Graeme YoungSusan HannahADHS Event 6.11.14

Most Deprived

2 3 4 5 6 7 8 9 Least Deprived

0

100

200

300

400

500

60018

8

229 25

7

292

326 35

4

390

423

467

520

199

233

270

307

345 37

5

407

440

482

544

215

247

291

327 35

5

390

424 45

1

492

546

229

270

301

332

368

399 42

7

460

505

561

250

285 31

4

359 38

6 415

454 48

3

521

589

Average Tariff Score of School leavers, 2007/08 to 2011/12

2007/082008/092009/102010/112011/12

SIMD Decile

Ave

rage

Tar

iff S

core

“Scotland should be the best place to learn. We want each child to enjoy an education that

encourages them to be the best they can be and provides them with a full passport to

future opportunity”

Ambition Statement

• Improved educational outcomes for all learners

Consistently over an agreed period, promoting greater depth and breadth of attainment and achievement and improving the educational outcomes of all our children and young people.

• Equity in educational outcomes

Consistently over an agreed period, to make progress in eroding the deeply embedded correlation found in the majority of Scottish schools between a child’s relative point of social deprivation/affluence and their educational attainment.

• Higher public confidence in education through continuous improvement of Scotland’s education system.

To achieve this shared ambition we need:

From good to great: building equity and success in Scottish education

• Early years• Teaching Scotland’s Future• Curriculum for Excellence• Literacy and numeracy hubs• Evidence and data - Insight• Engaging with families and communities• Self-Improving Schools Partnership Programme

Aims for this work

• Focus on those things which evidence shows will make the biggest difference to children and young people.

• Need to be challenging. Not achievable by hard work alone.

• Signal a shift in the way that activity is delivered.• “Responsibilities for all” - Unlocking the Curriculum

To raise education attainment for all and reduce inequity

School learning environment which supports the

individual needs of all children

Positive physical, mental, cognitive health and

emotional development for all children and young

people

Supportive home school partnerships

Encouraging home learning environment

Positive aspirations of children & young people

Raising Attainment For All (8 years to 18 years)Theory of actions that

will enable children and young people to achieve

Transformational Leadership

High quality learning and teaching

High Quality, Skilled Workforce

Individual Support for children

Universal Support for learning

Sharing of information Parents, carers, families

engaged with their child’s learning and involved in

supporting their learning and development

Partnerships between Schools, FE, training, HE & Employers

Engaged community enterprises / community assets / third sector

Developed parental skills & strategies to support learning

Our Vision: Scotland should be the best place to go to school. We want each child to enjoy an education that encourages them to be the most successful they can be and provides them with a full passport to future opportunity

Communities engaged in supporting opportunities for learning and development of

children and young people

Co-produced planning/decision making

Culture for change and improvement

Transition communication

Improved communication between school and home

Increased engagement with partner agencies

Availability & access to services

Coaching /mentoring interventions

QI team discussions

Nurture groups

Enhanced coaching skills

Improved planning

Study support skills for parents

Understanding of local context of achievement gap

Improved teamwork, communication and collaboration

Pedagogy techniques

“To ensure that 85% of children within each school cluster have successfully experienced

and achieved CfE Second Level Literacy, Numeracy and Health and Wellbeing

outcomes in preparation for Secondary School by 2016”

The 2012 survey of literacy showed that 82% of children in P7 from areas of most deprivation were performing well or very well in reading; and the 2013 survey of numeracy showed 53% of children in P7 from similar circumstances were performing well or very well.

Stretch Aim 1

“To ensure that 85% of children within each school cluster have successfully experienced

and achieved CfE Third Level Literacy, Numeracy and Health and Wellbeing

outcomes in preparation for Senior Phase by 2019”

The 2012 survey of literacy (reading, writing, listening and talking) showed that 73% of children in S2 from these areas were performing well or very well at the expected

level in all these aspects; and the 2013 survey of numeracy showed 25% of children in S2 from areas of most deprivation were performing well or very well.

Stretch Aim 2

“To ensure that 95% of young people within each school cluster go on to positive

participation destinations on leaving school by 2018”

Stretch Aim 3

Aim 4 - Leadership

“To provide the leadership for improvement, both nationally and locally, across the Raising

Attainment for All Programme”

Local Authorities

• Aberdeen, Angus, Dundee, Fife

• Stirling & Clackmannanshire, North Lanarkshire, South Lanarkshire

• Renfrewshire, North Ayrshire, East Ayrshire

• Borders, Dumfries & Galloway

SchoolsGroupings of Secondary Schools and associated

clusters of primariesRural and UrbanVarying levels and proportions of depravation

All Share - All Learnregional and national collaboration

Launch event news report

The six questions to be asked of EVERY change programme…

1AimIs there an agreed aim that is understood by everyone in the system?

