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					Annexes:


1.   Performance Self Assessment


2.   Personalised Learning: a position statement


3.   ICT, e-learning and e-enabling : Current position and strategy


4.   2015: A glimpse into the future
                                                                             Annex 1

Performance Self-Assessment 2005

   Attendance is secondary schools for 2004-05 is above inner London and national
    levels.
   Unauthorised absence in secondary schools for 2004/54 is above that of
    Statistical Neighbours (SNs) and inner London levels.
   KS3 test results are generally in line with those of SNs but the KS2-KS3 value-
    added scores in 2004 were the second lowest of all London authorities.
   Although there has been an upward trend at 5+ A*-C GCSE grades, in 2004
    results were below those of SNs and the only one other London authority had a
    lower KS2-GCSE value-added score. Provisional GCSE outcomes for 2005
    indicated rate of improvement below national trends. The gap between the
    attainment of black and minority ethnic (BME) pupils and white British remains too
    large in the secondary phase.
   Exclusion rates for secondary schools are well-above the national average – only
    one London authority had higher rates of permanent exclusion in 2004 and five
    higher fixed-term exclusion rates..
   Ofsted reports show training and projects funded to develop interesting and
    creative curriculum to be leading to a better and more innovative curriculum offer
    matched to the Westminster pupil profile.
   Learning mentor programmes have been praised in Ofsted reports for impact on
    learning and pupil motivation.
   School Home Liaison projects have been effective in improving attendance.
   A wide range of innovative support, including the development of literacy and
    numeracy sessions, has led to improved standards of BME pupils in the primary
    phase but there has not been enough support for individual teachers in
    secondary schools and the gap between white British and BME pupils has
    widened.
   There has not been enough impact of school support in the secondary phase,
    particularly at KS4.

There is good provision for children who do not attend school. The quality of
education provided by the two Pupil Referral Units (PRUs) is effective overall, pupils
receiving home education are closely monitored and hospital education is good.

   Last year’s Ofsted inspections found the KS4 PRU to be good and the KS3 PRU
    to have made rapid improvement.
   GCSE results in the KS4 PRU are good and 90% of its pupils went on to further
    education or training in 2004.
   Recruitment and retention difficulties in the KS3 PRU are affecting the quality of
    teaching.

There are no schools currently requiring special measures or with serious
weaknesses.
  Since 1993/4 the percentage of schools requiring special measures or with
   serious weaknesses has been well below that of SNs.
  Teaching was judged to be at least good by Ofsted in all primary schools in
   2003/4.
  Leadership was judged to be very good in half the Ofsted primary inspections.
  The teaching and learning and provision for pupils with English as an Additional
   Language (EAL) has been found to be at least good in nearly all Ofsted
   inspections.
   All schools are using major elements of the secondary strategy (compared with
    70% last year).
   Only one secondary school was inspected during 2003/4 and it was found to be
    very effective, with significant improvements since the previous inspection.

   The support for the Assessment for Learning initiative has been effective with LA
    lesson observations and Ofsted inspections showing more good lessons and
    much better use of data and target-setting.
   The focus on narrowing the gaps in attainment between boys and girls and ethnic
    minorities has been effective.
   The two Leadership Incentive Grant (LIG) collaboratives have worked effectively
    and plans are in place to move these to a single collaborative.
   Westminster has joined the pilot for the secondary School Improvement Partners
    (SIPs) programme from September to help raise standards in secondary schools.
   Science provision has been hampered by the lack of a consultant, although
    consultancy has been provided effectively in five schools.

LAC achieve well and there is a trend of improvement but their attendance is below
the national average.
 The PSA floor target for Year 11s gaining five A*-C GCSEs was exceeded by six
    percentage points with performance third highest nationally.
 The 2006 PSA KS2 target has already been exceeded.
 There have been significant improvements in KS2, KS3 and GCSE results
    compared to the previous year and the rate of improvement is better than UK and
    London averages.
 The attendance of LAC is below the national average.

