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					                  Schools Forum 8th December 2011                             Item 6




      Date:                          Item          Type of report:
      8th December 2011              6             Information and To Advise the
                                                   Local Authority
      Report title:                  Excellence in Southwark

      Author name                    Irene Bishop, Joint Steering Group Excellence in
      and contact details:           Southwark
      Officer to present the         Irene Bishop
      report:                        ibishop@ssso.southwark.sch.uk

Actions for Schools Forum

The Schools Forum are asked to comment and advise the Local Authority of their
views on the request by Excellence in Southwark to support the retention in
2012-13 of £1,093,676 in total from the Dedicated Schools Grant being £210,358
officer and administration costs and £883,318 for activities and projects.

For information: If the Local Authority decided to support the request then, under
the current regulations, it would have to make a formal proposal to the Schools
Forum to do so under the provision and budget for “Combined Budgets” and
include this in the 2012-13 budget proposals due to be presented to the Schools
Forum in January.

1.      Context

1.1     Excellence in Southwark (EiS) has been in existence for 12 years. It was initially
        funded as Excellence in Cities directly by the DfE (only to Secondary Schools)
        then through Standards Funds and for the past 2 years via funding supported by
        the Southwark Schools’ Forum. Programmes and activities offered are open to all
        schools free of charge, and all schools have participated in at least one EIS
        programme in the last two years. There are three types of programme:
        leadership development, curriculum enrichment activities and the gifted and
        talented programme.

1.2     Curriculum enrichment activities are a major part of EiS, making a key
        contribution to pupil engagement and access to the academic curriculum and to
        raising standards. In particular EiS facilitates and administers a number of arts
        events each year, the scale of which can not be replicated by individual schools.

1.3     Governance of the programme is provided through a Joint Steering Group of
        headteachers to whom officers make regular reports including use of budget,
        impact and value for money.

1.4     Funds supported by Schools’ Forum for the use of EiS activities are held and
        administered by a number of banker schools with officer salary and
        administrative costs retained at the Local Authority. There are three full time
        consultants and one administrator.


                  Schools Forum 8th December 2011                             Item 6
                Schools Forum 8th December 2011                              Item 6

2.    Impact and Value for Money
      EiS’s very wide-ranging projects and activities contribute significantly to the
      quality of teaching and learning in Southwark schools. Example outcomes are as
      follows;

2.1   Philosophy for Children
      ‘Philosophy makes the shy children brave and the brave children braver’ (Year 4
      child) Philosophy for Children has been established in Southwark, and funded
      mainly through the Gifted and Talented programme. However, it is having a
      significant impact on the learning and well being of hundreds of children of all
      abilities. This was recently confirmed in a research project into the impact of
      P4C in Southwark, undertaken by the Institute of Education.

      Vygotsky, and more recently researchers such as Neil Mercer, have shown how
      the quality of children’s dialogue affects their cognitive development. In addition,
      research shows that the quality of dialogue that children experience has a direct
      correlation to later academic success.

      Regular participation in P4C enquiries improves children’s capacity to engage in
      meaningful dialogue as well as helping to develop their thinking. We have
      offered P4C training for several years, and the majority of Southwark schools
      have had at least one teacher trained to level 1. An increasing number of
      schools have had all staff trained, and we have also trained 25 teachers to level
      2 which provides them with greater expertise in running enquiries as well as a
      firmer theoretical base from which to develop programmes within their schools.

      Southwark has been mentioned, along with quotations from a Southwark child
      and a Southwark teacher, in a newly published book about P4C. It describes
      Southwark as ‘an authority where P4C is well embedded’ and the recent IOE
      research project concludes that ‘there are sufficient indications to suggest that
      ideas for the development of P4C in schools should be pursued further’.

