Specialist School Status & the co-operative working arrangements in the Dorchester pyramid - D...
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Transcript of Specialist School Status & the co-operative working arrangements in the Dorchester pyramid - D...
Specialist School Status & the co-
operative working arrangements in the Dorchester pyramid - Dorchester Area Schools
PartnershipRon Jenkinson Head teacher
St. Osmond’s Middle School
Gordon Redley Head teacher
Dorchester Middle School
DASP aims to providehigh quality educationto all children in theDorchester area
Its key purpose is to enable all those children to achieve their full potential as learners and citizens
PARTNERS
1. Broadmayne C First*2. Cerne Abbas CE VC First3. St Mary's CE VC First4. Cheselbourne5. Damers C First6. Manor Park CE VC First *7. Milborne C First8. Frome Valley CE VC First9. Piddle Valley CE VA First10. The Prince of Wales First11. Puddletown CE VC First12. St Mary's RC VA First*13. Winterbourne Valley CE VA First14. Dorchester C Middle15. St. Osmund's CE VA Middle16. St Mary's CE VSA Middle 17. The Thomas Hardye VA Upper School and Science College18. Dorchester Learning Centre
• 17 years • 18 schools (13,3,1,1)• 5350 students (900 6th Form)
• Levy : £37 per pupil £200,000• 55% of R&M budget 2006/07 £230,000 £50k LA grants
•EXECUTIVE GROUP
•HEADTEACHER MEETING –phase and partnership
•CHAIRS & HEADS
•DEVELOPMENT GROUP +
•PUPIL & FAMILY SUPPORT GROUP
•SUBJECT COORDINATOR GROUPS
•ASSESSMENT GROUP
•SENCO GROUP
•DMIS
Communication
Accountability
Involvement
Direction
DASP Improvement Plan
One/three year
in School DP’s
HTs/ExecutiveDevelopment Group
The Driver leading to meeting practical needs, providing opportunities and
simulating innovation
STUDENT LEARNING
PROGRESSIONCONTINUITYCURRICULUM ENTITLEMENTTRACKING AND MONITORING
OUTCOMES 4 to 19
THE DASP AUTUMN PACKAGE
ASSESSMENT FOR LEARNING
Thomas Hardye School
At points of transfer - First to Middle• Name/ UPN/attendance record
• Feeder/s
• Class teachers name
• Key Stage 1 information:
SAT results – Maths, reading & writing (test and task level combined into one)
Teacher assessment for Science
• Key Stage 2 information:
Year 4 optional tests – Maths A or B (Marks)
Mental Maths mark
Total mark score for test and mental maths
Test level (sub level)
Thomas Hardye School
First to Middle cont.• Reading level (sub level)• Writing level (sub level)
End of year 4:• Spelling Age - Vernon• Reading Age – Salford• Teacher Assessment (all to sub-levels)• Maths/reading/writing/speaking and listening• SEN stage and SEN area/s of concern• Areas where child is gifted/talented• Special interests• Projected end of Year 5 Targets (from Y4 teachers) in
maths/reading/writing/science• Social/Medical background notes
Thomas Hardye School
Middle to Upper (all preceding info. and data)• Feeder school and tutors name• KS 2 Information:
Eng/ Maths/ Sci - test scores, test sub-levels and teacher sub-levels• KS 3 Information:
Year 7 CAT results, KS3 and GCSE predictions
Eng/Maths/Sci – test scores, test sub-levels and teacher sub-levels
Foundation subject teacher assessed sub-levels
Spelling Age
SEN stage and area/s of SEN concern
Areas where child is gifted/talented
Special interests
Social/ medical background notes
Early Intervention
Nurture group
INCLUSION• Special Educational Needs
• Behaviour Support
DASP Pupil & Family Support Group • Extended Schools Co-ordinator • 2 Nurse therapists• 2 Behaviour support teachers• Inclusion outreach worker• Connexions worker• Head of SEN at upper school
• Police liaison officer• School Nurses• Education social workers
First and Upper Schools Working Together
INFORMATION AND COMMUNICATION
TECHNOLOGY
THE DASP MUSIC SERVICECoordinator – Admin Staff
1830 Students- 43 Staff288 hours/week
Inclusive Fee Structure
Shared Music Events
Very Able & Gifted Programme
Outdoor Education
DMISThe DASP Maintenance Indemnity
Scheme
See presentation
TEACHER EDUCATION&
LEADERSHIP
conference
Higher Level Teaching Assistants
Fully Funded NVQ Training (Level 3)
INVESTORS in PEOPLE
NQT Induction
LITERACY - the JUDE projectRaising standards in writing - 2003
Initiatives
MFL – support and co-ordination in Years 3 and 4 - 2006
Racial Equality& Intercultural Project
Cross phase collaboration•Citizenship “7c’s” •Unicef Rights Respecting School•Social Emotional Aspects of Learning•DASP Student Council
Video
Pupil Voice
Head’s conference
‘06Head’s conference’06
Rights Respecting Schools
conference ‘07
Dorchester Area Schools Partnership
DASP Student Council
Dorchester Town Hall with
Cllr David Barrett
Phase and cross-phase collaboration
2 year KS3 in English, Maths and Science2003
Specialist Status science/maths 2005
Shared benefits: UMF/FMU
STANDARDS
GCSE 2006 : 83% 5+A*- C2007 : 79%
(70%Ma & Eng)
A Level 2006 : A-C 83% 2007 : 78% (99% pass rate)
Key Stage 3
2 Year Programme of study in English maths and science
TEACHER THOUGHTS and FEELINGS
Top groups coping well with topics and key ideas: Science
Lower ability students find pace
hard but that means we focus on the most important
parts: all
Course can easily be taught in two years avoiding
repetition in year 9 :Maths
Most of P.O.S. can be covered in 2 years. The
Shakespeare needs longer particularly for maturity of
understanding:English
SAT to be used as benchmark within
GCSE course:Upper school
Pro-active positive support from LEA
consultants
More opportunity to develop cross
phase schemes of work - all
More curriculum opportunities
becoming evident for the students in
KS4: all /US
DASP KS3 Results 2005 - 07
YEAR 2005 2006 2007
Level
%
L5+ L6+ L5+ L6+ L5+ L6+
Eng 85.4 43 83.6 39.5 80.5 33.4
Math 85.8 71.5 88.5 74 85.3 68.5
Sci 86 55.4 82.4 50.4 84 48.5
2 year course
St Osmund’s, St Mary’s and
Dorchester Middle
SCIENCE AND MATHEMATICS
SPECIALIST SCHOOLS
http://www.dasp.org.uk/Executive Director: Peter Farrington
Administrative Officer: John Macormack
The Old RectoryWinterborne MonktonDorchester DT2 9PS
Telephone :DASP 01305250749
Email : [email protected]
Three Key Questions
• Is our Partnership an effective size to enable effective learning from 3-19?
• Do we have sufficient trust and openness to work both cross and within phase?
• What are the obstacles to our collaboration and partnership?
http://www.dasp.org.uk/