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Social Mobility
Ipswich
Opportunity Area 2017-20
A local plan to deliver opportunities for
children and young people in Ipswich
Photo credit: University of Suffolk 2 Ipswich Opportunity Area – delivery plan
Contents
Our vision 4
A message from the Secretary of State for Education
and the Chair of the partnership board 5
Why Ipswich? 6
Ipswich context 7
Why Ipswich? 8
Our priorities 10
Creating a local partnership to drive success 12
Building on strong foundations 14
Action already underway 16
Partnering with employers 17
Putting young people at the heart of this work 18
Our priorities 20
Priority 1: Ensure all children in Ipswich are
prepared to learn for life by developing key
behaviours such as resilience and self-regulation 21
Priority 2: Strengthen the teaching profession in Ipswich by
providing world-class support and development 26
Priority 3: Improve attainment for disadvantaged
pupils by embedding evidence based practice
in the teaching of English and maths 30
Priority 4: Inspire and equip young people with the skills and
guidance they need to pursue an ambitious career pathway 34
Ipswich Opportunity Area – delivery plan 3
Our vision
OUR VISION
4 Ipswich Opportunity Area – delivery plan
Our vision
A message from the Secretary of State for Education
and the Chair of the partnership board
The world economy is It is a privilege to have been
changing and it is through asked to chair the Ipswich
education, skills and training Opportunity Area partnership
from the early years into board. Every member of the
adulthood that we will make board has given a personal
sure no one is left behind. commitment to work over
Education will be key to the three year life of the
achieving that goal, and is central to breaking programme to improve the achievements and
down the barriers to social mobility that face life chances of the children and students of
too many young people in Ipswich. our town.
Ipswich is a growing town, with a fantastic Through this plan, endorsed by the Secretary
cultural offering. But, like many other parts of of State, we are determined to show that
the country, some young people do not have by working as a whole community we can
the support to fulfil their potential. transform opportunities for everyone. It is
important work; if we get it right our children
I am delighted that local leaders in Ipswich will have the skills and achievements to face
are committed and passionate about breaking the future with ambition and self-confidence.
the link between a child’s background and If you would like to contribute, comment or
where they get to in life. We need to ensure participate please contact me directly.
that every child’s future is determined by their
talent and hard work, rather than where they Richard Lister
began. Through this plan, we will work together Independent Chair of Ipswich Opportunity
to ensure that all young people in Ipswich can Area partnership board
access high quality education at every stage.
We will also create opportunities for young
people outside of school that will raise sights
and broaden horizons.
Social mobility is not just essential for an
effective economy; it is a moral imperative.
I look forward to seeing this delivery plan in
action over the coming years, making a real
difference for children and young people in
Ipswich and contributing to a modern country
that is globally competitive and fit for the future.
GET IN TOUCH
The Rt Hon Damian Hinds MP OpportunityAreas.East@education.gov.uk
Secretary of State for Education
@IpswichOA
Ipswich Opportunity Area – delivery plan 5
Why Ipswich?
WHY IPSWICH?
6 Ipswich Opportunity Area – delivery plan
Why Ipswich?
Ipswich context
Ipswich is the county town of Suffolk and and around the town, including the insurance
East Anglia’s waterfront town. A powerhouse sector (AXA and Willis) and BT’s digital,
of culture, it has a higher number of regularly technology and innovation hub, Adastral Park.
funded Arts Council partners than anywhere The Port of Ipswich is one of the leading grain
outside of London. It is already benefiting from export facilities in the UK.
the ‘Ipswich Vision’, a five year project to support
the growth of the town and to turn Ipswich into a Despite the strengths of the area and recent
destination that is celebrated for where it is going investment, Ipswich has struggled economically
as much as where it has come from. in recent years. Traditionally an industrial
town, the economy in Ipswich has become
The population of Ipswich is relatively young increasingly service-led.
and increasingly diverse. There are almost
11,400 children under the age of five in Ipswich, The recession was particularly challenging
which is over 8% of the population, and around for Ipswich and levels of deprivation within
65% of residents are of working age. Ipswich is the town are relatively high in some areas.
one of the most rapidly expanding towns in the Employers have identified low levels of skills
UK; it is home to almost half of all children in as a potential barrier for growth in Ipswich;
Suffolk whose main language is not English and fewer adults in the town are qualified to
over 70 languages are spoken in the town. level 3 (equivalent to A-Levels) and level 4
(equivalent to a certificate of higher education)
As a young person in Ipswich, there is an than nationally. The Ipswich City deal, an
exciting network of further education and sixth- economic deal between local authorities and
form colleges to access. Two of these colleges business groups in Ipswich, has committed to
have partnered with the University of Suffolk, supporting thousands of young people within
which opened its central Waterfront Campus in and around Ipswich into work through a focus
August 2016, to widen participation in higher on developing skills and providing access to
education. The University itself is well integrated apprenticeships and high value jobs.
into the community and there are a number of
industries offering employment opportunities in
Ipswich Opportunity Area – delivery plan 7
Why Ipswich?
Why Ipswich?
Young people from disadvantaged outside of their immediate communities,
backgrounds in Ipswich achieve, on which can limit their future horizons.
average, poorer outcomes in education than According to Suffolk County Council data,
disadvantaged pupils across the country1. In young people in Ipswich are more likely to
the 2016 ‘Achieving Excellence in all Areas’2 be not in employment, education or training
analysis, used for understanding educational (NEET) than nationally, and an increasing
performance and capacity to improve, number of children and young people are
Ipswich ranked in the bottom ten of all local being drawn into a growing drugs and gang
authority districts. This was in part because culture within the town.
of the low educational performance amongst
children eligible for free school meals at To improve outcomes for children and young
key stage 2 and key stage 4, as well as the people through the Ipswich Opportunity
low proportion of disadvantaged children Area, we will therefore focus our time,
attending a school rated good or better by resource and energy on supporting children
Ofsted. When comparing the chances that to develop the behaviours they need to learn.
a child eligible for free school meals will do We will also ensure that all young people,
well at school and get a good job, the 2016 regardless of background, can access
Social Mobility Index ranked Ipswich 292nd the experiences, advice and guidance
out of 324 districts3. they need, to be able to set and achieve
ambitious goals for their future selves.
