Subject Leader Day- Autumn 2007

Birmingham Results 2007

Foundation Stage Data - 2007

National Birmingham

CLL 47% 43%

MD 65% 60%

PSE 71% 60%

CLL – Communication, Language and Literacy

MD – Mathematical Development

PSE – Personal, Social & Emotional Development

Reading KS1 L2+

2002 2003 2004 2005 2006 2007

B’ham 80 80 80 79 78 79

National 84 84 85 85 84 84

Writing KS1 L2+

2002 2003 2004 2005 2006 2007

B’ham 83 77 78 76 74 74

National 86 81 82 82 81 80

KS1 Maths L2+

2002 2003 2004 2005 2006 2007

B’ham 87 87 86 87 85 85

National 90 90 90 91 90 90

KS2 English L4+

2002 2003 2004 2005 2006 2007

B’ham 70 69 74 74 76 76

National 75 75 77 79 79 80

KS2 Numeracy L4+

2002 2003 2004 2005 2006 2007

B’ham 69 67 69 70 71 73

National 73 73 74 75 75 77

KS2 Results by Area – South West

English 2004 2005 2006 2007 Maths 2004 2005 2006 2007

South West 74 76 77 78 72 74 74 76

Birmingham 74 74 76 76 69 70 71 73

National 77 77 79 80 74 75 76 77

Below 65% 11 11 7 9 17 13 12 10

KS2 Results by Area - East

English 2004 2005 2006 2007 Maths 2004 2005 2006 2007

East 76 78 76 79 70 73 72 74

B’ham 74 74 76 76 69 70 71 73

National 77 77 79 80 74 75 76 77Below 65% 8 3 7 3 14 10 11 6

KS2 Results by Area - North

English 2004 2005 2006 2007 Maths 2004 2005 2006 2007

North 79 79 82 82 76 75 77 79

B’ham 74 74 76 76 69 70 71 73

National 77 77 79 80 74 75 76 77Below 65%

5 8 7 7 8 8 11 8

KS2 Results by Area –North West

English 2004 2005 2006 2007 Maths 2004 2005 2006 2007

North

West68 70 72 71 63 67 65 69

B’ham 74 74 76 76 69 70 71 73National 77 77 79 80 74 75 76 77

Below 65%

21 21 16 18 31 22 25 20

KS2 Results by Area - Central

English 2004 2005 2006 2007 Maths 2004 2005 2006 2007

Central 73 68 69 71 65 63 67 68

B’ham 74 74 76 76 69 70 71 73

National 77 77 79 80 74 75 76 77

Below 65%

19 24 22 16 29 29 24 22

KS2 Results by area South

English 2004 2005 2006 2007 Maths 2004 2005 2006 2007

South 80 82 82 83 79 79 77 81

B’ham 74 74 76 76 69 70 71 73

National 77 77 79 80 74 75 76 77

below 65%

8 4 3 3 10 5 7 3

Discussion

• What did you do last year to raise levels of attainment?

• What impact did it have?• What are the predictions for KS1 and KS2 this

year?• What have you put in place to raise attainment

this year?• What is in place to ensure higher achievers

make good progress?

Making Good Progress

Aims of the session

• To share the findings of the recent DfES investigations into children that make slow progress through Key Stage 2

• Begin to consider the implications of the report

Making Great Progress

Leadership• Heads who see themselves as the Head Teacher• Senior leaders being close to the learning• An absolute and sustained focus on improving

standards• Establishing systems to allow time to think and act

strategically and innovatively• Developing a confident and assured style of

leadership• Passion for order and thoroughness• Organising team around functions rather than status• The forging of strong, professional relationships• Doing jobs that need to be done

Teaching and learning• It is expected that teachers have a

thorough knowledge and understanding of the curriculum

• Lessons have pace, are orchestrated and well-signposted

• Children are encouraged to spell out how they learn

• Much is expected of pupils in terms of their learning

• The conclusion of the lesson is planned for and worked towards

• The good teacher is highly valued• Teachers adopt the school’s values and vision

Curriculum

• Planning for progression is secure throughout the school

• Systems are in place so that time is not wasted on reinventing wheels

• The whole school takes responsibility for the standards achieved in Year 6

• The emphasis is on application of skills• Concepts are important, though standard

practices are taught too• Improvement targets are shared and layered

through the school

Getting There

Pupils who move slowly through Key Stage 2 English and

mathematics

Conversion from KS1 to KS2Level 2b-Level 4+• English girls 93%• Maths girls 72%• English boys 90%• Maths boys 76%

Level 2c-Level 4+• English girls 69%• Maths girls 40%• English boys 60%• Maths boys 46%

Pen portrait of the children (1)• They are ordinary, well-behaved and positive

• They are conservative in their learning style, eager to get things right but anxious about taking risks

• They are uncomfortable with open-ended, investigative or exploratory work - they prefer routine right/wrong tasks

• They are poor at planning, especially if the work is substantial

• They lack self-help strategies

• They keep a low profile - ‘invisible children’ - and are quiet and undemanding

Pen portrait of the children (2)

• They don’t push for help and will sit for long periods

waiting patiently for attention

• They work alongside rather than with other children

• They offer quick answers or keep their heads down,

reluctant or unable to unpack ideas

• They are often found with the teaching assistant and

other children like themselves