Moving beyond the floor target case study: Various primary schools, Bradford

What was done by each school?

• Date: Jan 2008
• Programme: Improving Schools Programme (ISP)
• Focus: Tackling underachievement in schools causing concern
• Number in series: 5
• Phase: Early Years, Primary
• Key stage: Foundation Stage, Key Stages 1 and 2
• Local authority: Bradford
• Ref: 00150-2008DWO-EN-01

Atlas Community Primary School

The previous headteacher had begun to tackle the major issues in the school, and had begun to build foundations for change. The newly appointed headteacher had initial discussions with the staff as a whole on the low standards within the school and weak teaching. Thereafter he took the following action.

• organised one-to-one development meetings between staff and consultants and bought in additional consultants’ time
• initiated monitoring and evaluation of teaching and learning using the criterion ‘Are pupils making sufficient progress?’ (Prior to observation, teachers were required to identify how they had used assessment to improve pupils’ learning.)
• began the process of changing the culture of the school, making it clear that there was no place for blaming pupils for making inadequate progress
• moved teachers to different stages and used all staff more flexibly
• analysed the assessment of pupils’ progress
• discussed pupils’ progress with individual teachers; determined which pupils had regressed and where there was little value added and questioned staff regarding next steps in pupils’ learning. (Staff were held accountable three times per year for pupils’ progress. Teachers were given the statistics prior to meetings with the headteacher, and asked to respond as far as pupils not making sufficient progress were concerned. Targets were set for individual pupils and groups of pupils in reading, writing and mathematics.)
• introduced an assessment and review activity for all staff (Teachers targeted specific small groups of pupils and identified their needs with a view to influencing their future planning.)
• implemented new teaching programmes in reading and writing and emphasised the need for teaching to be more interactive.
• put a School Improvement Plan (SIP) in place as part of the raising attainment plan (RAP) with measurable success criteria
• tackled the issue of staff capability (The authority provided intensive support for individual teachers. Members of the SLT supported and coached individual teachers and provided exemplar lessons. As a matter of policy all members of SLT teach at some point.)
• trained teaching assistants (TAs) as Better Reading partners; increased help for support staff who have been empowered to take ownership of what they are doing
• linked continuing professional development (CPD) to the SIP and also to the needs of individual staff, where, if they were involved in specific CPD, the school would benefit
• displayed pupils' work well and treated it as valued to help build pupils’ self-esteem
• provided intensive support to Year 6 (Members of the SLT gave individual coaching to Year 6 pupils in English, mathematics and science.)
• began to involve parents more
• support teachers where necessary; they have a key role in the process.

Bradford Moor Community School

The analysis of data and the use of assessment became a more effective tool in raising standards. The system in practice included:

• assessment windows in December and May
• data entered on memory sticks by teachers, each of whom had laptops, and given to the SLT. Data included the progress made by individuals in sublevels (Analysis now including issues of gender.)
• data reviewed by subject leaders (check value added for individuals, groups and years; discuss with teachers where necessary.)
• meeting with subject leader and inclusion manager, led by assessment manager (assistant headteacher)
• discussion by leadership team of implications for action
• action plans determined to influence planning and teaching. Decisions are evidence driven.

Within this cycle is the school monitoring programme. Monitoring is done by subject leaders, TLRs and SMT. All staff involved in performance management, and all teacher members of the leadership team have a weekly teaching commitment.

All staff were trained to interpret and use data, which emphasised the principle that teachers were responsible for their pupils’ progress.

Other actions taken:

• staff placed in classes/years dependent upon their strengths
• booster groups held in the evenings in English, mathematics and science from January onwards. (They last for one hour and no pupil is allowed to attend more than two. In all 50-60 per cent of pupils attend one or two sessions.)
• intervention strategies take place during the school day
• pupils were set targets from an early stage
• layered targets introduced and displayed
• individual targets written in literacy and numeracy books and renewed termly
• extended provision to enhance the overall conditions for pupils. (A total of 16 after school clubs meet and provide a wide range of activities including four sporting clubs and others in cookery, spelling, German, dance and recorders.)
• the curriculum was reviewed and theme studies introduced
• coaching by the headteacher of particular staff to improve the quality of teaching
• school focused on sustainability; does not become involved in one-off initiatives
• alterations made to the school’s internal structure to create quieter learning environments
• use of pupil questionnaires for feedback.

Considerable work was done with parents to try to involve them with their children’s learning. Actions taken:

• meetings with parents from nursery onwards to introduce them to the curriculum: how they could help their children; literacy, reading, writing and mathematics; and National Curriculum tests
• contact with parents when school has concerns
• speedy contact if a pupil is not at school and parents have not been in touch
• profile evenings on progress twice per year
• parents’ meetings on progress twice per year
• parents’ questionnaire used for feedback
• the parental involvement officer involved as a key staff member in supporting and challenging parents; in working with them to aid their development; and helping to develop parents’ self-esteem to help them support their children.

Lapage Primary School and Nursery

The headteacher spent the first two terms evaluating learning and teaching and school systems, and planning for the future. She proposed to the Interim Management Board (governing body) a plan for the appointment of an extended management team comprising four assistant headteachers and a school business manager (SBM) who would have the same status and salary as the assistant headteachers. This was agreed.

The following action was also taken.

