Medium Term Planning Template for Re Ks1 - PDF by whp20147

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									Draft Overall Grading:
                                       EiC Template to Support EiC Self & Peer Review Process

 Links To                                  SP Review Criteria                                   Evidence Source               Evidence Commentary                     Colour
 OfSTED                                       (Grades 1,2)                                       (Action Plans,                                                       Wash
                                                                                                  data, activity                                                       Code
                                                                                                evaluations etc)

                                         Performance Indicators
                                          Excellence in Cities                                                     GCSE rate of improvement is 10.5 since 1999
 Attainment     Partnership performance shows - a rate of increase in attainment in             PI/EiC/23          and previous 3 years prior to that stationary
   Link to      terms of percentage of pupils achieving 5 or more GCSEs at grades A*-           PI/EiC/27
OfSTED 2, 49    C and in terms of relevant earlier Key stage performance which is at            PI/EiC/28          Increase has been sustained since start of EiC
                least ahead of National Average with increasing trends at all relevant          PI/EiC/29          in 1999. percentage point inprovement is 10.5%
 Overall –      Key Stages                                                                      PI/EiC/31          at GCSE 5A* - C.
Grade 2 light                                                                                   PI/EiC/32
                - attainment ahead of statistical neighbours, with increasing trends at
   touch                                                                                        PI/EiC/33          Standards of attainment in national terms at all
                5A*-C and all other relevant Key Stages. Data shows almost all schools
                                                                                                PI/EiC/41          key stages are broadly in line with national
                making good Value Added scores
                                                                                                PI/EiC/43          average.
                - KS1 - that the proportion of pupils that reach Level 2B or above in
                                                                                                PI/EiC/44
                mathematics, English and science is high in relation to statistically similar                      Rates of improvement at Key Stage 2 and
                                                                                                PI/EiC/49
                LEAs.                                                                                              GCSE are broadly in line with the national rates
                                                                                                PI/EiC/50
                KS2 - Partnership progress towards the KS2 PSA targets of 85% of 11             PI/EiC/51          or those found in similar LEAs.
                year-olds achieving level 4+ and 35% achieving level 5+ in English and          PI/EiC/52
                maths by 2006 is high in relation to statistically similar LEAs.                PI/EiC/53          Section 10 inspection judgements show that the
                                                                                                                   proportion of good or very good schools is
                                                                                                                   similar to national average. We have no schools
                                                                                                                   in serious weaknesses.

                                                                                                                   2003 GCSE – school performance ranged from
                                                                                                                   56% 5 A*-C to 21% 5A*-C. LEA mean higher
                                                                                                                   than LEA medium. Raised the bar narrowed the
                                                                                                                   gap.

                                                                                                                   Source of much of the improvement has been in
                                                                                                                   those schools characterised as schools facing
                                                                                                                   challenging circumstances (SFCC) by the DfES
                                                                                                                   since 2000 (7 to 1 based on a mean increase of
                                                                                                                   8.83% in SFCC)




   Self and Peer Review 2004                                                                                                                           The Partnership
  Links To                                SP Review Criteria                                Evidence Source                Evidence Commentary                       Colour
  OfSTED                                     (Grades 1,2)                                    (Action Plans,                                                          Wash
                                                                                              data, activity                                                          Code
                                                                                            evaluations etc)

                                        Performance Indicators
Attendance                            Excellence in Cities (Contd)
    Link to     Authorised absence is below target set by LEA and shows a decreasing        PI/EiC/24          Exclusion rates, permanent and fixed term, in
 OfSTED 33,     trend or high standards of attendance are being maintained                  PI/EiC/36          terms of number incidents, and total number of
  37, 38, 39                                                                                PI/EiC/37          days. The number of pupils accounting for this
                Un-authorised absence is below target set by LEA and shows a
                decreasing trend                                                            PI/EiC/38          trend is varied across the schools. The figure for
 Overall –                                                                                  PI/EiC/39          2003-2004 is likely to reflect an additional
Grade 2 light                                                                               PI/EiC/40          increase on the 2002-2003 figures.
                KS1 - Authorised absence is below target set by LEA and shows a
   touch                                                                                    PI/EiC/55
                decreasing trend or high standards of attendance are being maintained
                                                                                            PI/EiC/25          Authorised Absence across all key stages is
                Un-authorised absence is below target set by LEA and shows a                PI/EiC/26          below target set by LEA.
                decreasing trend

                KS2 - Authorised absence is below target set by LEA and shows a
                decreasing trend or high standards of attendance are being maintained
                Un-authorised absence is below target set by LEA and shows a
                decreasing trend
                KS1 -Rates of fixed-term exclusion are reducing, or the incidence of
                exclusion is lower than in statistical neighbours. There are improvements
                by targeted schools and groups of pupils, and total number of pupil days
                lost is lower than previous year
 Exclusion                                                                                  PI/EiC/56          Levels of fixed term exclusion are high in
   Link to      Permanent exclusions are reducing and relevant pupils have been             PI/EiC/57          secondary phase – but new behaviour strategy
 OfSTED 33,     reintegrated into full-time provision within agreed timescale                                  integrating EiC has been launched – evidence:
  37, 38, 39                                                                                                   table demonstrating rates per school and trends
                                                                                                               for last 3 years.
 Grade 6 –                                                                                                     Permanent exclusions are average and relevant
 Intensive                                                                                                     pupils have been integrated into full time
  Support                                                                                                      provision within agreed timescale in secondary
                                                                                                               phase.
                                                                                                               KS1 and 2 – rates of fixed term exclusions are
                                                                                                               low and targeted support is impacting –
                                                                                                               evidence: Data on exclusions demonstrating
                                                                                                               trends for last 3 years.
                                                                                            PI/EiC/58          KS1 and 2 – rates on permanent exclusions are
                                                                                                               reducing and relevant pupils have been
                                                                                                               reintegrated into full time provision within agreed
                                                                                                               timescale – evidence: Data on exclusions
                                                                                                               demonstrating trends for last 3 years.




    Self and Peer Review 2004                                                                                                                       The Partnership
  Links To                               SP Review Criteria                                 Evidence Source                  Evidence Commentary                       Colour
  OfSTED                                    (Grades 1,2)                                   (Action Plans, data,                                                        Wash
                                                                                           activity evaluations                                                         Code
                                                                                                    etc)

                                    Leadership and Management
               comprehensive evaluation.

                                                                                           Action plan reviews    Regular but informal discussion among strand
               The monitoring system clearly identifies those in need of challenge and     and reports            members leading to reassessment of need.
               support, schools and strand leaders are immediately aware and a co-
               ordinated and agreed response is planned and enacted.                                              Data from activities.
                                                                                                                  Full evaluation to be completed by EAZ Sept
                                                                                                                  ’04 following KS1-4 results.


               Schools within the zone monitor and evaluate all activities to ensure
               maximum impact and inform future planning.


Leadership                                Excellence in Cities                             L&M/EiC/08
  Link to      The Leadership of the EiC Partnership (Management Boards, Steering          PI/EIC/ 01             Lea Ofsted identified leadership and
OFSTED 22,     Groups, individual managers and strand leaders) promote a clear             PI/EIC/02              management as a strength.
    49         strategic vision for school improvement which is shared by schools and      PI/EIC/ 03             EiC Form and Function Review led to the
               based on high expectations dedicated to raising standards for every         PI/EIC/ 04             restructure of the EiC Management , New
               pupil.                                                                      PI/EIC/ 05             Decision Making/ Communications Structure.
                                                                                           PI/EIC/ 06             All schools (primary and secondary) contribute
               The vision is translated into plans which are effective. All parties have
  Grade 2 –                                                                                PI/EIC/ 07             to the strategic decision making and co-
               shared understanding about priorities and how they are to be
 light touch                                                                               PI/EIC/ 08             leadership framework.
               implemented benchmarked against challenging comparators
                                                                                           PI/EIC/ 09
               The Partnership is reflective and has awareness of the strengths and        PI/EIC/ 10             EiC Action Plan (Annual refocus and review)
               weaknesses and underperformance is rigorously challenged. Innovative        PI/EIC/ 11             demonstrates robust approach to vision setting
               approaches are a regular feature.                                           PI/EIC/ 12             and delivery via focus areas/ targets/ activities/
               The Partnership works effectively as a team and builds capacity and         PI/EIC/ 13             outcomes.
               capability to achieve challenging targets                                   PI/EIC/ 14
               Partnership supports the Primary Strategy and is improving the capacity     PI/EIC/ 15             Development of ICP and innovative approach
               of schools to lead excellent teaching and learning and improve              PI/EIC/16              to strand delivery is a key aspect (cross
               performance at Key Stages 1 and 2 in 2005,                                  PI/EIC/ 17             reference to strand commentary).
                                                                                           PI/EIC/ 18
                                                                                           PI/EIC/ 19             Currently working on integrated approach to
                                                                                           PI/EIC/ 20             the primary strategy via individual strand
KS 2 & 3                                                                                                          linkage,




   Self and Peer Review 2004                                                                                                                           The Partnership
  Links To                             SP Review Criteria                               Evidence Source                 Evidence Commentary                     Colour
  OfSTED                                  (Grades 1,2)                                 (Action Plans, data,                                                     Wash
                                                                                       activity evaluations                                                      Code
                                                                                                etc)

                                   Leadership and Management
The Primary                                                                            PI/EIC/21              e.g. LM/PLSU/ support for behaviour and
Strategy                                                                                                      attendance.
Manager        2006 and 2007. Pertinent to this is the Primary Leadership programme,                          CLC re ICT and teaching and learning, G&T
should be      workforce remodelling...                                                PI/EiC/22              support core and foundation subjects, EAZ
considered a                                                                                                  supporting transition
relevant                                                                                                      Evidence – strand co-ordinators meetings.
stakeholder
                                                                                                              EiC strands provide additional investment to
                                                                                                              support workforce remodelling.
                                                                                                              LM intervention.
                                                                                                              Innovative approaches as a regular feature via
                                                                                                              cross linkage, LEA linkage, i.e. CLC activity
                                                                                                              and development of ICP.
                                                                                                              Additional support to Ruffwood, i.e. 20K
                                                                                                              retainment, PLM allocations.
                                                                                                              EAZ support for Assessment for Learning,
                                                                                                              additional capacity via GTAs and additional
                                                                                                              investment in teaching and learning strategy.
                                                                                                              PLSU restructuring.
                                                                                                              EiC is effectively managed by appropriate
                                                                                                              groups which include representation by all
                                                                                                              relevant stakeholders. Meetings, consultations
                                                                                                              and decisions are formally recorded; lines of
                                                                                                              responsibility and action are clear – evidence:
                                                                                                              EiC decision making structure and wider
                                                                                                              representation of coordinators and EiC Director
                                                                                                              on steering groups outside of EiC, selection of
                                                                                                              agenda and minutes from various meetings,
                                                                                                              communication and decision making
                                                                                                              framework (July 2004)
                                                                                                              Individual managers/strand leaders are
                                                                                                              committed to realising the strategic vision,
                                                                                                              being confident and well-informed – evidence:
                                                                                                              as above plus section of evidence from PRD
                                                                                                              targets and outcomes. Systems and structures
                                                                                                              are effective in challenging schools and
                                                                                                              individuals who work outside the agreed
                                                                                                              strategy. This leads to a strong sense of
                                                                                                              delivering the established corporate outcomes
                                                                                                              – evidence: Primary Learning Mentor challenge
                                                                                                              letters and outcomes using secondary and
                                                                                                              primary examples




   Self and Peer Review 2004                                                                                                                    The Partnership
 Links To                               SP Review Criteria                                Evidence Source              Evidence Commentary                    Colour
 OfSTED                                    (Grades 1,2)                                    (Action Plans,                                                     Wash
                                                                                            data, activity                                                    Code
                                                                                          evaluations etc)

                                   Leadership and Management
Manageme                             Excellence in Cities (Contd)
nt            EiC is effectively managed by appropriate groups which include
              representation by all relevant stakeholders. Meetings, consultations and    PI/EIC/ 01         The Team is lead and managedVia regular
Grade 2 –     decisions are formally recorded; lines of responsibility and action are     PI/EIC/02          stocktakes, team briefings and membership
light touch   clear.                                                                      PI/EIC/ 03         across LEA/ Council groups. EiC Executive
                                                                                          PI/EIC/ 04         Group and recently formed EiC Policy and
              Individual managers/strand leaders are committed to realising the           PI/EIC/ 05         Steering Group has challenged schools where
              strategic vision, being confident and well-informed.                        PI/EIC/ 06         they work outside the strategy.
                                                                                          PI/EIC/ 07
              Systems and structures are effective in challenging schools and             PI/EIC/ 08
              individuals who work outside the agreed strategy. This leads to a strong    PI/EIC/ 09
              sense of delivering the established corporate outcomes.                     PI/EIC/ 10
                                                                                          PI/EIC/ 11
                                                                                          PI/EIC/ 12
                                                                                          PI/EIC/ 13
                                                                                          PI/EIC/ 14
                                                                                          PI/EIC/ 15
              Partnership has secure, open and agreed protocols for targeting                                The Partnership via the previous EiC Executive
              resources according to identified need. The plan is reviewed and            PI/EIC/16          Group and recently formed EiC Policy and
Resources     evaluated regularly to ensure progress and revisions are made to ensure     PI/EIC/ 17         Steering Group has challenged schools where
              maximum impact                                                              PI/EIC/ 18         they work outside the strategy.
Grade 2 –                                                                                 PI/EIC/ 19
light touch                                                                               PI/EIC/ 20         Evidence of national/ regional steering groups
                                                                                          PI/EIC/21          and PRDs.
                                                                                          PI/EiC/22
                                                                                          L&M/CLC/005


              Schools have been fully consulted on monitoring and evaluation and are
              aware of the potential impact across the Partnership.
Monitoring
   and        Targets have been agreed with schools and reflect those within the EDP.
Evaluation    Schools have developed appropriate pupil level targets which will support
 Link to      the Partnership targets.
OfSTED 8,
 20D, 49


