1. Joint Consultative Forum Inequalities in Education October 2016 John Collings, Director of Education

2. Education Directorate
Chief Executive
Gavin Boyd
Education
John Collings
Children & Young People’s Services
Clare Mangan HR
Clare Duffield
Finance and ICT
Joyce Bill
Operations and Estates
Sara Long

3. Setting the Context Programme for Government EA Strategic Plan
Policy/statutory Context
Features of an effective school improvement function

4. Programme for Government
Outcomes Based (indicators / measures)
Collaborative Working (public, private, voluntary, individuals, communities)
Cross Cutting / Interdependent (health, education, culture, economy, welfare)
Stakeholder Engagement
Continuous Improvement
NB: The draft PfG 2016–2020 is currently out for consultation.
The EA Strategic Plan must align with the PfG, not just in its longer term Vision and Mission, but also in identifying long term and short term targets which contribute to society as a whole.
The PfG sets a different approach which focuses on the impact on people rather than the actions taken within Government. It focuses on the major societal outcomes that the Executive wants to achieve and provides a basis for all sectors to contribute to the development of plans and actions. The key elements of this approach are:
a focus on outcomes – these are things with which people can identify such as living longer and healthier lives or getting good jobs – which are designed to stay in place for a generation rather than a single Assembly term and define if we are progressing as a society;
indicators which show the change we want to bring about;
measures that will let us know if we are succeeding;
a focus on shifting what happens in people's lives such as jobs, education and health – not about how things are delivered;
a focus on impact rather than the amount of money spent or the number of programmes that have been introduced; and
an opportunity for the Executive to work with local government, the private sector and the voluntary and community sectors about how we tackle the biggest challenges facing this society.
One of the significant changes in this Programme is that the Executive will be engaging outside Government to develop plans which recognise the various parts that many different organisations and sectors have to play, including local government, the private sector, voluntary and community sectors and beyond to maximise what can be achieved collectively. It recognises the need for a system of Government that works across boundaries, organisations, groups and communities for the common good. The outcomes-based approach creates an opportunity for collaborative working between organisations and groups in the public, voluntary and private sectors. Individuals and communities can also play an active part.
The Framework reflects the messages that emerged from extensive stakeholder engagement which also showed that there is broad support from a wide range of sectors for this new approach.
By the end of 2016, an action plan will be developed for each outcome which will identify the key stakeholders and partners and the plans that will help to achieve success. In so doing, specific strategies and actions will feature with much more joined-up thinking and with greater stakeholder and partner engagement than ever before.
EA will work hard to ensure that it plays a key and important role in this process.

5. PfG – Outcomes (14)
There are 14 strategic outcomes which, taken together, the Executive believes best describes the society we wish to have. The outcomes are expressed in a way that provide a clear direction of travel, enable continuous improvement over time and direct efforts towards developing wellbeing i.e. what our lives feel like when, for example good health, good education, good houses, good communities and good
jobs are put together.

6. PfG – Indicators (42)
The outcomes are supported by 42 indicators which are clear statements for change. Each indicator is accompanied by a measure which is largely derived from existing statistics. These will show performance in relation to the outcomes and will provide a basis to monitor progress and take appropriate corrective action.
Some of these indictors/ measures are very specific to Education e.g. 12 and 13, whilst others are more general. The important point to remember about an outcomes based approach is the contribution that can be made by all partners to furthering the achievement of these outcomes through collaboration. This will be a key focus of the EA Strategic Plan.
Behind the Framework there are explanatory notes for each outcome, indicator and measure. The outcome statements:
• explain purpose and rationale;
• set out the role of the Executive;
• identify key partners; and
• list the relevant indicators.
It is also important to recognise that some measures cannot be shifted quickly. For example, change relating to healthy life expectancy is only possible over a long period of time.

7. PfG – Measures (42) Indicator Measure
10. Improve support for looked after children
% of care leavers who, aged 19, were in education, training or employment
11. Improve educational outcomes
% of school leavers achieving at level 2 or above including English and Maths
12. Reduce educational inequality
Gap between % of school leavers and % of FSME
13. Improve the quality of education
% of schools where provision for learning is good or better
14. Improve the skills profile of the population
The proportion of the workforce in employment qualified to level 1 and above, level 2 and above, level 3 and above, and level 4 and above
15. Improve child development
% of children who are at the appropriate stage of development in their immediate pre-school year
16. Increase the proportion of people in work
Seasonally adjusted employment rate (16-64)
17. Reduce economic inactivity
Economic inactivity rate excluding students
18. Increase the proportion of people working in good jobs
A Good Jobs Index
Example of the specific measures against outcomes and indicators. Some of these will be specific EA targets whilst others will require EA support.
EA and other partners will be required to work creatively and collaboratively to further achievement of PfG targets.

