SEU Policy Initiatives

National Numeracy Strategy
The National Numeracy Strategy (NNS), introduced in September 1999, has transformed the quality of teaching in primary schools. The 2002 Key Stage 2 tests showed that 73% of pupils achieved the expected standard for their age in mathematics, a 14% point increase since 1998. Improvements can also be seen in the Key Stage 1 results, providing a very positive indication of future improvements at Key Stage 2 and beyond. New targets were announced in March 2002 for 85% of 11 year olds nationally to achieve level 4 or above by 2004 and 35% to achieve level 5. The National Numeracy Strategy has gained widespread support amongst the teaching profession. In a recent independent survey of primary headteachers 98% of heads said that they support the numeracy strategy. An impressive 91 per cent said that the numeracy strategy has improved the teaching of mathematics a great deal or quite a lot. In 2002-03 the National Numeracy Strategy will be supported by funding of around 𧴝 million. National Numeracy Strategy area

Key Stage 3 National Strategy
This initiative aims to ensure that the gains of the Literacy and Numeracy strategies in primary schools are continued into middle and secondary schools for pupils aged 11 to 14.

A pilot began in 205 schools across 17 LEAs in September 2000. Ofsted’s report on the first year of the pilot, published in January 2002, confirmed that the Strategy was making a positive impact on teaching and learning.

All schools have phased in the English and mathematics strands nationally since September 2001. The science, ICT and Foundation subjects strands are being introduced nationally from 2002㪛. Schools are supported with professional development for teachers, underpinned by high quality training materials and teaching resources. Key Stage 3 National Strategy area

Excellence in Cities (EiC)
Launched in March 1999, EiC recognises the special characteristics of city schools. Excellence in Cities now covers 58 authorities and includes Excellence Clusters and Excellence Challenge. It sets out a package of measures to build on existing policies to raise standards in city schools focusing on the needs of individual pupils. There are 7 key strands: extended opportunities for gifted and talented pupils, learning mentors for all pupils who need them; learning support units; a network of new city learning centres; more Beacon and specialist schools; and EiC Action Zones.

Gifted and Talented Education
The Government is concerned to improve the scope, quality and impact of education for gifted and talented pupils. The national strategy aims to improve pupil attainment, motivation and self-esteem, and to support teachers and schools so they can better meet these pupils' needs. The strategy targets a 5-10% population in each school, including the most able 5% of pupils nationally. The school populations are supported through intensive programmes provided as part of Excellence in Cities, Excellence Clusters and Excellence Challenge. These are concentrated on the secondary sector, but primary schools and post-16 institutions also benefit. National resources for pupils include an annual programme of 500 summer schools for gifted and talented 10-14 year olds, and world class tests in maths and problem solving for pupils up to 9 and 13. National resources for teachers include an increasing range of guidance materials and an online database of resources. The Academy for Gifted and Talented Youth will begin its pilot year programme in Summer 2002, including a range of opportunities for the most able 5% of pupils nationally, plus initial support for their parents and educators.

School Diversity Programmes
A range of school diversity programmes have been developed in response to the diverse needs and aspirations of learners, recognising that the education system must be innovative and dynamic if it is to meet the challenges of rapid regional and global change.

The rationale for promoting school diversity is based on sound evidence that schools with a strong ethos and a clear focus are successful in raising standards. As schools develop their specific areas of expertise they should then be contributing to the wider system through a local network, or 'community of schools'.

Below are the individual sites for specific information about the programmes:

Diversity Pathfinders
The Diversity Pathfinders project was established late last year to demonstrate how the benefits of school diversity in secondary education can be maximised so that standards of teaching and learning improve across the whole system. Six LEAs were selected to be pathfinders and began implementing their plans in January. The projects are expected to run until April 2005.

Training Schools
The aim of Training Schools is to build up and share good and developing ITT practice with other schools and their training providers, both within their existing partnership networks and beyond. Successful schools will already have shown good practice in teacher training and, with their new status as Training Schools, they will receive extra funding, through the Standards Fund, to carry out their training activities. Along with their provider, the schools will develop and disseminate more innovative approaches to ITT.

Beacon Schools
The Beacon schools scheme has been specifically designed to help raise standards in schools through the sharing and spreading of good practice. It is based on the building of partnerships to foster a two-way exchange of knowledge between professionals. Beacon schools have been identified as high performing schools which provide a good quality of education and deliver high standards for all their pupils. They include infant, nursery, primary, secondary and special schools and now receive an average of £36,000 a year to undertake their activities.

Specialist Schools
Specialist schools are an integral part of the overall school improvement agenda. They focus on a particular curriculum specialism to strengthen performance in that area as a focus for whole school improvement. Any maintained secondary school can apply to be designated in one of eight specialist areas: arts, business & enterprise, engineering, language, mathematics & computing, science, sports or technology. Schools can also combine two specialisms.All specialist schools share their resources and expertise with other schools and the wider community. The programme aims to: encourage innovation in teaching and learning, leading to overall school improvement; secure private funds and other effective support from sponsors; and form a focal point for revitalising education in areas of disadvantage.

