Overview
The Secondary Strategy within Rotherham works in partnership with our schools to support system wide transformation, that will enable Rotherham’s children and young people to attend and enjoy school, achieve personal and social development and achieve stretching educational standards.
To achieve this, the Secondary Strategy is based on four important principles:
• Expectations: establishing high expectations for all pupils and setting challenging targets for them to achieve;
• Progression: strengthening the transfer and transition from Key Stage 2 to Key Stage 4 and ensuring progression in teaching and learning across the Key Stages
• Engagement: promoting approaches to teaching and learning that engage and motivate pupils and demand their active participation;
• Transformation: strengthening teaching and learning through a programme of professional development and practical support.
The Secondary National Strategy has developed from the KS3 Strategy and now operates to support school improvement across the key stages. Consultants provide subject specific support for English, Maths, Science, ICT and Foundation Subjects. In addition, support is directed to the development of teaching and learning across the curriculum, through whole school initiatives which include:
• Assessment for learning
• ICT across the curriculum
• Literacy across the curriculum
• Leading in learning [learning and thinking skills]
Behaviour for Learning/Emotional Well Being
In addition to these activities, Behaviour and Attendance support is delivered in partnership with EPS, EWS, BSS and Healthy Schools.
The Secondary Team work in partnership with school Senior Leaders and Subject Leaders to ensure all activity is tailored to need, allowing choice as well as ensuring challenge. Activity is mostly school-based and supported by a range of network meetings that allow peer collaboration to strengthen practice in all our schools.
In developing the Secondary Strategy to support the personalisation of learning, our core activities currently focus on the following priorities:
• The development of leadership, to ensure school improvement plans are based on accurate analysis of performance, evaluation of effectiveness and strategic planning for the improvement of Teaching and Learning.
• Developing Teaching and Learning across the curriculum through targeted pedagogical development.
• Addressing the under achievement of pupils making insufficient progress, identified by rigorous data analysis.
• Ensuring progression, by meeting individual pupil learning needs.
• Contributing to the new professionalism agenda insuring staff learning is structured, appropriate and owned.
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