By Paul Lincoln, Geoff Southworth
Drawn from the adventure of the Essex fundamental college development programme, this ebook exhibits how fundamental faculties within the county have better their criteria next to OFSTED inspection. It explores the function of the LEA in assisting faculties and their efforts to enhance. It additionally seems to be on the collaborative dating that LEAs and faculties can shape, and the consequences for faculty management and for college kids. The booklet additionally sheds gentle on problems with consultancy, info and knowledge dealing with, and comparing tuition development.
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Additional info for Supporting Improving Primary Schools
Few EPSI schools had a mathematics-based focus and it is therefore to be expected that the gains in mathematics might be lower than in English in which half the schools had a broad focus. In two years there were dips in performance in Essex schools —1996 in science and 1998 in mathematics—but EPSI schools did not dip in line with the LEA schools. The value added indicators also indicate improvement in all three subjects for EPSI schools ahead of LEA schools. There is also a gain in the combined average level for the schools, but this is very marginal.
It is also worth remembering that many of these schools were simultaneously working on other school-based developments. Therefore, what follows is by no means a full record of the schools’ improvement activities. OFSTED Revisits to a Sample of EPSI Schools Each of the schools was visited at the close of the programme in the summer term 1998 by an OFSTED registered inspector for between half a day and one day. In some cases the OFSTED registered inspector was assisted by the school’s long-term school development adviser and in other cases by a newly appointed school development adviser, thus providing additional time for the review of the school’s progress.
1 shows the gains in pupils achieving level 4 and above in Key Stage 2 English tests made by all EPSI schools alongside EPSI schools with an English-based focus as a percentage of the 17 per cent overall gain made by all Essex schools during the same period. MAIN FINDINGS 25 Analyses were made during the first two years of the programme, which controlled for differences attributable to term of birth and gender and affluence profiles of a wider sample of Essex LEA schools that included all 22 EPSI programme schools.