Academies
Academies are a key element of the drive to raise standards in the most disadvantaged areas, and of the Government's diversity in schools agenda. Academies will be independent schools which are publicly funded. Their independent status will allow them the flexibility to be creative in their curriculum, staffing and governance, to find innovative solutions to meet local needs. They will share their resources and expertise with other local schools and the community.

Academies will replace schools in challenging circumstances, or could be new schools established as part of a wider school reorganisation or where there is an unmet demand for school places. Sponsors from the voluntary and private sectors, church and other faith groups will be involved in the establishment and running of Academies. Sponsers will provide up to 20% of the capital costs with the Government providing the balance and funding recurrent costs.

Substantial refurbishment/new build will give Academies state of the art facilities, through which they will offer a broad curriculum, such as sport, science and technology, modern foreign languages, business and enterprise or the arts. They will provide free education to pupils of all abilities, including provision for pupils with special educational needs. In all cases, the admission arrangements for each Academy will be agreed with the Secretary of State and will conform to the law and Code of Practice on admissions.

The current Education Bill includes legislation to extend this model into rural areas, and to allow for all-age and primary and sixth form Academies.

Education Action Zones (EAZs)
EAZs enable local partnerships of schools, LEAs, representatives from businesses and other community organisations to work together to develop new and innovative ways of raising standards of education in disadvantaged areas. Zone programmes also aim to motivate and stimulate pupils. There are currently 73 statutory EAZs and 102 non-statutory EiC Action Zones. Statutory EAZs typically comprise of 2-3 secondary schools and their feeder primaries. EiC Action Zones are a key strand of the Excellence in Cities (EiC) initiative comprising of 1-2 secondary schools and their feeder primaries. The DfES and partners, including businesses, fund each EAZ. Between 1998 -2001 the rate of improvement in EAZ schools at KS1 and KS2 have exceeded the national rate of improvement.

LEA Policy and Improvement
The SEU promotes the use of innovative solutions to improve the delivery of LEA services in line with Best Value. The SEU also intervenes where necessary in LEAs to address identified weaknesses, and procures and maintains lists of consultants and function providers for use in LEA intervention activity. Both in these areas and in those of member and officer development, the SEU is working with its LEA partners to identify and meet capacity needs so as to ensure that LEAs can carry out their role in cost effective ways.

Education Development Plans (EDPs) - second generation 2002-2007
Education Development Plans (EDPs) were introduced in 1998 under the provision of the School Standards and Framework Act. EDPs provide a framework for LEAs, working in partnership with their schools, to carry out their duty to raise school standards. The framework comprises of three key elements: an audit of current performance, targets for individual schools and the LEA as a whole, and a statement of the LEA's specific priorities for delivering school improvement.

The DfES's role is both to challenge and support LEAs through monitoring and evaluating the implementation of their EDPs in the same way that LEAs challenge and support schools inverse proportion to success. The DfES holds LEAs accountable for meeting their approved targets.

We have reduced bureaucracy and burdens in EDP2 by a sharp reduction in the financial information required; covering 5 years (instead of 3 years) with a more flexible framework for updating; reducing (from 8 to 5) and broadening the framework of national priorities to be covered by EDPs; and making it a requirement that EDPs are joined up with other plans such as Excellence in Cities and Neighbourhood Renewal.

The second generation of EDPs were submitted to DfES in Spring 2002 and the vast majority of plans show a substantial improvement on the first generation of plans submitted in 1999.

Local Public Service Agreements
Local PSAs are voluntary, three-year, 'something for something' agreements between local authorities and central government. Local PSAs are designed to raise performance in priority public services at levels beyond existing expectations and reward improvements in performance. Local authorities set targets at levels above that which they are expected to achieve in any case and receive additional resources. They may also benefit from freedoms and flexibilities in delivery, where they have identified inhibitors to achieveing high, 'stretched' performance in the target areas. The SEU manages the negotiation of the education component of Local PSAs on behalf of the Department.

Beacon Councils
The Beacon Council Scheme was introduced in 1999 and is led by DTLR. It arose from the Government's plans to modernise local government. The Scheme aims to identify centres of excellence in local government from which other councils can learn. Councils were asked to devise new and imaginative ways of involving their local communities in their plans and programmes. Councils needed to devise new joined-up solutions for existing problems. This required a fundamental cultural change throughout local government. All areas of council business are covered and every council can apply for Beacon status. Each year Ministers select the particular service or cross-cutting service areas for which Beacon status will be awarded. The award will reflect excellent performance and good processes. Councils achieving Beacon status are known as Beacon Councils and use the Beacon Council logo.

The Government reinforced its' commitment to the scheme in the Local Government White Paper 'Strong Local Leadership - Quality Public Services' published in December 2001 and themes for Rounds 4, 5 and 6 have been announced, thereby confirming the future of the scheme.

