Introduction
Strategic Roles and Responsibilities
Priorities
Outcomes
Measuring Progress and Performance
Appendix 1Key Performance Indicators
Improving Standards Strategy Milestone Grid
Outcome 1aImprove all schools so that all are rated good and at least 20% are outstanding
Outcome 1bLeadership and management is judged good by Ofsted in all schools, with 30% outstanding
Outcome 2Improve teaching, learning and assessment so that teaching, learning and assessment are judged good by Ofsted in all schools, with 20% outstanding
Outcome 3Develop a rich curriculum entitlement
Outcome 4Lead and facilitate the development of self-managing and accountable partnerships
Outcome 5a(Foundation stage KS1 & KS2) Increase achievement and attainment for all students (0-19) at a faster rate
Outcome 5a(KS3, KS4, Post 16) Increase achievement and attainment for all students (0-19) at a faster rate
Outcome 5b (i)Improve the educational attainment and life chances for the most vulnerable – looked after children
Outcome 5b (ii)Improve the educational attainment and life chances for the most vulnerable – children and young people with SEN/LDD
Outcome 5b (iii&iv)Improve the educational attainment and life chances for the most vulnerable – exclusions and persistent absentees
Outcome 6Develop and strengthen the Trust’s strategic relationship with schools and other partners to ensure greater accountability for the most effective use of resources
Outcome 7Continue to develop Building Schools for the Future/ Academies/ Primary Capital Programme
Introduction
Progress to date
The current primary strategy, in place since 2005, has focused on developing partnerships, leadership and management, raising standards and achievement, frameworks and conditions for learning and teaching and learning. Standards have risen albeit slowly and there are more outstanding schools. However, standards of attainment still require significant improvement; quality teaching still needs to be in place in all schools and far too many schools are satisfactory or coasting.
The first secondary strategy supported by London Challenge was put in place in 2002. Since then, we have seen a significant increase in standards, a huge investment in new estate and we are well into the implementing the plan to provide more places for children and young people aged 11-19.
We have established six children’s service clusters and three 11–19 geographical partnerships with some successful collaboration on a number of specific areas requiring improvement or development.
Five out of six strategic children’s centres (one in each cluster) are operational and delivering the core children’s centre offer. These centres will play a key role in delivery of children’s services at cluster level. Different models of working practice are emerging through the implementation of the children’s centre strategy. There is evidence of successful cross-agency partnerships and Multi Agency Teams use CAF part one to assess the needs of individual children and families. Monitoring information is beginning to support effective planning for both universal and targeted services.
The future
Though significant and sustained progress has been made, the gap between standards in Hackney and nationally is still too wide. We want to see a further step change so that all children and young people achieve good educational outcomes and thus improve their economic wellbeing and future prospects. The Learning Trust has a clear moral purpose to advocate on behalf of children and parents by commissioning schools to provide the high quality services required and to increase the pace of improvement.
Leaders of individual institutions will have a duty to deliver excellence for their students but also a key responsibility to help shape and deliver quality provision for all of Hackney’s children and young people. In day-to-day terms, it requires a personalised offer to be made for all our young people, including additional support around transition. An offer tailored to meet their needs.
Context
Move towards a clearer role for provision and commissioning in education:There needs to be a clear distinction between the provider and commissioning role. For example, Pupil Referral Units should be managed by the schools/ colleges and not by The Learning Trust. Increased responsibility should be devolved to schools to provide, manage and oversee other central services.
Diversity in collaboration: No single institution (or leader) can meet the needs of all learners it admits nor carry out on the wider duty and responsibility to the local community. To accelerate the raising of standards institutionsmust work together, learn from each other and thereby drive up qualityacross the board. This will require a range of mechanisms and models of meaningful collaboration, driving a shared responsibility for all young people in their surrounding local community, in addition to those who attend the schools and colleges in the partnerships.
Broader high level performance indicators: Schools and colleges have not previouslyheld responsibility for the community as a whole. Borough wide agencies are now measured on targets that no single institution can meet on its ownbut that many contribute to. For example the progression and achievement of young people measured three years after they have left our schools or of those who have never attended a Hackney school. This is a significant change and we need to reflect this in our planning.
The implementation of Building Schools for the Future and the Primary Capital Programme: Theseprojects continue to present significant opportunitiesfor providing education establishments that offer high quality facilities but we have to carefully overcome new challenges as the programme moves into the build (and in some cases decant) phase.