SEN provision is good in mainstream and special schools, with some outstanding
practice. In 81% of Ofsted inspections in the past 3 years the achievement of pupils
with SEN was judged to be at least good.
 In 88% of Ofsted inspections for the past three years SEN provision was judged
     to be at least good.
 Inspections of the two special schools in 2004 judged one to be outstanding and
     one good.
 There has been a 10% increase in take-up of play places by disabled children.
    The data and information relating to SEN has been included in the school profile
     and is providing schools with a clearer picture of the rates of progress of pupils
     with SEN.
 There has been effective support for providers to develop inclusive services
    leading to an increasing number of play and leisure service providers offering
    inclusive services.
 Training and guidance has led to considerable advances made by play and youth
    services in understanding the needs of severely disabled children and in including
    them in mainstream services.
 Outreach work provided by special schools has increased the expertise of
    mainstream staff.

Young people are increasingly choosing to remain in learning and are offered a wide
range of choice and pathways.
 Ofsted inspections of secondary schools with sixth forms and the two FE colleges
   in the borough show all provision to be satisfactory or above with some results
   well above national averages.
 The HMI 14-19 Area Survey identified a number of areas which illustrated good
   practice in raising standards and extending opportunities for young people.
   More young people are choosing to stay in learning post-1617.1.
   Westminster exceeded its Not in Employment, Education and Training (NEET)
    target for 16-19 year olds and has the second lowest rate in Central London2.
 88% of young people in Year 11, 67% of care leavers and 60% of young
    offenders have been supported in achieving Employment, Education and
    Training (EET) destinations18.
 Financial support for learners is good, as demonstrated by high take-up of
    Education Maintenance Allowances and low drop-out rates among those
    receiving Learner Support Grants.
 The HMI 14-19 Area Survey identified close collaboration between partners and
    mature networks to support 14-19 development.
 A 14-19 area-wide plan has been agreed with schools and is providing a wider
    range of choice and pathways. Specialist occupational consultants have
    improved the vocational curriculum offer and raised schools' awareness of
    vocational issues. Pupils can attend off-site provision with more than ten different
    vocational training providers, including FE Colleges. KS4 pupils on Westminster’s
    vocational 'Friday Programme' have been successfully re-engaged in learning
    and have achieved level 1 qualifications. The need to further develop vocational
    provision for disaffected/disengaged young people (e.g. young offenders) has
    been identified and the feasibility of a new centre is being considered.
 The 14-19 Pathfinder effectively engages businesses from priority sectors and
    promotes work-based learning and vocational provision. Work-based learning
    continues to be a shared priority with the LSC.
 Westminster is the accountable body for London Central Education Business
    Alliance which focuses on work-related learning and maximises opportunities for
    young people in Westminster across central London.
 The Westminster Education Business Forum operates very-well attended
    evening events to directly link schools with employers.
 The Work Experience Service is comprehensive, offering support to all eight
    secondary schools (finding 75% of placements on behalf of students) and
    effective student support through preparation briefings and debriefings. We will
    be exploring the potential to extend this service to special schools.
Rewarding excellence is very important at Westminster. Celebrations of achievement
are held and accreditation is offered to young people who, for example, serve on the
Connexions Local Management Committee, Youth Board and recruitment panels.

Care leavers demonstrate good outcomes at age 19 and significant improvement
beyond that age.
 Outcomes at age 19 are good but hampered by Home Office rules for
   unaccompanied asylum seeking children. In 2004/5 especially, the risk of
   deportation led some to go ‘underground’.
 Interim LPSA targets on outcomes at age 21 have been significantly exceeded;
   all are in contact and in suitable accommodation and 77% have a recognised
   qualification and / or are in EET3.
 21 care leavers are currently at university with figures likely to increase next year.
 Our care leaving team, Westminster Adolescents Leaving Care (WALC), is a
   nationally recognised Beacon service for care leavers with Connexions, WALC to
   Work, a peer mentoring programme and an annual jobs fair all supporting young
   people to make successful transitions to EET.
 Through the WALC to Work employability programme, all care leavers have
   access to work placements. 47 young people were placed in the first 20 months

1
    Activity Survey 2004
2
    Connexions 2004/5
3
    BP monitoring 2004/5
      of the programme, with ten going on to access paid employment (four with their
      placement employer).
     Celebration of achievement events hosted by the Lord Mayor are held annually
      for looked after children (LAC) with children and young people rewarded for
      educational achievement and achievement in non-academic areas such as sport
      and theatre.
     Pathway planning has improved and care leavers are also helped to plan
      financially for themselves. They receive information on financial support for post-
      compulsory or higher education and, following the user conference, now benefit
      from part of their LAC allowances being put into a savings fund for when they
      leave care.

