Our vision is that through working together we can ensure that:
All children and young people make good progress through education which sets high expectations for them, is infused with restorative high support and high challenge and which is supported through leading edge use of digital technology, empowering them to drive their own learning anywhere.
3. Shared values and accountability
The shared values and accountability that were agreed five years ago will remain in place. All members of the Portsmouth Education Partnership are committed to:
- Shared accountability for improving standards and the educational outcomes and life chances of all children and young people
- Promoting a culture of openness, trust and collaboration
- Putting the interests of children and young people first at all times
- Ensuring no child should fail to reach their educational potential because of disadvantage or vulnerability
- Ensuring no education settings are left isolated
- Ensuring all our joint actions add value, are evidence based and as far as possible are preventative rather than a response to a crisis.
The seven priorities that form part of the PEP Education Strategy 2023-2026 are set out below with details of the Boards/Groups that will be responsible for their delivery. These incorporates three of the four PEIA priority areas. The fourth PEIA priority, improving outcomes for underperforming groups, runs through all the other priorities.
This page provides a high-level summary of the plans that support each priority with cross references and links to other documents and action plans.
|1.||Strong leadership and ambition at all levels within individual schools and education settings to improve effectiveness and outcomes for children and young people.||School Leadership and Effectiveness Board|
|2.||Implement a digital learning strategy for the city that supports learning both at school and at home.||Digital Working Group|
|3.||Improving early communication, language and literacy to have a significant impact on all-round achievement and progress throughout all phases of education and beyond.||Early Language and Literacy Development Group|
|4.||Secure a step change in attainment and progress in maths across all key stages.||Maths Group|
|5.||Recruit, retain and grow the best teachers, practitioners, teaching assistants, support staff and leaders and provide high quality continuing professional development.||ITT, Teacher Recruitment and Retention Group|
|6.||Ensure all children attend school regularly.||Removing Barriers to Inclusion Group / Behaviour and Attendance Group (BAG)|
|7.||Reducing the proportion of young people who are not in education, employment or training (NEET).||Post 16 Forum|
Inclusion remains a central theme for the 2023-26 strategy:
Creating an educational environment that is welcoming to all children and young people and not giving up on any child whatever their circumstances.
Inclusion is about ensuring that: there is in place comprehensive Ordinarily Available Provision that meets the educational needs of the majority of children: that any additional needs are identified early and support is put in place, as part of a graduated response, to avoid exclusion and enable children to make progress with their learning; and that children are able to attend their local mainstream school wherever possible.
The strategy has strong links with the SEND and SEMH Strategies, focusing on improving inclusion for all children but with a particular focus on the provision of education for children with SEND/additional needs and improving outcomes for vulnerable children and young people including children in need, looked after children, children at risk of or already being exploited and/or experiencing the criminal justice system, children receiving targeted early help and other children identified by schools as requiring additional support.
The priority in this strategy to improve literacy, with a focus on early language skills, is particularly critical to improving outcomes for many vulnerable groups of children and young people. We know that research has shown the clear links between the ability of children and young people to read well and to express themselves in writing and, especially, orally, to the quality of the relationships they are able to make with adults and peers, their success in education and their long term life chances.
The strategy will also have running through it a commitment to engage with schools, other education settings and partners to develop and share anti-racism training and resources. A dedicated page for these resources on the PEP website has been developed.
6. Early years
Critical to the PEP Education Strategy is a clear understanding of the importance of early years provision and practice upon which future stages of education are built. Well established research continues to emphasise the importance of early childhood education as an essential building block of a child’s future success.
Central to early years success has to be the partnerships between families, education, health and other community sectors. A current priority (originating from the 2019 peer review in Portsmouth) is to ensure sector wide responsibility, commitment and understanding of the strategic approach to support early language development and its impact on the outcomes for children and young people. In order to address the issue, this strategy will have a commitment to consider the early years element within each priority, as it is early years that provides a strong base for lifelong learning and learning abilities, including cognitive and social and emotional development.
7. Key performance indicators
A range of key performance indicators will be used to judge the impact of the strategy and each of the seven priorities. Progress towards these measurable outcomes will be monitored regularly by the PEP Strategic Board.
- Ofsted inspections of early years settings, schools and post-16 providers
- Attainment and progress data at all key stages
- School attendance, exclusions, reduced timetables and elective home education
- Post-16 participation and destinations
- Teacher/practitioner vacancies
- ITT trainees and % finding permanent placements in Portsmouth’s schools and other education settings
The published provisional results for 22/23 can be seen here.