1. http://www.neelb.org.uk Presentation to SELF Conference 28 th September 2011 Roisin Marshall

2.  Managed by the North Eastern Education and Library Board  Vision T he Primary Integrating/Enriching Education Project aims to establish sustainable, partnering relationships at primary level to enhance the quality of the educational experience and contribute to community cohesion.

3. NEELB IFICnaG NICIECCMS

4. Bain Report highlighted this as an example of Integrating Education- can it work? NEELB Integrating Education Pilot Project 2007-2009 Community Cohesion Support for small schools-Sustainable Schools Policy Support for The Arts, The World Around Us Links with PD &MU

5.  87 small rural primary (enrolment of less than 105) schools in NEELB area  Sustainability issues  Collaboration at post primary level but not at primary  These schools are essentially serving children from different religious and cultural backgrounds  Some schools had previously been involved in shared activities at pupil level

6. Establish partner Build Bui E Establish partnerships Build collaborative links/ relationships Shared classes and activities Educational, economic and societal benefits

7. Level 1. AssociationLevel 2: Co-operationLevel 3: PartnershipLevel 4: Confederation Informal discussion between Principals Planned activitiesJoint planning for joint activities Joint project management group Low level sharing of resources e.g. books/space Documents/schemes of workShared staffJoint planning and target setting Virtual communication e.g. email, web cam Resources- physical/human/financial Shared resources- physical/human/financial Joint responsibility for implementation of:  Activities  Joint staffing  Shared budget/portion of budget  Shared accountability Face to face contact of same children and adults longer than an hour at a time over a few weeks per year Frequent and sustained face to face contact of same children and adults e.g. 6 weeks in a row per term Frequent and sustained contact of same children and adults over full school year ‘ In the confederation model, schools of the same or different, management types in an area work together in arrangements involving the exchange of staff and pupils, or both. Pupils may be taught together for certain subjects, teachers may teach in more than one school, specialist facilities may be used by all the schools and the schools may share administrative staff. Each school remains accountable to its own principal and board of governors. A confederation is in effect a pool of expertise.’ Schools for the Future: Funding, Strategy, Sharing-Report of the Independent Strategic Review of Education Chapter 12

8. ‘In the confederation model, schools of the same or different, management types in an area work together in arrangements involving the exchange of staff and pupils, or both. Pupils may be taught together for certain subjects, teachers may teach in more than one school, specialist facilities may be used by all the schools and the schools may share administrative staff. Each school remains accountable to its own principal and board of governors. A confederation is in effect a pool of expertise.’ From: Schools for the Future: Funding, Strategy, Sharing-Report of the Independent Strategic Review of Education Chapter 12

9.  27 schools in PIEE-11 partnerships  Shared classes/afterschool activities/joint staff development/shared governor/parent meetings and events  1431 children involved in PIEE- 1374 (nearly 90%) pupils visited a school of a different management type in each year.  834 hours of shared classes took place over the last two years.  131 joint afterschool sessions were conducted over two years.  125 (100%) teachers engaged in shared planning with a colleague from a partner school each year.  165 resources/facilities were shared over two years.  56 (45%) teachers were involved in team teaching with teachers from another school in their partnership each year.  16 teachers engaged in teacher exchange within their partnership each year  2 shared teachers have been recruited and are being managed jointly by both Principals

10. Sharing Space Shared teacher expertise Building relationships Sharing resources Afterschool Classes Shared Classes

11. 35 Principals/teachers have gone through an intense 5 day programme on Leadership, Diversity and Partnering 35 Principals have gone through an intensive 5 day Leadership, Diversity and Partnering (LDP) Programme

12. ‘Hopefully all the communications and sharing will turn into habit which like bigotry itself will be hard to break. The more people that are on board, the easier it is to set the habit.’ Principal of a PIEE school

13. I would love more time to explore the other school, their school looks great ! Pupil P’ship 9

14. ‘I wish we could have more free time together to learn about what they like and we can tell them more about us.’ Pupil P’ship 9

16. Sharing space

17.  All educational partners were involved from the beginning  Governors were committed to their school’s involvement  Clear process of action planning, synchronised staff development days  Clear links to curriculum not an add-on  Partnering work included in the School Development Plan  LDP Programme (networking and support for Principals)

18. Level 4: Confederation Joint project management group Joint planning and target setting Joint responsibility for implementation of:  Activities  Joint staffing  Shared budget/portion of budget  Shared accountability Frequent and sustained contact of same children and adults over full school year

19. Go to http://www.neelb.tv/primary/piee/ http://www.neelb.org.uk/schools/piee/ Or contact: Roisin Marshall Project Manager NEELB Antrim Board Centre 17 Lough Road Antrim BT41 4DH 02894 482200