Outcomes from Signature, Delivering Social Change Primary 2015 v

Outline of the session 1- It worked! 2- Why did it work? According to us, the schools, the pupils, the ETI and the data 2- Why did it work? Quality Indicators for success Intervention model Good resources 3- How one school made it work From the perspective of an effective practitioner 4- How can you make it work for you? Resources to share Website Legacy issues It worked- according to us (nisplan team), the schools (evidence), the pupils (evidence), the ETI (report) and the data Why did it work?- 7 quality indicators How can you make it work? Resources for writing and reciprocal reading website etc Legacy issues to copy the intervention model

In 2012 the OFMDFM announced a Delivering Social Change Signature Project on improving literacy and numeracy. The aims of the Signature/ NISPLAN project have been : to increase the number of pupils in primary schools achieving at the expected level or above at the end of Key Stage 2 in English, Mathematics and Irish; to increase the number of young people in post-primary schools, achieving a grade C or above in English and Mathematics by the time they leave school, and to provide employment opportunities for 270 recently graduated teachers. Objectives of the programme

ETI survey- summary 3 focus areas: Achievements and standards; Provision; Leadership and Management. supporting doc available with details -summary slide from ETI

It worked! According to the ETI survey- Overall Effectiveness Schools visited ranged from satisfactory to outstanding, with 88% being evaluated as good or better and 61% being very good or outstanding.   In primary schools, the overall effectiveness of the programme was very good or better in 59% of schools. In post-primary schools, the programme was very good or better in 63% of schools.

Overall Effectiveness

It worked! According to Tanya from St Matthew’s Tanya McCrory, seconded for 2 years from her class in St Matthew’s Primary School, Belfast.

It worked! Elmgrove PS Elmgrove

Quality indicators for successful Intervention Why did it work? Quality indicators for successful Intervention

7 quality indicators pupils teachers parents Effective Signature intervention pupils teachers leadership planning Monitoring & evaluating Collaboration & Communication parents 7 quality indicators Each of the indicators reflects an area of the project which had the potential to be the reason for success or failure. Just as the ETI indicators are a measure for all schools to use, these specific comments are for the consideration of schools to work out why progress was not as extensive as had been anticipated, used after the first year. eaflet with summary

Intervention

Correctly identified, data used effectively, moved in and out of intervention, involved in their learning, setting targets pupils ‘effective use of data to identify pupils at risk of underachieving; active involvement of the pupils in setting personal targets.’ Ballysally boys

(Christ the King Primary) ‘Pupils were more confident in their own ability and in their approach to learning. Pupils were much more willing to "have a go" and take risks in their learning.’ (Christ the King Primary) ‘The target pupils have been giving an opportunity to work in small groups with an experienced teacher. This has set a culture in the groups of being able to ask not just Literacy type questions but ask about other worries as well.’ (Botanic Primary)   Quotes from kids

(St Cairehall’s Primary) ‘Some of the comments on the pupil evaluation sheet: "I enjoyed reading the large selection of books;" "My handwriting has become much neater;" "Now I know how to make poems;" "I have learned lots of new words;" "We enjoyed working in a small group;" "I liked reading our poems and stories in front of the other children in the school."’ (St Cairehall’s Primary)  

equipped to know what to do plan appropriately teachers chosen well- either recruited by WELB (CR), or appointed by their school on secondment (S) or to fill the Backfill post (BF) equipped to know what to do plan appropriately use a variety of strategies tailor intervention to suit pupils track their pupils’ progress. St joseph’s Fiona

ETI survey- Best practice in teaching The teacher has good knowledge of each individual pupil and planned appropriately for progress in learning; An appropriate variety of teaching strategies are used to tailor the specific intervention to meet the pupils’ needs; Signature teachers are proficient in assessing incremental learning and able to provide excellent pastoral support They have the capacity to engage well with parents and other staff.

promote the Signature intervention model as a legacy for the school. leadership supportive of the aims of Signature, at HOD level, at SMT/ Principal level and as teacher-tutor; set clear direction, plan intervention carefully and integrate the Signature teacher(s) into plan for school improvement promote the Signature intervention model as a legacy for the school.

