Education Development Plan

EDUCATION
DEVELOPMENT
PLAN
“To ensure effective, engaging and enriching
education for all learners”
2002 - 2007
EXECUTIVE SUMMARY
MAY 2002
Executive Summary 2002 - 2007
CONTENTS
Vision and Values for Education 2
Targets 5
School Improvement Programme 6

- Introduction and Overview 6
- Programme of Activities for 2002 - 2003 6
- Priority A 8
- Priority B 15
- Priority C 23
- Priority D 28
1
VISION AND VALUES FOR EDUCATION
VISION AND VALUES FOR EDUCATION

In South Gloucestershire LEA we value education and believe that it:
◗ is life-enriching - all have the potential to become effective lifelong learners and to develop a
love of learning for its own sake
◗ requires the full engagement and commitment of the learner underpinned by high expectations
among parents, teachers, support staff, governors, elected members, and the central education
service
This means that education should:
◗ provide a broad range of relevant opportunities for pupils and students to learn in ways which best suit
their aptitudes, talents and circumstances
◗ seek to address the needs of learners in a holistic way rather than through a narrow definition of
academic achievement
◗ be a driving force for social inclusion and integration within communities
◗ value and celebrate the success of all learners
◗ inspire, motivate and excite learners, and so build their confidence to succeed and progress
◗ foster personal qualities of respect for self and others, tolerance and resilience, as well as the social
skills and awareness to become active citizens
◗ prepare young people for adult life and the world of work
2
Our aim is:
TO ENSURE EFFECTIVE, ENGAGING AND ENRICHING EDUCATION FOR ALL LEARNERS
Our objectives are to ensure that:
◗ we achieve our targets and maintain our ◗ students leave school well equipped with key and
performance in National Curriculum tests and employability skills to support them on their
external examinations in the upper quartile when journey through adult life into further learning and
compared with our statistical neighbours and the world of work
national averages
◗ we improve continuity and progression for pupils
◗ our schools are judged by OFSTED inspections to as they move from the Foundation Stage through
be good, very good and excellent in their the various key stages of the National Curriculum
Standards, Achievement, Quality of Provision and
◗ we achieve increased levels of student
Leadership and Management; with improved
participation, retention and completion of learning
- attendance, behaviour and attitudes to school programmes as students progress seamlessly in
and learning in all pupils, but especially those their learning over the 14-19 phase
at risk of underachievement and disaffection
◗ there are increased levels of headteacher and
- inclusion so that all pupils make appropriate teacher recruitment and retention, and of job
progress during each stage of their education satisfaction among all staff employed in South
when their needs, abilities, background and Gloucestershire schools
circumstances are taken into account
- spiritual, moral, social and cultural
development
- curriculum planning, monitoring and
evaluation, use of resources
◗ the learning environment in all our schools is
stimulating and of a high quality
◗ learning and management is underpinned and
promoted in each school by extensive and
creative use of new technologies
◗ schools are encouraged and supported, where
appropriate, to be a focus for Lifelong Learning
within their local community in collaboration with
other agencies and providers
3
This EDP for 2002-7 includes a programme of ◗ The Central Education Service enriches schools
activities to support South Gloucestershire schools in by:
their continuing improvement. The programme will be
- providing high quality challenge and support
evaluated and revised each year alongside the
to schools in their continuing improvement
schools’ development plans so that the Education
Service can work effectively with schools towards - improving schools’ learning environments
achieving the following outcomes: - identifying and celebrating their success in
◗ Accurate assessment, pupil-tracking, data order to share effective practice across South
analysis and target-setting are used consistently Gloucestershire
by teachers in a broad and balanced curriculum
that meets pupils’ individual needs and preferred
learning styles, with clear progression routes for
individual learners, including those with Special
Educational Needs (SEN) or English as an
Additional Language (EAL), isolated learners,
looked after children, Ethnic Minorities, Travellers
◗ The curriculum in South Gloucestershire schools
is effective both in addressing national objectives
and in providing stimulating and enriching
learning experiences that engage and motivate
pupils
◗ Pupils benefit from the greater knowledge,
understanding and skills which they and the staff
in their schools demonstrate when working with
new technologies
◗ Parents are actively engaged as partners with
schools in their children’s education
◗ Governors, headteachers, teachers and support
staff value the support of the South
Gloucestershire Governors’ and Professional
Development Programmes
◗ Schools are supported by effective partnerships
between the Education Service and other
departments of the Council, and other agencies
such as Further and Higher Education, Learning
and Skills Council, Connexions Service, the
Health Service, etc
◗ Schools engage and are enriched by their wider
communities
◗ All staff, governors and pupils are engaged in
evaluating the strengths and weaknesses of their
schools in planning for continuing improvement
4
TARGETS
This section provides a summary of the

overall targets for South Gloucestershire
schools for:
- English and mathematics at the end of Key
Stage 2 at Levels 4 and 5 and above of the
National Curriculum
- English, mathematics, science and ICT at the end
of Key Stage 3 at Level 5 and above of the
National Curriculum
- GCSE examinations
- Attendance
- Attainment of children in public care
LEA Performance Targets

