1. Principals’ Meeting September 2011

2. Agenda CASS model of support 2011-2012 including: –Induction/EPD –Boards of Governors ESAGS: Count, Read, Succeed Target-setting 2011-2012 School Development Planning Use of School Development Days Community Relations Equality Diversity (CRED) Policy

3. WELB 2011-12 CASS model of support 2011-2012 Induction/EPD Boards of Governors

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

5. Context ESAGS school improvement policy ESAGS supporting newcomer pupils ESAGS way forward for SEN and inclusion Review of Irish-medium Education Draft Early Years (0-6) Strategy Success through STEM

6. 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

7. 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

8. 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%+

9. Teachers At the centre of the strategy Address underachievement as soon as it emerges Continue to address underachievement with support from other staff in the school Continue to address underachievement with support from outside the school Meet the needs of pupils after a non-statutory assessment through the SEN framework

10. 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 Ensure staff have high expectations of pupils Ensure robust tracking and monitoring of pupils’ work Culture of identifying and sharing good practice

11. Literacy/ Numeracy Co-ordinators Given time and authority to fulfil their leadership role: -Lead planning for literacy and numeracy -Lead on identifying the most effective pedagogy -Lead target setting and monitoring of progress -Promote sharing of best practice -Support teachers with underachieving pupils with the support of the SENCO and others within the school

12. In Conclusion 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

13. Target Setting 2011-12

14. Every School a Good School Raise the levels of attainment for all young people Narrow the current gaps in relation to the outcomes achieved by boys compared with girls and between those most and least disadvantaged Narrow the gap between the highest performing and lowest performing pupils and schools

15. Target Setting Process 2011-2012 To be completed and returned to WELB by 28 October 2011 Name of School: Principal: Chair of Board of Governors: In accordance with the current legislation schools are required to set targets under the following headings: TARGETS FOR 2011/2012 Total Boys in Year Group Number of Boys in Year Group Achieving % of Boys Achieving Total Girls in Year Group Number of Girls in Year Group Achieving % of Girls Achieving Total Pupils in Year Group Number of Pupils Achieving % of Pupils Achieving % of pupils achieving Level 2 (or above) of the Northern Ireland Curriculum in English (in the case of an Irish speaking school, in Irish and English) at the end of Key Stage 1 #DIV/0! 00 % of pupils achieving Level 2 (or above) of the Northern Ireland Curriculum in Mathematics (in the case of an Irish speaking school, in Irish and English) at the end of Key Stage 1 #DIV/0! 00 % of pupils achieving Level 3 (or above) of the Northern Ireland Curriculum in English (in the case of an Irish speaking school, in Irish and English) at the end of Key Stage 1 #DIV/0! 00 % of pupils achieving Level 3 (or above) of the Northern Ireland Curriculum in Mathematics (in the case of an Irish speaking school, in Irish and English) at the end of Key Stage 1 #DIV/0! 00 % of pupils achieving Level 4 (or above) of the Northern Ireland Curriculum in English (in the case of an Irish speaking school, in Irish and English) at the end of Key Stage 2 #DIV/0! 00 % of pupils achieving Level 4 (or above) of the Northern Ireland Curriculum in Mathematics (in the case of an Irish speaking school, in Irish and English) at the end of Key Stage 2 #DIV/0! 00 % of pupils achieving Level 5 (or above) of the Northern Ireland Curriculum in English (in the case of an Irish speaking school, in Irish and English) at the end of Key Stage 2 #DIV/0! 00 % of pupils achieving Level 5 (or above) of the Northern Ireland Curriculum in Mathematics (in the case of an Irish speaking school, in Irish and English) at the end of Key Stage 2 #DIV/0! 00

16. OUTCOMES OUTCOMES 2008- 2009 OUTCOMES 2009- 2010 OUTCOMES 2010- 2011 TARGETS 2011- 2012 Pupil attendance (%) Pupil suspensions (%) Number of pupils suspended Number of expulsions

17. School Development Planning http://www.deni.gov.uk/sdp_circular_22_of_2010_english_version.pdf http://www.deni.gov.uk/sdp_and_target_setting_circular_march_2011.pdf

18. School Development Planning The policy is based on the premise that schools themselves are best placed to self evaluate to identify areas for improvement and to bring about better outcomes for pupils. It is as a result of rigorous and effective self evaluation (the process) that an effective SDP emerges (the product).

19. Characteristics of Effective School Development Planning Appropriate consultation Culture of Self-evaluation inc eg TTI Use of Quantitative and Qualitative information Reference to Standards Targets for Improvement inc Literacy & Numeracy Focus on Pupils Focus on Teaching and Staff Development Culture of Accountability at all levels Regular review and evaluation

20. Main Areas for Improvement There is a need for: a more proactive role for governors improved monitoring and evaluation, by the principal, leadership team and staff better consultation arrangements with pupils and parents a stronger focus on teaching and learning outcomes and pupils’ attainment improved target-setting in literacy and numeracy areas for improvement to be prioritised over the three- year period of the plan.