It worked! Why Signature was different, according Chris Donnelly VP, Belfast P.S. Distinguished between Underachievers & Low Attainers Schools directed to target pupil cohort most capable of improvement Small Group tuition led by professional teachers, directed by school leaders Encouraged accountability, aspiration and opportunity for professional reflection & strategic leadership interventions Chris Donnelly

Lessons from Signature Classroom Practice Effective planning: breadth, progression & pace Differentiation Varying Strategies & Practical Resources Value of Diagnostic analysis to inform teaching/ learning Tracking and monitoring progress Understanding Low Attainment and Underachievement Knowing your pupils Knowing what can be achieved The value of effectively confronting the obstacles to learning Reflective Practitioners Self-evaluation culture Collaborative opportunities to share best practice Strategic interventions from leadership can work Chris’s 2nd

Leadership & management profile

appropriate and flexible at all levels- planning appropriate and flexible at all levels- classroom work is tailored and adapted timetables are suitable allowing for monitoring and evaluation of the strengths and weaknesses of the model used ongoing assessment is used throughout. ‘…dissemination of the good practice developed, with the inclusion of a clear focus in school development planning and the allocation of appropriate staff development resources to the dissemination process.’

Monitoring & Evaluating ACTION PLANS are detailed and real, recorded online and regularly reviewed and adjusted; school tracking and pupil target-setting are used. KS4 Tracking Amendments to tracking sheet Tracking report Pupil self-evaluation Tracking assessments Pupil focus groups Parental Feedback Paula from Newbridge

Individual Learning Plans Newbridge example

involved from the beginning and kept informed of progress. parents involved from the beginning and kept informed of progress. ‘meaningful involvement of parents and carers in the programme … (teachers) giving practical advice on how they may support their child’s learning.’

(St Mary's Primary, Mayogall Road) ‘Parent Questionnaires report that children have "benefitted from involvement in Signature Project" and "know that this will stand (them) in good stead" as they "progress into secondary school level." Parents also reported children's work and confidence levels have improved. Those parents who have younger children in primary school said that they would like them to also avail of the Signature Project for both Maths and Literacy.’ (St Mary's Primary, Mayogall Road) ‘Parents are beginning to see greater levels of engagement among their children. Additional support workshops have been developed to enable parents to feel more actively involved in their child's education. Parents are always happy to see the level and standards of their child's work improve.’ (St Paul's Primary, Mica Drive) Parents quotes

(Gaelscoil na gCrann Primary) ‘Parents were very supportive of this project within our school and many a parent requested for their child to be part of it, as the feedback from one parent to another was very good. The parents whose children took part in this project remarked on how happy they were with their child's progress.’ (Gaelscoil na gCrann Primary) ‘The parents were so appreciative of any extra help given to their children and particularly loved the fact that they were being taught in much smaller groups which they felt was important. They were very keen for the legacy to continue.’ (Ebrington Primary)

Collaboration & Communication evident within and between schools- sharing strategies, resources and ideas. evident between lead school and other schools, involving the teachers at all points Cluster group

Evidence from 2 schools “This vision of collaboration, efficient use of resources and increased choice, has proven to be highly beneficial to the pupils, parents, schools and the local community, and the non-threatening sense of shared purpose and simple ‘good neighbourliness’ has impacted significantly on cross-community relations.” Remember Legacy newsletter

How can you make it work for you? Legacy issues

How can you make it work for you How can you make it work for you? Resources-intervention strategies for English and Maths

News-letter Clubs Expertise Extended Use the model Schools Other Resources Shared Education Clubs Expertise

Ruiseal McKimm, Harmony PS

Ruiseal McKimm, Harmony PS

And also- Legacy magazine and possibly cluster Inset

Implications for your school Any questions?

nisplan.welbni.org In folder from RTU