 Grade 2 –
light touch




  Self and Peer Review 2004                                                                                                                     The Partnership
Links To                                SP Review Criteria                               Evidence Source              Evidence Commentary                   Colour
OfSTED                                     (Grades 1,2)                                   (Action Plans,                                                    Wash
                                                                                           data, activity                                                   Code
                                                                                         evaluations etc)

                                  Leadership and Management
Monitoring   Quantitative and qualitative success criteria are in place, and adequate
   and       performance                                                                 L&M/EiC/06         G&T primary reorganisation and refocusing of
Evaluation   management measures ensure that they are used to check progress.                               G&T secondary.
 Link to                                                                                 L&M/EiC/01         Team briefing agendas
OfSTED 8,    The Partnership uses ICT effectively to track individuals within targeted
 20D, 49     cohorts and assess the impact of EiC. All schools and the Partnership                          Refocus the primary G&T to CLCs. CLC
             openly share data and its analysis to inform comprehensive evaluation.      L&M/EiC/02         resources have been cohered under the new
                                                                                                            CLC Management Board.
             The monitoring system clearly identifies those in need of challenge and
             support, schools and strand leaders are immediately aware and a co-         PI/EiC/22          Evidence from strand co-ordinator meetings
             ordinated and agreed response is planned and enacted.                                          with SLMs, G&T co-ordinators. EiC uses EDP
                                                                                                            targets – need to get latest targets from EDP


                                                                                                            Still an area for development in terms of
                                                                                                            individual schools to support take up.
                                                                                                            Performance measures held within EiC Action
                                                                                                            Plan.
                                                                                                            Quantitative and qualitative measures
             Schools and the Partnership monitor and evaluate all activities to ensure                      Tracking of G&T cohort at KS4 and LM cohorts
             maximum impact and inform future planning                                                      at phase and CLC cohorts.
                                                                                         L&M/EiC/04         The new EiC structure has developed a far
                                                                                                            more rigours approach to monitoring,
                                                                                         L&M/EiC/03         evaluating and reviewing activities, linked
                                                                                         L&M/EiC/05         through to the LEA Star Chamber process and
                                                                                                            the restructuring EiC Action Plan.
                                                                                                            Evidence of feedback reports to the EiC
                                                                                                            partnerships and new feedback to the new
                                                                                                            system. Star report also (Star Chamber).
                                                                                                            EAZ report. EiC Annual Report/ Review
                                                                                                            Presentations copied from the day




 Self and Peer Review 2004                                                                                                                   The Partnership
 Links To                                 SP Review Criteria                                  Evidence Source              Evidence Commentary                   Colour
 OfSTED                                      (Grades 1,2)                                      (Action Plans,                                                    Wash
                                                                                                data, activity                                                    Code
                                                                                              evaluations etc)

                                     Leadership and Management
 Integration                             Excellence In Cities
   Link to     The Partnership has established strategic and practical links between all                         Links to Behaviour Design Group, notes from
OfSTED 4, 49   the strands of EiC and other strategies/initiatives in order to maximise the   L/C/EiC/01         meetings, agenda.
               collective impact, make most efficient use of resources and reduce             L/C/EiC/02         PD/DA report from group.
  Grade 2 –    overall bureaucratic burdens.                                                  L/C/EiC/03
 light touch
               EiC is fully integrated within the work of the LEA and the EDP
               offering additionality and complementarity.
                                                                                              L/C/EiC/04         ELSU diagram
Networking     The Partnership is ambitious and keen to learn; it (and almost all its                            SEC meetings –support package from
   Link to     schools) welcome the views of outsiders and makes full use of                  L/C/EiC/05         meetings. Additionalilty of BIP to support
 OfSTED 18     opportunities locally, regionally and nationally, to share its practice.                          Ruffwood.
               Partnership staff from all strands, as well as almost all Headteachers, co-    L&M/EiC/02         NP-LT membership
               ordinators, teachers, and mentors have maximised opportunities to share                           LH-SMG membership
  Grade 2 –    approaches to enhance the provision.                                                              LH-ICT Stra Bd
 light touch                                                                                  L/C/EiC/06         AW/SB- Social Inclusion Group
               There is a comprehensive and co-ordinated package of study support                                DI/JK – linked to 14 – 19 study support /
               opportunities and enrichment activities for the range of ages and abilities                       Aimhigher Integration
               (appropriate to EiC) beyond the normal school day and offered at                                  EDP evidence, linkages to HR team, Finance
               alternative venues as well as schools. These                                                      and Policy.
                                                                                                                 Links to Oldham and Blackburn via EiC Peer
                                                                                                                 Review – quality standards agendas/ minutes.
                                                                                                                 Regional network meetings.
                                                                                                                 Support from restructure via Form and
                                                                                                                 Function Review, support for appointment of
                                                                                                                 Finance Technician and support for attendance
                                                                                                                 from LEA Finance Officer. Deployment of
                                                                                                                 policy/ programme specialists to support EAZ
                                                                                                                 and BIP.




   Self and Peer Review 2004                                                                                                                      The Partnership
                                EiC Template to Support EiC Self & Peer Review Process

                                Each SP criteria will require a separate timeline to secure the evidence
 Links To                             SP Review Criteria                               Evidence Source                Evidence Commentary                      Colour
 OfSTED                                  (Grades 1,2)                                 (Action Plans, data,                                                     Wash
                                                                                      activity evaluations                                                      Code
                                                                                               etc)

                                 Leadership and Management
                                                LiG
              Building on collaboratives’ own monitoring arrangements, the                 PI/EiC/22         Excellence in Cities Action Plan 2004/5
              partnership has monitoring systems in place to ensure that LIG                                 Excellence in Cities Annual Report
              funding and activities are contributing to strengthened leadership,         L&M/EiC/03         Teaching and Learning Strategy Managers
              improvement in attainment and in teaching and learning in each                                 Meeting – Minutes 29 June 2004
              collaborative, across the partnership and beyond partnership                L&M/LIG/06         Teaching and Learning Strategy Managers
              boundaries.                                                                                    Meeting – Agenda 29 June 2004
                                                                                                             Leadership Incentive Grant Innovation
              The partnership’s monitoring systems clearly identify schools in need       L&M/LIG/07         Collaborative Partnership – Agenda 29 April
              of challenge and support, which the partnership then provides fully                            2004
              and cross -collaboratively, drawing from the partnership’s awareness        L&M/LIG/01         Leadership Incentive Grant Innovative
              of good practice within and beyond partnership boundaries.                                     Collaborative Partnership – Minutes 29 April
                                                                                                             2004
              Partnerships are able to demonstrate clearly the added value of LIG                            Leadership Incentive Grant Innovative
              funding and activities that contribute to wider partnership outcomes.       L&M/LIG/02         Collaborative Partnership/ Excellence in Cites
              LIG Consultants are aware of how the impact of LIG activities feed                             Operational Group – Agenda 16 June 2004
              into partnership outcomes and there are opportunities for                                      Leadership Incentive Grant Innovative
                                                                                                             Collaborative Partnership/ Excellence in Cities
                                                                                          L&M/LIG/03         Operational Group – Minutes 16 June 2004

                                                                                                             Terms of Reference – LIG Operational Group
                                                                                                             Sam Learning Method Breakdown of
                                                                                                             Knowsley Secondary Schools
                                                                                          L&M/LIG/04         Plus One Challenge Co-ordinators Meeting –
                                                                                                             Agenda 1 July 2004
                                                                                                             LIG Priority 2 Meeting of Teaching and
                                                                                                             Learning Strategy Managers

                                                                                          L&M/LIG/05

                                                                                          L&M/LIG/14

                                                                                          L&M/LIG/12


                                                                                          L&M/LIG/13


                                                                                          L&M/LIG/10




Self and Peer Review 2004                                                                                                                                      LIG
 Links To                             SP Review Criteria                                 Evidence Source                 Evidence Commentary                      Colour
 OfSTED                                  (Grades 1,2)                                   (Action Plans, data,                                                      Wash
                                                                                        activity evaluations                                                       Code
                                                                                                 etc)

                                                                                            MSC Reports         Leadership Incentive Grant Innovation
                                                                                           Ofsted Reports       Collaborative Partnership – Agenda 29 April
                                                                                             Action Plans       2004
                                                                                        Consultancy Reports     Leadership Incentive Grant Innovative
                                                                                        School Support Plans    Collaborative Partnership – Minutes 29 April
                                                                                         Ofsted, School, and    2004
                                                                                         Collaborative Action   Leadership Incentive Grant Innovative
                                                                                                Plans           Collaborative Partnership/ Excellence in Cites
                                                                                                                Operational Group – Agenda 16 June 2004
                                                                                                                Leadership Incentive Grant Innovative
                                                                                            L&M/LIG/01          Collaborative Partnership/ Excellence in Cities
                                                                                                                Operational Group – Minutes 16 June 2004

                                                                                            L&M/LIG/02


                                                                                            L&M/LIG/03


                                                                                            L&M/LIG/04

              Leadership and Management
              collaboratives to contribute to the setting of partnership outcomes.        LIG Consultancy       School/ Department Review
                                                                                              Report
              Partnerships ensure that good practice emerging from individual LIG
              collaboratives is utilised to the benefit of other schools, both within
                                                                                                                Teaching and Learning Policies
              and beyond partnership boundaries.
                                                                                                                Asst Report (M McLachlan)
                                                                                                                Curriculum Audit
                                                                                                                Research Findings/ Reports Liz McGarvey




Self and Peer Review 2004                                                                                                                                         LIG
                                           EiC Template to Support EiC Self & Peer Review Process

                                    Each SP criteria will require a separate timeline to secure the evidence.
 Links To                   SP Review Criteria                   Evidence Source                                            Evidence Commentary                                          Colour
 OfSTED                        (Grades 1,2)                       (Action Plans,                                                                                                         Wash
                                                                   data, activity                                                                                                        Code
                                                                 evaluations etc)

                          Performance Indicators
 Attainment                          CLCs                             PI/CLC/01            Annual reports 02-03 and 03-03 show usage by partner schools
     1a         CLCs can confidently demonstrate contribution     Annual report 02-03      Breakdown of exam analysis reflects increase in English SATs results 03
 Ref OfSTED     to levels of attainment across a wide range of        & 03-04 &
LEA ICT 3.3.3   curriculum areas at all relevant Key Stages in       Constitution          Summer schools programmes show range of activities taking place to support learning
and 3.3.4 and   Partnership                                                                KS1-2, KS3, KS4 and SEN & Constitution
    3.3.5                                                               PI/CLC/02
                                                                  External exam data       Projects briefs written in collaboration with teachers to support identified topics
                                                                            03
                                                                        PI/CLC/03          A range of different programmes offered across the Centres and across the KSs, each
                                                                     Summer school         using ICT to support a particular area, including use of a range of technologies both
                                                                    programmes and         physically and virtually.
                                                                     evaluations 03
                                                                     Summer school         ICT Safari interactive teaching and learning event.
                                                                     programmes 04
                                                                        PI/CLC/04          A range of eLearning resources developed by the CLCs are accessible from the
                                                                    Project briefs for     website/intranet sites
                                                                   specific short and
                                                                        long term          Plus One Challenge/Xtra activities co-ordinated through CLCs. Materials developed by and
                                                                      programmes.          distributed through CLCs
                                                                    PI/CLC/09, 10,11
                                                                    Case studies and
                                                                   PI/CLC/12, 13, 14
                                                                  Evaluations KS1-2,
                                                                  KS3, KS4, inclusion.
                                                                       LM/CLC/19
                                                                       Newsletters
                                                                 highlighting a range of
                                                                  activities and events
                                                                  to support teaching
                                                                      and learning.
                                                                        PI/CLC/05
                                                                   ICT Safari booklet
                                                                        PI/CLC/06
                                                                 CLCs Intranet/website
                                                                        PI/CLC/09
                                                                      +1 Challenge
                                                                    Portfolio, Master
                                                                  Blaster portfolio, +1
                                                                 Challenge newsletters




       Self and Peer Review                                                                                                                                                      CLC’s
 Links To                SP Review Criteria                     Evidence Source                                       Evidence Commentary                                        Colour
 OfSTED                     (Grades 1,2)                         (Action Plans,                                                                                                  Wash
                                                                  data, activity                                                                                                 Code
                                                                evaluations etc)

                    Leadership and Management
Leadership                        CLCs                              LM/CLC/01           The Strategic management group represents three integrated CLCs and includes members
    2a       The strategic Leadership of CLCs is                      Strategic         from across the partnership, wider community, LEA and council.
             determined by a group representing partner         Management Board        The Board meets every ½ term and detailed minutes are taken by the Clerk to the Board.
             schools and wider members of the                   structure diagram &
             Partnership. The group, including the CLC              Constitution
             Manager(s), meets at least termly, identifies          LM/CLC/02           Director of Department of Leisure and community Services is chair of the Management
             priorities, and provides the vision and steer      Management Board        Board
             for the CLC (s). The group maintain detailed        meeting schedule
                                                                    LM/CLC/03           The CLC operates an integrated a management structure with clear line management
             records of its meetings.
                                                                Management Board        responsibilities. Structure agreed by partnership July 03
             The strategic Leadership group is chaired by             minutes           PRDs taken on annual basis and reviewed every quarter at stocktake to assess training
             a person who is independent of the CLCs                LM/CLC/04           needs and development.
             and/or host/spoke school(s).                       Management Board        Training / development needs addressed as with all staff at annual PRD and regular
                                                                 Development day        monthly stocktakes
    2b       The CLCs are effectively managed by a                  programme
             person or people who have clear line                   LM/CLC/05
             managers agreed by the Partnership.                    CLC staffing
             Performance Management of the CLC                       structure.
Management   Manager(s) and CLC staff is conducted                  LM/CLC/06
    3a       within protocols agreed by the EiC                 Form and Function
             Partnership Board.                                 Review paper – July
                                                                        03
             The CLC Manager(s) are committed to
                                                                      LM/CLC/07
             realising the strategic vision of their CLC(s).    Performance Review
             They are well-informed and constantly                   Development
             update their knowledge to advise the                      document
             strategic     Leadership       on      potential        LM/CLC/08.
             developments.                                       Stocktake template
    3b
                                                                   LM/CLC/11 Staff
                                                                training programmes
                                                                     – schedules
                                                                      LM/CLC/12
                                                                 Staff induction pack
                                                                      LM/CLC/09
                                                                     CLC Director
                                                                training/development
                                                                     opportunities
                                                                    documentation




     Self and Peer Review                                                                                                                                             CLC’s
 Links To                SP Review Criteria                      Evidence Source                                      Evidence Commentary                                          Colour
 OfSTED                     (Grades 1,2)                          (Action Plans,                                                                                                   Wash
                                                                   data, activity                                                                                                  Code
                                                                 evaluations etc)

                    Leadership and Management
    3c                        CLCs (Contd)                          LM/CLC/13
             All staff within the CLCs direct their efforts to     CLC in House         CLC staff training days – once termly focused upon team building, new technology and
             maximising the impact of learning and model          Development day       development of a CLC activity plan eg family day
             and encourage others to be innovative in the            Itineraries.
             use of ICT.