2003 2004
KS2 English % of pupils at Level 4 or above 86 88
Maths % of pupils at Level 4 or above 82 88
English % of pupils at Level 5 or above 35 38
KS3 English % of pupils at Level 5 or above 77 80
Science % of pupils at Level 5 or above 74 76
ICT % of pupils at Level 5 or above 74 78
KS4 GCSE % pupils with 5 or more GCSEs at A*-C (or equivalent) 53 56
% pupils with 5 or more GCSEs including English and 94 96
Maths at Grade G or above (or equivalent)
% pupils leaving public care with 5 or more GCSEs at A*-C - 15
% children leaving public care with 1 or more GCSEs at A*-G 40 40
All Qualifications Average qualification points score per pupil 40.6 42.2
Primary Attendance % half days missed at maintained primary schools, 5.2 5.1
including middle schools deemed as primary
Secondary Attendance % half days missed at maintained secondary schools, 7.7 7.3
including middle schools deemed as secondary
Special Attendance % half days missed at maintained special schools 8.6 8.5
5
School Improvement
Programme
Programme of Activities for
Introduction and Overview 2002-03
The statutory guidance for Education Development The programme of activities that follows implements
Plans 2002-07 states that LEAs should construct the national priorities and issues identified in the audit and
School Improvement Programme around 5 national through consultation. They will be monitored and
priorities and any local priorities identified by the evaluated for revision in 2003, taking account of
Authority. The five national priorities which all LEAs emerging national developments, the analysis of
must address in their EDP are: performance against the interim targets for 2004,
◗ raising attainment in Early Years towards the early OFSTED inspection reports, and issues arising from
learning goals, and in primary education, especially supported self-evaluation and school development
in literacy and numeracy plans. A further School Improvement Programme for
◗ raising attainment in Key Stage 3 2003-04 will then be published, and this process of
◗ raising attainment in Key Stage 4 ongoing revision repeated annually.
◗ narrowing the attainment gap/tackling
underachievement
◗ support for schools causing concern Priority A
In addition the statutory guidance refers to the need to
address the following cross-cutting themes: Raising attainment and improving the quality
◗ the attainment of ethnic minority groups and breadth of education in Early Years and the
Primary Phase
◗ gender issues including boys’ underachievement
◗ children with SEN Activity 1
◗ social inclusion Raise attainment in Early Years towards the early
◗ underperformance in particular geographic areas learning goals
◗ gifted and talented pupils Activity 2
◗ ICT Improve breadth and balance, continuity and
◗ integration of early education and childcare progression and climate for learning in the primary
◗ teacher supply and recruitment phase
◗ supporting school self-review and evaluation Activity 3
◗ school leadership management and governance Raise standards in English and literacy
◗ continuing professional development Activity 4
Raise standards in mathematics and numeracy
Priorities of the South Gloucestershire School Activity 5
Improvement Programme Raise standards in ICT
In South Gloucestershire, following consultation, the
Activity 6
following priorities have been identified:
Promote inclusive practice in all schools and Early
A: Raising attainment and improving the quality Years settings
and breadth of education in Early Years and
the Primary Phase
B: Raising attainment in Key Stage 3
C: Raising attainment and improving the quality
and range of curriculum provision in the 14 -
19 phase
D: Securing high quality leadership and
management in schools (including supporting
schools causing concern)
6
Priority B Priority C
Raising attainment in Key Stage 3 Raising attainment and improving the quality
and range of curriculum provision in the 14-19
Activity 1
phase
Implement the National Key Stage 3 Strategy in
English, Mathematics, Science and Foundation Activity 1
Subjects Support schools in developing the quality and
range of curriculum provision over the 14-19
Activity 2
phase
Implement the ICT Strategy
Activity 2
Activity 3
Improve the quality of teaching and learning in
Promote inclusive practice in all secondary and
South Gloucestershire schools over the 14-19
special schools in order to narrow the attainment
phase
gap within and across schools
Activity 3
Activity 4
Promote inclusive practice in all secondary and
Improve continuity and progression in learning
special schools in order to narrow the attainment
from Key Stage 2 to Key Stage 3
gap within and across schools over the14-19
Activity 5 phase
Implement the statutory curriculum for citizenship
Activity 4
Activity 6 Improve the quality, range and impartiality of
Improve provision for religious education and student guidance over the 14-19 phase
personal, social and health education
Activity 5
Activity 7 Promote the use of ICT to improve the capacity of
Develop opportunities for study support schools and the LEA to track and monitor the
Activity 8 progress of individual students over the 14-19
Develop opportunities for physical education and phase
sport Activity 6
Promote effective leadership and management
over the 14-19 phase through effective partnership
and collaboration
Priority D
Securing high quality leadership and Activity 3
management in schools (including support for Exploit the potential of developments in technology
schools causing concern) for school and LEA management and administration
in order to improve outcomes for learners
Activity 1
Invest in the further development of and support for Activity 4
skills and talents of leaders and managers in schools Redefine and further develop the collaboration of the
LEA, schools and other partners to address the
Activity 2
needs of communities and learners
Implement and refine an holistic approach to school
improvement and improve schools causing concern
7
In developing these activities in 2004 onwards, it is

