Contact: John Clarke, Deputy Director of Children's Services, Tel 01962 846459 [email protected] or

Alan Rawlings, Senior Inspector/Adviser (Secondary) and Key Stage 3 Strategy Manager Tel 01962 846917 email [email protected]

1 Summary

1.1 This report describes outcomes from the sixth year of support for departments in secondary schools carried out by subject inspectors/advisers. It supports Aim 1 of the Corporate Strategy (maximising life opportunities). By supporting learning across the breadth of the curriculum, this work helps to ensures that all subject areas contribute to achievement at GCSE

2 Background

2.1 This work is an established strand of support for subject departments in secondary schools. The selection of schools is based primarily, but not exclusively, on subject residual data. A subject residual is a statistic that compares the attainment of a group of pupils at GCSE with their performance in all subjects taken in that particular set of GCSE examinations. A residual figure of +0.5, for example, would indicate that, overall, pupils had achieved a half a grade higher in that subject compared with the other subjects that they took.

3 Support

3.1 From an analysis of subject residuals for 2002, a total of 21 out of 71 schools and 22 departments were identified for inspector/adviser support in 2003/2004. This is a smaller number of departments than previously because of the decision to target departments other than English, mathematics, science and ICT that were already receiving support from consultants as part of the National Secondary Strategy. The large number of schools simply illustrates the point that, even in effective schools, there are sometimes pockets of practice where targeted support could secure improvement.

3.2 County inspectors/advisers also contacted departments in schools where outcomes were particularly strong or where there were lesser weaknesses. This was to help school self-evaluation and to promote a proactive response, including the commissioning of improvement activities by the schools themselves.

3.3 Activities were planned to focus on the nature of the weakness and this was explored with the school beforehand, so that an appropriate programme of support could be agreed. Although it was not a factor that would lead to the offer of support being withdrawn, a judgement had also to be made about the capacity of the school to build on the advice. Consequently, if an individual department was suffering acute staffing difficulties at the time, the nature of the support will have been different from, for example, a team with a new head of department.

3.4 Inspectors/advisers carried out lesson observations, discussions, training and coaching, as appropriate, and as agreed with the school. Usually the programme of support involved several visits to the school. Outcomes were judged against GCSE results in 2005 and, specifically, the subject residuals.

4 Outcomes

4.1 Across the work of the inspection and advisory service there was an increase in subject residuals in 82% of cases, as last year. All subject programmes led to improvement; in six subject areas there was improvement in every department that was supported. In the four instances where no improvement was noted, there were specific reasons. For example, one school did not make good use of the support, despite an Advanced Skills Teacher being deployed as part of the programme. In another instance, the support coincided with acute staffing difficulties and this made it very difficult for any ideas to become embedded, thereby delaying the impact of the support which is expected will be seen in the 2006 results.

4.2 The average improvement, taking increases and decreases together, was 0.56 (over a half a grade at GCSE). This average masks improvements of over one grade in five schools involving six different subjects.

5 Development

5.1 Notifying schools where results are particularly strong or weak is now an established part of the practice of the inspection and advisory service. This is essential in relation to the greater awareness that schools must now have of their own performance through self-evaluation. It also places an appropriate responsibility on schools to make a judgement about the need for external support and to commission that from the inspection and advisory service or alternative provider.

5.2 The new role of the School Improvement Partner provides a means by which the internal capacity of a school to recognise and act on its weaknesses can be assessed.

6 Legal implications

6.1 None.

7 Financial implications

7.1 None.

8 Personnel implications

8.1 None.

9 Impact assessment

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

10 Crime prevention issues

10.1 None.

11 Views of the Local County Councillor

11.1 Not sought in the drafting of this report.

Recommendation

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

None