School leaders in Ipswich are concerned Our other key focus will be to improve the
that not all children in the town start school educational performance of pupils from
with the skills and behaviours needed disadvantaged backgrounds by embedding
to learn. They report that children and research and evidence based practice in
young people from more disadvantaged the classroom and supporting teachers to
backgrounds can have limited experiences develop their professional expertise.
1 Within this plan, the ‘disadvantaged’ group varies depending on the Department for Education data source. However, they all include the
number of pupils who were eligible for free school meals at any point in the previous six years. For further details about the specific definition of
‘disadvantage’ for each Department for Education data source, see the ‘Education statistics by local authority, district and pupil disadvantage’
release found on the Department for Education Statistics page.
2 https://www.gov.uk/government/publications/defining-achieving-excellence-areas-methodology
3 https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/496103/Social_Mobility_Index.pdf
8 Ipswich Opportunity Area – delivery plan
Why Ipswich?
Why this is an issue
Percentage of pupils eligible for FSM in primary schools rated Percentage of pupils eligible for FSM in secondary schools
outstanding or good by Ofsted (2016) rated outstanding or good by Ofsted (2016)
74% 38%
Ipswich Ipswich
75% 56%
86% 63%
Suffolk Suffolk
89% 78%
88% 73%
England England
91% 82%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
FSM pupils All pupils FSM pupils All pupils
Source: School Census, Ofsted Source: School Census, Ofsted
Percentage of pupils reaching the expected standard in reading, Average Attainment 8 scores of pupils at the end of key stage 4 (2016)
writing and maths at the end of key stage 2 (2016)
35% 38
Ipswich Ipswich
49% 47
33% 39
Suffolk Suffolk
49% 49
39% 41
England England
54% 50
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 0 10 20 30 40 50 60
Disadvantaged pupils All pupils
Disadvantaged pupils All pupils
Source: Revised KS2 assessment data Source: Revised KS4 assessment data
Ipswich Opportunity Area – delivery plan 9
Why Ipswich?
Our priorities
Our vision is for all young people in Ipswich Priority 1: Ensure all children in Ipswich
to be happy, confident, ambitious and flexible are prepared to learn for life by developing
lifelong learners. We want to ensure that every key behaviours such as resilience and
young person in Ipswich can fulfil their potential self‑regulation.
and access the opportunities available to
them, regardless of their background. We have Priority 2: Strengthen the teaching profession
looked at the available data and intelligence in Ipswich by providing world-class support
from local partners and used our analysis of and development.
this information to establish four priorities for
Priority 3: Improve attainment for
achieving this vision:
disadvantaged pupils by embedding evidence
based practice in the teaching of English
and maths.
Priority 4: Inspire and equip young people with
“It is a privilege to be a partnership the skills and guidance they need to pursue an
board member, working alongside ambitious career pathway.
others from a broad spectrum of
organisations who share the same
basic motivation for giving time
and effort; namely to help bring
about more positive futures for the “Suffolk Academies Trust supports
young people of Ipswich. Although education that is inclusive. It shouldn’t
the plan is ambitious, if we can matter what your background is or
create the same feeling of unity and where you live, you should receive the
common purpose amongst the wider best possible education with access to
stakeholder group I believe this opportunities and connections that help
project will make a real difference you to succeed. The Opportunity Area
to the lives of children, their families delivery plan is a significant step to
and the professionals who work so achieving that goal.”
hard to unlock potential.”
Nikos Savvas, CEO, Suffolk Academies
David Hutton, Headteacher, Trust
Northgate High School
10 Ipswich Opportunity Area – delivery planIpswich Opportunity Area – delivery plan 11
Creating a local partnership to drive success
CREATING A LOCAL
PARTNERSHIP TO
DRIVE SUCCESS
Photo credit: Suffolk New College
12 Ipswich Opportunity Area – delivery planCreating a local partnership to drive success
Board members
The Ipswich partnership board, chaired
by Richard Lister, has brought together • Aimee Higgins: Director of Stakeholders,
local leaders from early years providers, Careers & Enterprise Company
maintained schools and multi-academy • Chris Starkie: Managing Director, New
trusts, further education, higher education, Anglia LEP
business, the voluntary sector and local
government to improve social mobility in • Clare Flintoff: Executive Principal, Asset
Ipswich. The board will bring its collective Education Trust
experience, local insight and drive to
• David Hutton: Headteacher, Northgate High
improve outcomes for children and young
School
people in the town.
• Jonathan Legh-Smith: Head of
The board has been working with a wider Partnerships & Strategic Research, BT
stakeholder group to develop this plan,
including delegating some of the detailed • Judith Mobbs: Assistant Director for
planning to four working groups Inclusion and Skills, Suffolk County Council
• Lil Newton: Headteacher, Highfield Nursery
School and Children’s Centre
Ipswich Opportunity Area partnership
board membership • Nikos Savvas: CEO, Suffolk Academies
Trust
Richard Lister: Independent Chair • Stephen Skeet: Head of East of England,
Richard’s career has included a relentless drive Volunteering Matters
to widen participation and access to higher
• Terry Baxter: CEO, Inspire Suffolk
education. Richard worked at the Suffolk
University Campus since it was established • Viv Gillespie: Principal, Suffolk New College
in 2006 and was instrumental in the campus
gaining University status in 2016. Prior to Board meetings are also attended by the
this Richard worked at Brunel University, the Department for Education.
