SASH – Update / Suffolk
School Improvement Board
Jonathan Lewis
Deputy Director – RSC EENEL
[email protected]
Our Collective Vision for a
Changing Educational World
• The 5 key drivers that have to inform our “north star”
thinking
• More good school places in the system for all children
• Doing even better with a smaller resource
• The role that education plays in the social mobility
agenda
• Recognition that a more diverse system means a new
relationship with Maintained schools, Academies, FS,
UTC, Studio Schools, Diocesan Schools, small rural
schools, independent schools, Universities and selective
schools
• Shift from conversion to conversion + Improvement
East of England and North East London – Delivering the
‘Miracle in the East’ – 2017 School Improvement Focus
Providing support and challenge to Teaching
Schools and commissioning school
improvement
• Support developing new Teaching Schools in 'cold spots' in the region
• Develop programmes to support key challenge areas - phonics, disadvantaged
groups, KS2 assessment
• Developing a robust process for commissioning of school improvement in
partnership with TSA including accountability measures
Supporting Recruitment and Retention of
the highest quality teachers across the
region.
• Engage with Academy Trusts, Local Authorities and the wider department to
develop a innovste strategy to improve recruitment and retention in the most
challenging parts of the region.
• Ensure a high quality CPD offer is available through teaching schools and strategic
partners to all schools in the region for improving all teaching to at least good.
Promoting improved outcomes in Maths
across all phases
• Support the implementation of the Maths Mastery programme and ensure
those schools where outcomes are historically low are proritised.
• Hold a conference on improving Maths in conjunction with teaching schools
and Ofsted
Continue to target schools which are
underperforming and implement rapid
improvement
• Use our powers of intervention rapidly and appropriately to bring around whole
school improvement and target areas of underpeformance spatially.
• Continue to undertake Education Advisor visits at schools which are not yet
considered to be good.
• Ensure robust plans are in place for rapid improvement in Coasting Schools
Focus on outcomes at KS5 and transtion
• Provide support and challenge to the Area Based Review across the Region
to ensure effective learning pathways are developed.
• Target all schools which are underperforming at KS5, isssuing warning
notices where performance is unacceptably low.
New ‘School Improvement’
£50 million a year fund for
local authorities to continue to
monitor and commission
school improvement for lowperforming maintained
schools
£140 million ‘Strategic School
Improvement Fund’ for
academies and maintained
schools
£20m Education Endowment
Foundation (EEF) has to scale
up and disseminate evidencebased programmes and
approaches
Proposed Subregional Board
for Suffolk – RSC / LA /
Teaching Schools / Ofsted /
Heads groups etc – all phases
Opportunity area for Ipswich /
wider benefit
Greater
Capacity –
Teaching
Schools / NLEs
Sufficient
capacity and
coverage of
system leaders
Role for local
accountability
structure
System led
School
Improvement
Identifying
School
Improvement
Need
Access to high
quality school
improvement
providers
Schools
knowledgeable
customers of SI
support
Suffolk Secondary School
Improvement Board
Progress 8
English
Maths
Ebac
Open
Gender
All
Male
Female
Suffolk
0.01
0.01
0.06
0.07
-0.07
Progress 8
0.01
-0.09
0.13
Prior attainment Low
(all)
Middle
High
English
0.01
-0.23
0.25
Prior attainment Low
(Disadvantage) Middle
1483 (21%)
High
Maths
0.06
0.13
-0.02
Ebac
0.07
0.05
0.1
Progress 8
-0.14
0.06
0.07
Progress 8
-0.53
-0.37
-0.34
Open
-0.07
-0.3
0.17
Current Priorities for
Suffolk Heads
• Progress for all pupils
• Progress and attainment for disadvantaged pupils
• Ensuring that all pupils manage to fill the buckets
for Progress 8
• Working together to get a greater understanding of
the attainment and a good pass with the new
specification for maths and English.
• Mental Health issues for pupils
• Curriculum models that meet the needs of pupils.
Collaborative Work
• There must be a climate of trust
• This must add value
• There is already some very good collaborative
practice in place but does not currently reach all
schools particularly some of the most vulnerable.
• In a changing education landscape schools, must
look at best practice both within and outside of the
county.
• Sharing resources where possible such as a Senco.
Strategies for collaboration
• There must be a clear focus
• Establish subject networks, and use those already
in place
• Meet regularly
• Use social media effectively
• All partners engaged
• Set up some working groups
Aims for the Board: what
would success look like?
• Suffolk schools to be in the top 20 for Progress 8
and improved progress for disadvantaged pupils
• 100% of secondary schools to be good or better
(Ofsted)
• Improved destination outcomes post 16 and post
18