Priority A
anticipated that there will be a focus on further
development of:
RAISING ATTAINMENT AND IMPROVING THE Activity 1:
QUALITY AND BREADTH OF EDUCATION IN
- the Foundation Stage Curriculum and transition
EARLY YEARS AND THE PRIMARY PHASE
pre and post Foundation Stage
- links between Area SENCOs and all liaison groups
A broad outline of the
- identification of training needs, professional
activities to support this
development
priority 2002-03
- disseminating good practice through conferences
and websites
Introduction
Activity 1 focuses on the links with the EYDCP targets,
Activity 2:
particularly establishing the Foundation Curriculum
and improving transition from pre-school provision to Following evaluation of progress in actions identified
Reception. for 2002-03, further work will be undertaken in:
While schools remain committed to raising standards - Professional Development on effective teaching
in the national strategies, consultation with and learning styles to meet individual pupils’
headteachers and governors of schools identified a needs and broad and balanced curriculum
strong concern to boost pupils’ motivation and planning
achievement through the provision of an increasingly - Implementing action research in schools in
broad and balanced curriculum. Activity 2 addresses partnership with Higher Education
this concern by seeking to promote the sharing of
effective practice in South Gloucestershire schools, - Continuing to implement study support activities
developing creativity and problem solving, enhancing - Implementing collaborative approaches to arts,
the contribution of ICT to teaching and learning, international and community development
promoting learning in and through the arts and
- Gathering and communicating good practice
strengthening international education.
including websites
Activities 3-5 address the national focus on raising
standards in English and literacy, Mathematics and
Activities 3-5
numeracy and ICT.
In response to direction by national strategies, these
Activity 6 addresses the management and promotion
will focus on:
of inclusive practices. This is complemented by a
range of actions, within Activities 1-5, which serve to - Ongoing training, support and guidance for
address the specific needs of a range of potentially teachers and teaching assistants
vulnerable pupils. - Introducing and embedding new materials and
There are particular problems of underachievement in methods
individual schools and specific geographical areas. The - Supporting and guiding the work and impact of
research and development of strategies for this work subject leaders and senior management
are addressed within Activity 6 and also in the
implementation of the South Gloucestershire School - Supporting and challenging schools in making the
Improvement Policy (within Priority D). best use of all available resources for literacy,
numeracy and ICT
- Improving the use of new technologies by pupils
and teachers
8
Priority A: Activity 1
Raising attainment and improving the quality and breadth of education in Early Years and the
Primary Phase
Activity 1
Raise attainment in Early Years towards the early learning goals
◗ Undertake an audit of qualifications and training ◗ Provide opportunities for Foundation Stage
needs of Foundation Stage staff. Information staff to develop training skills which in turn
collected to be used in planning Continuing will contribute to sharing good practice across
Professional Development (CPD) all settings. This to be undertaken in
partnership with Further Education /Higher
◗ Develop a diverse training programme of
Education establishments
Foundation Stage practice which includes
training for teachers, classroom assistants, ◗ Prepare a review of nursery class provision in
governors, headteachers and parents South Gloucestershire in collaboration with
LEA staff, schools and parents/carers which
◗ Develop and provide further training for parents
includes proposals for developing wrap-
and staff to identify and meet the needs of
around care
children with behavioural difficulties
◗ Provide consultancy 1/2 day visits for all
◗ Establish a single tracking document for all
schools to support Foundation Stage
Foundation Stage children within South
developments
Gloucestershire which can be transferred
between settings, shared with parents and used ◗ Provide information and training for all
to support assessment at the end of the relevant staff in observing and assessing
Foundation Stage children in line with Government requirements
for Foundation Stage Profile Statutory
◗ Continue to develop the partnership which has
Assessment
already been established in early years so that
there is greater and more effective
communication through:
– Regular meetings and information exchange
between Education/Health/Social Services which
will aid early identification of children who may
have additional needs and create a multi-
agency approach towards meeting these needs
– Regular meetings and information exchange
between LEA advisers and early years staff
which will include sharing examples of good
practice, monitoring of school development
plans and how to support the implementation of
national strategies within the Foundation Stage
– Raising awareness of liaison groups which will
encourage greater links between maintained
and non-maintained settings. This network can
be supported by training provision which targets
practitioners across all sectors
9
Primary Phase
Activity 2
Improve breadth and balance, continuity and progression and climate for learning in the primary phase
◗ Develop guidance materials and professional communicate with young people in other
development to support schools in: schools and to develop international links, within
the Council’s Community and Cultural Strategies
– using pupil-tracking and assessment
information to raise expectations and match ◗ Develop opportunities for family learning,
teaching and learning styles to the inclusive within the Adult and Lifelong Learning Plan
needs of all pupils, including those with SEN,
◗ Continue to gather and share effective
the most able and other individuals and groups
practice in schools in involving parents as
vulnerable to underachievement and disaffection
partners in support of pupils’ learning
– supporting subject leaders and senior managers
◗ Identify, disseminate and promote effective
in improving their long-term, whole-school
practice in all of the above by:
planning for a broad and balanced curriculum
– developing collaboration between the
– helping teachers in classes containing pupils
community of schools (eg, local area, clusters,
from more than one key stage (and especially
international links, special and mainstream
mixed Reception/Year 1)
etc);
◗ Identify, disseminate and promote case studies
– utilising good practice networks, clusters,
of good practice in improving continuity and
specialist schools, Beacon schools, leading
progression for pupils moving between Key
practitioners, etc, to celebrate success
Stages of the National Curriculum (Foundation -
KS1- KS2 - KS3) through assessment, pupil- – publishing effective practice on the South
tracking, target-setting and whole-school Gloucestershire intranet
curriculum mapping (see also Priority B
Activity 7)
◗ Initiate a programme for research and
development with Higher Education and action
research with schools to bring together effective
practice in creativity, problem solving and
thinking skills across the curriculum, including
the contribution of ICT (see Activity 5)
◗ Develop and implement a programme for Study
Support activities across South Gloucestershire
◗ Work with schools, other Council departments,
Music Service, Bristol Old Vic, and community
organisations to develop the contribution of the
arts, PE and sport, PSHE and Citizenship to
pupils’ personal development and their spiritual,
moral, social and cultural development. This will
include providing opportunities for local pupils to
10
Primary Phase
Activity 3
Raise standards in English and literacy
◗ Provide a programme of consultancy visits to all ◗ Research and develop measures to improve
schools to support literacy developments boys’ performance in literacy
◗ Provide targeted support for identified schools in ◗ Continue to develop the use of ICT to support
meeting targets literacy
◗ Provide for the particular needs of different ◗ Launch an ‘Assessment for Learning Project’
schools and staff by delivering a suitably
targeted programme of training and support for: ◗ Support the greater involvement of parents
through better information and programmes
- subject leaders in using assessment
such as Family Literacy and ‘Keeping up with
information and effective planning to set
and achieve curriculum targets your Children’
- teachers in developing subject knowledge in ◗ Develop the Leading English Teachers
l Spelling at Key stage 2 programme, which is open to all teachers, and
l Developing Early Writing at Key Stage 1 support Leading English Headteachers in
running seminars, etc
l Progression in Phonics
l Grammar for Writing ◗ Disseminate local/national good practice
- teachers in using effective teaching and through website and regular Literacy Updates
learning strategies to support: ◗ Provide a programme of seminars to support the
l pupils’ development in guided reading management of literacy
and writing; speaking and listening; and
‘synthetic’ phonics
l collaborative group work to develop
literacy skills
l pupils’ development of thinking skills
through literacy
- Literacy Co-ordinators, SEN Co-ordinators,
teachers and teaching assistants in meeting
the needs of pupils with SEN in literacy,
pupils with a range of disabilities, and pupils
those with English as an additional
Language ; and implementing catch up
intervention programmes for all pupils
vulnerable to underachievement, including
boys
- teaching assistants in effectively supporting
pupils’ literacy development
- Newly Qualified Teachers in planning and
teaching literacy
- literacy governors in monitoring the
curriculum
11
Primary Phase
Activity 4
Raise standards in mathematics and numeracy
◗ Monitor the implementation of the Numeracy ◗ Continue to develop the use of ICT to support
Strategy in South Gloucestershire numeracy
◗ Introduce a programme of consultancy visits to ◗ Prepare guidance for schools on identification
all schools to support numeracy developments and challenge for able pupils
◗ Provide targeted support for identified schools in ◗ Support continuity and progression Key Stage 2-
meeting targets 3 by developing able pupil links between
◗ Provide for the particular needs of different primary feeder schools and secondary schools
schools and staff by delivering a suitably
◗ Support the greater involvement of parents
targeted programme of training and support for:
through better information and family numeracy
- headteachers and subject leaders in programmes
improving the quality of numeracy action
plans and linking them with the wider ◗ Maintain Headteacher networks and
school improvement plan SEN/numeracy group
- subject leaders in using assessment ◗ Organise a conference for SENCOs
information and effective planning to set
and achieve curriculum targets ◗ Disseminate local/national good practice
through website and regular Numeracy
- teachers in
newsletters
l developing subject knowledge
l improving progression in Years 4, 5 and 6 ◗ Monitor the implementation of the Numeracy
Strategy in South Gloucestershire
l understanding and addressing issues
specific to Year 6
l intervention programmes
l problem solving
l the use of questioning
- Numeracy Co-ordinators, SEN Co-ordinators,
teachers and teaching assistants in
supporting pupils with SEN in numeracy,
meeting the needs of pupils with English as
an Additional Language and implementing
catch up intervention programmes for all
pupils vulnerable to underachievement,
including boys
- teaching assistants in developing areas of
mathematics other than number
- Newly Qualified Teachers in addressing
progression, teaching strategies and
learning styles
- numeracy governors in monitoring the
curriculum
12
Primary Phase
Activity 5
Raise standards in ICT
◗ Provide training for Reception teachers and ◗ Develop internet and intranet resources for
LSAs in using ICT to support the Foundation sharing good practice
Stage; and working with Foundation colleagues
◗ Continue to develop a good practice network by
to bridge Foundation/Key Stage 1 practice
publishing outcomes
◗ Continue to develop use of ICT to support
◗ Establish a website for sharing good practice in
literacy and numeracy (see Activities 2 and 3)
support of ICT for teaching and learning
◗ Plan training for use of ICT to support other
◗ Publish materials in support of the use of ICT to
curriculum areas, eg science and D&T
develop literacy and numeracy and the use of
◗ Promote use of current ICT and new ICT at the foundation stage
technologies as a teaching and learning tool
◗ Continue to develop a termly ICT newsletter,
across the curriculum, and support identified
published electronically and in print
projects (see Activity 2)
◗ Monitor the implementation of the LEA’s ICT
◗ Support primary schools with broadband links
Strategy in schools
◗ Identify with schools ways to address the digital
divide, especially in areas facing particular
challenges
◗ Develop and implement an assessment strategy
for ICT, including portfolios
◗ Develop and promote processes for monitoring
and evaluating ICT
◗ Provide targeted support for identified schools in
improving ICT
◗ Provide training in the use of ICT to support
schools’ data analysis
◗ Identify ICT issues from SEN IEP audits in order
to meet pupils’ diverse needs
◗ Provide training for teaching assistants to
support the use of ICT in the classroom for all
children and to support teaching
assistants/SENCOs in using specific software to
support children with SEN
◗ Develop and promote good practice in
classroom ICT, including the use of computer
suites, and initiate measures to address any
identified weaknesses in ICT, including control
technology
13
Primary Phase
Activity 6
Promote inclusive practice in all schools and Early Years settings
◗ Promote inclusion in schools which request ◗ Continue to provide training for school staff in
assistance through the use of the Index for the Foundation Stage and primary phases to
Inclusion and disseminate successful practice improve teaching lower attaining pupils and
those with special educational needs (SEN
◗ Put effective links in place between mainstream
Training Plan; BSP Priorities 1 and 4)
and special schools to promote inclusion
(SENDS Priority 3) ◗ Develop ‘Good Practice Guide’ on linking
schools’ SEN Policies and Behaviour Policies
◗ Promote and support the work of schools’
(BSP Priority 5)
senior managers in improving the attendance,
behaviour and attitudes of pupils vulnerable to ◗ Research reasons for underperformance in
underachievement and disaffection (BSP certain geographical areas or in particular
Priorities 3-7) schools and then agree strategies to address
that underperformance, focusing particularly on
◗ Monitor the performance of all individual pupils,
pupils who are low achievers
including those from ethnic minorities and
travellers children
◗ Improve the central database used to identify
particular groups of underachieving pupils who
need additional help to achieve in line with their
peers
◗ Audit the current provision for gifted and
talented pupils and develop a strategy for
successful provision and professional
development
◗ Monitor the performance of individual looked
after children and work with schools, and joint
agency work with the Social Services
Department and other agencies to remove
barriers to learning and improve achievement in
line with their peers (BSP Priority 10)
◗ Continue to develop strategies to measure and
evaluate the progress of non-statemented and
statemented pupils with special educational
needs
◗ Maintain courses provided by Bristol Ethnic
Minority Achievement Service (EMAS) in relation
to children new to English, the needs of ethnic
minorities and planning for ensuring equalities
of opportunity
14
Activity 5 concerns the national requirements for