8. EA Strategic Plan
 The Education Authority’s Strategic Plan will be paramount in ensuring that the challenges facing Education, and the public sector in general, are addressed in a way which enables the Authority to continue to provide quality services whilst shaping the future of Education in Northern Ireland.
It is important that the Strategic Plan identifies the direction in which EA is moving, creating an agreed mission, and making clear recommendations for moving from the current position to the future vision.
So far we have looked at the context within which we are planning and the many impacting factors, as well as what Education 2017 might look like.
In this respect, it is important that the principles underpinning development of the Plan are clearly based on these considerations.

9. Statutory Responsibilities, Policy and DE Strategies
ARTICLE 66(1), EDUCATION AND LIBRARIES (NI) ORDER 1986
Training of teachers
ARTICLE 29, THE EDUCATION REFORM (NI) ORDER 1989
Curriculum advice and support
Article 13(3) the 1998 Education Order
BoG to consider any SDP guidance provided by… the Education & Library Boards, and also any inspection findings.
ARTICLE 23, THE EDUCATION (NI) ORDER 2006
Advisory and support services in relation to the curricula and staff of such schools.
EDUCATION (NI) ORDER 2006
- NI curriculum and assessment arrangements
Direction specifying minimum number of qualifying courses for pupils (entitlement framework)
Article 12 of the 2006 Order imposes a further requirement that the Scheme of Management shall provide that it is the duty of the Board of Governors, when determining or reviewing the curriculum policy in relation to its school, to consider any representations made to it regarding the curriculum by the Education Authority, CCMS, (where the school is a Catholic maintained school) or any other body connected with the community served by the school.  
Curriculum advice and support by boards
23.—(1) Each board shall prepare and submit to the Department a scheme for the provision to all grant-aided schools in its area of advisory and support services in relation to the curricula and staff of such schools.
(2) A scheme under paragraph (1) shall be in such form as the Department may direct and shall in particular contain provision—
(a)requiring the board, in accordance with a programme prepared under Article 149 of the 1989 Order, to secure the provision of further training for teachers (whether or not employed on the staff of a particular school);
(b)empowering the board to pay to persons undergoing the training referred to in sub-paragraph (a) travelling and other allowances at such rate or of such amount and subject to such conditions as the board may determine;
(c)enabling the board to provide teaching and training materials for use in schools or by persons undergoing the training referred to in sub-paragraph (a);
(d)enabling services, training and materials mentioned in the scheme to be provided by the board itself or through the agency of another board, person or body;
(e)requiring such services, training and materials to be provided free of charge;
(f)requiring the board to secure the agreement of the Board of Governors of a school to the entry into that school for the purposes of the scheme of any persons employed by the board.

10. Statutory, Policy and DE Strategies
Promoting stronger links between schools, families and communities, including through the Extended Schools and Full Service Schools Programmes 2006
The Review of Irish-medium Education Report 2008
Every School a Good School- A policy for school improvement 2009
The Education (School Development Plans) Regulations (NI) 2010
A copy to be provided to the Board
Count, Read: Succeed - A strategy for literacy and numeracy 2010

11. Statutory, Policy and DE Strategies
The Science, Technology, Engineering and Mathematics (STEM) strategy – Success through Stem 2011
Learning to Learn – A Framework for Early Years Education and Learning 2013
ARTICLE 2(3) THE EDUCATION ACT (NI) 2014
Encourage, facilitate and promote shared education
SHARED EDUCATION ACT (NI) 2016
Encourage and facilitate shared education
Learning Leaders- A strategy for teacher professional development 2016

12. Current SDS Advisory Staff
3 ASEOs
2 Senior Advisers
13 Advisers
23 AAOs
4 Advisory Teachers
+ Advisory officers working in project teams
+ Administrative and technical support
+ C2k & Area Planning

13. Numbers of Schools by District
Council District Pairings
Total
Antrim & Newtownabbey /Mid & East Antrim
154
Armagh, Banbridge & Craigavon / Lisburn & Castlereagh
190
Belfast
187
Causeway Coast and Glens / Derry & Strabane
203
Fermanagh & Omagh / Mid Ulster
237
Newry, Mourne & Down /North Down & Ards
208

14. School Focused Duties
Managing and overseeing the support programmes for priority schools
Monitoring of School Development Planning, target setting and SDDs
Inspection response: attendance at inspection report-back meetings and initiation of any follow-up action required
Scrutiny of school performance indicators to identify any schools in need of support and possibly intervention
Assessor support for principal/VP appointments in schools
Provision of general educational advice for schools and other stakeholders e.g. area planning process
Implementation of actions for Achieving Belfast, Achieving Derry/Bright Futures, Full Service Schools, West Belfast Project
Support for ‘Learning Leaders’ – the national professional development strategy for teachers and leadership of schools
Support for extended schools and neighbourhood renewal programmes
Support for Beginning Teachers and First Time Principals
Support for Governors
Support as required for Area Learning Communities / EF implementation

