Similar to school accountability measures and standards implemented in the United States, the work of our colleagues in the UK comes under the review of the government agency – Ofsted, the Office for Standards in Education, Children's Services and Skills. Ofsted inspects and regulates services that care for children and young people, and services providing education and skills for learners of all ages.
In the recent “Primary Education Report to Parliament” one of the schools participating in EdisonLearning UK’s Aspire program – Jane Duke Junior School in Basildon, Essex, England, was highlighted. Below is the report:
In 2015 OFSTED graded the Jane Duke Junior School as “Requires Improvement”. Nonetheless with good leadership highlighted and good behaviour and safety. We were commended for our systems of safeguarding children’s welfare practice – ‘The school’s work to keep pupils safe and secure is outstanding’.
Amongst our successes in 2015 we saw a Good Level of Development for Early Years Foundation Stage rise from 44% to 64%, the Year 1 phonics check rose from 56% to 71%, our Infant Average Points Score improved and the Year 6 results increased by more than 10% at level 4 combined and increased outcomes in all three progress measures. How did we achieve this?
In 2013 we were approached by a cluster of schools which were working with National Association of Head-teachers and the DfE to develop an improvement programme with EdisonLearning – delivering the Aspire programme. We joined this school improvement partnership known as Aspire and have seen a number of benefits as a result.
We have embedded quality teaching and learning by developing goals to achieve the OFSTED schedule and national expectations. We have identified what adults do to ensure learners are effective and improving their results. The project has also allowed us to develop distributed leadership more effectively.
Key leadership roles for five strands were allocated to staff and have focused on the school’s desired outcomes and the vehicles to get us there. Leadership has focused on asking staff to take on responsibility across the school with teachers in charge playing a vital role on school improvement with year group leaders and subject leaders taking ownership and accountability of improved outcomes for pupils.
The assessment for learning strand has developed our systems in order to access, track and plan for pupil learning. We use achievement team meetings to focus on the outcomes and barriers to success for the pupils. The staff then worked together to find solutions and report back and develop further as the needs of the pupils dictate.
The Aspire pilot has allowed us to embed further what we do well and explore other opportunities to improve the outcomes for all our pupils. We are now developing this further through the Basildon Excellence Panel, working in clusters with other Basildon schools for the good of all the pupils within Basildon. Our aim is to have every school in Basildon with good and outstanding OFSTED ratings.
The National Dropout Prevention Center/Network founded October as “National Dropout Prevention Month” and actively promotes solutions to increase graduation rates. The National Dropout Prevention Center/Network is the most accessed resource in the world for dropout prevention, recovery, and reentry resources.
EdisonLearning is a proud supporter of NDPC, and Thom Jackson serves on its Board of Directors. EdisonLearning will also sponsor NDPC’s new www.dropoutprevetion.org website, which will be the premier clearinghouse for research, best practices, model programs, and networking opportunities for practitioners, policymakers, administrators, researchers and others who work with at-risk youth.
This week, EdisonLearning is playing an active role this week in raising awareness of the dropout crisis with the “Don’t Let Them Drop” art installation at NDPC’s national conference in Detroit.
In addition, EdisonLearning, CAOLA, and Global Learning Models held a session on Monday entitled: “Engaging Non-Traditional Students Through Project-Based Learning.” This session outlined how teaching and learning strategies, enhanced by interactive Project-Based Curriculum, are transforming the non-traditional learner experience.
Attendees had the opportunity to create their own mini-mastery project to better comprehend the non-traditional student’s attainment of critical thinking and analytical skills that lead to sustained success; by utilizing the project-based curriculum developed by EdisonLearning, Global Learning Models, and the Capital Area Immediate Unit’s online program - CAOLA.
As educators, we have all come to understand the benefits of virtual learning; how it can increase student engagement and better match a student’s learning style and needs.
Yet, knowing how to solve problems, work collaboratively, and think innovatively are becoming essential real-world skills for today’s students.