2.2   Gifted and Talented Pupils
      The Gifted and Talented programme offers enrichment and extension
      opportunities for able students from all Southwark schools. We have long
      standing partnerships with external organisations such as The Prince’s Drawing
      School, Dulwich Picture Gallery, and Brunel University, and are developing new
      opportunities all the time. A recently developed project consists of a five year
      partnership with Pembroke and St. Catherine’s Colleges Cambridge, and UCL.
      This will help the most able students to develop the skills and habits of mind to
      stand them in good stead when applying to top universities.

      Tailored CPD is available to all schools and 16 schools availed themselves of the
      opportunity last year, many of whom requested multiple sessions. Support and
      training is provided for school G+T Leads and high quality external training
      opportunities, such as the Able Writers INSETS, are also brokered. 165 teachers
      benefitted from centrally arranged training opportunities last year, and many
      more primary teachers benefitted from training received as part of the enrichment
      and extension programme offered to students



                Schools Forum 8th December 2011                              Item 6
                Schools Forum 8th December 2011                           Item 6

2.3   Curriculum Enhancement
      The impact of arts programmes is clear from a considerable bank of qualitative
      data concerned with curriculum enhancement in its widest sense. The overriding
      impact of EIS programmes has been concerned with ACCESS to the curriculum
      through enhancing the learning environment. The following examples are based
      on evidence from headteachers, teachers, parents, children and professionals
      associated with the projects.

     Inclusion - some of our visual arts projects especially those associated with
      ‘Black History Month’ have been quoted as ‘bringing the whole class together. All
      the children were able to participate’
     Specialist Teaching - schools have benefited from specialist teaching in vocal
      music, visual arts, ensemble work with the London Philharmonic Orchestra and
      drama from the Globe Theatre. Our Southwark Children’s Choir provides
      specialist vocal tuition for small schools.
     Parental Involvement – Two full houses of Southwark parents and families at the
      Royal Festival Hall each year and full houses at Goldsmiths’ Great Hall and the
      Globe Theatre.
     School Attendance – school refusal and poor attendance has been eliminated in
      some instances as children wished to be soloists in some of our choral and drama
      productions
     Social Cohesion – Schools rehearsing, performing and exhibiting together at
      various prestigious venues. This includes primary and secondary participation
      with secondary schools often providing the accommodation for rehearsals.
     Sense of Purpose and Engagement – one headteacher commented
      ‘Participation in your programmes has helped me turn my school round. The
      projects have given the school a real sense of purpose. The transformational
      power of the arts has been demonstrated here’. A year 6 teacher reported that
      her school’s participation in the ‘Splash’ had kept her very challenging class
      engaged and on task throughout the summer term.
     Self Esteem and Self Confidence – A perennial comment from schools and
      parents concerns how performing on a world stage (the Royal Festival and the
      Globe Theatre) is a life changing experience for children. Their self esteem and
      confidence are enhanced and their enthusiasm and engagement in the rest of the
      curriculum is increased. Potential has been unlocked.
     Creative Curriculum – several schools have reported using EiS arts
      programmes in their creative curriculum developments.
     Create Aspiration – Children’s aspirations have often been refocused. One
      parent commented that her child had lately been involved in the local gang culture
      but that being a soloist in the ‘iGospel’ programme had refocused his aspirations.

      Headteachers and other school staff report on the impact of the work, as well
      evidence being drawn from for example Ofsted reports. Certainly headteachers
      report that the work has contributed to raising standards of attainment. EiS
      programmes have demonstrably contributed to improvements in literacy, and
      headteachers report that the impact of participating in the arts based programmes
      improves pupil engagement, and raises aspirations, achievement and attainment.




                Schools Forum 8th December 2011                           Item 6
                Schools Forum 8th December 2011                             Item 6


      An illustrative example is the Power of Reading, a school development
      programme engaging children and teachers in the literacy curriculum using high
      quality books and creative teaching approaches. This particular programme was
      commissioned because research funded by the Arts Council shows that 70% of
      children progress by 2 NC sublevels, and 33% by 3 or more in a year. Significant
      improvements in writing are also reported and there are a range of other benefits
      such as more frequent reading, reading more challenging books, increased
      confidence and knowledgeable in talking about books.