School Improvement
The SEU develops and implements strategies to support schools causing concern and those facing challenging circumstances. It evaluates and disseminates good practice to schools in order to raise standards. All schools are targeted that at least 20% of their pupils should achieve 5 A* -C GCSE's by 2004 and 25% by 2006.

Current initiatives include a 3 year action research project with eight schools who face extremely challenging circumstances. In addition, there are three other areas of work focusing on pupil mobility, gifted and talented pupils and trainee heads.

The school improvement website has been redesigned with the emphasis on sharing best practice. An introductory guide to managing pupil performance data has been published and this is available to download from www.standards.dfes.gov.uk/schoolimprovement/

• School Improvement area

Schools in Special Measures
A school requires special measures if Her Majesty's Inspector (HMI) or a Registered Inspector judges a school to be failing (or likely to fail) to provide an acceptable standard of education for its pupils. The SEU liaises closely with OFSTED to follow the progress of schools in special measures and the LEA support given to them, particularly where progress is limited or slow. The SEU will recommend intervention where necessary. Schools which fail an OFSTED inspection should be turned around in two years or must Fresh Start or be closed.

Fresh Start
The SEU is responsible for helping to ensure that all " Fresh Start " schools - ie newly established schools replacing existing schools which are failing - succeed. This includes implementing a support programme to ensure that Fresh Start schools establish themselves in their local communities and embed good practice during their early years. The team also liaises with LEAs and schools planning and implementing Fresh Starts and works with OFSTED on policy development and implementation.

The Autumn Package of Pupil Performance Information (AP)
The Autumn Package of Pupil Performance Information provides information annually to help schools when conducting a review of their performance and undertaking their target setting. Since 1998 four editions have so far been jointly produced by DfES, QCA and OFSTED. The Autumn Package contains performance data for each Key Stage, enabling schools to compare their performance against national standards and other similar schools, to assess the performance of different pupil groups (e.g. boys and girls, children with English as an additional language) and highlight the school's strengths and weaknesses. Since 2000, an Interactive version of the Autumn Package has also been produced and issued to schools, allowing users to carry out more advanced analyses using their own school data. The Package includes a Performance and Assessment Report (PANDA) issued by OFSTED to each school which provides analyses of the school's own performance data.

Boys' and Girls' Achievement
Boys' underachievement is a major concern. Nationally, boys fall behind girls in early literacy skills and this gap in attainment widens with age. The challenge of raising achievement directly addresses the learning needs of our students, the professional growth of our teachers and enhances the role of the school as an agent of social change. We want to give boys and girls the best opportunity to become powerful learners.

Many boys perform as well as girls. Some girls also underachieve at school. But overall, more boys are low performers. While gender is one of the key factors affecting educational performance, it affects different sub-groups of boys and girls in different ways. Social class, ethnic origin and local context are all factors that may be linked to performance.

The Gender and Achievement website aims to be the first place teachers, LEAs and parents will visit if they want support and information on gender and achievement. It will help those who are interested in raising the performance and aspirations of underachieving boys and girls by providing an on-line resource pool of best practice, analysis and practical advice.

Homework
Homework guidelines were published to help schools develop and implement effective homework policies in consultation with parents, and to reduce national inconsistencies in homework arrangements. The guidelines include details on the time and activities that pupils should be undertaking at different ages, and on the role of teachers and parents in supporting pupils. The main points are: homework should be of good quality and linked to work undertaken in class; everyone should be clear about what is expected; and arrangements should be manageable for pupils, teachers and parents. Examples of good practice in planning and managing homework as well as strategies for enlisting parental support can be found on the Homework part of the Standards Site

The Research Informed Practise Site
This site has been especially designed for busy education practitioners - by this we mean teachers, governors, parents and all those who support them in the education of school age students. Its aim is to help them make sure that practice and policy are informed by good and up-to-date evidence. The main approaches to making the material accessible are to:

1. use plain language and illustrate technical terms;
2. use practical questions and electronic links to enable readers to move between different ideas according to their interests;
3. look at some of the implications for practitioners that arise from the practical questions posed in the digests.

Innovation Unit
The Innovation Unit was established by the Education White Paper 'Schools: achieving success' to help to encourage innovation to happen throughout the school system. The unit is staffed by people from the profession who will identify innovative ideas that are capable of making a real impact on teaching and learning challenges. The Innovation Unit will:

1. influence Government education policy
2. provide a strategic overview of innovation in schools
3. act as a brokerage, connecting, resource and referral centre, and
4. evaluate and disseminate what works - to promote further innovation and change.

Study Support
Study support encompasses a wide range of learning activities that young people participate in voluntarily out of normal lesson time. Its aim is to raise achievement by improving motivation, building self-esteem and helping young people to become more effective learners. Activities may include homework and breakfast clubs, sports, games, adventurous outdoor activities, creative ventures and opportunities to pursue particular interests such as languages, ICT etc. Study Support area