Developing accountability and autonomy: We support the work of well led, autonomous, self-managing schools (including Academies). But this is only truly achievable if we have clear framework of accountability for pupil and school performance individually and collectively. To achieve this, accountability needs to be explicit and clearly individualised. The Learning Trust role is to hold schools (irrespective of their status)and other providers to account for improving the outcomes of all children and young people – especially those who are vulnerable – whilst empowering providers to utilise their resources and make their own plans so that they are not hindered by bureaucratic processes.
Raising expectations and sharing best practice: There needs to be clarity about how well children and young people can achieve. Governors, Headteachers, School staff and The Learning Trust employees all have different expectations, particularly of vulnerable (underachieving) groups. Good practice needs to be identified and embraced by all and consistently adhered to.
Strategic roles and responsibilities
The Learning Trust Board will...
- Set clear priorities for improving educational outcomes, linked to broader high-level indicators contained within Hackney’s Community Strategy and Local Area Agreement
- Act as an advocate for children, young people and families in Hackney, raising expectations of their educational achievement
- Ensure proposed activities are resourced appropriately
- Monitor, challenge and hold The Learning Trust and educational providers to account for delivering priorities
- Consider innovative ways of working to help achieve these outcomes
- As commissioners, clarify expectations of schools and education providers
by...
- Setting targets for improvement so that expectations are clear
- Developing a more robust process to monitor progress towards the outcomes of this strategy
- Developing improved capacity to use management information and develop leading indicators
- Nominating Board Champions to look into strategic issues such as leadership of partnerships and improving leadership faster
- Brokering support from businesses, higher education establishments, the voluntary and community sector and other agencies
- Challenge schools/providers who fail to achieve desired outcomes
The Learning Trust will...
- Develop delivery plans in line with the new strategy, setting challenging targets to raise aspirations
- Develop managers’ use of information so that improvement activities are sharper
- Maintain and share high expectations of providers and learners/ potential learners
- Commission educational providers to deliver priorities, taking on an increasing quality assurance and challenge role
- Support Parents/Parenting
- Support leadership development in schools and other education providers
by...
- Developing strategies and methods based on evidenced best practice
- Developing a culture of continuous improvement within our own services and that of providers, using self assessment to inform effective planning
- Developing commissioning arrangements, including an accountability framework
- Revising the leadership improvement strategy for Headteachers, school workforce and Governors
Schools, settings and other providers will...
- Develop leadership and leadership capacity – increase the rate of improvement
- Raise expectations and share good practice
- Improve Governors’ role in quality assurance, ambitions and challenge of the school
- Contribute to partnerships and clusters, embedding themselves at the heart of the community
- Share responsibility for all learners in their cluster/partnerships
by...
- Working with The Learning Trust to implement the leadership improvement strategy
- Setting targets in line with borough expectations
- Revising improvement plans in light of above
- Working collectively as autonomous providers within a clear accountability framework
- Formally agree to work in partnership for the benefit of all children and young people
- Maintaining high quality staff recruitment and professional development programmes
- Contributing to monitoring and accountability arrangements
Priorities
- Improve the quality and impact of leadership on children and young people’s outcomes, through the following seven strands:
- Headteacher leadership
- Schools leadership through deputy/ assistant heads; middle leaders; bursars; school managers
- Wider children’s service workforce leadership through early years settings; children’s centres; specialist units etc
- Schools succession planning
- Leadership through governance
- Seek and identify best practice locally, nationally and internationally
- Identify and implement models to enable best practice to be the foundation for future structures and ways of working
- Improve teaching, learning and assessment –we will ensure the profile of our teaching workforce is consistently good or better in order to reach and exceed national expectations. We also need a better shared understanding of how assessment contributes to improved teaching and learning.
- Develop a rich curriculum entitlement that embraces national and local priorities, providing a rich curriculum that engages all of our children and young people in lifelong learning and personal, social and economic development. This needs to be consistent and reduce variation between schools leading to differential pupil experiences, opportunities and outcomes. We will explore further models of collaboration to facilitate this.
- Lead and facilitate the development of self-managing and accountable partnerships, working towards improved outcomes for children and young people within Every Child Matters. Therefore we need education providers, clusters and partnerships to see themselves atthe heart of the community to deliver services, supported by robust governance arrangements.
- Increase achievement and attainment for all students (0-19) at a faster rate. We particularly want to improve the attainment and life chances of underachieving and vulnerable groups.
- Develop and strengthen the Trust’s strategic relationship with schools and other partners to ensure greater accountability for the most effective use of resourcesthrough focusing on planning a high quality borough-wide entitlement for every child and young person. Education providers will be accountable for implementation through a commissioning model and impact will be measured through a suite of broader high level performance indicators (NI).
