Recently Appointed Heads of English & Mathematics Literacy and Numeracy Coordinators

Recently Appointed Heads of English & Mathematics

Literacy and Numeracy Coordinators

February 2013

Aim of the day

To consider the role of the Head of Department/Coordinator in raising standards in English/Literacy and Mathematics/Numeracy.

ObjectivesParticipants will have opportunities to

consider:• the evolving role of the Head of

Department/Coordinator; and

• effective strategies for planning, monitoring and evaluation.

3

Programme09:30 Introduction

Setting the SceneRoles & Responsibilities

10:30 Coffee11:00 School Improvement Cycle

» Policy» Effective Use of Data» Auditing» Action planning

13:00 Lunch13:45 Monitoring and Evaluating

Plenary and Evaluation

Key Documents

• Every School a Good School (ESaGS)

• Count Read: Succeed (CRS)

• Chief Inspector’s Report 2010-12

• Together Towards Improvement (TTI)

• Better English

• Better Mathematics Series

Every School a Good School

To ensure that every learner fulfils his or her full potential at each stage of their development– Raising the educational standards for all– Closing the attainment gap between the

highest and lowest achievers

http://www.deni.gov.uk/index/curriculum-and-learningt-new/standards-and-school-improvements/every-school-a-good-school.htm

6

Count, Read: Succeed

A Strategy to Improve Outcomes in Literacy and Numeracy

(Department of Education, 2011)

http://www.deni.gov.uk/index/curriculum-and-learningt-new/standards-and-school-improvements/03-literacy-and-numeracy/count-read-succeed--improving-outcomes-in-literacy-and-numeracy.htm

Overview of Count, Read: SucceedHigh level strategy

•Sets targets and milestones

•Contains an Action Plan 2011- 15

•Includes the Levels of progression•Sets expectation every child progresses a Level over the course of a Key Stage.

• Sets out roles for:– school leaders – teachers – education bodies

• Defines literacy, numeracy and underachievement

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

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%+

Chief Inspector’s Report 2010-12Going Forward

There is a need to:•improve outcomes for all pupils at GCSE in English and mathematics given that only 59% of school leavers attain at least five GCSEs at grades A*- C, and equivalents including English and mathematics, and particularly for those entitled to free school meals, where less than one in three reach this standard;•ensure a greater emphasis on the effective monitoring and evaluation of the quality of provision, where actions to promote improvement were not good enough in nearly 50% of all schools inspected; and•improve the quality of leadership and management in around 39% of schools inspected.http://www.etini.gov.uk/index/support-material/support-material-general-documents-non-phase-related/the-chief-inspectors-report/the-chief-inspectors-report-2010-2012.htm

Together Towards Improvement

The purpose of self-evaluation is to:

• promote school effectiveness;

• improve the quality of learning and teaching;

• improve the experiences of the pupils; and

• raise the standards which the pupils attain.

http://www.etini.gov.uk/index/together-towards-improvement.htm

Better English/Mathematics

http://www.etini.gov.uk/index/surveys-evaluations/surveys-evaluations-post-primary/surveys-evaluations-post-primary-2011/better-english.htm

http://www.etini.gov.uk/index/surveys-evaluations/surveys-evaluations-post-primary/surveys-evaluations-post-primary-2010/follow-up-to-better-mathematics.htm

Role of the Curriculum Leader

• What do you think the role of the Curriculum Leader entails?– Think: What do you think are the key

priorities for you as a new Head of Department/Coordinator

– Pair: Discuss priorities with your partner– Share with the whole group

Roles and ResponsibilitiesWorkshop

Discuss the given statements and place them in the appropriate column of the recording sheet:

– Responsibility of the Head of Department

– Responsibility of the Coordinator

– Not sure

– Not our responsibility

CRS: School Leaders• Other school staff with leadership roles must ensure a focus on

literacy and numeracy in their area of responsibility, in line with the whole-school approach.

• They must hold their staff to account, and be accountable, for their contribution to developing and promoting literacy and numeracy.

• They must ensure that all staff have high expectations for pupils.• School leaders should also embed a culture where monitoring and

analysing pupil progress data is an integral part of their accountability processes.

• School leaders should ensure that there is an integration of special needs provision, with a particular focus on literacy and numeracy, at individual pupil level, class level and whole-school level.

CRS: 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

CRS: Teachers

‘To identify underachievement teachers will draw on their professional judgement and the data they consider relevant………It is expected that teachers will mainly use existing assessment information already routinely collected or generated by the teacher or school.’

CRS: Central Role of Teachers ‘5 Things’

• High quality teaching of all pupils• Emerging underachievement• Continuing underachievement (within

school)• Continuing underachievement (with external

help)• After non-statutory assessment

Heads of English, Irish & mathsGiven time and authority to:

– Lead on identifying most effective pedagogy– Lead planning for literacy and numeracy

involving teachers across the school – Promote sharing of best practice– Set targets and assess outcomes in literacy

and numeracy– Supported by feedback from other

departments as appropriate

Heads of English, Irish & maths

Expect pupils to normally get A* - C in GCSE English and maths, and for Irish-medium, Gaeilge

PIRLS & TIMSS

Progress in International Reading Literacy Study

Full report may be found at:

http://www.nfer.ac.uk/nfer/publications/PRTI01/PRTI01.pdf

Trends in International Mathematics and Science Study

Executive summary may be found at:

http://www.nfer.ac.uk/publications/PRTI01/PRTI01Summary.pdf

NI Audit Office Report

• http://www.niauditoffice.gov.uk/index/publications/recent_reports/improving_literacy_and_numeracy_achievement_in_schools_2.htm

Literacy & Numeracy Policy• Context• Definitions• What does a policy do?• Child Centred Provision• High Quality Teaching &

Learning• Effective Leadership • Connected to Local Community• Monitoring & Evaluation of Policy

Policy Workshop

• Read the Guidance Document on the Development of a Literacy and Numeracy Policy

• Compare your current policy with the handout

• Use the worksheet to record strengths, areas for improvement, next steps and any additional comments.

