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AHDS Annual Conference 2016 Graeme Logan Education Scotland @GLoganEd

AHDS Annual Conference 2016 - Graeme Logan

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Page 1: AHDS Annual Conference 2016 - Graeme Logan

AHDS Annual Conference 2016

Graeme LoganEducation Scotland

@GLoganEd

Page 2: AHDS Annual Conference 2016 - Graeme Logan

Overview

• Key priorities for primary schools (CfE, NIF) • Achieving excellence and equity • The importance of primary school leaders • New inspection model – early reflections • What next? • Questions and

discussion

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Curriculum for Excellence

2 iconic resources:Es&Os for planning Benchmarks for assessment

Streamline and simplify your approaches whilst still ensuring you have a clear line of sight on the progress of all children.

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Curriculum for Excellence

Biggest challenge and top priority for BGE in 2016/17:

Improving confidence and consistency of teacher judgement of achievement of CfE levels in literacy and numeracy.

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Improving consistency of teacher judgement

• Moderation within and across schools, local authority and national levels

• Any model of assessment based on teacher judgement has some level of variance

• Progress since 2014/15 data collection

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What needs to happen within and across schools

• Clarity on the assessment model • Constant focus and reflection on standards. 2

types of moderation are embedded (focused and on-going)

• Use the national benchmarks • Validating quality of teacher judgement top

priority for self-evaluation (QI 2.3 learning, teaching and assessment)

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What next for the NIF?

• Comms around the BGE assessment model • Piloting standardised assessment as part of the

BGE assessment model • Guidance on school improvement planning –

January 2016 • New NIF report publishing Dec/ Jan, along with

CfE levels at local and national level• Moving towards one national improvement plan

for education on an annual basis

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Vision for Scottish Education• Excellence through raising attainment: ensuring

that every child achieves the highest standards in literacy and numeracy and the right range of skills, qualifications and achievements to allow them to succeed; and

• Achieving equity: ensuring every child has the same opportunity to succeed. The Scottish Attainment Challenge will help to focus our efforts and deliver this ambition.

• “Be rigorous about the gaps to be closed and pursue relentlessly “ closing the gap” and “raising the bar simultaneously” Improving Schools in Scotland: An OECD Perspective 2015

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The defining mission

The defining mission of this Government is to close the poverty-related educational attainment gap. The Programme for Government set out the top priority of raising standards in schools and delivering opportunities for our young people to succeed no matter their family background.

‘Closing the gap’ is a shorthand expression for all our work to break the cycle of depravation for children and families living in poverty

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p15

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The ‘gap’ continues to widenand is evident in a range of data

• SSLN results (P4, P7, S3)• National Qualifications • Attendance and exclusions: exclusion rates per

1,000 children are 52.0 for children living in the most deprived quintile and 7.9 for children living in the least deprived quintile

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• Expected progress for all • Excellent progress for many • All SIMD bands proportionately represented in

the ‘excellent’• In other words, no pattern of lower attainment

for children in lower SIMD bands

Closing the gap – how will we know?

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2 key questions for every school

- To what extent are you ensuring excellence in learning, teaching and assessment ?

- In what ways can you demonstrate improvements to equity for all learners?

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In what ways will your school demonstrate improvements to excellence and

equity for all learners

Organise your self-evaluation summary under excellence and equity ?

Organise your remits, time, monitoring calendars….. under excellence and equity?

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Staffroom graffiti wall?

What is has your personal impact on excellence and equity been this

week?

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Literacy interventions – year 1 – schools programme

– Support of speech and language therapists (9 LAs, 20 schools)

– Storytellers (6 LAs, 17 schools)– Active Literacy strategies (4 LAs, 15 schools); – Novel studies (4 LAs, 13 schools); – Higher order approaches in reading (6 LAs, 11

schools); – Paired Reading/Reading Buddies (5 LAs, 10 schools); – Outdoor literacy (3 LAs, 13 schools);

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‘reading to and with children matters for both mothers and fathers, but the impact of fathers reading – to children after they have started school – appears even greater. Children whose fathers read with them less than once a week at the age of five had, by the time they were seven, a reading level half a year behind those who had been read to daily’

Read on, get on (Save the Children, 2014)

Should any child leave primaryschool without functional Literacy and numeracy skills?