             The spoke(s) are managed in conjunction
             with the hub and the CLC Manager has                        N/A
 Where a
 CLC has     direct influence over their work.       The
spokes 3d    spoke(s) contribute effectively to the
             strategic plan and outcomes of the CLC and
             there is an identified person at each spoke
             that manages the day-to-day activity.

             Following audits with partner schools, the                                 Regular meetings with heads, HoDs, subject teachers, School Improvement Officers and
             strategic CLC Management Board has                                         co-ordinated through ICT Strategy Board and wider Council Dept, Community groups.
             identified the specific and broader needs                                  Findings then drawn together to support the CLC Action Plan.
             which the CLC needs to address. A detailed              LM/CLC/17          Plan agreed in February and reported back to Management Board termly.
Resources    plan has been written and agreed by the             CLC Action Plan 03-    Annual reports are produced April to March and presented to the board and termly reports
    4a       Partnership.                                             04, 04-05         on progress are given to the board in line with Action Plan process
 Funding                                                         Secondary Schools
                                                                   GCSE Subject         Capital Development Plan is mapped to Action Plan and reported agreed by partnership
Ref OfSTED   CLC Funding is held and managed
                                                                   Analysis - Chart     and Management Board
 LEA ICT     independently with clear accounting and
   3.3.2     audit procedures and overall control rests
             with the strategic Management Board. The
                                                                     PI/CLC/01
             Capital Redevelopment Fund is used
                                                                 Annual Reports 02-03
    4b       successfully and promptly each year to                   & 03-04
Resources    ensure that the CLC(s) remain at the
    4a       forefront of ICT developments and address                LM/CLC/34
 Funding     perceived needs.                                     Projected Revenue
Ref OfSTED                                                       Budget Proposal 03 –
 LEA ICT                                                                  04
   3.3.2
                                                                      PI/CLC/18
                                                                 Capital Development
                                                                      Plan 03-05




     Self and Peer Review                                                                                                                                               CLC’s
 Links To                 SP Review Criteria                    Evidence Source                                     Evidence Commentary                                      Colour
 OfSTED                      (Grades 1,2)                        (Action Plans,                                                                                              Wash
                                                                  data, activity                                                                                             Code
                                                                evaluations etc)

                     Leadership and Management
    4b                      CLCs (Contd)                             Pi/clc/01         The CLCs regularly work well with external partners eg businesses and profit making
Resources     The CLC Manager(s) has successfully               Annual Report 02-03,   community groups.
    4a        accessed a number of funding sources                     03-04           Key events are funded through sponsorship eg ICT Safari. Prizes are sponsored,
 Funding      (other than EiC) to enhance and develop               LM/CLC/15          summer schools are sponsored/funded collaboratively across council depts.
Ref OfSTED    provision for students, teachers, or the             Sponsorship         Innovation: Explorers Wanted! – Satellite VC link in Jungle Siberia, Sports
 LEA ICT      community, within the CLC remit.                     Opportunities       Performance Link – video streaming, Media projects – streaming.
   3.3.2                                                            LM/CLC/29          CLCs also operate a traded serviced to wider council depts. Facilities & equipment
                                                                  Charging Policy
              The CLC undertakes a wide range of                                       are high spec and flexible spacing allows for changes according to need.
                                                                    LM/CLC/35
Innovation,   innovative projects using an increasing                                  Programmes are developed across the Key Stages – see case studies
                                                                   NOF Summer
     4c       collection of hardware and software.                                     All rooms have CLC signage incorporated and corporate style to all literature.
                                                                  School Funding
 Software,                                                                             SEN access is well signed including equipment & signage for the visually impaired.
              The CLC(s’) facilities are of exceptionally       Application/proposal
 hardware,                                                           LM/CLC/21         Booking and usage system developed in house and sold nationally to other CLCs.
              high quality and offer a “non-school like”
  projects                                                           Inventories
              environment.
     4d                                                          PI/CLC/04, 09,10
              A CLC’s stated specialism is clearly evident       Project briefs and
 Facilities   but rooms offer flexibility to work, in all its       case studies
    4e        forms, and group activity. . Signage and               LM/CLC/19
              equipment promote the “CLC brand”.                 Resources booklet
              Accessibility, for all potential users, within        Newsletters
              and around the CLC(s) is excellent.                    PI/CLC/06
                                                                Hard copy of website
              The CLC(s) has effective systems in place to
              monitor the quality of usage and both                Photographs of
              teaching and learning within the Centre and        branding & visually
              CLC spokes. Detailed summative report(s)            impaired signage
                                                                     PI/CLC/06
              and newsletters are produced to inform
                                                                Hard copy of website
              partners and wider stakeholders of the
Monitoring    scope and impact of the CLC(s)                       PI/CLC/01
   and                                                          Annual Reports 02-
Evaluation                                                          03, 03-04
    5a
                                                                    LM/CLC/24
                                                                   The Learning
     5b                                                         Community Booking
Ref OfSTED                                                      and usage reporting
 LEA ICT                                                              system
 3.3.4 and
   3.3.5                                                           LM/CLC/19
                                                                 Newsletters 03/04




         Self and Peer Review                                                                                                                                     CLC’s
 Links To               SP Review Criteria                 Evidence Source                                      Evidence Commentary                                        Colour
 OfSTED                    (Grades 1,2)                     (Action Plans,                                                                                                 Wash
                                                             data, activity                                                                                                Code
                                                           evaluations etc)

                   Leadership and Management
     5c                      CLCs (Contd)                    PI/CLC/12, 13, 14
Ref OfSTED   The CLC Management collate substantial             Evaluations       The CLCs collect both qualitative and quantitative data to support progress.
 LEA ICT     evidence on the impact of the CLC in            PI/CLC/09, 10, 11
 3.3.6 and   “normal” lessons both within and beyond the       Case Studies       All programmes followed using the CLCs are required to complete an evaluation
   3.3.7     confines of the Centre and its spokes.              PI/CLC/01        sheet.
             Furthermore, the CLCs collate evidence of        Annual Reports
             resources and teaching approaches being            LM/CLC/24         The Learning Community booking and usage reporting system records access in
                                                               The Learning
             adopted into schools across the Partnership                          terms of number of hours, subjects etc, allowing for activities to be analysed against
                                                           Community – Booking
             as a result of CLC practice.                   and usage reporting
                                                                                  attainment as a contributing factor.
                                                                  system.
             These results are used, together with other                          A number of case studies are also written outlining good practice. Such activities are
             Management Information, to identify and           PI/CLC/19, 20      also included in the regular newsletters
             establish priorities and make necessary        EiC Annual Review
   5d        changes, identify customer satisfaction and    Documents Jan 03,
             share good practice.                                 Dec 03
                                                                 PI/CLC/21
                                                            EiC Review 03/04 –
                                                                Action Plan
                                                                 PI/CLC/02
                                                            Exam data analysis
                                                                Breakdown




     Self and Peer Review                                                                                                                                        CLC’s
Links To                    SP Review Criteria                     Evidence Source                                         Evidence Commentary                                            Colour
OfSTED                         (Grades 1,2)                         (Action Plans,                                                                                                        Wash
                                                                     data, activity                                                                                                       Code
                                                                   evaluations etc)

                                  Linkages
 Usage –                            CLCs                               PI/CLC/01           A number of partnerships have been established with schools beyond Knowsley, other
   6a          Systems and structures are effective                Annual Reports 02-      CLCs, community groups, young women’s health, Connexions, Police, MP surgery and
               maximising the usage of the CLC(s), not only            03, 03-04           unemployed group organisations across Knowsley. Including Virtual access delivery
               with near neighbours, but also those who                PI/CLC/17           mechanisms.
  Partner      normally have barriers to accessing the facility.   CLC Action Plan 03-     There is out of hours provision ranging from study support, holiday activities, family days,
 schools                                                               04, 04-05           community courses/events and business venue opportunities.
               The CLC has evidence of its success in
    Ref        working with a broad range of schools, the                                  Holiday schools are run collaboratively cross council depts and cross EiC strands including
                                                                      PI/CLC/01
 OfSTED        community and other partners throughout and                                 G & T and aim Higher
                                                                   Annual Reports 02-
 LEA ICT       after normal school hours                               03, 03-04           The CLCs are an integral part of the LEA/ICT Strategy initiatives to support schools in
 3.3.2 and
               The CLC(s) are used effectively integrated to                               raising attainment. Activities include Plus One Challenge, ICT Safari events, teacher
   3.3.8
               support a wide range of EiC strands including                               training opportunities e.g. content streaming and whiteboards and laptop for teachers
     6b
               Gifted and Talented, AimHigher, Learning                                    training.
    N.B.
               Mentors, Behaviour Improvement strategies
Explicit ref                                                           LM/CLC/19
               (including Learning Support), as well as Study
to CLCs in                                                             Newsletters
               Support Activities including Holiday Schools,
 OfSTED                                                                 PI/CLC/03
               master classes and other out-of-hour activities
    LEA                                                              Summer school
document       The CLC(s) are fully integrated into the ICT            programmes
   3.3.8       strategy within the LEA and contributes                  schedules
               effectively to outcomes identified within the            PI/CLC/07
  Other        EDP. The CLC(s) are used to support activity           +1 Challenge
 strands       and training for teachers.                              Newsletters
    6c                                                                  PI/CLC/01
                                                                   Annual Reports 02-
                                                                        03, 03-04
                                                                        LM/CLC/1
                                                                       Newsletters
                                                                    PI/CLC/19, 20, 21
                                                                      Case Studies

  Links        The CLC(s) are the main test-beds for                    PI/CLC/22          The CLCs work regularly with it’s schools to support whole school initiatives to support
   6d          innovation and link with other strategies that      School Development      learning eg AAA Club, booster classes, Plus One Challenge.
   Ref         impact Learning and Teaching.                              Plans            The CLCs work closely with Edge Hill College to deliver foundation degree and LJMU,
 OfSTED                                                            14-19 collegiate Plan   BBC, Knowsley College for course delivery and many other business organisations eg
               The CLC(s) has developed productive links             L/CLC/08, 09, 10      Office of Fair Trading, Business Resource Centre and Tradenet.
 LEA ICT       with local FE and/or HE and Training
  3.3.1                                                                Networking –
               Organizations. Groups use CLC regularly                   Business
               directed by these partners.                              Community
    6e
                                                                      Wider Council
                                                                      Documentation
                                                                    PI/CLC/19, 20, 21
                                                                       Case Studies




         Self and Peer Review                                                                                                                                                  CLC’s
Links To                   SP Review Criteria                       Evidence Source                                        Evidence Commentary                                           Colour
OfSTED                        (Grades 1,2)                           (Action Plans,                                                                                                      Wash
                                                                      data, activity                                                                                                     Code
                                                                    evaluations etc)

                                 Linkages
                               CLCs (Contd)                           L/CLC/08, 09, 10
    6f       The CLC(s) have developed productive links                 Networking –        The CLCs work closely with many other business organisations eg Office of Fair Trading,
             with local Businesses. Groups or individuals                 Business          Business Resource Centre and Tradenet.
             use the CLC by negotiation.                                 Community
                                                                        Wider Council       The CLCs offer a variety of activities to the wider community including summer schools,
             There are significant and increasing learning             Documentation        parent/child activities, family days, community courses, after school clubs etc.
Communit     opportunities for the whole community outside            PI/CLC/19, 20, 21
             the school environment. These opportunities                Case Studies        The Centres regularly offer training opportunities to it’s partner schools for hardware,
  y 6g
                                                                          L/CLC/02          software and eLearning activities including cross council opportunities.
             are taken-up by differing individuals and
                                                                     Community courses
             groups.                                                      brochure          All staff training required are audited with regards to development plans, and are in line
                                                                          L/CLC/02          with whole school and LEA ICT Strategy and often delivered in collaboration.
             The CLC(s) actively encourage staff from all            Community adverts
             partner schools to use the Centre. Training             and media coverage     The CLCs currently have partnerships with the following Centres – Longbenton &
             needs are identified and delivered and people          eg newspaper articles   Haywood CLCs – media projects, Rainhill CLC – CAD/CAM and video conferencing
Profession   are encouraged to promote the use of the                        etc.           Gateshead CLC – 2D Kahootz and Virtual Reality projects.
    al       Centre for individual and group work.                        L/CLC/02          The CLCs are also currently working with schools outside the immediate partnership – St
Developme                                                             Family Day advert     Ambrose Barlow – Sefton and Crosshill Special School – Blackburn with Darwen
    nt       Professional Development provided by the CLC(s)
    7a       is Monitored and Evaluated in accordance with
             the criteria above.
             The CLC(s) has effective links with other CLCs              LM/CLC/11
             outside the immediate Partnership area and has          Staff training days,
   7b        developed joint projects and curricular activities.          PI/CLC/02
             Staff attend almost all regional and national CLC          annual reports
Networking   meetings/Conferences in relation to learning and         LM/CLC/07 PRDs
   and       ICT.                                                    LM/CLC/12, 13, 14
 Sharing                                                                 Evaluations
             The CLC(s) is ambitious and keen to learn; it
  Good                                                                   LM/CLC/19
             welcomes the views of outsiders and makes full
 Practice                                                                Newsletters
             use of opportunities to share good practice.
                                                                         LM/CLC/17
             The CLC(s) actively and successfully promotes            Collaboration with
   8a
             itself and its work locally with partner schools and     wider partnerships
             other organizations                                          IL/CLC/03
   Ref
 OfSTED                                                                DfES CLC focus
 LEA ICT                                                            group documentation.
  3.3.9                                                                   IL/CLC/02
   8b                                                                Community adverts
                                                                         LM/CLC/25
   8c                                                                Media coverage eg
                                                                     newspaper articles
                                                                         LM/CLC/19
                                                                       Newsletters etc




         Self and Peer Review                                                                                                                                                 CLC’s
                               EiC Template to Support EiC Self & Peer Review Process

                        Each SP criteria will require a separate timeline to secure the evidence.
Links To                     SP Review Criteria                           Evidence                          Evidence Commentary                             Colour
OfSTED                          (Grades 1,2)                               Source                                                                           Wash
                                                                        (Action Plans,                                                                       Code
                                                                         data, activity
                                                                       evaluations etc)
                           Performance Indicators
Attainment                           G&T
             KS1 – All targets set for pupils achieving level 3 or        PI/G&T/01       KS1 Level 3 results– KS1 SATs results with emphasis on Level
             above have been met. The targets set have been                               3
             based on prior attainment with incremental and
             appropriate levels of challenge added to the expected
             performance.