University of Hull and the University of Essex The Department’s Head of Delivery for Ipswich
where he established its Southend Campus. will work alongside the Chair to set the agenda
Richard’s track record in education was recently for meetings and drive progress in delivering
rewarded with an OBE. He has a long-standing the ambitions of this plan.
commitment to improving outcomes for children
and young people in Ipswich, demonstrated by
his involvement in the Ipswich Vision and the
New Anglia Local Enterprise Partnership (LEP)
skills projects, which have strong synergies with
the Opportunity Area programme.
Ipswich Opportunity Area – delivery plan 13BUILDING ON STRONG
FOUNDATIONS
Photo credit: West Suffolk College
14 Ipswich Opportunity Area – delivery planBuilding on strong foundations
We have designed this plan to build on, and fit • Suffolk County Council, alongside key
around, the great progress that is already being partners, is leading the delivery of a
made within the town. Strong collaboration system wide, place and sector based jobs,
will be required to ensure we complement and employment and skills strategy. ‘Developing
strengthen the successes already achieved Suffolk Talent’ is inspiring, equipping and
through local partners, including: supporting young people across the county
with the skills and aspiration to progress and
• Suffolk County Council’s ‘Raising the sustain education, employment or training.
bar’ initiative, which aims to increase
attainment for all pupils whilst closing • An active voluntary sector, including
the attainment gap for disadvantaged organisations who are already committed to
pupils across the county; work is currently improving social mobility and driving positive
underway and there are some early signs outcomes for disadvantaged young people.
of success. • The Network for East Anglian
• The Suffolk Regional School Collaborative Outreach (NEACO) – a
Improvement Board has been established consortium of all of the universities in East
to stimulate and identify recommendations Anglia who are working together and will
for school improvement priorities across the help us ensure Ipswich’s young people
county to direct funding and support where it are fully aware of and can access all of the
is most needed. opportunities that may transform their life
chances. NEACO have already appointed
• An active network of Teaching Schools four Higher Education Champions (HECs) to
within Ipswich including the West Ipswich work with all secondary schools and sixth-
Teaching School and Springfield Teaching form colleges in the Opportunity Area as
Alliance, both of which have been engaged in well as Suffolk New College. The HECs are
developing this plan. already delivering a diverse range of targeted
• The Maths Hub at Kesgrave High School, activity with schools with pupils in years nine
a secondary-phase teaching school located to thirteen.
just outside of the Opportunity Area, which • MyGo, a dedicated youth employment
is already supporting a number of primary service, providing individually tailored support
schools within Ipswich to deliver high quality to sixteen to 24 year olds who are NEET into
maths teaching. sustainable careers and education.
• A strong partnership of further education
and higher education institutions. The
University of Suffolk has formed a close
partnership with four colleges across the
county, including Suffolk New College and
West Suffolk College in Ipswich, to widen
access to higher education. Many students
in Ipswich also attend Suffolk One, an
outstanding sixth-form college, located just
outside of the Opportunity Area.
Ipswich Opportunity Area – delivery plan 15Building on strong foundations
Action already underway
To achieve our vision for all young people The Education Endowment
in Ipswich, we have already taken action Foundation (EEF) is an
alongside three national partner organisations independent charity dedicated
who are offering young people a range of to breaking the link between family income and
positive experiences: educational achievement - they will support
the partnership board and local schools to
The Careers & Enterprise make the best use of evidence so that schools
Company (CEC) is the prioritise their time and resources on what
national network that connects works to transform outcomes in the classroom.
schools, colleges and employers to create From early 2018, Ipswich will have its own
high-impact careers opportunities for young designated EEF Research School4, which will
people – they are appointing volunteers from be on the front line, disseminating knowledge
the world of work to be Enterprise Advisers in of what works in the classroom to improve
every Ipswich secondary school and college. outcomes for pupils.
The CEC has already appointed an Enterprise
Coordinator to coordinate the work of the
Enterprise Adviser Network to ensure every
eleven to eighteen year old in the Ipswich
Opportunity Area benefits from at least four
high quality employer encounters over the life
of the Opportunity Area programme.
The National Citizen Service
builds essential skills for life and
work, investing in our country’s
future talent – they are working to
ensure that more of Ipswich’s young people
can experience and benefit from this four week
programme of personal development and
volunteering. In Ipswich, the National Citizen
Service are already working with Suffolk
County Council to ensure the National Citizen
Service fully reflects the needs of all parts in
Ipswich it seeks to serve, and can align its
programmes sensitively to those needs.
4 The Research Schools Network is a collaboration between the Education Endowment Foundation (EEF) and the Institute for Effective
Education (IEE) to fund a network of schools which will support the use of evidence to improve teaching practice.
www.educationendowmentfoundation.org.uk/our-work/research-schools
16 Ipswich Opportunity Area – delivery planBuilding on strong foundations
Partnering with employers
In Ipswich, and across the region, businesses Together we are making a Business
who are committed to supporting the future Commitment to young people in Ipswich. We
workforce are already acknowledged through will ensure that every eleven to eighteen year
the New Anglia LEP’s ‘Youth Pledge Marque’, an old benefits from at least four high quality
award which is given to businesses who commit employer encounters over the life of the
to increasing the number of apprenticeships Opportunity Area programme. This follows
and work experience placements within a research from the Education and Employers
twelve month period or who are members of the Taskforce which shows that a young person
Enterprise Adviser Network. who has four or more encounters with an
employer is 86% less likely to be unemployed
A number of businesses within Ipswich have or not in education or training, and can earn
already made this pledge, including, but not up to 18% more during their career5. Delivering
limited to, Ipswich Town and Waterfront, West these four encounters will help schools
Suffolk College, Suffolk New College, Inspire achieve the Gatsby Benchmarks relating to
Suffolk, East of England Co-op, Ipswich ‘encounters with employers’, and ‘experiences
Building Society, The Raedwald Trust and the of workplaces’. We will also provide business
Suffolk Chamber of Commerce. mentors to support those young people
most at risk of disengaging from education,
Building on this success and recognising the
employment or training.
