A Strategy to Improve Outcomes in Literacy and Numeracy Count, Read: Succeed A Strategy to Improve Outcomes in Literacy and Numeracy

Aim To highlight the key messages of Count, read: succeed

Overview of Count, read: succeed Contents Overview of Count, read: succeed What it means for school leaders, teachers and education bodies What actions need to be taken School leaders and teachers set out in Chapters 4 and 5. Education bodies in Chapter 3 and the action plan in Chapter 8 Good teachers will find nothing new in the strategy. However, the strategy provides renewed focus across the system on the importance of literacy and numeracy. Also provides clarity on a systematic approach to supporting teachers

Development Consultation in June 2008 Broad support for approach Some concern over targets Need for greater clarity in language New strategy launched 22 March 2011 Some respondents to the consultation thought the targets were too challenging. This needs to be balanced by having high expectations for pupils. Respondents emphasised the importance of - the role of parents and the community - high-quality Early Years experiences - teacher training, from initial teacher training to Continuing Professional Development - disseminating good practice - adequate resourcing

Development PAC findings Need to enhance continuous improvement Concerns raised over how the 1998 strategy was implementation & methodologies used Concerns over targets Continuous improvement addressed through Every School a Good School – a policy for school improvement PAC report in 2006

Overview of Count, read: succeed High level strategy Sets out roles for: school leaders teachers education bodies Defines literacy, numeracy, underachievement High-level – pedagogical support through training by ELBs/CCEA. Good practice guidance already available. Allows methodologies to be adjusted if they are ineffective (takes account of PAC recommendation). Allows the current strategy to be a vehicle for consistent implementation. As educational approaches are refined, the strategy remains relevant. Definitions allow for conversations using agreed terminology. Definitions are broad and inclusive

Literacy is the ability to read and use written information and to write appropriately and legibly, taking account of different purposes, contexts, conventions and audiences. It involves the development of: an integrated approach to the acquisition of talking, listening, reading and writing skills across the curriculum; knowledge that allows a speaker, writer and reader to use language appropriate to different social situations; formal and informal language across all areas of social interaction; and the ability to read, understand and use information in multiple formats and platforms, including traditional print and on-screen material.

appropriate reasoning and problem-solving skills; Numeracy is the ability to apply appropriate mathematical skills and knowledge in familiar and unfamiliar contexts and in a range of settings throughout life, including the workplace. It involves the development of: an understanding of key mathematical concepts and their inter-connectedness; appropriate reasoning and problem-solving skills; the proficient and appropriate use of methods and procedures (formal and informal, mental and written); and active participation in the exploration of mathematical ideas and models.

Underachievement is used to describe a situation where performance is below what is expected based on ability. It can apply at the level of an individual pupil or describe a class or school, or indeed a system.

Low achievement is different from underachievement Low achievement is different from underachievement. Low achievement is where a pupil is achieving to the full extent of her or his ability, but is well below average compared to her or his peers.

Overview of Count, read: succeed Sets targets and milestones to 2020 Contains an action plan for 2011 – 2015 Includes Levels of Progression Sets expectation every child progresses a Level over the course of a Key Stage. LoPs for Communication in English and Irish, for Using Maths, and for ICT. ICT included both for completeness and because it supports the acquisition of literacy and numeracy Progress on Level of LoP for those above, at and below the expected level.