             KS2 – All targets set for pupils achieving level 5 or        PI/G&T/02       Level 5 Data at KS3- KS2 SATs data with level 5 being hi-
             above have been met. The targets set have been                               lighted
             based on prior attainment with incremental and               PI/G&T/08       Piloted Primary Level 5 Data at KS2-18 funded primary school
             appropriate levels of challenge added to the expected                        for G&T Performance Table
             performance.                                                 PI/G&T/10       Individual G&T Statistical Data – KS2– SATs information for
                                                                                          piloted schools broken down into core subjects

             KS3 – All targets set for pupils achieving level 7 or        PI/G&T/03       KS3 SATs Data– KS3 SATs data across 3 years, this shows the
             above have been met. The targets set have been                               performance of Level 6 and above over the 3 year academic
             based on prior attainment with incremental and                               period
             appropriate levels of challenge added to the expected        PI/G&T/04       KS3 – 2003 individual Pupil Results – – Tracking tool to access
             performance.                                                                 attainment and progress of individuals on the G&T Cohort
                                                                          PI/G&T/07       KS3 Academic Year Results School performance according to
                                                                                          KS3 cohort
             KS4 – All targets set for pupils achieving A* or A in 3      PI/G&T/05       Fisher Family Trust Data Individual school data identifying
             or more subjects or GNVQ equivalent have been met.                           performance of individuals within the cohort.
             The targets set have been based on prior attainment          PI/G&T/06       Gifted & Talented Figures GCSE Borough-wide
             with incremental and appropriate levels of challenge                         Pre 2003, – Borough-wide data relating to GCSE figures of G&T
             added to the expected performance.                                           Cohort
                                                                          PI/G&T/09       GCSE Data for G&T Cohort School performance data of G&T
                                                                                          Cohort at GCSE level




Self and Peer Review 2004                                                                                                                  Gifted & Talented
Links To                    SP Review Criteria                           Evidence                            Evidence Commentary                                  Colour
OfSTED                         (Grades 1,2)                               Source                                                                                 Wash Code
                                                                       (Action Plans,
                                                                        data, activity
                                                                      evaluations etc)
                               G & T (Contd)
                                                                      PI/G&T/40          Aimhigher Annual Reports 01-02 and 02-03– Quantative and
           16 + - All targets set for pupils achieving ‘A’ level or
           equivalent average point scores have been met. The                            qualitative evidence of the Aimhigher (Excellence challenge
           targets set have been based on prior attainment with                          programme in Knowsley.
           incremental and appropriate levels of challenge
           added to the expected performance.

                                                                      PI/G&T/41          Early entry GCSE data– Numbers of pupils being entered for
           Early entry: KS4 and beyond – In all schools there                            early entry GCSE across the borough
           is an improvement in the percentage of pupils
           entered for GCSE/A level or equivalent in advance of
           their age group. All schools show an improvement in
           the standard of entry.

                                                                      PI/G&T/42          FA Coaching Award– Example of programme being covered by
           14+ - In all schools there is a clear strategy in place                       Aimhigher & G&T pupils
           to ensure the inclusion in the gifted and talented         PI/G&T/49          External Providers
           population of pupils on vocational pathways.

                                                                                         This is not an Aimhigher target, definition of ‘Institutions with the
           16+ - The proportion of students from disadvantaged
                                                                                         most demanding entry requirements’ needs to be defined and
           backgrounds who progress to HE courses and
                                                                                         agreed nationally.
           institutions with the most demanding entry
           requirements is increasing significantly.

                                                                      PI/G&T/43          Talented data activity database– Database to show talented
           All KSs – In all schools there is a clear strategy in                         activities
           place for supporting talented students and all targets
           for pupils achieving improvements in performance
           have been met. The targets have been based on
           prior performance with incremental and appropriate
           levels of challenge added to the expected
           performance.




Self and Peer Review 2004                                                                                                                           Gifted & Talented
 Links To                   SP Review Criteria                         Evidence                            Evidence Commentary                                Colour
 OfSTED                        (Grades 1,2)                             Source                                                                                Wash
                                                                     (Action Plans,                                                                           Code
                                                                      data, activity
                                                                    evaluations etc)
                         Performance Indicators
  School                        G & T (Contd)
 Outcomes   All KSs - All co-ordinators have – undertaken or are       PI/G&T/12       Scheduled Meetings, Agenda, Minutes– Examples of Agendas,
            undertaking                                                                Minutes for G&T Co-ordinators
             an approved co-ordinator
             development programme.
                 -    sufficient time and resources to
             carry out their duties
              effectively.

            All KSs – All schools have                                 PI/G&T/31       Predictive & Actual KS3 Data – Prescot School– Individual school
            a distinct teaching and learning programme which                           data tracking system
            provides appropriate differentiation evidenced in all
            subject areas for the gifted and talented cohort.
            Overall – All schools have                                 PI/G&T/13       KS3 New Cohort List– Centrally held cohort list which is being
                 -    gifted and talented populations                                  provided from individual secondary schools
             of 5-10% per year group. (Or 2-                           PI/G&T/14       Year 7 List for 2002– Update of new year 7 intake which is added
             20% per year group for ages                                               to central database records
             16-19)                                                    PI/G&T/15       G&T Register KS2 2004– Primary proforma register

                                                                       PI/G&T/16       Talented Borough-wide– Proforma for talented primary cohort
                                                                                       Central Database– Updated from information given by school co-
                                                                       PI/G&T/27       ordinators
                                                                                       Primary KS2 Data 2002-3 Borough-wide– KS2 data which
                                                                       PI/G&T/28       highlights percentage of pupils achieving level 5
                                                                                       KS3 G&T Cohort Sizes Percentages– Percentages of pupils
                                                                       PI/G&T/32       appearing on G&T register according to pupils on role within
                                                                                       school
                 -     clear, consistent and robust                    PI/G&T/44       Identification data– Database system to highlight talented pupils in
             approaches to the identification                                          sport at primary level
             of their gifted and talented
             populations. The gifted and                               PI/G&T/45       Aimhigher plan- strategic overview of how the Aimhigher
             talented population is broadly                                            Partnership will work towards full integration by 2006.
             representative of the school’s
             population in terms of gender,
             ethnicity, disability and social
             background.




Self and Peer Review 2004                                                                                                                      Gifted & Talented
 Links To                     SP Review Criteria                          Evidence                            Evidence Commentary                            Colour
 OfSTED                          (Grades 1,2)                              Source                                                                            Wash
                                                                        (Action Plans,                                                                        Code
                                                                         data, activity
                                                                       evaluations etc)
              Performance Indicators

                                  G&T (Contd)
                                                                          PI/G&T/35       Transition Data Form– Graph showing numbers of G&T pupils
                   -    a clear strategy in place with                                    attending Knowsley Secondary Schools
               an extensive range of well-
               targeted activities to support
               the needs of the gifted and
               talented cohort. Appropriate
               links have been made to
               national strategies including
               relevant curriculum or policy
               development opportunities.



Partnership   Overall – There is clear advice/guidance and                PI/G&T/17       G&T targets average point score- Average point score of G&T
Outcomes      support available on target setting for the gifted and                      cohort linked to borough wide performance table
              talented cohort and this has led to robust targets          PI/G&T/18       Table of Targets Pre and Post 2004– DfES targets which have
              being set.                                                                  been adopted into our action plan
                                                                          PI/G&T/38       Guidance for Secondary Teachers– G&T information to assist in
                                                                                          improving provision for G&T cohort
              All schools are kept fully informed about national          PI/G&T/19       Pamphlets re: Training– Selection of training information and
              resources available to support teaching, learning                           stocktake sheets, including training for governors, teaching and
              and CPD and they are fully tilized.                                         learning strategies for able pupils
                                                                          PI/G&T/20       Oxford Brooks Training Data– Information relating to national
                                                                                          training programme distributed to all school based co-ordinators
                                                                                          Governors Training Documents– Information booklet to inform
                                                                          PI/G&T/37       and assist school governors
                                                                                          Guidance for Secondary Teachers
                                                                          PI/G&T/38       Conference Data– Annual Aimhigher Conference attended by
                                                                          PI/G&T/39       school co-ordinators and local G&T representatives
              All targets set for the number of pupils who register       PI/G&T/21       Registered Members– Children registered at the National
              with NAGTY and participate in NAGTY activities                              Academy of Gifted & Talented Youth
              including the summer school and outreach
              programmes are sufficiently challenging and have
              been met.




Self and Peer Review 2004                                                                                                                      Gifted & Talented
 Links To                    SP Review Criteria                             Evidence                            Evidence Commentary                             Colour
 OfSTED                         (Grades 1,2)                                 Source                                                                             Wash
                                                                          (Action Plans,                                                                         Code
                                                                           data, activity
                                                                         evaluations etc)
            Out-of-school-hours study support programme is in               PI/G&T/22       Masterclasses– Selection of masterclasses arranged for previous
            place. Provision addresses the learning needs of                                term
            the gifted and talented population and complement               PI/G&T/23       Summer Schools 2004– Examples of Summer Schools 2003 &
            the teaching and learning programme                                             2004 and evaluation programme
                                                                            PI/G&T/34       G&T Sample Activities Talented– List of activities and
                                                                                            programmes carried out, including talented programme for Oct
                                                                                            2004 – July 2005
                                                                            PI/G&T/24       G&T Self Review Criteria– Self review according to OFSTED
                                                                                            requirements, this document was used to develop the action plan
                                                                                            for 2004/5
                                                                            PI/G&T/25       Transition Graph 2002-03– Information regarding moving of
                                                                                            primary pupils into secondary schools
                                                                            PI/G&T/26       Individual Tracking of GCSE Performance- Tracking data of
                                                                                            GCSE pupils to record attainment, performance according to
                                                                                            predictive
                                                                            PI/G&T/29       School 2003 Transition– Individual pupil performance and
                                                                                            transition data to secondary
                                                                            PI/G&T/30       Sample fax cover KS3 Data– Sample fax cover sent out to G&T
                                                                                            co-ordinators to highlight meetings, information, training, etc
                                                                                            Review of projects including, Excel, Master Classes, Sport
                                                                            PI/G&T/36       (Brookfield) – Monitoring and evaluation regarding specific
                                                                                            programmes of study
            There is a clear strategy monitoring and evaluation             PI/G&T/46       Fisher Family Trust, individual school data
            in place, which identifies strengths and weaknesses
            in school provision. Comprehensive pupil level data             PI/G&T/47       Individual tracking systems within schools
            on the attainment and progress of the gifted and
            talented cohort is collected, analysed and used to              PI/G&T/48       Individual School OFSTED Reports– Samples of OFSTED reports
            inform appropriate levels of change.                                            were G&T were highlighted



            There are clear financial auditing processes in place           PI/G&T/33       Active to budget plan– Detailed budget plan to highlight spending
            (e.g. there is an effective audit trail) and an ability to                      of G&T budget. To assist the co-ordinator in allocation of budget
            demonstrate planned/agreed expenditure.                                         to individual departments/activities




