DfES and National Strategies Update

AAIA Conference, Newcastle13th September 2006

Mike Viner, Senior Regional Director National Strategies,North East of England

Implementation pieces

• Change in ‘push’ and ‘pull’ for schools – SIPs and new relationship with schools

• Improved tools enabling schools to manage data to boost pupil progression

• Revised primary and secondary materials – eg Rose review improving phonics approach

• Extended Schools implementation rounds• Increased attention to school reform measures – closures and

expansions, schools causing concern, federations, academies, Trusts• Safeguarding• Looked after children• Workforce reform – greater productivity• New teacher standards and sharper performance management• Changing role for local authorities• Changing nature of regional support• 14-19 reform coming• Personalised Learning to bring into the picture

Understanding the ECM/Standardsdelivery chain…

DfES

ODPM

OGDs with ECM objectives

GO (DCL / CSA)

NS (SRD & team)

LA (DCS & Heads of School Improvement & Social Services)

SIP

School

Ofsted

Children &

Families

TDA

(NRT)

Cross Agency Working – Children’s Trusts

Opportunities

Cross Agency Working

Support to schools in removing barriers to learning

More systematic accountability for LAs

Creation of the new Ofsted

Fuller perspective on delivery across institutions

Coherence, prioritisation and rigour across children’s services

More systematic feedback

Rapid response capability

Single Conversation

Reduced clutter, sharper targeting, better support

Key risks to the delivery of the Standards agenda

are unclear about priorities

get stretched too far – lack

capacity

don’t believe further rise

possible

lack expertise

fail to differentiate

or target

Schools or Local Authorities…

Accountability and

Performance Management

lack sharpness

National Strategies Priorities 06/7

Unremitting focus on standards in early years and the core subjects through

personalisation1. Renewal of frameworks in primary and EYFS

– early reading/phonics, progression2. Personalisation and intervention in core

subjects in secondary 3. Tackling barriers to learning – underperforming

groups, behaviour and attendance 4. Underperforming schools (and pupils) 5. SIPs as a key lever for change 6. Support and challenge in LAs - target setting 7. Assessment for learning and data literacy

Support and challenge of LA using SIP

evidence

NS Quality Assurance of the SIP Function in LAs

SchoolSchool

performance data

DCS

SIP

Head ofSchool

Improvement

School Improvement Dialogue

Termly Notes of Visit

Oversight and monitoring of process

SIP Coordinator

Senior Regional Director

Triangulation of data with NoV

QA of NoV

QA of LA Processes

QA of Interaction

Briefs SRD on process and any

concerns

Alerts over major concerns

SCHOOLS

Underperforming

Poor &Acute

Un

der

ach

ievi

ng g

rou

ps

Offer/ SolutionsCharacteristics of Schools

Good or Better

e.g. Ofsted Category schools (5%)LA WarningBelow Floor target

Coasting – CVAOfsted category 3 schools (25%)

Above PSA targetsOfsted excellent schoolsApprox 60-65% of schools?

Graded offer

No choice

High choice

All Programmes in menu

Schools and LAs request support

Un

ive

rsal

offe

r –

all

pro

gra

mm

es

ava

ilab

le fo

r a

ll sc

ho

ols

C1-

C2

Im

prov

ing

Tea

chin

g an

d Le

arn

ing,

E1-

E2

, O

pen

ing

up t

he

Str

ate

gies

A1

-A4

Cha

lleng

e a

nd s

upp

ort

to L

As,

sch

ool

s an

d se

ttin

gs,

D1-

D6

Per

sona

lisat

ion

B1-B4Targetedintervention

D1,D2,D5 Personalisation

LOCAL AUTHORITIES

High Achieving

Under-performing

Acute

Un

der

ach

ieve

rs –

lea

rne

rs a

nd

sch

oo

ls

Uni

vers

al o

ffer

A1

Wo

rkin

g w

ith L

As

to im

pro

ve s

tan

da

rds

in s

cho

ols

an

d s

ett

ing

s

Offer solutionsCharacteristics of LAs

B1-B4 Targeted Intervention

No Choice

High choice

LAs request support

C1 Improvements in teaching and learning

A4 Securing improved implementation of whole-school policies