Recently Appointed Heads of English & Mathematics Literacy and Numeracy Coordinators February 2013

Aim of the day To consider the role of the Head of Department/Coordinator in raising standards in English/Literacy and Mathematics/Numeracy.

Objectives Participants will have opportunities to consider: the evolving role of the Head of Department/Coordinator; and effective strategies for planning, monitoring and evaluation. 3

Programme 09:30 Introduction Setting the Scene Roles & Responsibilities 10:30 Coffee 11:00 School Improvement Cycle Policy Effective Use of Data Auditing Action planning 13:00 Lunch 13:45 Monitoring and Evaluating Plenary and Evaluation

Key Documents Every School a Good School (ESaGS) Count Read: Succeed (CRS) Chief Inspector’s Report 2010-12 Together Towards Improvement (TTI) Better English Better Mathematics Series

Every School a Good School To ensure that every learner fulfils his or her full potential at each stage of their development Raising the educational standards for all Closing the attainment gap between the highest and lowest achievers http://www.deni.gov.uk/index/curriculum-and-learningt-new/standards-and-school-improvements/every-school-a-good-school.htm

Count, Read: Succeed A Strategy to Improve Outcomes in Literacy and Numeracy (Department of Education, 2011) http://www.deni.gov.uk/index/curriculum-and-learningt-new/standards-and-school-improvements/03-literacy-and-numeracy/count-read-succeed--improving-outcomes-in-literacy-and-numeracy.htm

Overview of Count, Read: Succeed High level strategy Sets targets and milestones Contains an Action Plan 2011- 15 Includes the Levels of progression Sets expectation every child progresses a Level over the course of a Key Stage. Sets out roles for: school leaders teachers education bodies Defines literacy, numeracy and underachievement

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

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%+

Chief Inspector’s Report 2010-12 Going Forward There is a need to: improve outcomes for all pupils at GCSE in English and mathematics given that only 59% of school leavers attain at least five GCSEs at grades A*- C, and equivalents including English and mathematics, and particularly for those entitled to free school meals, where less than one in three reach this standard; ensure a greater emphasis on the effective monitoring and evaluation of the quality of provision, where actions to promote improvement were not good enough in nearly 50% of all schools inspected; and improve the quality of leadership and management in around 39% of schools inspected. http://www.etini.gov.uk/index/support-material/support-material-general-documents-non-phase-related/the-chief-inspectors-report/the-chief-inspectors-report-2010-2012.htm Going Well: The strengths include: the overall effectiveness in almost two out of three of the post‑primary schools, which had standard inspections during the reporting period, was evaluated as good or better; achievements and standards were evaluated as good or better in 68% of the schools inspected; the achievements of school leavers gaining five GCSEs A* - C (including equivalents) has increased steadily to 73.2%, while 64.5% of pupils entered for A level (or equivalent) examinations achieved grades A* - C in three subjects; schools are generally effective at supporting the personal and social development of young people; pastoral care was found to be good or better in most schools; and CEIAG provision has improved, from a low base, to good or better in 68% of schools inspected. Going Forward There is a need to: improve outcomes for all pupils at GCSE in English and mathematics given that only 59% of school leavers attain at least five GCSEs at grades A*- C, and equivalents including English and mathematics, and particularly for those entitled to free school meals, where less than one in three reach this standard; ensure a greater emphasis on the effective monitoring and evaluation of the quality of provision, where actions to promote improvement were not good enough in nearly 50% of all schools inspected; and improve the quality of leadership and management in around 39% of schools inspected.

Together Towards Improvement The purpose of self-evaluation is to: promote school effectiveness; improve the quality of learning and teaching; improve the experiences of the pupils; and raise the standards which the pupils attain. http://www.etini.gov.uk/index/together-towards-improvement.htm 2. TTI What is out there to support self-evaluation? Starting from the bigger picture Why do we need to self evaluate – what is the purpose TTI gives schools a document for whole school evaluation and we have matched our audit to this document

Better English/Mathematics http://www.etini.gov.uk/index/surveys-evaluations/surveys-evaluations-post-primary/surveys-evaluations-post-primary-2011/better-english.htm http://www.etini.gov.uk/index/surveys-evaluations/surveys-evaluations-post-primary/surveys-evaluations-post-primary-2010/follow-up-to-better-mathematics.htm Subject specific we have Better literacy and Better numeracy Better numeracy was written more recently and in line with the ESaGS agenda Better Literacy was written in 2008 before ESaGS and is not in the same style – it focuses on the attainment targets however within each section there are questions to support self-evaluation