Context ESAGS school improvement policy ESAGS supporting newcomer pupils ESAGS way forward for SEN and inclusion Review of Irish-medium Education Draft Early Years (0-6) Strategy Success through STEM Developed with the needs of Irish-medium considered from the outset. Applies to English-medium and Irish-medium settings Links with other strategies were scrutinised to ensure compatibility ESAGS school improvement policy addresses issues raised by the PAC

Overview of Count, read: succeed Aligns 6 strands Curriculum Assessment Role of teachers Early intervention Schools’ links with parents & communities Sharing best practice Strategy launched into an all ready well developed policy environment Aim is to join up the aspects that impact on literacy and numeracy Good teachers will find nothing new Provides reassurance to teachers who are using good practice approaches Strategy sets out clearly who will support teachers and how Approach would help raise standards in any subject

Curriculum and Assessment Literacy and numeracy at the heart of the curriculum Cross-curricular skills of Communication and Using Mathematics Assessment KS1 – 3 from 2012 against Levels of Progression LoPs better aligned with revised curriculum Moderated, therefore command more confidence

Links with parents – encourage parents to support their children Schools’ links Links with parents – encourage parents to support their children Links with communities – support the work of the school Schools will be supported to engage parents, particularly those that are “hard to reach” These links can be particularly beneficial where there is a history of a poverty of aspiration or where there are particular barriers to achievement, eg a language barrier Summative assessment and reporting to parents on pupils’ progress helps strengthen links between schools and parents Action plan target 6 (c)

Targets Set for 2020 Milestones along the way KS targets – English, maths and Irish for IM pupils 5+ GCSE A* - C inc English and maths – separate trajectories for boys and girls

5+ GCSE A*-C inc English and maths – 70%+ overall; 65% for FSME Targets for 2020 Key Stage 2 – 90%+ Key Stage 3 – 85%+ 5+ GCSE A*-C inc English and maths – 70%+ overall; 65% for FSME 5+ GCSE A*-C inc Gaeilge, English and maths (pupils in IM) – 70%+ Targets for pupils learning through the medium of Irish requested by the IM working group International evidence and trajectory information taken into account Identifies the need for equivalents to GCSE English and maths cf action plan 9 (d) KS2 target revised upwards from 85% in ESAGS school improvement policy

School leaders Boards of Governors Principals Senior management teams Co-ordinators Heads of departments or years Leadership is important wherever it is distributed through the school. Boards of governors and principals are key BoG handbook available on DE website

School leaders School development plan Written whole-school policy on literacy and numeracy Links to families and communities In Irish-medium need to take account of the immersion context SDP needs baseline positions, SMART targets and associated actions. The SDP is a key tool for raising standards in literacy and numeracy

Principals Link the SDP and written literacy and numeracy policy to teachers’ development (including PRSD where appropriate) Culture of accountability re literacy and numeracy Cf paragraphs 4.7 – 4.18 Create a literacy and numeracy thread that runs through all aspects of the school Culture of “talking about teaching”

Principals Ensure staff have high expectations of pupils Ensure robust tracking and monitoring of pupils’ work Culture of identifying and sharing good practice Monitoring and analysing data needs to be an integral part of the accountability process

Principals Ensure the school has a broad and balanced approach to developing literacy and numeracy In primary schools, ensure systematic phonics course. There is no silver bullet, but developing phonological awareness is very important Particular phonics course is a matter for the school

Phonics “In developing early literacy skills, pupils need to acquire phonological awareness. Recognising that a broad and balanced approach to promote literacy is key, it is still important that pupils who have not yet full developed their phonological awareness receive a systematic and time-bound programme of high-quality phonics work.”

Phonics “A range of other strategies for developing literacy should also be deployed as appropriate and pupils who have successfully developed their phonological awareness should not be required to undertake phonics work if the teacher does not think it necessary or beneficial.”

Principals All teachers are teachers of literacy and numeracy Support teachers to ensure sufficient time is spent by pupils developing literacy and numeracy skills

Principals A broad and balanced curriculum is essential to develop well-rounded and well-educated pupils. However, the development of literacy and numeracy skills is of such fundamental importance that teachers and schools will wish to draw on their professional judgement to assure themselves that all their pupils spend the necessary time developing these skills, including through cross-curricular approaches. This will be particularly important where pupils are underachieving and schools may need to prioritise work to develop literacy and numeracy. Para 4.18. If a school thinks pupils need to spend more time on literacy and numeracy

Principals Ensure time and authority for literacy and numeracy co-ordinators and heads of maths, English, and in IM schools, Irish, to lead planning and assessment throughout the school Assessment of the cross curricular skill of Using Maths needs to be lead by the head of the maths department, and for the cross curricular skill of Communication it needs to be lead by the head of English, and in Irish-medium schools, the head of the Irish department Para 4.24

Teachers At the centre of the strategy Supported in early intervention Sharing best practice Early intervention is taken when a pupil of any age begins to underperform. Sharing best practice a priority to make best use of available resources.