key role that business leaders play in creating
opportunities for young people, the Careers & More and more businesses are committing
Enterprise Company (CEC), in partnership with to improving outcomes for young people in
the New Anglia LEP, have developed a network Ipswich by becoming cornerstone employers.
of national and local ‘cornerstone employers’ The businesses who have committed to
who will support young people in Ipswich. become a cornerstone employer so far include:
The cornerstone employers have committed to • Adecco
leading a much wider network of businesses • BT Adastral Park
who will support the area by strengthening
links with schools and providing a range of • Barclays
valuable, evidence based encounters and • Dayle Bayliss Associates
activities to help young people make the • East of England Co-operative
transition from school to work. They will act as • Grant Thornton
ambassadors and champions for best practice • Ipswich Building Society
in engaging with employers. This is why the
CEC are ensuring that every school in Ipswich • John Grose
has access to an Enterprise Coordinator • Lloyds Banking Group
and Enterprise Adviser to coordinate how • Morgan Sindall
employers and schools work together to • Suffolk County Council
improve opportunities for young people.
5 https://www.educationandemployers.org/wp-content/uploads/2014/06/its_who_you_meet_final_26_06_12.pdf
Ipswich Opportunity Area – delivery plan 17Putting young people at the heart of this work
Listening We will consult with young people across Ipswich about what we
are doing and collect their views on how to make the programme
a success, ensuring their voices are central to the programme.
We will build on earlier research conducted as part of the ‘Ipswich
Vision Young Person Engagement Report’, which examined the
experiences and expectations of young people living in Ipswich.
We will make sure that feedback represents those children and
young people who experience disadvantage.
Action By April 2018, we will establish a young people’s reference group.
We will invite their views on the opportunities and impact of specific
activities supported by the programme to test and revise our
approach to ensure we affect positive change for the young people
of Ipswich. The reference group will be given opportunities to input
into the design of new interventions, including the comprehensive
social action programme outlined in priority 1 that will be designed
and led by young people aged eleven to eighteen.
Ambassadors Young people will be ambassadors for the programme. These
ambassadors will be ten to 20 year olds who will have inspirational
stories to tell that bring alive the programme’s aims and a strong
commitment to improving opportunities for young people. Building
on the University of Suffolk’s successful social media campaign,
Faces of Suffolk, we will deliver a similar social media campaign that
showcases these young people’s stories in a way that is emotive,
authentic and relatable. The young ambassadors will consult with
and represent their peers, find and tell success stories and deliver a
communication strategy to engage the wider community.
Research We will provide regular information for young people about what the
programme is providing for them locally through media that works
for young people in Ipswich. We will use on-line ‘pulse’ surveys
to collect information, working closely with schools to ensure
we receive maximum participation from local young people. Our
national Opportunity Area programme evaluation will also allow us
to understand changes in outcomes for young people in Ipswich.
This approach is a starting point for putting young people at the heart of this work. We will
evaluate, assess and adjust our approach as work progresses, to ensure young people remain at
the centre of everything we do.
18 Ipswich Opportunity Area – delivery planIpswich Opportunity Area – delivery plan 19
Our priorities
OUR PRIORITIES
Photo credit: Suffolk New College
20 Ipswich Opportunity Area – delivery planOur priorities
Priority 1: Ensure all children in Ipswich are
prepared to learn for life by developing key
behaviours such as resilience and self-regulation
Why this is an issue
Encouragingly, the percentage of children One quarter of disadvantaged pupils in
achieving a good level of development at Ipswich do not meet the expected level in
the end of the Early Years Foundation Stage the speaking ELG and one fifth do not meet
in Ipswich is in line with national average. the expected level in the understanding
However, the data shows that children from ELG. We know that children who are behind
disadvantaged backgrounds consistently in language development at age five are
achieve lower levels of development than their six times less likely to reach the expected
non-disadvantaged peers. Disadvantaged standard in English at age eleven, and eleven
children in Ipswich are also less likely to times less likely to achieve the expected
achieve an exceeded level in many of the level in maths (Save the Children, 2016). The
individual early learning goals (ELGs). gap in early language development between
disadvantaged children and their peers is
School leaders report that not all children often described as the ‘word gap’. The early
begin school having developed the years provides the one chance to close this
behaviours they need to learn and fulfil their gap to ensure disadvantaged children can
potential, such as agency, resilience and self- enter school with the skills and language
regulation. Research shows that our social development they need to thrive, without
and emotional development as children immediately having to play catch up.
affects many of the things we care about in
adult life, including adult physical and mental
health, employment, and life satisfaction
(Goodman et al. 2015).
