North West Regional Update June 2018
Inclusion – A Whole System Priority
As part of our strengthening partnership with Ofsted and the Regional Schools Commissioner, we are embarking on an ambitious shared workstream to improve inclusion in the region. As a result of our joint analysis of the outcomes of peer challenge, Ofsted annual conversation and RSC one-to-one discussion, we proposed a shared focus on improving inclusion in 2018/19. This approach will seek to ensure that:
• More children are in school and achieving
• More children can appropriately access mainstream education
• Fewer children are Electively Home Educated
• Fewer children are excluded from school
• Fewer children are exposed to risk as a result of missing education
• Outcomes for children improve, particularly those from vulnerable groups.
Our four-stage approach, outlined below, will commence with a baselining workshop in early June:
• Baseline current situation- NWADCS, Ofsted, RSC to pool information on the regional picture
• Think Tank – to share ideas on collective solutions
• Task and finish – adopt a time-limited partnership approach to secure improvement
• Impact – sharp focus on measurable impact.
Improving Outcomes for Disadvantaged Children and Young People
Our most recent North West/Lancashire/West Yorkshire School Improvement Partnership Board meeting adopted a practice-sharing focus. Taking the common challenge of improving outcomes for disadvantaged groups, the Board invited selected school leaders from across the partnership’s footprint to share their approaches. The inputs captured the evidence-based and often innovative approaches in both the primary and secondary phase from a diverse group of schools and a local authority. Working with Ofsted’s Media Unit a summary report and series of short videos will be developed to disseminate more widely. Some ‘top tips’ included:
• Using of a knowledge-based curriculum to support vocabulary acquisition
• Addressing the language deficit: teaching children how to speak, teaching them words, having as many conversions with children as possible and modelling connections
• Attendance: The expectation that parents must speak to a member of staff to explain why their child can’t be in school rather than leave an answer phone message
• The use of enrichment measures such as compulsory enrichment periods and ’30 things to do before you leave’
• Setting high expectations and maintaining them with the aim that every student should go to university or receive a high-quality apprenticeship
• Facebook live at 5pm - teachers stream lessons and pupils can Skype live questions
• Partnership based on a shared understanding of vulnerability - individual schools can and do have a significant impact in isolation, but sustainable and long-term impact is best secured in a whole system approach.
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