plans Priority 5: Effective, Self-managing schools
5.4 Implement strategies to identify and disseminate good practice in leadership, management and governance.
5.7 Improve CPD provision and practice Priority 1: Raising Attainment in the Primary Phase
1.6 Improve the leadership and management of curriculum areas. Priority 2: Raising Attainment in Key Stage 3…..
2.5 To promote systems for assessment, recording and reporting of pupil progress and the use of pupil level target setting.
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5.8 Improve the strategies, systems and data to support the identification of under-achieving pupils;
Activities to improve analysis and utilisation of data
Develop clear paradigm of data for consistent baselining and benchmarking of
underperforming minority ethnic groups.
Activities to increase opportunities for out-of-hours learning
Develop links between schools and community/cultural groups to facilitate mutually beneficial
arrangements for supplementary education.
Success Criteria
Data set constructed and consistency achieved for local and national results Increase in number of operating supplementary education settings
Monitoring and Evaluation
Data gives clear year-on-year guidance relating to minority ethnic group performance
Monitoring of activity(ies) via survey
Target Group EMA team members SMTs Supplementary school and
volunteer group organisers
Responsibility
EMA team manager
Links with other Plans
Southwark`s Strategic Aims
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5.9 Improve the quality of teaching and learning and promote integration of ICT;
Activities to support senior and subject managers to undertake their role effectively and to raise quality and standards also see activities 1a 1.5, 1b 1.5,1c 1.5, 1d 1.6 2b 2.2, 2.5, 2.7
Provide school managers with data on relative performance in ICT to enable them to evaluate
their own attainment more effectively Provide guidance on target setting to encourage schools to set challenging and achievable
targets Provide schools with advice on strategic planning for the improvement of ICT resources and
the curriculum Provide advice on appropriate methods of assessment and support reliable judgements
through training and moderation trials Share good practice through regular meetings and conferences Continue to develop the good practice website to encourage schools to become more self
managing Share good practice through the termly newsletter and good practice website Train schools on appropriate curriculum approaches and the most effective content and
software Provide training for new primary ICT coordinators Provide guidance on key school ICT policies Provide training sessions for governors on key developments in ICT provision in schools Ensure laptops for teachers are delivered on time and training provided where required Ensure standards funds are agreed with Headteacher representatives and devolved on time Ensure a leading teacher scheme is implemented to give self-managing school access to first
hand curriculum advice. Ensure all schools continue to benefit from broadband access and extend the provision of
caching servers for all schools
Success Criteria
Challenging targets set particularly in Key Stage 3 All schools have plans which address resources, training and raising
attainment Agreed resources are available to schools in good time All schools meet national ratio targets School managers feel well-informed New ICT coordinators are well supported and OfSTED reports continue to
show ICT is well led Governors are increasingly aware of their responsibilities
Monitoring and Evaluation
ICT adviser monitors course evaluations ICT adviser continues to analyse OfSTED reports ICT adviser evaluates and shares attainment data with schools Governor’s training officer analyses training evaluations
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Target Group Senior and subject managers School governors
Responsibility ICT adviser ICT advisers and consultants Link advisers Governor’s training officer
Links with other Plans
LEA/council ICT strategy ICT business plan and advisory action plans Governor development plans
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5.10 Promote continuous improvement through effective self-review and evaluation processes;
Activities to
Promote the Governors’ Index training package, which assists Governing Bodies in the process of self-review and self-evaluation, as part of the process of self-review and self-evaluation of the school as a whole.
Activities to
Deliver a traded Governor Training service with provision for both school-based training and training for individual governors to help them
• to develop their knowledge and skills, so that they can contribute effectively to the process of school improvement.
• obtain information on and monitor and evaluate all areas of the school’s performance and practice, including the curriculum / quality of teaching and learning, HR, finance and the premises.