Self and Peer Review 2004                                                                                                                        Gifted & Talented
Links To                       SP Review Criteria                                Evidence                            Evidence Commentary                              Colour
OfSTED                            (Grades 1,2)                                    Source                                                                              Wash
                                                                               (Action Plans,                                                                          Code
                                                                                data, activity
                                                                              evaluations etc)
                         Leadership and Management
                                    G&T                                         LM/G&T/01        G&T Budget– G&T budget, individual budgets highlighted cost
           Overall - There are clear financial auditing processes in                             transactions shown.
           place (e.g. there is an effective audit trail) and an ability to     LM/G&T/02        Cluster Budget– Cluster budgets from all 3 clusters to record and
           demonstrate planned/agreed expenditure.                                               audit G&T spending
                                                                                LM/G&T/03        School Budget – Cost Centre Transactions– Reporting on
                                                                                                 individual school spending of G&T budget
                                                                                LM/G&T/04        Expenditure Analysis– Overview of EiC funding across all strands
                                                                                                 G&T Pre Roll Out - Primary– Detailed data relating to funding of
                                                                                LM/G&T/05        18 schools being extended to encompass all 61 primary schools
           - A range of summer school                                           LM/G&T/06        Summer School Evaluations– Summer School evaluations from
            programmes and activities are in place. The programme                                2002-03 highlighting successes and areas to develop
           and activities have been fully evaluated and have met
           pupil needs. Pupil progress is tracked post attendance.
           - a clear strategy in place for the identification and               LM/G&T/07        School Audit– Documents to assist schools in auditing and
           dissemination of good practice.    There is effective                                 developing G&T and to assist in writing of action plans
           networking between schools and good practice is shared                                Parent & Co-ordinator information Booklet– Information document
           across the region.                                                   LM/G&T/08        for parents to assist with understanding of G&T and EiC initiative
                                                                                                 G&T Beacon Development Plan– Plan from beacon school for
                                                                                                 G&T linking in with EiC Action Plan
                                                                                LM/G&T/09        LEA OFSTED Report– OFSTED report section which highlights
                                                                                                 G&T practice
                                                                                LM/G&T/17



                                                                                LM/G&T/10        Individual school tracking system– Examples of Secondary
           - clear advice/guidance available to support the welfare of                           School Tracking System
           gifted and talented pupils. For example, on bullying or
           any unintended adverse effects of strategies to promote              LM/G&T/11        Action Plans– EiC action plans across all strands
           their progress. Detailed and specific action has been
           taken to promote the welfare of the gifted and talented              LM/G&T/12        Referral Forms– Giving responsibility to collaboratives to decide
           cohort where it has been under threat..                                               how G&T budget is spent within the clusters




Self and Peer Review 2004                                                                                                                            Gifted & Talented
Links To                      SP Review Criteria                             Evidence                         Evidence Commentary                           Colour
OfSTED                           (Grades 1,2)                                  Source                                                                       Wash
                                                                           (Action Plans,                                                                    Code
                                                                            data, activity
                                                                          evaluations etc)
                         Leadership and Management
                               G& T (Contd)
           Overall- - There is a clear strategy in place which              LM/G&T/13        Activity Questionnaires– Information which has been
           encourages pupil aspirations, motivation and self esteem                          distributed at Masterclasses/Summer Schools to inform future
           and measures improvements in these.                                               practice
                                                                            LM/G&T/13        Parental Nomination Form
           Appropriate pupil level intervention is applied and records      LM/G&T/14        Aimhigher database tracking system– Tracking system to
           are kept.                                                                         monitor pupil participation in activities and their academic
                                                                                             achievements
                                                                            LM/G&T/15        Post 16 PDP
           Outcome measures are in place that are consistent with
           the outcome measures framework. Outcomes measures               LM/G&T/16         New targets – DfES Guidelines
           set are sufficiently challenging and secure full compliance.




Self and Peer Review 2004                                                                                                                     Gifted & Talented
                                        EiC Template to Support EiC Self & Peer Review Process

                                Each SP criteria will require a separate timeline to secure the evidence.
Links To          SP Review Criteria                     Evidence                                            Evidence Commentary                                                Colour
OfSTED               (Grades 1,2)                         Source                                                                                                                Wash
                                                       (Action Plans,                                                                                                           Code
                                                        data, activity
                                                      evaluations etc)
                Performance Indicators
 Focus               Learning Mentors                 PI/LM/001          Routes of Referral Diagram – Example of methods used by LM’s to illustrate referral process to
           Mentee cohorts consist of pupils                              school staff.
           experiencing significant barriers to
           learning identified through robust         PI/LM/002          Secondary Academic Files – Example of how LM’s identify cohort using academic data and pastoral
           and accountable procedures (e.g.                              information.
           performance and tracking data,
           pastoral      information,     teacher     PI/LM/003          Pastoral Solution Referral Forms – Example of referral documentation - provides pastoral information
           assessment/referral,           agency/                        on pupils.
           parental       feedback       /referral)
           reflecting the priorities of individual    PI/LM/004          Universal Referral Form – Example of generic documentation used by Learning Mentors.
           institutions in the context of the
           Partnership. Procedures are clear          PI/LM/005          QCA Behaviour Referral Form - Used by Learning Mentors to provide a baseline data on pupils
           and       widely    understood        in                      conduct, emotional and learning behaviour. Also used to monitor impact.
           Partnership schools.
                                                      PI/LM/006          Learning Mentor Handbook – A reference manual that indicates the stages of the mentoring process
           Identification procedures allow for                           and provides accompanying documentation for each stage. Evidences generic documentation used
           flexible responses to support                                 by Learning Mentors.
           pupils who become at risk due to
           more recently identified issues.           PI/LM/007          Learning Mentor Evidence Files – A comprehensive record of Learning Mentor activity in each
                                                                         school. Used to illustrate procedure, activity and impact.

                                                      PI/LM/008          Barriers to Learning Checklist – A generic document used to assess groups of young people and
                                                                         determining level and nature of support.

                                                      PI/LM/009          Pupil Self-Assessment – Used by Learning Mentor and Mentee to jointly assess need and identify
                                                                         nature of support.

                                                      PI/LM/010          Delivery Agreement – Used to outline the Partnerships expectations in terms of school level Learning
                                                                         Mentor programme delivery and targets. Submitted to schools on an annual basis.

                                                      PI/LM/011          EiC Action Plan 2004 – 2006 – Outlines Partnership targets and plans in terms of programme
                                                                         development.

                                                      PI/LM/012          Learning Mentor Inter-agency case study – Case study example that illustrates inter-agency
                                                                         collaboration to support mentee cohort.

                                                      PI/LM/013          School Learning Mentor Action Plan 2004 – 2006 – Outlines school activity and targets in terms of
                                                                         improvements in attainment, attendance, behaviour and emotional well-being.

                                                      PI/LM/014          Case Studies – Submitted by each Learning Mentor on a termly basis. Evidence targets in terms of
                                                                         attainment, attendance and behaviour and used to illustrate progess and as a means of sharing good



   Self and Peer Review 2004                                                                                                                    Learning Mentor & LSU’s
Links To         SP Review Criteria                  Evidence                                             Evidence Commentary                                                 Colour
OfSTED              (Grades 1,2)                      Source                                                                                                                  Wash
                                                   (Action Plans,                                                                                                             Code
                                                    data, activity
                                                  evaluations etc)
           School LM activity focuses on          PI/LM/015          practice.
           supporting      improvements      in
           attainment,      attendance     and                       Learning Mentor Summary Reports – Submitted by each Learning Mentor on a termly basis.
           behaviour in the broad context of                         Provides detailed information on numbers of pupils mentored, gender, age, reason for referral, inter-
           inclusion activity and multi agency                       agency support, duration and intensity of mentoring contract, whether targets have been met, group
           working.                               PI/LM/016          work and whole school activities.

                                                                     Individual Pupil Action Plans – Learning Mentors draw up an individual action plan for each mentee.
                                                                     The plan outlines Learning Mentor activity in support of the pupil and targets in terms of attainment,
                                                  PI/LM/017          attendance, behaviour and emotional well-being.

                                                                     Knowsley Education Development Plan – Evidences linkages between schools, the EiC programme
                                                  PI/LM/018          and the LEA Development Plan.

                                                  PI/LM/019          EiC Annual Review 2002 -& 2003 – Evidence of reporting procedures to partnership

                                                                     School Education Development Plans – Sample - Evidences linkage with Knowsley EDP and EiC
                                                  PI/LM/020          Action Plan.
           Mentee action planning and target
           setting reflects individual need in                       Learning Mentor National Audit – Completed on an annual basis by Learning Mentor and Line
           the context of existing school                            Manager/Head Teacher Used to identify areas for development. Copy submitted to Co-ordinator and
           systems. It incorporates SMART                            scores collated to evidence programme development. Individual school scores enable Co-ordinator
           individual pupil level targets         PI/LM/021          to determine and plan nature and level of support required by each school.
           addressing barriers to learning
           with clear links to improvement in     PI/LM/022          Rickter Scale – Assessment tool.
           attainment and also linked as
           appropriate to behaviour and/or                           Halewood Pupil Forum – Record of Learning Mentor led project evidencing links to community,
           attendance, and the subsequent         PI/LM/023          outside agencies and PSHE.
           enhancement of mentee life
           chances.                                                  Learning Mentor Activity Evaluations – Submitted by Learning Mentors on a termly basis. Provides
                                                                     comprehensive information on Learning Mentor group and whole school activities to support
                                                                     improvements in attainment, attendance, behaviour and emotional well-being.




   Self and Peer Review 2004                                                                                                                   Learning Mentor & LSU’s
 Links To          SP Review Criteria                Evidence                                             Evidence Commentary                                             Colour
 OfSTED               (Grades 1,2)                    Source                                                                                                              Wash
                                                   (Action Plans,                                                                                                         Code
                                                    data, activity
                                                  evaluations etc)
                Performance Indicators
   Focus        Learning Mentors (Contd)
  (Contd)    Headline targets focus upon                             As above
             meeting or exceeding potential
             in SATs and GCSE performance
             (as appropriate to sector), and/or
             increasing attendance levels and
             improving      behaviour,      as
             appropriate to the priorities of
             the school and EiC programme,
             and the EDP.
Attainment                 LSUs
             LSU and Primary LSU shows            PI/LSU/001         Summary Reports – Submitted on a termly basis by LSU Managers. Provides comprehensive data
             pupil performance improved                              on numbers of pupils referred, age, gender, reason for referral, inter-agency support and whether
             beyond expectations determined                          targets have been met.
             before entry into LSU by
             teaching staff.                      PI/LSU/002         Pupil Case Studies - Submitted by each LSU Manager on a termly basis. Evidence targets in terms
                                                                     of attainment, attendance and behaviour and used to illustrate progess and as a means of sharing
                                                                     good practice.

                                                  PI/LSU/003         LSU QCA Analysis – Evidences progress in terms of learning, conduct and emotional behaviour.

             On reintegration, pupils show        PI/LSU/004         LSU Audit of Provision – National document used as a benchmark, progress and planning tool.
             advanced learning skills (self-                         Evidences that all LSU’s deliver emotional, behavioural and social skills curriculumn to cohort.
             determined learning).                                   Pupil Action Plans – Individual targets which highlights action to be taken.

                                                  PI/LSU/005         LSU Lesson Plans – Sample of SEB’s curriculum used in LSU’s.

                                                  PI/LSU/006         Attendance Analysis – Termly report provided by LSU managers evidencing impact on attendance.

             Pupils have received training in     PI/LSU/007         Audit of Provision – Details form and function of each LSU in terms of set up, resources, referral
             social,      emotional      and                         process, curriculumn
             behavioural      skills (SEBS).
                                                  PI/LSU/008         Exclusion Analysis – Termly report provided by LSU managers evidencing impact on exclusions.
             Pupils use the skills they have
             been taught to manage their          PI/LSU/009         Progress Reports – Submitted by LSU Managers to Management Group outlining progress in terms
             learning appropriately.                                 of programme development.

                                                  PI/LSU/010         EiC Action Plan 2004 – 2006 – Outlines Partnership targets and plans in terms of programme
                                                                     development.
             Authorised absence is below the
Attendance   strand target and shows a            PI/LSU/011         QCA Behaviour Referral Form - Used by LSU staff to provide a baseline data on pupils conduct,
             decreasing    trend   or   high                         emotional and learning behaviour. Also used to monitor impact.
             standards of attendance are
             being maintained.

    Self and Peer Review 2004                                                                                                                  Learning Mentor & LSU’s
 Links To          SP Review Criteria                    Evidence                                             Evidence Commentary                                                   Colour
 OfSTED               (Grades 1,2)                        Source                                                                                                                    Wash
                                                       (Action Plans,                                                                                                               Code
                                                        data, activity
                                                      evaluations etc)
 Exclusion   Un-authorised absence is below
             the strand target and shows a
             decreasing trend.




             Rates of fixed-term exclusion
             are reducing markedly. There
             are improvements by targeted
             schools and groups of pupils,
             and total number of pupil days
             lost is lower than previous year.
             Permanent exclusions are
             reducing markedly.

                      Learning Mentors
Leadership   The Partnership provides clear           LM/LM/001          Guidance for Managers Manual – Distributed to schools providing guidance on key aspects of the
             guidance and support (written and                           Learning Mentor programme management within schools.
             oral) to schools on all aspects of
             the delivery and focus of Learning       LM/LM/002          Diary Planner – Evidences individual support to schools and response to requests for additional
             Mentor Programmes.                                          guidance and support.

                                                      LM/LM/003          Attendance / Learning Mentor Protocol – Document developed by LM co-ordinator and SAS manager
                                                                         to outline roles, responsibilities and linkage.
             It  responds    consistently  to
             requests for additional guidance         LM/LM/004          BEST/LM Protocol - Document developed by LM co-ordinator and BIP manager to outline roles,
             and support.                                                responsibilities and areas of linkage.

                                                      LM/LM/005          Role of Connexions and Learning Mentors – Document developed by LM co-ordinator and
                                                                         Connexions service to outline roles, responsibilities and areas of linkage.

                                                      LM/LM/006          Form and Function Review – Evidence of Partnership strategy to promote continuous improvement
                                                                         in the context of monitoring, challenge and intervention. A substantial review of practice that informed
                                                                         the development of revised structures and processes.
             The Partnership has a clear and
             shared strategy for LM strand            LM/LM/007          Primary Executive Group (Minutes) – Examples of agendas and issues covered at relevant meetings.
             activity, which allows for flexibility
             at individual school level and           LM/LM/008          Governor Reports – Example of Learning Mentor reports to School Governors detailing programme
             reflects        effective       multi                       progress.
             agency/initiative working and the
             broader context of inclusion (e.g.       LM/LM/009          Primary Learning Mentor Re-allocation – Evidence file detailing restructuring process.
             BiP, LSUs, Connexions, EWS,
             etc.).                                   LM/LM/010          EiC Decision Making Structures – Outlining decision making structures and terms of reference.



    Self and Peer Review 2004                                                                                                                      Learning Mentor & LSU’s
 Links To          SP Review Criteria                    Evidence                                             Evidence Commentary                                            Colour
 OfSTED               (Grades 1,2)                        Source                                                                                                             Wash
                                                       (Action Plans,                                                                                                        Code
                                                        data, activity
                                                      evaluations etc)
Leadership
  (Contd)              Learning Mentors               LM/LM/011          Executive Updates and Reports – Sample of Co-ordinator reports to Executive and Partnership
             School Improvement Plans (SIPs)                             Groups.
             reflect EiC/LEA priorities in relation
             to LM activity, and provide a clear      LM/LM/012          School Improvement Plan – Example of School Improvement Plan evidencing context and focus for
             context and focus for the work                              Learning Mentor work and reflecting individual school priorities and inclusion strategies.
             reflecting     individual      school
             priorities and inclusion strategies      LM/LM/013          Learning Mentor Cluster Meetings – Sample of agenda and minutes. Meet on a twice termly basis.
             (e.g. BiP, LSUs, Connexions,
             EWS, etc.).                              LM/LM/014          Senior Learning Mentor Meetings – Sample of agenda and minutes. Meet on a twice termly basis.

             The Partnership has effective            LM/LM/015          LM Co-ordinator PRD – Professional Development Plan.
             strategies to promote continuous
             improvement within the context of        LM/LM/016          Stocktakes – Sample of stocktake planning proforma. Meet on a fortnightly basis.
             monitoring,      challenge       and
             intervention. Consultative support       LM/LM/017          EiC Team Briefings – Samples of agenda. Meet on a weekly basis, co-ordinators provide strand
             for schools is offered within the                           updates to colleagues work collaboratively on programme development.
             framework      of      differentiated
             support, with regular formal visits      LM/LM/018          Learning Mentor Job Descriptions – Generic Job Descriptions that reflect Partnership strategy for
             undertaken to priority schools.                             Learning Mentor strand activity.

                                                      LM/LM/019          Child Guidance Case Supervision – Record of mentors who have received additional support from
                                                                         child guidance team.

                                                      LM/LM/020          KS3 SATs Analysis - School by school KS3 analysis to assess impact of Learning Mentor
                                                                         intervention upon attainment.

                                                      LM/LM/021          GCSE Analysis – School by school analysis to assess impact of Learning Mentor intervention upon
                                                                         attainment.

Management   There is clear leadership of the         LM/LM/022          Stakeholder Surveys – Sample of stakeholder surveys conducted by Co-ordinator; Teacher Survey,
             initiative at school level.                                 Audit of Provision, Inter-Agency Survey, Pupil Survey.

                                                      LM/LM/023          QCA Behaviour Scale Analysis – School by school analysis to assess impact of Learning Mentor
                                                                         intervention upon behaviour.

                                                      LM/LM/024          KS2 SATs Analysis – School by school KS2 analysis to assess impact of Learning Mentor
                                                                         intervention upon attainment.

                                                      LM/LM/025          Support and Challenge School Case Study – Evidence file, illustrating support and guidance to
                                                                         school.

             The Partnership has a clear              LM/LM/026          North West Co-ordinator Meetings – Sample of agenda and minutes. Meet on a termly basis.
             management structure to support
             the LM strand and strand co-             LM/LM/027          National Training Portfolios – Example of National Training portfolios.
             ordination, with clear lines of
             communication and accountability         LM/LM/028          Induction Guidance – Learning Mentor induction guidance.
             to the full EiC Partnership group.


    Self and Peer Review 2004                                                                                                                      Learning Mentor & LSU’s
Links To         SP Review Criteria                 Evidence                                            Evidence Commentary                                 Colour
OfSTED              (Grades 1,2)                     Source                                                                                                 Wash
                                                  (Action Plans,                                                                                            Code
                                                   data, activity
                                                 evaluations etc)
           Strand co-ordination includes the     LM/LM/029          Policy statement
           provision of support and challenge
           in relation to managing the LM        LM/LM/030          Management Groups – Example of Co-ordinator reports to Management Groups.
           programme through a variety of
           methods, including input to           LM/LM/031          Transition Guidance – Manual detailing best practice.
           partnership meetings, provision at
           individual school level and through   LM/LM/032          Knowsley EiC webiste
           manager network group activity.
                                                 LM/LM/033          Website Guide – List of websites for use by Learning Mentors and LSU Managers.




   Self and Peer Review 2004                                                                                                            Learning Mentor & LSU’s
 Links To           SP Review Criteria                                                                    Evidence Commentary                                               Colour
 OfSTED                (Grades 1,2)                                                                                                                                         Wash
                                                                                                                                                                            Code


              Leadership and Management
Management           Learning Mentors
  (Contd)    The Partnership ensures that the          LM/LM/034   Management Groups – Evidence LM co-ordinator contribution to wider strategic planning.
             strand co-ordinator is included in
             appropriate regular and formal            LM/LM/035   Strategic Groups - Evidence LM co-ordinator contribution to wider strategic planning.
             work       reviews      (appraisal,
             performance management, etc).             LM/LM/036   Learning Mentor Co-ordinator Professional Development File

             All    schools     have   a    clear      LM/LM/037   Learning Mentor Attendance Data – record of attendance at meetings and other networking
             management structure for LM                           opportunities.
             activity and regularly discuss LM
             activity in Senior Leadership Team        LM/LM/038   Learning Mentor & LSU Training File – Details all training opportunities provided by Partnership since
             meetings and                                          inception.

             - an agreed procedure for LM              LM/LM/039   LEA Behaviour Support Plan – example of LM contribution to borough plans and strategic overview.
             recruitment and retention reflecting
             procedures agreed at Partnership          LM/LM/040   Training Co-ordination File – Example of a training co-ordination file
             level, and use appropriate job
             descriptions and contracts and            LM/LM/041   EiC Annual Review

             - engage their LMs in regular and         LM/LM/042   Training Evaluations – Example of evaluation data completed after each training event
             formal     work   reviews     (e.g.
             fortnightly meetings, appraisal,          LM/LM/043   Child Protection Guidelines – Example information and guidance issued to Learning Mentors
             performance          management,
             “caseload supervision”, etc).             LM/LM/044   Finance File – Overview of Learning Mentor budget and allocation.

                                                       LM/LM/045   All Saints Primary Base Manual – Details schools transition provision
             The Partnership:
             - carries out transparent central         LM/LM/046   Transition Activity Report – Detailing initiatives at schools
             monitoring and evaluation of the
             Learning Mentor Programme that
             incorporates      quantitative     and
             qualitative approaches and informs
             subsequent development in a
             culture         of         continuous
Monitoring   improvement.
and          - provides guidance and support to
Evaluation   school teams and LM managers to
             enable them to carry out school
             based monitoring and evaluation
             activity      that       incorporates
             quantitative      and       qualitative
             approaches         and         informs
             subsequent development in a
             culture         of         continuous
             improvement.



    Self and Peer Review 2004                                                                                                               Learning Mentor & LSU’s
Links To           SP Review Criteria                  Evidence        Evidence Commentary                       Colour
OfSTED                (Grades 1,2)                      Source                                                   Wash
                                                     (Action Plans,                                              Code
                                                      data, activity
                                                    evaluations etc)
              Leadership and Management
Monitoring            Learning Mentors
   and       All schools have a monitoring and
Evaluation   evaluation strategy in place that is
             fully understood and implemented
             by appropriate staff.



             School level Monitoring and
             Evaluation activity includes quality
             assured self-assessment (such as
             the national audit tool) and clear
             impact measurement, utilising
             quantitative and qualitative data.




             The Partnership works with
             schools to ensure that a co-
             ordinated and comprehensive
             programme of training and support
             is in place for, and accessible to,
             LMs which includes the National
             Training Programme, appropriate
             induction     and     access     to
             opportunities for additional CPD
             linked to an effective performance
             management system.

             - with schools to ensure that
             school based managers have
             access to appropriate support and
             training  in relation    to LM
             programme management.

             - facilitates the sharing and
  CPD        promotion of good practice through
             a wide range of activities drawing
             from a clear strategy (e.g.,
             practitioner     and      manager
             networks,      website,     events,
             practitioner/ manager /school peer
             support etc




   Self and Peer Review 2004                                                                 Learning Mentor & LSU’s
 Links To            SP Review Criteria                    Evidence        Evidence Commentary                       Colour
 OfSTED                 (Grades 1,2)                        Source                                                   Wash
                                                         (Action Plans,                                              Code
                                                          data, activity
                                                        evaluations etc)
                Leadership and Management
CPD (Contd)         Learning Mentors (Contd)
               The Partnership works with
               schools to ensure that LMs have
               the      opportunity    to    attend
               networking and practice sharing
               activity.          This    includes
               opportunities to share practice with
               other staff engaged in providing
               support to young people.


               - ensures that the strand co-
               ordinator     has     access      to
               appropriate CPD and support,
               including induction as appropriate.


               LMs have regular opportunities to
               train alongside other staff engaged
               in providing support to young
               people, such as those working in
               the following areas: pastoral
               support; inclusion; Connexions;
               education welfare; SEN and
               behaviour support; youth and
               community work; youth offending
               teams; social services; mental
               health; health; voluntary sector
               provision; etc.

 Integration
    of LM
  provision    The Partnership ensures that co-
    within     ordination activity reflects the multi
   broader     agency dimension of pupil/young
policies and   person support.          Strand co-
  strategies   ordination includes regular liaison
               with statutory and voluntary
               partner agencies in relation to
               working protocols, training and
               support.




    Self and Peer Review 2004                                                                    Learning Mentor & LSU’s
 Links To            SP Review Criteria                 Evidence                                             Evidence Commentary                                           Colour
 OfSTED                 (Grades 1,2)                     Source                                                                                                            Wash
                                                      (Action Plans,                                                                                                       Code
                                                       data, activity
                                                     evaluations etc)
                Leadership and Management
 Integration        Learning Mentors (Contd)
    of LM      School LM deployment is in the
  provision    context of an overall approach to
    within     inclusion and support for pupils.
   broader     School teams work closely with a
policies and   wide range of partner agencies in
  strategies   planning and providing appropriate
               support to mentees (statutory and
               voluntary, school based and out of
               school).

               Strand     co-ordination   involves
               contribution      to      Education
               Development Plans, strategies for
               inclusion         and         other
               city/borough/area wide strategic
               planning,    ensuring    that   LM
               provision is closely aligned to the
               broad development of school
               improvement.


Management                    LSUs
               The LSU and Primary LSUs reflect      LM/LSU/001         LSU National Audit Tool – Conducted by LSU Managers on an annual basis used for internal and
               the 2002 DfES guidance for                               external monitoring.
               establishing and managing LSUs.
                                                     LM/LSU/002         LSU Manager Cluster Meetings – Sample of agendas and minutes of meetings

                                                     LM/LSU/003         Inclusion Conference - Example of training / networking opportunities available to LSU managers.
               Regular strand meetings take
               place, involving LSU managers         LM/LSU/004         Training Needs Analysis– Audit of LSU training needs, conducted on annual basis
               and staff.
                                                     LM/LSU/005         National Conference – Example of training opportunities available to LSU managers to network and
               LSU and Primary LSU managers                             share good practice.
               and staff meet regularly with other
               school staff.                         LM/LSU/006         Information Leaflet – Detailing LSU provision in Knowsley

                                                     LM/LSU/007         LSU Referral Form

               All school staff have a clear         LM/LSU/008         LSU Restructure – Working file detailing restructuring process.
               understanding of the role and
               function of the LSU.                  LM/LSU/009         Website Guide – List of websites for use by Learning Mentors and LSU Managers.
Monitoring
   and         Entry and exit procedures are         LM/LSU/010         Knowsley EiC website
Evaluation     clearly defined and consistently


    Self and Peer Review 2004                                                                                                                  Learning Mentor & LSU’s
 Links To          SP Review Criteria               Evidence                                             Evidence Commentary                                                   Colour
 OfSTED               (Grades 1,2)                   Source                                                                                                                    Wash
                                                  (Action Plans,                                                                                                               Code
                                                   data, activity
                                                 evaluations etc)
Networking   followed.                           LM/LSU/011         Form and Function Review – Evidence of Partnership strategy to promote continuous improvement
                                                                    in the context of monitoring, challenge and intervention. A substantial review of practice that informed
             LSU and Primary LSU audit                              the development of revised structures and processes.
             arrangements show a measured
             improved in audit scores on an      LM/LSU/012         Primary Executive Group (Minutes) – Examples of agendas and issues covered at relevant meetings.
             annual basis.
                                                 LM/LSU/013         Executive Updates and Reports – Sample of Co-ordinator reports to Executive and Partnership
                                                                    Groups.

                                                 LM/LSU/014         Knowsley Education Development Plan – Evidences linkages between schools, the EiC programme
                                                                    and the LEA Development Plan.

                                                 LM/LSU/015         Management Group – Examples of agenda and minutes

             Those involved in LSUs – Heads,
             managers and staff - are keen to
             learn; they welcome the views of
             outsiders and makes full use of
             opportunities locally, regionally
             and nationally, to share good
             practice.