Teachers Clarity on The importance of their professional judgement Who helps them, and when Role of phonics (in post-primaries) Role of Heads of Maths, English and Irish in assessing Using Maths and Communication The strategy address all these issues.

Teachers Provide high-quality teaching for all pupils Address underachievement as soon as it emerges Address continuing underachievement with support from other staff in the school These are revision of the 3 waves, following the feedback received during consultation on the draft strategy

Teachers Address continuing underachievement with support from outside the school Meet the needs of pupils after a non-statutory assessment through the SEN framework

Teachers High-quality teaching of all pupils Work within school literacy and numeracy policy Have high expectations for all pupils Track and monitor pupils’ progress

Teachers Pupils learn in different ways No single approach suits all pupils No “silver bullet” Consistent with research evidence, ETI advice, international best practice

Teachers Teachers use their professional judgement Variety of teaching strategies Whole-class teaching Co-operative small group work Individual work Differentiated where appropriate

Teachers “The key question each teacher must consider is whether or not every pupil is fulfilling her or his potential in literacy and numeracy. If the answer is “no” then that pupil is underachieving; the teacher needs to take action to address this and needs to be supported in doing so.” Para 5.12

Teachers “To identify underachievement teachers will draw on their professional judgement and the data they consider relevant. It is expected that teachers will mainly use existing assessment information already routinely collected or generated by the teacher or school. Teachers may of course seek additional data where they consider it necessary or useful.” Para 5.6 – quote above Also, para 5.11 (a) Teachers can draw on classroom observation, assessment of pupils’ outcomes and robust tracking of progress Formative assessment data can inform decisions on underperformance. Can draw on InCAS and ALTA, or other sources. Summative assessment allows the school to track pupils’ progress. Assessing potential is not an exact science. Pupils can perform beyond expectations, but if teachers have high expectations for all pupils, this should be the exception rather than the rule.

Teachers Emerging underachievement Teacher decides on the appropriate support Teacher sets targets and identifies actions Time bound From existing resources

Teachers Continuing underachievement (within school) Pupil underachieving despite in-class support Teacher seeks help from within the school Targets set, time-bound actions taken

Teachers Help from Coordinator for literacy, numeracy, SEN, newcomer or Traveller pupils (in post-primaries) a Head of department or head of year A mentor from within the school pastoral support staff The principal, vice-principal or a senior teacher

Teachers Continuing underachievement (with external help) For help from ELBs/ESA School must first take all reasonable steps to support the underachieving pupil School must provide a record of support provided to the pupil to date, and evidence that targets are not being met

Support is provided to the teacher Teachers Support is provided to the teacher Success is when the pupil achieves to her or his potential, and the teacher and school improves their capacity to meet the needs of the pupil and others in similar circumstances

Teachers School can also seek help from: Other schools Health professionals Not limited to these sources of help

Teachers After a non-statutory assessment Teacher responsible for meeting the pupil’s needs Teacher supported by school leadership External support and resources can be identified by the non-statutory assessment

Heads of English, Irish & maths Given time and authority to: Lead on identifying most effective pedagogy Lead planning for literacy and numeracy involving teachers across the school Promote sharing of best practice From para 4.24 Cf also para 4.27