Activities to
Provide advice and support for governors in interpreting data, including their school’s PANDA and Profile and in setting targets based on secure evidence, through training and the Governors’ Bulletin
Activities to
Deliver a traded clerking service which provides governors with agendas and minutes of high quality and advice and follow-up actions to facilitate
the effective working of governing bodies their ability to focus on continuous improvement through a process of self-review and self-
evaluation the fulfillment of their statutory roles
Activities to Carry out regular surveys of governors’ needs in order to provide a more effective service.
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Success Criteria
Increasing numbers of schools develop a process of governing body self-review and self-evaluation
All governing bodies are involved in their school’s process of self-review and self-evaluation
100% of governing bodies rated satisfactory or better in Ofsted inspections All schools set challenging targets based on secure evidence
Monitoring and Evaluation
Number of governing bodies requesting training on the Governors’ Index monitoring of Ofsted reports on individual schools review of completed questionnaires on governor services monitoring of ability of governing bodies to identify priorities, target actions
and evaluate their impact on standards
Target Group
School governors
Responsibility
DL/EC DL/EC DL/EC DL DL/EC
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5.11 Implement the management training plan to improve leadership and management and governance;
Activities to
Provide training for chairs and vice chairs to assist them in
conducting governing body meetings effectively guiding governors in their crucial role of providing strategic leadership for their school
Activities to
Provide core advice to governing bodies on improving their effectiveness and on their strengths and weaknesses, based on a survey of recent Ofsted reports and reports from link advisers. This service to be provided in inverse proportion to success, focusing on schools causing concern
Activities to
Provide advice and training on workforce remodelling to assist schools in reducing their bureaucratic load.
Activities to
Facilitate the recruitment of effective governors by providing information to community councils and the Voluntary Bodies Appointments Panel (LEA governors) and to individual governing bodies (community governors),
Activities to Introduce a programme of training to be made available for independent clerks working in maintained schools in Southwark.
Success Criteria
100% of governing bodies rated satisfactory or better in Ofsted inspections Governors cope well with workforce reform issues LEA and Community governor vacancies filled promptly Improved quality of minutes produced at schools with independent clerks
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Monitoring and Evaluation
Training taking place Governing body minutes Monitor speed at which LEA and community governor vacancies are filled Monitor quality of minutes
Target Group
chairs and vice chairs all governors appointing bodies independent clerks
Responsibility
DL/EC DL DL/EC DL/KB DL /EC
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5.12 Promote guidance to governors on evidence-based school improvement planning and effective
deployment of resources;
Activities to
Provide governor training and support on school improvement planning and the production of whole school policies.
Activities to
Provide governor training, covering best value, to assist governors to manage their resources effectively.
Success Criteria
100% of governing bodies rated satisfactory or better in Ofsted inspections Better quality of school improvement plans Ofsted judge all schools to manage their budgets effectively
Monitoring and Evaluation
School Improvement Plans monitored by link advisers School budgets monitored by Schools Finance
Target Group
All governors
Responsibility
Head of Governor Development Team
Training and Development Officer (DL/EC)
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5.13 Implement strategies to identify and disseminate good practice in leadership, management and
governance;
Activities to
Include reports in the Governors’ Bulletin on best practice in governance. Governing bodies to be selected on the basis of reports by Ofsted and / or link advisers.
Activities to
Use governor training to disseminate best practice by governing bodies in (i) Southwark; (ii) other Authorities
Activities to
Support the creation of a strong representative forum for governors, which will allow for systematic consultation and the sharing of ideas.
Success Criteria
100% of governing bodies rated satisfactory or better in Ofsted inspections Representative forum is launched successfully
Monitoring and Evaluation
Monitor content of governor training Council is satisfied that its decision had been implemented effectively
Target Group
All governors Governor representatives
Responsibility
DL DL/EC SJ/DL
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5.14 Improve Continuing Professional Development (CPD) provision and practice
Activities to
Produce a coherent CPD handbook to match the priorities of the EDP and is in line with the
requirements and needs of schools. Facilitate a range of CPD activities for school staff, both teaching and support. Promote the policy and practice embedded in the Southwark Framework of CPD entitlement
and opportunities. Support action to enable schools to integrate CPD within the context of Performance
Management. Facilitate cross LEA working to support development of local and national initiatives
Activities to
Promote CPD opportunities for learning support staff at all levels from induction to HLTA Promote CPD opportunities for support staff such as administration officers Promotion of a full range of national and local CPD initiatives and opportunities, for example
NPQH, LPSH, net worked learning communities, London Challenge and Leading Edge schools.