Ipswich Opportunity Area – delivery plan 21Our priorities
Why this is an issue
Percentage of children achieving a good level of development
at the end of the Early Years Foundation Stage (2016)
57.8%
Ipswich
70.1%
78.1%
57.3%
Suffolk
72.0%
54.4%
England
21.9% 71.7%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
FSM children Non-FSM children
Source: National Pupil Database
Percentage of FSM children achieving early learning goal: Percentage of FSM children achieving early learning goal:
understanding (2016) self-confidence and self-awareness (2016)
100% 100%
7% 11% 12% 6% 9% 11%
80% 3.0% 3.1%
80%
2.8%
60% 70% 65% 60%
68% 81% 76% 71%
40% 40%
1.1%
1.0%
0.8%
20% 20%
22% 21% 23% 18%
13% 15%
0% 0%
Ipswich Suffolk England Ipswich Suffolk England
Exceeded level Expected level Emerging level Exceeded level Expected level Emerging level
Source: National Pupil Database Source: National Pupil Database
Percentage of FSM children achieving early learning goal: Percentage of FSM children achieving early learning goal:
speaking (2016) managing feelings and behaviour (2016)
100% 6% 8% 100% 5%
10% 8% 9%
80% 80%
60% 70% 60%
70% 66% 77% 74% 71%
40% 40%
20% 20%
25% 22% 24% 20%
18% 18%
0% 0%
Ipswich Suffolk England Ipswich Suffolk England
Exceeded level Expected level Emerging level Exceeded level Expected level Emerging level
Source: National Pupil Database Source: National Pupil Database
22 Ipswich Opportunity Area – delivery planOur priorities
Why this is an issue
Both parents and formal education settings absent in Ipswich is over twice that of pupils
play a key role to play in supporting young from non-disadvantaged backgrounds. In
people to develop early language and the secondary schools, unauthorised absence
behaviours they need in order to learn. rates are also higher than nationally and
However, school leaders report that parents, higher for disadvantaged pupils than non-
particularly those from disadvantaged disadvantaged pupils, which indicates
backgrounds, can be nervous to engage that disadvantaged pupils are more likely
with education settings. This may be to be disengaged from school. Education
reflected in the persistent pupil absence professionals report that young people
figures in primary schools which are higher in Ipswich can lack the confidence and
in Ipswich than nationally; the percentage of resilience needed to learn, which can prevent
disadvantaged pupils who are persistently them from achieving their full potential.
Percentage living in income deprived households (2015)
Ipswich 16%
68.6%
Suffolk 11%
England 31.4% 23% 15%
0% 5% 10% 15% 20%
Source: Suffolk County Council
Persistent absence rates in primary schools Unauthorised absence rates in secondary schools (2016)
(2016 – New definition)
20% 5%
16.5%
15.5% 15.1% 4%
15%
3.0% 3.1%
3% 2.8%
10%
7.8%
2%
5.9% 5.7%
5% 1.1% 1.0%
1% 0.8%
0% 0%
Ipswich Suffolk England Ipswich Suffolk England
Disadvantaged pupils Non-disadvantaged pupils Disadvantaged pupils Non-disadvantaged pupils
Source: School Census Source: School Census
Ipswich Opportunity Area – delivery plan 23Our priorities
What we will do
• We will ensure that all children from • To bridge the gap between learning at
disadvantaged backgrounds are supported home and at school, we will ensure that
from birth to develop the social and parents and education settings are able to
emotional behaviours needed to learn. We work together to support children to learn.
are in the process of launching a package Using insights from behavioural economics,
of support for parents, early years settings we will run a competitive process to
and primary schools that includes: identify two evidence based approaches
for education settings to effectively
-- Programmes for parents, carers and communicate with parents, focused
families to develop the knowledge and particularly on engaging parents who are
tools they need to support their children to hardest to reach. We will trial each of these
develop early language and other positive approaches within at least ten Ipswich
learning behaviours. We will launch a schools. After two terms, we will evaluate
competitive procurement process to which approach was the most effective and
identify delivery partners that already implement this in additional schools.
have a strong evidence-base either in
Ipswich, the UK or abroad and we will • To support young people to develop
implement the most promising of those their broader skills and experience whilst
in Ipswich, reaching at least 100 families. benefitting their communities, we are
We will work with children’s centres, developing a comprehensive programme
health visitors and early years providers of youth social action, in coordination with
to identify and involve the parents, carers existing organisations in Ipswich. This
and families that would most benefit from programme will be designed and led by
this support, focusing primarily on those young people (aged eleven to nineteen)
from disadvantaged backgrounds. The from disadvantaged backgrounds building
programmes will be subject to robust on lessons learned from the national iWill
evaluation so that we know what works campaign for youth social action and
in Ipswich and can expand provision to National Citizen Service programme; it
more families in the future. will enable them to develop social skills,
-- Evidence based approaches to confidence, resilience and self-regulation
strengthen practitioner competencies in by supporting them to work in a team to
supporting children to develop the social set and achieve clear goals that will benefit
and emotional behaviours needed to their community. We will contract with a
learn in early years and primary settings, voluntary and community sector (VCS)
including settings for children with special organisation to manage and coordinate
educational needs. Building on research this programme and will work with schools
from the Early Intervention Foundation and voluntary organisations to identify the
and Education Endowment Foundation, young people who would most benefit
we will pilot approaches in at least four from being involved. The objectives of the
early years settings and four primary programme will be aligned with those of
schools for two terms before recruiting the national iWill campaign.
more settings to the programme.
24 Ipswich Opportunity Area – delivery planOur priorities
Our 2018 activity will include:
• In February 2018, we will issue a • In February 2018, we will launch a
specification for a delivery partner to competitive process to identify two
support parents, carers and families from evidence based approaches to improving
disadvantaged backgrounds to enable effective communication between schools
their children to develop positive learning and parents. In the summer term, we will
behaviours, to be implemented from recruit schools to trial the new approaches,
September 2018. with trials beginning in September 2018.
• In February 2018, we will issue a • In April 2018, we will partner with
specification for a development a voluntary and community sector
programme to enable education and organisation to manage and coordinate
childcare professionals to support young the social action programme, which will be
people from disadvantaged backgrounds launched in the summer of 2018.
to develop the social and emotional skills
required to learn, to be implemented from
April 2018.
Our targets for 2020/21 are:
• By 2021, the gap between the percentage • By 2021, parents who
of disadvantaged pupils and all other have been supported
pupils who achieve a good level of through this programme will
development at the end of Early Years perceive their child to have
Foundation Stage will be half what it was in more developed social and
September 2017. emotional skills compared to a baseline
established in September 2018. The
• By 2021, the gap between the pupil views of parents will be collected via the
absence rates for disadvantaged pupils Strengths and Difficulties questionnaire,
and non-disadvantaged pupils in Ipswich developed by Goodman (2002), and will
in primary and secondary schools will be be distributed through health visitors, early
half what they were in September 2017. years settings, schools and other delivery
• By 2021, 50% of fourteen to nineteen year partners.
olds and 25% of eleven to thirteen year
olds in Ipswich will be engaging regularly in
youth social action.