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Importance of parents and families • Number of words spoken to children by adults by the age of

36 months– In professional families: 35 million– In other working-class families: 20 million– In families on welfare: 10 million

• Kinds of reinforcements:positive negative

– professional 500,000 50,000– working-class 200,000 100,000– welfare 100,000 200,000

Dylan Wiliam – Attainment Challenge Masterclass - 2016

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Self-Talk• What do you tell yourself?• How often do you catch yourself being good?• Perceptions of self and others • 4:1 ratio? • Confidence, self-esteem, ability to overcome obstacles

• OECD (2015) noted that Scottish learners are resilient, increasingly confident and motivated in learning

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Parental involvement or engagement?Parental involvement with schools• Going on trips, helping in class, parents’ evenings

Parental involvement with schooling • Helping with homework, keeping track of coursework

Parental engagement with children’s learning• Moral support, interest in learning, guidance, time, quality

talk

Janet Goodall, University of Bath, 2016

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There is a progressive continuum between parental involvement and parental engagement.

The movement between the two represents a ‘shift in emphasis, away from the relationship between parents and schools, to a focus on the relationship between parents and their children’s learning’

(Goodall and Montgomery, 2014, p399).

What do we mean by Parental Engagement?

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Not just supporting the school but helping the school to improve…….

Key Challenge for Parent Councils

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• Evaluation using a range of data – know the gap before you can close it • Curriculum Design – closing the vocabulary gap• Working with partners – giving every young person the widest range of

opportunities to achieve. 50 things to do before the age of 15…..• Improving literacy, health and wellbeing and numeracy in a range of ways • Aspiration, self-belief, networks and connections • Family learning

Achieving equity – some of the ways forward….

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The role of school leaders….• Create the best learning environment for staff? • Look at your chain of impact • Change the destiny of children living in poverty. Nature

gives us the ‘bell curve’ of attainment levels. If we don’t change the bell curve we are not doing our jobs properly!

• Are we always looking for the next big thing when we haven’t done the last big thing well enough? (eg AiFL)

• Very high quality learning and teaching closes gaps. Average learning and teaching doesn’t (Dylan William 2016)

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The role of school leaders….• Helping to make the complex simple • Being the narrator of the school • Being bold and brave – taking full advantage of

curriculum flexibility • Making choices and decisions (including saying ‘no’)

with a strong rationale on what is best for your children in your community

• Standards… what you permit you promote • Not doing everything all the time!• De-cluttering the curriculum?

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“School leadership is a vital part of equity and excellence in education. It is second only to the quality of a school’s teachers as within-school

influence on educational quality and outcomes. The most important responsibility of school

leadership is leadership for learning.”

Improving schools in Scotland: an OECD Perspective 2015

Leadership focused on Excellence and Equity:

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being “leaderly”…

• clear focus on big picture• distinguish technical from adaptive• an understanding of people and how to get best from them - the

ability to build confidence• resilience – it will rarely be a smooth, easy path• bravery• the ability to make connections and build partnerships• the ability to manage change• the ability to manage risk • to be demanding and painstaking• hungry to learn

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What will we hope to see in relation to the 3 NIF Quality Indicators?

Leadership of change

• Clarity and impact of shared vision (not too generic!)• Values and aims shared across school community, alive

and underpinning decision making and daily actions• Consistent impact from improvement planning across

the school • Clear methods and approaches to implementing

change, which everyone buys into and understands.

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What will we hope to see in relation to the 3 NIF Quality Indicators?

Learning, teaching and assessment: • impact of the curriculum and clarity of approaches • quality of learning and engagement• quality of teaching • effective use of assessment • clear, streamlined, high impact approaches to planning,

tracking and monitoring • well planned, targeted additional interventions

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What will we hope to see in relation to the 3 NIF Quality Indicators?

Raising attainment and achievement: • quality of attainment in literacy and numeracy • trends in attainment over time• overall quality and breadth of learners’ achievements • ways in which the school can demonstrate equity for all learners.

• Discuss and agree what you would expect to see in your school in relation to the 3 NIF QIs and the other QIs which are most relevant to your current priorities

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Summary: what will excellent primary schools be doing?

• Streamlining and simplifying approaches to planning and assessment, focusing on the best possible progression for all children

• Clear learning and teaching strategies in place to close ‘gaps’ in achievement

• Highest levels of confidence and consistency in teacher judgement of CfE levels

• Proportionate approach to monitoring and evaluation• Generic and targeted elements to improvement plan

priorities • Collaboration: essential for excellence