ANNEX  1

Education Development Plan
2002-07

Targets for individual schools and aggregated schools’ targets 2003

Data to be entered January 2002

	

		ANNEX  2

Education Development Plan
2002-07

Action underpinning the School Improvement Programme 
for 2002-2003

	

EDP 2002-07 
Overview of Local Priorities Action Plans 2002-2003

1.  Leadership, Governance & Management

1.1	Strengthen school self review and evaluation processes, and support action to improve standards in identified schools and subject departments where there is underachievement

1.2	Strengthen management action to monitor teaching and learning and develop improvement strategies as a result particularly in schools where there is underachievement and for identified underachieving pupil groups

1.3	Target identified areas for improvement in school leadership, governance and management
•	analysis and use of data
•	full commitment to inclusive schools
•	vision and planning for the use of ICT
•	resource deployment underpinning school improvement needs

1.4	Build school based capacity for self-generated improvement through ensuring headteachers, governors and middle management can access, through LEA provision and/or brokerage, a flexible programme that addresses needs throughout all career stages

1.5	Ensure governing bodies are supported and developed to enable them to make a significant contribution to school improvement

2. Teacher Supply, Recruitment and Retention

2.1	Collaborative working with branches and departments to ensure appropriate data on teachers is identified, collected and inputted into new MIS system

2.2 	Development of retention initiatives: workload project and work life schemes

2.3 	Ensuring allocation of places for 2002-2003 Starter Home Initiative are used by appropriate information dissemination and marketing.

2.4 	Development on general recruitment strategies identified as a need by stakeholders including: Graduate and Registered teacher Programme, Overseas trained Teachers, LSAs into teaching

2.5 	Developing recruitment and retention strategies by liaison with education branches for targeted needs groups 	within Oxfordshire: schools in special measures and serious weaknesses, special schools, under represented groups, geographical areas of underachievement.

2.6 	Develop the use of ICT for recruitment projects – on line applications, recruitment packs, brokerage schemes, incorporation of school websites.

2.7	Develop a more targeted CPD programme for teachers with a focus on areas where support is essential to securing necessary improvement and supporting retention e.g. teachers in the first years of teaching, the use of ICT in the classroom to enhance teaching and learning and reduce teacher workload.	
3. Building Learning Communities

3.1	Develop the strategic plan for Local Learning Centres, building on the 2000 pilot, and within this role of schools as community schools

3.2	Exploit the opportunities provided by the Oxfordshire Community Network (broadband technology) to enhance learner opportunity, support inclusion and develop community involvement and support to the learning of children and young people within and beyond the school day

3.3	Develop and agree with schools a strategic approach to the development of specialist schools to ensure an balanced and equal offer to pupils of secondary school age across the county

3.4	Engage and empower partners in local communities to contribute to the raising of standards in schools

EDP 2002-07
Overview of National Priorities Action Plans 2002-03

4.     Early Years and Primary Education, especially Literacy and
        Numeracy

4.1	Improve the quality of teaching and learning in the Foundation Stage, focusing training on those curriculum areas identified as areas of weakness through the EY Monitoring Quality Strategy.

4.2	Ensure the quality of teaching and learning in literacy and mathematics continues to improve, targeting support to schools and geographical areas with identified underachievement (to include support to develop L&M and T&L).

4.3	Raise attainment in writing with a particular emphasis on raising the attainment of boys.

4.4	Make effective use of early intervention programmes in the Foundation Stage and throughout KS1 + KS2 to raise the attainment of groups and individual pupils at risk of underachievement.

4.5	Support schools in developing teaching and learning policies and curriculum provision, based on the Oxfordshire’s Curriculum Vision statement, in ways that will impact on raising standards in and beyond literacy and numeracy (for example, raising standards through values based education, and through spiritual, moral, social, cultural, physical and outdoor education particularly in those schools where pupils are disadvantaged).

4.6	Support teachers in developing inclusive classroom practice in early years and primary settings.

5. KS3

5.1	Identify schools where the implementation of the key stage 3 strategy is weak and introduce specific measures to support effective development (to include support for L&M of the strategy in schools).

5.2	Support inclusion and improve participation through a range of targeted action with schools and groups of pupils identified as underachieving:

	(i)	Support schools in identifying underachieving groups of pupils at KS3, with a focus on Year 7 and Year 8 and assist them in developing action to improve their achievement;
	(ii)	Raise achievement in specific groups through study support, summer schools and the taught curriculum.

5.3	Promote partnership activity to improve transition of pupils from key stage 2 to 3.

5.4	Support schools to develop Assessment for Learning strategies to develop pupils’ knowledge of their own learning with a view to improving performance.

5.5	Introduce new strands: Science April 2002.  ICT and Teaching and Learning in the Foundation Subjects September 2002.

5.6 	Ensure continuing high quality professional development in all strands, to include part-time staff, regular supply teachers and teaching assistants	
6. 14 – 19

6.1	Stimulate curriculum development to improve the quality and range of curriculum opportunity with a particular focus on supporting schools where opportunities are under developed.

6.2	Develop teaching and learning through improved assessment (AfL), student tracking and target setting, innovative approaches to teaching and learning including ICT, offering differentiated support to schools with identified weaknesses.

6.3	Support inclusion and widen participation through a range of targeted action to schools and groups of pupils identified as underachieving.

6.4	Support young people at transition points by promoting best practice in careers education and guidance and in partnership working with Connexions and other agencies.

6.5	Develop purposeful collaborative working with partners in the post 16 sector to improve the quality and range of opportunity and achievements of learners 16-19.

	
7. Tackling Underachievement, Reducing Disadvantage

7.1	Raise the achievement of underachieving pupils with a particular focus on ethnic minority pupils and children in care.

7.2	Improve the achievement and inclusion of children with SEN .

7.3	Improve school attendance.

7.4	Enhance the quality of support to raise the achievement of pupils with behavioural difficulties.

7.5	Secure full-time education for pupils out of school and monitor their achievement.

7.6	Raise the achievement of boys to narrow the gap between boys’ and girls’ achievement.

7.7	Raise the achievement of pupils in particular geographical areas with high levels of underachievement.

7.8	Raise the achievement of gifted and talented pupils.	

	
8. Schools of Concern

8.1	Further refine the collection, analysis and use of performance data and other evidence of quality to more accurately define and identify those schools within the ‘developing’ schools category.

8.2	Further develop the annual cycle of monitoring quality and school self review to ensure accurate identification of those schools at stages 2 and 3 of LEA concern within the developing schools category.

8.3	Further develop and refine the recovery plans set in place by schools and LEA for those schools at stage 3 of concern.  Ensure that such plans directly contribute to the raising of standards through a specific focus on the quality of leadership and management and the quality of teaching and learning. Identify schools and target improvement support to schools with specific issues of concern :  e.g. inclusive practice relating to attendance or behaviour, race equality, health and safety, financial management and resource deployment, curriculum provision. 

8.4	Continue to reduce the number of schools in SM or with SW (in line with our BVPIs) and in shorter timescales by intensifying support for best practice in leadership and management; the quality of teaching and learning (including behaviour and attitudes); the recruitment and retention of good quality staff; partnership initiative in geographical areas of concern.

8.5	Further develop ways of working and exit strategies to ensure that those schools removed from designation (LEA concern, SW, SM) maintain improvement to become self supporting and effective schools or better.	

Local Priority 1
Raising standards through leadership and management development, increasing school capacity and capability for self generated, ongoing improvement

1.1	Strengthen school self review and evaluation processes, and support action to improve standards in identified schools and subject departments where there is underachievement

1.2	Strengthen management action to monitor teaching and learning and develop improvement strategies based on outcomes of monitoring in schools where there is underachievement

1.3	Target identified areas for improvement in school leadership and management

1.3(i)	Enhance school leaders/managers expertise in the analysis and use of data
1.3(ii)	Support and challenge HTs and GBs to secure a full commitment to inclusive schools
1.3(iii)	Enhance school leaders and managers vision and planning for the use of ICT
1.3(iv)	Target support and challenge to schools where resource deployment does not underpin school improvement needs.

1.4	Build school based capacity for self-generated improvement through ensuring HTs, governors and middle management can access, through LEA provision and/or brokerage, a flexible programme that addresses needs throughout all career stages.

1.5	Ensure governing bodies are supported and developed to enable them to make a significant contribution to school improvement.

Programme of Activity 
1.1	Strengthen school self review and evaluation processes and support action to improve standards in identified schools and subject departments where there is underachievement
	
Purpose
To enable leaders and managers to make more effective use of self-evaluation and review in the school improvement process to develop action for improvement which impacts on standards.	Success Criteria 
Rate of school improvement as good as statistical neighbours.
40% of “developing” schools moving to effective category by end of 2002. 
Total of “successful/effective” up 15%.
Improved standards in “developing” schools and identified subject departments.	
Target Group
Middle and Senior Managers and Headteachers
	Lead Officer Responsibility
Principal Adviser 
(Chair of Schools Monitoring  Group)	
Action	Time Scale	Monitoring	Evaluation	
Continue to develop the Monitoring Quality review cycle  as a means of validating  self evaluation in schools, identifying areas for development and raising expectations regarding performance.
	2002/03	Senior adviser, Schools Monitoring	Schools Monitoring Group to evaluate improvement in standards in “developing” schools and changing % of schools in “developing” and “effective/ successful” categories. – Autumn 2003	
Develop an increasingly differentiated approach within the annual Monitoring Quality Review cycle to increase available support to schools categorised as “developing” – all “developing” schools to have support for school development planning.
	Ongoing 2002-03	MQR cycle identifies needs and LEA services deliver additional support to “developing” schools, SDPs are improved.		
Audit CPD needs in “developing” schools with respect of self evaluation, and provide/broker professional development services in response to identified need.
	April 2002 – September 2002	CPD programme in place with evidence of take up and impact on self evaluation in “developing” schools.		
Identify subject departments in upper/secondary schools where there is underachievement and focus LEA support for self evaluation on these departments, ensuring action for improvement is identified and implemented.
	April 2002 – July 2003	Subject specialists focus on weaker departments leading to improved action for improvement, standards rise in weaker departments.		
Facilitate the development of headteacher, senior and middle management networks to allow greater opportunity for comparison and dissemination of evaluation and improvement strategies between similar schools.
	September 2002 to July 2003			
Identify good practice in self evaluation and planning for improvement and provide exemplars.	Ongoing	Exemplars available and in use.		
Resource requirement

	Links to other EDP activities and priorities and to other plans
Links to all other EDP priorities.
BVR Leadership and Management support.	

Programme of Activity
1.2  Strengthen the ability of school managers to use the monitoring of teaching and learning effectively to bring about improvements where there I underachievement	
Purpose
To increase the effectiveness of school monitoring and evaluation of teaching and learning and its use to guide action for improvement.
	Success Criteria 
Standards improved in “developing” schools and schools of concern.
Improved quality of L&M and T&L (MQ2 grades)
2002, Ofsted profile shows T&L improvements as good as national
2004, Ofsted profile shows T&L as good as better performing statistical neighbours	
Target Group
Leaders and managers, particularly in schools where there is underachievement	Lead Officer Responsibility
Principal Adviser (Chair of Schools Monitoring Group)	
Action	Time Scale	Monitoring	Evaluation	
HT representatives and AIS to define ‘good quality T&L’ and identify the steps needed to produce an effective T&L policy which promotes a rich and varied curriculum, effective in raising standards.
	by July 2002	Documentation circulated and influencing T&L policy development.	Schools Monitoring Group – evaluate impact on improving quality of T&L grades (MQR and OfSTED) and standards in “developing” schools and schools of concern.	
Link Advisers to focus initially on “developing” and LEA/OfSTED identified Schools of Concern and support the development and adoption of T&L policies which incorporate effective monitoring, evaluation and development strategies.	September 2002 – July 2003			
AIS to include effectiveness of T&L policy in MQ2 review for  “developing” and SoC and broker/provide follow up support to develop teaching as appropriate.
	2002-03 cycle	Teaching and learning policies in place in “developing” schools.  Feedback from MQRs identifies development needs, support planned and brokered/delivered.  		
Annual 10% sample by AIS advisers of teaching and learning at KS2 and at KS3 to be analysed to inform MQRs in “developing” schools.	2002 and ongoing	Collated report disseminated to AIS and schools.		
Training to be made available to support performance management review and classroom observation (initial focus – “developing” schools and LEA/OfSTED Schools of Concern).	From Sept. 2002	Training assists implementation of Performance Management  - headteacher feedback		
Subject specialists to validate monitoring systems in the foundation subjects across the LEA to support subject co-ordinators in developing a better understanding of strengths, weaknesses and expectations for improvement (initial focus “developing” schools and schools of concern where appropriate).	From Sept. 2002	Evidence collated of standards in departments where support delivered.		
Analysis and identification of LEA contacts with a T&L focus using the contacts database records, termly to identify patterns of need in relation to developing T&L.		AIS deployment evaluated against outcomes.		
Resource requirement
	Links to other EDP activities and priorities and to other plans
Links to EDP priorities 1,4,5,6,7,8
Supported by BVR action points 1, 2a,2b, 5	

Programme of Activity 
1.3	Target identified areas for improvement in school leadership and management
1.3(i) 	Enhance school leaders/managers' expertise in the analysis and use of data
	
Purpose
To strengthen leaders' and managers' understanding of data analysis so that it may be used as an effective tool in driving up standards.	Success Criteria 
Improved use of data evident in identified schools.
Improved standards in identified schools.	
Target Group
Middle and Senior Managers and Headteachers.
	Lead Officer Responsibility
Principal Adviser
(Chair of the Schools Monitoring Group)	
Action	Time Scale	Monitoring
	Evaluation
	
Audit CPD needs of leaders, governors and managers and provide/broker professional development services in response to identified need.	April 2002 – September 2002	Senior Adviser, Schools Monitoring – CPD programme in place with evidence of take up and impact on data analysis and use.	Schools Monitoring Group – evaluate impact of improved data analysis and use on improving standards in identified schools.	
Further development of LEA provision and analysis of data for schools (emphasis on valued added and trend aspects, similar school comparisons)	Ongoing 2002-03	LEA analysis of data timely and adds value to existing packages (Autumn, PANDA, etc.)		
Localised training in schools with specific needs where standards are an issue and data analysis and use to identify improvement strategies are weak (focus on “developing” and OfSTED/LEA identified Schools of Concern).	Ongoing 2002-03	“Developing” schools and SOC 
receiving training where required and evidence of impact on SDPs
		
Provide/broker centralised training to reinforce good practice.
	Ongoing 2002-03	Training impacts on school practice in data analysis and use
		
Facilitate increased use of 'families' of schools to enable comparisons and sharing of strategies.
	Ongoing 2002-03	Similar school networks compare standards and improvement strategies.		
Development of case study materials to illustrate good practice and increased use of consultant/expert headteachers to support other schools in data analysis and use.
	2002-03			
Adviser/Officer programme of training to ensure high quality support within link schools.	Ongoing 2002-03	

Resource requirement
	Links to other EDP activities and priorities and to other plans
Priorities 4, 5, 6, 7 and 8.

Programme of Activity
1.3	Target identified areas for improvement in school leadership and management
1.3(ii)	Support and challenge headteachers and governors to secure a full commitment to inclusive schools
	
Purpose:  to enable headteachers and governors to further develop their understanding of the characteristics of inclusive schools; to support school improvement in this area, thus contributing to improving participation and raising of standards for all pupils.

	Success Criteria 
Schools are judged to be ‘effective and inclusive’ against OfSTED and LEA criteria.
Increase % of schools with good equality of access and opportunity from 49% to 60% at secondary and 35% to 35% at primary.
Attainment of lowest 20% of pupils shows improvement.
Attendance % shows improvement in focus schools.	
Target Group
 Headteachers and governors in all schools
	Lead Officer Responsibility
Adviser, SEN
Senior Education Officer, Social Inclusion	
Action	Time Scale	Monitoring	Evaluation	
Improve LEA systems for data collection and dissemination to schools to include analysis of attainment data, attendance data and exclusion data by different groups at risk of underachievement

Brief all involved in Monitoring Quality Reviews so that this data informs evaluation, statutory and non-statutory target setting and school improvement plans. 

Where MQRs identify concerns in attainment / progress of identified groups, attendance and behaviour, support the development of an appropriate strand within the School Development Plan

Develop and disseminate guidance materials for schools to enable the auditing of inclusive practice and preparation for this aspect of OfSTED inspections, provide support to self evaluation to subsequent development planning in schools where inclusion is under developed.

Develop and disseminate guidance on primary/secondary transition to aid inclusion of all pupils in secondary schools.

Support action research activities in a number of schools.

Support schools in the management of more inclusive curriculum arrangements (see priorities 1,2,3,4)

Support schools in ensuring that:
•	the agreed accessibility strategy is implemented
•	admissions practices are inclusive
•	the implications of recent legislation are fully understood and acted upon.	Jan - Nov 2002

By Oct 2002

From autumn 2002 and annually

July 2002

Jan 2002

From summer 2002

From Sept. 2002

2002-03	Schools use data for group by group analysis and plan action to raise standards.  Evidence of impact collected in.

Monitoring Quality Reviews are fed back to SJ/SB for collation – report to SEN management team and SMOG.

Adviser SEN and SEO with appropriate colleagues.  Guidance disseminated, training programme in place with link advisers reporting evidence of impact.

Action research activities in place, strategy for dissemination developed for successful projects.
All advisers via guidance documents, specialist and link support activities – evidence of appropriate attention to inclusion.

	Schools Monitoring Group – monitoring evidence shows schools meet OfSTED and LEA criteria for inclusion.  

Further evidenced in attainment data (lowest 20%) and improved attendance in focus schools.	
Resource requirement:  Advisory Teacher support for action research elements. (1 ft equiv. to support all EDP work on educational inclusion)
	Links to other EDP activities and priorities and to other plans
Links with priorities 1,2,3,4,5 and supporting activity B.  (Also SEN Action Plan and Service Plans)
Racial Equality Policy and Action Plan

Programme of Activity 
1.3	Target identified areas for improvement in school leadership and management
1.3(iii)	Enhance school leaders’ and managers’ vision for the use of ICT 	
Purpose
Enhance school leaders and managers' vision and planning for the use of ICT to widen learner opportunity and enhance the quality of teaching and learning.	Success Criteria 
Management of ICT in school improved (Ofsted, LEA monitoring)
Standards of ICT improved (Ofsted, LEA monitoring)
Teaching and learning in ICT improved (Ofsted, LEA monitoring)	
Target Group
Headteachers and SMT, particularly in schools where there is currently underachievement.	Lead Officer Responsibility
SEO Resources
Adviser, ICT	
Action	Time Scale	Monitoring	Evaluation	
Develop Headteachers' and Advisers' personal competence in monitoring and evaluating teaching and learning in ICT and providing feedback to enable improvement.	2002/2003
ongoing
	ICT Adviser – monitor SDPs for ICT vision and planning.  Monitoring of T&L in ICT improved  - feedback from Link Advisers	ICT Steering Group/SMOG
Management of ICT in school improved to good, including improved: 
•	Development Planning 
•	Monitoring of Teaching and Learning	
Organise CPD opportunities for Senior Managers in ICT Leadership and Management, targeted at monitoring provision, self evaluation and resource development.		Senior Adviser responsible for OQSA, OQSA Management Board, ICT Steering Group.		
Provide guidance and exemplars to raise expectations including ICTC job descriptions, co-ordinator files, policies, use of computer networks and specialist accommodation.  		Schools use of the policies and resources available online indicate the value of the collection.		
Share models of best practice – using links with Beacon, Specialist schools and networking.		Evidence on Best Practice website.		
Disseminate information regularly to headteachers, governors and ICT co-ordinators through: weekly electronic newsletter, conferences, web site and Ox-on-line		Website hits confirm usage.  Positive feedback from OPHTA and OSSHTA on information concerning ICT.		
To develop and maintain the ICT website for schools to provide a co-ordinated access point to information, resources and to facilitate effective communication.  (Activity 6 & B 3.4)		Monitoring through e-mail receipts ICT Adviser
Headteachers value facility		
Work towards 100% e-mail access and exchange of information with schools				
Work closely with other LEAs and Associations to ensure that Oxfordshire schools can benefit from regional and national initiatives.		ICT Adviser		
Promote innovative use of ICT in schools, building on Broadband Network, supporting development of "anytime, anywhere" access with OCN
		Increasing evidence of innovative use of ICT in schools.  Positive feedback from headteachers.  Participation in initiatives is good.		
Resources requirement		Links to other EDP activities and priorities and to other plans
Links to EDP priorities 1.3.4.5.6.7.8
Supported by BVR action points 1,2,3,4,5.	

Programme of Activity:
1.3	Target identified areas for improvement in school leadership and management
1.3(iv)	Identify schools where effective resource deployment does not underpin school improvement needs and provide the support and challenge for development	
Purpose
To improve the effectiveness of resource deployment in helping to bring about school improvement	Success Criteria 
SDPs demonstrate appropriate resource deployment in relation to school improvement needs.
Expenditure is carefully planned to support developments and impact is monitored and evaluated.
Standards improve in focus schools where previously resource deployment has been weak.	
Target Group
All schools (SMT plus governing bodies) but particularly those where resource deployment is an issue and there is evidence of underachievement	Lead Officer Responsibility
Assistant County Treasurer (Education)  	
Action	Time Scale	Monitoring
	Evaluation
	
Establish and implement a reliable system of early identification of schools of concern in relation to financial planning and resource deployment
•	undertake subjective analysis of school’ financial competency
•	provide tool for risk assessment and support use

Improve monitoring and feedback to governing bodies on levels of financial compliance and reliability. Target support to governing bodies in schools in need of improvement

Improve LEA  support for self evaluation and review processes around financial planning and resource deployment. Provide written guidance and a tool for risk assessment.  Target identified schools for additional officer/adviser support

Provide CPD and training to support the developments required in targeted and other schools

Provide appropriate benchmark data to schools, officers and advisers so that expenditure and outcomes may be compared

	April 2002 (then ongoing)

Jan 2002 onwards

April 2002
ongoing

From April 2002

April 2002 (then ongoing)
	Assistant County Treasurer  to report termly to SMOG on  identified schools, support provided, future needs and impact of support.

Governors receiving relevant information and support, positive impact observed.

Early identification and action to support schools in difficulty in place.
Guidance available, targeted schools supported

Schools attending training better able to make effective use of resources

Data disseminated to schools, schools share and improve methods for resource deployment
	SMOG through reports from Assistant County Treasurer on impact of activity on school development planning.

Also evaluation against standards in focus schools.	
Resource requirement

	Links to other EDP activities and priorities and to other plans
All EDP priorities supported by effective deployment of
resources. Supported by BVR action points 4 & 5	

Programme of Activity 
1.4	Developing the CPD offer for HTs, Governors and middle management to ensure a flexible, progressive programme that addresses the varying needs of leaders and managers throughout all career stages
	
Purpose 
To enable leaders and managers to identify their professional development needs accurately at various stages in their careers and access the training and development to address them.
	Success Criteria  
CPD meets the requirements of the role of leaders and managers in self improving schools.
Schools, where headteachers and managers undertake training, evidence improvement.	
Target Group
Middle Managers, Senior Managers, Headteachers.	Lead Officer Responsibility
Adviser, Headteacher Development	
Action	Time Scale	Monitoring
	Evaluation
	
Using National Standard NCSL guidance and examples of good practice, small working groups to provide self-evaluation guidance to enable CPD needs analysis.

Materials trialled with a cross-section of school leaders and developed as appropriate.

Review of training and development opportunities currently available to lead cross-matched to training/development areas required.

Gaps in CPD leadership provision identified.

Identification of alternative provision to fill gaps and development of new CPD opportunities as required. Costs and QA clarified

Leaders and managers in “developing” schools and LEA/OfSTED identified schools of concern offered opportunity for supported self evaluation in relation to CPD needs analysis and assistance in accessing identified CPD opportunities.	Sept 2002

October 2002

By Dec 2002

By Dec 2002

2002/2003	Trial materials produced together
with clear guidance on needs
analysis process.

Materials trialled in schools, improved clarity re role requirement, leadership expectations.  Improved focus on development needs.

Comprehensive CPD programme planned for 2003 onwards.

Indications of positive takeup by leaders and managers.	SMOG.  
Evidence of improvements in schools where headteachers and managers engaged in CPD.

Evidence of specific L&M development in identified schools of concern and “developing” schools.	
Resource requirement

	Links to other EDP activities and    priorities and to other plans
Links to all areas as improved L&M will impact on other strategies.
Supported by BVR action points 2b, 3 & 5	

Programme of Activity
1.5	Ensure governing bodies are supported and developed to enable them to make a significant contribution to school improvement
Purpose
Ensure that governing bodies are able to make a significant contribution to school improvement

	Success criteria
•	Improved % of Governing Bodies adjudged by OFSTED to be good or better
•	improved % ethnic minority governors (from current 2.2% to 3% minimum
•	reduced LEA Governor vacancies	
Target group
Governing Bodies in all schools but particularly those where there is some indication of underachievement	Lead officer
PEO School Branch 
Governor Services Officer	
Action	Time scale	Monitoring	Evaluation	
Encourage school governing bodies to be self evaluating by providing appropriate materials and support
	2002-03	MQ reviews note governor self evaluation. Number of schools completing skills analysis and effective governing body exercise 10%	Service Review Group - MQ evaluations and Ofsted findings show improvement
	
Provide appropriate training and materials for governors. Training to include:
•	monitoring and evaluation
•	use of data
•	effective resource deployment
•	social inclusion
•	foundation stage teaching and learning
	2002-03	Monitor additionally through;
Enrolment on courses
Documents requested
Web site visited
Support noted in set aside reports and task group reviews		
Ensure new governors, Headteachers, and Chairs are offered induction and guidance to enable them to fulfil their respective roles, in terms of school governance, adequately
	2002-03	Governor Services Officer to monitor and report to Service Review Group
	Increase induction to 57%
Governors, Headteachers and Chairs feel adequately supported.
Governance improved	
Improve recruitment and retention of governors and ensure adequate ethnic minority representation
	2002-03		Increase in ethnic minority to 3% by end of 2002
	
Continue to recruit, train and quality assure clerks to increase the quality of school governor clerking
	2002-03		9% of schools using clerking service
	
Provide specific support for schools of concern, including clarification of roles and responsibilities, training and clerking	2002-03
			
Resource requirements

	Links to other EDP activities
Strong links to other areas of EDP 1 and priorities 4, 5, 6, 7, 8. Supported by BVR action points 1,2,3,4, 5.	

Local Priority 2
Teacher supply, recruitment and retention

2.1	Collaborative working with branches and departments to ensure appropriate data on teachers is identified, collected and inputted into new MIS system

2.2	Development of retention initiatives: workload project and work life schemes

2.3 	Develop a more targeted CPD programme for teachers addressing areas where support is essential to both securing improved standards and to retaining teachers (teachers in the first years of their careers, using ICT in the classroom to enhance T & L and to reduce teacher workload)

2.4 	Development on general recruitment strategies identified as a need by stakeholders including: Graduate and Registered teacher Programme, Overseas trained Teachers, LSAs into teaching

2.5	 Developing recruitment and retention strategies by liaison with education branches for targeted needs groups within Oxfordshire: schools in special measures and serious weaknesses, special schools, under represented groups, geographical areas of underachievement.

2.6	Develop the use of ICT for recruitment projects – on line applications, recruitment packs, brokerage schemes, incorporation of school websites

2.7	Ensuring allocation of places for 2002-2003 Starter Home Initiative are used by appropriate information dissemination and marketing.

2.1 Teacher Supply Recruitment and Retention - Collaborative working with branches and departments to ensure appropriate data on teachers is identified, collected and inputted into new MIS system	
Purpose - 
To produce and analyse data as a tool for focusing activity on identified areas of need in relation to supply, recruitment and retention.

	Success Criteria 
To reduce the Oxfordshire vacancy rate of 2% to 1.5% by 2007 whilst ensuring quality and standards of applicants remains.

To reduce the numbers of teachers leaving Oxfordshire who cite negative retention issues as reasons for leaving. (By summer 2002 will we have a complete data picture and a specific target will then be set.) 	
Target Group 
Serving teachers in Oxfordshire, recruitment market for teaching in Oxfordshire
	Lead Officer Responsibility
Recruitment Strategy Manager - implementation
Education Officer R&R – monitoring and evaluation	
Action	Time Scale	Monitoring
	Evaluation
	
Collaborative working with Personnel, Schools branch, AIS and Systems and with schools to ensure appropriate data on teachers is identified.

Collaborative working with Personnel, Schools branch, AIS and Systems and schools to ensure appropriate data on teachers is collected and inputted into new MIS system.

Appropriate reports are determined to allow data to be analysed and cross-referenced.

Provide analysed data on recruitment and retention to branches of the Education Service and to schools/ stakeholders to ensure appropriate focus of activities to improve supply, recruitment and retention.
	June 2002

June 2002 and ongoing

June – Aug 2002

Apr – Mar 2003	Termly reports for the Recruitment and Retention Steering Group. (This group represents headteachers, HEI partners and relevant LEA officers.) 

Quarterly reports to TTA for funded projects.
	Statistical evidence on vacancy figures. Leavers survey responses (collected throughout the year and analysed once a year).

Success towards the success criteria evaluated by the steering group.	
Resource requirement

	Links to other EDP activities and    priorities and to other plans
This priority is generic and its work supports the raising standards agenda across all the priorities.	

2.2 Teacher Supply Recruitment and Retention - Development of retention initiatives: workload project and work life schemes (including possible delivery of Work life schemes through New Models project).	
Purpose
For Oxfordshire teachers and headteachers:  improve our collaborative work with the AIS service to develop wide ranging levels of support and CPD.  Implementing where possible the findings of the PWC workload survey 
For Oxfordshire teachers and headteachers and employees of our schools:  introduce Worklife schemes across the county to seek to improve the school community, their communication and working practices, targeting schools identified with significant retention issues.
Retention – Oxfordshire teaching heads of small primary schools – to devise methods which allow these heads to receive appropriate training and support
For Oxfordshire teachers and headteachers:  encourage the use of job share and flexible working practices by disseminating case studies and providing briefings for headteachers and governors on the associated issues. 	Success Criteria 
To reduce the Oxfordshire vacancy rate of 2% to 1.5% by 2007 whilst ensuring quality and standards of applicants remains.

To reduce the numbers of teachers leaving Oxfordshire who cite negative retention issues as reasons for leaving. (By summer 2002 will we have a complete data picture and a specific target will then be set.)  	
Target Group
Oxfordshire teachers, headteachers and staff employed in our schools.	Lead Officer Responsibility
Education Officer R&R  	
Action	Time Scale	Monitoring	Evaluation	
Analysis of  the results from a local workload and solutions audit 

Discussion via COTO, R&R Steering Group and headteacher group meetings as to progress and action on highlighted issues

Plan to address the issues through a range of agreed systems i.e. ICT, task management, better use of administrative assistants/teacher assistants
 
Preparing necessary bids to members if extra finance is required

Marketing via COTO and Headteacher groups and Governor Services, the Employee Assistance and Well Being projects (run by Teachers Benevolent Fund). Offering and arranging sessions in schools to explain the projects

Secure 20% take up of Employee Assistance project in Oxfordshire schools from Sep 2002 (can be via partnership groups)

Secure 20% of schools volunteering to be a pilot group for Well Being scheme, beginning Sep 2002 (can be via partnership groups)

Monitor views and data produced from participating schools and recruit further participants for second cohort.	July 2002

Sep – Dec 2002

Nov – Dec 2002

Nov – Dec 2002

Apr – July 2002

Apr – Sep 2002

Apr – Sep 2002

Dec – Mar 2003	Termly reports for the Recruitment and Retention Steering Group. (This group represents headteachers, HEI partners and relevant LEA officers.) 

Quarterly reports to TTA for funded projects.

Monitoring specifically:
take up levels for Worklife schemes
% for pilot groups achieved
Feedback from participating schools	Statistical evidence on vacancy figures. Leavers survey responses (collected throughout the year and analysed once a year).

Success towards the success criteria evaluated by the steering group.

Specific project monitoring data analysed	
Resource requirement
Development work & meetings on local workload and solutions audit £2000
	Links to other EDP activities and    priorities and to other plans
This priority is generic and its work supports the raising standards
agenda across all the priorities.	
2.3	Teacher Supply Recruitment and Retention -  Development of a more targeted CPD programme for teachers addressing areas where support is essential to both securing improved standards and to retaining teachers (e.g. teachers in the first years of their careers, using ICT in the classroom to enhance T & L and to reduce teacher workload)	
Purpose
Developing a more coherent and focused CPD programme which establishes the expectation of a continuing, relevant and planned professional development which will aid the improvement of quality of teaching & learning and raise standards for all pupils	Success Criteria 
To reduce the Oxfordshire vacancy rate of 2% to 1.5% by 2007 whilst ensuring quality and standards of applicants remains.
To reduce the numbers of teachers leaving Oxfordshire who cite negative retention issues as reasons for leaving. (By summer 2002 will we have a complete data picture and a specific target will then be set.)
Improved strategic overview of CPD by schools	
Target Group
Teachers in early years of teaching (Years 2, 3 and 4)	Lead Officer Responsibility
Senior Adviser 	
Action	Time Scale	Monitoring	Evaluation	
Establish and act upon results of needs analysis at end of NQT year particularly in relation to teaching and learning/behaviour issues.	Autumn 2002	Professional development team	Data evaluated Autumn 2002 and informal CPD provision	
Pilot Professional Development Record building a Career Entry Profile with current cohort of teachers in second year of teaching	Autumn 2002	Increased number of teacher undertaking longer term CPD		
Maintain and support the existing network of secondary CPD co-ordination.
	Ongoing	Teachers/Lind Advisers/Headteachers/ Managers report positive impact of CPD on quality of teaching and learning.		
Support primary schools and establish a network of CPD co-ordinators.	2002-2003			
Support existing partnership based Early Professional Group(s) and encourage the formation of further groups to support CPD at a local level.	from Jan 2002			
Support and develop subject co-ordinators/HoD’s personal competence in recognising good teaching and learning and in monitoring and evaluating standards in their subjects	from January 2002			
Establish regular CPD guidance note to schools 
	Summer term 2002	Improved grades LEA / OfSTED – quality of teaching and learning.		
OQSA activities provided for teachers in second & third year of  teaching with focus on good quality teaching and learning and behaviour management.	Summer term 2002	Action research projects are underway
and dissemination takes place		
Develop and support teachers’ action research activities into the continuous raising of quality in teaching and learning.	From September 2002	Course evaluation/evaluations from headteachers on impact positive		
Provide opportunities for teachers to disseminate results of their research/ evidence based practice.				
Work closely with HEI (particularly Oxford Brookes) to encourage teachers’ involvement in M level accredited
work which builds on their Career Entry Profile.	

	
	
Resource requirement
Adviser time, more focused deployment of advisory teachers / consultants
	Links to other EDP activities and    priorities and to other plans
1	Raising attainment in primary education
2	Raising attainment in KS3
Raising achievement of boys
6    Teacher supply recruitment and retention	

2.4 Teacher Supply Recruitment and Retention - Ensuring allocation of places for 2002-2003 Starter Home Initiative are used by appropriate information dissemination and marketing.	
Purpose
Recruitment and retention – To use the Starter Home Initiative to reduce the adverse effects of local high house prices on recruitment and retention

	Success Criteria 
To reduce the Oxfordshire vacancy rate of 2% to 1.5% by 2007 whilst ensuring quality and standards of applicants remains.
To reduce the numbers of teachers leaving Oxfordshire who cite negative retention issues as reasons for leaving. (By summer 2002 will we have a complete data picture and a specific target will then be set.)	
Target Group
Current teachers and those having secured a contract in Oxfordshire who fit the scheme’s selection criteria.	Lead Officer Responsibility
Education Officer R&R 	
Action	Time Scale	Monitoring
	Evaluation
	
To disseminate information about the scheme to schools and teachers via Intranet, local publicity and Housing association marketing strategies so ensuring that the allocation of funding for 2002 – 2003 is used. 

To provide the Housing Associations with efficient references.

Disseminate information collated by OCC and Housing Associations to advise district councils as to the further needs amongst key workers for housing. 

	Apr – Dec 2003

Apr – on going

By Mar 2003 and annually	Termly reports for the Recruitment and 

Retention Steering Group. (This group represents headteachers, HEI partners and relevant LEA officers.) 

Quarterly reports to TTA for funded projects.

Starter Home Initiative allocations of funding is used appropriately to help 87 teachers to buy their homes
	Statistical evidence on vacancy figures. Leavers survey responses (collected throughout the year and analysed once a year).

Success towards the success criteria evaluated by the steering group recognising improved performance and the successful use of 2002-2003 allocation of funding for SHI.	
Resource requirement

	Links to other EDP activities and    priorities and to other plans
This priority is generic and its work supports the raising standards
agenda across all the priorities.	

2.5  Teacher Supply Recruitment and Retention - Development on general recruitment strategies identified as a need by stakeholders including: Graduate and Registered teacher Programme, Overseas trained Teachers, LSAs/TAs into teaching	
Purpose
Overseas Trained Teachers: improve advice to schools on the procedures for the appointment of such teachers and improving the rate at which those teachers are encouraged to gain QTS in this country whether by GTP or assessment. 
Non traditional routes to gaining QTS:  improve support to the Graduate and registered Teacher programme and our Early Years SCITT. 
LSA and TA: improve the support given to LSAs & TAs who wish to become teachers. 	Success Criteria 
To reduce the Oxfordshire vacancy rate of 2% to 1.5% by 2007 whilst ensuring quality and standards of applicants remains.

Successful R & R of GRTP and overseas trained teachers (subject to TTA review of GRTP in December 2001). Contributing to reduced vacancy level.
	
Target Group 
General recruitment market for teaching in Oxfordshire, OTT, LSAs, TAs, those for whom employment based routes to QTS are most appropriate	Lead Officer Responsibility
Education Officer R&R  	
Action	Time Scale	Monitoring	Evaluation	
To further develop our NQT Brokerage scheme (total on line capability) and to increase the usage of the scheme by schools
To complete feasibility plan concerning New Models option for a value added supply agency
Liasing with Oxford University and our training schools concerning the Fast Track scheme. 
Disseminating guidance to schools on working with OTT
Encouraging schools to work towards QTS with their OTT within the four years that OTT can now teach as Unqualified, whether through assessment routes or GTP.
Working with partners (HEIs, SCITTs, and AIS) to adjust to new allocation system for GRTP from September 2002. 
Improving liaison and service to schools and trainees on GRTP, subject to changes by TTA 
Bid and plan allocation for funding for release time or course fees of Oxfordshire TAs to attend the work based B Ed at Oxford Brookes University.
Liaison with secondary schools to allow TAs to access necessary GCSE classes to aid them in gaining QTS	April – Mar 2003

May 2002

Apr – Mar 2003

April 2002
Jun – Mar 2003

Apr – Mar 2003

Apr – Mar 2003

Apr – July 2002

Apr – Mar 2003	Termly reports for the Recruitment and Retention Steering Group. (This group represents headteachers, HEI partners and relevant LEA officers.) 

Quarterly reports to TTA for funded projects.
.
	Statistical evidence on vacancy figures. Leavers survey responses (collected throughout the year and analysed once a year).

Success towards the specific criteria will be evaluated by the steering group recognising improved performance and by successful receipt of funding for work based B Ed.	
Resource requirement
£64,500 That sum would pay the course fees of 15 TAs over the four year course or fund the release costs to schools for 15 TAs for two years for the course.
£10,000  This further sum would enhance the funding for general recruitment strategies
TOTAL REQUIREMENT: £74,500	Links to other EDP activities and    priorities and to other plans
This priority is generic and its work supports the raising standards
agenda across all the priorities.	

2.6 Teacher Supply Recruitment and Retention - Developing recruitment and retention strategies by liaison with education branches for targeted needs groups within Oxfordshire: schools in special measures and serious weaknesses, special schools, under represented groups, geographical areas of underachievement	
Purpose
Recruitment – equal opportunities or addressing under represented groups. Having a higher profile of involvement with community minority groups, including those with refugee status or exceptional leave to stay and aiming to increase the numbers of males into primary teaching positions.

Recruitment and retention– particular types of schools which may have specific needs i.e. schools in special measures/serious weaknesses, special schools and. 
	Success Criteria 
To reduce the Oxfordshire vacancy rate of 2% to 1.5% by 2007 whilst ensuring quality and standards of applicants remains.

To reduce the numbers of teachers leaving Oxfordshire who cite negative retention issues as reasons for leaving. (By summer 2002 will we have a complete data picture and a specific target will then be set.)

To improve the retention and recruitment in those schools with greater needs in recruitment and retention (initially SM/SW and special schools).
Improved recruitment from under represented groups in the teaching profession.	
Target Group
Minority ethnic groups in Oxfordshire, males wishing to enter primary teaching, those teaching or wishing to teach in schools in SM/SW , special schools and teachers in geographical areas of underachievement	Lead Officer Responsibility
Recruitment Strategy Manager  - implementation
Education Officer R&R  - monitoring and evaluation	
Action	Time Scale	Monitoring
	Evaluation
	
Forge stronger links with community groups and liaison groups 

Improve participation by R&R team at community meetings, black history month, awareness weeks etc 

Devise methods of data analysis on under represented groups

See improved data on the recruitment of such groups across Oxfordshire by 2007. 

To continue individual advice and support and visits by the team to our schools in special measures and serious weaknesses, liaising with AIS and schools branch.

To increase the level of individual involvement concerning recruitment and retention to special schools via liaison with pupil services 	Sep – Mar 2003

Sep on going

April 2002

On going

April 2002 on going

On going
	Termly reports for the Recruitment and Retention Steering Group. (This group represents headteachers, HEI partners and relevant LEA officers.) 

Quarterly reports to TTA for funded projects.
	Statistical evidence on vacancy figures. Leavers survey responses (collected throughout the year and analysed once a year).

Success towards the specific criteria will be evaluated by the steering group, recognising improved performance and success in improving representation in under represented groups.	
Resource requirement
£3000 To aid these specialist strategies to be financed i.e. buying the time of supporting colleagues and paying for teacher release.
	Links to other EDP activities and    priorities and to other plans
This priority is generic and its work supports the raising standards
agenda across all the priorities.	

2.7 Teacher Supply Recruitment and Retention - Develop the use of ICT for recruitment projects – on line applications, recruitment packs, brokerage schemes, incorporation of school websites	
Purpose
•	Produce high quality recruitment literature via this medium. 
•	Senior Management and Head Teacher Brokerage: devise web based information to encourage those thinking of entering senior management to take secondment positions. 
•	NQT Brokerage: improve our scheme to function in a total electronic format allowing ease of application for NQTs and ease of selection and recruitment for Headteachers	Success Criteria 
To reduce the Oxfordshire vacancy rate of 2% to 1.5% by 2007 whilst ensuring quality and standards of applicants remains.

Level of recruitment activity on line significantly increased.	
Target Group
Recruitment market for teachers on Oxfordshire, those considering or working in senior management or Headteacher roles.	Lead Officer Responsibility
Education Officer R&R  
	
Action	Time Scale	Monitoring
	Evaluation
	
To work with the systems team to plan for needs for on line teacher applications and see them fulfilled (if timescales for new system is not delayed)

Review Oxfordshire recruitment packs and convert to electronic media, adding appropriate website links etc. 

Encourage and aid schools with support of Systems, AIS ICT advisor and school ICT co-ordinator to produce sites or evaluate the effectiveness of their sites as recruitment tools.

Plan and effect a wholly electronic NQT Brokerage Scheme 

Plan and commence with AIS, Pupil Services and Schools Branch a SMT/HT brokerage scheme
	Sep – Mar 2003

Apr – May 2002

Nov – Mar 2003

Jun – Oct 2002

May – Dec 2002
	Termly reports for the Recruitment and Retention Steering Group. (This group represents headteachers, HEI partners and relevant LEA officers.) 

Quarterly reports to TTA for funded projects.
	•	Statistical evidence on vacancy figures. Leavers survey responses (collected throughout the year and analysed once a year).
•	Success towards the success criteria evaluated by the steering group.	
Resource requirement
£3000 This sum would allow pump priming (teacher release) for the SMT/Headteacher brokerage scheme.	Links to other EDP activities and    priorities and to other plans
This priority is generic and its work supports the raising standards
agenda across all the priorities.	

Local Priority 3
Building Learning Communities

3.1	Develop the strategic plan for Local Learning Centres, building on the 2000 pilot, and within this role of schools as community schools

3.2	Exploit the opportunities provided by the Oxfordshire Community Network (broadband technology) to enhance learner opportunity, support inclusion and develop community involvement and support to the learning of children and young people within and beyond the school day

3.3	Develop and agree with schools a strategic approach to the development of specialist schools to ensure an balanced and equal offer to pupils of secondary school age across the county

3.4	Engage and empower partners in local communities to contribute to the raising of standards in schools

Programme of Activity 
3.1	Prepare a strategic plan for developing local learning centres and networks and within this the role of schools as centres of community learning			

Purpose 
Raise achievement by offering pupils and students wider and more varied opportunities for learning in their local communities and breaking down the barriers between adult and school learning	Success Criteria (for Year One 2002/03)
The strategic plan is understood and supported by schools and other learning services and is successfully adopted by the Council.  The plan is backed by appropriate resources.
Pilot local learning partnership operational	
Target Group (in Year One –2002/03)
Headteachers, governors and senior staff in schools.
Staff in a range of other County Council services.	Lead Officer Responsibility
PEO, Lifelong Learning
Senior Adviser, Community Schools	
Action	Time Scale	Monitoring
	Evaluation
	
As part of the work of the Strategic Planning Group for School and Community Development, formulate a draft vision/strategy action plan for developing community learning.

Draw up draft consultation document and present to Council’s Executive for approval to consult.

If approved by Executive, carry out countywide consultation on the draft Strategic Plan.

Report back to Executive on outcomes to consultations and confirm Strategic Plan.

Develop one or more pilot local learning partnership using LEA or external funding (e.g. in EAZ area of Oxford City).

Form community learning research, development and support unit.

Plan and consult on following year’s actions.	By March 2002

May 2002

Summer 2002

Autumn 2002

From September 2002

In January 2003

January 2003
	By Lead officers reporting regularly to the Strategic Planning Group	By Education SMT

Strategic plan operational and guiding improvement

Pilot local learning partnership addressing school improvement and acting to support raising standards.	
Resource requirement
Officer and headteacher time for meetings, drafting, preparing documents and consulting

Development of fund (£100K) from County Council budget in 2002/03 and/or from external grant funding (e.g. Hamilton Schools Partnership)

Staffing for new RDS Unit
	Links to other EDP activities and priorities and to other plans
Supports raising standards in all national priority areas	

Programme of activity
3.2	Exploit the opportunities provided by the Oxfordshire Community Network 

Purpose
To raise learner achievement by development broadband technology to enhance opportunities for learners, support inclusion, develop international links	Success Criteria 
Broadband access to the internet provided in pilot schools and OCC local learning centres and associated OCC local learning centres.  All pupils in pilot schools have had successful experience of the new technology with impact on progress 	
Target Group
Learners in school
Teachers and other school staff
The wider community, including parents and families
	Lead Officer Responsibility
Broadband Content Officer
International Education Officer
Local Learning Centres Development Officer	
Action	Time Scale	Monitoring
	Evaluation
	
Ensure the OCN content forum develops curricular resources for use by target groups.	Throughout 2002-03	Content forum receives regular feedback from Content Officer on developments in schools
Development Office:  local learning centres give feedback to Content Forum
Contract Forum receives regular feedback from International Officer.
CPD evaluation documents monitored by OQSA Group	Content Forum and OQSA Group report to SMT on achievements.
Impact of developments on pupil achievement assessed and results built into planning 2003/04	
Identify project groups to trial new materials and approaches.
	From Sept. 2002			
Ensure the development of links with other agencies in the local communities of the pilot schools, e.g. museums, libraries, employers
	From Sept. 2002			
Support schools to develop innovative strategies for extending community access and involvement with ICT resources.	Throughout 2002-03			
Develop active international links between schools in Oxfordshire and schools using OCN as the medium.	Throughout 2002-03			
Establish a programme of CPD to shore and disseminate good practice in the application of ICT and in approaches to leadership of new initiatives	From Sept. 2002			
Resource requirement

	Links to other EDP activities and priorities and to other plans
Priorities 4, 5, 6, 7 and 8	

Programme of Activity:
3.3	Develop a strategic approach to the development of specialist schools	
Purpose
Raise pupil achievement ensuring that pupils are able to benefit from access to enhanced facilities, resources and distinctive curricular opportunities through the specialist school initiative.	Success Criteria 
Strategic plan agreed, schools committed, implementation underway.  Pupils in designated schools benefit from the initiative.
	
Target Group 
Pupils and students in secondary schools	Lead Officer Responsibility
Education Officer (Specialist Schools)	
Action

Explore feasibility of a county-based trust fund to help schools with fundraising

Draft strategy, taking into account geographical spread, schools’ strengths and potential for development of community needs

Maintain up-to-date records of schools’ intentions and progress, via map and spreadsheet

Consult schools via OSSHTA

Provide advice and support for schools in process of developing bids

Provide guidance and support for schools preparing community development plans

Provide advice and support to schools applying for extension of status	Time Scale

Summer 2002

Summer 2002

April 2002 and ongoing

Autumn 2002

Autumn 2002

Autumn 2002

April 2002	Monitoring

Officer to monitor progress of the strategy by regular network meetings and contact with individual schools. 

Termly report of progress to Head of Schools Branch and Principal Adviser.
	Evaluation

SMT to evaluate progress towards full implementation of the plans – Specialist schools being successfully established in planned, coherent manner.

Resource requirement	Links to other EDP activities and priorities and to other plans
Priorities 5, 6 and 7	

Programme of Activity 
3.4	Engage and empower partners in local communities to contribute to the raising of standards in schools.	
Purpose
To raise pupil achievement, particularly “at risk” group, by enhancing support received from the local community
	Success Criteria 
Most schools are able to demonstrate a range of which in which community resources support “at risk” pupils and for pupils generally.
Achievement of identified “at risk” pupil groups improves.	
Target Group
Pupils and students in schools
	Lead Officer Responsibility
Senior Adviser, Community Schools
PEO, Lifelong Learning	
Action	Time Scale	Monitoring
	Evaluation
	
Encourage  multi-agency work (Health, Social Services, Youth, Adult Education, Community Police, Cultural Services) to enhance school improvement by working with pupils and their families.

Support schools in the implementation of the Healthy Oxfordshire Schools accreditation scheme.

Promote family support through the development on school sites of out of school hours and holiday childcare, wraparound childcare and integrated services. This will enhance continuity of learning and care, provide coherent family support services and support work-life balance for working parents

Secure LSC funding for development of family learning in partnership between adult and community learning service, local learning centres and voluntary organisations.

Develop pilot curriculum-based family learning schemes in selected schools e.g. Share, ‘It’s a man thing’.

Extend and develop work related learning opportunities especially mentoring and quality work experience.  Consolidate links with Connexions Service
	April 2002

September 2003

September 2002

September 2002

September 2002

April 2002

	Principal Officer via officers

Adviser (PSHE)

Adult and Community Learning Officer 

Study Support Co-ordinator

EBP Manager with local network groups	Strategic group for school and community development evaluates action against impact on schools achievement, especially pupils identified as “at risk”.	
Resource requirement

	Links to other EDP activities and priorities and to other plans
Priority 7	

Priority 4
Early Years and Primary Education, especially Literacy & Numeracy

4.1	To improve the quality of teaching and learning in the Foundation Stage focusing training on those curriculum areas identified as areas of weaknesses through EY Monitoring Quality Strategy

4.2	(i)	Ensure the quality of teaching and learning in literacy and mathematics continues to improve, targeting support to schools and geographical areas with identified underachievement (to include support to develop L&M and T&L)
(ii)	Raise standards of ICT in KS1 and KS2

4.3	In the context of the ESRC project, build on pilots to develop Assessment for Learning (AFL) throughout Oxfordshire schools as a key strategy for improving quality of teaching and learning and raising standards

4.4	Raise attainment in writing with a particular emphasis on raising the attainment of boys

4.5	Make effective use of early intervention programmes in the Foundation Stage and throughout KS1 & KS2 to raise the attainment of groups and individual pupils at risk of underachievement

4.6	Support schools in developing T&L policies and curriculum provision, based on the Oxfordshire’s Curriculum Vision statement, in ways that will impact on raising standards in and beyond literacy and numeracy (for example, raising standards through values based education, and through spiritual, moral, social, cultural, physical and outdoor education particularly in those schools where pupils are disadvantaged

4.7	Support teachers in developing inclusive classroom practice, in early years settings and in primary education, in the context of the new SEN Code of Practice, social inclusion and race equality initiatives.

Programme of Activity
4.1	Improve the quality of teaching and learning in the Foundation Stage, focusing training on those curriculum areas identified as areas of weakness through the EY Monitoring Quality Strategy.	
Purpose   To improve the quality of teaching and learning in the Foundation Stage focusing training on those curriculum areas identified as areas of weakness through the EY Monitoring Quality Strategy
	Success Criteria 
Quality of teaching in the maintained sector is satisfactory or better in 95% of Foundation Stage classes. Evidenced by:
-	children experience a broad and balanced curriculum 
-	children have adequate opportunities to initiate their own learning
-	children have adequate opportunities to learn in a stimulating outdoor environment
Quality of provision in the non-maintained sector (by Ofsted criteria) is satisfactory or better in 98% of settings
Children's experiences of literacy and numeracy in the Foundation Stage demonstrate good progress towards YR objectives and are appropriate to children's developmental stage	
Target Group   Teachers in the Foundation Stage and early years practitioners in non-maintained settings working in the Foundation Stage	Lead Officer Responsibility 
Adviser, Early Years	
Action	Time Scale	Monitoring	Evaluation	
Early Years Team (EYT) to deliver training in those areas identified as weak in the 2001-2002 EY Monitoring Quality cycle

EYT advisory staff to target support to settings re Quality of Teaching and identify strengths and weaknesses against Ofsted Section 10 criteria

Early Years Partnership Workers to target support to settings in the non-maintained sector re Quality of Teaching and identify strengths and weaknesses against Ofsted Section 122 criteria

Early Years Adviser and Senior EY Advisory teachers to target quality of teaching in their moderation visits to a) schools b) settings

The new Oxfordshire EY Specialism Award to include the quality of teaching as a key component

Early Years Team to undertake joint training with members of the Literacy and Numeracy teams to ensure consistent messages

EYT to produce joint curriculum 'statements' with members of the Literacy and Numeracy teams on best practice in the Foundation Stage and  in Y1 

Support ICT scheme of work in Early Years	Sep 2002-Jul 2003

Sep 2002-Jul 2003

Sep 2002-Jul 2003

Sep 2002- Jul 2003

Oct 2002

Sep 2002 - Jul 2003

Jan 2002 (Lit); Jul 2002 (Num)	EYT to monitor course evaluations and impact on participants (Spring 2002)
EYT to scrutinise Ofsted Section 10 reports (Autumn 2002)
EYT to scrutinise notes of school visits (Autumn 2003)
 to scrutinise Ofsted Section 122 reports (Summer 2003)
EYT to scrutinise EYPW reports re quality of teaching (Summer 2003)
EY Adviser to scrutinise reports of notes of visits to these settings
TE to include quality of teaching in course content

EYT to undertake joint visits with members of the Lit and Num teams 
Annual meeting between YET and Literacy and Numeracy Teams.	EYT to collate overall impact of activity on success criteria via data analysis.

EY Adviser report to EYDCP and Education Committee on progress.

Annual meeting between EYT and Lit and Num teams	
Resource requirement
Core aspects of EY Team roles and responsibilities	Links to other EDP activities and priorities and to other plans
1.2; 1.3; 1.4; 1.5; 4; 5; 6	

Programme of Activity 
4.2 (i)	Ensure the quality of teaching and learning in literacy and mathematics continues to improve, targeting support to schools and geographical areas with identified underachievement (to include support to develop L&M and T&L)
	
Purpose 
Ensure the quality of teaching and learning in literacy and numeracy continues to improve, targeting support to schools and geographical areas with identified underachievement	Success Criteria 
LEA targets for literacy and numeracy for 2003 achieved
	
Target Group 
Teachers in all schools, but those in underachieving schools in particular
	Lead Officer Responsibility
Senior Adviser, Curriculum	
Action	Time Scale	Monitoring	Evaluation
	
Foundation Stage training to address identified issues from EY monitoring in settings in schools where achievement is poor.	From Sept 2002	Course evaluation (SH) and quality of teaching from notes of visits to schools and pre-school settings
	Achievement of literacy and numeracy targets for 2003 by individual schools.

Annual analysis of consultant impact 2002-2003 shows improvement in target schools in geographical areas with identified under achievement.	
Audit of KS1/KS2 data: schools placed in categories according to literacy and numeracy development and attainment. Support provided in inverse proportion to success.
	Sept 2002	Advisers for literacy and numeracy:   Dec 2002 allocate schools to categories of support
		
Literacy/mathematics consultants’ support to focus on improving the teaching of the main part of lessons and the plenary
	From Sept 2002	Advisers for literacy/numeracy: Collate visit reports to monitor improvement.
		
Teachers to be supported to make use of opportunities for assessment and the diagnosis of pupils’ learning needs across the curriculum with focus in year 1 on teachers in KS2
	From April 2002	Consultant visits. Analyse of visit reports to monitor progress in use of assessment.
		
Termly partnership meetings for all literacy and mathematics co-ordinators to improve teachers’ subject knowledge, to disseminate good practice between schools.
	From Sept 2002	Advisers for literacy/numeracy:  monitor meetings and collate evidence of good practice.
		
One day conference for literacy and mathematics co-ordinators
	Summer 2002			
½ day literacy and numeracy training for all NQTs.

	2002-2003			
Training for headteachers to focus on strategic management of literacy and mathematics in schools, where management requires support.	Spring 2002			
Resource requirement
	Links to other EDP activities and priorities and to other plans
Priority 1; 4; 5 & 6	

Programme of Activity 
4.2 (ii)	ICT and Early Years and Primary Education, especially Literacy and Numeracy
	
Purpose
Raise standards in ICT in KS1 and KS2 (activity 6 and B3.4)	Success Criteria
70% of pupils in the fourth round of NGfL schools to reach 
Level 2+ at KS1 
Level 4+ at KS2
	
Target Group 
Teachers of FS, KS1 and KS2	Lead Officer Responsibility
Adviser, ICT	
Action	Time Scale	Monitoring	Evaluation	
Identify “developing schools with respect to ICT, and schools of concern where ICT is an issue, and differentiate support accordingly. 	 	Adviser ICT - Collate teacher assessments to establish rate of improvement in ICT standards	SMOG – evidence of improved standards ICT in KS1 and KS2.	
Best Practice Primary material for Literacy and Numeracy to include the development of detailed example lesson plans/ideas for literacy and numeracy based on NLS, NNS using Oxfordshire software	 	Good quality examples of lessons, online, to support teachers in raising standards of ICT across the curriculum.		
Working across the Advisory Service, extend to each foundation subject e.g. History and Handling Data or D&T and NNS “How can you make a net?” materials and courses
	 	 Advisers for literacy and numeracy:   Dec 2002 allocate schools to categories of support

Plan “Roadshow Type” exciting projects, e.g. poetry or letter writing days for schools to generate enthusiasm for ICT
	 	Projects well supported and exhilarating
Attendance on curses, INSET sessions.		
Support schools in making valid judgements on ICT attainment in KS1 and 2, through the provision of guidance, exemplars and training in moderating pupil work.  Update Oxfordshire portfolio of ICT work and skills sheet to aid target setting for Yrs 2 and 6. 
		Increased accuracy in teacher assessments as evidenced by inspection reports and review of T&L
		
Work with schools to create strategies and ICT based resources, which encourage the development of higher order thinking skills, and promote the use of ICT to raise standards across the curriculum.
	 	Creation of resource material to
include with Best Practice website, 
disseminated to schools.		
Assess and support the needs of children with statements of SEN who require ICT across the curriculum	 	Progress of pupils who use technology
provided by LEA monitored over time.		
Support ICT scheme for Work in Early Years		Course evaluations		
Resource requirement
	Links to other EDP activities and priorities and to other plans
Activity 6 Teacher Retention – Reduce Teacher Workload	

Programme of Activity 
4.3	In the context of the ESRC project build on pilots to develop Assessment for Learning (AFL) throughout Oxon schools as a key strategy for improving for improving Q of T+L and raising standards (2002-03).
	