    Self and Peer Review 2004                                                                                                                 Learning Mentor & LSU’s
                                        EiC Template to Support EiC Self & Peer Review Process


Links To                     SP Review Criteria                         Evidence                                    Evidence Commentary                                       Colour
OfSTED                          (Grades 1,2)                             Source                                                                                               Wash
                                                                      (Action Plans,                                                                                           Code
                                                                       data, activity
                                                                     evaluations etc)
                           Performance Indicators
Attainment                           EiC Zone                        PI/EAZ/22          Note we are awaiting 2004 attainment data. This will be added once this has
  Link to    Zone performance shows a rate of increase in                               been received. Early indications show that the Zone has continued to perform
OfSTED 2,    attainment in terms of percentage of pupils achieving                      highly.
    49       5 or more GCSEs at grades A*-C and in terms of          PI/EAZ/ 10
             relevant earlier Key stage performance which is at      PI/EAZ/05              Results at KS4 have risen consistently in the Zone secondary school. rising
             least ahead of National Average with increasing                                from 14.4% in the year which St Edmund of Canterbury joined the Zone to
             trends at all relevant Key Stages.                      PI/EAZ/02              21.2% in 2003. Provisional indications show that in 2004 this figure is
                                                                     PI/EAZ/03              28.6%.
                                                                     PI/EAZ/04
                                                                     PI/EAZ/06              Key Stage two figures show that the rate of increase for the zone is faster
                                                                     PI/EAZ/07              for English and Science since the inception of the zone in 2000 than the
                                                                     PI/EAZ/08              LEA average. In 2002 zone schools out performed the borough in Maths.
                                                                     PI/EAZ/09              Although Key Stage 2 results dipped in 2003, this is in line with a national
                                                                     PI/EAZ/10              and borough trend. Early results for 2004 show that the Zone schools have
                                                                     PI/EAZ/11              regained their increase at Key 2 two and the gap between the LEA and the
                                                                     PI/EAZ/12              zone has narrowed.
                                                                     PI/EAZ/13
                                                                     PI/EAZ/14              At key stage 1 zone schools the rate of increase in writing is considerably
                                                                     PI/EAZ/15              faster in the early years of the zone. However this dipped in 2003, in line
                                                                     PI/EAZ/16              with a borough trend. In reading however, despite a borough dip, the zone
                                                                     PI/EAZ/17              maintained its position and in Maths this actually rose, despite a slowing
                                                                     PI/EAZ/18              trend across the borough.
                                                                     PI/EAZ/19
                                                                     PI/EAZ/20                Since 2001, the zone has demonstrated a year on year increase at key
                                                                                              stage 3 for English, Maths and Science. In 2004 figures suggest that results
                                                                                              are at an all time high, with 66% of pupils attaining level 5+ in English and
                                                                                              64% in Maths.
                                                                                        The Ofsted Report for St Dominic’s notes that the EAZ has provided pupils with
                                                                                        a range of activities which are not normally delivered at the local secondary
                                                                                        school which has boosted attainment in years 5 & 6.
                                                                                        Ofsted reports that St Albert’s RC Primary has demonstrated an increased in
                                                                                        levels of attainment in writing and spelling. Also standards in English, Maths, and
                                                                                        Science have also risen.
                                                                                        Examples of the range of activities which have been developed to support the
                                                                                        increase in attainment through direct support within the Key Stages. For
                                                                                        example through Academic Mentoring (PI/EAZ/07), Key Stage One Booster
                                                                                        Classes (PI/EAZ/20), Gifted and Talented Activities (PI/EAZ/19) and more
                                                                                        indirect support through activities designed to raise aspirations and participation
                                                                                        in learning (PI/EAZ/14 & 15).


       Self and Peer Review 2004                                                                                                                                          EAZ
 Links To                      SP Review Criteria                           Evidence                                    Evidence Commentary                                       Colour
 OfSTED                           (Grades 1,2)                               Source                                                                                               Wash
                                                                          (Action Plans,                                                                                           Code
                                                                           data, activity
                                                                         evaluations etc)
                             Performance Indicators
Attendance     Zone performance shows attainment ahead of                PI/EAZ/21               Information relating to statistical neighbours is only available at LEA level,
   Link to     statistical neighbours, with increasing trends at 5A*-C       Fischer Trust       this will follow shortly.
 OfSTED 33,    and all other relevant Key Stages. Data shows almost          Value Added
  37, 38, 39   all schools making good Value Added scores                    2002-2003           Value added scores for zone schools demonstrate that some schools have
                                                                             FSM across          considerable areas of strength given the high levels of deprivation and the
                                                                             the zone            circumstances in which they prevail and as such can be considered
                                                                                                 examples of best practice. Since the inception of the zone a number of
                                                                                                 schools have also begun to develop key strengths in the areas of English,
                                                                                                 Maths and Science.
Exclusion      Authorised absence is below target set by LEA and         PI/EAZ/23               Levels of authorised absence in some EAZ primary schools is higher than
  Link to      shows a decreasing trend or high standards of                                     the average for all Knowsley schools, however, levels have reduced year on
OfSTED 33,     attendance are being maintained                                                   year since 2000. Levels of unauthorised absence have reduced across
 37, 38, 39                                                                                      zone primaries, in some schools this is considerable. St Columba’s figure of
               Un-authorised absence is below target set by LEA and
                                                                                                 unauthorised absence was 7% in 2000/01 in 2002/03 this was now 0.6%.
               shows a decreasing trend
                                                                                                  Levels of authorised absence in the zone secondary school have remained
                                                                                                  high and are above the borough average. However, this is counterbalanced
                                                                                                  by reducing levels of unauthorised absence.
Exclusion        Rates of fixed-term exclusion are reducing, or the      PI/EAZ/23           Information pertaining to rates of fixed term exclusions is difficult to interpret
  Link to         incidence of exclusion is lower than in statistical                        owing to variations in methods of collection over recent years. Adequate
OfSTED 33,       neighbours. There are improvements by targeted                              systems have been developed over the last 18months however. As such
 37, 38, 39      schools and groups of pupils, and total number of                           information below should be assessed with caution.
                     pupil days lost is lower than previous year


                                                                                                 With regard to primary EAZ schools. The number of schools excercising
                                                                                                 exclusion orders within the zone has increased from 2 to 4 in the last two
                                                                                                 years. However, the total number of fixed term exclusions in primaries
                                                                                                 across the zone had reduced from 16 in 2001 to 9 in 2003/4.
Exclusion                            EiC Zone                            PI/EAZ/23               Only 2 permanent exclusions for primary pupils have been recorded in zone
  Link to      Permanent exclusions are reducing and relevant                                    schools in 2000/01, since then there have been none.
OfSTED 33,     pupils have been reintegrated into full-time provision
 37, 38, 39    within agreed timescale                                                           At secondary level, the number of permanent exclusions has increased
                                                                                                 from 1 in 2000 to 7 in 2002/03 however, this fell in 2003/04 to 5. Again
                                                                                                 these figures should be interpreted with caution owing to data collection
                                                                                                 methods.




        Self and Peer Review 2004                                                                                                                                            EAZ
 Links To                    SP Review Criteria                         Evidence                                   Evidence Commentary                                      Colour
 OfSTED                         (Grades 1,2)                             Source                                                                                             Wash
                                                                      (Action Plans,                                                                                         Code
                                                                       data, activity
                                                                     evaluations etc)
                        Leadership and Management
Leadership                        EiC Zone                           LM/EAZ/01          The zone has four clear areas that it focused on, taken from the EiC Action Plan:
  Link to    The leadership of the zone promotes a clear strategic   LM/EAZ/02          •   Raised attainment through all key stages
OFSTED 22,   vision for school improvement, which is shared by       LM/EAZ/10          •   Raised attendance
    49       schools and based on high expectations dedicated to     LM/EAZ/11          •   Support and Extend Learning through ICT
             raising standards for every pupil.                      LM/EAZ/12          •   Develop sustainability and federation
                                                                     LM/EAZ/23
                                                                                        Inset days organised by the zone, for over 200 staff, were crucial to promoting
                                                                                        the vision, values and direction of the zone. The theme of the event was
                                                                                        ‘building on success for leadership at all levels’.

                                                                                        The aspirational targets set for the schools by DELL and EiC, were fully
                                                                                        supported by the zone. This was then strategically fitted into the work and plans
                                                                                        of the zones.

                                                                                        The work and ethos of the SIO’s – to monitor, challenge, intervene and support
                                                                                        was always portrayed in the targets set. The SIO’s were aware in some
                                                                                        situations that the targets being set were of a challenging nature and always
                                                                                        provided as much support as needed – as did the whole Management group.

                                                                                        Management meetings were held on a regular basis between all Zone Heads,
                                                                                        EiC Director and the Zone Director. This allowed all stakeholders within the
                                                                                        zone to be fully aware of the work being done and also giving an opportunity for
                                                                                        opinions to be voiced on how the vision of the zone should be developed (this is
                                                                                        detailed in the management meeting agendas and minutes).

                                                                                        The regular consultation with the Headteachers is integral to ensuring that the
                                                                                        vision of the zone is communicated to all.




      Self and Peer Review 2004                                                                                                                                         EAZ
 Links To                      SP Review Criteria                             Evidence                                   Evidence Commentary                                      Colour
 OfSTED                           (Grades 1,2)                                 Source                                                                                             Wash
                                                                            (Action Plans,                                                                                         Code
                                                                             data, activity
                                                                           evaluations etc)
                         Leadership and Management
Leadership                                                                 LM/EAZ/02
  Link to                                                                  LM/EAZ/10          The zone had four clear areas that it focused on, taken from the EiC Action Plan:
OFSTED 22,   The vision is translated into plans which are effective and   LM/EAZ/21          •   Raised attainment through all key stages
    49       have shared ownership among stakeholders. All parties                            •   Raised attendance
             have shared understanding about priorities and how they
                                                                                              •   Support and Extend Learning through ICT
             are to be implemented.
                                                                                              •   Develop sustainability and federation

                                                                                              These areas formed the basis for the zone’s action plan and the work that it
                                                                                              would focus on to achieve the objectives set.

                                                                                              This action plan was developed by the Zone and agreed at a Management
                                                                                              meeting by all the Heads.

Management                                                                                    The overall EAZ action plan also led to other plans being developed on a more
                                                                                              specific level. This was most definitely the case for SEC, where a raising
                                                                                              attainment plan was produced with the EAZ Director to plan how attainment
                                                                                              would be improved whilst also providing a framework for the school to track their
                                                                                              progress against. This will now be revised in conjunction with the publication of
                                                                                              SEC’s Ofsted report.
Leadership
  Link to
OFSTED 22,   The schools are reflective and have awareness of the          LM/EAZ/13          All School Development Plans were collated by the EAZ to ensure that areas
    49       strengths and weaknesses and underperformance is                                 that had been identified as weak were being highlighted within their plans. This
             rigorously challenged. Innovative approaches are a                               also gave the EAZ the chance to incorporate the SDP’s into the overall Action
             regular feature.                                                                 Plan.

                                                                                              The work of the SIO’s is always fed back to the EAZ to ensure collaborative work
                                                                                              between all departments.

                                                                                              The Kirkland Rowell survey was also a significant piece of work for the EAZ as it
                                                                                              highlighted parents thoughts on their children’s schools, which then informed the
                                                                                              school development plans
Leadership
  Link to
OFSTED 22,   The schools work effectively as a team and build capacity     LM/EAZ/03
    49       and capability to achieve challenging targets.                LM/EAZ/04          Through the Management Group, a firm and trusting relationship has been
                                                                           LM/EAZ/05          developed and the Headteachers are fully supportive of each other.
                                                                           PI/EAZ/09
                                                                           PI/EAZ/08          This close work and support has led to extra help and resources being provided
                                                                                              to St Dominic’s, which was agreed by all Headteachers. The hard federation of
                                                                                              St Dominic Juniors and Infants was also fully backed by the Management Group
                                                                                              offering their assistance however possible.

                                                                                              The Headteacher of St Brigid’s is also Lead Headteacher for the Central Area

      Self and Peer Review 2004                                                                                                                                               EAZ
 Links To                     SP Review Criteria                            Evidence                                    Evidence Commentary                                     Colour
 OfSTED                          (Grades 1,2)                                Source                                                                                             Wash
                                                                          (Action Plans,                                                                                         Code
                                                                           data, activity
                                                                         evaluations etc)

                                                                                             Collaborative and has been integral in offering support from her school not only
                                                                                             to the EAZ but other surrounding schools.

                                                                                             The findings from such support is always fed back into the Management Group
                                                                                             and distributed through to schools.

                                                                                             Individual challenges have been put to schools by the EAZ/EiC. Heads don’t
                                                                                             challenge each other – done on a more strategic level. EAZ also challenge the
                                                                                             schools through setting SMART Targets.

Leadership   The zone is effectively managed by the EiC Partnership      LM/EAZ/06           Regular stocktakes have always taken place between the EiC and EAZ Directors
  Link to    which includes representation by all relevant               LM/EAZ/01           and there is a clear link from the EAZ into the EiC Structure. Members of the
OFSTED 22,   stakeholders. Meetings, consultations and decisions are     LM/EAZ/14           EAZ also attend EiC team briefings and Partnership Meetings. All EAZ
    49       formally recorded; lines of responsibility and action are   LM/EAZ/11           decisions are ratified by the EiC Partnership.
             clear. The zone has set in place clear evaluation and       (Sections 9 & 10)
Management   monitoring procedures.                                                          An Action Zone Annual Report and Review is completed each year, which then
                                                                                             informs the forthcoming action plan.

                                                                                             Monitoring and evaluation has been done for EAZ projects and procedures are
                                                                                             detailed in the action plans and amended where needed. This process will
                                                                                             become more rigorous and formal as the NHLC comes into action.




      Self and Peer Review 2004                                                                                                                                              EAZ
 Links To                      SP Review Criteria                              Evidence        Evidence Commentary                                                                 Colour
 OfSTED                           (Grades 1,2)                                  Source                                                                                             Wash
                                                                             (Action Plans,                                                                                         Code
                                                                              data, activity
                                                                            evaluations etc)

Leadership
  Link to    Individual managers are committed to            ealizing the
OFSTED 22,   strategic vision, being confident and well-informed.           LM/EAZ/05          As a member of the EAZ team took on a Fellowship with Liverpool University,
    49                                                                      LM/EAZ/12          the EAZ Director took on the new shortfall in work.
                                                                            LM/EAZ/20
                                                                                               The Investment in Excellence training programme was undertaken by all EAZ
                                                                                               staff to ensure continued professional development.