Heads of English, Irish & maths Given time and authority to: Set targets and assess outcomes in literacy and numeracy Supported by feedback from other departments as appropriate Expect pupils to normally get A* - C in GCSE English and maths, and for Irish-medium, Gaeilge From para 4.24 Cf also para 4.27 Action to scope the introduction of additional Level 2 qualification for literacy and numeracy equivalent to GCSE (action 9 (d)

System-wide focus on literacy and numeracy Actions System-wide focus on literacy and numeracy All education bodies to emphasise this focus – ethos of achievement Support schools in planning for literacy and numeracy Accountability throughout education system Important for all education bodies to be aware of the messages in the literacy and numeracy strategy

Action Plan 2011-15 Covers budget period 2011-2015 Aim to deliver progress as per milestone targets. Inspection of support provided to teachers and the implementation of the strategy in 2013/14 and 2015/16 Two full academic years for ELBs/CCEA then ESA to develop support role, and for teachers and schools to implement the approach set out in the strategy

Action Plan 2011-15 Implementation of support for teachers from Pedagogies (from Sept 2011) Support for teachers as per this strategy, from within school, and from ELBs (then ESA) Schools need to be aware of their role in supporting teachers to address underachievement

Action Plan 2011-15 Teachers receive high quality support to help them raise standards of literacy and numeracy. Teachers have access to curricular resources that have literacy and numeracy at their core. Teachers have access to examples of best practice in raising literacy and numeracy standards. Teachers get the right help at the right time to tackle underachievement. Key action – support teachers in implementing this strategy 10 key actions

School Governors are supported in fulfilling their role in raising standards in literacy and numeracy. School leaders supported in leading the raising of standards in literacy and numeracy. Teachers and school leaders can be satisfied as to the quality and relevance of the support available to them

Parents get help to support their children’s development of literacy and numeracy. Pupils, parents and society are kept informed about standards of literacy and numeracy. Resources are used as effectively as possible to support raising standards in literacy and numeracy.

Questions?

Additional Slides

Aim What will be done Who Milestones 1 Teachers receive high quality support to help them raise standards of literacy and numeracy. a) Support provided for teachers that equips them with knowledge of a range of evidence based, best practice teaching approaches for developing literacy and numeracy. ELBs, CCEA (then ESA) From Sept 2011. b) Advice, guidance and professional development will be provided to support teachers in introducing new assessment arrangements in the cross-curricular skills of Communication and Using Mathematics, which complements the training at 1(a). New assessments arrangements introduced in 2012/13 school year.

Aim What will be done Who Milestones 2 Teachers have access to curricular resources that have literacy and numeracy at their core. a) Resources being provided for teachers will integrate literacy and numeracy and link to the cross-curricular skills and levels of progression for Communication and Using Mathematics. CCEA ELBs, (then ESA) b) Appropriate resources provided for teachers in Irish-medium settings that support raising of literacy and numeracy standards in the Irish-medium context, and take account of the advice of the Irish-medium working group on literacy and numeracy.

Aim What will be done Who Milestones 3 Teachers have access to examples of best practice in raising literacy and numeracy standards. The dedicated internet TV channel ESAGS.tv will place a particular emphasis on sharing best practice in raising standards in literacy and numeracy. ELBs, (then ESA)

Aim What will be done Who Milestones 4 Teachers get the right help at the right time to tackle underachievement. a) Teachers will be supported by school leaders, literacy and numeracy co-ordinators, or other staff in the school to help a child with ongoing underachievement in literacy and/or numeracy. Schools b) Facilitate help for teachers that need additional support from outside the school, to meet the needs of children persistently underachieving in literacy and numeracy, as set out in Chapter 5 of this strategy. ELBs

Aim What will be done Who Milestones 5 School Governors are supported in fulfilling their role in raising standards in literacy and numeracy. Advice and support provided for Governors that complements the handbook, Every School a Good School – the Governors’ Role, and emphasises their role in raising standards in literacy and numeracy. ELBs (then ESA)