Priority B
citizenship education, linking with Activity 6 on
personal, social and health education (PSHE),
RAISING ATTAINMENT IN KEY STAGE 3 including the national Healthy Schools Standard.
Activity 6 also focuses on the work of South
Gloucestershire’s Standing Advisory Council for
A broad outline of the Religious Education (SACRE) which makes a central
activities to support this contribution to spiritual, moral, social and cultural
priority 2002-03 development, inclusion, PSHE and citizenship. Further
contribution to pupils’ broader education is made
Introduction through implementing the national Study Support
programme (Activity 7) and physical education and
Within the overall programme of the national strategy
sport (Activity 8), developing the TOPs programme
for the Key Stage 3 curriculum we shall also focus on
introduced in the primary phase in EDP1.
local dimensions of continuity and progression,
inclusion and breadth and balance in the curriculum There are particular problems of underachievement
together with areas for improvement identified in the in individual schools and specific geographical
Audit. areas. The research and development of strategies
for this work is addressed within Priority D Activity 4
Activity 1 relates to implementing the national Key
and also in the implementation of the South
Stage 3 Strategy for English, Mathematics, Science
Gloucestershire School Improvement Policy, Priority
and Teaching and Learning in Foundation Subjects as
D Activity 2.
anticipated for the coming year, and associated issues
identified for improvement in the Audit. As this priority concerns the unfolding national Key
Stage 3 Strategy we shall determine actions for 2004-
Activity 2 focuses on improving ICT teaching across
07 in response to the national requirements.
the curriculum within the national Key Stage 3
Strategy.
Both activities have related actions focusing on
improving inclusion in order to:
- narrow the attainment gap
- implement the Behaviour Support Plan strategies
to raise levels of attendance and to improve
behaviour,
- improve continuity and progression for pupils
moving from primary phase schools into
secondary schools
These issues are also the focus of Activities 3 and 4.
15
Priority B: Activity 1
Raising attainment in Key Stage 3
Activity 1
Implement the national Key Stage 3 strategy in English, Mathematics, Science and Foundation Subjects
◗ Implement the National Key Stage 3 Strategy ◗ Implement the Key Stage 3 Teaching and
training programme Learning in the Foundation subjects strategy
◗ Improve leadership and management in English, - identify the focus the LEA wishes to take
Mathematics, Science, and Foundation Subject with the development of the TFL strand of
Departments: the Key Stage 3 strategy for Year 1
- ensure all departments have a pupil - appoint an appropriate TFL
tracking system in place consultant/obtain consultancy to support the
development of the focus identified
- train relevant school-based staff in tracking
pupil progress through data handling, - consultant support for individual schools in
including diagnostic use of the autumn carrying out a TFL audit in the focus area(s)
package
- development of an LEA training programme
- ensure that targets are set for all cohorts in based on the outcomes of the audit and the
Key Stage 3 classes at cohort, class and national guidance
pupil levels
- consultant support for individual schools to
- establish link adviser monitoring of the develop a TFL action plan using outcomes of
effectiveness of school-based tracking and the audit
data analysis programmes
- implementation of the LEA training
- ensure that all heads and seconds of programme in the area(s) of focus
Department are able to carry out an
effective self-evaluation programme
◗ Promote educational inclusion:
- to narrow the achievement gap between
◗ Improve Key Stage 2-3 continuity and
boys and girls
progression (see Activity 4)
- facilitate the introduction of ‘booster work’
in Year 9 in identified subjects
◗ Improve the teaching of literacy and numeracy
- identify inclusion issues from schools’
across the curriculum in order to contribute to
audits. Link advisers and consultants to
the raising of standards:
review current practice and make further
- Identify the consultant support required by recommendations for development
individual schools, in order to develop
- support establishment of additional literacy
teachers’ ability to plan for and deliver
and numeracy teaching for pupils working
cross-curricular literacy and numeracy skills
below the national expectation
pertaining to their curriculum area
- monitor progress in the core subjects of
- support, in partnership with schools,
traveller children at Key Stage 3
monitoring and evaluation strategies for
assessing the impact of cross-curricular
literacy and numeracy on subject standards
16
Priority B: Activity 1 continued

Activity 1
Implement the national Key Stage 3 strategy in English, Mathematics, Science and Foundation Subjects
- establish jointly with Bristol EMAS, training

for school staff on raising achievement for
EAL and ethnic minority children at Key
Stage 3
- begin to work with 2 schools in supporting
parents with children on intervention
programmes and parents from ethnic
minority communities
- support schools in establishing ‘catch up’
evenings for parents with children on the
literacy and numeracy progress and
foundation units (see Adult and
Community Learning Plan)
◗ Disseminate good practice

