1. Principals’ Meetings
September 2012

2. Agenda Programme for Government and PSA targets; Key DE Policies;
Every School a Good School
Count, Read: Succeed
Revised curriculum and assessment arrangements (CCEA)
Entitlement Framework
Extended Schools
CRED
Key dates
CASS model of support
Programme for Government, Published March
Pages 16 – 19 outlines ‘Where we are’ (baseline position).
18 specific examples of how the Executive has benefitted people, for example in context of education:
Introduced a new school improvement policy which has seen the percentage of school leavers achieving at
least 5 GCSEs at A*-C (or equivalent) including GCSE English and Maths increasing from 53% to 59%, (page 19)
In their approach (remainder of document, pages 21 – 55) they outline key commitments for the period under 5 priorities.
Under Priority 2, ‘Creating Opportunities, Tackling Disadvantage and Improving Health and Wellbeing’ one of the key commitments is
Improve literacy and numeracy levels among all school leavers, with additional support targeted at underachieving pupils (DE), (page 40)

3. Programme for Government/ PSA Targets
Key Stage 2
% of pupils achieving the expected level (Level 4) or above in Communication (English) (Irish – IME) to 86% by 2015
(2011 position: 78.5% (boys), 88.3% (girls),
89.5% (IME)
% of pupils achieving the expected level (Level 4) or above in Using Maths to 86% by 2015
(2011 position: 80% (boys), 85.4% (girls)
DE, ETI, WELB - Aware of new Levels of Progression
Will be a period of time until new arrangements are embedded;
Schools set targets based on new levels of progression – refer to baseline data from last year, consider current cohort of pupils, set targets accordingly.
Refer to Assessment Guidance given by CCEA (A4 Green Book, in CCEA pack) same booklet for primary and post primary. Additional information just published by CCEA and now in schools – red booklet – Assessment Arrangements for Communication and Using Mathematics , in relation to pupils in the final years of Key Stages 1 and 2.

4. Programme for Government/ PSA Targets
Key Stage 3
% of pupils achieving the expected level (Level 5) or above in Communication (English) to 83% by 2015
(2011 position: 71.2% (boys), 86.7% (girls))
% of pupils achieving the expected level (Level 5) or above in Using Maths to 82% by 2015
(2011 position: 72.7% (boys), 81.1% (girls))
NB DE, ETI, WELB - Aware of new Levels of Progression
Will be a period of time until new arrangements are embedded;
Schools set targets based on new levels of progression – refer to baseline data from last year, consider current cohort of pupils, set targets accordingly.
Refer to Assessment Guidance given by CCEA (A4 Green Book, in CCEA pack) same booklet for primary and post primary.

5. Programme for Government/ PSA Targets
Key Stage 4 % of school leavers achieving 5 or more GCSEs at Grades A*- C (or equivalent) including GCSEs in English and Maths to 66% by 2015; (62% boys, 70+% girls) (2011 position: 55.2% (boys), 66.2% (girls)) % of school leavers with entitlement to free school meals achieving 5 or more GCSEs at Grades A*-C (or equivalent) including GCSEs in English and Maths to 49% by 2015 (2011 position: 34.4%)
The PfG requires us to have a particular focus on attainment at the level of 5 or more GCSEs at A*-C (or equivalent) including GCSEs in English and Maths.
Note the emphasis on School Leavers and also on School Leavers with entitlement to FSM, the measure used to target young people from disadvantaged backgrounds.
Over the past 5 years – improvement in the attainment levels of school leavers – 2006 – 53% achieved at least 5 good GCSEs or equivalent, including English and maths – 59.5% (almost 3,000 more young people).
If the 2015 targets are to be achieved – the focus must be on the current cohort of pupils in Years ie will be at or above school leaving age by June 2015.

6. Programme for Government/ PSA Targets
Post 16
% of school leavers achieving at least 2 A Levels at Grades A*- E (or an equivalent level 3 qualification) to 62%
(2011 position: 56.7%)
As above but for pupils entitled to free school meals, to 38%
(2011 position: 31.6%)
% of school leavers achieving 3 or more GCE A-Levels at grades A*-C (or equivalent);
% of school leavers entitled to free school meals achieving 3 or more GCS A-Levels at grades A*-C (or equivalent);
* 3 or more GCE A – levels; Note at present this is not a PSA target; However it is used by DE and ETI as a measure of performance.