      Participating schools receive books, professional development, resources,
      classroom audit of provision and author days, including access to a range of
      poets, authors and animators. Children’s work is professionally published in a
      Southwark poetry anthology and showcased in a video. Locally, in the region of
      1500 children participate from 46 primary schools at a cost of £40k in this
      financial year. Participating schools have reported that it is a transformational
      programme, contributing to whole school improvement.

2.4   School Leadership
      More than 400 colleagues from over 80 Southwark schools are participating in
      one or more of Excellence in Southwark’s leadership development programmes.

      School Leadership 360 continues to be a very popular project, gathering and
      reporting colleagues’ perceptions of leadership abilities, and building these into a
      programme of targeted leadership training bespoke for participants and their
      schools. It is based on the research of Goleman, Gardner and Covey, and
      contributes an established 18% increase in leadership competences within an
      academic year cycle.

      Our School Culture surveys and staff development programme continues. Based
      on the work of Stoll and Fink, the survey allows the identification of different
      viewpoints of staff groups and the follow-up tailored development process
      enhances positive focus and re-aligns negative attitudes and beliefs.

      Our Class Climate survey and training package for KS2 identifies the attitudes to
      learning of each pupil, and establishes the psychological locus of control of each
      learner. In turn, this allows the identification and targeting of children who
      consider themselves as only passive participants in their own learning. Research
      shows that such children may flourish at KS2 only to fail to meet academic
      expectations at KS3 and KS4.

      Our work around the use of psychometrics is now extremely popular and well
      received by schools. We are registered and authorised practitioners for the use
      of the MBTI, MBTI Step II, TKI, 16PF and FIRO-B materials and training
      programmes. These tools allow us to run particularly enjoyable and effective
      training in: Developing effective teams, Conflict resolution, Effective
      communication, Enhancing leadership skills, Staff engagement, Pupil
      engagement, Personality profiling for leaders and leadership, Coaching for
      headteachers and deputies, Coaching training for senior staff and other staff
      groups, Selection of senior staff.



                Schools Forum 8th December 2011                             Item 6
                Schools Forum 8th December 2011                              Item 6

3.    Funding Request for Retention of EiS
      £1,093,676 in total, being £210,358 officer and administration costs and
      £883,318 for activities and projects. (This remains the same as last year and
      previous years – a standstill budget).

4.    Programmes Currently Delivered
      Activities are developed in consultation with headteachers and other school staff
      and the EiS Joint Steering Group.

4.1   In addition to the activities mentioned above over 50 schools and 2000 children
      are participating in projects run in partnership with The South Bank Centre,
      Shakespeare’s Globe, the Royal Academy, The London Philharmonic Orchestra
      and Southwark Playhouse. These programmes are supported by a host of
      visiting artists from these organisations. We aim through our vocal tuition offer to
      give every child in the borough the opportunity to perform on a world class stage
      at some time in their school career. Currently, the Southwark Splash and the
      Globe projects alone result in over 1000 Southwark young people each year
      having the opportunity to perform onstage at the QEH, Royal Festival Hall, The
      Globe, Goldsmith’s Great Hall and the O2. The Power of Reading, run in
      conjunction with CLPE, is a nationally recognised programme with well-
      established beneficial impacts. The Anthology of Children’s Poetry is known
      nationally and is used a ‘core’ resource by many schools.



Actions for Schools Forum

The Schools Forum are asked to comment and advise the Local Authority of their
views on the request by Excellence in Southwark to support the retention in
2012-13 of £1,093,676 in total from the Dedicated Schools Grant being £210,358
officer and administration costs and £883,318 for activities and projects.

For information: If the Local Authority decided to support the request then, under
the current regulations, it would have to make a formal proposal to the Schools
Forum to do so under the provision and budget for “Combined Budgets” and
include this in the 2012-13 budget proposals due to be presented to the Schools
Forum in January.




                Schools Forum 8th December 2011                              Item 6

				
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