Purpose
Improve the Quality of Teaching and Learning and raise standards for pupils of all ages and abilities through the dissemination of AFL practice
	Success Criteria 
Improved standards in KS2 in project schools.	
Target Group
Teachers within ESRC project schools
Teachers in schools within the same partnerships as ESRC project schools
	Lead Officer Responsibility
Adviser for Assessment	
Action	Time Scale	Monitoring
	Evaluation

Identify primary schools within the partnerships of project. Secondary schools (3) to be key primary schools involved in the ESRC project.

Support primary schools in establishing AFL practice, especially in KS2 classes.

Use the opportunity provided by the key primary schools to disseminate project expertise both across all schools in the partnerships.

Ensure transference of AFL practice into those schools where there are identified concerns with respect to pupil engagement and learning and therefore low standards.
	
Autumn 2002

2002-03

2002-03

Spring/Summer 2003 onwards
	
Through Adviser for Assessment
Kings College personnel – project meetings, in service training and feedback to teachers to ensure effective AFL practice develops in practice.

Improved standards measured through pupil progress in KS2 in project schools.

Project pre + post test measures of pupil attainment.

Ofsted grades in KS2 teaching in project schools judged good overall.	
Resource requirement
% Adviser Assessment
%     0.5 fte  Advisory Teacher Assessment Primary
%     0.5 fte  Advisory Teacher Assessment Secondary
with support from Link Specialist Advisers

	Links to other EDP activities and  priorities and to other plans
All national and local priorities across the EDP	

Programme of Activity  
4.4	Raise attainment in writing with a particular emphasis on raising the attainment of boys.
	
Purpose
To raise attainment in writing and close the gap between attainment in reading and writing.
	Success Criteria 
Increase in 2b+ by 6%
Increase in Level 4 at KS2 to 80% (2002) 84% (2003).  Increase in number of pupils achieving Level 3 to match national (2002) and exceed (2004)
Increase in number of pupils achieving Level 5 to 34% (2003) 38% (2004)
Reduce the gap between reading and writing attainment.
Boys’ attainment increases at 2b, 2a + 3, 4 and 5.	
Target Group
All headteachers/teachers of pupils in Foundation, KS1 and KS2 including Special Schools.  All Link Advisers and relevant advisory staff, staff in support services including the Educational Psychology Service.	Lead Officer Responsibility
Literacy Strategy Manager	
Action	Time Scale	Monitoring	Evaluation	
Audit writing attainment in all schools with KS1/2 pupils analysis to include boys’ attainment. Literacy team to target support to those schools where there is an identified weakness.

All schools to evaluate writing attainment as part of MQR part 1 and agree actions to support improvement.

Additional support provided to 50 schools to raise writing attainment.

MQR part 2 to include monitoring and evaluation of writing in Y6 in all developing schools and striving schools.

Literacy team and EY team to jointly deliver training on developing writing in the FS.

Training for targeted schools on raising boys’ writing attainment.

To identify models of good practice and to disseminate to schools.

Training for teachers in Developing Early Writing (DEW) and Grammar for Writing for targeted schools, new staff and supply teachers.

Appoint Y6 writing consultant to support targeted schools raise attainment.

Training for YR and Y1 in Progression in Phonics.

Training for KS2 teachers in Spelling Bank.	September 2002

From October 2002

From Sept 2002

From January 2002

From September 2002

From April 200

From April 2002

From April 2002

From April 2002

April 2002 – July 2003	Impact on teaching and learning to be monitored through lesson observation and writing samples in targeted schools.

Notes of visit to show evidence of satisfactory or better teaching of writing.
Lesson observation by Link Advisers.

Follow up visit by Literacy Consultant or Strategy 

Manager to evaluate impact.

Courses to include post-course activities to aid implementation.  Literacy Co-ordinators supported through partnership groups to monitor implementation and impact on teaching and learning.	
Annual analysis of end of Key Stage tests shows evidence of improvement in line with success criteria.

An annual evaluation will be made to monitor the progress being made to raise the achievement of boys in both key sages.

Analysis of Ofsted reports in targeted schools shows improvement in the quality of teaching in English.

Analysis of PANDA data shows improvement in targeted schools.

Analysis of data shows an increase of pupils achieving Level 2 in spelling by 3% in 2002 and 3% in 2003.	
Resource requirement
Standards Fund	Links to other EDP activities and priorities and to other plans
1.1,1.2,1.4,1.5, 4, 5.	

Programme of Activity:
4.5	Make effective use of early intervention programmes in the Foundation Stage and throughout KS1 and KS2 to raise the attainment of groups and individual pupils at risk of underachievement.	
Purpose
Make effective use of early intervention programmes in the Foundation Stage and throughout KS1 and KS2 to raise the attainment of groups and individual pupils at risk of underachievement.	Success Criteria 
Early intervention has improved attainment of groups and individuals identified as at risk.	
Target Group
Teachers and pre-school practitioners working in the Foundation Stage.
Teachers and TAs in all settings with KS1/KS2 pupils.	Lead Officer Responsibility
Adviser (SEN and Social Inclusion)	
Action	Time Scale	Monitoring	Evaluation	
Provide data to support  schools identifying underachieving groups and those at risk of underachievement.
	September 2002		Evidence of improved pupil progress against programmes implemented	
Encourage schools where there is significant underachievement to take a focus in school development planning on action to support identified groups of underachieving pupils and set individual targets for these pupils.
	Sept 2002 – July 2003	MQR Part 3 feedback		
Ensure all pupils who are not at the appropriate level have access to differentiated support to enable them to access the literacy and numeracy strategy:
(i)	Consolidation and expansion of Early Literacy Support programme.
(ii)	NNS training for teachers and TAs on the implementation of 
       Springboard programmes (3, 4, 5, and 6).
(iii)	Reading Recovery training for all schools attending ELS Day 1, 2, 3.
(iv)	Training for teachers and TAs in use of ALS material.
(v)	NLS Booster: re-run for targeted schools.

April 2002-April 2003
From Sept 2002
April 2002
Summer 2002
Summer 2002	

Consultant feedback

Training course evaluations		
Identify children where baseline assessment profiles predict underachievement and introduce early intervention programmes including parents, especially in language and behaviour development in schools where baseline profiles are low
	July 2003	SEN Management Team collate programme and monitor progress		
Identify schools where there is good practice in early identification and intervention and disseminate practice.	Sept 2002 – July 2003	As above		
Resource requirement

	Links to other EDP activities and    priorities and to other plans	

Programme of Activity 
4.6	Support schools in developing T&L policies and curriculum provision, based on the Oxfordshire’s Curriculum Vision statement, in ways that will impact on raising standards in and beyond literacy and numeracy (for example, raising standards through values based education, and through spiritual, moral, social, cultural, physical and outdoor education particularly in those schools where pupils are disadvantaged	
Purpose  
Support schools in developing teaching and learning policies and curriculum provision, based on Oxfordshire’s Curriculum Vision statement, in ways that will impact on raising standards in and beyond literacy and numeracy	Success Criteria 
Improved standards in schools particularly those identified as of concern or “developing”.
School targets for raising standards met.	
Target group  
Teachers, headteachers and governors  in the Foundation Stage and throughout the school system 	Lead Officer Responsibility
Senior Adviser, Curriculum
	
Action	Time Scale	Monitoring	Evaluation	
Action detailed below will be focused on schools identified as of concern (LEA and OFSTED) and/or “developing”.
1. 	Support the writing of teaching and learning policies that provide a rich and varied curriculum experience
2. 	Plan and deliver training that links literacy and numeracy with a broader range of cross curricular skills and activities
3. 	Subject specialists to audit and monitor standards in the foundation subjects in a more robust way across the LEA
4. 	Encourage schools – via their Link Adviser – to plan and deliver a broader and more enriched curriculum
5. 	Introduce best practice materials for ICT/Lit and Num to include: detailed lesson plans, 'Roadshow' projects eg poetry and letter writing
6. 	EY Team to produce a specimen EY Teaching  and Learning Policy for Foundation Stage settings
7. 	Implement the national strategies, in the curriculum and beyond, of PSHE and citizenship, healthy schools and active schools
8. 	Implement local themes such as values education, “imagining “global partnership and initiatives in the arts
9.	Work with schools to create strategies and ICT based resources, which encourage the development of higher order thinking skills and promote the use of ICT to raise standards across the curriculum.	

From Jan 2002

From Sept 2003

From Sept 2003

From Jan 2003

From Sept 2002

Sept 2003

From Sept 2003

From Jan 2002

	By link advisers through MQR

Adviser feedback through notes of visit forms and MQR
Monitoring of course evaluations by literacy/mathematics advisers
Specialist advisers through planned schedule. Using set aside weeks where appropriate
Adviser feedback through notes of visit forms
ICT Adviser and Lit/Num advisers via notes of visit forms and MQRs
Adviser: team Dev Days Spring
2002-2003
Monitoring Ofsted reports and MQR(2) by link advisers
Monitoring Ofsted reports and MQR(2) by link advisers
	Improved standards in identified schools – evidence from MQRs and OFSTED grades.

Developing schools meet targets for improvement.	
Resource requirement
Adviser time in set aside weeks
Time for specialist advisers to monitor and report on subjects	Links to other EDP activities and priorities and to other plans
1; 2; 4; 5	

Programme of Activity
4.7	Support teachers in developing inclusive classroom practice, in early years settings and in primary education, in the context of the new SEN Code of Practice, social inclusion and race equality initiatives.	
Purpose

Development of CPD programme which contributes to educationally inclusive practice, (evidenced by improved participation and the raising of standards for all pupils).
Implementation of SEN and Disability Act (including revised SEN Code of Practice).
Ensure schools are fully aware of implications of DDA, RRA and other relevant legislation.	Success Criteria 

OFSTED grades on inclusion, quality of access and opportunity show a reduction of schools where practice is a concern and improved % where practice is good.	
Target Group

Teaching and non-teaching staff in all schools.	Lead Officer Responsibility
Adviser (SEN and Inclusion)	
Action	Time Scale	Monitoring
	Evaluation
	
Support schools in self-evaluation and review of inclusion through:
(i)	An audit framework to enable them to self-evaluate and identify areas for improvement through the SDP.
(ii)	Supported self-evaluation of inclusion as an aspect within the LEA monitoring programme targeting schools where inclusion is underdeveloped.
			OFSTED inspections examined for positive grates in relation to inclusion, equality of access and opportunity.

Reduction in schools where aspects of inclusion is a concern identified through school partnership support service meetings.

LEA monitoring programme feedback positive progress.	
Develop coherent CDP Programme for all aspects of inclusion, drawing on cross branch expertise to support actions throughout the EDP.  Maximise opportunities presented by action research, facilitation of networks, partnership based INSET.	September 2002 and ongoing
Audit by December 2002	AC, JC ensure OQSA offer and regional programme include all elements on agreed inclusion INSET checklist.  AC, SJ monitor CPD Programme for breadth, coverage of inclusion agenda, cross department’/branch involvement.		
Further develop and implement a CPD Programme which addresses the needs of staff in specialist provision.
	September 2002 and ongoing	As above with focus on specialist provision.		
Further develop CPD programme for TAs which meets the national standards and includes full NVQ accreditation.
	Ongoing	NR to monitor progress through action plan for TA PD.		
Develop and support action research projects in aspects of inclusion and classroom differentiation.	September 2002 and ongoing	SJ – monitor progress through action plan relating to SF projects.  GT, SB – other projects.		
Identify schools where there is good inclusive practice and collate and disseminate exemplar materials relating to educational inclusion – via website, networks.
	Ongoing	Inclusion website developed (who?).		
Offer guidance, training and support to schools (including governors) in the inspection criteria relating to Educational Inclusion.	From April 2002 and repeated regularly	AC.  Training programme in place.		
Resource requirement	Links to other EDP activities and priorities and to other plans	

Local Priority 5
Raising Standards at Key Stage 3

5.1	Identify schools where the implementation of the key stage 3 strategy is weak and introduce specific measures to support effective development (to include support for L&M of the strategy in schools).

5.2	Support inclusion and improve participation through a range of targeted action with schools and groups of pupils identified as underachieving:

	(i)	Support schools in identifying underachieving groups of pupils at KS3, with a focus on Year 7 and Year 8 and assist them in developing action to improve their achievement;
	(ii)	Raise achievement in specific groups through study support, summer schools and the taught curriculum.

5.3	Promote partnership activity to improve transition of pupils from key stage 2 to 3.

5.4	Support schools to develop Assessment for Learning strategies to develop pupils’ knowledge of their own learning with a view to improving performance.

5.5	Introduce new strands: Science April 2002.  ICT and Teaching and Learning in the Foundation Subjects September 2002.

5.6 	Ensure continuing high quality professional development in all strands, to include part-time staff, regular supply 
	teachers and teaching assistants

Programme of Activity
5.1	Identify schools where the implementation of the Key Stage 3 strategy is weak and introduce specific measures to support effective development 
Purpose
To identify schools where leadership and implementation of the strategy is weak.  Take action to support effective development.
	Success Criteria
Effective implementation of the KS3 strategy in all schools.  KS3 LEA targets 2003 met.	
Target Group
School SMT and middle managers in identified schools.	Lead Officer Responsibility
Senior Adviser, LEA KS3 Strategy Manager
	
Action
	Time Scale	Monitoring	Evaluation	

Identify focus schools for high level challenge and support through audit information supported by feedback from consultants.

Specify support agreement with target schools.  Identify action to be taken by KS3 consultant, link adviser, other LEA support services and KS3 school strategy manager.

Provide or broker identified support for target schools.

Disseminate good practice through monthly C&A network meetings and emerging KS3 Local networks, to support the development of practise in target schools.

	
June 2002

Sept 2002

Ongoing 2002-3

Ongoing 2002-3	
Audit in place and validated against LEA knowledge of schools.

Termly report on impact of support to LEA KS3 manager	
KS3 core team evaluates impact against end of KS3 results and school KS3 progress checks.	
Resource requirement

	Links to other EDP activities and priorities and to other plans
Local priority 1
Priorities 7 and 8	

Programme of Activity	
5.2(i)	Support inclusion and widen participation through a range of targeted action to schools and groups of pupils identified as underachieving
	
Purpose

Support schools in identifying underachieving groups of pupils at KS3, with a focus on Year 7 and Year 8, and assist in developing action to improve their achievement.	Success Criteria 

Improved progress of pupils in target groups – higher % reach L4
	
Target Group
KS3 strategy managers in schools, assessment managers and coordinators, SENCOs
	Lead Officer Responsibility
Senior Adviser, LEA KS3 Strategy Manager	
Action	Time Scale	Monitoring
	Evaluation

Use LEA and school data to identify target groups, providing differentiated support to schools where data analysis is underdeveloped.

Ensure effective systems are in place in target schools to track identified pupils and groups

Provide guidance to schools on effective target setting at group and individual level and on curriculum provision to support pupil progress with an emphasis on strategies to support boys, children in public care and children from ethnic minority groups.

Identify and disseminate effective practice through school networks

Inform and support KS3 managers in schools in addressing wider inclusion issues in the context of implementing the KS3 strategy e.g. ensuring curriculum access for underachieving pupils remains broad and balanced

By Link advisers through MQ Review

By consultant reports following school visits	
KS3 Core team to evaluate impact of support strategies on the progress of underachieving pupils	
Resource requirement

	Links to other EDP activities and    priorities and to other plans

Local Priority 3
Priority 7	

Programme of Activity
5.2(ii)	Support inclusion
Raise achievement through study support etc.
	
Purpose
Raise achievement in specific groups through study support, summer schools and the taught curriculum
	Success Criteria 
Achievement at KS3 is raised in identified underachieving groups

Target Group

	Lead Officer Responsibility
Senior Adviser, LEA KS3 Strategy Manager	
Action	Time Scale	Monitoring
	Evaluation

Disseminate good practice, for example, to support schools with case study material in organising support to pupils progressing below expected levels

Support schools in developing cohesion relevance and continuity between taught courses and summer schools.

Engage and inform school leaders and mangers regarding the importance of catch up and extension work through subject networks, C & A network and OSSHTA.

		
Link adviser/consultants to monitor models of organisation used by schools and feedback to KS3 strategy manager.

Study support coordinator to monitor up take and development via visits to a sample of schools and questionnaire to all.  Impact of case study material on practice is monitored.

KS3 support agreements in target schools monitored for effective approaches to underachieving groups.	
KS3 team to evaluate impact of study support development to achievement of identified groups

Resource requirement

	Links to other EDP activities and    priorities and to other plans

Local priority 3
Priorities 7 and 8	

Programme of Activity
5.3	Promote partnership activity to improve transition of pupils from key stage 2 to 3
	
Purpose
Promote partnership activity to improve transition
	Success Criteria 

Target schools have extended the range of activities to improve transition.  Progress and optional tests indicate positive results.
	
Target Group

Schools in geographical areas where underachievement has been identified as a concern, KS3 target schools.	Lead Officer Responsibility

Senior Adviser, LEA KS3 Strategy Manager	
Action	Time Scale	Monitoring
	Evaluation

Develop bridging English/maths project developed in each partnership to connect work in partner primaries/middle with secondary/upper schools.

Identification and tracking of 'at risk' pupils by Yr 7 coordinators.

Support further improvement of transfer of pupil information in target schools.

Support for schools to observe cross phase teaching.

Pilot and support 'Brightsparks', 'Share' and 'It’s a man thing' type initiatives in 3 Partnerships.

		

Link adviser to monitor transition arrangements through partnership meetings.	
KS3 core team to assess impact on Yr 7 pupil progress.	
Resource requirement

	Links to other EDP activities and    priorities and to other plans
5.2(i) , 5.2(ii) Priority 4, 7 and 8
Programmes to raise achievement in the taught curriculum study support and summer schools	

Programme of Activity		KS3
5.4	Encourage each school to develop a coherent, whole school assessment policy, drawing on AfL as a key strategy
	
Purpose
To raise standards by transforming classroom practice to enable pupils to learn how to learn
	Success Criteria 

Improved pupil progress in target schools.  Local targets met
	
Target Group
Secondary heads of dept.
	Lead Officer Responsibility
Adviser for assessment for learning	
Action	Time Scale	Monitoring
	Evaluation

Extend assessment for learning in 3 pilot secondary schools
-     to include all departments
-     to linked primary schools

Disseminate effective practice to all schools through Oxfordshire Assessment for Learning Network.

		

Through school review during set aside

Lead officer report to KS3 core teams.   Link adviser through MQ cycle and supported self evaluation of departments	

Impact of project on departmental results and end of key stage results.  KS3 core team.	
Resource requirement

	Links to other EDP activities and priorities and to other plans
Priorities 7 and 8	

Programme of Activity		KS3
5.5	Introduce new strands: Science April 2002, ICT and Teaching and Learning in the Foundation Subjects September 2002	
Purpose
Introduce Science ICT and TLF in all secondary schools
	Success Criteria 

Improved teaching and learning and demonstrable value added in all strands.  Local targets met.
	
Target Group
Science, ICT and teachers in selected foundation subjects
	Lead Officer Responsibility
Senior Adviser, LEA KS3 Strategy Manager	
Action	Time Scale	Monitoring
	Evaluation

Inform and consult Headteachers, school strategy mangers and heads of dept about the strategy

Implement the strands in line with national requirements

Produce best practice case studies for dissemination in each strand

Develop an Oxfordshire guide to teaching and learning based on seminars / conferences held in partnership with Oxford University Department of Educational Studies.  Initial focus on History and Geography

	
Science
Spring term 2002.
ICT, TLF
Summer 2002

Science
April 2002
ICT, TLF 
Sept 2002

2003 and ongoing

Summer 2002 ongoing	
Feedback from networks and school visits

Subject advisers and consultants.  Evaluation of courses/training

Subject adviser

TLF subject adviser	
KS3 core team to evaluate end of key stage and school produced pupil progress tracking data	
Resource requirement

	Links to other EDP activities and  priorities and to other plans
Priorities 7 and 8	

Programme of Activity	KS3
5.6	Ensure continuing high quality professional developments in all strands, to include part-time staff, regular supply teachers and teaching assistants
	
Purpose
Ensure continuing high quality professional development in all strands, to include part-time staff, regular supply teachers and teaching assistants
	Success Criteria 

Number of good/satisfactory lessons increased to no unsatisfactory lessons.
	
Target Group

All Key Stage 3 teachers and school strategy managers	Lead Officer Responsibility

Senior Adviser, KS3 Strategy Manager	
Action	Time Scale	Monitoring
	Evaluation

Use results of audit to establish training groups, include part time teachers / regular supply teachers.

Identify departments that are adding above and below average value from KS2 to 3 and use the information to provide targeted training.

Identify and train leading teachers / departments in each strand.

Broker or provide training for TAs.

Provide support and training for school based strategy manager. 

	
20002-3
ongoing	
Consults and advisers monitor audits

Subject adviser/consultants

Evaluations of training

Subject adviser to report to strategy manager on lesson observation and training. 

KS3 strategy manager	
KS3 core team to evaluate lesson observation reports against training.	
Resource requirement

	Links to other EDP activities and priorities and to other plans
Priorities 7 and 8	

Priority 6
Raising attainment in Key Stage 4

1.	Stimulate curriculum development to improve the quality and range of curriculum opportunity with a particular focus on disseminating good practice and supporting schools where opportunities are under developed.

2.	Develop teaching and learning through improved assessment student tracking and target setting, innovative approaches to teaching and learning, including ICT, offering differentiated support to school with identified weaknesses.

	(i)	Develop teaching and learning through improved assessment, student tracking and target setting.
	(ii)	Develop teaching and learning in ICT.

3.	Support inclusion and improve participation through support to schools with groups of pupils identified as underachieving.

4.	Support young people at transition points by promoting best practice in careers education and guidance in partnership working with Connexions and other agencies.

5.	Develop purposeful collaborative working with partners, particularly in the post 16 sector, to improve the quality and range of opportunity and achievements of learners 16-19.

6.1 	14-19
	
Purpose
Stimulate curriculum development to improve quality and range of curriculum opportunity with a particular focus on disseminating good practice and supporting schools where opportunities are underdeveloped.
	Success Criteria 
Improved range and quality of curriculum in identified schools.

“Developing” and schools of concern meet targets for improvement.
	
Target Group
All schools with 14-19 year olds
	Lead Officer Responsibility
Senior Adviser Curriculum Entitlement and Opportunity	
Action	Time Scale	Monitoring
	Evaluation
	
Recognise and affirm good curriculum development in schools and identify schools and departments where the curriculum is underdeveloped through systematic monitoring by AIS.  Support curriculum development in identified schools.
	2002-03	Senior Adviser - Report to schools and SMT following the annual curriculum analysis.  Revised AIS monitoring schedule, exemplars of good practice available.
	SMOG - self evaluation and other monitoring systems indicate improved range and quality of curriculum.

Improved standards in identified schools – evidence from MQRs and OfSTED grades.

“Developing” schools meet targets for improvement.	
Identify through monitoring grouping and organisational arrangements which promote equal opportunities and access and disseminate
				
Provide support for school self evaluation of curriculum opportunities, with a focus on schools where opportunities are under developed.	2002-03	High participation rates in networks as monitored by OQSA steering group
		
Provide continued support documentation and networks for new and developing curriculum elements e.g. citizenship, ICT, vocational GCSE, increased flexibility initiatives, AVCE, AS/A2).
	2002-03	Greater incidence of mixed general and vocational programmes pre and post 16		
Support curriculum development in settings other than mainstream schools.
	2002-03	Improved quality assurance arrangements for offsite learning
		
In partnership with schools and the Oxford Hamilton EAZ,  disseminate good practice emanating from national initiatives such as Excellence in Cities and local initiatives, for gifted and talented students 

Resource requirement

	Links to other EDP activities and priorities and to other plans
Priorities 3, 7 and 8	

6.2(i)	Develop teaching and learning through improved assessment, student tracking and target setting, and innovative approaches to teaching and learning.
	
Purpose
Develop teaching and learning  by means of improved assessment, student tracking and target setting, identifying and disseminating innovative approaches and improved  ICT .
From 2004 build on successful initiatives arising out of the Key Stage 3 strategy.	Success Criteria 
School and LEA targets for GCSE performance 2003 achieved.
Improved standards in KS4 in identified underachieving schools.	
Target Group
All schools with 14-19 year olds	Lead Officer Responsibility
Principal Adviser (Chair of Schools Monitoring Group)	
Action
	Time Scale	Monitoring
	Evaluation
	
Improve advisers' knowledge and understanding of innovative and effective approaches to teaching and learning
	December 2002	Improved  knowledge and under-standing of recent developments in teaching and learning in advisory service and schools
	SMOG – 
Achievement of GCSE targets for 2003 by individual schools.

Analysis of impact of activity shows improvement in target underachieving schools.

Improved standards measured through pupil progress in project schools.  Project pre and post test measures of pupil attainment.	
Develop model teaching and learning framework which individual schools can use to construct or revise their teaching and learning policies
	July 2003	Number of schools actively engaged in process of reviewing their teaching and learning strategies and implementing best practice as reported in LEA monitoring and supported self evaluation procedures.
		
Provide training and documentation on  recent developments in teaching and learning (e.g. cognitive acceleration, thinking skills, developing classroom climate, Assessment for Learning, EiC best practice for gifted and talented students) 
		Increased focus on teaching and learning evident in school development  plans, school curricula and schemes of work		
Secure commitment of Kings project.  Secondary schools to a wider involvement in ESRC project, establishing AFL working practice across all departments in the secondary schools.	Autumn 2002	Through Adviser for Assessment Kings College personnel – project meetings, in service training and feedback to teachers to ensure effective AFL practice develops in practice.		
Ensure transference of AFL practice into those schools where there are identified concerns with respect to pupil engagement and learning and therefore low standards.	Spring/Summer 2002 onwards.			
				
Investigate the use of broadband connectivity to disseminate recent developments in teaching and learning
	From Sep 2002			
Strengthen programme of monitoring of teaching and learning to identify best practice and  intervene to improve weak practice in identified underachieving departments.
	From Sep 2002			
Allocate adviser responsibilities and resources for subjects/aspects beyond the NC subjects
				
Provide exemplars of active learning in citizenship education
				
Provide support for teachers working outside their main subject specialism				
Resource requirement
		Links to other EDP activities and priorities and to other plans
ICT development plan
Priorities 7 and 8	

Programme of Activity 
6.2 (ii)	Develop teaching and learning in ICT	
Purpose
To provide particular support for schools in the development of ICT, offering differentiated support to schools with identified weaknesses in ICT.	Success Criteria 
Increased percentage of pupils entered for accredited ICT courses at KS4 with a decrease in OfSTED-reported weaknesses in ICT at KS4 
Summer 2003 75% of KS4 students to entered for IT qualification
50% of those entered to achieve Level 2 GNVQ/GCSE of Key Skills in IT
	
Target Group
	Lead Officer Responsibility
ICT Adviser	
Action	Time Scale	Monitoring	Evaluation	
Provide guidance for schools to help set cohort targets		ICT Adviser - Schools to include deliberate strategies to promote inclusion within ICT development planning.	SMOG
Evidence of improved entry and standards in IT qualifications	
Develop the use of Self-Evaluation in Primary and Secondary Schools of date on performance of under-performing groups at KS4 & 5
				
Work with schools to develop strategies to promote the participation of under-performing groups with regard to ICT, to include increasing the number of girls opting for ICT in KS4 & 5				
Provide guidance on different pathways to accreditation in ICT for all pupils at KS4.  Identify good practice and propose models for the delivery of accredited courses. 
		Evidence of increased entries for accredited courses at KS4.		
Disseminate findings and advise schools on providing accreditation as entitlement for all pupils.
		Case Studies and guidance developed, published and disseminated to schools. 		
Provide training in collaboration with other Advisory teams to support ICT in other curriculum subject, focus on areas of ICT weakness e.g. Control and Data Logging,		Course evaluation positive and evidence of impact on classroom practice.		
Resource requirement	Links to other EDP activities and    priorities and to other plans
Priority 2.5 Teaching and Learning in Foundation Subjects
Priorities 7 and 8	

Programme of 
6.3	Support inclusion and widen participation through support to schools with groups of pupils identified as underachieving 	
Purpose:  To support the effective inclusion (and, thereby, standards of attainment, attendance and participation) of pupils at risk of underachievement.

	Success Criteria :  
Improve performance in accredited KS4 and 16+ courses for identified groups, including pupils in special schools and units.
Increase access to 16+ courses for pupils at risk of underachievement.  	
Target Group
Pupils identified as at risk of underachievement
Teachers responsible for key stage 4 and post 16  curriculum management	Lead Officer Responsibility
14-19 Adviser/Adviser SEN
SEO Inclusion	
Action	Time Scale	Monitoring
	Evaluation
	
Develop systems for tracking the progress and participation of identified groups of pupils to enable more focused support in identified schools.
	Jan - June 2002	SEO with Resources team -Feedback of attainment data in 2002 contains inclusion group  analysis.  Data analysis enables identification of schools and
groups  requiring support
	SMOG

Evaluates against improved participation and performance KS4 and post 16.	
Use data to identify and support a number of action research projects, resourced via Standards Fund.  Projects may be school based, or focused on geographical areas/partnerships.
	June 2002 – July 2003
	Project schools identified, action plans prepared, LEA support agreed.  Project plans focus attention on groups at risk and set challenging targets for raising achievement.  
		
Develop a strategy for recording and publishing 16+ achievements wider than GCSE.
	By Dec 2002	More inclusive system in place -  Reflected in LEA guidance on non-statutory target setting.   Strategy enables schools to develop inclusive non-statutory target setting 		
Develop and disseminate LEA guidance and exemplar material relating to curriculum flexibility and innovation at key stages 4 and 5. (in mainstream, special and other settings).  
				