7. WELB Primary Schools WELB an improving Board
However the achievement gap between girls and boys is consistent, at around 10% in Communication
In Using Maths there is also an achievement gap but this is less pronounced at around 5%

8. Post-Primary Schools
The achievement gap continues at 5+ GCSE A*-C and 5+ GCSE A*-C including English and Maths at around 10%
The percentage of boys achieving no GCSEs is greater although this trend has got smaller in the last number of years.
At GCE there is a levelling out.

9. DE Policies Every School a Good School Count, Read: Succeed
Revised curriculum and assessment arrangements (CCEA)
Entitlement Framework
Extended Schools
CRED

10. Every School a Good School
Raise the levels of attainment for all young people, the proportion of school leavers not attaining 5 good GCSEs including English and Maths, is still too high at 40.5%
Unacceptable gaps in achievement between the most and least well-off pupils
Too many young people leaving school with poor literacy and numeracy skills, average by OECD standards
School improvement policy - is centred on the following 6 key areas: (pg 17)
(i)effective leadership and an ethos of aspiration and high achievement;
(ii) high quality teaching and learning;
(iii) tackling the barriers to learning that many young people face;
(iv) embedding a culture of self-evaluation and self-assessment and of using
performance and other information to effect improvement;
(v) focusing clearly on support to help schools improve – with clarity too about the place of more formal interventions where there is a risk that the quality
of education offered in a school is not as high as it should be; and
(vi) increasing engagement between schools, parents and families, recognising
the powerful influence they and local communities exercise on educational
outcomes.

11. Count, Read: Succeed
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 Address continuing underachievement with support from outside the school
DE Literacy and Numeracy strategy,
Bullet points above - Ref Para 5.1 – How to raise standards in literacy and numeracy.

12. Entitlement Framework
Becomes statutory from 2013
Full implementation by 2015
Focus on outcomes of school leavers (including those pupils entitled to FSM)
Broad and relevant curriculum
Appropriate progression opportunities for ALL
Funding
EF will become statutory – Commencement Order has been made, Ref latest circular DE 2012/09.
Focus for schools must be on outcomes of school leavers
supported by a broad and relevant curriculum,
progression opportunities for ALL pupils – ref pupils in Yr 12 – if they become school leavers will be recorded in school’s data as such. Suitable curriculum for all returners in Yr 13 – GCSE English and Maths / level 2 programme, if needed
Funding:
Expectation that delivery of all aspects of curriculum (including EF) will be undertaken from within schools’ delegated budget – currently work underway on review of the Common Funding Scheme.

13. Extended Schools - Eligibility
51% or more from Neighbourhood Renewal Areas (NRA)
30% from most disadvantaged wards or Super Output Areas (SOAs)
37% or more of pupils Free School Meal Entitlement (FSME)
DENI sets formula for eligibility – important schools return post codes in the Oct census and encourage uptake of FSM.
Eligibility determined on school meeting any one or more of above criteria.

14. Extended Schools – DE Guidance
The Extended Schools programme has a clear focus on improving educational outcomes, reducing barriers to learning, and providing additional support to help improve the life chances of disadvantaged children and young people.’ DENI Circ 2010/21
Target on FSM - A* to C
Target on FSM now part of target setting process. Action plans need to reflect efforts to identify and support these children.
Can they stand over the current plans as plans for improvement.
Extra 15% to clusters for engaging parents regarding Num/lit this year on top of 15% for clusters

15. Community Relations, Equality and Diversity
IMPLEMENTING CRED POLICY
The Community Relations, Equality and Diversity in Education (CRED) Policy was introduced in March The policy’s stated aim is to:
“Contribute to improving relations between communities by educating children and young people to develop self-respect and respect for others, promote equality and work to eliminate discrimination, and by providing formal and non-formal education opportunities for them to build relationships with those of different backgrounds and traditions within the resources available”.
The Policy may be accessed at

16. CRED: DE priorities Capacity Building for Schools and Teachers
Two courses are being offered to schools
Moving Ahead with CRED. This is an introductory course which involves 1 day plus 2 clusters
Embedding CRED. This is targeted at more experienced practitioners or as follow-on course to the above course. This will involve 1 day plus 2 clusters
Letters giving more detail is on its way to schools.
The courses are based on a school development and improvement model and participants will be engaged in small scale improvement work in their own school during the course over a 3 month period.