In our session at the National Dropout Prevention Conference, on Monday, October 3, at 3:15 to 4:30 pm; we will outline how teaching and learning strategies, enhanced by interactive Project-Based Curriculum, are transforming the non-traditional learner experience.
Attendees will also have the opportunity to create their own mini-mastery project to better comprehend the non-traditional student’s attainment of critical thinking and analytical skills that lead to sustained success.
During the session, we will utilize the project-based curriculum developed by EdisonLearning, Global Learning Models, and the Capital Area Immediate Unit’s online program - CAOLA.
Engaging Non-Traditional Students Through Project-Based Learning will provide education administrators with essential solutions to meet the needs of students at-risk, and all student populations. Therefore, we hope to see you on Monday.
Natalie Williams, EdisonLearning
Eric Davis, Global Learning Models
Holly Brzycki, Capital Area Intermediate Unit
EdisonLearning Advances “Don’t Let Them Drop” Campaign at the National Dropout Prevention Conference
Beginning this upcoming weekend, EdisonLearning will be raising awareness among the nation’s foremost education leaders in the area of dropout prevention and recovery at the National Dropout Prevention Center’s annual conference in Detroit. Thom Jackson, who serves on the Center’s Board of Directors, will be joined by members of EdisonLearning’s Achievement and Business Development teams to discuss with public school administrators our successful Bridgescape Learning Academies, and the innovative new project-based curriculum that has enhanced our Alternative Education solution.
EdisonLearning’s booth at the conference, which runs from October 1-5, will include the “Don’t Let Them Drop” 3D art installation that visually highlights the sense of urgency on the personal and societal costs of the national drop out crisis, and also depicts that during this current school year – approximately 800,000 young people will drop out of high school – an average of 4,000 every school day – ONE every 90 seconds.
In addition, Natalie Williams of EdisonLearning will be joined by Eric Davis of Global Learning Models, and Holly Brzycki the Capital Area Intermediate Unit in a conference session on October 3, entitled: “Engaging Non-Traditional Students Through Project-Based Learning.” This session will provide attendees with information about a dynamic and interactive project-based curriculum to transform the non-traditional learner experience, which has been developed by EdisonLearning, Global Learning Models, and the CAIU’s online program - CAOLA. Attendees will also create a mini-mastery project to better comprehend the non-traditional student’s attainment of critical thinking and analytical skills that lead to sustained success.
Bridgescape Learning Academy Opens September 20 to Help Dayton Students Earn Their High School Diploma
Dayton, OH -- With the number one predictor of success in life being a high school diploma, the leading alternative learning program for students who are at risk of leaving school or have already left school, opens to young people in Dayton on Tuesday, September 20.
The Bridgescape Learning Academy of Dayton, located at 3237 W. Siebenthaler Avenue, will provide an effective and personalized educational option for those students who want to earn a standard high school diploma.
During the recently concluded school year, more than 2,000 high school dropouts and at risk students attended Bridgescape Learning Academies in Chicago, Cleveland, Columbus, Cincinnati, Norfolk, Durham, and Bridgeton, NJ.
Understanding that personal issues and challenges may have interfered with a student’s academic progress, Bridgescape offers a flexible program so students can attend on-site classes in the morning, afternoon or evening to suit their needs.
Unlike a traditional school setting, the Bridgescape program is a blend of one-on-one and group instruction, infused with interactive online offerings specifically tailored for each individual student. Each Academy is staffed with on-site education teams to assist students in their daily studies. Two-thirds of the student’s instruction is provided by EdisonLearning’s eCourses and eSchoolware.
Since its inception in 2010, Bridgescape has awarded diplomas to 2,000 at-risk and dropped-out high school students, and helped prepare them to enter college or receive the necessary credentials to get a job upon graduation.
Eighty-two percent (82%) of students, who enroll in Bridgescape, complete the program and earn their diploma - which is higher than the national graduation rate for all schools.
Dayton-area students interested in learning more about Bridgescape should visit the website at: www.bridgescape.com; or call an enrollment counselor directly at 937-639-3192.