Develop guidance materials to aid school self-evaluation and target setting (for MQ1 2002).  Improve use of MQR process to identify good practice for subsequent dissemination.		Guidance informs creative curriculum planning for 2002/03 and more positive 
participation and attendance rates 
		
Provide revised guidance for pupil services, EBLOs and schools on use of inclusion and flexible programmes	
			
Resource requirement:  
Advisory Teacher support for action research elements.  (I ft equiv shared with similar activities in priorities 1,2,3,4)	Links to other EDP activities and priorities and to other plans:  
Links with priorities 1,2,3,4,5 and supporting activities A, B.  (Also SEN Action Plan and Service Plans)	

Programme of Activity
6.4	Support young people at transition points by promoting best practice in careers education and guidance and in partnership working with Connexions and other agencies	
Purpose
To support young people at transition by points by promoting best practice in careers education and guidance and by working in partnership with Connexions and other support agencies for young people	Success Criteria 
Increased number of schools obtaining a quality award for careers education guidance
Fewer schools with weaknesses in their careers provision
Increased numbers of students in structured learning post 16

Target Group
Schools with underdeveloped careers education guidance programmes
Schools with high numbers of students not participating in structured learning post 16
	Lead Officer Responsibility
SEO Social Inclusion
Adviser, 14-19	
Action	Time Scale	Monitoring
	Evaluation
	
Careers education development team of CfBT  provides support to schools with  weakest CEG programmes

Careers education development team participate in the programme of supported self evaluation of 14-19 education in schools

Provide training and support for  schools to implement the wider key skills and other schemes which support young people in decision making and career planning

Work in partnership with Connexions to ensure that all students who have no plans to continue in structured learning by the Easter of Year 11 are the subject of intervention.

	From Sep 2002

2002-03

2002-03

July 2003	14-19 Adviser – through evidence form supported self evaluation and other monitoring activities, improving practice in careers education and guidance in identified schools.

SEO Social Inclusion – monitor level and targeting of support to individual students. 	Local Connexions Management Team  - improved participation post 16 by at risk groups.

SMOG – evidence of improved curriculum provision re careers education.	
Resource requirement

	Links to other EDP activities and priorities and to other plans
Priorities 7 and 8	

Programme of Activity
6.5	Develop purposeful collaborative working with, particularly partners in post 16 sector to improve the quality and range of opportunity and achievements of learners 16-19 
	
Purpose
Develop purposeful collaborative working with, particularly partners in post 16 sector to improve the quality and range of opportunity and achievements of learners 16-19 
	Success Criteria 
Improved participation and standards post 16
Partnership working enhances outcomes for all partners
Education business activity enhances curriculum opportunity and access, particularly for those at risk of underachievement
	
Target Group
Schools and other local providers
	Lead Officer Responsibility
PEO Post 16
14-19 Adviser	
Action
	Time Scale
	Monitoring
	Evaluation
	
Agree with OLP, LSC, local FE colleges, schools appropriate structures for collaborative work and agree extent of collaboration for 2002-4

Agree LEA 16-19 strategy with schools and LEA  partners

Use LSC audit of supply of and demand for Post 16 education in Oxfordshire  to inform 16-19 planning in keeping with LLSC strategic plan

Participate fully with partners in EBLOs to improve opportunities and raise attainment for 14-19 age group	July 2002

Spring 2002

2002-03 and ongoing

2002-03 and ongoing	PEO through schools' link
Officers.  Useful area systems in place

PEO through 14-19 Learning
and skills strategy group.  Annual updating/review of strategy

PEO/14-19 adviser with LLSC 

14-19 Adviser
MOBEBLO board.  Appropriate level of education business activity, which meets MOBEBLO targets  reported to MOBEBLO board and LLSC
	SMOG – evidence of improved participation and standards in post 16 provision in schools.	
Resource requirement
	Links to other EDP activities and priorities and to other plans	

Local Priority 7
Tackling Underachievement and Reducing Disadvantage

7.1	Raise the achievement of the lowest achieving 20% of pupils with a particular focus on ethnic minority pupils and children in care.

7.2	Improve the achievement and inclusion of children with SEN .

7.3	Improve school attendance.

7.4	Enhance the quality of support to raise the achievement of pupils with behavioural difficulties.

7.5		Secure full-time education for pupils out of school and monitor their achievement.

7.6		Raise the achievement of boys to narrow the gap between boys’ and girls’ achievement.

7.7	Raise the achievement of pupils in particular geographical areas with high levels of underachievement.

7.8	Raise the achievement of gifted and talented pupils.

Programme of Activity		
7.1:	Raise the Achievement of the Underachieving Pupils in the County, particularly of Ethnic Minority Pupils and Children in Public Care	
Purpose
Raise the achievement of underachieving pupils, particularly ethnic minority pupils and children in public care.	Success Criteria (by 2004)
Raise the average point score for lowest achieving 20% of pupils at end of each key stage:
•	KS1 from X to X
•	KS2 from X to X
•	KS3 from X to X
•	KS4 from X to X
•	
Increase the % of children in public care achieving 5 GCSE A to C from 8% to 15%.

Raise the achievement of children from ethnic minorities, particularly African Caribbean, Bangladeshi, Pakistani and Travellers at KS2 and KS4.	
Target Group
Schools with high proportion of underachieving pupils.
Underachieving pupils, particularly from ethnic minorities and children in care.	Lead Officer Responsibility
Principal Education Officer (Pupil Services)	
Action	Time Scale	Monitoring
	Evaluation
	
Lowest Achieving 20% of Pupils				
Provide information for schools on the lowest achieving 20% of pupils analysed by school, year, ethnicity, public care, geographical area, SEN register.  Identify lowest achieving 20% of pupils in each school.  Identify for schools pupils who are lowest achieving in the County.
	September 2002	Senior Education Officer (Social Inclusion) to monitor implementation of the action plan.	Annual evaluation of achievement of lowest achieving 20% of pupils, with a particular focus on ethnic minorities and children in care by Principal Education Officer (Resources) as part of Autumn analysis of school and pupil performance.	
Provide training and guidance for schools on good practice in raising achievement of lowest achieving 20% of pupils in each school.  Produce checklist of strategies which should be in place.
	September 2003			
Identify geographical areas/partnerships/schools with large proportion of lowest achieving 20% of pupils.  Establish profile of underachieving groups.  Set school and locality targets. Target strategies at school and partnership level to meet needs of particular groups of pupils.  Target resources and support eg support services, Standards Funding, study support, Connexions.
	September 2003			
Identify schools with large proportion of 20% on entry, but good value added of bottom 20%, identify and disseminate good practice.
	September 2002			
Establish integrated support service teams in areas where the lowest achieving 20% are disproportionately represented.  Focus teams on effective use of resources and quality of provision for lowest achieving 20% of pupils (eg monitoring and improving IEPs, PEPs, PSPs).
	September 2003			
Children in Public Care
Target additional resources to ensure all children in public care have full-time education.

Provide rapid response service for children in care at risk of exclusion.

Target additional learning support in class to children in KS3 and KS4 who are underachieving.
	September 2003			
Children from Ethnic Minorities
Improve data collection and analysis of attainment of children from ethnic minorities.

Use analysis to inform target setting at individual school and LEA level.

Identify schools where ethnic minority pupils are making good progress and disseminate good practice.

Identify schools where ethnic minority pupils are not making progress, analyse reasons and target support.

Target support to raise the achievement of African Caribbean, Bangladeshi, Pakistani pupils and Travellers.

Support for schools to work effectively with parents and local community groups to raise achievement.	September 2003			
Resource requirement

2 fte advisory teachers to raise African Caribbean achievement.
	Links to other EDP activities and priorities and to other plans
SEN Development Plan
Quality Protects Management Action Plan
Children’s Services Plan	

Programme of Activity
7.2:	Improve the Achievement and Inclusion of Pupils of Children with Special Educational Needs	
Purpose
Improve the achievement and inclusion of children with SEN.	Success Criteria 
Raise the achievement of children on the SEN register.
Ensure that no schools have poor SEN provision
Increase the successful inclusion of children with SEN from 98.9% to 99% (i.e. 100 more children in mainstream school)
Raise the achievement of children in special schools and ensure that children’s needs can be met locally in Oxfordshire.
	
Target Group
Schools where SEN practice is a concern.
Special schools.
Children with special educational needs.	Lead Officer Responsibility
Principal Education Officer (Pupil Services)	
Action	Time Scale	Monitoring
	Evaluation
	
Identify and target support to schools with poor SEN practice.
	September 2002			
Produce guidance for schools on LEA and school responsibilities re resources for SEN.
	April 2002	SEN Management Team to monitor implementation of the action plan.	Annual Monitoring Quality Reviews in special and mainstream schools used to evaluate success in raising achievement of children with SEN.  Information on achievement of children with SEN collated by SEN Management Team.	
Improve LEA monitoring arrangements for individual pupils with statements of SEN.
	September 2003			
Produce training and guidance for schools on implementing new SEN Code of Practice.
	September 2003			
Target support for identified schools to develop as good examples of inclusive practice e.g. using the Index for Inclusion, MLD inclusion project resources.
	September 2003			
Work with special schools to moderate P scales, set targets and implement strategies to raise pupils’ achievement.
	September 2003			
Work with special schools to enhance multi-agency support for children with severe and challenging behaviour, thereby ensuring that children’s needs can be met locally in Oxfordshire special schools.	September 2002			
Resource requirement

	Links to other EDP activities and priorities and to other plans
SEN Development Plan
Special School Development Plan	

Programme of Activity		
7.3:	Improve School Attendance	
Purpose
Ensuring good attendance and reducing the time lost from learning will contribute to the raising of achievement	Success Criteria 
Reduction in number of schools with <92% attendance

Reduction in % of half days missed – primary 5.8% to 4.8%, secondary 8.4% to 7.1% and special 10.5% to 9.5%.

Reduction in % of half days missed through unauthorised absence – primary 0.3% to 0.2% and secondary 1.5% to 0.7% .	
Target Group
Schools where attendance is a concern.
Pupils with attendance problems, particular groups at risk of underachievement such as minority ethnic groups, children in public care, disaffected pupils.	Lead Officer Responsibility
Senior Officer (Social Inclusion)
Principal Education Social Worker	
Action	Time Scale	Monitoring	Evaluation	
ESW Service to work with schools to improve data analysis at school, partnership and individual pupil level and provide half termly attendance information.	December 2001	Principal Education Social Worker and Area Managers to monitor and link with AIS and Schools Officer. An annual evaluation will be done with the ESW Service.  Schools will be better able to analyse data and develop appropriate actions in partnership with ESW Service.	Annual evaluation of attendance data based on half termly progress checks.	
Reinforce the guidance and good practice in registration procedures to improve consistency.  Provide training for schools and work with them to develop a whole school approach to attendance as an inclusive school and raise the profile of good attendance with pupils and parents/families.
	December 2001	Education Social Workers’ annual visit to schools.  Annual check on registers will demonstrate greater consistency of practice across schools.		
Promote strategies to reduce disaffection and unauthorised absence in schools where unauthorised absence is a concern and disseminate good practice across schools.	Ongoing	Principal Education Social Worker and AIS.  Raising the profile of good attendance will result in higher levels of attainment.		
Identify attendance concerns through annual MQR.  Support the development of attendance action plans with schools with poor attendance and set school based targets for those schools with <0.5% primary, 1.1% secondary and 2.5% special.	January 2002	ESW Area Managers with schools, AIS and Schools Officers through termly partnership meetings with attendance as a high profile.  All schools graded with poor attendance have an attendance action plan and targets agreed.  Monitoring outcomes to be done by schools.

		
5.	Support schools in target setting for individual pupils/groups of concern through IEP/PEP/PSP and improve access to catch up programmes, creative learning packages e.g. Children’s University.	September 2002	Through multi-agency teams involved in setting and monitoring individual programmes for pupils.  Education Social Worker to monitor case work on attendance. Pupils with IEP/PSP/PEP to have attendance targets where this is a concern.		
Increase the number of schools with electronic registration with a focus on primary schools.
	September 2002	Education Social Workers.		
Work with other agencies to promote high profile of good attendance e.g. truancy sweeps.	April 2002	Regular truancy sweeps in place and outcomes monitored.  Principal Education Social Worker, ESW Area Managers, Police, YOT etc.		
Implement the Connexions in secondary schools programmes with a focus on meeting the attendance targets and promote schools’ use of ESW as PA3.	April 2002	Schools targeting pupils and families where attendance is a concern.  Principal Education Social Worker with Connexions Service to monitor progress on attendance through termly meeting.		
Pilot the development of a common attendance policy across a partnership of schools.	September 2002	The partnership policy widely disseminated and understood by staff and parents.  Consistency of practice across schools will improve.  Principal Education Social Worker/ Education Officer/AIS to identify and work with a partnership of schools and establish a short term task group to develop a common policy.		
Working with other agencies, initiate some action research into understanding the reasons why young people choose not to attend school.  A pilot project in one or two secondary schools to be initiated looking at KS4.	September 2002	Feedback from young people to inform school’s attendance action plan.  School based Connexions team to monitor progress with Education Social Worker.  Principal Education Social Worker to report to Social Inclusion Strategy Group.		
Extend the school-based ESW pilot to other targeted secondary schools.	September 2002			
Resource requirement

	Links to other EDP activities and priorities and to other plans
Connexions Business Plan
Behaviour Support Plan
Youth Justice Plan	

Programme of Activity
Enhance the Quality of Support to raise the Achievement of Pupils with Behavioural Difficulties	
Purpose
Enhance the quality of support to raise the achievement of pupils with behavioural difficulties.	Success Criteria (by 2004)
Improve % of secondary schools to be judged as good in relation to behaviour from 57% to 78% 

Reduction in % of schools where behaviour is a concern from 4% to zero at primary level and 3% to zero at secondary level

Reduction in permanent exclusions from 71 to 30 per annum

Reduction in days lost through fixed term exclusions from 8,822 to 4,000	
Target Group
a)	Pupils identified with behaviour difficulties and who are at risk of underachievement.
b)	Secondary schools where standards of behaviour are only satisfactory.
c)	All schools.	Lead Officer Responsibility
Senior Education Officer (Social Inclusion)
	
Action	Time Scale	Monitoring
	Evaluation
	
Develop and implement a system to identify schools according to their behaviour support needs in order to target resources to need.	July 2002	Education Officer (Behaviour Support) /AIS/ Educational Psychologists/Behaviour Support Teams.	Annual evaluation of standards of behaviour in Oxfordshire schools as judged by OFSTED and LEA monitoring.  Annual report on exclusions.	
Collate and disseminate best practice and a guidance handbook in curriculum planning, delivery and management which motivates and includes pupils with behaviour difficulties.  This handbook to include a tool for the assessment of behaviour and a framework for self assessment and in-school monitoring.
	September 2002	AIS/Behaviour Support Training Team.  Guidance document circulated.  Evidence in the annual MQR that schools have identified  and addressed needs of pupils with behaviour difficulties effectively.		
Develop a network of in-school behaviour co-ordinators/mentors.  Provide training for behaviour co-ordinators, LSAs, NQTs.	September 2003	Education Officer (Behaviour Support)/ AIS.  Named contact in each school involved in the LEA’s continuum of behaviour support services.		
Develop networks of in-school support units and produce and disseminate good practice.
	June 2002	Education Officer (Behaviour Support)/ AIS.		
Strengthen support for secondary schools where behaviour is only satisfactory (staff development, curriculum flexibility, parental involvement).
	September 2003	Education Officer (Behaviour Support) and Adviser (SEN).		
Provide intensive support for partnerships where behaviour is a concern.  Improve multi-agency support to create multi-agency teams in partnerships of schools where behaviour is a concern.
	September 2003	Education Officer/AIS/Educational Psychologists.
		
Early intervention programmes for early years providers/nurseries and primary schools where behaviour is a concern

	September 2003	Early Years Team/Behaviour Support Teams.		
Support for schools to promote access to extra-curricular, ICT and study support programmes for pupils at risk of underachievement and those who are vulnerable.	September 2003	Attainment of pupils improved and IEPs, PEPs, PSPs in place and rigorously monitored.  AIS/Study Support Co-ordinator.		
Establish a pilot support programme for individual teachers (in consultation with teacher organisations).
	September 2002	Education Officer (Behaviour Support).		
10.	Extension of Rapid Response to Exclusions Countywide.	September 2003	Education Officer (Behaviour Support)		
Resource requirement

	Links to other EDP activities and priorities and to other plans
Behaviour Support Plan
SEN Development Plan
Youth Justice Plan
Drugs Education Strategy
C2 Building Learning Communities	

Programme of Activity		
7.5:	Secure Full-time Education for Pupils out of School	
Purpose
To secure full-time education for pupils out of school and monitor their achievement.	Success Criteria 
Speedier admission and reintegration of pupils in high risk groups e.g. young offenders, Traveller children.
Improved tracking and monitoring of pupils out of school.
Full-time education for all pupils excluded for more than 15 days.
Full-time education for all children in care within 15 days of their care placement.
Increase number of excluded pupils achieving nationally accredited qualifications.	
Target Group
Pupils excluded for 15 days or more with particular focus on high risk groups including children in public care, ethnic minority groups, teenage pregnant school girls.
Pupils out of school for other reasons such as Traveller children or young offenders whose mobility needs require speedy admission to schools.	Lead Officer Responsibility
Senior Education Officer (Social Inclusion)	
Action	Time Scale	Monitoring	Evaluation	
Establish new Countywide PRU and reintegration service.	September 2002	Education Officer (Behaviour Support) to oversee reorganisation.	Social Inclusion Management Team to collate termly information on full-time education for excluded pupils and children in care.	
Establish baseline and improved tracking and monitoring systems for all pupils out of school.  Establish pupils out of school panel.	September 2002	Pupils out of school panel to meet monthly to monitor.  Reduction in the time pupils are out of school before access to provision.		
Implement fast track reintegration programmes for excluded pupils and supported admission procedures for vulnerable groups e.g. children in public care, Travellers, asylum seekers.	April 2002	Head of PRU Service and Children in Public Care Co-ordinator to produce monthly progress reports on progress towards full-time provision offer.  Education Officers (Schools Branch) to monitor admission arrangements.		
Work with other agencies to widen access to a range of individual learning packages e.g. distance learning, study support, college placement.	Ongoing	Social Inclusion Management Team to monitor and oversee systems and progress.		
Develop Home Teaching Service and improve recruitment and training for home tutors for excluded pupils.	September 2002	Education Officer (Behaviour Support) to develop service plan.		
Ensure all pupils in identified high risk groups have appropriate IEPs with learning targets.	September 2002	Head of PRU Service.		
Consult on a review of the LEA’s admissions policy to identify the admission needs of vulnerable groups as a high priority for admission e.g. children in public care, excluded pupils, Traveller children.	September 2003	Protocols for admission & reintegration agreed with schools.  Time taken to admit pupils in vulnerable groups to be monitored.  Senior Education Officer (Social Inclusion), Senior Education Officer (Admissions) to consult with schools and the Admissions Forum.		
Resource requirement

	Links to other EDP activities and priorities and to other plans
Behaviour Support Plan
Youth Justice Plan	

Programme of Activity
Raising the Achievement of Boys	
Purpose
To Raise the Achievement of Boys.	Success Criteria
Boys’ attainment will be improved across all schools.
GCSE target for boys – 5 GCSEs A*-C, 5 GCSEs A-G (including English and Mathematics), Key Stage 3 (including English, Mathematics, Science and ICT).
The gender gap will be narrowed without a detrimental affect upon the attainment of girls.	
Target Group
Boys in all schools.	Lead Officer Responsibility
Senior Adviser (Curriculum and Opportunity)	
Action	Time Scale	Monitoring	Evaluation
	
To aid schools in their analysis of data the LEA will provide them with high quality statistical information.

Schools expected to set individual pupil targets and to track the progress of cohorts through the schools, in order to focus resources on the needs of pupils as highlighted in statistical evidence.

County Task Group, representing Primary and Secondary schools, to lead and monitor the implementation of the LEA strategy for raising the achievement of boys.
To identify models of good practice and to disseminate throughout the LEA.

To work with Higher Education to research and disseminate best practice on how schools are raising the achievement of boys.

To undertake an LEA research project based on the Bicester Partnership of schools.

To regularly highlight the need for schools to raise the attainment of boys through the process of monitoring quality reviews.

To draw on national research to ensure that Oxfordshire schools are aware of all successful strategies.	2002 –2004	The attainment of boys will be carefully monitored through the detailed analysis of test and examination data.

The strategies for raising attainment of boys in individual schools will be monitored through the process of monitoring quality reviews.

The effectiveness of the work of the Task Group will be monitored by a Senior Adviser and reported to the Principal Adviser.

	An annual evaluation will be made to indicate the process being adopted and the progress being made to raise the achievement of boys.  This evaluation to be reported to Members of the County Council.	
Resource requirement

Officer and adviser time for the analysis of data, organisation of activities and monitoring of schools.
£10,000 for the dissemination of materials, the work of the task team.	Links to other EDP activities and priorities and to other plans

	

Programme of Activity		
Raising the Achievement of Pupils who are Gifted and More Able	
Purpose
Raise the achievement of pupils who are gifted and talented.

Heighten the awareness of schools of the need to raise expectations for these pupils, through effective lesson planning and by imbedding good practices in the general ethos and culture of schools.	Success Criteria
The percentage of pupils gaining higher levels and grades will increase.

OFSTED reports reveal effective classroom provision for G&T pupils in different subject areas, not just tested core subjects and it is part of the culture and ethos of the school. Positive outcomes reported by link advisers from MQR.	
Target Group
Gifted and talented pupils	Lead Officer Responsibility
Senior Adviser (Curriculum and Opportunity)	
Action	Time Scale	Monitoring	Evaluation	
To target headteachers, senior managers, able pupil co-ordinators to ensure that each school has an effective policy to raise the achievement of pupils who are gifted and talented.

To implement the third stage of LEA guidance for schools on effective teaching and learning for able pupils.

To disseminate the QCA exemplification materials: Working with Gifted and Talented Pupils in KS1&2 English and Maths.  

To develop effective links with RECAP that will service primary and secondary networks of teachers, sponsor research, seminars and courses for teachers as part of CPD.

To provide INSET for schools on specific areas of need/request e.g. classroom provision in schools.  Provision through OQSA, partnerships and individual schools.

NACE and LEA to co-operate in proactive ways to support work in schools – NACE to offer expertise in LEA identified areas of need e.g. transition of able pupils between KS2 and 3, meeting the needs of young able learners.

Increase effective communication about the provision for the gifted and talented through LEA newsletters, RECAP, C&A network.

Continue the effective provision of Summer Schools (Years 6 and 7), increasing both numbers and the on-going impact for pupils in schools.	July 2003

July 2003

2002-3

2002 and on-going

Ongoing

Spring 2002 onwards

Ongoing

Ongoing with DfES funding	The standards achieved by the gifted and talented will be monitored through county statistical analysis, in terms of pupils achieving higher levels and grades.

Schools will be monitored through the process of monitoring quality reviews.

A senior adviser will monitor the work of the advisory teacher for the gifted and talented.

	Evaluation will be in the form of an annual report.	
Resource requirement

The focussed work of the advisory teacher for the gifted and talented.	Links to other EDP activities and priorities and to other plans

EDP parts 1-5	

Priority 8 
Support for schools causing concern

8.1	Further refine the collection, analysis and use of performance data and other evidence of quality to more accurately define those schools within the ‘developing’ schools category

8.2	Further develop the annual cycle of monitoring quality and school self review to ensure accurate identification of those schools at stages 2 and 3 of LEA concern within the developing schools category

8.3	Further develop and refine the recovery plans set in place by schools and LEA for those schools at stage 3 of concern. Ensure that such plans directly contribute to the raising of standards through a specific focus on the quality of leadership and management and the quality of teaching and learning. Identify schools and target improvement support to schools with specific issues of concern: e.g. inclusive practice relating to attendance or behaviour, race, equality, health and safety, financial management and resource deployment, curriculum provision

8.4	Continue to reduce the number of schools in SM or with SW (in line with our BVPIs) and in shorter timescales by intensifying support for best practice in leadership and management; the quality of teaching learning (including behaviour and attitudes); the recruitment and retention of good quality staff; partnership initiative in geographical areas of concern

8.5	Further develop ways of working and exit strategies to ensure that those schools removed from designation (LEA concern, SW, SM) maintain improvement to become self supporting and effective schools or better 

Programme of Activity		
8.1	Further refine the collection, analysis and use of performance data and other evidence of quality to more accurately define those schools within the 'developing' schools category	
Purpose
Further refine the collection, analysis and use of performance data and other evidence of quality to more accurately define and identify those schools within the ‘developing’ schools category.
	Success Criteria 
No school identified by OfSTED as in need of special measures and reduced % rate of those identified in serious weakness.
“Developing” schools identified and support/challenge for improvement provided.
Reliable and up to date data and evidence base in place.
Processes for systematic analysis of data and evidence in place.	
Target Group
Advisers and officers of the branches and services of the Education Department.
Staff and governors in schools.	Lead Officer Responsibility
Chair of Schools Monitoring Group
	
Action	Time Scale	Monitoring	Evaluation	
Further strengthen the systems for data and evidence collection, collation and analysis to ensure that it is available for schools and the department at the appropriate points in the annual monitoring quality review and target setting cycle.

Further improve the analysis of performance data and other evidence to enable schools to compare and contrast themselves with similar schools.  Facilitate networks of schools in similar circumstances.

In the light of the experience in 2001-2002 further refine and improve the criteria for ‘developing’ schools and ensure that all department personnel and schools understand and apply the criteria consistently.

Ensure that the systems to identify potentially ‘developing’ schools on the basis of data have an emphasis on pupil progress with respect to prior attainment.

Further develop the collection and analysis of data to specifically identify weaker secondary school subject departments to more effectively target monitored self-review and support.
	Start April 2002 and have in place by July 2003.

Start April 2002 and have in place by July 2003.

Start April 2002 and have in place by July 2003.

Start April 2002 and have in place by July 2003.

Start April 2002 and have in place by July 2003.	Senior Adviser for School and Service Monitoring through the termly meeting of the cross branch SPAM group (Schools Performance and Management):
-   reliable and up to date data and evidence base in place
-	processes for systematic analysis of data and evidence in place
-	“developing” schools being reliably identified.
	Principal Adviser through the twice termly meetings of the cross branch and headteacher and governor schools monitoring group (SMOG).	
Resource requirement	Links to other EDP activities and    priorities and to other plans

1, 2, 3 and 4	

Programme of Activity		
8.2	Further develop the annual cycle of monitoring quality and school self review to ensure accurate identification of those schools at stages 2 and 3 of LEA concern within the developing schools category	
Purpose
Further develop the annual cycle of monitoring quality and school self review to ensure accurate identification of those schools at stages 2 and 3 of LEA concern within the developing schools category.	Success Criteria 
List of schools within the ‘developing’ schools category updated termly.

Schools at stage 2 and 3 of LEA concern clearly identified and updated termly.
No school identified by OfSTED as in need of special measures and reduced % rate of those identified in serious weakness.	
Target Group
Advisers and officers of the Education Department
Staff and governors in schools.	Lead Officer Responsibility
Chair of Schools Monitoring Group	
Action	Time Scale	Monitoring
	Evaluation
	
Further differentiate the level of LEA involvement in the annual monitoring quality review cycle to ensure that appropriate attention and involvement is focussed on those schools where data and evidence analysis indicates that they potentially all within the ‘developing school’ category.

Further ensure that the criteria for ‘developing schools’ and the triggers for LEA concern at stages 2 and 3 are effectively communicated and well understood by schools and authority personnel.

Ensure that the annual monitoring quality review cycle reliably establishes agreements with schools regarding those within the ‘developing schools’ category, including those which may be at a stage of concern.

Establish appropriate moderation processes to validate judgements of school categories.
	To be in place for the annual monitoring quality review cycle in the 2002/3 academic year.

By July 2002.

To be in place for the annual monitoring quality review cycle in the 2002/3 academic year.

To be in place by January 2003.	Senior Adviser for school and service monitoring and through the termly meetings of the cross branch SPAM group
-	monitor to ensure “developing” schools identified in a timely and systematic manner to allow support/ challenge to be put in place
-	schools at Stage 2 and 3 of LEA concern identified and supported in a timely and effective manner.	Principal Adviser through the twice termly meetings of the cross branch, headteacher and governor schools monitoring group (SMOG).
	
Resource requirement

	Links to other EDP activities and    priorities and to other plans

1, 2, 3 and 4.	

Programme of Activity	
8.3
	
Purpose
Further develop and refine the recovery plans set in place by schools and LEA for those schools at stage 3 of concern.  Ensure that such plans directly contribute to the raising of standards through a specific focus on the quality of leadership and management and the quality of teaching and learning.  Identify schools and target improvement support to schools with specific issues of concern: eg inclusive practice relating to attendance or behaviour, race equality, health and safety, financial management and resource deployment.	Success Criteria 
To progress BVPIs as follows:
By 2005/6 95% of identified schools of LEA concern do not subsequently fall into SM/SW.

0% of new SM/SW schools not previously identified as SOC.
	
Target Group
•	Staff and governors of schools at stage 3 of LEA concern.
•	Staff from across Education Department working with these schools.	Lead Officer Responsibility
Chair of the Schools Monitoring Group
Branch and Service Senior Managers	
Action	Time Scale	Monitoring	Evaluation	
Ensure that the recovery plans are in place for all schools at stage 3 of LEA concern.

Ensure that recovery plans form part of or are an addendum to the school development plan and are to the same format.

Ensure that recovery plans clearly address the key issues of concern in a specified timescale and that there is an appropriate focus on the raising of standards and improvement in pupil progress.  Specify, where necessary, what needs to be done in terms of improving the quality of leadership and management and the quality of teaching and learning.

Ensure that when the recovery plans are drawn up between the school and the link adviser and officer the amount of additional support and monitoring required from the Authority is specified.  Communicate information about the additional support and monitoring to those personnel involved so that it may be built into service/job plans.

Ensure that the progress on the recovery plans is regularly reviewed by the school and link adviser and officer as part of the monitoring quality review cycle, or more frequently as necessary.  The outcomes of these reviews should clearly specify the next steps in terms of recovery.

Provide further training for Authority personnel on recovery and action planning.
	By July 2002 and then regularly updated as part of the monitoring quality review cycle.

By July 2002 and then regularly updated as part of the monitoring quality review cycle.

By July 2002 and then regularly updated as part of the monitoring quality review cycle.

By July 2002 and then regularly updated as part of the monitoring quality review cycle.
By July 2002 and then regularly updated as part of the monitoring quality review cycle.

By July 2002 and then regularly updated as part of the monitoring quality review cycle.	Senior advisers and principal/senior education officers as part of their management meetings with link advisers and officers.

Link advisers and officers.

Link advisers and officers with the school.  Senior advisers and principal/senior education officers in part of their management meetings with link advisers and officers.

Link advisers and officer with the school.  Senior advisers and principal/senior education officers in part of their management meetings with link advisers and officers.

Senior advisers and principal/senior education officers as part of their management meetings with link advisers and officers.