Ipswich Opportunity Area – delivery plan 25Our priorities
Priority 2: Strengthen the teaching profession in
Ipswich by providing world-class support and
development
Why this is an issue
Education providers in Ipswich struggle to to recruit and retain high quality teachers and
recruit and retain high quality education subject leaders, particularly in English and
professionals and support staff. Whilst this science, technology engineering and maths
is a national issue, the data suggests that (STEM).
teacher vacancy rates are particularly high
in secondary schools in Ipswich compared Ipswich has proportionately few National
to nationally. Local primary schools also Leaders of Education (NLEs) to help drive
report difficulties in recruiting and retaining improvements in educational achievement.
high quality staff. Local leaders in further The number of system leaders in Ipswich
education colleges tell us that they struggle compared to nationally, is low and there are
no secondary NLEs in Ipswich.
Why this is an issue
Rate of system leaders per 1,000 school pupils (2017) Full-time qualified teacher vacancy rates in secondary schools (2016)
0.30 1.5%
0.25 0.24 0.24 0.24 1.10%
0.20 1.0%
0.16
0.15 0.14
7.8%
0.10 0.5%
0.30%
0.25%
0.05
0.00
0.00 0.0%
Primary Secondary Ipswich Suffolk England
Ipswich Suffolk England
Source: System Leaders NCTL, School Census Source: School Workforce Census
26 Ipswich Opportunity Area – delivery planOur priorities
Percentage of state funded secondary schools
with a vacancy rate over 5% (2016)
15%
13.0%
12.5%
10%
5.3%
5%
0%
Ipswich Suffolk England
Source: School Workforce Census
What we will do
We will provide world-class support and -- Access to fully funded national
development opportunities for teachers and professional qualifications (NPQs) for
other education professionals in Ipswich existing and aspiring school leaders. In
to both attract new professionals into the first year alone, there will be funding
working in the town and support education for up to 80 education professionals in
professionals already in Ipswich to develop Ipswich to achieve a NPQ.
their careers. Our approach will be agreed -- Targeted professional development
through a workforce development strategy for programmes, such as programmes
all education and childcare settings, including funded through the Teaching and
special schools, alternative provision and Leadership Innovation Fund (TLIF), which
colleges. Our approach will include: include: training and in-school support to
• Ensuring that every education and childcare improve the teaching of literacy, provided
professional can access high quality by Ruth Miskin Training; training for
career and professional development, STEM teachers, provided by STEM
networks for sharing best practice and Learning (Aspire to STEM programme);
the latest research. We will create a series support to specialist and non-specialist
of bespoke ‘workforce development’ physics teachers, provided by the
packages that are tailored to the phase Institute of Physics (Future Physics
of education a professional is working in Leaders Programme).
and the stage of their career. In the first -- Networks for all existing professionals
year alone, at least one third of education to share evidence based best practice,
professionals in Ipswich will have benefited have access to the latest research and
from this offer. The packages will include: joint development opportunities.
Ipswich Opportunity Area – delivery plan 27Our priorities
What we will do
-- An intensive schedule of support for • Supporting every school and college
newly qualified teachers (NQTs) during leader in Ipswich to create a working
the first and second years of their environment in which all professionals
career, reaching around 150 NQTs each feel their strengths are noticed and
year. We are seeking input from NQTs, developed. We will go out to tender for
schools and initial teacher training (ITT) high quality leadership and management
providers to design this support so that it development based on partnerships with
complements and builds on the training businesses, so that schools, colleges, and
NQTs already receive, and focuses on businesses can learn from each other.
the areas in which NQTs experience The programme will focus on building
most difficultly, including behaviour and and refining the core skills needed for
workload management. successful and efficient leadership such as
-- Support for existing strong leaders time management, financial management,
within Ipswich to become NLEs. In the people development, crisis management
first year, we will work with two existing and managing change.
leaders to provide tailored support in • Attract new education professionals to
their application to become a NLE. work in Ipswich by broadening the routes
available for graduates and non-graduates,
drawing on internship, apprenticeship and
ITT based approaches. We will work with
training providers to present and promote
Ipswich as a great place to teach within
and outside of the town, presenting a
clear map of the routes into the education
profession so that the pathways in are
clear and accessible to all.
28 Ipswich Opportunity Area – delivery planOur priorities
Our 2018 activity will include:
• By May 2018, we will launch a workforce • We will recruit up to 80 aspiring and
development strategy with a tailored offer existing school leaders in Ipswich on
to professionals at different stages of their to fully funded National Professional
career, developed in collaboration with Qualifications in this academic year.
childcare settings, schools, colleges, the
university and the local authority. Activity • By April 2018, we will launch a competitive
will start in September 2018 and reach at process to identify a high quality leadership
least one third of education professionals and development programme based on
in the first year. partnerships with business, which will be
implemented from September 2018.
Our targets for 2020/21 are:
• By 2021, childcare and education • By 2021, the focus on
professionals will report a higher level of professional and career
job satisfaction, as measured by a survey development within the
based on the ‘job satisfaction’ questions education profession will
in TALIS6, compared to a baseline mean that the proportion
established in the spring term of 2018. of NLEs per 1000 primary and secondary
pupils in Ipswich is at least equal to
• By 2021, the full time teacher vacancy national average.
rates in primary and secondary schools will
have reduced and will be below national
average.
