Primary Literacy & Numeracy Coordinators

PrimaryLiteracy & Numeracy

Coordinators

January – February 2010

1

Objectives

Participants will have opportunities to: consider the key characteristics of

ESaGS and its implications for leadership at all levels;

explore the use of data in identifying underachievement; and

track pupil performance at whole school, year group and individual pupil level.

2

Key Documents ESaGShttp://www.deni.gov.uk/index/85-schools/03-schools_impvt_prog_pg/03-

every-school-a-good-school-a-policy-for-school-improvement.htm ESaGS Lit and Numhttp://www.deni.gov.uk/index/85-schools/03-

schools_impvt_prog_pg/03-review-of-literacy-and-numeracy-

strategy.htm Chief inspectors Reporthttp://www.etini.gov.uk/ci_report.pdf

NI Curriculumhttp://www.nicurriculum.org.uk/

DE Circulars

2009/ 04 eSchools Data Warehouse 2009/10 School Development Planning

and Target Setting 2009/10a Benchmarking Primary Schools 2009/12 ESaGS: Way forward for Special

Ed Needshttp://www.deni.gov.uk/index/85-about-the-dept/85-

about_dept_circulars.htm?formsend=1&show=10&page=1

4

DE Vision

‘To ensure that every learner fulfils his or her full potential at each stage of their development.’

(ESaGS: A Strategy for raising achievement in literacy and numeracy Consultation doc Pg 6)

5

Objectives of the Strategy

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

6

The Revised Strategy Key Foci

Every child should experience high quality teaching Importance of pre-school and early years Highest priority is to support teachers in their

efforts to raise standards More effective cross-curricular emphasis in both

primary and post-primary A greater emphasis on the use of phonics in the

context of a wider enriching literacy programme in the foundation curriculum

7

a clearer framework of accountability progress tracked at class, school and system

levels Improved linkages between school and home Continuing Professional development of

teachers ensure there is improved communication and

planning between schools when pupils transfer phase

ensure that the governors and principals expect and set the highest possible standards for literacy and numeracy

8

Key Foci cont’d

‘This strategy is not about new initiatives or new ways of doing things – rather it is about new ways of sharing and learning from the good work that already goes on in schools.’

(Introduction: Every School a Good SchoolMay 2008)

9

LONGER TERM TARGETS FOR IMPROVING EDUCATIONAL OUTCOMES

LEVEL

WELBPerformanc

e

Milestone

Targets

Longer Term

Targets

2007-08 2011-12 2020

KS2 LITERACY (4+) 78.5% 80% 85%KS2 NUMERACY (4+) 79.6% 82% 86%KS3 LITERACY (5+) 77.9% 80% 85%

KS3 NUMERACY (5+) 73.6% 76% 85%% pupils achieving 5 good GCSE A* - C inc English &

Maths

54.5% 55% 70%

% FSME pupils achieving 5 good GCSE A* - C inc

English & Maths

34.7% 30% 65%

2020 Longer term Targets

70% of students gaining 5+ GCSEs A*-C , including English and Maths

65% of FSME students gaining 5+ GCSEs, including English and Maths

95% of students gaining GCSE A* - G in English and Maths

11

These pupils are currently in P2

Characteristics of Good Schools:

Child-centred provision High quality teaching and

learning Effective leadership School connected to its local

community(ESaGS: School Improvement Pgs 14 - 16)

12

WORKSHOP 1

Consider the indicators of effective performance and their implication for your role as a coordinator.

Please be back

in 30 minutes

Coffee Time

Effective Use of Data

ESaGS – Key Priorities

Raising the educational standards for all

Closing the attainment gap between the highest and lowest achievers

Why focus on effective use of data?

…the last three reports of the Chief Inspector (covering the period 1999-2006) have drawn attention to the need to improve the use of performance data in and by schools to identify and remedy pupils’ strengths and weaknesses

.… more attention needs to be given to data reflecting whole school outcomes, as well as the performance of individual pupils, and sub-groups based on gender, ability, ethnicity, social disadvantage and first language.

ESaGS A Strategy for Raising Achievement in Literacy and Numeracy (Consultation) 2008

Pg 27 Para 5.1 & 5.2

Why focus on effective use of data?

Evidence from inspection indicates that there is a need for:• A more consistent approach to standardised testing

in schools;• The dissemination of standardised scores and

related data to be well managed within schools;• All members of staff to have a better understanding

of standardised scores and other data;• Improved use of performance data to help determine

the effectiveness of teaching and to adjust, as necessary, future planning and practice

ESaGS A Strategy for Raising Achievement in Literacy and Numeracy (Consultation) 2008Ref: Pg 27 Para 5.3

Starting Out…

This process requires you to consider: What information you collect? What the information tells you? What actions you need to take as a

result?

