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Post-Primary Literacy Resource
Guidance on Action Planning
Northern Ireland Education & Library Boards
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Northern Ireland Education & Library Boards
Post-Primary Literacy Resource
Why action plan? An effective literacy action plan provides a solid framework to prioritise, track and review development work. The layout of the document may vary but in order for the action plan to be effective some guiding principles should be applied. The action plan should be explicit in detail and rigorous in application if it is to have a positive impact on standards. An action plan should:-
• Be a collaborative document. • Be agreed and understood by all staff. • Be consistent with the school development plan. • Focus on major issues central to teaching and learning experiences and standards of pupil’s work /attainment. • Have targets which are specific, measureable, a ttainable, resourced and time-bound (smart targets) • Include success criteria which will determine the extent to which each target has been achieved, these should be specific and clear. • Have clear procedures for monitoring and evaluating. • Have roles/responsibilities clearly defined. • Have approaches to implementing the change/improvement clearly defined. • Include an approximate time or cost, e.g. time – 1 day sub cover, meeting time required, £500 for practical resources. • Be reviewed by all staff and evaluation evidence used to inform future planning.
What is included in an action plan? The layout of the action plan may be customised according to personal choice but the following categories should be included. Suggestions for points to be addressed, questions to be considered and examples of actions to be taken are outlined in the right hand column.
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Northern Ireland Education & Library Boards
Post-Primary Literacy Resource
Points to be addressed Baseline position This clearly states the current position of the school with regard to issues to be developed. The issues may be identified as a result of:
• An audit • Monitoring and evaluation • Inspection report • Analysis of data
How well are we doing at the moment? What is currently happening in our school? What is our starting point? The statements may refer to areas that you have highlighted as a result of your own self-evaluation, or as an outcome of a recent inspection.
Targets to be achieved (qualitative and quantitative) Targets will be identified as a result of a detailed and accurate evaluation of the baseline position. Quantitative targets will be set in the context of regional or national target setting.
What are we aiming to achieve and by when? Targets should lead to improved pupil performance and should be sharp, focused, realistic yet challenging and time-bound. Targets need to be measurable otherwise efforts made to achieve them will not be recognised. Realistic targets will be met if adequate resources, time and support are provided. Real improvement in the school’s current position will be evident if targets are manageable. Begin each objective with a verb (to improve, to enable, to plan).
Actions to be taken These need to be:
• Succinct and explicit • Agreed by staff • Related specifically to the
identified issue • Take account of time and
resources
What are we going to do in order to achieve our targets? Begin each statement with a verb (review, plan, meet, discuss, teach). Examples of strategies could include:
• Carry out audit /issue questionnaire • Review current schemes to include more active learning strategies • Analyse assessment data • Arrange key stage/whole school meetings • Provide in class support • Share and disseminate good practice • Arrange trialing/evaluate/review •
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Northern Ireland Education & Library Boards
Post-Primary Literacy Resource
Success Criteria The reference point against which intended improvements can be measured. Success for raising standards could be a statistical representation of levels of attainment to be achieved. (quantitative)
How will we know if we have succeeded? Take each specific objective and set success criteria indicating how you will know that you have met the objective. These statements should be specific and clear and can be used as a reference point for developing monitoring strategies. Success criteria can be written in the future tense. A statement about changes to practice that would be evident at whole school level in planning, teaching strategies, pupil responses/attitudes, ethos or skills development (qualitative.)
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Northern Ireland Education & Library Boards
Post-Primary Literacy Resource
Evaluation Evaluation is carried out at the end of the process and is based on the evidence collated from monitoring. The evidence gathered through the monitoring procedures can be used to make a summative assessment of current practice.
At the end of the implementation period of the action plan, how will you decide how successful you have been? The evaluation must indicate:
• the extent to which the targets have been achieved • a review of the success criteria • the factors which helped or hindered progress • lessons learned from the process • plans for further action.
Monitoring and Evaluation strategies for literacy and numeracy should be in line with the agreed procedures for whole-school monitoring and evaluation.
The following pages show the standard post inspection layout for action plan.
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Northern Ireland Education & Library Boards
Post-Primary Literacy Resource
POST-INSPECTION ACTION PLAN
SCHOOL: ****** Post- Primary School Ref no:
DATE:
Areas for Improvement Identified by Inspection: Page ?? of Inspection Report The following areas require further development:
• Where are we now? (with reference to areas for improvement noted above) Page ? of Inspection Report
• .
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Northern Ireland Education & Library Boards
Post-Primary Literacy Resource
Current Benchmarking Data: FSME BAND: ______________
Key Stage 3 Level 5+ Quartile Level 6+ Quartile
Communication
Key Stage 4
GCSE A*-C A*-C A
NI Average A*-G
A*-G
NI Average
English Language
English Literature
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Northern Ireland Education & Library Boards
Post-Primary Literacy Resource
Department Targets for Action Plan Sept-June 2013 Number of pupils in Year 10 _______
Key Stage 3
Number of pupils at level 5 and
above
% of pupils at level 5 and
above
Number of pupils at level 6+ % of pupils at
level 6+ Boys Girls Boys Girls
Communication Number of pupils in Year 11/12 ________
Key Stage 4 Number of pupils
at Grade D/E % of pupils at Grade D/E
Number of pupils at A* to C % of pupils at
A* to C Boys Girls Boys Girls English
Language
English Literature
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Northern Ireland Education & Library Boards
Post-Primary Literacy Resource
This is the agreed ETI post inspection action plan format Objectives/targets
to bring about improvement
Success criteria Actions to bring about improvement
Time//staff development
including costings
External Support
Required?
Staff/lead responsibility
Timescale
Targets should lead to improved pupil performance and should be sharp, focused, realistic yet challenging and time-bound.
These statements should be specific and clear and can be used as a reference point for developing monitoring strategies.
Actions should be:- • Succinct and explicit • Agreed by staff • Related specifically to the
identified issue • Take account of time and
resources
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Northern Ireland Education & Library Boards
Post-Primary Literacy Resource
Strategies to Monitor and Evaluate: HOD English /Literacy/ Coordinator/ will:
• Maintain records of all meetings with staff and external support • Collect planners and ensure that differentiation strategies are evident • Observe classroom practice by agreement with class teacher • Review planning templates and monitor periodically • Review level of work and differentiation through ‘book looks’ • Ensure that the level of work is matched with the end of year targets • Organise, plan, keep records and evaluate any CASS support and School-Based In-Service days • Carryout an audit of provision within the school • Compile annual report
Principal will review:
• Data on SIMS • English Department records and Action Plan • Annual Report
Board of Governors will:
• Support the Action Plan, discuss progress and provide feedback
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Northern Ireland Education & Library Boards
Post-Primary Literacy Resource
Conclusion (to include overall evaluation with relevant evidence):
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Northern Ireland Education & Library Boards
Post-Primary Literacy Resource
It is also recommended that the Literacy Coordinator draws up Target Monitor of the Action Plan on a regular basis (twice annually). This will assist in the monitoring process and provide evidence for annual evaluation and report to BoG. A suggested proforma
Objective Success Criteria Actions What has been done to date
Evaluative Statement Progress
Copy and paste from original Action Plan
Copy and paste from original Action Plan
Copy and paste from original Action Plan
Describe what you have already put in place.
Make a statement to measure your progress – keep this factual and honest!
Colour code to indicate the school’s progress:- Red – not started Amber – on track for achievement Green – it has been completed, and is successfully embedded in practice.
