PAPER C
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CHILDREN'S SERVICES SELECT COMMITTEE - 21 SEPTEMBER 2004 EVALUATION OF SCHOOL CLUSTERS REPORT OF THE
PORTFOLIO HOLDER FOR CHILDREN'S SERVICES |
Background
1. This is a report of the development of school clusters and an initial evaluation of the impact of cluster projects on the raising of pupil achievement.
2. The development of school clusters was initiated in September 2003 to build specifically on the advantages of the local school system in supporting pupil transition between schools and the raising of pupil achievement. In particular the school cluster initiative takes advantage of the fact that over 90 percent of pupils transfer within their area schools. It also meets the growing national concept of schools being at the heart of their community.
3. School clusters are broadly based on five geographical areas, which are linked to the support groups of each Link Inspector. The cluster groups are:
Carisbrooke
Cowes
Medina
Ryde
Sandown
Within these main clusters some sub-community clusters, as in East Cowes, Ventnor and West Wight have formed for specific projects.
4. Though initiated for an educational purpose the concept of community based clusters is now a central concept of the Local Preventative Strategy and the development of the working practice of the Directorate of Children's Services. At this stage, community or area based clusters are a key feature of the organisation of Local Authority Children's Services. The LEA OFSTED inspection of September 2003 described the cluster initiative as' creative and innovative'.
5. The concept of schools working in partnership to raise pupil achievement and resolve local community problems is one, which will be maintained regardless of the school system.
6. From September 2002 to April 2003 the initiative was planned with schools and the Directorate staff.
In the 2003-04 budget year funding, from the LEA block, was made available to support cluster projects. This funding was allocated on a formula basis to each cluster. Clusters bid against set criteria, which are focused to the EDP priorities and targets for this funding. The first year of fully funded cluster projects ended in July 2004 and the impact of this work is currently being evaluated in relation to provisional pupil performance for 2004 at Key Stages 1, 2, 3 and 4.
Similar funding has been maintained in the 2004-05 budget year. Further support will be dependent upon the impact of projects and the budget set for 2005-06.
Evaluation
7. Projects usually involve more than one school and/or phase within the cluster. Each project has a designated lead school and co-ordinator and to receive funding must be supported by the other schools within the cluster. Regular evaluations must be given to the Authority on the project's progress to maintain funding support.
8. Scrutiny of projects is carried out through the regular meeting of the cluster schools, monitoring by the Authority and in some clusters by joint meetings of governors with their cluster headteachers.
9. The range of projects is wide, including work on attendance, behaviour, e-learning, literacy and gifted and talented pupils, but all have an objective of raising pupil achievement and are linked to the EDP priorities. Some themes, as with writing and support for gifted and talented pupils, are evident in more than one cluster, others as with primary attendance are very community specific.
Note:
A full list of cluster projects is given in Appendix A to this report. Further detail of all cluster projects can be obtained by visiting
http://eduwight.iow.gov.uk/the_lea/policies_plans/Cluster_Schools_Bids_03-04/
The lead school and project co-ordinators for three cluster projects will be present at the Select Committee meeting.
10. The full impact of cluster projects upon pupil achievement will take at least three years to be fully evident and members, as with school performance may wish to scrutinise this initiative on an annual basis. However, the early signs in relation to 2004 provisional pupil performance are encouraging.
· In writing at key Stages 1 and 2, which has been a specific focus of several clusters, school performance is at the highest level in the last five years.
· Where attendance has been a specific cluster focus there is a clear trend of improvement.
· Literacy levels, particularly reading are improved, where the cluster has had a focus to those pupils whose learning is vulnerable.
In more general terms key successes have been seen in improved co-operation and collaboration between schools. There is a better understanding that attainment and pupil achievement is dependent upon the continuity of the work of all phases. Transition between schools for the individual pupil is improved. The scrutiny role of governors has in some areas become more appropriately focused to pupil achievement and challenging.
11. Whilst this initiative is still developing rapidly the early signs that it will meet its objectives are encouraging. Wider developments, as with the now established regular multi-agency cluster meetings, the successful implementation of the Neighbourhood Nursery project, the establishment of Children's Centres and the planned provision of the All Service School and area Extended Schools, support the increasing need for schools to work in community and area clusters for the benefit of all young people.
Background Papers:
LEA OFSTED Report
2003
Cluster Project Bid
Criteria
Provisional DfES First Release
Key Stage 1, 2, 3 and 4 data 2004
Contact Point : Keith Simmonds, Principal Inspector, F 823405, e-mail [email protected].