In your groups discuss your current practice in relation to these 3 questions.

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 Key Stage Literacy and Numeracy outcomes to review progress annually

KS 1: % achieving Level 2+ and Level 3 KS 2: % achieving Level 4+ and Level 5

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

Identify areas for improvement by considering outcomes in different Attainment Targets

Workshop 2AWhole School Key Stage Assessment Data

In relation to the Farben school outcomes for 08/09:

How do you think they are performing in literacy and numeracy at the end of each key stage?

NI Averages % achieving level 2 or above in

KS1 teacher assessments

% achieving level 3 or above in






English 94.0 40.3 78.8 27.7

Mathematics 94.6 46.5 80.6 41.1

Bench Marking

http://www.deni.gov.uk/school_development_planning___target-setting_circular_10_of_2009_-_june_2009-2.pdf

http://www.deni.gov.uk/primary_schools_benchmarking__data_2007-2009.pdf






Workshop 2A cont’dWhole School Key Stage Assessment Data

Farben school has 15% of pupils on free school meals.

Use the benchmarking data to review their performance.

Discuss their performance in the light of this new information?

KS1: Percentage of Children achieving level 2 and above

Schools with 10 – 19.99% of children entitled to free school meals (256 schools)

KS1 Lower Quartile

Median Upper Quartile

95th Percentile

English 90.0 97.3 100.0 100.0

KS1 Lower Quartile

Median Upper Quartile 95th Percentile

Mathematics 92.1 100.0 100.0 100.0100%

93%

KS2: Percentage of Children achieving level 4 and above

Schools with 10 – 19.99% of children entitled to free school meals (254 schools)

KS2 Lower Quartile

Median Upper Quartile

95th Percentile

English 72.2 82.6 90.9 100.0

KS2 Lower Quartile

Median Upper Quartile 95th Percentile

Mathematics 75.0 82.8 92.9 100.074%

74%

Workshop 2BWhole School Key Stage Assessment Data

Working as a group of literacy/numeracy coordinators, review Farben School performance in relation to the attainment targets in literacy and numeracy at each Key Stage.

What actions would the coordinators need to take in order to raise standards?

Year Group/Class Level

Track progress of each cohort (annually) as they move through school

Levels InCAS Standardised tests

Identify areas for improvement Analyse data from InCAS Age Comparison Charts Analyse data from standardised tests

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

Workshop 3A

What do you see happening between KS1 and KS2?

What actions would you need to take to address these issues?

InCAS Age Comparison Chart

Progress in EnglishTRACKING YEAR GROUP AVERAGE

PiE STANDARDISED SCORES

2003 2004 2005 2006 2007 2008 2009

P4 98 105 108 95 100 101 99

P5 90 97 104 113 94 101 100

P6 91 84 89 93 104 88 99

P7 103 102 91 99 106 109 96

Workshop 3B

Start in the top left hand corner of the table (PiE 98 or PiM 100)

Track along the diagonals

What conclusions can you draw?

Standardised Tests/Assessment Manager

Lunch

Individual Pupil Level

Track progress of individual pupils (annually) as they move through the school

InCAS Standardised tests www.gl-assessment.co.uk/

Identify pupils at risk of underachievement Identify areas for improvement

Use standard and custom feedback from InCAS Use information from standardised tests

Use information from formative assessment Use this information to set appropriate