- Continue to develop Building Schools for the Future (BSF)/Academies / Primary Capital Programmethrough the implementation phase in order to furtherraise achievement and facilitate partnership working.
Outcomes
To be reported annually
- Improve the quality and impact of leadership on children and young people’s outcomes
(a)Improve all schools so that all are rated good and at least 20% are outstanding
(b)Leadership and management is judged good by Ofsted in all schools, with 30% outstanding
- Improve teaching, learning and assessmentso that teaching, learning and assessment are judged good by Ofsted in all schools, with 20% outstanding
- Develop a rich curriculum entitlement
(a)All children/students have access to:
(i)A modern foreign language at Primary school level
(ii)A rich performing arts extended curriculum and an opportunity to learn a musical instrument
(iii)Comprehensive extended school opportunities (all school clusters have a comprehensive offer)
(iv)Opportunity to learn and participate in a number of sports
(v)A full 14-19 offer including the new diplomas
(vi)Outdoor education andresidential study
(b)All schools have quality of curriculum rated good, with 40% outstanding
(c)14–19 provision is rated good by GOL
- Lead and facilitate the development of self-managing and accountable partnerships
(a)Quality assured 14-19 entitlement in place and accessible to all students
(b)Integrated childrens’ services in place to ensure fully evidenced based, accessible and appropriate tiered services for all children and young people
(c)All schools sign up to the partnership protocol
- Increase achievement and attainment for all students (0-19) at a faster rate.
(a)Achievement and attainment are above national expectations (National Indicators). Pupil progress is rated good.
(b)Improve the educational attainment and life chances for the most vulnerable, particularly:
(i) Looked after children through
- Increasing the numbers of looked after children reaching level 4 in English and Maths at Key Stage 2, and the numbers of looked after children achieving 5 A*-C GCSEs (or equivalent) at Key Stage 4 (including English and Maths)
(ii) Children and young people with SEN/ LDD
- Reducing the gap between Special Educational Needs (SEN) and non-SEN pupils achieving the Key Stage 2 English and Maths threshold, and achieving 5 A*-C GCSEs including English and Maths
(iii) Exclusions
- Minimising the rate of permanent exclusions from school
(iv) Persistent absentees
- Minimising the Secondary school persistent absence rate
- Develop and strengthenthe Trust’s strategic relationship with schools and other partners to ensure greater accountability for the most effective use of resourcesthrough focusing on:
(a)Advocating a borough-wide entitlement on behalf of every child and young person
(b)Accountability for the use of education resources and the provision of services
- Continue to develop Building Schools for the Future/ Academies/ Primary Capital Programme
Schools have the capacity to deliver an outstanding education to all those who choose to be educated in Hackney:
(a)Projects delivered on time and to budget
(b)School place plans implemented
(c)School infrastructure is fit-for-purpose for 2012
Measuring Progress & Performance
Although outcomes will be reported annually, we will monitor our progress regularly through performance management systems and act speedily to take action where outcomes fall below expectations.
The attached list of Key Performance Indicators (Appendix 1) will be used to measure our progress against these outcomes.
Grids setting out the milestones we want to achieve for each of the 7 outcomes are set out in Appendix 2.
Improving Standards Strategy for Education In Hackney 2008-2012
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APPENDIX 1: IMPROVING STANDARDS STRATEGY KEY PERFORMANCE INDICATORSOUTCOME / KPI / PERIOD / OWNER
- Improve the quality and impact of leadership on children and young people’s outcomes
(b)Leadership and management is judged good by Ofsted in all schools, with 30% outstanding / ‘Overall’ Ofsted or SIP report rating – whichever most recent
‘Leadership and Management’ Ofsted or SIP report rating – whichever most recent / Termly
Termly / Tricia Okoruwa
(Yvonne Servante, Martin Burford)
- Improve teaching, learning and assessment so that teaching, learning and assessment are judged good by Ofsted in all schools, with 20% outstanding
% of Outstanding, Good, Satisfactory, Inadequate ‘Quality of Teaching’ Ofsted or SIP report rating for targeted group of 27 SRAS / Termly
Termly / Tricia Okoruwa
(Liz Thompson, Catharine Wensley)
- Develop a rich curriculum entitlement
(i)A modern foreign language at primary school level
(ii)A rich performing arts extended curriculum and an opportunity to learn a musical instrument
(iii)Comprehensive extended school opportunities (all school clusters have a comprehensive offer)
