1. Creating Magic Through Collaboration
Scottish Borders Council - Earlston Cluster
SEIC Conference
5th March 2019

2. “Individually we are one drop; but together we are an ocean.”
– Ryunosoke Satoro
Good morning / introduce myself
Fantastic to be here
Presenting in front of our colleagues from SEIC
Representing Cluster and Local Authority
To be talking about ‘magic’ – a story not often captured in a world of intelligent data and triangulation of evidence
Our story is one of collaboration
HTs of E C (8 primary, 1 HS) building on years of collaborating to combine their PEF funding to address a recognised need in numeracy
The creation of a dedicated team to plan and facilitate the project; PEF strategic lead; programme co-coordinator; Additional Needs Assistants
As well as collaboration within the team and HTs, there was also collaboration with Scottish Attainment Advisors, LA Attainment Officers – to plan and implement the project using the Quality Improvement Methodology
Ultimately, working together to have used the Quality Improvement Methodology to make a measurable difference for over 60 of the most vulnerable children in our cluster
Where is the magic?
1. In the impact for the learners
2. The empowerment of all staff
3. The empowerment of a class teacher.
Over to Kim

3. Identifying the Cluster need 2017 /2018
Total number of PEF eligible pupils per school:
Free School Meals
Clothing Grant
Looked After Children
Hidden Poverty
Attainment data for all PEF eligible pupils
Attainment trends primary / secondary JW

4. CAP1 & CAP2 Identifying the Cluster need 2017 /2018
Information gave us a clear rationale for Children Affected by Poverty to receive a Numeracy and Maths intervention (CAP1)
Learners with high attainment in Numeracy and Maths receive a Health and Wellbeing intervention (CAP2) JW

5. Identifying the Cluster need 2017 /2018
CAP1
68 learners
GL Assessment used as cluster baseline
Measures; Stanine, Standardised Age Score; Total Raw Score; Number, Money and Measure score JW

6. Intervention Knowledge Cluster / School Evaluation
Identifying the cluster aim – CAP1
Intervention Knowledge
Baseline Data
Cluster / School Evaluation JW

7. Implementation – PlanningJW

8. Programme Coordinator
Implementation - Leadership
Strategic Lead
Cluster DHT
EHS
ANA 2.00 FTE
CPS
ANA 0.44 FTE
EPS
ANA 0.66 FTE
GPS
ANA 0.34 FTE
LPS
ANA 1.00 FTE
MPS
St.BPS
NPS
Programme Coordinator
CT 0.44FTE JW

9. Implementation - Staffing
Melrose PS KW
Lauder PS

10. Implementation – Intervention: Target setting
Collaboration with class teacher
Collaboration with SfLT, ANA and pupil
Earlston HS
Gordon PS KW

11. A timed assessment with no support
Implementation – Intervention: Baseline
A timed assessment with no support
4/ minutes no support KW

12. Implementation – Intervention: Daily sessions
Interactive
Activity focused on their target
Gordon PS KW
Lauder PS

13. Implementation – Intervention: Daily sessions
1:1
A quiet space
Earlston PS KW
Channelkirk PS

14. Implementation – Intervention - Weekly Assessments
Pupils complete run charts
Newtown PS KW

15. Project evaluation 2017/2018 Quantitative Data People’s Views
Pupil run charts
Monthly frequency returns / QA records
Stanine measures
Standardised age scores
Number, money and measure scores
Raw score data
People’s Views
Pupil surveys
ANA surveys
SfL surveys
Cluster CT surveys
Direct Observation
Programme coordinator quality assurance – intervention observation JW

16. Quantitative Data
63% of CAP 1 pupils demonstrated an increase of at least 1 stanine in their standardised testing scores in maths and numeracy. JW

17. Standardised Age Score
Quantitative Data
76% of CAP 1 pupils have demonstrated an increase in their Standardised Age Score (SAS)
Standardised
Age
Score JW

18. Number, Money & Measure score
Quantitative Data
79% of CAP 1 pupils demonstrated an increase in their Number, Money and Measure scores
Number, Money
& Measure
score JW

19. Total raw score Quantitative Data
82% of CAP 1 pupils demonstrated an increase in their total raw scores (TRS)
Total raw
score JW

20. Quantitative Data Cluster Final Assessment May 18 Below Average
Above Average JW

21. Self-belief Motivation Engagement Confidence
Quantitative / Individual’s Views
Self-belief
Motivation
Engagement
Confidence KW

22. Individual views Laura, P7
I’m delighted to see the increase in Laura’s confidence and willingness to explain her thinking within numeracy. She is able to recall basic number facts much more readily.
I didn’t think I could do my 8 times table at first but look at me now! I feel much more confident with my maths.
Class teacher
Anything that helps Laura is fantastic. I am very grateful for the support and patience (the ANA) has given her. Laura is always telling me what she does in her 1:1 sessions, they sound a lot of fun.
Laura, P7
Parent KW

23. Year 2 – A changing picture for 2018/2019
Like for like comparisons year 1 and year 2 JW

24. Year 2 – Early balance measures
Pupils…
December 2018
May 2018
October 2018
Enjoy working with an adult away from class most of the time, nearly all of the time or always.
94%
95%
Said that the extra help they are getting is helping them with their learning most of the time, nearly all of the time or always.
96%
98%
Said that the extra help they are getting is making things easier for them in class most of the time, nearly all of the time or always.
97%
Said that the extra help makes them more confident most of the time, nearly all of the time or always.
90%
Said that they know what target they are working on most of the time, nearly all of the time or always
93% KW

25. Year 2 – Aims and development
By May 2019 we aim for 85% of CAP1 pupils to increase by 1 stanine in their standardised testing scores in Maths and Numeracy JW

26. Creating Magic Through CollaborationKW

27. “Individually we are one drop; but together we are an ocean.”
– Ryunosoke Satoro
Good morning / introduce myself
Fantastic to be here
Presenting in front of our colleagues from SEIC
Representing Cluster and Local Authority
To be talking about ‘magic’ – a story not often captured in a world of intelligent data and triangulation of evidence
Our story is one of collaboration
HTs of E C (8 primary, 1 HS) building on years of collaborating to combine their PEF funding to address a recognised need in numeracy
The creation of a dedicated team to plan and facilitate the project; PEF strategic lead; programme co-coordinator; Additional Needs Assistants
As well as collaboration within the team and HTs, there was also collaboration with Scottish Attainment Advisors, LA Attainment Officers – to plan and implement the project using the Quality Improvement Methodology
Ultimately, working together to have used the Quality Improvement Methodology to make a measurable difference for over 60 of the most vulnerable children in our cluster
Where is the magic?
1. In the impact for the learners
2. The empowerment of all staff
3. The empowerment of a class teacher.
Over to Kim

28. Creating Magic Through Collaboration
Scottish Borders Council - Earlston Cluster
SEIC Conference
5th March 2019