Being Resilient!

We've been working hard to embed our Learning Values into everything we do in school. Children have been making 'bounce back' figures to remind them about keeping going when things get challenging. In KS1, teachers have been using eyes (...plastic ones!) with their class to say 'I like what I see!' which is really reinforcing positive behaviours. We also have more learning targets to share below which are really highlighting what children think they have to get better at.

Primary School Accountability 2016 KS2

Last month the DfE released information on how Primary schools would be measured based on the new tests introduced in May, 2016. The following text appears to summarise how this will be worked out.

2016 performance tables
The headline measures, which will appear in the performance tables in December 2016, will include attainment and progress measures. These will be:

• the percentage of pupils achieving the ‘expected standard’ in English reading, English writing and mathematics at the end of key stage 2
• the pupils’ average scaled score:
• in English reading at the end of key stage 2
• in mathematics at the end of key stage 2
• the percentage of pupils who achieve at a higher standard in English reading, English writing and mathematics
• the pupils’ average progress:
• in English reading
• in English writing
• in mathematics

The percentage of pupils achieving the expected standard is a combined measure across the three subjects. To be counted towards the measure, a pupil must have a scaled score of 100 or more in reading and a scaled score of 100 or more in mathematics; and have been teacher assessed in writing as ‘working at the expected standard’ or ‘working at a greater depth in the expected standard’.

The percentage of pupils achieving at a higher standard is also a combined measure across the three subjects. To be counted towards the measure, a pupil must have a ‘high scaled score’ of 110 or more in reading and mathematics; and have been teacher assessed in writing as ‘working at a greater depth within the expected standard’.

Our 'to do' list:
While we are not surprised by any of the above, we are firstly focussed on the appearance of a higher combined standard - indicated by pupils scoring 110 or more in a test - this will put additional emphasis on pupils who perform well in a test which will then be the measure that defines their attainment. Secondly, progress measures in the new age related curriculum also seem to be being based on achievement in the old levelled curriculum. In the absence of any other measure, the assumption is that a child achieving a 2a or 3 at KS1 will have to achieve a higher standard in KS2 to make good or better progress.

Improving Outcomes...

Along with 3 other schools, we were invited by Ofsted to do a presentation to regional leaders and inspectors in London about our work improving outcomes for disadvantaged pupils. While talking about our work isn't a problem, doing it at such a high level was a little out of our comfort zone (mine, anyway!). We focused on the things we've done well and tried to summarise these effectively in 15 minutes...

Improved quality of teaching and learning

• What does outstanding T&L look like? Modelling and strategies 
• Guidance and feedback – Pink polishing pens 
• How pupils were grouped and flexibility within this

‘Learning to be the best we can’

• Became an expectation of all 
• Our learning values – pupils taught about learning behaviours but was for ALL

Pupil Progress Meetings

• ‘Who is keeping you awake at night?’ 
• Accountability shift – identify key issues; time scales with support from LT; review; evaluation 
• LT have an overview of vulnerable groups across the whole school – feed into action plans

Reviewing current interventions 

• School Improvement Partner held Senior Leaders to account 
• Interventions impacting on progress: feeds into classroom practice and teachers are accountable for this
• Senior Leaders are supporting intervention 
• Getting in early!  

CPD

• Used the ‘Teaching and Learning Community’ model 

...and we over ran!!!

Free Teacher Subject Specialism Training in Maths & Physics

TEACHER SUBJECT SPECIALISM TRAINING IN MATHS AND PHYSICS

JANUARY TO JUNE 2017

BITTERNE PARK TEACHING SCHOOL

Following a highly successful and oversubscribed training programme in 2015-16, Bitterne Park School is offering free, fully funded Subject Specialism Training in Maths and Physics running from January to June 2017. 

Sessions will run at times designed to minimise cover and maximise learning.

This course is ideal for teachers looking to enhance their subject knowledge of Physics or Maths for continuing professional development and possible career enhancement.

Our training programme is delivered by experienced Maths and Physics lead teachers, and includes:

ü  helpful face-to-face training sessions

ü  links with professional organisations

ü  online training

ü  gap tasks

ü  resources and lesson ideas

The programme is aimed at teachers who are:

ü  currently teaching Physics or Maths as a non-specialist

ü  currently teaching other subjects but would like to teach Physics or Maths in the future

ü   a specialist teacher of Physics or Maths, planning to return to teaching after a career break

ü  primary teachers of Maths

Potential applicants should email teaching.schools@bitterneparkschool.org.uk to register their interest and ask any questions.

New Learning Targets

We've been reviewing how we incorporate our School's learning values to become more meaningful for pupils. We are going to trial a new target idea where children reflect on what they need to do to improve their learning. Children will be supported to select targets which link to our 'Hands, Hearts and Heads' values - the things they need to do to better. Here's a really good example from a pupil in KS2. We'll be reviewing these regularly to see what impact they're having and see if it's making a difference.