Facilitate an effective Induction Programme for newly qualified teachers. Support the CPD development of teachers through from early professional development stage,
(pre Threshold) through middle management, (post Threshold) and senior management. Promote the development of Workforce Remodelling by constructive use of the Early Adopter
school and the expertise of tranche 1 and tranche 2 schools.
Activities to
Support schools in raising attainment in Early years and the Foundation Stage, Key Stages 1,
2, 3 and 4, through CPD opportunities for teaching and support staff. Ensure the CPD opportunities are congruent with the outcomes of data analysis of pupil
performance at each Key Stage. Support implementation of the National Strategies such as Workforce Reform, Primary
Strategy and Key Stage 3. Ensure consultants and Key Stage Strategy Managers have appropriate access to national
and local training and development activities.
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Success Criteria
A representative Steering Group, audit of practice and data analysis informs CPD policy and practice
The CPD activities and practice are matched to the EDP. A comprehensive programme of CPD activities is in place that is valued by
teaching and support staff. Statutory requirements in respect of NQTs, NPQH and Performance
Management are met. The CPD framework supports Southwark schools to become effective and
self-managing. The CPD policy and practice supports and sustains the ethos of Southwark
schools and the LEA as a net work of learning communities.
Monitoring and Evaluation
CPD impacts on learners' performance and achievement. CPD impacts on staff motivation and performance. Quality assurance mechanisms in place. Formal and informal feedback from participants. Steering Group and CPD co-ordinator feedback on key activities.
Target Group
Support staff Teachers Middle managers Senior managers School Improvement staff
Responsibility
CPD co-ordinator Head of School Improvement Head of Performance and
Achievement Key Stage Strategy Managers Advisers and consultants
Links with other Plans
EDP priorities CPD Business Plan Recruitment and Retention Business Plan
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PRIORITY 6: RECRUITMENT AND RETENTION 6.1 Improve data collation and analysis to inform strategy
Activities to
Further reduce the teacher vacancy rate from 3.55% average for 2003 Maintain high response to EMS data requests to schools Support the continuing development of collaborative relationships with SAOs, Bursars and
Business Managers by publicizing CPD opportunities and assisting with organization of Conferences
Teacher turnover figure to be ascertained (National Employers Organisation Survey)) Exit and Stayers surveys to be administered in June/July NQT Housing Need Survey to be administered in Autumn Term Analysis of all data to establish trends and inform strategy Feed back information on trends to schools with suggestions for strategy, where appropriate
Activities to
Continue to monitor data on teacher ethnicity and compare with census data for Southwark’s
community and pupil ethnicity data to ensure positive picture maintained Carry out more detailed analysis of retention and career progression for teachers from ethnic
minority groups
Success Criteria
Response rates to surveys: 618G 100%, Termly Vacancy Survey over 80%, National Employers Organisation Survey 75% or better.