17. CRED Enhancement Scheme
The CRED Enhancement Scheme is intended to provide financial support to enable schools to develop initiatives that support the implementation of the policy by providing opportunities for meaningful interaction between children and young people on community relations, equality and diversity issues.
Application process is online at
Closing Date: 12th October 2012
Information sessions have been held for schools on the scheme which is significantly different from funding programmes in previous years.
Guidance on the scheme is on the website.

18. CASS Support for CRED CRED TEAM Oonagh McNelis: TEC Frances Boyd: TEC
Anne-Marie Poynor: NWTC
June Neill: NWTC
CRED Website has a range of information to support schools in the implementation of the policy

19. Key dates: By Wednesday 31st October, 2012:
All schools must submit:
School Development Plans
(and relevant action plans);
Targets for 2012/13;
Pro-forma detailing the planned use of SDDs/Baker Days, in support of above.
Ref letter sent to all schools in May 2012 re SDDs, SDPs and Targets.
SDP – If new it must comply with the new regulations. Reference the SDP self evaluation – self assessment checklist which may assist schools in assuring themselves that their new SDP does meet the regulations.
Some flexibility for schools developing a new 3-year plan – speak to relevant District Adviser.

20. Workshop
How might this checklist support you to evaluate your school development plan?
Feedback
CASS have found it useful when considering SDPs in preparation for providing support to schools;
Principal/ SMT
Whole Staff
Governors,
NB The Board of Governors :
has a legislative duty to prepare and revise the school development plan, they may chose to delegate the preparation of the plan to the Principal, they must formally approve the plan and in doing so their formal approval should be minuted, must also approve formally any subsequent revisions to the plan.

21. Primary target template 2012/13
Target template on CASS website, Useful documents for schools.
Targets must be targets for improvement, also focus on targets for children on FSM
Ref Post Primary circular 2012/03 (issued Mar 2012)
Primary circular 2011/18 (issued Sept 2011)

22. Primary target template 2012/13 - Irish Medium Schools
Target template on CASS website, Useful documents for schools.
Targets must be targets for improvement, also focus on targets for children on FSM
Ref Post Primary circular 2012/03 (issued Mar 2012)
Primary circular 2011/18 (issued Sept 2011)

23. Post Primary target template 2012/13
Target template on CASS website, Useful documents for schools.
Targets must be targets for improvement, also focus on targets for children on FSM
Ref Post Primary circular 2012/03 (issued Mar 2012)
Primary circular 2011/18 (issued Sept 2011)

24. Grammar schools target template 2012/13

25. Use of SDDs/Baker Days
DATE
FOCUS OF STAFF DEVELOPMENT
Baker Days
Day
Date
The focus for each day should link to, and support, the priorities identified in the school’s development plan.
Day 1
Day 2
Day 3
Day 4
Day 5
SDDs
Ref letter sent to all schools in May 2012 – All schools asked to submit dates by mid June 2012
Different from previous years - Schools are now asked to re submit pro-forma along with other documents and provide details of the use of the days (if they haven’t already done so)
In sufficient detail to allow reader (Board or DE) to determine that school improvement is the focus.
Ref DE Circular 2011/21 SDDs
SDDs for the purposes of school improvement and school/staff development. … Taking account of Baker days, this means that each school has up to 10 days available for these purposes.
to be used for self-evaluation and continuing professional development in pursuit of school improvement and raising of standards.
link to and support the priorities identified in the School Development Plan.

26. CASS Model of Support 2012/13
Refer to CASS list 2012/13

27. Supporting School Improvement
Schools with post inspection issues, including those in the Formal Intervention process
Schools where performance improvement will have most effect in closing the gap between highest and lowest achieving pupils
Schools with a school development plan that does not meet the legislative requirements, promote improvement or is in its final year
Schools that have a newly appointment principal (2011/12 or 2012/13)
Amalgamated schools and new schools (2011/12 and 2012/13)

28. Specific DE priorities and statutory functions
Count, Read: Succeed
Entitlement Framework
Extended Schools
CRED
Induction /EPD
Schools Library Service
Governor Support
Some specific extras that need to be highlighted:
BTs – Ensure all EPD1 and EPD2 are registered AND re-registered (MUST register every year); Responsibility of school is to support young teachers through the process.
Support for Governors:
Remind this is now a CASS function
Governor Training programme – Importance of Governors attending training (currently analysing % uptake by Governors at training) eg R&S; ALSO highlight letter to all schools sent ??? – highlight CASS input. CRED Autumn term, School Imp/Data Spring term.

29. Plenary