Senior adviser for school support.	Reports by senior advisers and officers termly to the principal adviser at one of the twice termly meetings of the schools monitoring group (SMOG).
1.	Reports by senior advisers and officers termly to the principal adviser at one of the twice termly meetings of the schools monitoring group (SMOG).
	
Resource requirement

	Links to other EDP activities and    priorities and to other plans

1, 2, 3, 4 and 5.	

Programme of Activity		
8.4	
Purpose
Continue to reduce the number of schools in SM or with SW (in line with our BVPIs) and in shorter timescales by intensifying support for best practice in leadership and management: the quality of teaching and learning (including behaviour and attitudes); the recruitment and intention of good quality staff; partnership initiative in geographical areas of concern.
	Success Criteria 
To progress BVPIs as follows:
•	By 2005/6 1% (3 schools) with SW.
•	By 2005/6 100% of reinspected SW schools removed from SW.
•	By 2005/6 0.6% (2 schools) in SM.
•	By 2005/6 0% of SM schools remain in designation beyond 24 months.	
Target Group
Staff and governors in schools in SM or with SW.
Staff across the Education Department working with these schools.	Lead Officer Responsibility
Chair of County Steering Group for Schools which Require Additional Support.
School Task Group Managers.	
Action	Time Scale	Monitoring
	Evaluation
	
Audit and cross reference the requirements of school action plans (including the outcomes of monitoring, including HMI monitoring) to the actions of the other EDP priorities and supporting activities.  (Task Groups)

Ensure needs of SM/SW schools are fully represented within the activities of the priorities and its supporting activities so that lead specialists and personnel are aware of expectations and are able to build them into their team and job plans.  (EDP lead officers)

Improve communication with and co-ordination of those working into SM/SW schools so that the range of support and monitoring activities is coherent, manageable and effective.

Establish procedures and clear expectations for self review within each school to target the additional support at action plan outcomes and the direct link with improvement in pupil progress.  (Headteachers and governing bodies).

Recruit/appoint to the Oxfordshire School Improvement Team (OSIT) to maintain and improve coverage of vacancies in SM/SW schools and to develop the team’s school non-contact time in training and development activities.  (OSIT managers)

In the light of the above actions establish and ensure that:
(i)	outstanding vacancies on governing bodies are filled and that appropriate training is provided for governing bodies of schools in these circumstances.  (Governor Development Unit);
(ii)	headteachers and senior managers are provided with a specific programme of training and support to exemplify best practice in leading, managing and bringing about improvement in schools in these circumstances, including training in financial and resource management.  (Adviser for Headteacher and Middle Management Development);
(iii)	the specific needs of teachers working in these schools are addressed through the training and support activities for teaching and learning, including the establishment of a teacher network and links with HEI. (?);
(iv)	the training opportunities for support staff to be more directly referenced to the circumstances of working in SM/SW schools.  (Adviser for SEN);
(v)	Authority initiatives to bring about improvement in standards and quality for underachieving groups and in specific geographical areas encompass the needs of SM/SW schools in parts of Banbury, Bicester, Oxford and Abingdon.  (?);
(vi)	recruitment and retention strategies specifically target the particular needs of schools in these circumstances.  (Personnel);
(vii)	a regular programme of training for Authority personnel includes specific initiatives for bringing about improvement in schools in challenging circumstances; networking and moderating examples of best practice; an emphasis on cross branch and service involvement that establishes those schools as a priority focus for work.  (SRAS).

Maintain regular reporting on progress on school action plans and Authority statements of action to the County Steering Group, to ensure that timescales for recovery are adhered to and further actions to be taken.

	By July 2002.

By July 2002.

By July 2002.

In place by September 2002.

For September 2002.

April 2002-July 2003.

April 2002-July 2003.

	Senior Adviser for School Support to review outcomes.

Senior Adviser for School and Service Monitoring.

Task group managers to monitor at school level.

Link adviser to monitor at school level.

Senior Adviser for Curriculum and Opportunity as OSIT Manager in liaison with Senior Adviser for School Support.

Heads of branches and services throughout management procedures of personnel fulfilling these actions.

Task group managers.

	Through a timetable of reporting to the monthly meeting of the County Steering Group for Schools Requiring Additional Support (SRAS). 
	
Resource requirement

	Links to other EDP activities and    priorities and to other plans

1, 2, 3, 4 and 6.	

Programme of Activity		
8.5	
Purpose
Further develop ways of working and exit strategies to ensure that those schools removed from designation (LEA concern, SW, SM) maintain improvement to become self supporting and effective schools or better.	Success Criteria 
To progress BVPI that by 2005/6 95% of schools of LEA concern do not fall into SM/SW.
Within 12 months of removal from designation schools are self supportive and effective.	
Target Group
Staff and governors in ‘recovering’ schools.
Staff from across the Education Department who work with these schools.	Lead Officer Responsibility
Chair of Schools Monitoring Group
Chair of County Steering Group for Schools Requiring Additional Support
Task Group and Senior Managers from across the Education Department	
Action	Time Scale	Monitoring	Evaluation	
Ensure that in the period of up to twelve months after the removal from designation the school’s action plan incorporates actions specifically intended to maintain progress in the areas of original concern.  These should be incorporated in the school development plan.

Maintain task groups for those schools removed from special measures or serious weakness and increased levels of link adviser and officer involvement for those removed from LEA concern for a period of up to twelve months.

Ensure that the role of the Authority in the exit strategy for such schools includes
-	training, support and advice
-	monitoring
-	support for school self evaluation
and that schools are aware of this entitlement to this differentiated level of involvement by the Authority in line with the category of a ‘developing school’.

Strengthen the Authority’s monitoring of such schools through the annual cycle of monitoring quality review to ensure that additional action is taken to prevent a school regressing.
	April 2002-July 2003.

April 2002-July 2003.

April 2002-July 2003.

April 2002-July 2003.	Link advisers and officers at school level.

Task group managers for ex SM and ex SW schools – senior advisers and senior officers liasing with link officers and advisers for ex-LEA concern.

Task group managers for ex SM and ex SW schools – senior advisers and senior officers liasing with link officers and advisers for ex-LEA concern.

Senior Adviser for School Support for ex-SM and ex-SW schools.  Senior Adviser for School Monitoring for ex-LEA concern.	1.	Senior advisers and offices as part of management responsibility for link advisers and officers.

Reporting to County Steering Group for Schools Requiring Additional Support (ex-SM and ex-SW).  Reporting to Schools Monitoring Group (ex-LEA concern).
Reporting to County Steering Group for Schools Requiring Additional Support (ex-SM and ex-SW).  Reporting to Schools Monitoring Group (ex-LEA concern).

Reporting to Schools Monitoring Group chaired by Principal Adviser.	
Resource requirement

	Links to other EDP activities and priorities and to other plans

1, 2, 3, 4, and 6	

Programme of Activity – 
8.5- Schools of Concern	ICT Reference document
	
Purpose
Target support to improve the quality of teaching and learning in schools with specific issues of concern
	Success Criteria 
The number of schools where ICT is a key issue in inspection is reduced by 30%
Schools meet the targets on ICT School Development/Action Plans.
	
Target Group
Schools of Concern
	Lead Officer Responsibility
Julie Leigh	
Action	Time Scale	Monitoring
	Evaluation	
Provide focused school intervention and support, in proportion to local needs, in order to meet national and local targets for learning and management using ICT		Evaluation of ICT development plans.
Analysis of OfSTED reports
Analysis of Schools of Concern Action Plans.	Monitoring reports on implementation of Development Plans for ICT.
SMOG	
Implement OfSTED ICT Recovery Plan				
Resource requirement

	Links to other EDP activities and    priorities and to other plans	

ANNEX  3

Education Development Plan
2002-07

Resources for each priority in the School Improvement Programme

Data to be entered January 2002

	

		ANNEX  4

Education Development Plan
2002-07

The LEA’s monitoring and evaluation strategy for EDP2

	

		ANNEX  5

Education Development Plan
2002-07

A report on the LEA consultation 
on EDP2

To be inserted following consultation
Consultation period ends 14 January 2002

	

1.	Targets

1.1	LEA Performance Targets (including local non statutory targets)
	Data to be entered January 2002

	Table 1	LEA Performance Targets Statutory and 
Non Statutory	2003	2004	
	
KS2	English test
	% pupils at Level 4 or above
	% pupils at Level 5 or above
	average points score	
84%
36%	
86%
38%	
		Mathematics test
	% pupils at Level 4 or above
	% pupils at Level 5 or above
	average points score 	
83%
34%	
87%
37%	
		English test
	% pupils at Level 5 or above	
73%	
77%	
			% pupils at Level 6 or above			
			average points score			
	KS3	Mathematics test
	% pupils at Level 5 or above	
77%	
81%	
			% pupils at Level 6 or above			
			average points score			
		Science test
	% pupils at Level 5 or above	
74%	
76%	
			% pupils at Level 6 or above			
			average points score 			
		ICT
	% pupils at Level 5 or above	
72%	
76%	
		GCSE
	% of pupils with 5 or more GCSEs at A* - C (or equivalent)	
55%	
56%	

	GCSE
	% of pupils with 5 or more GCSEs including English and mathematics at grade G or above (or equivalent)	
92%	
93%	
	
KS4	GCSE
	% of pupils with 1 or more GCSE at A*-G (or equivalent)			
		GCSE
	% of children leaving public care with 5 or more GCSEs at A* - C
% of children leaving public care with 1 or more GCSEs at A* - G	
13%

50%	
15%

60%	
		All qualifications
	Average qualification points score per pupil	
42	
43.1	

N.B.	Local non statutory targets are in italics

1.2	
School Performance Targets
Targets for each individual school for 2003 – see Annex 1

The aggregate of schools' targets for 2003

	Table 2	Aggregated Schools’ Targets	2003	

KS2	English test
	% pupils at Level 4 or above
	% pupils at Level 5 or above
	average points score	

		Mathematics test
	% pupils at Level 4 or above
	% pupils at Level 5 or above
	average points score	

		English test
	% pupils at Level 5 or above	
	
			% pupils at Level 6 or above		
			average points score		
	
KS3	Mathematics test
	% pupils at Level 5 or above	
	
			% pupils at Level 6 or above		
			average points score		
		Science test
	% pupils at Level 5 or above	
	
			% pupils at Level 6 or above		
			average points score		
		ICT
	% pupils at Level 5 or above	
	
		GCSE
	% of pupils with 5 or more GCSEs at A* - C (or equivalent)	

KS4	GCSE
	% of pupils with 5 or more GCSEs including English and mathematics at grade G or above (or equivalent)	
	
		GCSE
	% of pupils with 1 or more GCSE at A*-G (or equivalent)		
		All qualifications
	Average qualification points score per pupil	

N.B.	Local non statutory targets are in italics

1.3	Attendance Targets

	Table 3	LEA Attendance Targets	2003	2004	
	Primary
	% of half days missed at maintained primary schools, including middle schools deemed as primary	5.0%	5.0%	
	Secondary
	% of half days missed at maintained secondary schools, including middle schools deemed as secondary	7.5%	7.3%	
	Special Schools
	% of half days missed at maintained special schools	10%	9.5%	

1.4	Minority Ethnic Pupil Performance Targets 2004

	% 5 GCSE A to C	
	Actual 2001	Target 2004	
White – UK Heritage			
White – European			
White – Other			
Black – Caribbean Heritage	34.5%	50%	
Black – African Heritage	45.5%	55%	
Black – Other	45.5%	55%	
Indian	62.5%	65%	
Pakistani	31.7%	45%	
Bangladeshi	26.7%	40%	
Chinese	82.2%	85%	
Any other minority ethnic group	59.1%	60%	
All pupils			

1.5	Special School Performance Targets

Data to be entered January 2002

1.6	Target Setting in Oxfordshire

	1.6.1	Information used to support target setting

The following sources are the main ones used by schools and the LEA to set targets:

•	County and School performance information

National and local data for KS1, 2 and 3 tests and teacher assessments
GCSE, GNVQ, A and AS level results
Optional Reading test results for Year 4 pupils

These datasets are analysed by gender, subject and free school meal eligibility.  Local analysis supplements the PANDA and Autumn Package.  Analysis by ethnic group and for children in care is available at county level.

•	County and School value added information between key stages – based on matched pupil level data

•	County and School attendance and exclusions data

•	Pupil performance information

For each named pupil in years 5 and 8, forecasts of performance at the end of KS2 and KS3 are provided to schools, together with an indicative target range for the statutory targets.  Most schools will have access to similar data in school, and this approach will be used for other year groups too.

•	County and School contextual information

Baseline assessment data
CAT test data for Year 7 pupils
Performance at a prior Key Stage
SEN and FSM data
Targets and past results in similar LEAs or schools
PANDA and LEA Profile data    

1.6.2 Processes used to set targets

The LEA has worked with schools on the 2003 targets in the following way:

•	Most schools have attended training in 2000 and/or 2001 on the recording and use of pupil data; the accompanying On Track pack shows how forecasts of future attainment can be made for individual pupils based on national or local expectations of progress; the difference between a forecast and a target is made clear

•	Indicative target ranges are set centrally for each school for KS2, KS3 and KS4, based on forecasts from prior attainment and a degree of challenge related to LEA aspirations (reflected in the LEA targets already agreed with DfES)

•	These indicative target ranges, and the individual pupil details underlying them are provided to the school and the link adviser in advance of the Autumn Monitoring Quality review meeting (MQ1)

•	Schools are also provided with sheets on which recent past performance can be summarised or checked, in readiness for that meeting

•	At MQ1, the headteacher, chair of governors, link advisers and – where appropriate – link officer review the school’s recent performance and consider future targets in the light of this and of the indicative target range information; discussion often centres around a small number of lower attaining pupils and what they might be expected to achieve with appropriate support; agreement on cohort targets is usually achieved by the end of the meeting

•	After the meeting, the school completes and returns a formal target notification, following discussion of the targets by the governing body

•	The targets are recorded and collated by the LEA to meet DfES deadlines; the LEA notes any targets which it believes to be insufficiently challenging.

2.	LEA Context and Audit

2.1	The Context of the LEA

	To be updated based on the summary on pages 43 to 46 of the first EDP published in September 1999.  The main changes to be noted include:

	Population growth

	Change in council structure and political management arrangements (executive and scrutiny); strategic goals of new Executive

Changes (increases) in Education funding locally since 1998

Current position on development of a Local Public Service Agreement (LPSA)

City schools reorganisation – plan and timescales

Education Action Zone – history, effectiveness

Housing costs – impact on recruitment of teachers but also other staff

Current review of structures in Education, Social Services and Cultural Services

Background and nature of Oxfordshire Community Network (OCN)

2.2	An evaluation of the effectiveness of EDP1

	EDP 1, 1999-2002 detailed action to raise standards with respect to the following eight priorities:

1.	raising standards in literacy;
2.	raising standards in numeracy;
3.	developing the use of information and communications technology (ICT) to enhance teaching and learning and raise achievement;
4.	improving the quality of leadership and management;
5.	improving the quality of teaching;
6.	identifying, challenging and supporting schools causing concern;
7.	raising standards for pupils at risk of underachievement;
8.	improving achievement post 16.

	Progress with respect to each priority has been determined through a variety of processes and activities including:

1.	routine LEA monitoring evaluation, and reporting activities via officers holding lead responsibilities for action within each priority;
2.	analysis of school performance data;
3.	analysis of the LEA statistical profile and of other comparative data available on LEA performance;
4.	Audit Commission and OFSTED inspections of relevant aspects of the LEA's work and relevant Best Value reviews such as the BV review of schools of concern.

Implementing planned action to improve standards

	EDP monitoring activities have established that the expected, wide range of LEA action under EDP1 has been delivered or is currently underway as planned with few, justifiable exceptions related to staff changes/vacancies and new directions from national policy such as the national KS3 strategy.  The EDP update for 2001-02 fully reflected such developments.

Impact of the school improvement programme on standards

	Priority 1	Raising Standards in Literacy

	Improvements in standards in literacy in KS1 and KS2 have been achieved.  For example, from 1999, the first year of EDP1, to 2001, the following improvements have been recorded 
•	 At KS1, a 3% rise from 82% to 85% of pupils at the expected standard of level 2 or above in reading, a 2% rise from 84% to 86% level 2 in writing, and a 5% rise from 70% to 75% level 2 in spelling.

•	At KS2, a 2% rise from 74% to 76% of KS2 pupils at the expected standard of level 4 or above in English 

	LEA targets for KS2 were exceeded in 2000 but in 2001 there was a shortfall of 3% in English and 2% in Mathematics. 

	The EDP updates for 2000-02, and more recently for 2001-02, in line with the national KS3 strategy, introduced action to improve standards in KS3. This action has not yet had a measurable impact on standards. For example, from 1999-2001, there has been a 1% fall, from 66% to 65% in KS3 pupils achieving the expected standard of level 5 or above in English. 

	While standards in literacy in Oxfordshire schools are improving, the rate of improvement is not keeping pace with the rate of improvement recorded by our better performing statistical neighbours.  The KS2 literacy target for 2002, 85% to achieve level 4 or above in English, set as a benchmark target by the DfES in the context of an aggregated schools target of 81%, will be very challenging for schools and the LEA.  The literacy action plan has therefore been substantially reviewed with DfES approval, to provide increasingly focused support for under performing schools with the intended outcome of increasing our rate of improvement during 2001-02.

	Analysis of performance demonstrates boys’ attainment remains a significant issue for Oxfordshire. For example, by 2001, the difference between girls and boys reaching expected standards of attainment in English at KS2 was 11%, with 70% of boys achieving the expected standard compared to 81% of girls. Underlying this had been a 3% improvement in boys’ attainment between 1999 and 2000 but a 1% fall in 2001.

	Training events and all literacy support activities have included attention to strategies to improve boys' attainment to close the gap between girls' and boys' performance – as yet with insufficient impact. It is recognised that this remains an area for significant action during 2001-02 and the revised literacy action plan incorporates appropriately targeted action, particularly with respect to boys' attainment in writing.

	Priority 2 	Raising Standards in Numeracy

	Improvements in standards in numeracy are being successfully achieved.  For example, from 1999-2001, there has been a 4% rise in pupils achieving level 2 or above in mathematics at KS1, from 87% to 91%, and a 1% rise in pupils achieving level 4 or above in mathematics at KS2, from 70% to 71%.   

	As with literacy, improvements in standards are not being achieved at a rate sufficient to keep pace with the better performing statistical neighbours.  The KS2 target for 2002, 80% to achieve level 4 or above in mathematics, while matching the aggregated schools target, presents a further challenging target in the context of current performance.

	Priority 3	Developing the use of ICT to enhance teaching and learning and raise achievements

	Good progress has been made on implementing the infrastructure necessary to support the ICT development plan.  For example, the implementation of NGfL has progressed well with all primary, middle and special schools to have access to local, national and global networks by completion of phase 3 and 97% of primary schools now with a common software platform.  A wide range of training opportunities and information has been received by Headteachers, governors and IT Coordinators.

	Teachers' and pupils' skills in the use and exploitation of ICT in teaching and learning has improved steadily.  Teachers' attendance at basic skills training has been good with 96.2% rating training received as good or outstanding – 79% of teachers are signed up to complete NOF training (15% above the national average).  Monitoring of the attainments in ICT of a sample of Y2, Y5 and Y6 pupils demonstrated that pupils were reaching higher than expected levels of attainment for their year groups.

	A recent OFSTED inspection of ICT support to schools rated the service as satisfactory and improving (grade 4 moving towards 3).  No Shire County has been graded above 4.

	Priority 4	Improving the quality of leadership and management

	Evidence of improvements in the quality of leadership and management in schools is apparent through:

1.	improved use of data analysis by school managers and governors to set and meet realistic targets;
2.	improved planning, monitoring and evaluation of the curriculum by senior and middle managers;
3.	improved school development planning, monitoring of quality and self evaluation.

	Some specific examples of the above improvements include the increasing and confident use of individual pupil data and performance graphs in schools to determine realistic but challenging targets; the increasing analysis of data in schools to understand and tackle gender differences and to raise the achievement of vulnerable groups of pupils; the excellent progress made by schools achieving IIP accreditation (110 schools formally committed, 67 recognised to date); and full implementation of the Annual Monitoring Quality Reviews in schools where the LEA joins with the Headteacher and Chair of Governors of each school to evaluate standards and progress and to establish priorities for school development.

	There is evidence building that Headteachers undertaking the National Professional Qualification for Headteachers have benefitted and can demonstrate improved management competencies.  The Leadership Programme for Serving Headteachers is evaluated very positively by participants (86% rated LPSH good or very good) and is effective in promoting increasing interest in professional development by these Headteachers.  Supporting Headteachers to complete programmes and to continue to enrol in the context of staffing pressures in 2001-02 is an important issue for the coming year.

	OFSTED inspection grades for leadership and management (December 1999 figures) indicated Oxfordshire primary schools fell slightly below national figures and some way below statistical neighbours.  In secondary schools, the grades fell slightly below neighbours and slightly above national figures.  A Best Value Review on the impact of the Education Service is presently being undertaken.  More recent evidence has indicated further improvements in leadership and management suggesting that the position of Oxfordshire compared to statistical neighbours has improved.  Evidence from the LEA Profile, which provides aggregated grades for leadership and management in schools, in shown in more detail below. Data up to December 1999 which was used in the BV Specification, showed, for example:

Ofsted grades for ‘Leadership: clear educational direction for the schools 1996-99’ measure the effectiveness of the whole leadership team: headteachers, other senior managers and governors:

Ofsted inspection grades	Good	Satisf’y	Poor		Good	Satisf’y	Poor	
Oxfordshire	Primary 
(Oxon. n=226)	57%	25%	18%	Secondary 
(Oxon. n=35)	71%	20%	9%	
Statistical neighbours		65%	24%	12%		73%	18%	8%	
National		62%	25%	14%		70%	18%	11%	

	Since the Specification was completed, other data has become available for the spring and summer terms of 2000

Ofsted inspection grades	Good	Balance	Poor		Good	Balance	Poor	
Oxfordshire	Primary 
(Oxon. n=39)	79%	13%	  8%	Secondary 
(Oxon. n=6)	Insufficient    data	
Statistical neighbours		71%	20%	  9%					
National		70%	20%	10%					

	The data provided from January 2000 is more detailed than that previously, but it is possible to make comparisons with earlier data. These new figures suggest a considerable improvement at the primary phase. The BV Specification indicated that, from inspection and profile data then available, the LEA’s revised strategies for improving leadership and management – such as the appointment of a specialist adviser – had not yet taken effect. Even with this more recent data, taken over a short time scale (i.e. two terms), it is not yet possible to suggest that this improvement is sustained and systemic. However, if it is (and further data may become available by the end of the year and will be used for BVR monitoring purposes), then Oxfordshire will be performing at the level of the most successful authorities, some of which were visited and reported upon for this review.

	Priority 5	Improving the quality of teaching

	Inspection findings up to December 1999 show a gradually improving level of satisfactory or better teaching in all phases, often comparing well with statistical neighbours. 

	More recent evidence (spring and summer 2000) has indicated further improvement in primary schools where the average teaching grade, obtained in Ofsted inspections  in the LEA Statistical Profile is 3.14 (compared with neighbours at 3.14 and national at 3.19). In secondary schools, the average grade is 3.22 compared with neighbours at 3.11 and national at 3.16). The summary of inspection grades for teaching although based on only a few (c35) inspections further indicates improvement especially in the earlier stages of in the primary phase. The Quality of Teaching judged to be good was as follows: 

Stage	Oxfordshire	Neighbours	National	
U5	81	75	76	
KS1	71	69	68	
KS2	69	78	73	

However, these findings indicate that teacher expectations and the teaching of basic skills in key stage 2 are judged to be as much as 10% ‘less good’ in Oxfordshire than in those in statistical neighbours, although the effectiveness of teachers’ planning and the management of pupils is judged to be better. These early indications of the quality of teaching in key stage 2 will need to be considered when the next cycle of aggregated grades is published, but will already help to inform priorities for the EDP. 

	Particular improvements to 2001 have been achieved through ensuring effective progression of pupils between and within key stages and through promoting improvements in the quality and use of assessment.  For example all schools have received Assessment Manager training; CATs have been introduced across the LEA for all Y7 pupils with results collected, analysed and returned to schools; a common transfer document is used by all schools and all schools are setting individual and cohort targets based on prior attainment.  The Kings College formative assessment project has been introduced to a range of schools across the county and early indications are that there has been significant improvement in pupils' attainment.  Training for Foundation Stage teachers on assessment is achieving greater consistency in relation to good formative assessment practice across the range of settings and better continuity with KS1.

	The curriculum networks established in Oxfordshire continue to be a strength which has been further enhanced by partnerships of schools making good use of local advanced skills teachers (ASTs).  Additionally the work of ensuring curriculum entitlement and opportunity for each pupil in Oxfordshire has been formed into a new 'Curriculum Statement' -–"Education in Oxfordshire – A vision for the Future" which will provide a sound platform for action to ensure further improvement in this area through EDP2.

	Priority 6	Identifying, challenging and supporting schools causing concern

	The programme of work with OFSTED identified schools, managed though the SRAS Steering group, is well established.  During 2000-01, 4 schools were removed from special measures and 7 schools from serious weaknesses with regular HMI comment on the effectiveness of support provided by the LEA. In the school year 2001-02 so far, 1 further school has been removed from special measures and                          schools from serious weakness. Comment within HMI monitoring reports for specific schools is largely positive about the sufficiency and quality of LEA support.

	The “Oxfordshire Strategy for School Improvement”, upon which schools were consulted during Summer 2001, outlines how schools will be categorised as 'successful', 'effective' or 'developing' and provides improved systems for the early identification of schools experiencing difficulty.  The agreed systems will be fully in place during 2001-02 and will allow for an effective programme of preventive work with LEA 'developing' schools.

Priority 7	Raising standards for pupils at risk of underachievement

	Some significant improvements have been recorded during 2000-2001.  The LEA and schools now have improved data on the achievement of ethnic minority groups, providing the necessary baseline for action to raise standards.   While there is still significant underachievement at KS2 and at GCSE across a number of ethnic minority groups, over the last three years there has been evidence of improvement at KS2 in English for Black-Caribbean, Black-African and Indian pupils and improvement at GCSE for Black Caribbean, Black-African, Black Other and Indian pupils.  In relation to improving pupil behaviour, a reduction has been achieved in the number of schools where behaviour is identified as a cause for concern.  More sophisticated analysis of schools causing concern is now in place and permanent exclusions are stable at 71 in 2001.  Progress was recorded in raising the achievement of children in public care with an improvement from 36% to 50% (2000) of children achieving one or more GCSE at grade A to G.  There has been particular work with special schools analysing pupil achievement through P scales and on target setting.

	The agenda in relation to tackling disadvantage remains challenging.  There is a need to maintain the focus on raising achievement of pupils from ethnic minorities and, in particular to target further support to Bangladeshi and Pakistani pupils at all key stages and Black pupils at KS3 and KS4.  The 2002 target to reduce permanent exclusions to 46 will be highly challenging and particular support will require to be focused around schools where behaviour is a concern.  Reconfiguration of pupil referral units is a key part of the LEA strategy for securing full time education for excluded pupils and will be reflected in the EDP update 2001-02.  While progress is being made in raising achievement of children in care, concerted action is required to secure full time education for all children in public care.  The update will also outline action across the Education Service to reduce unauthorised absence and improve attendance particularly at secondary level.

Priority 8	Improving achievement post 16

	The LEA is working to develop an effective partnership with the Learning and Skills Council to achieve high quality post 16 provision managed in the best interest of post 16 learners.  A rudimentary provision map bas been formed and partners are working towards a protocol for data sharing.  The LEA is currently working with Headteachers to draft a post 16 strategy to guide the development of post 16 provision in schools.  Value added analysis of sixth form performance is being actively promoted and supported by the LEA.

	Conclusion

	School performance is improving in Oxfordshire.  The priorities set out in the EDP have been appropriate and action largely effective in raising standards in the priority areas, although not sufficiently to achieve consistently favourable comparison with statistical neighbours and to close the gender gap.  Throughout the period of EDP1, the LEA has improved the quality of its analysis of the factors underlying underachievement in Oxfordshire and can now more successfully identify both schools with specific improvement needs and underachieving pupil groups and therefore can better target action to increase the rate of improvement. This will provide the framework for the more closely targeted work which will be required in EDP2 to increase the rate of improvement in standards overall and to plan effective action in the new priority areas for KS3 and KS4. 

2.3	Audit of LEA strengths and weaknesses and school performance in each of the 5 national priority areas

This section gives an overview of pupil, school and LEA performance.  Some additional information on performance in relation to the national and local priorities is included within the outline of these priorities and not repeated here (see sections 3.2 and 3.3).

Review processes and data sources

A composite picture of strengths and weaknesses is derived from the following processes and sources which are used to monitor and evaluate the performance of the LEA and of schools:

Largely in relation to LEA performance:
•	Analysis and reporting of test and examination results and value added measures;
•	Analysis of data published at LEA level e.g. Best Value Performance Indicators (BVPIs), performance tables, parliamentary questions;
•	Analysis of the annual LEA Profile published by Ofsted
•	Annual MORI surveys of public satisfaction with Council services;
•	Findings of relevant Best Value reviews and inspections;
•	Findings of Ofsted and District Audit studies on specific services;
•	Feedback from service users whether through surveys, consultation exercises, or specific service management boards or steering groups;
•	Detailed service planning which reflects knowledge of strengths and weaknesses in individual service areas.

Largely in relation to school performance:
•	Analysis and reporting of a variety of measures including: test and examination results, value added measures, attendance and exclusions;
•	Analysis of Ofsted inspection reports
•	Analysis of the annual LEA Profile published by Ofsted;
•	Use of data arising from the termly Monitoring Quality Reviews with individual schools at which performance is evaluated (with full involvement of headteachers and chairs of governors);
•	Governing body attendance and minutes;
•	Attendance at school partnership meetings;
•	Informal feedback mechanisms through a wide range of regular or specific interactions with schools

School performance is monitored and evaluated through processes that combine data available with the understanding of individual school development within LEA support services.  A strategic planning group, involving LEA senior managers and school and stakeholder representatives, oversees these processes.

Much of the intelligence relating to individual schools is recorded in a small number of databases and discussed at regular partnership meetings of officers and advisers so that schools’ needs and the associated action by the LEA to address needs can be identified effectively.  This process is detailed more fully within Priority 8, Support for schools causing concern.