Teacher vacancy rate 3% or less Strategic developments on Teacher Recruitment and Retention firmly based
on analysis of data Clear reports on data and trends presented to schools Data supplied to DfES, TTA, GOL (Government Office for London) and
other relevant bodies to support case for national or regional action on key issues
Data available on retention and career progression for teachers from ethnic minority groups
Monitoring and Evaluation
Information available
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Target Group
All schools and teachers
Responsibility
Recruitment and Retention Strategy Manager
Management Information Team
Links with other Plans
Recruitment and Retention Business Plan Management Information Business Plan
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6.2 Activities to raise profile of EMA/EAL coordinators
Providing quality training experiences Facilitating attendance at cluster training
Success Criteria
Positive feedback and high attendance rates at network meetings High attendance rates at EMA/EAL co-ordinator training
Monitoring and Evaluation
Attendance records and comparisons kept
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6.3 Provide assistance to Southwark teachers needing accommodation
Activities to
Gather information about teachers’ housing needs and aspirations e.g NQT Housing survey Disseminate information to teachers about housing opportunities e.g. Shared Ownership,
Keyworker Rented accommodation, Homebuy Loan Scheme, Porlock Hall and other hostels via weekly Housing Bulletin and additional marketing materials to all schools + Housing Advice Leaflet
Encourage and support overseas trained teachers to gain QTS and access to Keyworker Housing
Maintain waiting list for teachers seeking nomination to Keyworker Housing and respond swiftly to nomination opportunities
Continue to develop relationships with Housing Associations, major landlords offering Keyworker housing opportunities and Southwark’s Housing and Regeneration Dept.
Continue to offer email and telephone advice service for individual teachers Continue to participate in GOL teacher housing working group
Success Criteria
Housing needs of over 50 teachers met through above routes each year Satisfactory housing a factor in increased retention of teachers NQTs find satisfactory accommodation early in the Autumn Term
Monitoring and Evaluation
Information from exit and stayers surveys and NQT Housing Needs Survey Informal information from teachers Recruitment and Retention Working Party
Target Group
Teachers needing accommodation
Responsibility
Recruitment and Retention Strategy Manager
Links with other Plans
Recruitment and Retention Business Plan
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6.4 Provide support to Southwark Schools in their recruitment process;
Activities to
Continue to participate in monitoring group for GOL (Government Office for London) Pan-
London Preferred Supply Agency list and promote to schools and teachers Offer Recruitment Packs which they can customize with their own information to schools Continue to refine online NQT application system and inform heads about online access to
applications Monitor vacancy advertisements placed by schools in education press Investigate feasibility of composite advertisements to reduce advertising costs Provide advice and information to Heads and Governors on recruitment and retention
strategies
Success Criteria
Improvement in quality of supply teachers, costs to schools reduced and teachers paid at a fair rate
Schools are able to select good NQTs to fill appropriate vacancies Vacancy rate continues to fall for all teacher and headteacher posts Vacancies are filled with permanent teachers Secondary vacancies are filled with appropriate subject specialists Manage Well-Being Programme and Employee Assistance Programme on
behalf of participating schools
Monitoring and Evaluation
Termly Vacancy surveys Annual NEOST survey January 618G data Informal information from schools Recruitment and Retention Working Party Reports on Well-Being Programme and Employee Assistance Programme
from Teacher Support organization.
Target Group
Headteachers Governors
Responsibility
Recruitment and Retention Strategy Manager
Links with other Plans
Recruitment and Retention Business Plan
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6.5 Establish Retention Working Party to advise on borough-wide retention policy;
Activities to
Promote benefits packages to help recruitment and retention
e.g. use of pay flexibilities and relocation allowances, development of childcare facilities, use of season ticket loans, CPD opportunities, Employee Assistance Programme and WellBeing Programme Seek out new opportunities to enhance the attraction of Southwark schools
Success Criteria