- identify and deliver training programmes
for Leading Teachers and Leading
Departments
- establish termly Best Practice Fora
meetings for core and foundation subjects
- continue to develop the use of newsletters
and develop curriculum websites to share
and model best practice
- best practice working groups to produce
support materials for all secondary
schools
- explore the use of short-term
secondments of specialist staff to identify,
investigate and disseminate best practice
in particular areas related to specific
aspects of the National Strategy and local
need
◗ explore and promote links with higher
education for purposes of accrediting effective
practice research using DfES Best Practice
Research Grants
17
Activity 2
Implement the ICT strategy
◗ Improve the methodology of KS3 ICT teaching and senior adviser school visits
by implementing the KS3 ICT National Strategy
◗ Develop the role of ICT in supporting inclusion
in schools
- monitor the current level of use of ICT to
- provide support for individual schools in
support inclusion through visits and ICT
carrying out an ICT audit, including an audit
subject audit
of staff skills
- research and development leading to an
- training of ICT co-ordinator and ICT teachers
action plan
and intensive support in identified schools
◗ Disseminate good practice amongst teachers of
- monitoring of the strategy at a whole-school
ICT at Key Stage 3 through
level
- Best Practice Network, newsletters and
◗ Improve transition between the primary and
website
secondary phases
- contributing to the organisation of the
- arrange and attend programme of initial
annual regional ICT Best Practice
meeting of ICT co-ordinator cluster groups
Conference
- support the organisation of a programme of
- developing links with Higher Education for
exchange visits
school-based action research
- provide support for 2 bridging project
working groups
◗ Develop assessment and target setting practices
to support learning in ICT, including research,
agreement trial and monitoring by ICT
consultant
◗ Develop the contribution of ICT to teaching and
learning in the National Curriculum Core and
Foundation subjects
- mentor support for SWIFT platinum NOF
trainers in 5 secondary schools
- support for schools’ programmes of NOF ICT
training through ICT development plan
annual review cycle
- establish ICT to support teaching and
learning in all subject networks through
working with other Key Stage 3 consultants
- complete existing ICT-based curriculum
development projects in schools
◗ Develop the subject leadership and cross-
curricular management role of the ICT co-
ordinator through visits by the ICT consultant
18
Activity 3
Promote inclusive practice in all secondary and special schools in order to narrow the attainment gap within
and across schools
◗ Promote inclusion with schools who request behaviour and attitudes of pupils vulnerable to
assistance through the use of the Index for underachievement and disaffection (BSP
Inclusion, and disseminate successful practice Priorities 3-7)
◗ Put effective links in place between mainstream ◗ Develop ‘Good Practice Guide’ on linking school
and special schools to promote inclusion SEN and Behaviour Policies (BSP Priority 5)
(SENDS Priority 3)
◗ Establish links between Behaviour Support
◗ Monitor the performance of all individual pupils, Team, Youth Offending Team, Drug Action Team
including those from ethnic minorities and and schools with regard to pupils who are
travellers children; track low achievers from Key young offenders or substance misusers (BSP
Stage 2-3 (see Activity 1) Priority 7)
◗ Improve the central database used to identify ◗ Continue to develop speedy access to school
particular groups of underachieving pupils placements for mobile pupils
needing additional help to achieve in line with
◗ Research reasons for underperformance in
their peers and other potential isolated learners
certain geographical areas or in particular
◗ Audit the current provision for gifted and schools and developing strategies to address
talented pupils, develop a strategy for that underperformance, focusing particularly on
successful provision and professional pupils who are low achievers
development
◗ Monitor the performance of individual looked
after children, and work with schools, and joint
agency work with the Social Services
Department and other agencies to remove
barriers to learning and improve achievement in
line with their peers (BSP Priority 10)
◗ Continue to develop strategies to measure and
evaluate the progress of non-statemented and
statemented pupils with special educational
needs
◗ Continue to provide training for school staff
within Key Stage 3 strategy
◗ Maintain courses provided by Bristol Ethnic
Minority Achievement Service (EMAS) in relation
to children new to English, needs of ethnic
minorities and planning for ensuring equalities
of opportunity
◗ Implement strategies to raise levels of
attendance and to improve behaviour, and
promote and support the work of schools’ senior
managers in improving the attendance,
19
Activity 4
Improve continuity and progression in learning from Key Stage 2 to Key Stage 3
◗ Improve continuity and progression in learning - investigate and develop methods of

during Years 6 and 7 transferring common sets of assessment
- establish and maintain cross-phase information for pupils operating within the
partnerships between identified Year 6 and P-Scales
7 teachers to promote observation, ◗ Identify, disseminate and promote good practice
feedback and joint planning in the use of KS2 data to increase pupils’
- develop pilot bridging projects in literacy progress through Key Stage 3
and numeracy with secondary schools and - investigate effective practice from South
their partners and continue to support Gloucestershire and beyond in using Key
projects in Science, Music, PE, Art and Stage 2 assessment information to improve
Design, History, Design and Technology and the pace of learning over Key Stage 3,
extend to a wider group of schools focusing on appropriate target-setting,
- develop systems for transferring pupil-tracking and differentiated teaching
appropriate, subject-specific information - plan dissemination and promotion of
- investigate and report on the teaching of effective practice
writing in Years 6 and 7 through a sample of - draw up plan for monitoring the
primary and secondary schools effectiveness of secondary schools’ system
- support and promote the Advanced Skill for internally disseminating and using Key
Teacher scheme Stage 2 assessment information
- investigate improved behaviour support for

vulnerable pupils during transition
- monitor, evaluate and help to improve
progress during Key Stage 3 through the
support for schools’ self-evaluation (see
Priority D)
◗ Ensure an effective and efficient system for the
transfer of information between primary and
secondary schools
- keep under regular review the LEA’s
procedures for the electronic transfer of
data on the Common Transfer Form 2
- continue to improve working arrangements
with the City of Bristol and other LEAs to
improve consistency in the electronic
transfer of Transfer Form 2
- develop systems for improving continuity
and progression through Key Stage 2-3
transition for the children of Travellers and
for Looked After Children
20
Priority B: Activity 5 Priority B: Activity 6