There is good support and transition planning for young people with SEN/disabilities
and their families.
  Westminster offers higher levels of support to disabled children and young
   people and their families than any other LA4. The apparent drop in support this
   year is associated with the increased integration of health and social care
   services.
  SEN pupils and families are well supported in preparation for leaving school.
  93% of young people with disabilities transferring from children's to adult social
   services have a person-centred transition plan19.
  The SEN team, Connexions and social services have joint working protocols to
   ensure that all young people with SEN / disability are supported through
   transition in a co-ordinated way. A transition review takes place at age 14 and a
   person-centred transition plan is developed. Connexions offers specialist
   Personal Advisor support to young people with disabilities.
  There is an on-going group for disabled young people in transition to help them
   express their views.
  The joint Children With Disabilities Register has led to better planning, especially
   around transition.
  The Direct Payments scheme has proved particularly successful for BME
   families who can recruit a carer from their own community and will be expanded
   further this year.




4
    CiN Census, 2003
                                                                             Annex 2

                Personalised Learning – a position statement

This annex summarises the references to Personalised Learning throughout
Westminster’s vision and sets out how Building Schools for the Future will ensure
that systems and practice will develop from very clear foundations.

Westminster has developed its approach following the DfES framework. The
components of Personalised Learning permeate all of the six ambitions of our vision:

Assessment for Learning
Westminster’s ambition: Success for Students comes directly from the commitment
that every child matters. At the heart of the ambition is to ensure that every teacher
understands how to use the best information to provide for the needs of all pupils and
to support individually. There is a commitment to every child having a personal
learning pathway, and e-portfolio and a personal tutor. Support for pupils with
special educational needs exemplifies good practice in this area. Our commitment to
improving behaviour, motivation and engagement requires individualised support for
some students. Clear assessment of learning needs underpins these ambitions and
is enabled through our proposed ICT strategy.

Teaching and learning strategies
Westminster’s ambitions focus clearly on transformed teaching and learning
approaches. Building on the success of the Secondary strategy, our vision for e-
learning sets out a radical approach which rethinks what we expect of learners and
how we support them. Teaching how to learn along side what to learn enriches the
approach. Enabling access to resources, support and tools for learning enables
learners to develop greater initiative in what they do. Teachers will build confidence
and competence to enable this to happen. The components of this are learning how
to learn and improving the effectiveness of group and collaborative working.

Curriculum entitlement and choice
Westminster is committed to increasing the range of learning pathways and diversity
of approach across schools, colleges and other providers. Our ambition on
improving technical and vocational provision for all students makes sure that learning
pathways are matched to individual need. Our e-enabled education passport
supports learners working across schools, colleges and other providers and builds on
successful arrangements currently in place for 16+.

A student centred approach
Westminster’s vision enshrines a student centred approach. It sets out clearly the
ambition for every student to have a personal learning pathway, an e-portfolio and a
personal tutor. These three elements ensure that learning is planned by and for
students, and their individual progress is monitored and their learning is supported.

Strong partnerships beyond the school.
Linking home and school is the cornerstone of our work here. It is well described
throughout our vision. In addition, placing schools at the heart of their communities
and neighbourhoods extends opportunity and support for learning.
                                                    Annex 3 –
ICT, e-learning and e-enabling : Current position and strategy

                                            Separate document
                                                                              Annex 5



                                   2015
                  A glimpse into the future …
Westminster 10 years from now, a Thursday in September.

It’s just an ordinary day. Party Conference season. News is all about leadership
contests and speculation on the future price of petrol. Term has started and
optimism is high.

An alarm rings:

7.30 That time already’ Chloe checks the screen for any new messages. Usual
morning hi from Emma and Kate. Reminder that technology homework is due and PE
kit needed. Teaser to log onto WYR* and listen for a dedication to her.
(*Westminster Youth Radio broadcasts on the net for two hours each morning and
evening. Programmes are made in schools across the City and edited each evening
in the production centre.)

