Contact: John Clarke, Deputy County Education Officer, County Office
Tel 01962 846459 email [email protected] or

Trevor Walker, Senior Inspector/Adviser (Primary), County Office

Tel 01962 846502 email [email protected]

1 Summary

1.1 This report presents an overview of the provision planned for Hampshire primary schools in 2004/05, building on the Primary National Strategy. The national priorities are in line with those in the county's EDP, namely:

· supporting subject leaders and headteachers

· tackling underachievement

· developing learning and teaching

· building local capacity

1.2 The report supports Aim 1 of the Corporate Strategy (maximising life opportunities).

1.3 Race and equality impact assessment has been considered in the development of this report and no adverse impact has been identified.

2 Background

2.1 During the forthcoming academic year the strategy will begin to involve far more schools than hitherto, from across the primary phase. There is a wide range of commitments and intentions that have been published in Excellence and Enjoyment (DfES 2003) and funding streams of the current Standards Fund reflect a number of these. In our planning we have wanted, wherever possible, to capture the drive for excellence and enjoyment, both of which should be at the heart of primary education.

2.2 In 2004/05 there will be five strands of the Primary Strategy funded and operational in Hampshire. This Hampshire Primary Strategy incorporates the National Primary Strategy and reflects local needs and circumstances. This strategy does not include the full range of EDP projects and is therefore only a part of what is happening to challenge and support practice in primary education in the county.

2.3 A key and innovative element of the strategy, as indicated in Excellence and Enjoyment, is the opportunity to involve more Primary Strategy Headteacher Consultant Leaders (PSCLs) in the implementation of the leadership programme. In Hampshire, we have recruited an effective group of PSCLs and we are currently in the process of recruiting more.

3 The first strand: Leadership Programme

3.1 This strand has four elements, focusing on leadership to improve pupil progress, especially in English and mathematics. The programmes, outlined below, also focus on raising standards across the breadth of the primary curriculum, building a whole-school learning community, embedding ICT in the learning and teaching, and implementing best practice in the School Workforce Remodelling work).

3.2 The first programme is Leading Sustained Development which will involve around 30 schools - primary, infant and junior. There will be a focus on high standards in English and mathematics and, in addition, a significant focus on achieving high standards across a broad, rich and imaginative curriculum. There will be further focus on, and support of, remodelling through SWR. Resources and components will include:

· funding for supply cover to support the leadership team in improving their collaborative leadership of the curriculum and the learning and teaching

· three half day training events for members of the leadership teams, focusing on key aspects of curriculum development and the raising of standards

· support from a primary strategy consultant leader (PSCL), and from primary phase and subject inspectors

· the opportunity to network with other schools that are developing similar aspects and areas of the curriculum

3.3 The schools will work on specific projects associated with developing the primary curriculum, using action research and problem-centred enquiry. Schools will be asked to state the research questions that will drive their enquiry and the pursuit of higher standards across the curriculum. Good practice will be disseminated through identifying effective approaches to curriculum leadership and successful curriculum developments.

3.4 For those schools that were on the leadership programme in the first year, there will be transitional funding and arrangements that will help them sustain the benefits of the programme, except for those who are moving to another programme. Resources and components will include:

· support from a PSCL

· continued support from primary consultants (mathematics) and English inspectors

· a leadership grant to support an activity that sustains benefits from the first year of the programme

· the opportunity to join a network of schools with similar priorities and challenges

3.5 Where further improvement is necessary, we will offer the Intensifying Support Programme which will be supported by primary phase inspectors and school improvement managers. This will involve 11 schools, currently part of the first cohort of the leadership programme.

3.6 The programme will focus on raising standards in the core subjects of English and mathematics through building a whole-school learning community. Schools taking part in the programme will be given further details of the resources and components.

3.7 There will be a new group of schools starting the leadership programme - a second cohort. They, like the first year, will focus on leadership to improve progress in English and mathematics in Key Stage 2. The resources and components of the programme will be:

· funding for supply cover to support the leadership team in improving their collaborative leadership of learning and teaching

· three half day training events for members of the leadership teams to focus on key aspects of learning and teaching and the raising of standards

· support from a PSCL and from primary consultants (English and mathematics)

· the opportunity to network with other schools in the programme.

4 The second strand: Learning and Teaching in the Primary Years - a framework for development

4.1 This initiative, focused on excellence in teaching and enjoyment in learning, will involve all primary phase schools in Hampshire. The standards fund has been constructed on the basis of a `notional' allocation, to each school, of the equivalent sum of 18 supply days for this work. The introductory guides for the framework should be sent to schools in May and the full range of materials will be available from September.

4.2 In the coming autumn term there will be seminars/workshops, organised on the basis of 22 attached inspector (AI) clusters. The seminars will provide an introduction to the materials, facilitate headteacher networking and offer further support and partnership with HIAS. All schools will receive an invitation from their AIs and the sessions will be delivered by primary phase inspectors, English and mathematics inspectors.

5 The third strand: Embedding ICT (Hands on Support)

5.1 The county inspector for ICT will lead this strand of the strategy which will provide support for all primary phase schools on a `buy-in' basis. In September all schools will be invited to send two representatives to a half day workshop that will introduce new nationally produced materials for supporting learning and teaching through ICT.

5.2 Hampshire has been selected to receive additional funds for schools to purchase interactive whiteboards. As part of our Hands on Support, a half day workshop for all schools on the use of whiteboards will also be funded and there will be further support delivered jointly by members of the English and ICT teams.

6 The fourth strand: Inclusion

6.1 This will involve all primary phase schools in Hampshire. The SEN team leader will lead this strand of the strategy. A series of conferences have been held for special educational needs co-ordinators (SENCOs), focusing on supporting `third wave' children (those with the most severe learning, emotional or physical difficulties).

6.2 Other inclusion initiatives include re-establishing SENCO networks based on school pyramids and developing the sharing of expertise by extending the outreach from the special schools.

7 The fifth strand: Specific Improvement Projects in English and Mathematics

7.1 As in previous years, there will be a full programme of special projects that support high standards in English and mathematics. In the coming year, these will be as follows:

· training on phonics and spelling for all schools - years 2 and 3

· 25% of schools (Key Stage 1 and 2) will be identified to help them work on developing speaking and listening

· programme of intensive English support for year 4 pupils

· mathematics 5 day courses for teachers

· mathematics managers' courses.

8 Conclusions

8.1 In subsequent years, more strands will be fully represented in the strategy - for example, the foundation stage, behaviour and attendance, and gifted and talented pupils.

8.2 Each school is responsible for the progress and achievements of its pupils and each school will have its own plans as to how it intends to go about fulfilling that responsibility. For some schools some of the provisions and resources of the strategy may not be appropriate at this particular moment. The strategy is to support and challenge schools in carrying out their improvement plans, supported by the resources of the programmes and initiatives, and in partnership with the Local Education Authority - a partnership which is central and essential to the success of the strategy.

Recommendations

1 That the report be noted.

Section 100D Local Government Act 1972 - Background Documents

The following documents disclose facts or matters on which this report, or an important part of it, is based and has been relied upon to a material extent in the preparation of this report.

NB The list excludes:

1 Published works

2 Documents which disclosed exempt or confidential information as defined in the Act