Working Party represents views of teachers and schools Working Party influences and advises on strategy Working Party receives progress reports Working Party makes recommendations to LEA when appropriate
Monitoring and Evaluation
Notes of Recruitment and Retention Working Party meetings
Target Group
Representatives of Teacher Unions and Headteachers’ Council on behalf of all schools and teachers
Responsibility
Recruitment and Retention Strategy Manager
Links with other Plans
Recruitment and Retention Business Plan
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6.6 Recruit and retain sufficient effective teachers to raise the quality of teaching and learning in
Southwark schools
Activities to
Facilitate and promote the full range of Continuing Professional Development activities for
teachers at all key stages in line with the EDP priorities and the national strategies Investigate the feasibility of a dedicated Professional Development Centre Promote initiatives such as the Well Being Project, Employee Assistance Programme to
support staff Collaborate on Workforce Remodelling agenda
Activities to
Support London Chartered Teachers initiative Support mentoring and coaching activities for staff at all stages in their careers
Activities to
NQT Recruitment Campaign
Ensure exhibition materials, recruitment packs and press advertisements promote Southwark as a place to start a career in teaching
Liaise with other Recruitment Managers in London to share good practice Attend College Recruitment Fairs Maintain online NQT register and supply information to headteachers Collaborate with NQT Induction Coordinator
Activities to
GTP and Returners Courses
Provide information to schools to raise profile of courses through improved communications to headteachers and to increase the number of placements available for GTP students
Work in partnership with other LEAs and the HEIs to maintain quality of training and to recruit good candidates
Publicise and contribute to Returners Courses at London South Bank University
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Success Criteria
CPD activities and practice integrate with performance management and impact on staff confidence and motivation and recruitment and retention
The LEA and Schools develop CPD policy and practice and are supported in this by the CPD opportunities and entitlement frameworks
The sharing of good practice supports the development of networked learning communities
NQTs, GTPs and Returners attracted to Southwark and working effectively in schools
Teacher vacancies minimized Teacher vacancies filled with permanent staff Secondary vacancies filled with appropriate subject specialists
Monitoring and Evaluation
CPD steering group and strategy group feedback on key activities School leadership teams feedback on key activities impact in school Teacher vacancy information
Target Group
Teachers NQTs in training Mature career-changers Returning teachers Support Staff CPD school leaders Middle managers and leaders Senior managers and leaders Consultants and advisers
Responsibility
CPD co-ordinator Recruitment and Retention
Strategy Manager Head of Performance and
Achievement Key stage Strategy Managers Advisers and Consultants
Links with other Plans
EPD priorities CPD Business Plan Recruitment and Retention Business Plan National Strategy plans EAZ and EIC Plans
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6.7 Support the development of newly qualified teachers, teacher assistants and teachers not trained in the United Kingdom
Activities to
Newly Qualified Teachers Co-ordinate and promote a central training programme for NQTs Termly training and briefing sessions for School induction tutors Develop the use of effective Career Entry profiles, school based CPD opportunities and
portfolios to support NQTs in meeting induction standards Co-ordinate LEA quality assurance procedures including the random sampling of schools by
link advisers, monitoring questionnaires for NQTs and Induction tutors and termly panel meetings to oversee the Induction year and formal assessment procedures
Identify and share good practice at school level Develop links with the DfES, TTA, GTC and London Induction Co-ordinator Groups to identify
and share good induction practice Develop the use of Advanced Skills Teachers to support NQTs in meeting teaching and
learning standards
Activities to
Support development of Overseas Trained Teachers
Coordinate 11-session twilight course twice per year until no further need. Support and advise schools and individuals on pre-requisites and process for gaining Qualified
Teacher Status via the assessment route. Support and advise teachers ineligible for assessment route to QTS and their schools on the
Registered Teacher Programme. Work with consultant to prepare OTTs for successful assessment.