targets for individual pupils

InCAS Longitude Chart

30

Longitude Chart

5

6

7

8

9

10

11

7 7.5 8 8.5 9 9.5 10 10.5

Age

Ag

e E

qu

ival

ent

Sco

re

Ref: Information for Teachers-2009 p.32

Pupil Age

End of KS1

English

End of

KS1 Maths

PIE 8 P5 SS

PIE 8 Stanin

e

PIE 7-8 Progress

PIM 8 P5 SS

PIM 8 Stanin

e

PIM 7-8 Progress

INCAS English

INCAS Maths

NRIT Score

s

Barry Blue 8:06 3 3 124 8 Average 130 9 Average 12:11 12:08 131

Claire Cream 9:01 2 2 103 5 Average 102 5 Average 9:11 8:03 100

Gavin Grey 8:10 2 2 93 4 Average 96 4 Low 7:11 8:08 101

Lily Lemon 8:07 3 3 111 6 Average 104 6 Average 9:03 10:04 106

Maureen Magenta 8:03 3 2 114 7 Average 90 4 Average 10:06 8:00 116

Niamh Navy 9:00 2 2 89 4 Average 91 4 Average 8:06 7:09 88

Pamela Purple 8:02 2 3 107 6 High 112 7 Average 9:04 9:11 110

Paul Peach 9:01 1 2 73 1 Average 80 2 Average 6:08 7:04 83

Peter Pink 8:10 2 2 95 4 Average 98 5 High 8:01 7:11 111

Robert Rust 8:06 2 2 104 6 Low 102 5 Average 8:03 8:10 122

Sandra Scarlet 8:09 2 3 112 7 N/A 110 6 N/A 9:10 8:11 114

Sean Silver 8:05 2 2 80 2 Low 103 5 Average 7:04 8:05 99

Timothy Teal 9:02 2 2 97 5 Average 101 5 Average 9:08 8:04 87

William White 8:06 2 2 98 5 Average 100 5 Low 9:01 9:01 104

Yvonne Yellow 8:07 3 3 111 6 Average 118 7 Average 12:01 10:02 121

Workshop 4A

Identify pupils who may be under-achieving or achieving beyond expectation

Workshop 4B

Choose one pupil from the Year 5 class What can you say about the

performance of this pupil? What further information would you

want to know about this pupil? What aspect of the assessment

information would you want to examine more closely?