Where comparisons are drawn with similar authorities these are the 10 LEAs deemed by Ofsted to be most similar to Oxfordshire in socio-economic terms, viz:  Cambridgeshire, Devon, Dorset, Gloucestershire, Hampshire, North Yorkshire, Somerset, Suffolk, West Berkshire and Wiltshire.  Comparisons are with the median performance of this group.

National Priority – Early Years and Primary Education, especially Literacy and Numeracy

Standards of attainment and progress

•	On entry to school, children’s baseline assessment scores are above the national average for children of the same age; in school inspections, attainment on entry is more likely to be judged as good in Oxfordshire than it is in schools in similar authorities 
•	KS1 test and assessment results have risen since 1998, broadly reflecting the rate of improvement seen nationally and in similar authorities; in 2001, Oxfordshire’s results were similar to national averages and to the averages in similar LEAs
•	KS2 test results have risen significantly since 1998, broadly reflecting the rate of improvement seen in similar authorities and slightly lower than the national improvement rate; in 2001, Oxfordshire’s results were very close to national averages and in line with the averages in similar LEAs, with the exception of Science (2% below similar LEAs)
•	The proportion of pupils achieving level 3 at KS1 or level 5 at KS2 was in line with performance in similar authorities in 2000, although in previous years Oxfordshire generally out-performed them in Science at KS2; the significant drop in the proportion achieving level 3 in Writing at KS1 in 2001 (from 8% to 4%) may be due in part to much greater moderation activity locally this year
•	From the first year of value-added information from KS1 to KS2, local data suggests that Oxfordshire schools are making poorer progress in core subjects with lower attaining pupils than is the case nationally; progress measures for individual schools show a wide range, with the highest rates of progress reflecting the equivalent of almost 3 years more educational development for the average pupil compared with schools showing the lowest rates of progress
•	Oxfordshire schools are still under-represented in the top 25% of schools nationally (allowing for relative eligibility for free school meals) in on many of the measures relating to KS1 Reading, Writing and Mathematics; they are over-represented in the lowest 25% of schools in all three subjects, with around one third of schools falling into this category locally (half of all schools for Writing at level 3).  However, this represents an improvement since 1998, particularly in Mathematics
•	At KS2, too many schools fall into the lowest 25% of schools in all 3 core subjects, although in Mathematics and Science representation in the top 25% of schools is close to national averages, reflecting an improvement since 1998
•	In ICT, sample data on children moving to Secondary schools in 2001 suggests that over 50% of pupils are achieving level 4 or better by the end of Year 6; this compares with only 10% in 1998.  However, Ofsted data from school inspections still suggests that progress in ICT is poor at KS1 in 22% of schools; and is poor at KS2 in 37% of schools

Comment

From a relatively good start on entry to school, standards of attainment in core subjects at the end of KS1 and KS2 are disappointingly similar to national averages.  There is still marked variation in pupil outcomes between schools in similar circumstances.  Analysis of comparative progress of individual pupils between baseline assessment and KS1 is hampered currently by lack of sufficiently detailed data and different assessment schemes in different LEAs.  However, between KS1 and KS2, progress rates in individual schools differ widely and the data suggests that Oxfordshire schools could make more progress with lower attaining pupils.  Effective strategies for lower attaining pupils generally, and for schools where there is evidence of underachievement at KS1 or KS2 will be needed in order to hit challenging KS2 targets in later years of the plan.  

Quality of education

•	Latest Ofsted data suggests that the overall quality of education has improved since 1998, although 3 in 10 schools still require improvement (compared with 2 in 10 in similar LEAs).
•	Quality of teaching (based on lesson observations during inspection) is judged to be as good as in similar LEAs, with 96% of lessons satisfactory or better
•	There are signs that the use of assessment to inform teaching has improved significantly
•	Other areas of weakness noted in the last EDP – notably in relation to continuity and progression; and teachers’ expectations – appear to have improved but have not yet caught up with practice in similar LEAs; these are still important issues for Primary schools 

National Priority – Key Stage 3

Standards of attainment and progress

•	On entry to secondary school, pupils’ CAT test scores are around the national average; in school inspections, attainment on entry is more likely to be judged as poor in Oxfordshire than it is in schools in similar authorities
•	KS3 test results have risen since 1998 in Mathematics and Science but fallen in English; the changes are in line with experience nationally and in similar LEAs, although 2001 results have fallen further behind those in similar authorities
•	Value added information suggests that rates of progress between KS2 and KS3 are broadly in line with national averages, with the exception of lower attaining pupils - whose progress in English is less good locally
•	In ICT, assessments indicate improvement in recent years in the percentage of pupils achieving level 5 at the end of KS3; however, Ofsted data from school inspections still shows KS3 progress to be weakest in ICT, with almost half of all schools judged to be making poor progress. 

Quality of Education

•	Areas of weakness at KS3 noted in the last EDP – notably procedures for and use of assessment; planning for progression and continuity; teachers’ expectations; and their management of pupils – are still significantly weaker than in similar LEAs and in some cases have not improved since 1998; these are still important issues for Secondary schools

National Priority – 14 to 19

Standards of attainment and progress

•	At GCSE, improvements in performance have not kept pace with progress either nationally or in similar authorities and in 2001, Oxfordshire’s results are the lowest in its comparator group; the percentage of pupils leaving schools with no GCSE or equivalent qualification actually increased in Oxfordshire between 2000 and 2001
•	A-level attainment is lower than nationally or in similar authorities, although Advanced GNVQ results are in line with those in similar LEAs
•	Post-16 value added is similar to and sometimes better than national averages, with Oxfordshire’s lower A-level attainment reflecting a wider range of intake to sixth forms and relatively fewer students pursuing more than 3 A-level subjects
•	Oxfordshire schools continue to be over-represented in the bottom 25% of schools, taking account of free school meal eligibility; some 60% of schools fall into this category in relation to the percentage of pupils achieving 5 or more A*-G grades at GCSE
•	In ICT, 4 in 10 schools are judged to be making good progress in KS4 (twice as many as in similar LEAs) while an equivalent number are making poor progress (in line with similar LEAs)  

Quality of education 

•	Teaching at KS4 remains a strength, although less marked in relation to similar LEAs now than it was at the time of the last EDP; school inspection data suggests more concerns now in relation to the breadth and relevance of the KS4 curriculum (good in 21% of schools and poor in 12%) and equality of access and opportunity (poor in 17% of schools); the use of assessment to inform curriculum planning is still relatively weak (good in only 17% of schools; poor in 25%)

National Priority – Tackling Underachievement, Reducing Disadvantage

Equality of access and opportunity

Equality of access and opportunity is judged by Ofsted to be satisfactory or better in 95% of under fives classes, falling to 83% in KS4 classes.  From KS2 onwards, this represents a poorer position than in similar LEAs.

Children in Care

Recent improvements in the percentage of children in care gaining GCSE passes still leave Oxfordshire in the lower quartile for Shire counties.  In Summer 2000, 50% achieved at least one pass, while 8% achieved 5 or more higher grade passes.  In January 2001, 5 children in care were without a school place.

Children from Ethnic Minorities

There remains significant underachievement amongst some ethnic groups.  In 2001, Bangladeshi, Black Caribbean and Pakistani pupils showed the greatest underachievement, with 27%, 34% and 32% of pupils respectively achieving 5+ A*-C grade GCSE passes, compared with a County average of 50%.

School Attendance

Primary school attendance at 94.7% exceeds the national average.  At Secondary level it is 82.1%, which is poorer than both the national average and all of the comparator group of similar LEAs.  At 1.4%, unauthorised absence in Secondary schools also exceeds the levels in these other authorities.  In 2000/01, attendance was below 92% in 19 Secondary/Middle schools and 8 Primary/First schools.

However, Ofsted data from school inspections suggests that 94% of Secondary schools have satisfactory or better procedures for monitoring and promoting attendance, in line with schools in similar LEAs.

Behaviour

Oxfordshire remains one of the lowest permanently excluding authorities in England, excluding 0.9% of the pupil population (68 pupils) against a national average of 1.4%.  Fixed term exclusions have risen from 1500 to 2000 between 1999 and 2000.  Some groups of children, including children from ethnic minorities, children in care and children with SEN, are at particular risk of exclusion.  Of the pupils permanently excluded in 2000/01, x received full time education within 15 days of the exclusion.

Ofsted judgements of behaviour suggest that the percentage of Secondary schools in which behaviour was good is lower locally than either nationally or in similar authorities (57% of Oxfordshire schools against 78% of schools in similar LEAs).  Procedures for monitoring and promoting discipline and good behaviour are also judged to be weaker locally than in similar LEAs or nationally.  In Primary schools, judgements suggest that Oxfordshire schools are similar to those elsewhere.

Children with Special Educational Needs

Oxfordshire’s proportions of children with statements of special educational needs (2.4%) and of pupils in Special schools (1.1%) are below national averages and the averages for similar authorities.  Timescales for statutory assessment have improved from 58% within 18 weeks in 1998 to 82% in 2001; however, this is still in the lowest quartile for all Shire counties.

Ofsted judgements relating to SEN provision in mainstream schools suggest satisfactory or better practice in 90% of Secondary classes and 98% of Primary classes, in line with similar LEAs.

Gender

Boys are entering school with lower baseline assessment scores than girls (typically 2 points lower in a 32 point scale).  Girls continue to out-perform boys at each Key Stage, in English and related subjects.  At KS1 there was a gap of 7-10% in Reading, Writing and Spelling in the percentages reaching level 2 in 2001; at KS2 there was a gap of 10% in the percentages reaching level 4 in English, reflecting a difference of 7% in Reading and 18% in Writing; at KS3 the gap had widened to 20% in English at level 5; and at GCSE the percentage of girls achieving 5 A*-Cs was 11% higher than the percentage of boys.  More boys than girls are leaving school without any qualifications (7% of boys compared with 4% of girls).  These differences are very similar to those in 1998, with the exception of KS2 English where the gap has narrowed from 15%; they are also in line with national averages.  

Lower achieving pupils

Local value added information suggests that during KS2 and KS3, lower attaining pupils are not making as much progress in English as might be expected from national progress information.  Relative to similar LEAs, too many Oxfordshire pupils are leaving school without any qualifications (6%) or with fewer than 5 GCSE equivalent passes (another 6%, making 12% in total).  As might be expected, many of the groups noted above are over-represented in this 12%.  

National priority – Schools of concern

There has been a significant reduction in the number of schools with serious weaknesses since December 1998, from 12 to 6.  The number of schools in special measures in December 2001 is 5 – the same number as 3 years ago.  Comparative data for December 2000 suggests that Oxfordshire’s percentage of such schools was still relatively high in relation to special measures, although 5 schools have subsequently been removed from this category which should make 2001 comparisons more favourable.

Early identification of schools of concern is improving through the use and analysis of data and other evidence.  Work is nearing completion to identify “developing” schools; this will assist in the targeting of resources to such schools.  

It is apparent from initial analysis that schools which are either underachieving or at risk of so doing are often clustered geographically.  For example, schools in Oxford City, parts of Banbury, and South Abingdon tend to share features of relatively low attainment and value added.

Local priority – Leadership, governance and management

Primary schools
•	Latest Ofsted data suggests that the overall management and efficiency of Primary schools has improved since 1998, although 3 schools in 10 still require improvement
•	Recent inspection reports suggest that Primary headteachers and governing bodies are exercising more effective leadership and management than is the case in similar LEAs 
•	Other areas of weakness noted in the last EDP – notably in relation to support and monitoring of teaching and curriculum development; development planning, monitoring and evaluation; arrangements for professional development of staff; and financial planning/value for money – appear to have improved but are not yet as strong as in similar LEAs
•	In addition, the adequacy of staffing, accommodation and learning resources (although not specifically mentioned in the previous EDP) is judged to be weaker than in similar LEAs

Secondary schools
•	Latest Ofsted data suggests that leadership and management require improvement in 25% of schools, as was the case in 1998
•	The match of teachers to the demands of the curriculum, which was a weakness in the last EDP, is now in line with practice in similar authorities
•	Other specific areas of weakness noted in the last EDP – namely development planning, monitoring and evaluation; and the adequacy of curriculum resources and accommodation – are still significantly weaker than in similar authorities
•	Support and monitoring of teaching and curriculum development has worsened since 1998 and is now weaker than in similar LEAs (good in 31% of schools, poor in 37%)

Local priority - Teacher supply, recruitment and retention

From September 2001, elected members provided funding for a permanent Education Officer (Recruitment and Retention), in recognition of the serious situation arising in the county in relation to teacher supply.  This post is in addition to the full-time Recruitment Strategy Manager funded by the TTA.  

Data collected from all schools at the start of the Autumn term 2001 showed an underlying 2% vacancy rate, but with all vacancies covered by a variety of short term means (e.g. supply teachers, split contracts, teachers from other disciplines).  Without effective action, demographic trends and local economic conditions are likely to lead to a worsening of this vacancy rate in future years.  Headteachers also noted that the difficulty in recruiting staff was leading to some reductions in the non-contact time of existing staff in order to cover classes, and expressed concerns in relation to the quality of applicants (many of whom have been out of teaching for a long time) as well as the numbers for individual posts.  Such strains on the system will build up problems for the future if left unresolved.

Recruitment measures introduced at county level and by individual schools have been successful so far, as indicated by the full cover for all posts at the start of term.  Oxfordshire is fortunate to have good relationships with local HE institutions and is able to recruit large numbers of NQTs annually, although many of these leave after only a few years.  From leaver surveys, it is apparent that housing costs, workload and management are key factors in the decision to leave teaching and/or Oxfordshire for many teachers.  Development and retention of high quality teachers who progress and find professional rewards within the county must now be a priority.  This is a particular issue in relation to City schools over the short to medium term as the schools go through the structural reorganization.

At the request of schools, the LEA is also investigating through the DfES New Models project the development of a sub-regional value added Supply Agency.  This is to meet the continuing needs of schools for well trained and motivated supply staff either for short term or longer term cover.  

Local priority – Building learning communities

It has already been noted that underachievement is often found in geographical clusters of schools.  The effectiveness of action which deals with some of the symptoms of such underachievement (low levels of literacy, poor attendance and behaviour etc) will be limited without the support and involvement of the wider community, both locally and beyond.  

Ofsted judgements suggest that while partnership with parents and the community is as good in Oxfordshire’s Primary schools as it is in similar LEAs, it is relatively less good in Secondary schools.  Parental involvement in children’s learning at Secondary school is significantly weaker, with only 26% of schools judged to be good compared with 51% in similar LEAs.

The Education Action Zone in Oxford City has shown what can be achieved by a community of schools, with the help of parents, in relation to school attendance and behaviour.  Some other strengths on which Oxfordshire can base its development of learning communities include:

•	76 schools (25%) are already committed to extending learning opportunities and working in partnership with their local communities, as members of the Community Schools Network
•	The 31 area partnerships of schools (based on one or more Secondary schools, their feeder Primaries and local nurseries and Special schools) are an effective focus for cooperation and development; this has worked well with initiatives such as NGfL and Advanced Skills Teachers
•	Secondary heads have agreed to work together with the LEA to plan the development of specialist schools strategically
•	The Oxfordshire Community Network – a broadband ICT infrastructure carrying e-learning and other services – will link all schools and libraries over the next 2 years, with the potential to provide access for other learning centres, private and voluntary organisations
•	A network of highly regarded adult education services, including family and parent education, which can improve the capacity of adults in the community to support younger learners

Strengths and weaknesses of LEA services relevant to school improvement

Best Value (BV) and external reviews

As part of the BV review of Leadership and Management support to schools, the views of representative heads, deputies and governors were sought.  Some key action points arising from the discussions include:

•	The need to review the annual monitoring visits to improve the challenge provided to schools
•	Exploration of the use of experienced and successful headteachers to support and challenge schools in similar circumstances
•	Training for leadership and management earlier in teachers’ careers; and improving the support for deputy heads
•	Advice and support to headteachers and governors on budget strategy and the management of finances

The BV review of ICT support to schools highlighted the need for improved and affordable technical support to be available to schools, and the need for an increased focus on the strategic development of ICT and its use in schools.  The recent Ofsted inspection highlighted the need for development of leadership and management of ICT in schools.  The District Audit study concluded that the development and implementation of NGfL in the county has been generally satisfactory and emphasised that future ICT developments should be clearly planned and fully resourced. 

As part of the implementation of the Early Years BV review, the feasibility and benefits of changing the Primary school admissions policy to reflect one or two (rather than 3) dates of admission during the year to a reception class is being explored.  The likely impact on standards will be part of this investigation.

The LEA was short listed for Beacon status in relation to work to ensure continuity and progression in learning and ease transition. 

Performance Indicators

Nationally collected BV performance indicators for 2000/01 show that, on many indicators, Oxfordshire’s performance is around the median for Shire counties.  Exceptions are Secondary school surplus space (high), funding per Primary and Secondary pupil (high), exclusions (low), and 3 year olds in Early Years places (low).

Performance Management

Experience of the first EDP and its monitoring and evaluation has led to improved understanding of how to maximise the impact of LEA challenge, support and intervention.

The LEA is more effective in supporting school improvement when action is 

jointly agreed with schools and LEA support services;
sharply focused and specified against agreed objectives;
differentiated and targeted in relation to need;
co-ordinated and integrated across involved LEA support services;
monitored and evaluated to ensure effective action is noted and can be disseminated.

These learning points are reflected in this latest plan, with actions phased over the 5 year period, and within most actions a specific focus on groups of staff, schools or pupils.  This more focused plan will in turn be reflected in more focused service plans and objectives for individuals.

2.4	EDP links with other local authority plans

The proposed strategic objectives of Oxfordshire County Council include action to raise our performance in relation to:

•	helping people to fulfil their potential
•	safeguarding our communities.

The work of schools and the Education Service will have a central role in achieving these local authority objectives.

The local authority is currently working to secure a Public Service Agreement (PSA) which will contain challenging targets for raising our performance by 2005.  The proposed PSA is likely to encompass targets, for example to raise standards at KS4, improve attendance and reduce truancy and to improve the achievement of children in public care.  The EDP 2002-07 will be instrumental in securing these aspects of improved local authority performance and has been designed to support key strategic objectives.

The Oxfordshire Plan 2001-06 (Best Value Performance Plan) summarises current local authority targets for improvement, including those to be achieved through schools supported by the Education Service.  The Best Value Performance Plan encompasses targets such as improving standards at KS2 and KS4, raising standards for underachieving pupils and improving achievement post 16. The EDP 2002-07 details action to deliver these improvements.

Other related plans, which involve the Education Service in working with other services within the local authority (alongside other agencies and partners in the public, voluntary and private sectors) include:

	the Early Years Development and Childcare Plan
	the Children’s Services Plan
	the Quality Protects Action Plan
	the Community Safety Plans
	the Youth Service Plan
	the Healthy Oxfordshire Schools Strategy
	the Drugs Action Plan
	the Lifelong Learning Plan
	the Behaviour Support Plan.

The Education Service Medium Term Plan is a focal point for drawing together the strategic aims of the service and consequent action to ensure an effective contribution is made across the full range of relevant local authority and inter-agency plans.  The EDP 2002-07 has been developed to ensure that action in relation to school improvement is both informed by and supports the strategic objectives of these plans.

3.	The School Improvement Programme

3.1	Introduction

	There is a challenging agenda for schools in Oxfordshire to improve pupils’ performance across all key stages.  To achieve improvements at the rate required will depend on identifying and targeting action on underachieving pupil groups, schools and disadvantaged communities.  To achieve this, schools will need to develop inclusive practice which promotes equal opportunities, the involvement and participation of pupils and equality of access for all groups in the community.

	Action throughout this EDP will challenge and support schools to achieve this improvement.

•	We will work with headteachers, senior and middle managers and governors to develop self improving schools through accessing and brokering a flexible approach to continuing professional development.  There will be a focus on developing effective self evaluation in all schools and support to ensure this leads to focused action for improvement.  Underachieving schools will be supported in monitoring, analysing and developing the quality of teaching and learning.  The development of inclusive schools, improved analysis and use of data, effective resource deployment and the use of ICT to improve teaching and learning will receive particular attention.  We will work with headteachers, senior managers and governors to ensure networks are facilitated to meet professional development needs.

•	We will support schools to recruit and retain well qualified teachers and support staff, particularly in those schools and communities where there are higher rates of under-achievement.

•	We will help schools to build learning communities where there is strong community involvement, and particularly parental involvement, in their children’s learning from the early years onwards.  Community schools will encourage adults to become engaged in learning and to act as positive role models to children and young people.  There will be a focus on creating strong partnerships with parents and local communities and other agencies to raise pupil achievement.

•	Action within all national priorities will address raising the quality of teaching and learning.  For example, this will involve broadening the range of teaching and learning strategies in use in classrooms, especially at KS3, and particularly through disseminating assessment for learning approaches.  Other actions will include introducing more early intervention programmes for underachieving pupils and improving subject knowledge for teachers of English and mathematics, especially in KS2.

•	A further key theme across all national priorities is to improve curriculum provision to more effectively engage pupils at risk of underachievement, particularly young people aged 14-19.  For example, we will emphasise the development of a more flexible range of curriculum opportunities within schools for pupils at risk of disaffection and address with schools, where curriculum provision is identified as underdeveloped, ways of ensuring a broad, balanced and motivating curriculum for pupils.

•	We have mapped the particular nature of underachievement in Oxfordshire. Reducing unauthorised absence and improving school attendance at secondary level are particular priorities.  We will target support to raise the achievement of the lowest achieving 20% of children through a focus on particular geographical areas (Oxford, Banbury, Bicester and South Abingdon).  In taking this approach, support will be targeted to children who do not regularly attend school, children in public care, children with special educational needs, children whose behaviour presents a challenge in the classroom and those from particular ethnic minority groups (African Caribbean, Pakistani, Bangladeshi and Traveller children).  There will be a particular emphasis on introducing teaching and learning strategies that are known to be effective in raising the achievement of boys and the more able.  

•	Early identification of schools that may become a concern will be the prime focus for action and work to support those schools will be refined through the development of joint LEA/school “recovery” plans.  We will focus on reducing the number of schools in special measures or serious weaknesses and removing them from these categories more rapidly through using research based best practice.

3.2	Local Priorities

	Local Priority 1
Raising standards through leadership and management development, increasing school capacity and capability for self generated, ongoing improvement

Introduction	The quality of leadership, management and governance in Oxfordshire schools has improved during the period of EDP1 (1999-2000). However it is evident from data on school and pupil performance that standards are not rising at a rate to keep pace with national rates of improvement and with statistical neighbours. School improvement is a responsibility that rests first and foremost with the school and therefore with school leaders, governors and managers.  The overall aim within this supporting activity is to improve the quality of leadership and management in all schools to a level where Oxfordshire is recognised as a leading authority (within the best performing 25%) thereby raising achievement, supporting inclusion and eliminating schools of concern.

Management action to improve teaching and learning is a major focus, especially in relation to KS2 and KS3.  Through effective action by leaders, managers and governors, we intend LEA action to raise expectations of the standards pupils can and should be achieving, across all groups and schools
	
The local focus	We intend to ensure Headteachers, senior and middle managers in schools and governing bodies in Oxfordshire can access a comprehensive and high quality support and CPD programme that meets both the needs of individual professionals or governors and the improvement needs of Oxfordshire schools.  This will be achieved through a combination of local in-house provision and brokerage of quality external support.  There will also be action to facilitate and organise headteacher, senior manager and middle manager networks that address school needs to benchmark against similar schools and to disseminate effective practice.  The LEA will seek to make it possible for more serving headteachers to act in consultant and mentoring roles.

Within action to improve leadership, governance and management generally, activities will be targeted especially in the following areas:-

•	school self review and evaluation processes to ensure areas of underachievement are recognised and addressed within school development planning, actions are implemented and impact assessed;
•	monitoring, analysis and action planning to improve of teaching and learning with a focus on support to managers in identified schools and subject departments where quality of teaching and learning requires improvement;
•	the use and analysis of performance data to identify improvement needs and focus school improvement strategies on critical areas or groups;
•	vision and planning for the use of ICT to raise standards in schools;
•	resource deployment to ensure this underpins school improvement needs in all schools;
•	support and challenge to Headteachers and governors to ensure a full commitment to inclusive practice.
	
Addressing national themes	Oxfordshire is a diverse county with a complex and varied pattern of underachievement. High quality leadership, governance and management is key to identifying, addressing and resourcing improvement strategies at the level of the individual school or indeed the partnership or school phase (where an economy of scale would benefit all). All areas for improvement identified in the national themes are represented to some extent in the county and the purpose of this local priority is to ensure Headteachers and governing bodies identify and address those improvements needed in their own institution.

Schools will be encouraged, through support for school based monitoring, analysis and action planning to improve teaching and learning, to identify and focus upon particular target groups for them.  These will include:  

•	boys at risk of underachievement, particularly in aspects of core subjects, including writing;
•	partnerships of schools in certain geographical areas and communities of teachers;
•	differentiated opportunities, particularly for reluctant attenders/learners and gifted and talented pupils;
•	teaching and learning strategies with an inclusive focus.

Schools will be encouraged to develop and revise policies to ensure that the key themes and issues in relation to teaching and learning for them, drawn from national, local and school specific themes, are being addressed.
	
Expected contribution to LEA targets	This local priority is key to attaining all LEA targets for improvement.  Appropriate school level action to raise standards will be generated by vision, direction and commitment to improvement of the school’s own leaders, governors and managers.  The LEA will provide support and professional development to assist with this task and help to increase the impact of strategies for school improvement.
	
Expected outcomes	•	School and LEA targets for improvement met with the rate of improvement as good or better than statistical neighbours.
•	L, M and G in Oxfordshire schools rated 'good' or better in 80% of schools. No schools rated “poor”.
•	Improved, recent and relevant data about the quality of teaching and learning available at LEA and school level to guide management action for improvement.
•	The above data in use for deployment of targeted, differentiated challenge and support, to improve teaching and learning.
•	Teaching and learning OfSTED grades to be above national figures and comparing favourably to statistical neighbours by 2004 – the aspiration is for 100% of lessons in schools of all phases to be judged at least satisfactory and a high proportion being judged good or better in the OfSTED inspection.
•	Governing bodies in Oxfordshire to carry no more the one governor vacancy at any one time where the LEA can directly influence appointments.

Action to secure improvement	Outline of activities for 2002-07

Within the DfES requirement that all LEAs are to give advice to schools about the cost of provision and buybacks, and taking into account:

•	a Best Value Review on Leadership and Management
•	a DfES project exploring “New Models” of service provision across several LEAs and with a private partner
•	a recent review of Oxfordshire’s buyback services

The LEA will review, evaluate and develop the challenge and support provided by or brokered by the LEA to improve areas identified for leadership, governance and management improvement.  Strategies will be:

•	informed by evidence based on good practice and developed in consultation with headteachers, governors and managers and will reference to other EDP priorities for improvement;
•	based on monitoring systems and focussed/targeted on individuals and institutions in greatest need (support will be in inverse proportion to success);
•	delivered by trained LEA staff/providers with appropriate quality assurance in place.  SIRS accreditation will be sought over the next two years by the LEA to ensure schools continue to receive high quality assured service responsive to the changing context for service delivery.

	First year activities 2002-03
1.	Strengthen school self review and evaluation processes, and support action to improve standards in identified schools and subject departments where there is underachievement.

2.	Strengthen management action to monitor teaching and learning and develop improvement strategies as a result, particularly in schools where there is underachievement and for identified underachieving pupil groups.

3.	Target identified areas for improvement in school leadership, governance and management:

•	analysis and use of data
•	full commitment to inclusive schools
•	vision and planning for the use of ICT
•	resource deployment underpinning school improvement needs.

4.	Build school based capacity for self-generated improvement through ensuring headteachers, governors and middle management can access, through LEA provision and/ or brokerage, a flexible programme that addresses needs throughout all career states.

5.	Ensure governing bodies are supported and developed to enable them to make a significant contribution to school improvement.	

	Local Priority 2
Support schools in securing the supply, recruitment and retention of well qualified teachers and support staff to enable schools to continue to raise standards for all

Introduction	The supply, recruitment and retention of teachers is considered an issue of national importance. To address the standards agenda and provide the best education for our children and young people we need to have a supply of good quality trainees and returners. We also must develop and support those staff who already serve in our schools so that they progress and find their professional rewards within the county. Oxfordshire has had a Recruitment Strategy Manager in post from 1999, funded by the Teacher Training Agency, which has allowed a number of initiatives to be trialled and evaluated. These have included NQT Brokerage; a Specialist Recruitment Initiative; providing services to meet the specific needs of schools in special measures and serious weaknesses; collecting data to identify needs and inform stakeholders; and returners’ and taster courses (teachers and teaching assistants wishing to become teachers). 

We intend to build on the strengths of much of the developed and evaluated recruitment practice in county and to focus more specifically on the issue of retention. Continuing professional development opportunities for teachers will form an important strand of action to improve retention given the known contribution a sense of competence and confidence can make, firstly, to the quality of teaching and learning but also to the job satisfaction and career development of teachers. Our plan will also encompass any government changes to the career structure/development of teaching assistants and our role in their recruitment and retention.
	
The local focus	We intend to be highly proactive to ensure an appropriately qualified supply of teachers to schools across Oxfordshire and to take effective action to develop and retain these teachers. Supported by an increasingly full analysis of data on trends in supply, recruitment and retention, action will be developed to focus on identified teacher groups and/or schools where there is inadequate supply, quality and/or retention of staff. This will involve, for example, specific action to secure, develop and retain high quality teachers for:

•	geographical areas where there are patterns of underachievement; 
•	for underachieving schools or schools in serious weakness or special measures; 
•	for identified shortage curriculum areas or school management areas.

It is also recognised, as part of the action to raise the achievement of particular groups of pupils,  there is a need to boost recruitment from underrepresented groups such as males (into primary teaching positions) and community minority groups (into all phases). Allied to this we will emphasise action to support those taking non traditional routes to gaining QTS, improve support given to teaching assistants who wish to become teachers and improve support and advice to schools who wish to appoint overseas trained teachers. 
Action will be taken to address one aspect of the adverse impact of the high cost of living locally on recruitment and retention through the Starter Home Initiative.
	