Activities to
Teaching Assistants termly induction training for primary and secondary teaching assistants access to NVQ, foundation courses and HLTA training programmes for teaching assistants in
line with workforce remodelling initiatives develop links with other London LEAs, the DfES and TTA to support the workforce remodelling
initiatives promotion and development of portfolios for teaching assistants training and briefings for TA mentors develop a qualifications map for TAs which can be used by school CPD co-ordinators and
SMTs
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Success Criteria
NQTs meet induction standards Teaching and learning improves NQTs complete their induction year in Southwark NQTs are prepared for their second year of teaching, transition point three
of the Career Entry Development Profile School Induction tutors are prepared and confident in their role and
responsibilities The LEA and school meet the statutory requirements for induction of NQTs
and workforce remodeling Mentors for TAs are prepared and confident in their role The development of the TA role in Southwark schools is in line with the
national workforce remodelling initiative Over 50% of OTTs registered for course by December 2004 25% of OTTs achieve QTS by December 2004 and remain in Southwark
schools All OTTs who apply for assessment for QTS are successful
Monitoring and Evaluation Quality assurance mechanisms in place Formal and informal feedback from NQTs, OTTs and TAs on the quality of
the central programmes CPD Co-ordinator briefings to the LEA leadership team LEA Induction policy and procedure is shared with TTA and DfES regional
induction tutors Link advisers, LEA leadership team, school SMT feedback to LEA CPD co-
ordinator on induction procedures for NQTs and TA training and CPD opportunities
Repeat data collection exercise on OTTs in Southwark schools in September 2004
Target Group
NQTs Teaching Assistants Overseas Trained Teachers School leadership team
Responsibility
CPD co-ordinator Recruitment and Retention
Strategy Manager Head of School Improvement,
Primary Head of School Improvement,
Secondary Head of Performance and
Achievement Link Advisers Workforce Remodelling Adviser
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Links with other Plans
EDP Priorities CPD business Plan Recruitment and Retention Business plan LEA Workforce Remodelling Business plan
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6.8 Improve Continuing Professional Development (CPD) Provision and practice;
Activities to
Produce a coherent CPD handbook to match the priorities of the EDP and in line with the
requirements and needs of schools Facilitate a range of CPD activities for the range of school staff, both teaching and support for
example EPD for teachers, SAOs and bursars Promote and facilitate the policy and practice embedded in the Southwark Framework of CPD
entitlement and opportunities Support action to enable schools to integrate CPD within the context of performance
management
Activities to
Promotion of a full range of national and local CPD initiatives and opportunities , for example NPQH, LPSH, networked learning communities , London Challenge and Leading Edge Schools, ASTs
Promote CPD opportunities for learning support staff at all levels from induction to HLTA Facilitate effective Induction programmes for NQTs, senior and middle managers Facilitate an effective programme to support Overseas Trained Teachers to gain QTS and to
familiarize OTTs with the national curriculum Promote the development of Workforce Remodelling by constructive use of the Early Adopter
schools and the expertise of tranche 1 and 2 schools. Promote coaching and mentoring training for teachers at all stages of their career
-Success Criteria
The CPD framework supports schools to integrate performance management with CPD for all staff
CPD activities improve staff motivation and impact on recruitment and retention of staff in schools at all key stages
CPD provision and quality is valued by staff, matches their needs and aspirations and the priorities of the EDP
CPD policy and practice supports and sustains the ethos of Southwark schools as a net work of learning communities
Monitoring and Evaluation
Formal and informal feedback from participants Analysis of evaluations of CPD activities CPD impacts on learners performance and achievement Staff Recruitment and Retention data
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Target Group
Support staff Teachers Early Career Teachers Middle mangers and leaders Senior leaders LEA Consultants and advisers
Responsibility
CPD co-ordinator Recruitment and Retention
Strategy Manager Head of School Improvement Head of Performance and
Achievement Advisers and Consultants
Links with other Plans
EPD priorities CPD Business Plan Recruitment and Retention Business Plan National Workforce Remodelling Plan
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LONDON BOROUGH OF SOUTHWARK
EDUCATION DEVELOPMENT PLAN – COSTINGS 2004 - 2005
PRIORITIES OFFICER DAYS OFFICER COSTS
SOURCE OF FUNDS
Priority 1
Raising Attainment in Early Years and the Foundation Stage and Primary Phase
1,688 827,763 Core andStandards Fund
Priority 2
Raising Attainment in Key Stage 3 and 14 - 19
1320 1.2M DfES/LondonChallenge
Priority 3
Support for Schools Causing Concern
380 190,000 Core
Priority 4
Social and Educational Inclusion; Improving participation and the quality of education for all
4,500 1.8M Core andStandards Fund
Priority 5
Ensuring a consistently high quality of education is provided for all through the development of effective., self-managing schools
550 287,950 Core andStandards Fund
Priority 6
Recruitment and Retention
408 560,503 Core/TTA Grant