DE Targets

• Annual School targets for DE- based on a range of evidence

- based on current cohorts of pupils

- current levels of progression

- Emphasis on FSME pupils• Action Plans support achievement of

school’s DE targets

EVIDENCE BASE

AUDIT

UNDERSTANDING IN DETAIL WHAT IS GOING ON

SET TARGETS

QUANTITATIVE AND QUALITATIVE

EVALUATE OUTCOMES AND

IMPACT

MONITOR PROGRESS

MAKE CHANGES

ACTION PLAN

School Improvement Planning Cycle

Audit: Effective Use of Data

What can data be used for ?

Data can provide information to help evaluate performance at:

• Whole School Level

• Class/Year Group Level

• Individual Pupil Level

Whole School Level• Use End of Key Stage English/Communication

and Mathematics/Using Maths outcomes to review progress annually (KS3 and 4)

• Identify trends

• Use benchmarking data to compare outcomes with other similar schools (%FSM)

• Identify areas for improvement as result of initial analysis of whole school data.

Benchmarking Data

• http://www.deni.gov.uk/index/curriculum-and-learningt-new/standards-and-school-improvements/03-schools_school_improvement_programme-school_development_planning_pg/03-schools_school_improvement_programme-target-setting_pg.htm

Year Group/Class Level• Track progress of each cohort (annually) as they move

through school • Assessment Manager• Levels of Progression• Standardised scores

• Identify areas for improvement– Analyse data from standardised tests

• Use this information to set targets for each cohort on a yearly basis

Individual Pupil Level• Track progress of individual pupils (annually) as

they move through the school– Assessment Manager– Standardised scores– Levels of Progression

• Identify pupils at risk of underachievement

• Identify areas for improvement– Use information from standardised tests

• Use information from formative assessment

• Use this information to set appropriate targets for individual pupils

Under Achievement• Underachievement is

used to describe a situation where performance is below what is expected based on ability. It can apply at the level of an individual pupil or describe a class or school, or indeed a system.

Low Achievement• Low achievement is

different from underachievement. Low achievement is where a pupil is achieving to the full extent of her or his ability, but is well below average compared to her or his peers.

AUDIT

Audit Process

• Why?

• Who?• What? - http://www.welb-cass.org/site/postprimary.asp?sector=pp

• How?

• When?

WELB English – Literacy AuditsUNDERSTANDING IN DETAIL WHAT IS GOING ON

• Auditing English at KS 3/4/5• Auditing Literacy Across the Curriculum• Better English Audit

http://www.welb-cass.org/site/subpage.asp?sector=pp&page_area=11&subpage_id=246

WELB Mathematics-Numeracy AuditUNDERSTANDING IN DETAIL WHAT IS GOING ON

• Planning• Teaching and learning• Assessment• Leadership and Management

http://www.welb-cass.org/site/subpage.asp?sector=pp&page_area=22&subpage_id=305

Exemplar Numeracy Audits

1. Better Maths - Self-Evaluation Audit

2. Better Maths – The Quality of Monitoring and Evaluation

3. Audit based on Characteristics that Determine Effective Provision for Literacy & Numeracy

4. WELB Audit of Mathematics-Numeracy

5. Audit to Determine Areas for Improvement in Year 8 Mathematics

Audit Based on ETI Survey

Action Planning

Action Planning• Identify the focus for the plan• Establish the baseline• Set the targets• Identify the success criteria• Agree the approaches• Identify specific strategies for monitoring and

evaluating• Agree the timescale• Cost the plan

Action PlanningWorkshop

A. 52% of pupils will achieve Grade A* - C in GCSE English/Mathematics (an increase of 3.6% on the previous year)

B. All teachers of English/Mathematics will use effective questioning to enhance pupil learning.

C. By June 2013 a whole school Literacy/Numeracy policy will be agreed and implemented.

D. In September 2013, an English/Mathematics support programme will be offered to parents of pupils in Year 11.

Action PlanningWorkshop

In your group discuss the given ‘targets’.•Amend the target if you think it is necessary to do so; and•Agree on success criteria and approaches to support these targets

Planning in Action

Review your own school action plan and consider the following:– Are all of the targets SMART?

– Are there too many/few targets on the plan?

– Have you identified appropriate success criteria?

– Do your approaches support the development of your target?

Monitoring and Evaluation

MONITORING is the activity that is undertaken routinely to

keep a check on progress and to check that what is supposed to be happening is happening in the way that was planned.

EVALUATING Is the process of looking at the

data/information gathered through the process of monitoring and making judgements about that data.

Monitoring and EvaluationWorkshop

In your group discuss the given strategies and agree on the most appropriate ones to use in order to:

a) monitor; and

b) evaluate each of the targets.

Contact DetailsYvonne Mathers SWTC 028 6632 3240yvonne_mathers@welbni.org

Mary QuinnTEC 028 8224 0809mary_quinn@welbni.org

Maggi CliffordSTC 028 7138 2632maggi_clifford@welbni.org