Taking stock of the Improving Schools Programme (ISP)
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Authors
Scott, Christine
Louch, Geraldine
Issue Date
2009
Educational Level
ISCED Level 0 Early childhood education
ISCED Level 1 Primary education
ISCED Level 1 Primary education
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Background: The purpose of the study was to assess the impact of support from LA professionals on pupil learning and to ensure continuity in provision on a termly basis.
Aims: The main aim of this development work is to improve the quality of teaching and learning, raise attainment and achievement, and enable the school to reach its end of KS2 targets.
Methods: The participants included the Head of School Improvement, Headteacher, National Strategies consultant, Senior Leadership Team, LA professionals, core subject leaders, and teachers. Methods used include CVA data, data comparison of cohorts, learning walks/study visits, logs/interviews, observation outcomes, periodic teacher assessment, pupil consultation data, and test results to measure progress towards success criteria.
Findings: The main findings of the case study are that the use of CPD approaches, resources, and support from LA professionals has improved the quality of teaching, raised attainment and achievement for pupils below age-related expectations, and improved school organisation and leadership.
Implications: The findings of this case study suggest that improved school self-evaluation, organization, and accountability from all stakeholders can lead to improved teaching, school organization, and leadership, resulting in higher pupil learning.
Aims: The main aim of this development work is to improve the quality of teaching and learning, raise attainment and achievement, and enable the school to reach its end of KS2 targets.
Methods: The participants included the Head of School Improvement, Headteacher, National Strategies consultant, Senior Leadership Team, LA professionals, core subject leaders, and teachers. Methods used include CVA data, data comparison of cohorts, learning walks/study visits, logs/interviews, observation outcomes, periodic teacher assessment, pupil consultation data, and test results to measure progress towards success criteria.
Findings: The main findings of the case study are that the use of CPD approaches, resources, and support from LA professionals has improved the quality of teaching, raised attainment and achievement for pupils below age-related expectations, and improved school organisation and leadership.
Implications: The findings of this case study suggest that improved school self-evaluation, organization, and accountability from all stakeholders can lead to improved teaching, school organization, and leadership, resulting in higher pupil learning.
Description
Keywords (free text)
Primary education , Assessment and target setting , Leadership , Communication, language and literacy , Problem solving, reasoning and numeracy , English - reading , English - speaking and listening , English - writing , Mathematics , Speaking