PIE 8 Record Sheet School Farben PS Test Administrator Mrs B Black

ID

Name of Pupil DOB Age Gen

1 2 3 4 5 6 7 8 910

1 2 3 4 5 6 7

1 Barry Blue

23/02/01

8y 6m

M 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1

2 Claire Cream

10/08/00

9y 1m

F 1 1 1 1 0 1 1 1 1 0 0 1 1 1 0 1 1

3 Gavin Grey

16/11/00

8y 10m

M 1 1 1 0 1 1 1 1 1 1 1 0 1 1 0 1 0

4 Lily Lemon

24/01/01

8y 7m

F 1 1 1 1 1 1 0 1 1 1 1 1 0 1 1 1 1

5 Maureen Magenta

30/05/01

8y 3m

F 1 1 1 0 1 1 1 1 1 0 1 1 1 1 1 0 1

6 Niamh Navy

07/09/00

9y 0m

F 1 0 1 1 0 1 1 0 1 0 1 1 1 1 0 0 1

7 Pamela Purple

28/06/01

8y 2m

F 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 0 1

8 Paul Peach

03/08/00

9y 1m

M 1 0 0 0 0 0 1 0 0 0 0 1 1 0 0 0 1

9 Peter Pink

21/10/00

8y 10m

M 0 1 1 0 1 1 1 0 1 1 1 1 1 0 1 1 1

10

Robert Rust17/02/0

18y 6m

M 1 1 1 1 0 1 0 1 1 1 1 1 0 1 1 1 1

11

Sandra Scarlet09/12/0

08y 9m

F 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1

12

Sean Silver11/04/0

18y 5m

M 1 0 1 0 0 0 1 0 0 0 1 0 1 0 0 0 1

13

Timothy Teal05/07/0

09y 2m

M 1 1 1 1 0 1 1 1 1 0 0 1 1 1 1 1 0

14

William White22/02/0

18y 6m

M 1 1 1 1 0 1 1 0 1 1 1 1 1 1 0 1 1

15

Yvonne Yellow14/02/0

18y 7m

F 1 1 1 1 1 1 1 0 1 1 1 1 1 1 0 1 1

16

Total Answers Correct14

12

13

9 813

13

913

912

13

13

12

710

13

Group Percentage Correct93

80

87

60

53

87

87

60

87

60

80

87

87

80

47

67

87

Standardised Sample % Correct95

56

70

46

48

68

71

56

80

37

71

71

80

74

56

56

76

Group / Sample % Difference-2

24

17

14

519

16

4 723

916

7 6-9

11

11

Process CategorySP

SP

SP

SP

SP

SP

SP

SP

SP

SP

P P C P P C P

Progress in English

Sample Group Record Sheet

Progress in Maths

Sample Group Record Sheet

PIM 8 Record Sheet

School

Farben PS Test Administrator Mrs B Black

ID

Name of Pupil

DOB

Age

Gen

1 2 3 4 5 a

5 b

6 7 8 a

8 b

9 10

11 12

13 a

1

Barry Blue

23/02/01

8y 6m

M 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1

2

Claire Cream

10/08/00

9y 1m

F 1 0 1 0 1 1 1 1 1 1 1 1 0 1 1 1 1

3

Gavin Grey

16/11/00

8y 9m

M 1 1 0 0 1 1 0 0 1 0 1 0 1 1 0 1 0

4

Lily Lemon

24/01/01

8y 7m

F 1 0 0 1 1 0 1 1 1 1 0 0 1 1 0 1 1

5

Maureen Magenta

30/05/01

8y 3m

F 1 0 1 0 1 0 0 1 0 1 1 1 0 0 0 1 1

6

Niamh Navy

07/09/00

9y 0m

F 1 1 1 0 1 0 0 1 0 0 0 0 1 1 1 0 0

7

Pamela Purple

28/06/01

8y 2m

F 1 1 1 1 1 1 0 1 0 1 1 1 1 1 1 1 1

8

Paul Peach

03/08/00

9y 1m

M 1 1 0 0 0 0 1 0 0 0 0 1 0 0 0 0 1

9

Peter Pink

21/10/00

8y 10m

M 1 0 1 0 1 1 1 1 0 1 1 0 1 1 0 1 1

10

Robert Rust

17/02/01

8y 6m

M 1 1 0 0 1 1 1 1 1 1 1 1 1 1 0 1 0

11

Sandra Scarlet

09/12/00

8y 9m

F 1 0 1 1 1 0 0 1 1 1 1 1 0 1 0 1 1

12

Sean Silver

11/04/01

8y 5m

M 1 1 1 0 1 0 1 0 1 1 0 1 1 1 0 1 1

13

Timothy Teal

05/07/00

9y 2m

M 1 1 0 1 1 1 1 1 1 1 1 1 1 1 0 0 1

14

William White

22/02/01

8y 6m

M 1 0 0 0 1 1 1 1 1 1 1 0 0 1 1 1 0

15

Yvonne Yellow

14/02/01

8y 7m

F 1 1 0 1 1 1 0 1 1 1 1 1 1 1 1 1 0

Total Answers Correct

15

9 8 614

9 812

10

12

11

10

10

13

612

10

Group Percentage Correct

#60

53

40

93

60

53

80

67

80

73

67

67

87

40

80

67

Standardised Sample % Correct

85

65

48

71

61

60

47

67

49

77

41

81

60

79

37

91

62

Group / Sample % Difference

15

-5

5-31

32

0 613

18

332

# 7 8 3-11

5

Curriculum Content Category

N S NN/S

N N N S NS/D

S/D

N N S S S N

Target National Curriculum Level

1 4 4 3 3 3 3 2 3 2 2 1 4 4 4 2 3

Process CategoryUC

RP

RP

FP

R R RRP

FP

UC

UC

FP

RP

UC

UC

FP

R

Figure 7: Progress in Maths Curriculum Content Categories

22.24.58.9Difference %

56.462.266.2Stand. Sample % Correct

78.666.775.1Class % Correct

51023No. of Questions

DSNCurriculum Category

Figure 8: Progress in Maths Process Categories

8.917.011.40.3Difference %

60.058.366.374.0Stand. Sample % Correct

68.975.377.874.3Class % Correct


RRPUCFPProcess Category

Figure 5: Progress in English Process Categories

12.012.32.84.98.78.912.7Difference %

68.051.063.277.368.065.562.7Stand. Sample % Correct

80.063.366.082.276.774.475.4Class % Correct


ATCISIRCPSPProcess Category

Figure 4: Progress in English Curriculum Content Categories

7.14.09.212.7Difference %

64.568.266.162.7Stand. Sample % Correct

71.672.275.375.4Class % Correct


Reading NN

Reading NGrammarSpellingContent Category

Progress in English

StanineNo of Pupils

% of pupils

9 0 0

8 1 6.7

7 2 13.3

6 4 26.7

5 3 20.0

4 3 20.0

3 0 0

2 1 6.7

1 1

6.7

Pupil Nos. 15 100%

Progress in Maths Stanine

No of Pupils

% of Pupils

9 1 6.7

8 0 0

7 2 13.3

6 2 13.3

5 6 40.0

4 3 20.0

3 0 0.0

2 1 7

1 0 0.0

Pupil Nos 15 100%

Next Steps

Where am I now?

What do I need to do next?

Next Steps

For example: Download and read suggested DE policy

documents Download and read relevant DE circulars Talk to principal/SMT/other coordinators re

school targets Review current literacy/numeracy action plans Begin to collate relevant pupil information …

Travel Forms

Course Evaluatio

n