1
•
6 TALIS is the OECD Teaching and Learning International Survey. It is an international survey that offers an opportunity for teachers and
school leaders to have their say in 6 areas: learning environment; appraisal and feedback; teaching practices and classroom environment;
development and support; school leadership; self-efficacy and job satisfaction.
http://www.oecd.org/education/talis.htm
Ipswich Opportunity Area – delivery plan 29Our priorities
Priority 3: Improve attainment for disadvantaged
pupils by embedding evidence based practice
in the teaching of English and maths
Why this is an issue
The educational performance of ‘all pupils’ in is stark and much greater than the gap
Ipswich is low at the end of primary school nationally. School leaders report that to
(key stage 2) and at the end of secondary improve the overall attainment of young
school (key stage 4), with disadvantaged people in Ipswich, pupils need more
pupils achieving lower levels of attainment support to develop analytical, writing
compared to all pupils in Ipswich and and comprehension skills. It follows that
disadvantaged pupils nationally. if we improve attainment in English and
maths throughout the education phases,
At key stage 2, approximately one third of overall attainment will improve also and
disadvantaged pupils met the expected disadvantaged pupils will be able to make
standard in reading, writing and maths in more progress in subjects across the board.
2016, and around half of all pupils met
this standard. At key stage 4, Attainment Although all post-16 providers in and
8 scores were lower for pupils in Ipswich around Ipswich are rated at least good by
compared to nationally in 2016, with Ofsted, further education colleges find it
disadvantaged pupils achieving lower difficult to engage pupils in level 2 English
Attainment 8 scores than their peers and maths where they have not achieved
nationally. the qualification by the age of 16. The data
shows that too few pupils in Ipswich are
The gap between the progress made by qualified to level 2 (GCSE level or equivalent)
disadvantaged and non-disadvantaged in English and maths by age nineteen,
pupils at the end of key stage 4 in Ipswich particularly pupils who are disadvantaged.
30 Ipswich Opportunity Area – delivery planOur priorities
Why this is an issue
Percentage of pupils reaching the expected standard in reading, Percentage of 19 year olds qualified to Level 2 in English and maths
writing and maths at the end of key stage 2 (2016) (cohort aged 19 in 2016)
100% 100%
80% 80%
71%
70%
65%
60% 54% 60% 53% 54%
49% 49% 48%
45%
7.8% 39% 39%
40% 35% 33% 40%
5.9% 5.7% 5.7%
20% 20%
0% 0%
Ipswich Suffolk England Ipswich Suffolk England
Disadvantaged pupils All pupils Disadvantaged pupils All pupils
Source: Revised KS2 assessment data Source: DfE matched administrative data
Average Attainment 8 scores for pupils at the end of key stage 4 (2016) Average Progress 8 scores of pupils at the end of key stage 4 (2016)
15 0.3
0.2 0.08 0.14
0.10
10.8 11.1 0.1
10.4 10.1 10.1 10.6 0.02
10 9.1 0.0
8.4 8.6
8.0 -0.1 -0.03
7.4 7.6
-0.2
-0.07
5 -0.3
-0.4
-0.38
-0.5 -0.42
0 -0.6 -0.44
Ipswich Suffolk England Ipswich Suffolk England Disadvantaged pupils Non-disadvantaged pupils All pupils
English component Maths component
Disadvantaged pupils Non-disadvantaged pupils Ipswich Suffolk England
Source: Revised KS4 attainment data Source: Revised KS4 attainment data
Ipswich Opportunity Area – delivery plan 31Our priorities
What we will do
• Improve outcomes for all pupils through improved outcomes for disadvantaged
a focus on embedding evidence based pupils in challenging contexts. Funding
practice in English and maths in all will be provided for senior leaders and
education settings, including special teachers to visit schools and colleges that
schools and colleges, with a particular perform highly in terms of the attainment
focus on what works for disadvantaged of disadvantaged pupils, with the aim of
pupils. We will engage all schools and stimulating long-running and mutually
colleges so they can access a range of beneficial partnerships.
support, including: • In addition to opportunities funded from the
-- Fully funded support for all schools Opportunity Area funding, schools in Ipswich
to embed teaching for mastery in will also be able to access support funded
mathematics in their classrooms. through the second round of the Strategic
School Improvement Fund (SSIF) and
-- Access to evidence based programmes programmes funded through the first round
to improve attainment specifically for of the Teaching and Leadership Innovation
disadvantaged pupils through the Fund (TLIF), which includes training and in-
teaching of English and maths, with a school support to improve the teaching of
particular focus on supporting pupils literacy through phonics in primary schools,
to develop analytical, writing and provided by Ruth Miskin Training.
comprehension skills. We will launch
a fund that schools and colleges can • To ensure that all pupils are able to engage
access to try approaches that are new in their education settings to benefit from
to them but have a strong evidence this activity, we will improve the continuity
base. Individual schools or small groups of learning between education phases
of schools will be able to access funding for those most at risk of disengagement.
of up to £25,000 for discreet projects. We will establish a research project
-- Support from the EEF Research School to determine the best way to support
to develop their own innovative practice disadvantaged pupils in their transition
in this area and establish measurement between education phases. In the first
systems so they know whether new year, this research project will focus on
approaches have worked. This will include transitions from primary to secondary and
a range of coordinated development from key stage 4 to college and will include
events focused on improving attainment three secondary schools, each with one
in English and maths. These events will be primary feeder school, and one post-16
led by leading practitioners and will share college with one feeder secondary school.
the latest research and best practice from The pupils targeted in this project will
across the country. include pupils who have been eligible for
free school meals for the majority of their
-- Facilitating links with other schools and education and are furthest behind in terms
colleges in England who have successfully of attainment.