Raising attainment in Key Stage 3 Raising attainment in Key Stage 3
Activity 5 Activity 6
Implement the statutory curriculum for citizenship Improve provision for religious education and
personal, social and health education
◗ Implement the statutory requirements at KS3
and 4 for citizenship ◗ Begin the process of constructing the revised
- monitor the audit of the curriculum agreed syllabus for RE
- advisory teacher support for individual ◗ Raise the standards of achievement in RE by

schools to develop action plans using giving teachers access to high quality training,
outcomes of the audit guidance and information for all schools
- establish best practice network meetings ◗ Promote the development of opportunities to

explore spirituality in the RE curriculum and
- develop LEA guidance for schools across the whole curriculum
◗ Develop a system of assessment for KS3 ◗ Ensure that the personal, social and health
citizenship programme needs of pupils who are vulnerable and at risk
- identify the issues from schools’ audits in are met
relation to assessment - through the work of the Drugs Education
- work within schools to develop system of Co-ordinator (funded Standards Fund),
assessing and tracking progress develop a strategy to meet the needs of
those vulnerable young people at
◗ Develop partnerships secondary school (and possibly upper
- co-ordinate links that enable schools to primary level) to drug misuse identified as
set up a viable network of outside such, possibly through the engagement of
speakers counsellor/case-worker)
- establish and maintain Best Practice ◗ Develop a proactive working relationship with
Network Forum for all secondary schools the South Gloucestershire Primary Care Trust
with particular reference to the effective
- develop links from the primary phase to
delivery of the National Healthy Schools
the secondary phase
Strategy (NHSS)
- set up pilot project to test resources
- work with other branches of South
Gloucestershire Council to disseminate
and develop a co-ordinated approach to
working with young people
- provide training for citizenship teachers
21
Priority B: Activity 7 Priority B: Activity 8

Raising attainment in Key Stage 3 Raising attainment in Key Stage 3
Develop opportunities for study support Develop opportunities for physical education and
sport
◗ Implement the Study Support programme in
the secondary phase ◗ Continue with the development of the TOP
- support secondary schools in carrying out skill programme
a study support audit ◗ Support schools in bidding for the NOF PE and
- consultant support for individual schools Sport Programme (‘A Sporting Future’)and
in developing a study support action plan disseminate quality mark processes
2002-04 using outcomes of the audit ◗ Develop primary/secondary liaison and sports
- consultant produces benchmark materials partnerships with schools’ sports co-
on study support, using outcomes of ordinators
secondary phase audit
- establish pilot study (including primary for
Key Stage 2-3 linkage)
- construct a training programme (based on
study support audit) for schools’ study
support co-ordinators, including guidance
for self-evaluation
- identify leading study support practitioners
for sharing of good practice
- organise consultant support to secondary
phase schools - disseminate
national/international developments in
study support
◗ monitor the development of study support
within the secondary phase self-evaluation
programme
22
2004-07
Priority C
As the national agenda for education 14-19 develops
RAISING ATTAINMENT AND IMPROVING THE the activities will be revised correspondingly. The
QUALITY AND RANGE OF CURRICULUM local dimensions of developing more differentiation in
PROVISION IN THE 14-19 PHASE the Key Stage 4 curriculum and improving post-16
provision will continue through the 5 years of the plan,
with the following actions identified for activities 1
A broad outline of the
and 2.
activities to support this
priority 2002-03
Activity 1
Introduction ◗ Develop, in (partnership with the Education
Business Learning Organisation and Connexions)
The programme of activities has been shaped with
an LEA wide strategy for engaging with
headteachers of secondary schools and responds to
employers to improve the quality of education
the issues above identified through the audit.
business links and work related learning
Activity 1 focuses on working with schools, local FE
◗ Develop a South Gloucestershire student
colleges, training providers , the Connexions Service
entitlement or guarantee (building on the 14-19
and the Learning and Skills Council to improve
framework)
curriculum provision, through broadening the
curriculum at Key Stage 4 (including the contribution ◗ Explore with schools more flexible models for the
of study support and citizenship education - see delivery of post-16 and 14-19 learning
Activities 5 and 7 in Priority B), developing alternative programmes
curriculum provision to meet individual students’ ◗ Promote collaborative enrichment programmes in
learning needs through the 14-19 phase and the post-16 phase
reviewing existing post 16 curriculum provision.
Activity 2
Activity 2 focuses on improving teaching and learning
to raise students’ attainment and Activity 3 on ◗ Promote greater use of ICT especially the use of
inclusion (as in Priority B). intranet and internet technology to support
learning 14-19 in a range of contexts
Activity 4, 5 and 6 focuses on processes to support
the above, through student guidance, (Activity 4), ◗ Establish a website to facilitate the identification
tracking students’ progress through ICT (Activity 5) and sharing of good practice in teaching across
and developing collaboration between schools and the 14-19 phase within and beyond South
professional development for teachers. Gloucestershire
There are particular problems of underachievement ◗ Make effective use of review and inspection data
in individual schools and specific geographical to identify and share good practice across the 14-
areas. The research and development of strategies 19 phase
for this work is addressed within Activity 6 and also ◗ Promote the use of alternative approaches to
in the implementation of the South Gloucestershire teaching and learning which give more
School Improvement Policy (within Priority D). responsibility to the learner
23
Priority C: Activity 1 Priority C: Activity 2

