Supporting schools
Clive Bush gives an overview of the
stage 2 to key stage 4. APP is the key to this, but will
work of the National Strategies and
only be eff ective if AfL is properly embedded as the
framework for eff ective pedagogy. (See pages 6 and 7
the resources it offers schools for more on APP.)
Another major area of our work is directed at
T
HE UNIQUE thing about the National narrowing the gaps between disadvantaged young
Strategies is the focus on pedagogy. Our people and their peers. Our work helps schools
principal concern is to improve the quality and teachers to improve outcomes for all children,
of the classroom for pupils and teachers with a particular emphasis on those vulnerable
Clive Bush
and thereby to maximise learning – everything to underperformance – including those from
National Director,
we do is geared towards this aim. Th e National disadvantaged backgrounds, Black and minority
Secondary
Strategies’ frameworks and resources, many of which ethnic groups, those who have SEN and learning
National Strategies
are featured in this supplement, help teachers to diffi culties and disabilities, and gifted and talented
plan lively and stimulating lessons for improved pupils (see pages 14 and 15 for a look at narrowing
progression and off er assessment and tracking tools to the gaps work with students who have English as an
inform decisions about next steps in learning. additional language).
We work with schools and local authorities to I also want to highlight our work with
support them in focusing on the experience of headteachers. Th e core business of a head is to lead
teaching and learning in classrooms, through work learning. No matter how big a school is, if they do
with consultants, subject leaders and heads. not establish the right climate for learning and drive
As a national organisation, we are able to draw good pedagogy and eff ective practice right through
on a huge range of data and case studies to see what to the classroom, then progress will be limited. Our
makes an impact. We help teachers identify barriers regional briefi ngs for heads emphasise this point
to learning and demonstrate how to overcome those and we are currently running Leaders of Learning
barriers by giving them high quality, tried and tested seminars where heads share good practice in strategic
resources that we know work. Schools all over the thinking about how schools can get themselves ready
country are now using these resources to stimulate to lead their own school improvement programmes
professional development, school improvement, and – the challenge they will need to meet once the
a better learning experience for children, as illustrated National Strategies ceases in 2011.
by the case studies in this supplement. Th e National Strategies also helps schools to share
Much of our focus recently has been on helping practice with each other, helping them to work in
teachers to make the changes required for the new eff ective partnerships and encouraging them to think
key stage 4 curriculum in mathematics and English. strategically about school improvement in the run-
Th is includes the establishment of Functional Skills up to 2011. See pages 10 and 11 for more on our
(see box, opposite) as a core component in key stage Stronger Management Systems programme.
4. Meanwhile in science, we have been helping Last year’s key stage 4 results were very
teachers to develop key approaches, both to improve encouraging. Not only are the gaps closing and
the teaching of scientifi c reasoning through How behaviour and attendance improving, but we are
Science Works, and to encourage progression to higher above trajectory to meet the government’s key stage 4
grades and further study through the Progressing to targets for 2011.
Level Six and Beyond resources (see pages 8 and 9). As is evidenced in the following pages, schools
Assessment for Learning (AfL) has been a major and local authorities tell us that our programmes are
thrust of our work over the last two years and is very having a signifi cant impact on outcomes for young
much tied to the development of Assessing Pupils’ people – and over the next year we will be continuing
Progress (APP). Now that we no longer have key to support them in building capacity for the local
stage 3 tests we nevertheless need a recognised system delivery of school improvement as outlined in the
for evaluating progress for young people from key recent White Paper.
SecEd 3
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