Role of the Curriculum Leader What do you think the role of the Curriculum Leader entails? Think: What do you think are the key priorities for you as a new Head of Department/Coordinator Pair: Discuss priorities with your partner Share with the whole group

Roles and Responsibilities Workshop Discuss the given statements and place them in the appropriate column of the recording sheet: Responsibility of the Head of Department Responsibility of the Coordinator Not sure Not our responsibility

CRS: School Leaders Other school staff with leadership roles must ensure a focus on literacy and numeracy in their area of responsibility, in line with the whole-school approach. They must hold their staff to account, and be accountable, for their contribution to developing and promoting literacy and numeracy. They must ensure that all staff have high expectations for pupils. School leaders should also embed a culture where monitoring and analysing pupil progress data is an integral part of their accountability processes. School leaders should ensure that there is an integration of special needs provision, with a particular focus on literacy and numeracy, at individual pupil level, class level and whole-school level.

CRS: Teachers At the centre of the strategy Address underachievement as soon as it emerges Continue to address underachievement with support from other staff in the school Continue to address underachievement with support from outside the school Meet the needs of pupils after a non-statutory assessment through the SEN framework

CRS: 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.’

CRS: Central Role of Teachers ‘5 Things’ High quality teaching of all pupils Emerging underachievement Continuing underachievement (within school) Continuing underachievement (with external help) After non-statutory assessment Provide high-quality teaching for all pupils Work within school literacy and numeracy policy Have high expectations for all pupils Track and monitor pupils’ progress Address underachievement as soon as it emerges Teacher decides on the appropriate support Teacher sets targets and identifies actions Time bound From existing resources Address continuing underachievement with support from other staff in the school Pupil underachieving despite in-class support Teacher seeks help from within the school Targets set, time-bound actions taken Address continuing underachievement with support from outside the school 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 School can also seek help from: Other schools Health professionals Meet the needs of pupils after a non-statutory assessment through the SEN framework 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 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

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 Set targets and assess outcomes in literacy and numeracy Supported by feedback from other departments as appropriate From para 4.24 Cf also para 4.27

Heads of English, Irish & maths 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

PIRLS & TIMSS Trends in International Mathematics and Science Study Executive summary may be found at: http://www.nfer.ac.uk/publications/PRTI01/PRTI01Summary.pdf Progress in International Reading Literacy Study Full report may be found at: http://www.nfer.ac.uk/nfer/publications/PRTI01/PRTI01.pdf Link success of pupils to the roll out of the NI Curriculum training PIRLS (Progress in International Reading Literacy Study) is an international comparison study of reading achievement at ages 9-10 and TIMSS (Trends in International Mathematics and Science Study) is a parallel study of mathematics and science at ages 9-10. 2011 was the first year in which the cycles of the two studies coincided, allowing the opportunity to assess the same pupils at ages 9-10 in all three subject domains. 2011 was the first time that the local education system took part in PIRLS and TIMSS. The key points emerging from the studies are as follow:- In reading, NI pupils were ranked 5th out of the 45 participating countries. Pupils in NI significantly outperformed pupils in 36 of the countries that participated in PIRLS 2011. NI was the highest ranking English speaking country. NI pupils were ranked 6th out of the 50 countries that participated in TIMSS 2011 mathematics. NI pupils significantly outperformed pupils in 44 other countries. NI was the highest performing English speaking country in mathematics. The average score for NI pupils in science was lower than for reading and mathematics, although still significantly above the TIMSS science international average. NI pupils outperformed pupils in 23 other countries and were outperformed by pupils in 17 countries in science. Pupils in NI who were categorised as liking, ‘motivated to’ or ‘confident in’ reading, learning mathematics or learning science were more likely to have higher average achievement scores. Pupils in NI were more likely (84%) to be taught by teachers who rated their working conditions relatively highly compared to the international average (73%). NI had one of the highest levels of computer provision among all participating countries with over three quarters of pupils taught in schools where a computer was available for every 1 to 2 pupils. NI had the highest proportion of schools that were categorised as safe and orderly and one of the highest levels for discipline and safety. A higher proportion of children (30%) in NI reported having many resources for learning at home compared with the average internationally (17%). Pupils with access to more home resources for learning had higher average achievement in reading, mathematics and science. The proportion of pupils whose teachers reported lack of sleep as a limiting factor was greater in NI than the international average in all 3 subjects. Pupils in NI whose teachers reported that pupils’ lack of basic nutrition and lack of sufficient sleep limited teaching had lower average achievement than those pupils whose teachers reported not having these limitations.