Aim What will be done Who Milestones 6 School leaders supported in leading the raising of standards in literacy and numeracy. a) New school development planning regulations and guidance were introduced in January 2011. Advice, guidance and support will be provided for school leaders to assist them in preparing school development plans that have a focus on raising standards in literacy and numeracy. ELBs (then ESA) All schools to have revised SDPs by 2014, in line with the 3-year cycle for the full revision of a school’s SDP. b) Leadership programmes, including PQH, will be reviewed to ensure appropriate emphasis is placed on leadership for raising standards in literacy and numeracy ELBs, c) Guidance will be developed on engaging and informing parents (particularly those considered “hard to reach”) about their children’s education. CCEA By March 2012

Aim What will be done Who Milestones 7 Teachers and school leaders can be satisfied as to the quality and relevance of the support available to them a) ETI will be asked to review and report on the quality of the continuous professional development and wider support and guidance being provided by the ELBs and CCEA to schools as part of this strategy. DE (via ETI) Inspection reports published in 2013/14 and 2015/16.

Aim What will be done Who Milestones 8 Parents get help to support their children’s development of literacy and numeracy. a) Guidance will be developed to help parents prepare their pre-school children for school. ELBs CCEA (then ESA) By March 2012.

Aim What will be done Who Milestones 9 Pupils, parents and society are kept informed about standards of literacy and numeracy. a) New arrangements for assessing pupils’ progress and performance in the cross-curricular skills of Communication and Using Mathematics will be introduced. ELBs CCEA (then ESA) From 2012/13 school year. b) Guidance will be developed to assist schools in helping parents support their school-aged children’s development of literacy and numeracy. By March 2012. c) Pupil record regulations will be updated to support more effective transitions for pupils, particularly from primary to post-primary. DE By March 2012.

Aim What will be done Who Milestones 9 Pupils, parents and society are kept informed about standards of literacy and numeracy. d) The scope to introduce additional level 2 qualifications to recognise achievement in literacy and numeracy to complement existing GCSE courses in English and Maths will be explored. DE CCEA (then ESA). e) The position on using Essential Skills in schools to record pupils’ achievements in literacy and numeracy will be clarified. By Sept 2011. f) The criteria that apply to the delivery of GCSE English and mathematics will be reviewed, in the context of this strategy, so that future requirements ensure clear progression from Key Stage 3. By Dec 2013.

Aim What will be done Who Milestones 9 Pupils, parents and society are kept informed about standards of literacy and numeracy. g) Evaluation of how effectively primary school teachers and principals are using InCAS for diagnostic, planning and evaluative purposes and to improve outcomes in literacy and numeracy, taking account of ongoing inspection evidence. DE CCEA (then ESA). From Sept 2011. h) Parents will be clearly informed about school standards, particularly in literacy and numeracy, through the school inspection process. Chief Inspector’s Reports, 2012, 2014. i) External, independent assessments of the performance of the education system, such as TIMSS, PIRLS and PISA, will be commissioned to provide international benchmarks of standards of literacy and numeracy (and ICT skills). PIRLS and TIMSS to report Dec 2012. PISA 2012 to report in 2013.

Aim What will be done Who Milestones 10 Resources are used as effectively as possible to support raising standards in literacy and numeracy. a) The impact of Alta on standards of numeracy will be assessed. DE CCEA (then ESA). From April 2011. b) Extended schools will ensure their extended schools activities or services are integrated into their planning for raising standards. ELBs c) In the context of North-South work to address educational underachievement, an annual work plan to address underachievement in literacy and numeracy will be developed.