Addressing national themes	National themes which will be addressed throughout this priority :
Teacher supply and recruitment
Continuing professional development of teachers 
School leadership and management
Supporting school self review and evaluation (Worklife schemes and workload survey)
Underachievement in geographical areas - data will allow us to focus on recruitment and retention needs, including the use of R&R allowances, to provide these areas with excellent motivated teachers.
National themes which will be addressed at a secondary level:
The attainment of ethnic minority groups (through improved number of role models as teachers)
Gender issues (through improved representation of men in the teaching profession and women in positions of management)
	
Expected contribution to LEA targets	This priority aims to contribute to a more motivated workforce who feel valued and supported in their role in raising standards for all. It aims to improve recruitment of quality teachers to Oxfordshire and reduce of the current vacancy level of 2% (as of September 2001). 
	
Expected outcomes	1.	To reduce the Oxfordshire vacancy rate of 2% to 1.5% by 2007 whilst ensuring quality and standards of applicants remains.

2.	To reduce the numbers of teachers leaving Oxfordshire who cite negative retention issues as reasons for leaving by the use of Worklife schemes proactive response to the PWC workload survey and an enhanced focus on CPD. (By summer 2002 will we have a complete data picture and a specific target will then be set.) 

3.	To improve the recruitment and retention of identified teacher and groups who wish to become teachers (in line with needs across schools identified through audit) 

4.	To improve recruitment and retention in schools  with greater needs such as schools identified as underachieving, in serious weakness or in special measures and in schools in geographical areas associated with underachievement
	
Action to secure improvement	Outline of activities for 2002 - 2007

Recruitment Data
•	Working with other branches to ensure appropriate data on teachers is identified, collected and inputted into new MIS system. Determine reports to allow data to be analysed and cross-referenced. (2002-2004). 
•	Review system when schools become sites of data inputting. (2004-2006)

Retention Strategies
•	Develop a more targeted CPD programme for teachers. (2002-2007)
•	Act on the results from a workload and solutions audit through a range of systems: ICT, task management, better use of administrative assistants/teacher assistants (2002- 2005). 
•	Through Worklife schemes (employee assistance and Well being project) improve the working conditions of all our school employees This work could form part of the New Models Project. (Pilot group 2002-2003, staggered entry to the three-year programme 2003-2007,allowing all 303 Oxfordshire schools to participate.)
•	Strengthen the briefings given to Governors regarding recruitment and retention (2002-2007)
•	To encourage the use of job share and flexible working practices (2003-2005)

•	Devise methods which allow teaching heads of small primary schools to receive appropriate training and support and non contact time via use of small school standards fund. (2004-2007)

Starter Home Initiative
•	Disseminate information about the scheme and ensure funding units are used. (2002-2004)
•	Advise district councils as to the further needs amongst key workers for housing (2002-2004).
•	Participate fully in the bidding process for any future funding (2003-2005)

General recruitment strategies
•	Apply strategies differentially to ensure support is targetted to recruitment and retention in schools in special measures/serious weaknesses and special schools and schools in geographically underachieving areas (2002-2007)
•	NQT Brokerage scheme (total on line capability) (2002-2005), participate in the development of senior management and Head Teacher Brokerage schemes (2003-2006)
•	Participate in the development of a wider range of returners courses  (2003-2005)
•	Review the provision of crèche/nursery facilities for teachers and school staff (audit 2003, upon results of study feasibility and progress 2004-2006)
•	Work with early years team to offer guidance on developing effective recruitment practices (2003-2005)
•	Complete feasibility plan concerning New Models option for a value added supply agency (2002-2003)
•	Investigate support for Primary Pool and act to develop a model with other branches if appropriate (2003-2005)
•	Liaise with Oxford University and our training schools concerning the Fast Track scheme. (2002-2007)

Overseas trained teachers
•	Disseminate guidance to schools on working with such colleagues. (2002-2003)
•	Encourage schools to work towards QTS with their OTT within the four years that OTT can now teach as Unqualified, whether through assessment routes or GTP. (2002-2006)

GRTP programmes
•	Improve liaison and service to schools and trainees, subject to changes by TTA (2002-2007)

LSAs into teaching
•	Bid and plan for allocation for funding for release time of Oxfordshire TAs to attend the work based B Ed at Oxford Brookes University (2002-2003)
•	Extend the taster sessions for TAs into teaching, both there frequency and geographical destination (2003-2005)
•	Act on any government changes to the career structure/development of TAs and teaching assistants (2002-2007)
•	
Equal opportunities and under represented groups
•	Forge stronger links with community groups and liaison groups (2002-2003)
•	Improve participation by R&R team at community meetings, black history month, awareness weeks etc (2002-2005)
•	Target marketing at ‘male environments’ to encourage greater male interest in teaching, particularly for the primary phase.(2003-2005)

•	See improved data on the recruitment of such groups across Oxfordshire by 2007. (2002-2007)

Use of ICT
•	Develop use of ICT for recruitment projects i.e. on line applications, recruitment packs, NQT & SMT/HT brokerage (2002-2004)
•	Encourage schools to use their school websites for this market. (2003-2005)
•	Work with under represented groups to ensure that links to our website are featured on their community/group sites. (2003-2005)	
	
First year activities 2002-03	
	
1,	Collaborative working with branches and departments to ensure appropriate data on teachers is identified, collected and inputted into new MIS system.

2.     Development of retention initiatives: workload project and work life schemes.

3.   Develop a more targeted CPD programme for teachers with a focus on areas where support is essential to securing necessary improvement and supporting retention e.g. teachers in the first years of teaching, the use of ICT in the classroom to enhance teaching and learning and reduce teacher workload

4.	Ensuring allocation of places for 2002-2003 Starter Home Initiative are used by appropriate information dissemination and marketing.

5. 	Development on general recruitment strategies identified as a need by stakeholders including: Graduate and Registered Teacher Programme, Overseas Trained Teachers, LSAs into teaching.

6. 	Developing recruitment and retention strategies by liaison with education branches for targeted needs groups within Oxfordshire: schools in special measures and serious weaknesses, special schools, under represented groups, geographical areas of underachievement.

7	Develop the use of ICT for recruitment projects – on line applications, recruitment packs, brokerage schemes, incorporation of school websites.

	

	Local Priority 3
Improve schools, raise standards, widen participation and inclusion through building Learning Communities

Introduction

	Oxfordshire LEA fully recognises the power and importance of a proactive community, both engaged in learning and supporting learners of all ages as a strategy for improving schools, raising standards, promoting inclusion and widening participation. A strategic planning group for school and community development is established and will drive forward action to support the development of community schools with a focus on action to address underachievement and combat exclusion in all its forms.

Action will focus on:

•	improving opportunities for pupils at risk of underachievement through the taught curriculum, study support and out of hours learning;
•	facilitating learning networks through opportunities provided by NGfL and the Oxfordshire Community Network (Broadband);
•	the use of New Opportunities Funding to wider learner opportunity and participation;
•	developing adult, family and parent education to improve the capacity of adults in the community to support young learners engagement and development;
•	the creative use of opportunities provided by libraries and museums, Sport England and neighbourhood renewal and regeneration to expand learner opportunity.	
The local focus	The local focus will be to build on existing effective practice in the six strands outlined below to enhance participation, inclusion and achievement of learners in all areas of the county. There will be a particular emphasis on support to build learning communities in geographical areas associated with underachievement. The positive engagement of communities to support their young people’s attendance at school and successful learning within and beyond the school day is seen as a key element in the strategy for school improvement in the city of Oxford, Banbury, Bicester and areas of Abingdon. In rural communities, where there are often pockets of disadvantage and underachieving groups, this is seen as equally important to broaden and equalise the opportunities available to learners. 

Community School Networks

There are 76 Community School Network members representing a cross section of primary, special and secondary schools (55% of secondary schools are members of the network). These schools are committed to extending learning opportunities and working in partnership with their communities. They provide a platform for the development of a strong network of community able to build on and disseminate effective practice.

Learning Partnerships

All schools are grouped in partnerships on an area basis. There are 31 such partnerships. Typically they involve a secondary school and neighbouring local partner primary schools. Special schools and PRUs are linked to their local partnerships although they usually draw from a wider catchment area. The partnerships are a focus for co-operation and development, for example in NGfL and the new community network. Advanced Skills Teachers were appointed via partnerships. 12 of the partnerships are funded by NOF to develop a range of study support programmes including 1 children’s university. The county has 4 branches recently affiliated to the national University of the First Age scheme in the expectation that this work will expand across the age range and into areas with significant rural disadvantage. Joint projects with the youth service are beginning to take shape and there is potential for further work in this area. 

An exciting new collaboration with Social Services has led to the development of holiday activities for children in public care.  In addition secondary schools are clustered into six different regional groups to develop curriculum initiatives, especially work related learning and education business learning opportunities. Some of the links have developed in to successful active networks with regular meetings and structured programmes and business groups such as Kidlington Voice and The North Oxfordshire Partnership support this work.

The Hamilton and Oxford Schools Partnership Education Action Zone works with 16 schools (includes 1 PRU) and the LEA to raise achievement and promote school improvement. It is a focus for innovative interagency development and is strongly rooted in the local community. Dissemination of effective practice from the EAZ is beginning to impact on other geographical areas where under achievement and disadvantage have been identified as a concern. There is a potential for further collaboration to trial a range of approaches to building successful learning communities e.g. the use of home school link workers.

Specialist Schools and Beacon Schools

There are currently eight specialist Schools.  All but two secondary schools are either working towards specialist status or considering the different options. The two schools not considering specialist status are due to close.

There is a commitment from key secondary school leaders to share information and to plan strategically to promote an even coverage of specialisms across the county.

There is one beacon secondary school and six primary/infant/special.

There is scope to develop the partnerships to lend coherence to the identification and dissemination of good practice and to strengthen and extend community links. Feedback from work on the key stage 3 strategy suggests that transition between primary and secondary schools could be improved and the work of specialist and beacon schools should be at the leading edge of development.

Adult Learning

Adult learning opportunities are offered by the LEA or by other providers through contracts and grants. These are wide-ranging and diverse. 242 different locations throughout Oxfordshire are used and this includes over half the secondary schools. Primary and special schools are used but there is scope to increase involvement especially in rural communities. It is recognised that access to learning and the range and scope of provision can be enhanced by ICT and the community network to benefit a wider, inclusive clientele. This is a clear focus for future plans to build on objectives in existing plans to raise achievement, extend social inclusion and widen adult participation in learning.

Family Learning

A flexible, differentiated and progressive range of learning opportunities for parents and their children has been developed in Oxfordshire, particularly in areas with low pupil and adult literacy and numeracy levels. A key feature is the special emphasis on improving parents’ own skills to enable them to support and reinforce their children’s learning. Some schemes are operated by private and voluntary sector organisations and collaboration between the sectors is gathering strength.  All nursery schools are developing programmes of family learning and support but the picture in primary, secondary and special schools is less clear and depends on local priorities. Initiatives such as ‘Share’ and ‘It’s a man thing’ have attracted interest from all types of school and examples of excellent practice in relation to building partnerships with parents exist in different parts of the county.

Early Years

It is recognised that experience of early learning is an important basis for later development and achievement. A key development has been the introduction of the Foundation Stage. The full implementation of this is in a large and diverse county is a challenge and consultation on the main issues is currently taking place and due to end in February 2002. A range of services is provided by free standing nursery schools, family centres and voluntary sector organisations but these are not all formally linked to the foundation stage curriculum. Wraparound childcare and after school childcare is developing and schemes are currently running on 62 school sites. In the light of the consultation exercise a plan to enhance provision will be made in line with local requirements.

There is scope for further development of partnerships, for procuring and pooling resources and for working with a range of partners who have a stake in the learning communities.
	
Addressing national themes	Building learning communities will address the national theme of inclusion by expanding provision for an identified range of groups in each local community. The commitment to provide opportunities for lifelong learning has already been made by the county council and this initiative will strengthen partnerships between schools and help them to forge better links with the community in order to reach those needs that have been difficult to identify and meet. When communities are active they are ready to embrace strategies for improvement. The local priority to improve school attendance will be helped if local employers, retail outlets and leisure providers as well as parents and health professionals are all aware of its importance. Collaboration between the police, the probation service, the youth offending team and the ESW service and schools to support and encourage young people to attend school can all be strengthened in the context of a learning community.

The expansion of study support and partnerships with youth, sport and arts organisations can cater for the needs of the gifted and talented outside the school curriculum and in a range of areas where young people might display particular talent e.g. music, sport, drama and also help them to discover new areas of interest e.g. archaeology. Provision outside the school day and during school holidays can reduce disaffection and boredom across the age range and give parents and carers access to high quality affordable childcare.

The taught curriculum is enriched by the working partnerships of schools so that a diverse range of opportunities is offered. Beacon and specialist schools and advanced skills teachers will strengthen approaches to differentiating the curriculum by offering expertise and opportunities for staff development. The work of the education business partnerships is particularly important for the provision it makes not only for the gifted and talented but also the provision of work experience, mentoring and work related learning as an entitlement for all young people.

Expected contribution to LEA targets	This local priority is expected to contribute to the meeting LEA targets for raising standards across all key stages and for improving attendance. As a result of the focus on schools in more disadvantaged communities it is expected that this priority will also support action taken to tackle disadvantage and can be expected to help address the targets to raise standards for underachieving groups.
 	
Expected outcomes	Schools developed into community schools, operating to engage and support learners beyond the traditional boundaries of the school age population and the school day, with communities of schools developing learning opportunities with other partners and stakeholders that begin within the early years and continue throughout life. 

Evidence of improved engagement of the community in learning and in support of learners in schools, particularly in geographical areas currently associated with underachievement and low rates of school attendance. Schools where underachievement is identified at present, fully committed to the vision for  community learning and active network members, developing links with the local, national and international community, making full use of the opportunities provided through ICT development. 

Evidence of positive impact on attendance, standards in schools in general and on the achievement of specific groups of pupils known to be at risk of underachievement associated with strong development of community schools. 

Action to secure improvement	Outline of activities for 2002-07	
	Community School Networks and Learning Partnerships

•	Develop access to after school homework and study facilities for all upper primary and secondary school pupils at risk of underachievement
•	Develop high quality, inclusive summer school provision in each school partnership to cater for a wide range of needs including gifted and talented pupils
•	Promote sport, music, performing and visual arts and activity to promote responsible citizenship and to build on literacy and numeracy arrangements to extend the scope and range of provision.
•	Develop Children’s University and University of the first age to raise the aspirations of  young people particularly those from less advantaged backgrounds, including rural communities.
•	All schools, youth centres and family centres linked to the OCN with broadband connection by 2004
•	Develop a range of ICT based projects to be shared on the community network utilising links with libraries, museums and other agencies.
•	Innovative practices from the EAZ will widely inform local planning
•	Maintain and develop an active partnership with local business groups across Oxfordshire to develop and expand business education and work related learning especially work experience, mentoring and teacher placements in business/industry.  Develop new and existing local initiatives. 
•	Organisations such as Kidlington Voice will be developed and replicated in other partnerships.
•	Collaborate with local businesses to support their role active partners in providing work related learning across schools, especially high quality post 16 work experience placements
•	Work with schools and governing bodies to support the development and composition of school governing bodies that reflect the character of the local community

Specialist schools and Beacon Schools

•	Secure a commitment from each school to contribute to strategic planning across the county so that no school or partnership is prepared to develop at the expense of others and all actively combat exclusion.
•	Develop and implement with schools an agreed strategic approach to the development of specialist schools. 

Adult Learning

•	Secure 30% of primary schools and 90% of secondary schools to provide access to adult learners leading to skills and qualifications. Such schools will operate an ‘open 8 til late’ policy and will target excluded groups.
•	Aim for all (30) partnerships to work co-operatively to provide access to a wide range of lifelong learning experiences within the partnership. Collaboration with a range of providers will be evident and relationships with key stakeholders will be well developed.

Family Learning

Early Years

•	Secure the development of freestanding nursery schools and family centres as high quality early childhood centres offering a range of services including Foundation Stage Learning where appropriate.
•	Promote and achieve the development of affordable wraparound and after school childcare provision on all nursery, primary and special school sites where this is feasible.
First year activities 2002 - 03
1.	Develop a strategic plan for Local Learning Centres and networks, building on the 2000 pilot, and within this role of schools as centres of community learning.

2.	Exploit the opportunities provided by the Oxfordshire Community Network (broadband technology) to enhance learner opportunity, support inclusion and develop community involvement and support to the learning of children and young people within and beyond the school day.

3.	Develop and agree with schools a strategic approach to the development of specialist schools to ensure a balanced and equal offer to pupils of secondary schools age across the county.

4.	Engage and empower partners in local communities to contribute to the raising of standards in schools.	

3.3.	The National Priorities

	Priority 4
Raising attainment in Early Years towards the early learning goals, and in primary education especially in numeracy and literacy

Introduction	The implementation of the Foundation Stage has been a major strength of the LEA over the past year.  There is now a need to continue to raise standards across all settings delivering early education in LEA, voluntary, private and independent settings.  Settings need to work towards clear quality criteria for both provision and practice.  Support and training needs to be more carefully targeted at those settings, identified through the Early Years Monitoring Quality Strategy, as underachieving.

Raising standards through the national priorities in literacy and numeracy are integrated into our plans and actions for school improvement.  Additionally, we will provide support to schools in developing a values-based, holistic, broad and balanced curriculum entitlement for children (as exemplified by the curriculum vision statement).  All primary schools and settings providing early years education will therefore be supported in the process of curriculum design and managing curriculum provision, in order to develop teaching and learning policies that will impact on raising standards in and beyond literacy and numeracy, with a particular focus on supporting those schools where standards are low.

Assessment for learning is being actively promoted as a key to pupil achievement.  Other developments include using ICT to improve the quality of teaching and learning, values based education, support for the more able pupil, promoting the achievement of boys and other groups in danger of underachievement, supporting the development of all aspects of social, moral, spiritual, culture, creative, physical and outdoor education.  Also included is thinking about future quality learning organisations for the 21st century, community schools, the digital revolution and global education.	
		
Audit of Current Performance	Foundation Stage

The introduction of the Foundation Stage has been a strength within the county. Over 1,000 senior managers have attended briefing sessions in addition to training courses for 3,500 practitioners in both the maintained and non-maintained sectors. Nonetheless, the Early Years Monitoring Quality Strategy indicates that certain aspects of both leadership and management and the quality of teaching in the Foundation Stage need further improvement.
	
	In the maintained sector, there has been a significant increase in the number of outdoor areas in school development plans; more reception classes have a second adult working with the class all the time and there is improving continuity between pre-school providers and schools. Curriculum links between the FS and KS1 now need improvement, as does the quality of outdoor areas for learning. 

There is now a better balance in many reception classes between the teaching of the literacy and numeracy and the rest of the curriculum; curriculum planning is much improved as is record keeping and assessment ; children in the Foundation Stage make good progress and are well prepared for KS1. Behaviour and attitudes to learning are a strength. Teaching now needs to concentrate on improving opportunities for children's physical development alongside a general need for the outdoor curriculum to be further developed; the quality of play is still a weakness and planning for mixed-aged classes needs improvement.
In the non-maintained sector Personal, social and emotional development is a strength as is partnerships with parents, although there is often a lack of curriculum information to parents. Some groups are now utilising outdoor areas for learning; curriculum planning is in place in a greater number of settings and Ofsted judgements of overall quality have improved. There is a better balance in both planning and practice between adult-initiated and child-initiated learning. A significant contributory factor to weaknesses in teaching and learning is the high turn over of staff. This leads to a lack of staff knowledge of the curriculum that results in planning and practice being weakened. Staff need to develop more manageable systems for assessment and planning and to have training on how assessment should inform planning. Improvements are needed in practical contexts for mark-making and writing and in planned opportunities for physical development.
	
	Literacy

The evidence nationally and in Oxfordshire is that there have been significant improvements in both teaching and in the standards of children’s attainment in English throughout the primary age range.  However it is clear that there is still scope for further development.

 At KS1 attainment in reading and spelling has continued to improve; this is a very positive indication of future improvement at KS2 and beyond.

Systematic phonics teaching based on sound recognition has led to a marked improvement in spelling with 4% more pupils attaining Level 2.  Additional training in ‘Progression in Phonics’ for YR and Y1 will be provided.  Schools will need to monitor the effective implementation of phonics teaching to consolidate and improve this result.

Writing attainment has remained static at Level 2 and 2b+ and declined at Level 3.  However, more pupils achieved 2a than in previous years.

Emphasis will need to be given to the teaching of writing in the Literacy Hour and across the curriculum to improve pupils’ skills with a particular focus on teaching skills to move pupils from 2a to 3.

At KS2, Oxfordshire’s results broadly reflect the national picture with a slight increase in writing attainment and a slight decrease in reading attainment ensuring the overall English score remained static at 76% (1% ahead of the national figure).  The 2% increase in writing attainment in Oxfordshire schools is a positive indication of the hard work by teachers to achieve progress in this area.  The greatest challenge for many schools is to consolidate this and to ensure that pupils are receiving high quality teaching of writing regularly.  The effective implementation of guided writing, ‘Developing Early Writing’, ‘Grammar for Writing’ and effective assessment of pupils’ attainment will help schools to achieve this.

The 2% decrease in reading attainment needs addressing by revisiting the teaching of reading in shared and guided time.

Boys’ underachievement continues to be a major factor with girls outperforming boys in all aspects and at all levels from Level 2 to 5.  At KS2 girls out-perform boys in English by 12%, in reading by 4% and in writing by 16%.  The gender gap continues to be a factor depressing results for many schools, addressing boys’ attainment is therefore crucial.

Numeracy

The National Numeracy Strategy has been implemented successfully by the great majority of Oxfordshire schools.  Training course evaluation and other more informal evidence reports positively about the impact of training, but internal monitoring suggests a variation in the quality and effectiveness of internal school-based training.

	Standards in Key Stage 1 have continued to improve inline with the national trends and will impact on improving standards in Key Stage 2 (L2+ 92%, L2B+ 75% and L3+ 27%).  There are no significant differences between boys and girls.  Emphasis in Key Stage 1 will need to be given to increasing the number of L2B+ and of L3+.

Standards in Key Stage 2 broadly reflect the national picture.  Although LEA targets were not met this year (71% : 74%) there was a consolidation of the previous year’s achievement whereas nationally there was a dip.  At L4+ Oxfordshire performs a percentage point better than nationally (26% : 25%).  Nationally boys have a four point lead over girls, but in Oxfordshire girls lead boys by one point.  2004 targets of L4+ 87% and L5+ 37% will prove very challenging.  Emphasis will need to be given to the following aspects of the framework for teaching mathematics:

•	progression from mental methods to written methods
•	problem solving techniques and skills 
•	the appropriate use of calculators in years 5 and 6
•	fractions, decimals, percentages, ratio and proportion.
	
The local focus	•	The underachievement of most ethnic minority children on entry to primary school (baseline assessment).
•	The underachievement of boys on entry to primary school (baseline assessment) at KS1 and particularly at KS2 in literacy.
•	Challenge for high attainers, including gifted and talented children.
•	Underperformance in particular parts of certain geographical areas (e.g. City, Banbury, South Abingdon, Didcot, Bicester).
•	Teaching recruitment, retention and supply.  Recruitment and retention of early years practitioners in the voluntary sector.
•	Practitioner knowledge in the independent, private and voluntary early years sectors.
•	Teaching subject knowledge, particularly at KS2.
•	Using ICT to improve the quality of teaching and learning.

In order to promote schools of excellence in Oxfordshire there will continue to be: a focus on developing effective teaching and learning styles, drawing on research, and working with schools through OQSA and other institutions to provide high quality professional development.
	
Addressing national themes	Action across priority 4 addresses the underachievement of identified pupil groups, including boys, ethnic minority pupils, the more able pupils and children with SEN.  As a result of differentiated support provided to schools in inverse proportion to success, specific early years, literacy and numeracy support and training is targeted in the following areas of need:  the City (linking with EAZ, Sure Start and PEEP), Banbury, Bicester, parts of Abingdon and identified rural areas.  Under performance in particular geographic areas is therefore addressed.

School leadership, management and governance is a theme addressed throughout the priority and there is particular attention given to management training and support for headteachers, F.S. co-ordinators and for literacy and numeracy co-ordinators.  A responsive, flexible approach to the continuing professional development of headteachers, teachers and support staff, forms a significant element of the action being taken within this priority to secure necessary improvement.
	
Expected contribution to LEA targets	The LEA will implement a range of national and local strategies to improve the quality of teaching and raise achievement in the primary phase.  Oxfordshire aspires to 100% of lessons in schools of all phases inspected by Ofsted being judged at least satisfactory with a high proportion being judged good or better.  We have also set challenging targets for end of phase tests and exams.  To support schools to aspire towards excellence, the education department has worked with headteachers to develop a curriculum vision statement that will lift aspirations and enable schools to ensure that their curriculum reflects the future needs of pupils and of society, by providing a broad and balanced curriculum.  There is an expectation that schools will review their teaching and learning policies in the light of a curriculum audit based on the vision statement.  

Foundation Stage

Quality of teaching and learning in 95% Foundation Stage classes in Oxfordshire to be satisfactory or better by 2004. 80% to be good (OfSTED Section 10 inspections).  Quality of teaching and learning in the non maintained sector to be sustained at 98% satisfactory or better.  80% to be good (OfSTED Section 122 inspections).

Literacy	Level 4+	Level 5+
2002		80%		33%
2003		83%		36%
2004		86%		38%

Numeracy
2002 			76%		30%
2003			81%		33%
2004			87%		37%
	
Expected outcomes	Foundation Stage

Quality of teaching to improve with particular regard to:

•	effective use of play as a major vehicle for learning
•	provision in outdoor areas for learning
•	use of questioning to extend children’s understanding
•	the use of assessment to inform planning
•	appropriate balance between adult-initiated and child-initiated learning
•	appropriate introduction of reception year objectives of the literacy and numeracy strategies

•	effective systems for continuity and progressions established within the Foundation Stage through collaboration with pre-school providers

Literacy

•	Writing attainment to improve year on year at both key stages
•	The gender gap to narrow in all areas of attainment
•	Co-ordinators/headteachers to effectively monitor provision and practice and as a result improve teaching and attainment
•	School curriculum organisation to reflect an emphasis on raising attainment through creative and cultural development

Numeracy

•	Quality of teaching and standards to continue to improve over time
•	Teachers are more confident in using the Framework to identify and plan for progression (e.g. the transition from mental methods to written methods)
•	Those who observe lessons to be well informed about mathematics in order to:
•	Engage in the mathematics with the children and the teachers and evaluate the appropriateness of the work and the progress the children are making
•	Identify action points to improve the quality of teaching and to raise standards
•	Even greater numbers of pupils enjoy mathematics and feel they have a secure foundation for further learning and achievement
	
Action to 	Outline of activities for 2002-07	
secure improvement	
In its drive to raise standards, the LEA is giving strategic direction to schools to encourage them to consider a range of factors when developing improvement programmes in their schools.  These include: 

•	the content, design and delivery of the curriculum, based on the LEA’s curriculum vision statement, that will ensure that all schools have effective teaching and learning policies that will raise achievement and standards;
•	the need to ensure an appropriate balance between the academic, social, moral, spiritual, cultural, creative, physical and outdoor areas of the curriculum thereby developing all aspects of the pupil;
•	the digital revolution that has the potential to cater for the individual learning needs and interests of many of our pupils and is challenging the relevance of the current industrial model of schooling;
•	the need to underpin the work of schools with values that create an ethos that enables pupils to take personal responsibility for their behaviour and work;
•	the desire to nurture the concept of community education;
•	the need to provide for equal opportunities and a cultural and multicultural context for learning;
•	assessment of learning as a key strategy for raising pupil achievement.
•	the underachievement of most children with English as an additional language on entry to primary school (baseline  assessment)
•	the underachievement of boys on entry to primary school(baseline  assessment) at KS1 and particularly at KS2 in literacy
•	challenge for high attainers including gifted and talented  children
•	underperformance in particular parts of certain geographical areas (e.g. City; Banbury; South Abingdon; Didcot; Bicester)
•	teacher recruitment and supply. Recruitment and retention of early years practitioners in the voluntary sector
•	practitioner knowledge in the independent, private and voluntary early years sectors
•	teacher subject knowledge, particularly  at KS2

Within this strategic context support and challenge to ensure effective implementation of the literacy and numeracy strategies and the careful introduction of the Foundation Stage curriculum is being provided.  There is an emphasis on action to ensure strong leadership and management to integrate these initiatives into effective school policies and practice.

Throughout the period of its new EDP the LEA will work with schools and monitor their progress.  The Hay McBer research on effective leadership and school climate will be at the heart of the LEA’s strategies for developing quality schools.

	First Year Activities 2002/03
	
	1.	To improve the quality of teaching and learning in the Foundation Stage focusing training on those curriculum areas identified as areas of weaknesses through EY Monitoring Quality Strategy

2.	(i)	Ensure the quality of teaching and learning in literacy and mathematics continues to improve, targeting support to schools and geographical areas with identified underachievement (to include support to develop L&M and T&L)

(ii)	Raise standards of ICT in KS1 and KS2.

3.	In the context of the ESRC project, build on pilots to develop Assessment for Learning (AFL) throughout Oxfordshire schools as a key strategy for improving quality of teaching and learning and raising standards.

4.	Raise attainment in writing with a particular emphasis on raising the attainment of boys.

5.	Make effective use of early intervention programmes in the Foundation Stage and throughout KS1 & KS2 to raise the attainment of groups and individual pupils at risk of underachievement.

6.	Support schools in developing T&L policies and curriculum provision, based on the Oxfordshire’s Curriculum Vision statement, in ways that will impact on raising standards in and beyond literacy and numeracy (for example, raising standards through values based education, and through spiritual, moral, social, cultural, physical and outdoor education particularly in those schools where pupils are disadvantaged

7.	Support teachers in developing inclusive classroom practice, in early years settings and in primary education, in the context of the new SEN Code of Practice, social inclusion and race equality initiatives.

	Priority 5
Raising attainment in Key Stage 3

Introduction	The key stage three (KS3) strategy has already made a significant impact on schools, with 100% take up of the professional developed offered so far.  As a result of feedback from headteachers, school based strategy managers and consultants, key local priorities have emerged.  Those include writing and literacy and short and medium term planning in mathematics.

Analysis of data clearly shows that gender differences widen at KS3, most significantly in English.  Strategies to engage and support boys more effectively in learning will be central to action within the KS3 priority.  There is a need to enhance and develop the quality of teaching and learning across the core and foundation subjects and to target underachieving groups by extending work on Assessment for Learning, learning styles and thinking skills and values based education.