• The headteacher was very clear and straightforward with staff regarding the state of the school and what had to change.
• New assistant headteachers, following a period of teaching, were taken out of full-time class commitment and began a process of coaching and mentoring staff.
• The headteacher dealt with issues of competence and, by September 2006, the workforce was no longer inadequate. Between January 2005 and September 2006 ten teachers left the school.
• Teachers were made accountable for pupils’ progress and targets for teachers and individual pupils were set.
• The performance management system (PMS) was linked to targets for whole classes or groups of pupils in core subjects. Every half term, discussions take place between individual teachers and subject leaders or the headteacher, using a very detailed assessment and recording system linked to intervention, support, value added and quality assurance. Teachers were constantly challenged about individual pupils’ progress.
• The school began to move to internal moderation of teachers’ assessments.
• Each teacher knows each pupil’s starting point using the internal tracking system and information such as the Fischer Family Trust (FFT); targets and expectations are set and each teacher is held to account within a supportive environment.
• The headteacher walks the job daily and visits each class every morning; staff are thanked for what they do.
• The headteacher has specifically developed the professionalism of senior staff in areas such as competency, target setting, and monitoring. Their teaching was also a model of good practice, and monitored by the headteacher.
• One of the most important decisions made by the headteacher was the appointment of a SBM at the level of assistant headteacher. The manager has taken responsibility for all matters of finance, human resources, buildings and resourcing, thus releasing the headteacher to focus on learning and teaching. She is a key equal member of the SLT.
• The headteacher began to make parents accountable; she made clear to parents the link between pupil’s attendance, punctuality and standards of attainment. Parents are given information about Year 6 National Curriculum tests and the effect of extended leave and poor attendance.
• The inclusion manager is responsible for monitoring attendance and punctuality; parents are contacted immediately if pupils are late or absent; and where necessary other agencies are involved in taking action. The community development worker works hard to bring parents into the school.
• The curriculum was improved to widen pupils’ experiences and make them more active in their learning.

In all of the above the school was given very good support from the authority. The SIO was hugely supportive, and the authority provided additional funding to help raise standards in teaching and learning.

Monitoring and evaluation

Atlas Community Primary School

• SLT meets weekly and evaluates progress
• scheduled programme of monitoring teaching and learning
• meetings to discuss pupils’ progress, including the analysis of each individual pupil’s progress
• the establishment of assessment windows
• target-setting meetings
• performance management
• weekly plans monitored, after the teaching and evaluation of the effectiveness of the teaching has taken place, to determine whether or not planning was adjusted to meet pupils’ needs
• use of the criteria in the SIP.

Bradford Moor Community Primary School

• the use of assessment as a core process for school improvement
• the PMS
• monitoring by the SLT
• a clear, highly-focused approach to the SIP
• individual discussions with teachers
• the use of findings from authority staff in the Intensifying Support Programme (ISP) and Ofsted inspection reports.

Lapage Primary School and Nursery

• the PMS, linked to staff targets
• the quality assurance system, including the monitoring of teaching and learning – with a focus on learning
• the tracking system
• discussions about assessments of pupils’ progress
• formal and informal meetings with staff
• internal moderation of assessment
• the SIP, the RAP and criteria for success
• the use of co-coaching across the school.

What has been the overall impact?

Atlas Community Primary School

• Standards of attainment in English and mathematics have risen.
• Assessment now has a purpose and is used to meet the needs of pupils.
• Staff are now responding to children’s needs and are setting higher expectations.
• There is an improvement in the consistency of teaching and teachers are now held accountable for pupils’ progress.
• Lesson and medium-term planning is now taking account of pupils’ needs.
• Pupils are now aware of their targets and enjoy being both supported and challenged.
• Parents are now beginning to be more involved.
• The school is now using staff more flexibly to respond to pupils’ needs.
• The school is now focused on key issues and its prime purpose.
• Overall, there is a changed culture in the school.

‘We have been busy, but it has been enjoyable… the school has moved forward, but we are on a journey.’
‘The authority has been helpful and supportive when necessary. Our school improvement partner is very challenging and makes us think.’
‘The school is a better place than it was before – there is now a culture of learning where we are now meeting the needs of our pupils more effectively.’

Bradford Moor Community Primary School

• Standards of attainment in English and mathematics have risen.
• There has been improvement in the quality of writing, particularly at Key Stage 2.
• Attendance has improved to the national average. The remits of SLT members including TLRs have been amended and improved. All have been empowered to make decisions and take responsibility.
• The core process of the analysis and use of assessment information has become more effective in helping to improve standards, the focus of teaching and pupils’ learning.
• Teachers have a greater understanding of their individual responsibility for pupils’ progress.
• The effectiveness of support staff has improved.
• The overall curriculum has been improved.
• There is an overall improved culture within the school; pupils’ behaviour and their attitudes to work have improved.

Lapage Primary School and Nursery

• There has been a considerable improvement in the overall quality of leadership and management. The headteacher has driven improvements, but has also appointed and developed an effective SLT comprising four assistant headteachers and a SBM. According to pupils, ‘The change came when the headteacher came.’
• Quality assurance is embedded within the school and includes very effective tracking and the use of assessment information, linked to discussions with staff about the progress of individual pupils.
• Effective structures and systems are in place.
• There has been an improvement in standards of attainment in English and mathematics.
• There has been an improvement in the overall achievement of pupils.
• Pupils are now valued; they have a voice within the school; they enjoy school; they realise that the staff care and have become more confident.
• An enriched curriculum has widened the pupils’ experiences.
• There has been a considerable improvement in the quality of teaching; teachers have sense of pride in what they are doing. The development of a strong staff team, which is well supported by SLT and also self supportive. A greater desire among staff to see pupils succeed.
• Higher expectations of staff; and pupils with higher expectations of themselves. Pupils know the level at which they are working and know what they have to do to improve.
• There is an improved environment for learning. Finance is spent wisely and effectively to improve the school.
• Parents are more aware of school expectations.

In this authority you are thanked, supported and provided with relevant data…it is very supportive…they want schools to succeed.