NI Audit Office Report http://www.niauditoffice.gov.uk/index/publications/recent_reports/improving_literacy_and_numeracy_achievement_in_schools_2.htm

Literacy & Numeracy Policy Context Definitions What does a policy do? Child Centred Provision High Quality Teaching & Learning Effective Leadership Connected to Local Community Monitoring & Evaluation of Policy

Policy Workshop Read the Guidance Document on the Development of a Literacy and Numeracy Policy Compare your current policy with the handout Use the worksheet to record strengths, areas for improvement, next steps and any additional comments. What do you think needs to be done to bring your policy up to date? How might you use the guidance document to support this process? What steps do you need to take to revise your policy? Who needs to be involved in the process? How will you ensure that Policy becomes Practice? – Monitor and Evaluate     

DE Targets Annual School targets for DE Emphasis on FSME pupils - based on a range of evidence - based on current cohorts of pupils current levels of progression Emphasis on FSME pupils Action Plans support achievement of school’s DE targets

School Improvement Planning Cycle AUDIT UNDERSTANDING IN DETAIL WHAT IS GOING ON EVALUATE OUTCOMES AND IMPACT EVIDENCE BASE SET TARGETS QUANTITATIVE AND QUALITATIVE MONITOR PROGRESS MAKE CHANGES We are going to focus on this cycle and move around the cycle throughout the rest of the day ACTION PLAN

Audit: Effective Use of Data

What can data be used for ? Data can provide information to help evaluate performance at: Whole School Level Class/Year Group Level Individual Pupil Level

Whole School Level Use End of Key Stage English/Communication and Mathematics/Using Maths outcomes to review progress annually (KS3 and 4) Identify trends Use benchmarking data to compare outcomes with other similar schools (%FSM) Identify areas for improvement as result of initial analysis of whole school data.

Benchmarking Data http://www.deni.gov.uk/index/curriculum-and-learningt-new/standards-and-school-improvements/03-schools_school_improvement_programme-school_development_planning_pg/03-schools_school_improvement_programme-target-setting_pg.htm

Year Group/Class Level Track progress of each cohort (annually) as they move through school Assessment Manager Levels of Progression Standardised scores Identify areas for improvement Analyse data from standardised tests Use this information to set targets for each cohort on a yearly basis

Individual Pupil Level Track progress of individual pupils (annually) as they move through the school Assessment Manager Standardised scores Levels of Progression Identify pupils at risk of underachievement Identify areas for improvement Use information from standardised tests Use information from formative assessment Use this information to set appropriate targets for individual pupils

Under Achievement Low Achievement 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 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.

AUDIT

Audit Process Why? Who? What? - http://www.welb-cass.org/site/postprimary.asp?sector=pp How? When? Why? Raise standards DE Requirement to submit annual action plan – School Development Plan Outcome of ETI report School focus on self-evaluation – TTI Who? Key Stakeholders (Coordinator and Principal are taken as read): Whole staff (active involvement) Pupils eg pupil observations, qualitative feedback, attitudinal questionnaires Parents – where appropriate eg supporting reading in the home, positive attitude to numeracy Board of Governors may need to be kept up to speed with some of this work What? Analysis of data already carried out may have identified an area for improvement This will enable you to choose the audit tool which is fit for your purpose How? Vital to have a culture of openness and transparency Allocate time – preparation and implementation – directed time, SDD All staff must be given opportunities to discuss the indicators and come to a shared understanding of the same. Carry out audit – this should be done in a whole staff grouping (within timeframe) Document key points from the discussion, agree, summarise and analyse Ensure that there is appropriate evidence to support the feedback When? Part of an annual process – may not need to be in-depth in every year but should at least be revisited This needs to be done in order to set the baseline for your action plan

WELB English – Literacy Audits UNDERSTANDING IN DETAIL WHAT IS GOING ON Auditing English at KS 3/4/5 Auditing Literacy Across the Curriculum Better English Audit http://www.welb-cass.org/site/subpage.asp?sector=pp&page_area=11&subpage_id=246 We are going to start with auditing and remember that we need to keep a close eye on evidence throughout any auditing process We have copies of an audit which we will give out in a couple of minutes and you will see that it doesn’t matter whether you are auditing literacy or numeracy the points are the same. Important to audit all 3 of these aspects but we need to ensure that, as ETI would say, it goes from ‘paper to practice’ Many school have excellent planning documents but these are not always reflected in classroom practice On the other hand where ETI see good or better practice in the classrooms they would be reasonably confident that effective planning has taken place – even though the paperwork looks a bit frayed around the edges. Effective planning should be a work in progress thereby ensuring that T & L is top of the agenda at all times – ETI would prefer to see a scheme/planner that has been written over and highlighted as this is a clear indication that it is a working document Re Assessment – AfL should be part and parcel of effective T & L and therefore should be able to be ‘seen’ in all classrooms When we think of assessment we tend to focus on summative (end of) assessment – the reality is that where the T & L is most effective then the output of this is that standards are raised. This will of course only happen if you have used and analysed your data efffectively Again we are not saying that you should not should not audit assessment in your school, we are merely suggesting that T & L should be the key

WELB Mathematics-Numeracy Audit UNDERSTANDING IN DETAIL WHAT IS GOING ON Planning Teaching and learning Assessment Leadership and Management http://www.welb-cass.org/site/subpage.asp?sector=pp&page_area=22&subpage_id=305

Exemplar Numeracy Audits Better Maths - Self-Evaluation Audit Better Maths – The Quality of Monitoring and Evaluation Audit based on Characteristics that Determine Effective Provision for Literacy & Numeracy WELB Audit of Mathematics-Numeracy Audit to Determine Areas for Improvement in Year 8 Mathematics

Audit Based on ETI Survey This audit is based on the ETI Survey Report Literacy and Numeracy in Primary and Post-Primary Schools: Characteristics that Determine Effective Provision   Inspected: November 2007 & January 2008

Action Planning

Action Planning Identify the focus for the plan Establish the baseline Set the targets Identify the success criteria Agree the approaches Identify specific strategies for monitoring and evaluating Agree the timescale Cost the plan Give out blank action plan format and discuss headings Points to note: Specific targets - clear and unambiguous - related to pupils’ learning, progress and achievement Teaching and learning strategies designed to meet these targets Evidence to judge success in achieving these targets Identification of tasks to be carried out to achieve the targets set and who is responsible for doing them Time required to carry out tasks Cost in terms of the budget, staff time, staff development and other resources Clearly defined responsibilities for monitoring the implementation of the plan; and Evaluating its impact over time. SMART Targets: Specific: it will be difficult to determine whether you have met your target if it is not clear and explicit. Measurable: unquantifiable targets will mask the efforts which teachers have made in working towards the targets. Attainable: targets should represent real improvement on the school’s current position while reflecting what can realistically be attained in the time available. Realistic: targets can only be met if the appropriate resources are available eg time, support, materials. Time-bound: an end date is essential so that progress can be monitored through the SDP process, achievements can be recognised and further targets set.

Action Planning Workshop 52% of pupils will achieve Grade A* - C in GCSE English/Mathematics (an increase of 3.6% on the previous year) All teachers of English/Mathematics will use effective questioning to enhance pupil learning. By June 2013 a whole school Literacy/Numeracy policy will be agreed and implemented. In September 2013, an English/Mathematics support programme will be offered to parents of pupils in Year 11.

Action Planning Workshop In your group discuss the given ‘targets’. Amend the target if you think it is necessary to do so; and Agree on success criteria and approaches to support these targets

Planning in Action Review your own school action plan and consider the following: Are all of the targets SMART? Are there too many/few targets on the plan? Have you identified appropriate success criteria? Do your approaches support the development of your target?

Monitoring and Evaluation

MONITORING is the activity that is undertaken routinely to keep a check on progress and to check that what is supposed to be happening is happening in the way that was planned. EVALUATING Is the process of looking at the data/information gathered through the process of monitoring and making judgements about that data. These tend to be the areas on the action plan that are left to be completed but are nonetheless equally important. How this is done should be based on the overall policy for Monitoring and Evaluation within the school.

Monitoring and Evaluation Workshop In your group discuss the given strategies and agree on the most appropriate ones to use in order to: monitor; and evaluate each of the targets.

Contact Details Yvonne Mathers SWTC 028 6632 3240 yvonne_mathers@welbni.org Mary Quinn TEC 028 8224 0809 mary_quinn@welbni.org Maggi Clifford STC 028 7138 2632 maggi_clifford@welbni.org