15. System Focused Duties Area Planning – lead agency
Regional governor training programme
First time principals’ training programme
Regional teacher induction programme
PQH and emerging leadership programme
Key Stage 2/3 literacy and numeracy programme
Shared Education – ‘promote, facilitate and encourage’ (eg) Shared Campus projects, SE Signature Programme
Irish Medium Education – ‘facilitate and encourage’
STEM CPD and STEM module
CEIAG CPD
North/South DE /DES Programme (eg) Peace IV
C2K
Community Planning – statutory partner
ESAGS TV and EA TV
AMMA centre and AMMA CPD programme
Management of the Education Library Service

16. Effective School Improvement
In diverse education systems the most effective school improvement functions:
Adopt adaptive styles of leadership
Move radically to enable school to school support
Are prepared to use third parties
Broker intervention as well as support
Have clear measures of accountability

17. Inequalities Working Group
Terms of Reference
To consider the implications of the research and report for the EA
To review relevant data on inequalities in education
To develop an understanding of the scope of the work by the EA by engaging with relevant services within the Education and CYPS directorates that seek to address inequalities
To agree strategic priorities for the EA in order to address key inequalities in the short to medium term and ensure these are reflected within the EA business plan
To report on progress against the EA business plan and corporate risk register
To report on emerging issues around key inequalities in education

18. “The Equality Commission has published a new assessment of the experiences of people in education across all the equality grounds in Northern Ireland.  The draft statement highlights areas where there are educational challenges and how these impact on children.”
Press release, Oct 2015
“Many children in Northern Ireland continue to experience persistent inequalities in education. The equality grounds where key inequalities were highlighted include: ethnicity, disability and gender, among others. These key inequalities are lifelong and impact upon the whole education journey.”

19. Evidence Base
Queens University, Belfast contracted as independent researchers to:
review a wide range of literature and data;
conduct an analysis of available education data from government departments; and
carry out primary qualitative research in the form of focus groups, interviews and an expert seminar with key stakeholders.
Resultant research report published in March 2015 ‘Education Inequalities in Northern Ireland’ (Burns et al)
Draft Statement also supported with reference to a wide range of additional sources
Draft Statement also supported with reference to a wide range of additional sources including publications and research reports from government departments, the community and voluntary sectors, academic research and the Commission’s own research archive.

20. Observed differences/inequalities
Bullying, including prejudice-based bullying, in schools is a persistent problem
Males have persistently lower levels of attainment than females, beginning in primary school and continuing throughout schooling to GCSE and A Level
Females in higher education have a lower share of enrolees in the STEM subject area of ‘Maths, IT, Engineering and Technology’ than their share of the population

21. Observed differences/inequalities
Protestants persistently have lower levels of attainment than Catholics at GCSE and A Level
There is persistent underachievement and lack of progression of working class Protestants, particularly males

22. Observed differences/inequalities continued
Children from the Traveller community and Roma children have some of the lowest levels of attainment of all equality groups
Students with SEN or a disability have lower attainment levels than students without any SEN or disability, and are less likely to go on to higher education

23. Initial Focus Action research in schools
‘Digging deep’ to find out what works, where and why
Gathering “practical” evidence to help plan further investigation
Dissemination of effective practice

24. What does the School Development Service do?
OFMDFM DSC Signature Projects:
Literacy and Numeracy
Shared Education
Extended Schools Programme
STEM CPD and STEM CEIAG Programme
Achieving Derry / Achieving Belfast
Greater West Belfast Project
‘Focus on Boys’ Project and ‘Boys Will Be Brilliant’ Project
DE has allocated a small annually in recent to provide CPD to develop planning and innovative practice in Science subjects.
They have also allocated a small budget for STEM CEIAG, an aspect of which last year was provision of Women into STEM conferences in partnership with Belfast Met and South West College. A number of ALCs worked with a number of external providers including W5 and Eye 4 Education and Sentinus to promote females into STEM related occupations. A number of STEM firms were represented by female staff at a number of general STEM Career conferences.

25. Moving Forward…
The SDS will continue to prioritise schools for support based on inspection outcomes
Intervention strategies for pupils who are underachieving will continue to be promoted
Targets for FSME pupils will be requested from schools and these will be scrutinised to ensure they are robust and challenging
DE funded initiatives will be taken forward, enabling CPD opportunities