Raising attainment and improving the Raising attainment & improving the quality &
quality and range of curriculum provision in range of curriculum provision in the 14-19
the 14-19 phase phase
Activity 1 AActivity 2
Support schools in developing the quality and Improve the quality of teaching & learning in South
range of curriculum provision over the 14-19 Gloucestershire schools over the 14-19 phase
phase
◗ Establish best practice networks to identify
and share good practice in subject areas (link
◗ Develop, in partnership with schools, local FE with Key Stage 3 Plans)
colleges, training providers, employers and ◗ Establish a network of specialist and beacon
the Connexions Service a co-ordinated schools to support research, development and
strategy for the development of alternative dissemination of good practice in teaching
curriculum provision (including vocational) in and learning at subject level
secondary and special schools across the 14- ◗ Undertake a research study into the reasons
19 Phase for underperformance at Key Stage 4 in
◗ Support the development of flexible needs-led certain geographical areas or in particular
provision for students with SEN including schools
those in special schools (SENDS priority 6) ◗ Develop an LEA strategy for identifying and
and flexible options for disaffected pupils at meeting the needs of more able pupils
Key Stage 4 (BSP priority 5) ◗ Improve teaching and learning for pupils
working at earlier Key Stage levels and those
◗ Broker an appropriate programme
with special educational needs who require
professional development to schools to
flexible learning programmes (see Activity 3)
support the introduction of vocational GCSE
and other vocationally related programmes ◗ Broker advice and training for
faculties/departments in subject areas
◗ Provide a programme of support the identified as relatively weak in OFSTED and
development Citizenship Education at Key Panda data at Key Stage 4 and Post-16
Stage 4 ◗ Promote the use of ICT to support learning
◗ Promote the development of study support and teaching in subject areas at Key Stage 4
facilities and opportunities in all South ◗ Provide focused support for schools on the
Gloucestershire secondary schools 14-19 promotion of positive behaviour at Key Stage
4
◗ Review the nature, range and appropriateness
of existing post-16 curriculum provision in ◗ Broker support for the teaching of minority
South Gloucestershire schools subjects (e.g. MFL, Music, Economic,
Chemistry) and those in which there is a
◗ Establish a partnership with the Local shortfall in staff post-16 (e.g. Science, ICT,
Learning and Skills Council, FE Colleges, Psychology, sociology)
Training Providers and the Connexions Service ◗ Promote research, identifying and sharing
to develop an LEA wide strategy for 14-19+ good practice in the teaching of AS/A2/AVCE
provision, with a forum to address issues programmes at subject level in partnership
related to the needs of 14-16, 16-19 and with HEI
post-19 Adult and Community Learning ◗ Research the reasons for under-attainment at
advanced level within specific subjects,
departments, schools and geographical areas
◗ Broker support in relation to the role of the
post-16 tutor and individual student target
setting
24
Priority C: Activity 3
Raising attainment & improving the quality & range of curriculum provision in the
14-19 phase
Activity 3
Promote inclusive practice in all secondary and special schools in order to narrow the attainment gap within
and across schools over the 14-19 phase
◗ Provide training for school staff to improve ◗ Audit the current provision for gifted and
the teaching of pupils with SEN/EBD (SENDS talented pupils, develop a strategy for
3; SEN Training Plan; BSP priorities 1 to 4) successful provision and professional
development
◗ Develop a “Good Practice Guide” on linking
school SEN and Behaviour policies (BSP ◗ Monitor planning and provision for SEN in all
Priority 5) secondary schools and special schools
including developing strategies to measure
◗ Promote the use of the Index for Inclusion to
and evaluate the progress of non-statemented
encourage good practice in relation to Social
and statemented pupils with special
Inclusion
educational needs
◗ Put in place effective links between
◗ Establish an effective partnership with the
mainstream and special schools to promote
Connexions Service to improve attendance in
inclusion (SENDS priority 3)
those schools where it is below average,
◗ Develop practice within special schools to including introducing a uniform data electronic
enable more complex learning needs to be registration system with agreed data
met information requirements
◗ Promote joint agency working to promote ◗ Develop a strategy to improve the educational
inclusion (BSP Priority10/SENDS Priority 10) outcomes for Looked After Children and
◗ Develop strategies to support and improve the monitoring the performance of Looked after
outcomes for Travellers and establish a children in order to remove barriers to
mechanism for monitoring the performance learning (BSP priority 5; SENDS 9; Post
and progress of individual students, from OFSTED Action Plan 32)
ethnic minorities and mobile families (Post ◗ Identify and address the needs of isolated
OFSTED Action Plan 33) learners (BSP priority 8; SENDS 9; Post
◗ Audit ethnic minority achievement in South OFSTED Action Plan 32)
Gloucestershire schools in order to identify the ◗ Develop effective partnerships with parents
support needs of schools and carers to promote learning (also
◗ Broker relevant Inset support from EMAS developing strategies to promote more
focused and effective engagement of parents
◗ Monitor, review and develop joint and other adults in the learning of pupils at
arrangements with EMAS risk of becoming disengaged from learning)
◗ Review the LEA database to identify any (BSP Priority 2)
particular groups of pupils needing additional ◗ Continue the work of the Pupil Retention Grant
help to achieve in line with their peers of Monitoring Group (BSP Priority 5)
similar ability
25
Priority C: Activity 4 Priority C: Activity 5

Raising attainment and improving the Raising attainment and improving the
quality and range of curriculum provision in quality and range of curriculum provision in
the 14-19 phase the 14-19 phase
Improve the quality, range and impartiality of Promote the use of ICT to improve the capacity of
student guidance over the 14-19 phase schools and the LEA to track and monitor the
progress of individual students over the 14-19
phase
◗ Establish an effective partnership with the
Connexions Service and schools to improve ◗ Explore the possibilities of establishing a
the quality, range and integrity of student common ‘super-structure’ management
guidance over the 14-19 phase to ensure information system in relation to 14-19
effective continuity and progression in provision which enables:
learning for students of all abilities and
aptitudes - the effective tracking of student progress
within and across institutions
◗ Ensure effective liaison with Connexions and
other services for pupils with SEN to ensure - national and local benchmarking re
effective transition for students with SEN performance, recruitment, retention,
including those who are new to this country , destinations etc
and to English have access to appropriate ◗ Improve tracking of progress of individual
post-16 learning opportunities ( SENDS students in South Gloucestershire, particularly
Priority 6) those who are identified within Activity 3 as
◗ Work with the Connexions Service to identify having particular needs, including lower
early and seek to address the needs of attaining students
students who are in danger of becoming
disaffected
26
Priority C: Activity 6
Raising attainment and improving the
quality and range of curriculum provision in
the 14-19 phase
Activity 6
Promote effective leadership and management
over the 14-19 phase through effective
partnership and collaboration
◗ Encourage and support the development of
collaborative post14-19 partnerships in
Kingswood, Yate and Chipping Sodbury and
other areas in order to improve attainment,
broaden the range of curriculum provision and
ensure greater efficiency in the delivery of
post-16 provision
◗ Develop, in partnership with schools, an LEA -
wide strategy in relation to specialist and
Beacon schools (see priority D)
◗ Provide a systematic programme of
professional development to support staff
involved in vocational learning programmes
14-19 and those working with students who
are at risk of becoming disaffected
◗ Develop a strategy to prepare for Area
post-16 Inspection
◗ Provide support to heads of post-16 through
the post-16 Network in relation to enhanced
post-16 inspections and the management of
change
◗ Provide on-going training for staff in self -
evaluation tools and techniques
◗ Develop a strategy in partnership with schools
for the recruitment and retention of staff (see
priority D)
◗ Further explore the possibilities of PFI to
enhance resources and provision (see priority
D)
◗ Assist schools in identifying alternative
sources of funding and supporting
schools/partnerships in bidding for external
funds (see priority D)
27
Activity 1 focuses on professional development,

Priority D governor development and networking support for
leadership and management.
SECURING HIGH QUALITY LEADERSHIP AND
MANAGEMENT IN SCHOOLS (INCLUDING Activity 2 relates to the implementation of the South
SUPPORT FOR SCHOOLS CAUSING CONCERN) Gloucestershire School Improvement Policy which
explains our differentiated support for schools within a
banding system based on criteria for school
A broad outline of the improvement that also support schools’ self-
activities to support this evaluation. This is the principal means for addressing
priority 2002-3 schools causing concern and identifying good practice,
including issues related to geographical areas of South
Gloucestershire.
Introduction
This local priority addresses the crucial contribution of Activity 3 focuses on the contribution of ICT across
leadership and management in our schools in raising South Gloucestershire to support management and
standards through improved school effectiveness. It administration.
responds to issues raised by headteachers and Activity 4 focuses on the LEA’s processes to support
governors during consultation in the preparation of schools in provision of resources, promoting networks
this EDP. and partnerships and research and development.
This priority underpins the previous three priorities by Please also see School Improvement Policy,
focusing on our processes for working with schools to published in three booklets, including appendices.
develop more effective partnership between the
Central Education Service and schools.
Each of the other priorities in the School Improvement
Programme has a leadership and management focus
that applies to the specific phase requirements for
improvement. These are indicated in their
programmes of activities. This priority relates to
overall improvement in support of the development of
schools’ autonomy as self-managing institutions
through the implementation of the South
Gloucestershire School Improvement Policy. Through
the activities we aim to address recruitment and
retention of school staff by being responsive to the
differing needs of individual schools for support and
strengthening our programmes of professional and
governor development and networking so that staff
and governors feel valued and empowered in their
work within this Authority.
28
Priority D: Activity 1
Securing High Quality Leadership and Management in Schools (including Supporting Schools
Causing Concern)
Activity 1
Invest in the further development of, and support for, skills and talents of leaders and managers in schools
◗ Review, develop and improve induction of newly ◗ Develop a comprehensive programme of