32 Ipswich Opportunity Area – delivery planOur priorities
Our 2018 activity will include:
• In January 2018, we designated an EEF • From January 2018, schools will
Research School for Ipswich. participate in projects funded through the
TLIF and SSIF to embed evidence based
• In February 2018, we will agree with the practice in primary and secondary schools
Maths Hub and EEF Research School a to raise attainment in English and maths
plan for delivering teaching for mastery subjects at key stages 2-4.
in mathematics to all schools in Ipswich,
including secondary schools, to start • By April 2018, we will recruit three
implementation in April 2018. secondary schools, each with one primary
feeder school, and one post-16 college
• On 1 February 2018, we will launch the with one feeder secondary school, to
Ipswich Evidence Based Practice Fund, participate in the research project to
which will provide grants of up to £25,000 determine the best way to support
to individual schools or small groups disadvantaged pupils in their transition
of schools to improve attainment for between education phases. The research
disadvantaged pupils through the teaching project will begin in June 2018, to provide
of English and maths. support for pupils moving from primary
to secondary school and from secondary
school to college in September 2018.
Our targets for 2020/21 are:
• By 2021, attainment at key stage 2 and • By 2021, the average
key stage 4 will be in the top half of all local Progress 8 score of
authority districts in England. disadvantaged pupils will
be in the top half of all local
• By 2021, the gap between the attainment authority districts in England.
of disadvantaged pupils and all pupils will
be half of what it was in September 2017. • By 2021, the proportion of pupils achieving
level 2 in English and maths by age 16 will
exceed the national average.
Ipswich Opportunity Area – delivery plan 33Our priorities
Priority 4: Inspire and equip young people with
the skills and guidance they need to pursue an
ambitious career pathway
Why this is an issue
Overall, a similar proportion of pupils in in Ipswich are less likely to progress to a
Ipswich are in a sustained positive destination UK higher education institution after key
(in education, employment or training) for at stage 5 than nationally, particularly if they
least the first two terms (October to March) are disadvantaged. This difference is even
after finishing key stage 4 compared to starker when we look at the percentage
nationally. However, disadvantaged pupils of pupils in Ipswich who progress to a top
in Ipswich are less likely to be in a sustained third higher education institution, with only
destination during this period than other 5% of disadvantaged young people in
pupils in Ipswich. Similarly, the percentage Ipswich progressing to a top third university
of disadvantaged pupils in a sustained compared to 13% nationally.
destination for the first two terms after key
stage 5 is also low compared to nationally. The average gross weekly wage in Ipswich is
Statistics provided by Suffolk County Council low (£509 compared £552 nationally in 2017)
state that 5.4% of young people in Ipswich which reflects concerns from stakeholders
between the age of sixteen to eighteen are that workers tend to be in low skill, low pay,
NEET, compared to 2.7% of young people jobs. Businesses are finding it difficult to
nationally; this equates to around 175 young engage with schools but both schools and
people in the town. businesses agree that we need to do more
to provide young people with the skills and
Encouragingly, the percentage of experience to access more highly paid roles
disadvantaged pupils who access a in and around the town.
funded apprenticeship after key stage 5
is higher than nationally. However, pupils
34 Ipswich Opportunity Area – delivery planOur priorities
Why this is an issue
Percentage of pupils at the end of key stage 4 in 2014 who were Percentage of pupils at the end of key stage 5 in 2014 who were
in overall sustained education and/or employment in 2015 in overall sustained education and/or employment in 2015
100% 94% 95% 100%
89% 94%
88% 88% 88% 88% 88%
84%
81%
80% 78%
80%
60% 60%
40% 40%
20% 20%
0% 0%
Ipswich Suffolk England Ipswich Suffolk England
Disadvantaged pupils All pupils Disadvantaged pupils All pupils
Source: Longitudinal Education Outcomes dataset Source: Longitudinal Education Outcomes dataset
Percentage of pupils at the end of key stage 5 in 2014 Percentage of pupils at the end of key stage 5 in 2014 who were
who were in apprenticeships in 2015 in the top third of UK higher education institution in 2015
15% 20%
17%
11% 15%
10% 15%
10% 9% 13%
7% 7% 10%
10%
6% 8%
5%
5%
5%
0% 0%
Ipswich Suffolk England Ipswich Suffolk England
Disadvantaged pupils All pupils Disadvantaged pupils All pupils
Source: Longitudinal Education Outcomes dataset Source: Longitudinal Education Outcomes dataset
Percentage of pupils at the end of key stage 5 in 2014 who went to one of the top third UK
higher education institutions in 2015
49%
50%
44%
41%
40% 37%
31%
30% 26%
20%
10%
0%
Ipswich Suffolk England
Disadvantaged pupils All pupils
Source: Longitudinal Education Outcomes dataset
Ipswich Opportunity Area – delivery plan 35Our priorities
What we will do
• Provide the strongest possible support to employers for Ipswich are already
young people about the full range of their playing a key role in strengthening the
options and what they can do to achieve links between business and schools to
their goals, by coordinating the work of help young people make the transition
the Careers & Enterprise Company (CEC), from school to work. They are acting as
Network for East Anglia Collaborative ambassadors and champions for best
Outreach (NEACO) and National Citizen practice in engaging with and supporting
Service, so they work together to support schools. Working with business, the
young people in making decisions about CEC will appoint volunteers from the
their futures: world of work to who will work with
the schools and colleges to ensure
-- The CEC are engaging with schools to that they develop strong careers and
provide young people in Ipswich with enterprise plans, leading to every young
over 43,000 opportunities to experience person receiving at least four meaningful
the world of work (four experiences encounters with the world of work.
per young person) over the life of
the Opportunity Area programme, to -- NEACO is using dedicated funding to
enable them to understand what work encourage and support more young
is, explore their options and build real people to apply to higher education or
confidence about their future. A share higher level apprenticeships.
of the CEC’s £2m investment fund is -- The National Citizen Service will
contributing to the delivery of these trial new approaches to encourage
employer encounters through a range and support more young people to
innovative careers activities from local complete the National Citizen Service,
and national careers organisations. and to strengthen the benefits for
They are bringing together employers, those that do, so that more young
secondary schools and colleges people are developing the broader
to create strong connections and skill set they need to complement their
relationships that prioritise young people academic qualifications.
and their future. The cornerstone
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