(iv)Opportunity to learn and participate in a number of sports
(v)A full 14-19 offer including the new diplomas
(vi)Outdoor education and residential study
(b)All schools have quality of curriculum rated good, with 40% outstanding
(c)14–19 provision is rated good by GOL / % of schools offering a modern foreign language from SIP report*
- % of schools offering a rich performing arts extended curriculum* (NB: need to define key criteria for SIP report)
- % primary schools offering opportunity to learn a musical instrument (Hackney Music Service survey)
% of schools offering 2 hrs high quality PE per week in curriculum, and 5 hours in total (School Sport Partnership PESCL survey)
- Number of apprenticeships, diplomas and Foundation Learning Tier opportunities offered
- NI90 – Take up of 14-19 learning diplomas
- Number of residential study visits
14-19 GOL rating / Annually
Annually
Annually
Annually
Annually
Annually
Annually
Termly
Annually / Yvonne Servante
(Liz Thompson)
- Lead and facilitate the development of self-managing and accountable partnerships
(b)Integrated childrens’ services in place to ensure fully evidenced based, accessible and appropriate tiered services for all children and young people
(c)All schools sign up to the partnership protocol / Number of partnerships rated good according to our protocol framework (to be developed)
% signed up to protocol / Termly
Termly / Yvonne Servante
(Head of PCSD)
- Increase achievement and attainment for all students (0-19) at a faster rate
- NI 72 – Achievement of at least Achievement of at least 78 points across the Early Years Foundation Stage with at least 6 in each of the scales in Personal Social and Emotional Development and Communication, Language and Literacy
- NI 73 - Achievement at level 4 or above in both English and Maths at Key Stage 2
- NI 75 - Achievement of 5 or more A*- C grades at GCSE or equivalent including English and Maths
- NI 79 – Achievement of a Level 2 qualification by the age of 19
- NI 80 – Achievement of a Level 3 qualification by the age of 19
- NI 92 -Narrowing the gap between the lowest achieving 20% in the Early Years Foundation Stage Profile and the rest
- NI 93 - Progression by 2 levels in English between Key Stage 1 and Key Stage 2
- NI 94 - Progression by 2 levels in Maths between Key Stage 1 and Key Stage 2
- Free School Meal data set KS1, KS2, KS3, KS4
- 6 EMA groups + TCK KS3, KS4 and AC Attainment
(b)Improve the educational attainment and life chances for the most vulnerable, particularly:
(i) Looked after children through
- Increasing the numbers of looked after children reaching level 4 in English and Maths at Key Stage 2, and the numbers of looked after children achieving 5 A*-C GCSEs (or equivalent) at Key Stage 4 (including English and Maths)
- Reducing the gap between Special Educational Needs (SEN) and non-SEN pupils achieving the Key Stage 2 English and Maths threshold, and achieving 5 A*-C GCSEs including English and Maths
- Minimising the rate of permanent exclusions from school
- Minimising the Secondary school persistent absence rate
- NI 99 Looked after children reaching level 4 in English at Key Stage 2
- NI 100 Looked after children reaching level 4 in Maths at Key Stage 2
- NI 101 Looked after children achieving 5 A*-C GCSEs (or equivalent) at Key Stage 4 (including English and Maths)
- NI 104 The Special Educational Needs (SEN)/non-SEN gap – achieving Key Stage 2 English and Maths threshold
- NI 105 The Special Educational Needs (SEN)/non-SEN gap – achieving 5 A*-C GCSEs including English and Maths
- NI 114 – Rate of permanent exclusions from school
- Number of fixed term exclusions
- Number of SEN fixed term exclusions
- % of schools with persistent absence over 80%
- NI 87 – Secondary School persistent absence rate
Annually
Annually
Annually
Annually
Termly
Termly
Termly
Termly
Termly / TO
TO (Penny Dixie, Jill Dyson)
YS (Head of PCSD)
YS (Head of PCSD)
- Develop and strengthen the Trust’s strategic relationship with schools and other partners to ensure greater accountability for the most effective use of resources through focusing on:
(b)Accountability for the use of education resources and the provision of services / Develop and articulate a ‘Hackney Entitlement’
Ofsted ‘Value for Money’ Judgement / Annually
Annually (from Sept 09) / FOD
- Continue to develop Building Schools for the Future/ Academies/ Primary Capital Programme
(a)Projects delivered on time and to budget
(b)School place plans implemented
(c)School infrastructure is fit-for-purpose for 2012 / Number of projects on schedule (Property Assessment Framework)
- Number of schools with more than 25% surplus places
- Number of pupils who do not receive a place at any of their preference schools
Termly
Annually
Annually / Mark Smith
APPENDIX 2: IMPROVING STANDARDS STRATEGY MILESTONE GRID – Outcome 1a)