7.45 Faizal arrives at school, fingerplate recognises his identity and he heads for the
Gym. His basketball coach is ready to warm up the team. London league
championship game this evening. Skills training session. Coach using slo-mo video
to show faults and sharpen passing skills.

8.00 Darren’s mentor phones to check that he is up and about and ready for school.
The Westminster gaming group have been online for half an hour already – today’s
challenges require decoding of a binary number string, an alpha numeric passage
and find China’s most popular music artist. St George’s team are leading – for the
moment! There is five minutes to go.

8.30 Westminster’s Youth Choir rehearse at Pimlico – they are performing at the
Barbican tonight.
Pan London Teachers Languages Group video conference to plan the next work
experience programme in Beijing
Physics seminar on-line with Professor Khan of Cambridge University for A2 students
– 20 students are logged in

8.45 registration for KS 3/4 session 1 opens across Westminster. Students log on
and order lunches, book places for after school and community based events, check
mail and notices for the day.

9.00 Jane Stevens receives a text message as her son Paul has not arrived at
school. She phones to let the school know that he is ill but should be in school the
next day.

During the morning:
A year 7 group at Grey Coat are experiencing nuclear fission in a virtual reactor
Year 9 at QK are analysing the events following the fall of Berlin in 1944 – some are
investigating archive newsreels others interviewing a historian specialising in that era
Year 11 in St Augustine’s are exploring the Rift Valley and talking to young people in
school there about the flower and vegetable industry that supplies UK supermarkets.

At lunch:
School Council at St George’s meets to discuss how they get students involved in the
school’s Community support programme
WYR production team hold an on-line conference to agree the next week’s schedule
and e-mail the production team in each school.

12.30 registration for Key Stage 3/4 session 2 opens. Westminster enrichment
programme published and applications invited.

In the afternoon:
Y7 in Westminster City are engaged in a collective writing task, updating their class
blog.
Students from across Westminster are working with a sound engineer at Abbey Road
Studios on technical training in preparation for their courseware recording.
Y10 in Pimlico are exploring Nanotechnology in Art. ‘The suit smells wonderful!’

3.15 Amina leaves school. She collects her sister and brother from Primary school on
the way home. We hear more from her later.
James’s parents receive an e-mail from the school SENCO giving the promised
update on his behaviour. It has been a good week.

3.30 registration for Key Stage 3/4 session 3 opens. Students order meals for later.
Activities booking for the following week opens.

In the evening.

In St George’s a small Y11 group are in a Russian conversation class. Their teacher
is working from home using digital TV over Westminster’s wireless network. She is in
school for one session per week.
A software development group is sharing ideas with their partners in San Francisco
and Mumbai.
St Marylebone’s dance group are working on a new composition supported by the
Laban Centre. They composed the soundtrack mixing Cuban, Somali and Brit pop
influences – strange but it works! The lead dancer is hoping for an audition with the
London Contemporary Dance group.
The multi-gym at QK is full. A mixed group are cardio training. They have been
logging cv improvements weekly and working out the best individual programmes. A
personal trainer supervises.
Year 10 teachers in Grey Coat are reviewing performance data on KS3 results,
progress so far and setting interim Y10 targets. ‘Westminster Profiling’ provides
accurate target ranges for each student. Tutors will use these in individual interviews
over the next week to update learning pathways.

6.30 Session 3 ends but schools remain open for the activities programme, adult
education and study centres.
A parents’ group at St Augustine’s are developing a local Credit Union with the
support of technical advisers sponsored by a Merchant Bank.

Amina (remember her from earlier) is having difficulty with her maths homework.
She is in her local community IT room and requests a call back from the homework
help desk. Five minutes later the problem is solved, she completes the assignment
and e-mails it to her teacher,
Naseem is talking to her grandmother in Kerala using VOIP to research her family
tree and migration patterns from the area through East Africa, the Gulf States and
Europe.

Westminster’s delegates to the Youth UN Convention meet on-line to discuss their
approach to the growing energy crisis and global warming.

WYM’s evening session includes an interview with Helen Jarman on how to become
an astronaut!

9.00 pm The Gaming group get their brief for the morning assignment.

				
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