                                                                                               Visioning Events were also held, where work of the zone was reviewed and all
                                                                                               stakeholders informed. School leadership, governors, teaching and non-
                                                                                               teaching staff all attended. This ensured that the vision of the EAZ Director and
                                                                                               team was passed on to the wider EAZ community.


Leadership
  Link to    Systems and structures are effective in challenging
OFSTED 22,   schools and individuals who work outside the agreed                               Challenges have been made to schools from a number of different perspectives,
    49       strategy. This leads to a strong sense of delivering the                          including SIO’s, Lead Development Headteachers through both the Central Area
             established corporate outcomes.                                                   Collaborative and LIG and EiC/DELL Directors.

                                                                                               A challenge made by the EAZ would be followed up by EiC and also DELL to
                                                                                               ensure collaborative working by all colleagues and the most effective impact is
                                                                                               gained for the school.



Resources    Zone has secure, open and agreed protocols for targeting       LM/EAZ/14          The Management Group agrees the allocation of resources upon need for all
             resources according to identified need. The plan is            LM/EAZ/01          EAZ schools depending upon the level of need.
             reviewed and evaluated regularly to ensure progress and        LM/EAZ/22
             revisions are made to ensure maximum impact.                   L/EAZ/06           This was evident in a recent meeting, with the three new schools now within the
                                                                                               EAZ being given extra resources and money to provide them with the same level
                                                                            Scrutiny Group     of resources visible in all other EAZ schools.
                                                                            Report.
                                                                                               The Action Zone annual report and review is also presented to the Management
                                                                                               Group for discussion and to ensure progression in the following year’s action
                                                                                               plan.

                                                                                               Engagement Strategy Report June 04 highlights individual and collective impact
                                                                                               of zone work and projects impact on the NDC/EAZ collaborative and this will be
                                                                                               furthered as consultation continues for the NHLC and will inform the procedures
                                                                                               put in place for identifying need, targeting resources and evaluating project
                                                                                               impact.




      Self and Peer Review 2004                                                                                                                                               EAZ
Links To                      SP Review Criteria                           Evidence                                  Evidence Commentary                                    Colour
OfSTED                           (Grades 1,2)                               Source                                                                                          Wash
                                                                         (Action Plans,                                                                                      Code
                                                                          data, activity
                                                                        evaluations etc)



Monitoring
   and
Evaluation   Schools have been fully consulted on monitoring and        LM/EAZ/01          The management meetings have been a focused time for schools to be
 Link to     evaluation and are aware of the potential impact across    LM/EAZ/14          consulted about the monitoring and evaluation that will take place within the
OfSTED 8,    the zone.                                                                     zone with regards to projects.
 20D, 49
                                                                                           The impact that this may have across the zone is always paramount to whatever
                                                                                           is being discussed and always at the forefront of all stakeholders’ minds.
Monitoring
   and
Evaluation   Targets have been agreed with schools and reflect those                       School targets are reflected in EDP, EiC strategy and EAZ targets. The zone
 Link to     within the EDP. Schools have developed appropriate         PI/EAZ/05          targets also match SIO targets and school’s individual SDP’s. These are partly
OfSTED 8,    pupil level targets which will support the Zone targets.   PI/EAZ/01          informed through the Ofsted reports to ensure that areas of weakness are acted
 20D, 49     Targets show year-on-year additionality.                   LM/EAZ/11          upon with a clear target to work towards. EAZ action plans and School’s SDP
                                                                                           demonstrate a year on year increase in targets.




       Self and Peer Review 2004                                                                                                                                       EAZ
 Links To                       SP Review Criteria                             Evidence                                    Evidence Commentary                                       Colour
 OfSTED                            (Grades 1,2)                                 Source                                                                                               Wash
                                                                             (Action Plans,                                                                                           Code
                                                                              data, activity
                                                                            evaluations etc)
Monitoring    Quantitative and qualitative success criteria are in place    LM/EAZ/12          Quantitative and qualitative success criteria are visible in the zone’s action plan
   and        and adequate performance management measures                  LM/EAZ/13          and closer links have now been developed with SIO/LEA who review targets and
Evaluation    ensure that they are used to check progress.                  LM/EAZ/14          ensure that weaknesses are identified and worked on by all.
 Link to
OfSTED 8,
 20D, 49

Monitoring    The Zone uses ICT effectively to track individuals within                        Tracking individual cohort groups has not taken place so far but will be
   and        targeted cohorts and assess the impact of EiC. All                               investigated in the future through the NHLC.
Evaluation    schools and the Zone openly share data and its analysis
 Link to      to inform comprehensive evaluation.
OfSTED 8,
 20D, 49
Monitoring    The monitoring system clearly identifies those in need of     LM/EAZ/01          Regular but informal       discussion   among    strand   members      leading   to
   and        challenge and support, schools and strand leaders are                            reassessment of need.
Evaluation    immediately aware and a coordinated and agreed
 Link to      response is planned and enacted.                                                 Support has been directed at schools in need – the case is always presented to
OfSTED 8,                                                                                      the EAZ Management Group for their agreement before resources are
 20D, 49                                                                                       distributed.

                                                                                               The good relationship between the Headteachers means that they are aware of
                                                                                               the problem before data proves this to them and so they can act upon problems
                                                                                               in an efficient manner.

                                                                                               The Central Area Collaborative works on context driven data and so this is also
                                                                                               passed onto the EAZ Management Group for review.
 Monitoring   Schools within the zone monitor and evaluate all activities   LM/EAZ/11          Full evaluation to be completed by EAZ Jan ‘05 following KS1-4 results of the
     and      to ensure maximum impact and inform future planning.          LM/EAZ/14          impact the activities have had on the schools within the zone.
 Evaluation                                                                 LM/EAZ/11
Link to                                                                                        Looking to the future, this will create part of the assessment of need for the
OfSTED 8,                                                                                      NHLC and act as an indicator at the success/impact of past projects that could
20D, 49                                                                                        be re-used




        Self and Peer Review 2004                                                                                                                                               EAZ
Links To                      SP Review Criteria                           Evidence                                    Evidence Commentary                                       Colour
OfSTED                           (Grades 1,2)                               Source                                                                                               Wash
                                                                         (Action Plans,                                                                                           Code
                                                                          data, activity
                                                                        evaluations etc)
                                    Linkages
Integration                           EiC Zones                         L/EAZ/01           The EIC Action Plan fully reflects the strategic priorities of the LEA as contained
  Link to     The zone is fully integrated within the work of the LEA                      within its strategic business plan and its Education Development Plan. The Zone
 OfSTED 4,    and the EDP offering additionality and complementarity.                      has also worked to incorporate the principles of the Knowsley Transformational
    49        Excellent links are established with outer EiC strands                       Strategy into its wider work L/EAZ/01).

                                                                                           The work of the zone in the last 3 years has enabled the LEA to submit an
                                                                                           application to the New Deal for Communities for the development of a North
                                                                                           Huyton Learning Collaborative. (L/EAZ/11 – Section Four explains in detail the
                                                                                           strategic relationship between, NDC, the LEA and the Zone).

                                                                                           The Zone also supports a range of cross strand projects within the wider EIC
                                                                                           partnership. The Small Projects Director provided support to the City Learning
                                                                                           Centres through the provision of Control Technology Training (PI/EAZ/09) to
                                                                        L/EAZ/11           local schools and Aim Higher & Gifted and Talented (L/EAZ/02) through G& T
                                                                                           Masterclasses, Booster Classes at KS1 & 2 in EAZ schools (L/EAZ/07) and
                                                                                           activities to raise aspirations (PI/EAZ/ 14 & 15) .




                                                                        L/EAZ/07
                                                                        L/EAZ/05
                                                                        L/EAZ/08
                                                                        PI/EAZ/15
                                                                        PI/EAZ/14
                                                                        PI/EAZ/01
                                                                        PI/EAZ/09
                                                                        L/EAZ/02




       Self and Peer Review 2004                                                                                                                                            EAZ
 Links To                      SP Review Criteria                               Evidence                                    Evidence Commentary                                        Colour
 OfSTED                           (Grades 1,2)                                   Source                                                                                                Wash
                                                                              (Action Plans,                                                                                            Code
                                                                               data, activity
                                                                             evaluations etc)

Networking   The zone is ambitious and keen to learn; it (and almost all     LM/EAZ/05          Knowsley EAZ has successfully organised a zone-wide inset day for all schools.
   Link to   its schools) welcome the views of outsiders and makes           L/EAZ/10           Approximately 200 delegates attended. A copy of programme of events and
 OfSTED 18   full use of opportunities locally, regionally and nationally,                      delegate list is attached (LM/EAZ/05). Knowsley EAZ has developed close
             to share its practice. Zone staff as well as almost all                            working relationship with its counterparts in Bolton and together they have
             Headteachers, co-ordinators, teachers, and mentors have                            delivered a joint insert day. (L/EAZ/10).
             maximised opportunities to share approaches to enhance
             the provision. There are established links with other                              Locally, the zone has worked closely with the North Huyton New Deal for
             zones, both statutory and non-statutory.
                                                                                                Communities (NDC) Regeneration Programme, given that a number of schools
                                                                                                fall both within the Zone and the NDC area. Together, EAZ and NDC have jointly
                                                                                                developed and funded a number of projects and provide mutual support. (see
                                                                                                L/EAZ/06 – copy of NDC agenda for a meeting of an education task group –
                                                                                                EAZ worked with NDC to develop an ICT project for schools).

                                                                                                This relationship has been formalised recently with the expansion of the Zone to
                                                                                                include NDC schools. Now 12 schools attend the EAZ management group. In
                                                                             L/EAZ/06           the near future plans have been developed to merge the work of the NDC and
                                                                             L/EAZ/11           the EAZ in the form of the North Huyton Learning Collaborative (NHLC)
                                                                             L/EAZ/12           (L/EAZ/11). This will see NDC invest £5million over 7 years as part of a
                                                                                                sustainability and exit strategy post EAZ. This will raise the profile of the EAZ /
                                                                                                NDC nationally, already the DfES have registered considerable interest and the
                                                                                                NHLC is one of the key messages from Knowsley’s performance delivered at the
                                                                                                Labour Party Conference.

                                                                                                This has given heads and community the opportunity to work together to develop
                                                                                                opportunities to share best practice and enhance provision. A Visioning Event for
                                                                                                the NHLC was recently held, which included representation from the heads,
                                                                                                governors, community, the LEA, health and social services. Together they
                                                                                                investigated further the principle of collaboration and discussed issues relating to
                                                                                                Attainment, Learning and Teaching, Leadership and Management in order to
                                                                                                inform the development of strategy and activities to be developed by the EAZ
                                                                                                and the NHLC. A copy of the delegate pack is enclosed (L/EAZ/12)

                                                                                                The Zone is also part of a wider Central Area Primary Collaborative (CAPC)
                                                                             L/EAZ/13           which includes some 28 schools. The Head of Zone School St Brigid’s RC
                                                                                                Primary is the chair the CAPC and the Lead Development Head Teacher.
                                                                                                (L/EAZ/13 shows how the NHLC / EAZ fits within the wider collaborative and its
                                                                                                links with the LEA / EIC). Together heads make decisions as to how to allocate
                                                                                                resources according to need. This also provides a platform to share best
                                                                                                practice, disseminate information and provide challenge and support to other
                                                                                                schools.




       Self and Peer Review 2004                                                                                                                                                  EAZ
 Links To                    SP Review Criteria                           Evidence                                   Evidence Commentary                                      Colour
 OfSTED                         (Grades 1,2)                               Source                                                                                             Wash
                                                                        (Action Plans,                                                                                         Code
                                                                         data, activity
                                                                       evaluations etc)
                                   Linkages
Beyond the   There is a comprehensive and co-ordinated package         PI/EAZ/15          The EAZ has commissioned and delivered a range of study support activities
classroom    of study support opportunities and enrichment             PI/EAZ/10          including G & T Masterclasses (PI/EAZ/19), a writers club (PI/EAZ/18) and Mind
             activities for the range of ages and abilities            PI/EAZ/14          Friendly Workshops (PI/EAZ/17) to name a few.
             (appropriate to EiC) beyond the normal school day         PI/EAZ/17
             and offered at alternative venues as well as schools.     PI/EAZ/18
             These opportunities are strategically linked to schools   PI/EAZ/19
             and complement the experience for individual              PI/EAZ/03
             learners.
                                                                       PI/EAZ/04
                                                                       PI/EAZ/07
                                                                       PI/EAZ/02
                                                                       L/EAZ/03
                                                                       L/EAZ/04
             There are significant and increasing learning                                A number of the EAZ schools provide family learning and adult learning
             opportunities for and by the whole community within                          opportunities. This forms part of the work with the New Deal for Communities
             and outside the school environment.                                          Programme. This will expand with the expansion the EAZ into the NHLC from 9
                                                                                          to 12 schools.

                                                                                          The EAZ has commissioned a consultation exercise with parents to identify
                                                                                          learning activities and needs (LM/EAZ/13) the outcomes of which will be used to
                                                                                          inform the developed of local activities.

                                                                                          The EAZ has recently part funded a parent mentor project to employ a member
                                                                                          of the local community in each of the zone schools to recruit parents to learning
                                                                       LM/EAZ/13          activities within the schools and as volunteers to assist with school activities.
                                                                                          This project ran last year with incredible success. (L/EAZ/14)

                                                                                          NDC have funded two Community Learning Champions (CLCs) to work across
                                                                                          the area, including within EAZ schools. The CLCs recruit adults to learning
                                                                                          opportunities within the area and develop learning activities. They have been
                                                                                          very successful with 344 adults recruited in an 18month period. A copy of their
                                                                                          progress report is provided. The EAZ has worked closely with the CLCs to
                                                                                          support them in developing activities, this will continue under the NHLC.
                                                                       L/EAZ/14           (L/EAZ/15)




                                                                       L/EAZ/15


      Self and Peer Review 2004                                                                                                                                          EAZ

								
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