appointed headteachers training and support to for SENCOs in order
empower them in addressing the needs of lower
◗ Review and enhance the professional
attaining pupils to ensure access and
development opportunities for serving
accreditation
headteachers
◗ Support the development of leadership and
management expertise at levels below that of
headteacher
◗ Reduce the number of outstanding vacancies on
governing bodies
◗ Strengthen governors’ effectiveness in working
with schools to raise standards
◗ Implement the changes in governance arising
out of the 2002 Education Act
◗ Improve the networking opportunities for subject
leaders and other school managers and
administrators
◗ Determine the nature and provision of pastoral
support for headteachers and other staff
◗ Work with schools, where necessary, to develop
strategic approaches to promoting and
monitoring attendance and behaviour (BSP
Priorities 3-7)
◗ Work with schools, where necessary, to improve
strategic management of provision for pupils
with SEN; make use of existing expertise
(register of good practice) across schools,
particularly from within special schools in
connection with SEN (SENDS Priorities 1, 3, 4, 6)
◗ Use data to identify schools where there are
issues and strengths of provision for lower
attaining pupils, including those with SEN as
part of the desktop review (see School
Improvement Policy)
29
Priority D: Activity 2 Priority D: Activity 3

Securing High Quality Leadership and Securing High Quality Leadership and
Management in Schools (including Management in Schools (including
Supporting Schools Causing Concern) Supporting Schools Causing Concern)
Implement and refine an holistic approach to Exploit the potential of developments in technology
school improvement and improve schools for school and LEA management and
causing concern administration in order to improve outcomes for
learners
◗ Develop further and implement the processes
for identifying, celebrating, disseminating and ◗ Implement the LEA ICT strategy
promoting good practice
◗ Work with schools to make use of electronic
◗ Continue to develop effectiveness in school self- data and its exchange with other schools,
evaluation and improvement LEA, council, government bodies and other
◗ Implement the current school improvement agencies as appropriate
policy, including the provision of staff ◗ Work with schools to exploit the use of the
development in order to do so, particularly in internet, council intranet information and web-
the use of performance indicators sites in support of management and learning
◗ Strengthen LEA internal monitoring and ◗ Work with schools to use electronic
evaluation systems to ensure that all aspects of communications systems for e-mail and
the school improvement policy are carried out to electronic forms processing
a consistently high standard
◗ Work with schools to promote access to
◗ Review and revise the processes and computerised administrative systems for all
documentation associated with conducting teachers, managers and administration in
supported self-evaluation and LEA termly audits support of their work
◗ Review and revise the documentation ◗ Continue to review and improve the provision
associated with preparing, staffing and and use of performance data, through
managing LEA support plans for schools effective use if ICT:
requiring support under the LEA banding system
– research what data, and in what form, should
◗ Ensure that schools causing concern are be available to schools for school
identified quickly; target resources improvement
appropriately, in line with the level of need, to
– research or devise and implement efficient
rectify shortcomings
methods of storing and accessing LEA termly
◗ Develop further the policy on target setting and audit outcomes so that schools’ performance
LEA support for schools in this process and effectiveness can be considered and
◗ Continue to develop performance indicators improvements over time noted
(Appendix A, ‘Defining Success’) – research ICT systems used in other LEAs to
◗ Gain national accreditation for LEA school identify good practice and signal concerns.
improvement services – make good use of ICT to engage in a thorough
◗ Arrange to make consulted-upon revisions to analysis of subject by subject performance in
the school improvement policy, guidelines and secondary schools
appendices, initially after one year of application
and, thereafter, as necessary
30
Priority D: Activity 4
Securing High Quality Leadership and Management in Schools (including Supporting Schools
Causing Concern)
Activity 4
Redefine and further develop the collaboration of the LEA, schools and other partners to address the needs of
communities and learners
◗ Review and revise the financial arrangements – research and understand the reasons for any
underpinning support provided from any of the under-performance in particular schools, groups
central services for schools causing concern of pupils or geographical areas; work with
◗ Develop, in partnership with schools, an LEA- schools to eliminate any such under-
wide strategy in relation to Beacon and performance
specialist schools – research and adopt, as necessary, good practice
◗ Establish a South Gloucestershire recruitment from other LEAs e.g. Beacon authorities, so that
and retention strategy and initiate activities to LEA services to schools are effective and valued
support this strategy – keep abreast of and disseminate research
◗ Review impact of accommodation on learning materials concerning school effectiveness
environment within School Improvement
Support Meetings with headteachers for referral
to Priority Support Panel and Asset Management
Plan (see School Improvement Policy)
◗ Prepare guidance for schools in identifying,
where possible, alternative sources of funding in
bidding for external funding
◗ Prepare guidance for schools in relation to the
concept of the extended school
◗ Establish working party of headteachers to
identify and disseminate good practice in the
effective use of support staff
◗ Establish working party of headteachers and
governors to review communications between
the LEA and schools
◗ Publish the range of school support services,
LEA and other, and how they are acquired
◗ Develop research:
– partnerships with Higher Education,
– action research networks
– international collaboration
– collaboration with the International Learning and
Research Centre
31
Notes
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EDUCATION

Vision and Values for Education 2

School Improvement Programme 6

VISION AND VALUES FOR EDUCATION

VISION AND VALUES FOR EDUCATION

This means that education should:

◗ be a driving force for social inclusion and integration within communities

◗ value and celebrate the success of all learners

Our aim is:

TO ENSURE EFFECTIVE, ENGAGING AND ENRICHING EDUCATION FOR ALL LEARNERS

Our objectives are to ensure that:

This section provides a summary of the

LEA Performance Targets

In developing these activities in 2004 onwards, it is

Activity 5 concerns the national requirements for

Priority B: Activity 1 continued

- establish jointly with Bristol EMAS, training

◗ Disseminate good practice

◗ Improve continuity and progression in learning - investigate and develop methods of

- investigate improved behaviour support for

Priority B: Activity 5 Priority B: Activity 6

- advisory teacher support for individual ◗ Raise the standards of achievement in RE by

- establish best practice network meetings ◗ Promote the development of opportunities to

Priority B: Activity 7 Priority B: Activity 8

Priority C: Activity 1 Priority C: Activity 2

Priority C: Activity 4 Priority C: Activity 5

Activity 1 focuses on professional development,

◗ Review, develop and improve induction of newly ◗ Develop a comprehensive programme of

Priority D: Activity 2 Priority D: Activity 3

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