Maths and English - Percentage of Year 12 students achieving (2001 – 2009) A*-C in both GCSEs 2000/1 2001/2 2002/3 2003/4 2004/5 2005/6 2006/7 2007/8 2008/9 A*-C 51.0% 51.7% 51.5% 50.8% 52.5% 52.9% 53.4% 54.7% 54.5% Source: RM Data Solutions

Key Stage 2 Communication, in English (% of pupils at expected level) Actual Performance Milestones[1] Long Term Target 2005/6 2006/7 2007/8 2008/9 2011/12 2014/15 2019/20 Key Stage 2 Communication, in English (% of pupils at expected level) 78.0% 78.8% 80.1% 83%[2] 86% 90%+[3] Key Stage 2 Communication, in Irish (% of pupils at expected level) - pupils educated through the medium of Irish 77.7% 83.1% 80.7% 82.0% 84%[4] 90%+[5] Key Stage 2 Maths (% of pupils at expected level) 80.0% 79.5% 80.6% 81.3% 84%[6] 90%+[7] [1] Results from this academic year. [2] The milestone target of 80% has already been exceeded and a new milestone target set. [3] Milestone target revised up from 85%. [4] The milestone target of 80% has already been exceeded and a new milestone target set. [5] Milestone target revised up from 85%. [6] Milestone target of 82% has been revised and a new milestone target set. [7] Milestone target revised up from 86%.

Key Stage 3 Communication, in English (% of pupils at expected level) Actual Performance Milestones[1] Long Term Target 2005/6 2006/7 2007/8 2008/9 2011/12 2014/15 2019/20 Key Stage 3 Communication, in English (% of pupils at expected level) 76.6% 78.2% 79.2% 78.9% 81% 83% 85%+ Key Stage 3 Communication, in Irish (% of pupils at expected level) - pupils educated through the medium of Irish 86.1% 93.3% 88.1% 92.1% 85%[2]+ Key Stage 3 Maths (% of pupils at expected level) 72.9% 74.4% 74.1% 77.3% 80%[3] 82% [1] Results from this academic year. [2] Milestone target of 80% has already been exceeded and a new milestone target set. [3] Milestone target of 76% has already been exceeded and a new milestone target set.

No trajectory information available for GCSE Gaeilge Actual Performance Milestones[1] Long Term Target 2005/6 2006/7 2007/8 2008/9 2011/12 2014/15 2019/20 School leavers with at least 5 GCSEs A*-C (or equivalent) inc GCSEs in English and Maths 52.6% 54.2% 56.3% 58.4% 61%[2] 66% 70%+ School leavers with at least 5 GCSEs A*-C (or equivalent) inc GCSEs in English and Maths – Girls 59.6% 62.6% 63.7% 65% 70+% School leavers with at least 5 GCSEs A*-C (or equivalent) inc GCSEs in English and Maths – Boys 47.0% 49.0% 50.2% 53.1% 56% 62% No trajectory information available for GCSE Gaeilge [1] Results from this academic year. [2] Milestone target of 55% has already been exceeded and a new milestone target set.

Actual Performance Milestones[1] Long Term Target 2005/6 2006/7 2007/8 2008/9 2011/12 2014/15 2019/20 School leavers with at least 5 GCSEs A*-C (inc GCSEs in English and Maths) – FSME[2] pupils only 26.3% 27.1% 27.7% 29.7% 39%[3] 49% 65%+ [1] Results from this academic year. [2] If the criteria for entitlement to Free School Meals are changed, this target will be reconsidered. [3] Milestone target of 30% has been revised and a new milestone target set.

Percentage of school leavers achieving at least 5+ GCSE (or equivalent) A*-C including English and Maths 2006 – 2009 2005/6 2006/7 2007/8 2008/9 Girls 58.4% 59.6% 62.6% 63.7% Boys 47.0% 49.0% 50.2% 53.1% Total 52.6% 54.2% 56.3% Source: School Leavers Survey

Percentage of school leavers achieving at least 5+ GCSE (or equivalent) A*-C including English and Maths 2006 – 2009 2005/6 2006/7 2007/8 2008/9 Entitled to FSM 26.4% 27.1% 27.7% 29.7% Not Entitled to FSM 58.5% 60.0% 61.6% 63.6% Total 52.6% 54.2% 56.3% 58.4% Source: School Leavers Survey