21. Matters which must be included in a School Development Plan 2010 Items Added 1. A statement and evaluation of the ethos of the school. 2. A summary and evaluation, including through the use of performance and other data, of the school’s strategies for- (a) learning, teaching, assessment, and promoting the raising of standards of attainment among all pupils, in particular in communication, using mathematics and using Information and Communications Technologies (ICT); (b) providing for the special, additional or other individual educational needs of pupils; (c) promoting the health and well-being, child protection, attendance, good behaviour and discipline of pupils; (d) providing for the professional development of staff; (e) managing attendance and promoting the health and well-being of staff; (f) promoting links with the parents of pupils at the school and with the local community, including other schools, the business community, and voluntary and statutory bodies; and (g) promoting the effective use of ICT, including its use to support learning and teaching, continuing professional development and school leadership and management. 3. An assessment of- (a) the school’s current financial position and the use made of its financial and other resources; and (b) the planned use of the school’s projected resources during the period covered by the plan in support of actions to bring about improvement in standards. 4. An assessment of the extent to which the school has met its key targets, or the progress that has been made towards these key targets in any school development plan which a school development plan supersedes or revises. 5. An assessment of the challenges and opportunities facing the school. 6. The arrangements made by the Board of Governors to consult and take account of the views of pupils, parents, staff and other persons or bodies in the preparation of the plan. 7. Identification of the areas for development, which shall be informed by the school’s self-evaluation and include- (a) the school’s key priorities for the period of the plan, based on the Department’s priorities for education; (b) planned outcomes, including planned outcomes in learning, teaching and raising standards of attainment, which, in the case of schools other than nursery and special schools, must include targets for raising standards of attainment in communication using mathematics and using ICT; (c) the actions to be taken to achieve the outcomes mentioned at sub- paragraph (b) and final dates for completion; (d) the financial and other resources available to the school to be used in support of the actions identified at sub-paragraph (c) to achieve the outcomes identified at sub- paragraph (b); and (e) the arrangements for the Board of Governors, in consultation with the principal, to monitor, review and evaluate progress made against the school development plan.

22. Workshop –Consider the WELB Guidance on school development planning. –Consider extracts on SDP from a range of ETI school reports. Discuss the implications for your school.

23. Roles and Responsibilities The Board of Governors : has a legislative duty to prepare and revise the school development plan may chose to delegate the preparation of the plan to the Principal 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

24. School Development Days ETI: An Evaluation of the Use of SDDs 2008-09 http://www.etini.gov.uk/index/surveys-evaluations/surveys-evaluations-post- primary/surveys-evaluations-post-primary-2009/an-evaluation-of-the-use-of- school-development-days-2008-2009-post-primary.htm DE Circular 2010/05

25. Community Relations, Equality and Diversity in Education Policy http://www.deni.gov.uk/index/20-community- relations-pg.htm http://www.deni.gov.uk/index/20-community- relations-pg.htm Supporting “Every School a Good School”

26. Who is the policy for? –All Schools and Youth Settings Policy premised on: –Equality & human rights –UN Convention on the Rights of the Child –Commitments in Good Friday, St Andrews & Hillsborough agreements –Changes in society & policy context

27. Policy Objectives –Develop understanding & respect for rights, equality & diversity of all without discrimination –Value & respect difference & engage positively with it –Equip children and young people with required skills attitudes & behaviours

28. Key changes from Community Relations Policy: –Wider definition of Community Relations - all section 75 groups (not just two main communities) –Move away from dependency on external organisations to a process of building the capacity of schools and teachers –Embed work within school improvement and existing policies

29. Together Towards Improvement Equality of opportunity, diversity and good relations: How effectively do leaders and managers plan strategically to ensure equality of access, to foster good relations and to meet the diverse needs of learners and staff in the pursuit of good provision for learning?

30. Together Towards Improvement Evaluate the extent to which leadership at all levels : respects diversity and encourages understanding and greater cohesion across communities through well-developed curricular and pastoral links with other schools and relevant educational establishments; meets statutory requirements in relation to equality, diversity and inclusivity; has in place appropriate policies and procedures that meet legislative requirements and actively promote equality of opportunity and good relations for the pupils and staff; ensures that the provision is open and accessible to all pupils, regardless of identity and background and in a manner that takes account of their abilities; and provides targeted staff development opportunities to promote diversity, equality of opportunity and good relations

31. Support –Capacity Building including CPD –Dissemination of effective practice & materials. Materials will be available on a new website www.credni.org www.credni.org –Limited financial support for meaningful interaction and programmes which support the development of good practice

32. CASS model of support 2011-2012 including: –Induction/EPD –Boards of Governors ESAGS: Count, Read, Succeed Target-setting 2011-2012 School Development Planning Use of School Development Days Community Relations Equality Diversity (CRED) Policy

33. Plenary