Arrangements for transition from KS2 to 3, co-ordination of summer schools and provision of study support would benefit from a coherent approach to planning both at school level and at a strategic cross county level.
	
The local focus	The local focus is based on the KS3 strategy for teaching and learning, which is aimed at 11-14 year olds.  The new curriculum element of Science, ITC and TLF will be introduced progressively from April 2002.

The local strategy will provide the framework and resources for schools to implement the key stage 3 priorities identified in their School Improvement Plans.  Consultants and Advisers, in partnership with schools, will provide training and support.

The local strategy will aim to include all learners, with a focus on under-achieving groups.  These groups will be identified through more effective transfer procedures and transition projects.

The local strategy will develop a pedagogical approach to learning based on thinking skills, strategies and individual, preferred learning styles.  It will promote effective teaching and learning strategies in liaison with schools and Oxford University.  It will also build on the work on Assessment for Learning of the Kings College London University Project Inside the black box.  Wider curriculum opportunities are also seen as important in maintaining the engagement of all learners and support to the development of aspects of creative, cultural, physical, outdoor and spiritual education will be targeted to schools where standards are low.
	
Addressing national themes	The KS3 strategy will target resources on underachieving groups within schools and in geographical areas where disadvantage has been identified as a concern and in school departments where teaching and learning is weak.

The KS 3 strategy addresses inclusion by facilitating challenge and pace in lessons to meet the needs of all learners.  There is a particular focus on pupils that fall behind their peers in terms of the standards they reach.  Resources for catch up and booster classes are provided in addition to curriculum materials which are developed to meet a range of learner needs.  These are further developed by staff in schools to accommodate local circumstances. The framework facilities planning within subject departments and encourages  differentiation within schemes of work to address the needs of more able pupils.

The strategy provides further opportunities for schools to liaise over transfer of pupils, particularly cross phase lesson observation.  The provision of summer schools and study support helps to target those at risk of experiencing difficulties and set backs at the point of transition. Closer coupling of summer schools provision to the taught curriculum and the development of study support opportunities will be facilitated by the development of a coherent approach to planning both at school level and strategic cross county level.  It is expected that these strategies will impact on attendance as disaffection is reduced and the curriculum and teaching are effectively tuned to meet individual learner needs.
	
Expected contribution to LEA targets	Statutory targets as agreed

Non statutory targets:

Average points score-tbc after Monitoring Quality reviews and target setting processes in the Autumn term 2001.

% of level 6		tbc after MQ1
% of boys reaching level 7 in English
% of pupils reaching level 7 in all core subjects
% of boys improving overall points score by x amount
	
Expected outcomes	The impact of the KS3 strategy will be strong and measurable:

•	teaching and learning styles will be more diverse reflecting a recognition that  that individuals have different preferred learning styles 
•	the teacher will be a leader of learning assisted by well qualified and skilled teaching assistants. 
•	high quality CPD will be an entitlement for all staff and conditions of service are likely to be more flexible and will accommodate unusual patterns of working.
•	the role of ICT in learning will have evolved significantly. 
•	learners will be able to articulate the key features of their own preferred learning styles
•	pupils will be fully involved in the assessment of their work and able to negotiate parts of their own learning programme. 
•	the expectation will be that KS3 learners work independently  and as part of a group as required.
•	support programmes will be an entitlement for those who do not meet agreed criteria.  The current catch up programmes, progress units and springboard 7 will develop and become more integrated into programmes tailored to meet the needs of individuals
•	expectations will be high in all schools and the gap between the highest and lowest achievers will be narrowing. 
•	high quality work related learning in KS4 will be supported by the strategies adopted at KS 3. 
•	the role of study support will be clearer and stronger and part of a raft of entitlements and opportunities for learners of all ages. There will be a blurring of the distinction between learning and leisure. Local partnerships with youth organisations and sports clubs from the private, voluntary and public sectors will be established and  evolving as experience grows and young people contribute to planning and organisation through school councils and youth parliaments.  
•	all schools will be engaged with the formulation of bridging activities to facilitate smooth transition. 
•	Year 6 data will be used as a basis for planning in year 7 in all secondary schools 
•	exchanges of staff between schools across phases and sharing of expertise will be commonplace.
•	family ICT will be well established with resources appropriately targetted. At families least able to support pupils learning.  In 2007 every kS3 pupil will have access to on line learning, in 98% of cases at home.  There will be a clear expectation that parents and carers will support learning and be closely involved in assessment and review.
•	every pupil in KS3 should have the opportunity to stand for election and to be represented by peers as part of active preparation for citizenship.
•	the impact of the strategy and other initiatives on attendance, disaffection and behaviour will be significant and measurable.  
•	exclusions will be rare. Underachievement will be reduced and almost eliminated as problems are identified early and learning programmes are used flexibly to meet the different needs of individuals.
	
Action to secure 	Outline of activities for 2002-07	
improvement 

	Continuous staff development will be provided  to promote the recruitment and retention of high quality staff skilled and equipped to support KS3 learners.

The King’s College Assessment for Learning project will be extended.   By 2004 50% of schools will be members of an Assessment for Learning network. 

 Schools will be supported to develop the national curriculum for teaching at key stage 3 to incorporate  values based education, assessment for learning and effective learning strategies.

In partnership with Oxford University the LEA will lead a debate on effective pedegological approaches to effective learning drawing on expertise from within and beyond the county. 
 
The business community will be involved in developing high quality work related learning activity, in partnership with the local education business partnership and the schools.  Mentoring will be developed for pupils at risk of underachieving. This will be preparation for the approaches introduced in Key stage 4.

Supported by consultants and subject advisers, schools will continue to develop and implement systems for analysing progress at KS3.   Monitoring and evaluation will be rigorous in all schools and review of KS3 provision will be central to the plans for continuous improvement.  The role of subject advisers and consultants will be negotiated with each school on the basis of need and stage of development.  Schools where implementation of the strategy is weak will be entitled to extra support.  In rare circumstances direct intervention will be considered.

Regular reviews involving parents will prepare  pupils to benefit more fully from the connexions service in year nine and help to identify those at risk of underachievement
 
 Schools will develop sophisticated systems to support transition and ensure progress and continuity in learning.   Assessment data and achievement in key stage 2 will inform planning at Key stage 3.

Students at risk of under performing will be identified early and programmes of study will be tailored to meet individual needs. These will draw on current KS3 strategies including catch up and booster classes, progress units and springboard but are likely to evolve as data analysis and school organisation evolve to meet 21st century learning needs

KS3 programmes of study will be available on line in every school providing access to parents and carers and indeed the students themselves.  These will be continuously improved and updated in he light of local and national developments.
The University of the First Age will be established county wide and will target underachieving groups. Programme of study support  will be a feature of school partnerships and these will span the age and ability range schools across partnerships and will  extend into school holidays and incorporate and develop the current summer school programme. By 2004 this will be evident in 50% of partnerships.

The Hamilton Oxford EAZ will continue to develop innovative interagency approaches to support young at KS3  in the disadvantaged geographical area of Oxford City.  Effective elements of this work will be disseminated initially to other geographical areas with significant disadvantage and to particularly meet the needs of young people in particularly in year 8 and particularly when risk of underachievement has been identified.	

	
First year activities 2002-03

1.	Identify schools where the implementation of the Key Stage 3 strategy is weak and introduce specific measures to support  effective development (to include support for L&M of the strategy in schools) 

2.	Support inclusion and improve participation through a range of targeted action with schools and groups of pupils identified as underachieving.

	(i)	Support schools in identifying underachieving groups of pupils at KS3,with a focus on Year 7 and Year 8 and assist them in developing action to improve their achievement.

	(ii)	Raise achievement in specific groups through study support, summer schools and the taught curriculum.

3.	Promote partnership activity to improve transition of pupils from Key Stage 2 to 3

4.	Support schools to develop Assessment for Learning strategies to develop pupils’ knowledge of their own learning with a view to improving performance.

5.	Introduce new strands: Science April 2002. ICT and Teaching and Learning in the Foundation Subjects September 2002

6.	Ensure continuing high quality professional developments in al strands, to include part-time staff, regular supply teachers and teaching assistants

	

	Priority 6
Raising attainment for learners aged 14-19

Introduction	Education for 14-19 year olds is currently characterised by two distinct phases: Key Stage 4, with a significant break point at 16, followed by Post 16 learning.  The early years of the plan reflect the current distinctiveness of the two phases.  Planning for the later years will seek to promote the greater coherence anticipated in Schools Achieving Success.  The 14-19 plan contributes to the achievement of the National and Local learning and skills targets 2002-4 (local targets to be confirmed in March 2002) and will raise standards at KS4 and Post 16.  There will be an emphasis on inclusion and improving participation to engage more young people in structured learning during the 14-19 phase. Action to achieve this will focus on stimulating curriculum development, targeting specific improvements in the quality of teaching and learning, providing support to young people at transition points and ensuring collaborative working, particularly with partners in the post 16 sector.
	
Audit of Current Performance	 Post 16, total APS for candidates taking 2 or more ‘A’ levels or equivalent has increased from 15.5 to 16.9 in 2001. APS per candidate subject entry  has improved from 5.47     to 5.62.  Pupil progress Post 16 using APS to APS, benchmarked against the previous year’s national figures has declined slightly from –0.10 to –0.13. However the proportion of students achieving on or above the median has improved from 50.2% to 51.3% and the proportion of students achieving above the upper quartile has increased from 21.5% to 23.4%.A small number of sixth forms have both poor average point scores over a three year period and show weaknesses in value added measures.
The number of students following Level 1 and Level 2 programmes in school sixth forms has declined in recent years.

Cross-subsidy as measured by OFSTED staff deployment analysis worsened between 1999/00 and 2000/01 (not a fair comparison because of curriculum 2000).
	
The Local Focus	Within the overall aim of raising standards for learners aged 14-19, there is a particular need in Oxfordshire to raise standards at KS4 and in the post 16 sector in identified geographic areas: this will require action in the City and towns such as Banbury, Bicester and Abingdon, but also in rural areas such as Faringdon.  

Achievement of boys at KS4 will receive specific attention, as will greater challenge for the more able pupil.  We will also seek to improve the participation and achievement of pupils at risk of under achievement (e.g. pupils from certain ethnic minority groups, those in public care and those at risk of social exclusion due to challenging behaviour).

Securing the recruitment and retention of well qualified teachers to match curriculum demand at KS4 and post 16, and providing for teachers' continuing professional development, will be a significant factor in achieving the improvements outlined within this priority.

This priority will also focus on action to secure:

•	the use of curricular flexibility, enrichment and extension in order to improve the quality and range of opportunities for young people aged 14-16.
•	improvements in  the quality and range of opportunities for young people aged 16-19 by developing school sixth form provision in concert with other providers
•	improved cost effectiveness of provision
•	sixth form provision which is highly rated in OFSTED sixth form inspection
•	improved strategic planning for 14-19 year olds by work with other partners to improve provision of  and participation in structured learning
•	raised levels of attainment as expressed in pupil progress measures and in completion rates on  post 16 programmes.
	
Addressing National Themes	Improved attendance and reduced underachievement are addressed by improving the appeal, range and relevance of the curriculum. Underachievement is addressed by focused work on the part of the subject and aspect advisers with departments where performance as measured by 14-19 pupil progress measures and pupil subject residuals are consistently weak. The dissemination of evidence-based initiatives to improve teaching and learning for all young people features in this priority. The hypothesis that broadband and ICT will improve both the range and quality of provision will be tested over the lifespan of the EDP. Quality assurance of 14-19 education in all settings will improve the quality of curriculum experience.
	
Expected contribution to LEA targets	Action within this priority will contribute to achieving LEA targets for pupils’ performance at KS4 and post 16, contributing to the local Learning and Skills Council targets 2002-04.

Therefore, a contribution will be made to achieving:

GCSE:	% A* to C
	% 1 A* to G including English and Mathematics
	% 1A* to G
	95% of pupils with level 7+ at the end of KS3 attaining an APS of 7+ points at the end of KS4.
Post 16: 	% of young people achieving level 2 by 19 and level 3 by age 21 as set in the LLSC development plan.
	
Expected outcomes	By 2007 young people will have a range of opportunities available to them and a variety of pathways. Young people will be well informed about these pathways and the pathways will have parity of esteem. Enrichment and extension activities will be widely available and all young people will be supported in accessing these opportunities. No young person will feel excluded by providers. Teachers will be well supported in making year on year improvements in their teaching and will be increasingly confident in teaching the key skills and in implementing curriculum 2000 reforms. Young people will be well supported in preparing for transition to the next stage. Post 16 providers will work in harmony to contribute to the opportunities available. Common transfer documentation should be in place at 16+.  The percentage of the cohort in structured learning Post 16 will meet LLSC targets as will the percentage in touch with the Connexions Service.

Standards as measured by pupil progress data will show a rising trend, using attainment measures which recognise the full range of student achievement.  Learning will be enhanced in all settings by the application of the latest cognitive research. Developments in the use of online resources will have improved opportunities and raised standards.
	
Action to secure 	Outline of activities for 2002-07	
improvement	Stimulating Curriculum Development KS4 and Post 16

14-16
•	Promote increased range of curriculum opportunity with greater appeal to 14-16 year olds
•	Disseminate innovative approaches to KS4 developed in Oxford/Hamilton EAZ and elsewhere
•	Develop good practice in all off-site learning (e.g. extended work experience, programmes with  FE or training providers as a result of increased flexibility).

Post 16
•	Support the “Qualifying for Success” reforms in all aspects.	
•	Stimulate provision of AVCE.
•	Promote greater range of opportunity with greater appeal to age group and with greater reference to the skill demands in the labour market
•	With other providers, ensure supply of sufficient opportunities for Entry Level, Level One and Level Two qualifications
•	Stimulate provision of qualifications and experience in Key Skills 
•	Develop use of broadband technology to increase range of opportunity.
•	Increase the proportion of pupils gaining accreditation in ICT, including increasing the number of girls opting for ICT in KS4 and Post 16.

	Developing Teaching and Learning and KS4 and Post 16
Further develop good practice in individual student tracking and target setting.  Promote evidence based schemes to improve learning e.g.
•	King’s College project on  Assessment for Learning
•	Cognitive acceleration and similar schemes
•	"Transforming Learning" by  Hay McBer

AIS support and challenge for subject departments with weakest outcomes and practice.
Develop the use of ICT as a resource for interactive teaching
Draw on EiC to establish best practice with gifted and talented students 

Supporting inclusion and widening participation KS4
•	Define and promote good practice in curriculum modification for all forms of disapplication.
•	Promote good practice in individual programmes in all settings e.g. Off-site units, Learning Support Centres etc.
•	Promote curriculum flexibility and support for lowest achieving groups e.g.
girls in identified schools
	 boys in identified schools
	 areas with high proportion of low achievers (Banbury, Oxford, Abingdon)
	 Black Caribbean, Pakistani and Bangladeshi students
•	Provide co-ordination for work with FE and employers
•	Develop inclusive progress measures

Supporting transitions
•	Promote best practice in Careers education and guidance by enlisting Careers Education Development Team (CEDT) to support self evaluation of Careers Education Guidance( CEG) programmes
•	CEDT team to work with schools with weakest CEG programmes
•	Promote Quality Award for CEG
•	Provide support for schools to introduce the wider key skills and schemes which support young people in decision making and career planning
•	Work with Connexions to provide support for those who have no plans for structured learning by the Easter of Year 11

Developing and Sustaining Partnerships
•	Support the work of Education Business Link Organisations in enhancing vocational opportunities for young people aged 14-19.
•	Establish with other partners formal collaborative structures for the purposes of 14-19 strategic planning.

First Year Activities 2002-03

1.	Stimulate curriculum development to improve the quality and range of curriculum opportunity with a particular focus on identifying good practice and supporting schools where opportunities are under developed.

2.	Develop teaching and learning through improved assessment (AfL), student tracking and target setting, innovative approaches to teaching and learning, including ICT, offering differentiated support to schools with identified weaknesses.

3.	Support inclusion and improve participation through support to schools with groups of pupils identified as underachieving.

4.	Support young people at transition points by promoting best practice in careers education and guidance and in partnership working with Connexions and other agencies.

5.	Develop purposeful collaborative working with partners particularly in the post 16 sector to improve the quality and range of opportunity and achievements of learners 16-19.	

	Priority 7
Tackling Underachievement and Reducing Disadvantage

Introduction	A key priority is the development of inclusive schools with the ethos, skills and resources to meet the needs of all their children.  There will therefore be a focus on supporting inclusion and raising the achievement of the lowest achieving 20% of children in Oxfordshire.  This includes children in care, from ethnic minorities, with special educational needs and in particular in parts of specific geographical areas (Oxford, Banbury, Bicester, Abingdon).  Raising the achievement of boys in order to narrow the gap between boys’ and girls’ achievement is a key objective.  This priority will also include action to raise the achievement of the more able pupil.
	
The local focus	School attendance particularly at secondary level is a concern.  There is a need to reduce the number of schools with <92% attendance and with unauthorised absence worse than the national average.  Exclusions are low and reducing, but fewer secondary schools in Oxfordshire have good standards of behaviour than nationally.  The achievement of particular groups of children including children in public care and from ethnic minorities, particularly African Caribbean, Bangladeshi and Pakistani pupils is still a concern, as is the achievement of boys.
	
Addressing national themes	This priority will address a number of national themes including:

•	the attainment of ethnic minority pupils.
•	children with SEN.
•	gifted and talented pupils.
•	boys’ underachievement.
•	underachievement in particular geographical areas.
•	social inclusion issues, in particular, school attendance, children in care and excluded pupils.
	
Expected contribution to LEA targets	Tackling underachievement and reducing disadvantage will have a significant impact on overall standards and effectiveness in promoting social inclusion in the LEA.  The focus on raising the achievement of the lowest achieving 20% of pupils is a necessary strategy if the LEA is to achieve its targets for improved achievement overall.
	
Expected outcomes	Statutory Targets

Improve school attendance:

•	reduce % of half days missed at primary level from 5.8% to 5.0%.
•	reduce % of half days missed at secondary level from 8.5% to 7.3%.
•	reduce % of half days missed at special school level from 10.5% to 9.5%.

Improve the achievement of children in care:

•	15% to achieve 5 GCSEs A to G.

In addition to the statutory targets it is intended that the following outcomes will be achieved by 2004:

•	increase in the successful inclusion of children with special educational needs from 98.9% to 99% (i.e. 100 more children successfully included in mainstream school);
•	improved achievement of children with SEN;
•	Increased achievement and inclusion of children in lowest achieving 20% of pupils at all key stages;
•	improved % of secondary schools with good standards of behaviour from 57% to 78% and good attendance from 43% to 63%;
•	reduction in % of schools where behaviour is a concern from 4% to 2% at primary and 3% to 2% at secondary;
•	improved achievement of children from ethnic minorities;
•	reduction in permanent exclusions from 78 to 30 per year;
•	reduction in days lost through fixed term exclusion from 8,822 to 4,000;
•	increase % of secondary schools with good equality of access and opportunity from 49% to 60% and at primary level from 35% to 45%.
	
Action to secure improvement	Outline of Activities for 2002-07

Achievement and Inclusion of the Lowest Achieving 20% of Pupils

There will be concerted action to raise the achievement of the lowest achieving 20% of children in Oxfordshire with a particular focus on raising the achievement of children with special educational needs, children in public care and from ethnic minorities.  This will involve significant improvements in data analysis. Support, including the development of integrated support services, will be targeted at partnerships and geographical areas with high levels of underachieving pupils.

Children with Special Educational Needs

The LEA will continue to support the development of inclusive schools which have the commitment, skills and resources to meet children’s special educational needs.  More children’s special educational needs will be met successfully in mainstream schools.  There will be support for schools to implement the new SEN Code of Practice as well as targeted support for schools where SEN practice is a concern.  There will be a focus on improving the achievement and inclusion of children in special schools and a continuing reduction in the use of out-County placements.

School Attendance

There will be a concerted cross department approach to improve school attendance in Oxfordshire.   This will include improvements in data analysis, focused support for schools where attendance is a concern and improved multi-agency support for children with attendance problems.  The successful pilot of school based ESWs will be extended to other secondary schools across the County.

Children with Behaviour Difficulties

There will be a continuing emphasis on supporting schools to meet the needs of pupils with behaviour difficulties.  Support and advice including opportunities for sharing good practice will be provided to all schools through a network of behaviour support co-ordinators.  There will be targeted multi-agency support including early intervention for schools and partnerships where behaviour is a concern.  There will be particular support to increase the % of secondary schools with good standards of behaviour.  There will be further development of in-school learning units in secondary schools to meet the needs of pupils with learning and behaviour difficulties.  A Rapid Response to Exclusions Service will be provided for all children at risk of exclusion across the County.

Full-time Education for Excluded Pupils

The Authority will achieve the statutory requirement to provide full-time education for excluded pupils and children in care by September 2002.  The new Countywide PRU and reintegration service will provide:

•	rapid response to pupils at risk of exclusion
•	a reintegration service for pupils who need to move school
•	full-time education for excluded pupils

Achievement of Boys

The Authority will provide schools with high quality gender specific statistical information to aid the analysis data.  Schools will be expected to develop appropriate teaching and learning policies that ensure that boys are not disadvantaged by the curriculum.  All schools will be expected to set challenging targets for pupils and to track their progress. The Authority will disseminate successful teaching strategies and practices that enable boys to learn effectively.  School based research, linked to higher education, will be encouraged.  Successful strategies based on research in other authorities will also be disseminated to schools.  Partnerships of schools will be involved in research projects that will encourage the raising of boys’ achievement.  The strategy for raising achievement will be overseen by a county task group.

Pupils who are Gifted and Talented

The Authority will heighten the awareness of schools of the need to raise their expectations for pupils who are gifted and talented.  Models of good practice, such as those produced by QCA, will be disseminated to schools.  Schools will be encouraged to drawn on the expertise of the local centre for the gifted and talented based at Westminster Institute.  Guidance will be issued to all schools on effective teaching and learning of able pupils.  As with other elements of priority 7, there will be a focus on raising the achievement of the more able pupils in geographical areas associated with disadvantage and high rates of underachievement.

First Year Activities 2002-03

1.	Improve the achievement and inclusion of underachieving pupils with a particular focus on ethnic minority pupils, children in care and in particular geographical areas.

2.	Improve the achievement and inclusion of children with SEN.

3.	Improve school attendance.

4.	Enhance the quality of support to raise the achievement of children with behaviour difficulties.

5.	Secure full-time education for pupils out of school and monitor their achievement.

6.	Raise the achievement of boys to narrow the attainment gap between boys and girls.

7.	Raise the achievement of gifted and talented pupils.	

	Priority 8
Support for schools causing concern

Introduction	The OfSTED inspection report of January 2000 indicated the need for the Authority to improve its support for schools in special measures or with serious weaknesses and to be clearer about its own categorisation of schools, including those of concern to the Authority.  The subsequent Authority post Ofsted action plan and updated EDP addressed these requirements through a reorganisation of the support and challenge in this area.  These revised structures are now well documented in Authority publications of policies and procedures and directly effect the work of colleagues in schools and the Education Department.

In April 2000 a Best Value Review process began for schools of concern resulting in a final paper being submitted to and accepted by Members in February 2001.  Three improvement options with fourteen associated tasks were identified and a performance management framework set in place.

This EDP builds on the progress already made and takes forward the Best Value Review requirements.
	
Audit of current performance	Since December 2000 four schools have been removed from serious weaknesses.  There are now six schools with serious weaknesses (below our Best Value target of 8 by December 2001) of which one was recently removed from special measures.  Two of the six schools have remained with serious weaknesses since Ofsted reinspection.

Since December 2000 five schools have been removed from special measures (including one which had been in this category for 42 months).  There are now five schools in special measures (below the Best Value target of 8).  Two schools were placed in special measures since December 2000.  Two schools have been in special measures for 24 and 26 months respectively.  Comments within HMI termly monitoring reports remain positive about LEA support.

Overall there is a downward trend in the number of schools in special measures or with serious weaknesses.

At the start of the annual monitoring quality review cycle for the 2001/2002 academic year the analysis of data and other evidence has indicated a number of schools which may fall into the ‘developing’ schools category, including those at stage 2 and 3 of LEA concern.  This current cycle of review with schools includes the requirement to categorise schools within the context of the revised school improvement strategy.  Developing schools and those of concern will be more reliably identified and recovery plans put in place for those at stage 3 of concern.

Structures of support have been communicated to headteachers of SM/SW schools and ex SM/SW schools.  A feedback on their evaluation of the revised service produced the following response:

•	100% stated that the clarity of the manual in describing procedures and structures of support was clear.
•	83.3% indicated that their assessment of the appropriateness of the membership of the task group to work with and co-ordinate further support into the school was appropriate.  The remainder agreed that it was partly appropriate.
•	50% of the returns stated that that the task group were very effective in meeting the needs of the school through its co-ordination of support of LEA services to the school; 33.3% agreed the support was effective; 16.6% partly effective
•	58.3% of schools found the effectiveness of the range of LEA services providing support to the school to bring about improvement was very effective; 25% agreed support was effective and the remainder partly effective.	
The local focus	Since our LEA inspection, structures have been set in place to support SM and SW schools and numbers of both have fallen.  There is still a need to bring about recovery in a shorter timescale.

The early identification, through the careful use and analysis of data and other evidence, of schools of concern to the LEA is improving.  From the autumn of 2001 the categorisation of schools, including “developing” schools is part of the MQ review cycle and will ensure early and more reliable identification of schools of concern.  These systems and procedures will be firmly and reliably embedded so that recovery plans for LEA identified schools are initiated at the right time and prevent future Ofsted categorisation through sustained improvement.  Systematic identification and support to schools with single issues of concern (such as inclusive practice, race equality, resource management) will be further developed to secure improvement.
	
Addressing national themes	Action to address each of the national themes within EDP2 will have a direct impact on bringing about improvement in SM, SW and LEA schools of concern, in each of which the issues to be addressed are often present to a greater rather than a lesser extent.

The first year of EDP2 (2002-2003) for schools of concern includes a requirement to cross reference the action plans of schools to the other priorities of the EDP and the national themes within them.  The clear intention is to ensure that each branch and service of the Education Department, as they take forward their respective contributions to these priorities and themes, prioritises work with the needs of those schools in SM, with SW and of concern to the LEA.  In this respect such schools are not treated differently to others rather the level of support in relation to each of the themes is differentiated in their favour.
	
Expected contribution to LEA targets	Schools in special measures, with serious weaknesses and of concern to the LEA do, by definition, have low levels of achievement in relation to LEA targets.  Bringing about improvements in these schools will contribute to raising achievement in relation to the LEA’s targets.

The Best Value Review for schools of concern set in place a performance management framework to bring about a reduction in the number of schools in SM, with SW and effective identification and action in relation to LEA schools of concern.  They are:	

	Performance Measure	Prio-ity	Oxon Performance 1999/00	Oxon Performance 2000/01	Oxon Target 2001/02	Oxon Target 2006/06	
1.  Schools of Concern Performance Criteria	
1.1	% of identified schools of concern who do not subsequently fall into SM/SW	***	Only applicable once new criteria are established	Only applicable once new criteria are established	80%	95%	
1.2	(To ensure accuracy of criteria identifying schools of concern)
% of new SM/SW schools not previously identified as schools of concern	**	Not applicable as criteria are established	Not applicable as criteria are established	10%	0%	
2.  Serious Weakness (SW) schools’ performance	
2.1	% of Oxon schools with serious weakness (on 14 December – BVPI 47) which may be deleted next year	
***	4.4%
14 schools	2.5%
8 schools	1.3%
4 schools	1%
3 schools	
2.2	% of reinspected Oxon SW schools removed from designation by Ofsted in last 12 months (on 4 December)	**	100%	84%
7 out of 8 schools	100%	100%	
3.  Special Measures (SM) schools’ performance	
3.1	
% of Oxon schools in special measures (on 14 December – BVP1 48)	***	2.8%
9 schools	2.5%
8 schools	1.3%
4 schools	0.6%
2 schools	
3.2	% of Oxon schools which have remained in designation beyond 24 months (on 14 December)	***	44%	25%	15%	0%	

Expected outcomes	•	Effective collection and analysis of data and other evidence enables accurate identification of LEA schools of concern.
•	Recovery plans for LEA schools of concern enable improvement in the required areas so that such schools move from developing to effective category.
•	The number of schools with serious weaknesses continues to fall and removal is within the designated timescale.  Recovery is sustained.
•	The number of schools in special measures continues to fall and that removal takes place within the expected timescale.  Recovery is sustained.
•	Children and students who receive their education in the three designations of schools receive an improved quality of education and their progress and standards rise

	
Action to secure improvement	Outline of Activities for 2002 – 07

There are four key areas for activity in relation to schools of concern.  They are

•	the further development of performance data and other evidence of quality to ensure the early identification of “developing” schools which, without appropriate challenge, support or intervention, may become a school of concern;
•	the continued development of LEA processes to support school self review and evaluation, including the annual monitoring quality review cycle;
•	the development of LEA challenge, support and intervention strategies to secure the necessary school improvement in schools of concern, and in “developing” schools;
•	the development of ways of working and exit strategies to ensure that schools that have required high levels of LEA support and intervention secure improvement, are able to maintain imporovement and develop into self improving, effective schools.

First Year Activities

1.	Further refine the collection, analysis and use of performance data and other evidence of quality to more accurately define those schools within the ‘developing’ schools category

2.	Further develop the annual cycle of monitoring quality and school self review to ensure accurate identification of those schools at stages 2 and 3 of LEA concern within the developing schools category

3.	Further develop and refine the recovery plans set in place by schools and LEA for those schools at stage 3 of concern. Ensure that such plans directly contribute to the raising of standards through a specific focus on the quality of leadership and management and the quality of teaching and learning. Identify schools and target improvement support to schools with specific issues of concern: e.g. inclusive practice relating to attendance or behaviour, race, equality, health and safety, financial management and resource deployment, curriculum provision

4.	Continue to reduce the number of schools in SM or with SW (in line with our BVPIs) and in shorter timescales by intensifying support for best practice in leadership and management; the quality of teaching learning (including behaviour and attitudes); the recruitment and retention of good quality staff; partnership initiative in geographical areas of concern

5.	Further develop ways of working and exit strategies to ensure that those schools removed from designation (LEA concern, SW, SM) maintain improvement to become self supporting and effective schools or better