The Education Endowment Foundation (EEF) guidance report to support head teachers and senior leaders to make better-informed decisions based on the best available evidence they currently have. Links to recently published EEF guidance can be found below.
EEF guidance report on using digital technology to improve pupils learning offers 4 clear and actionable recommendations to improve how technology is used in your setting, particularly for disadvantaged pupils.
Over 90% of inspected schools are now Good or better (as of March 2019) compared to just over 68% five years ago. Whilst still below national averages: Key Stage 2 progress scores have improved in Reading and Maths; and at Key Stage 4 the Progress 8 score has continued to improve (-0.13 in 2017) and a LA ranking of 105th compared to 126th in 2016 (click here for performance measures).
To make the step change that is needed to improve standards and accelerate the progress of our pupils, will require a collaborative approach whereby all schools (irrespective of whether they are part of a Multi Academy Trust or remain as a LA Maintained school) continue to work together under the auspices of the Portsmouth Education Partnership (PEP) to maximise the resources available, draw on system leadership capacity across the city, and share best practice and pool expertise.
To this end, the PEP has embarked on a collaborative programme of school improvement which is led by the PEP School Improvement Board and supported by the Portsmouth Teaching School Alliance. The programme embeds shared values and builds on the historically strong relationships between the Local Authority and the education sector in Portsmouth, supplementing, without duplicating, work within MATs and Teaching Schools.
The PEP is establishing clear and accountable arrangements to support sector-led school improvement and capitalise on potential economies of scale. It is providing a structure to support the transition from Local Authority to sector-led school improvement arrangements. The Local Authority will continue to deliver its statutory duties in relation to school improvement so long as they continue to exist but in the context of a move to a schools led self-improving system supported by effective system leaders and curriculum/subject networks and continuing professional development (CPD) which encourages school to school support and local and external peer review.
The School Improvement Board has agreed the key school improvement priorities for the city as: