1. ‘Every School a Good School’ ‘Count, Read: Succeed’ School Development Planning WELB-CASS Governor support programme SCHOOL IMPROVEMENT

2. To review the implications of the School Improvement policy: ‘Every School a Good School’ To inform governors of the current statutory requirements for School Development Planning To increase governors’ understanding of the importance of data analysis in the context of the DE’s requirements for target setting and the DE Literacy and Numeracy policy, ‘Count, read: Succeed’. AIMS

3. What is ‘Every School a Good School’ (ESaGS)? It is Northern Ireland’s School Improvement Policy produced by the Department of Education. ( April 2009 )

4. What is the context for ESaGS? Underachievement… Too many (47%) not gaining 5 A* to Cs including Maths and English Social disadvantage and gender effect 20% at Key Stage 2 below Level 4 NI slipping internationally (2003-06) OECD data Elements of low quality leadership and teaching

5. ‘Our vision is of schools as vibrant, self-improving, well- governed and effectively led communities of good practice, focusing not on institutions but on meeting the needs and aspirations of all pupils.’ What is at the heart of ESaGS?

6. Characteristics of a Good School (ESaGS) Child-centred provision High quality teaching and learning Effective leadership A school connected to its local community The indicators of effective performance associated with each characteristic are clearly set out.

7. Count, Read: Succeed ESaGS http://www.deni.gov.uk/count_read_succeed_a_strategy_to_improve _outcomes_in_literacy_and_numeracy.pdf

8. 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 at least a level over the course of a Key Stage. Sets out roles for: –school leaders –teachers –education bodies Defines literacy, numeracy and underachievement

9. Overview of Count, Read: Succeed Aligns 6 strands: 1.Curriculum 2.Assessment 3.Role of teachers 4.Early intervention 5.Schools’ links with parents & communities 6.Sharing best practice

10. LONGER TERM TARGETS FOR IMPROVING EDUCATIONAL OUTCOMES Actual PerformanceMilestones 11 Longer Term Targets 2005/62006/72007/82008/92011/ 2012 2014/ 2015 2019/ 2020 KS2 Communication, in English (% of pupils at expected level) 78.0% 78.8%80.1%83% 12 86%90%+ 13 KS2 Communication, in Irish (% of pupils at expected level) – pupils educated through the medium of Irish 77.7%83.1%80.7%82.0%84% 14 86%90%+ 15 KS2 Maths (% of pupils at expected level) 80.0%79.5%80.6%81.3%84% 16 86%90%+ 17 KS3 Communication, in English (% of pupils at expected level) 76.6%78.2%79.2%78.9%81%83%85%+ KS3 Communication, in Irish (% of pupils at expected level) – pupils educated through the medium of Irish 86.1%93.3%88.1%92.1%85% 18 +85%+ KS3 Maths (% of pupils at expected level) 72.9%74.4%74.1%77.3%80% 19 82%85%+ School leavers with at least 5 GCSEs A*-C (or equivalent) inc GCSEs in English & Maths 52.6%54.2%56.3%58.4%61% 20 66%70%+

11. LONGER TERM TARGETS FOR IMPROVING EDUCATIONAL OUTCOMES Actual PerformanceMilestonesLonger Term Targets 2005/62006/72007/82008/92011/ 2012 2014/ 2015 2019/ 2020 School leavers with at least 5 GCSEs A*-C (or equivalent) inc GCSEs in English & Maths - Girls 58.4%59.6%62.6%63.7%65%70+%70%+ School leavers with at least 5 GCSEs A*-C (or equivalent) inc GCSEs in English & Maths - Boys 47.0%49.0%50.2%53.1%56%62%70%+ School leavers with at least 5 GCSEs A*-C (inc GCSEs in English & Maths) – FSME21 pupils only 26.3%27.1%27.7%29.7%39% 22 49%65%+ School leavers with at least 5 GCSEs A*-C (or equivalent) inc GCSEs in Gaeilge, English & Maths – pupils educated through the medium of Irish Validated Gaeilge data have not been collected as part of the School Leavers Survey. A process for collecting and validating these data will be established for results in the 2009/10 academic year. TBC 70%+

12. 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%+

13. TEACHERS At the centre of the strategy Address underachievement as soon as it emerges PRINCIPALS Ensure time and authority for literacy and numeracy co- ordinators and in IM schools, Irish, to lead planning and assessment throughout the school Link the SDP and written literacy and numeracy policy to teachers’ development (including PRSD where appropriate) Culture of accountability re literacy and numeracy

14. Count, Read: Succeed 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

15. Reduce the attainment gaps Analyse their performance data to improve their provision…and outcomes Ensure that Literacy and Numeracy have high priority, through the implementation of the Count Read: Succeed Literacy and Numeracy Strategy Understand that strong, effective governance and leadership is important…and … The classroom teacher is absolutely central Expect formal and prompt intervention to address poor provision What do schools need to do?

16. “The Board of Governors of a school has the responsibility for ensuring that the Principal, and the staff, put in place all the necessary arrangements and mechanisms to help each pupil to succeed and to achieve to her or his full potential”. “The Principal and the Board of Governors will be accountable to ESA for the quality of provision and the standards attained by their pupils and will be under a duty to co-operate with ESA in the exercise of its improvement functions”. Every School A Good School p.35 The role of governors?

17. “The Board of Governors should work with the school Principal in monitoring and evaluating the school’s performance and to promote self-evaluation as a means to achieve school improvement”. Every School A Good School The Governors’ Role: A Guide for School Governors, Executive Summary, p3 The role of governors?

18. Outstanding Very Good Good Satisfactory Inadequate Unsatisfactory ETI inspection indicators

19. WORKSHOP Consider the issues from the inspection report and identify the actions you, as governors, would take to move this school forward.

20. (Department of Education) ‘Every School a Good School’ The Governors’ Role A Guide for Governors

21. CHAPTER 3: Overview - strategic and corporate roles and responsibilities of the BOG. CHAPTER 6: Education Standards -Roles and responsibilities in relation to education standards including SDP.

22. School Development Planning The Context ‘Every School a Good School’ ‘Count,Read: Succeed’ The Education (School Development Plans) Regulations (Northern Ireland) 2010

23. What is a School Development Plan (SDP)? The School Development Plan is a 3 year strategic plan for improvement based on: the school’s analysis of current levels of performance. assessment of how current trends and future factors may impact on the school priorities and targets for improvement for the period ahead.

24. Regulations 2010 The School Development Plan must contain: “ Identification of the areas for development, which shall be informed by the school’s self-evaluation”. “Self-evaluation must be an integral part of the school development planning process”. DE School Development Planning 2010

25. The school improvement process / self evaluation Improving outcomes for all pupils What is our vision for our school? How well are we doing? What more do we want to achieve in 1 to 3 years? What must we do to make it happen? Take action and review progress

26. Bottom 50% of schools Top 50% of schools Bottom 25% of schools Top 25% of schools Mid-Point Lower Quartile Median Upper Quartile 95 th Percentile Top 5% of schools BENCHMARKING TERMS The diagram illustrates the benchmarks for schools of similar groups (FMS). LQ – the actual results of the school that was quarter of the way up. 75% of schools achieved or bettered schools in the group. The following 25% are below median, the next 25% are above median and the top 25% of schools are in the upper quartile. The top 5% of schools fall into the 95th percentile for that particular group of schools.

27. WORKSHOP School Development Planning 2010 Regulations Read the regulations. Note the language used. Discuss the implications for schools.

28. Commonly used phrases Requirements What this means A Statement and Evaluation ofTell us what you do and how well it works. A Summary and Evaluation ofSummarise what you do and how well it works. An Assessment ofGive a balanced account of current status. The arrangements made toWhat processes are in place? Identification ofTell us about priorities and how you decided upon them.

29. Monitoring, Review and Revision of SDP Board of Governors of a grant-aided school shall: monitor and review the progress made during each school year against the SDP and revise it as necessary revise the SDP no later than 3 years after its publication revise the SDP no later than 6 months following the publication of an inspection report.

30. The Responsibilities of Governors ’Schools are required by legislation to set their own targets for improvement, including targets for Literacy and Numeracy. These must be included in the School Development Plan.’’ The School Development Planning and Target Setting Circular September 2011

31. The Responsibilities of Governors The Board of Governors: ensure that the School has a SDP which has been prepared in accordance with the regulations. formally approve the SDP and any subsequent revisions. ensure that a copy of the SDP is submitted to the Education and Library Board and the relevant employing authority. monitor and review the progress made during each school year against the SDP and revise as necessary

32. WORKSHOP School Development Planning 2010 Regulations Discuss in your groups the questions you, as Governors, should ask the Principal/Senior Leadership Team, in relation to the School Development Plan.