- 1 School Improvement Partners (SIPs) e-newsletter: Autumn 2009
- 2 Primary: Use of key mathematics materials
- 3 Primary: Supporting SIPs to challenge and support improvement in the EYFS and key stages of transition
- 4 Primary: Using CLLD resources to support self-evaluation
- 5 Primary: Launching 'priority learning' local authorities
- 6 Secondary: The role of the SIP in specialist school re-designation
- 7 Secondary: Assessing pupils' progress in ICT
- 8 Secondary: Delivering the behaviour challenge
- 9 Secondary: Modern Foreign Languages – the role of SIPS
- 10 Cross-phase: Addressing disproportionality in school attendance
- 11 Narrowing the Gaps for underachieving, disadvantaged children
- 12 What Works Well
- 13 SIPs and pupil referral units
- 14 RAISEonline: new reports to support the 2011 target setting process
- 15 Narrowing the Gaps: Targeting the underachievement of vulnerable groups
- 16 Masters in Teaching and Learning
- 17 Key events
- 18 Key resources
- 19 Information, advice and guidance
Message from the National Director
The autumn e-newsletter for School Improvement Partners (SIPs) covers a range of issues.The publication in June 2009 of the White Paper, 'Your child, your schools, our future: building a 21st century schools system' and subsequent announcements made at the recent Labour Party Conference relating to behaviour have set some key agenda items for SIPs over the coming months. Pressing matters for secondary SIPs in the remainder of this year include the new role in specialist schools redesignation and the priority around behaviour; in particular the view that satisfactory is not longer good enough. The role for SIPs in specialist school redesignation is important for SIPs and schools. It is a major step forward in reducing workloads for secondary school leaders as they will no longer need to apply separately for redesignation. This will be done on the basis of SIP judgements moderated by local authorities (LAs).
The Securing Good Behaviour framework is an important resource for leaders of schools where behaviour is satisfactory and is now more important than ever for schools with the new Ofsted framework placing such emphasis upon behaviour. Building on this, we need to ensure that all children are educated in schools where behaviour is good.
SIPs working in primary schools will no doubt already be aware of the great progress made in Early Years this year both in terms of overall attainment and narrowing the gaps. It surely goes without saying that children who have a better start in their early years will be more successful later on in their school careers and indeed the rest of their lives. This is why progression in Early Years is such an important issue for SIPs. You can find information on key resources to help you in this area.
This newsletter contains important information on narrowing the gaps in attainment and progress between advantaged and vulnerable learners, a key issue for all SIPs. This must be part of our core mission in our work with schools this term and in the future.
Adrian Percival, National Director, School Improvement