2Correct changesAre we using our full knowledge to identify the right changes & prioritising those that are likely to have the biggest impact on our aim?

3Clear change methodDoes everyone know and understand the method(s) we will use to improve?

4MeasurementCan we measure and report progress on our improvement aim?

5Capacity and capabilityAre people and other resources deployed and being developed in the best way to enable improvement?

6Spread planHave we set out our plans for innovating, testing, implementing and sharing new learning to spread the improvement everywhere?

Our change theory

A clear and stretch goalA methodPredictive, iterative testing

DESIGN DESIGN DESIGN DESIGN APPROVE

Conference Room

Real World

The Typical Approach…

IMPLEMENT

DESIGN

TEST & MODIFY

TEST & MODIFY

APPROVEIF NECESSARY

Conference Room

Real WorldTEST & MODIFY

Quality Improvement Approach

START TO IMPLEMENT

Use the Model for Improvement to test and implement changes

Model for ImprovementAct on the plan - Testing

Aim Statement: What? How much? By When?

Family of measures

Model for ImprovementAct on the plan - TestingMoving to

action –testing change ideas with PDSA cycles

Increase the belief that the change will result in

improvements in your setting

Minimise resistance when spreading the change throughout the

organisation

To learn how to adapt the change to conditions in

your setting

Evaluate the costs and “side-effects” of changes

Why test changes….?

Users inform process design…….

……Testing allows local design of the process

Cycles of Tests Build Confidence

AP D

S

AP

D S

APD

SA P

DSProposals, theories, hunches, intuition

Changes that will result in improvement

Learning from data

Keeping a record

What is the aim of this test?

Identify who when where?

What preparation do you need to do?

What’s your prediction for this test?

(based on your current knowledge)

What information will you collect?(data)

Keep it short, simple but information rich

St Bartholomew’s Primary School

Small changes… BIG impact!

By June 2014, all Primary 7 pupils ‘causing concern’ in writing will meet

90% of the marking criteria at their level

WHAT DO WE AIM TO ACHIEVE THROUGH OUR CURRENT TEST?

• Appropriate structure for coaching sessions.

• Manageable way of recording coaching session discussions.

• Sustainable timescale for weekly coaching sessions.

Weekly coaching session for pupils ‘causing concern’.

• Child-friendly writing criteria for self-assessment.

• Criteria for coach to measure progress at set milestones.

Clear criteria for assessing writing and measuring progress.

• Class teacher familiar with criteria being used.

• Manageable procedures for passing on outcome of weekly coaching session to class teacher.

• Time and support provided by class teacher to ensure weekly coaching sessions are built upon in class.

Support of Class Teacher in helping

pupils address weekly

targets/strategies.

Parental engagement

By June 2014, All Primary 7

pupils ‘causing

concern’ in writing

will meet 90% of the

marking criteria

at their level.

PRIMARY DRIVERS SECONDARY DRIVERS

• Support for parents/carers in understanding the approach to weekly coaching.

• Regular feedback on the progress of their child.

Why coaching?Formative assessment, of which effective feedback is a key feature, has been a major focus in Scottish schools for a number of years, primarily as a result of the work of Paul Black and Dylan William in the late nineties.

Research on formative assessment over the past decade tells us that quality, focused feedback has

a very high impact (potentially +9 months advantage over the course of a school year for an

‘average’ pupil) for little, if any, financial investment.*

Learning Support for individual children and small groups of pupils requires a major investment of both money and personnel. Current financial constraints are making it increasingly difficult for schools to offer this type of additional teaching input to pupils. Alternative solutions need to be found.

* Source: The A-Z of School Improvement (Brighouse & Woods, 2013)

If quality feedback within the classroom setting has such a major impact on

pupils’ progress, what would be the impact of a weekly one-to-

one coaching session (focusing on feedback and target-setting) on

the progress of an individual pupil?

The idea for coaching arose from a simple question:

Definitely worth investigating!

Baseline assessment of extended piece of writing prior to

embarking on coaching

(January 2014):

Rhys achieved 7 targets out of a possible 14

Format of

weeklycoachingsession

I will read my writing aloud and put ina full stop, comma or question mark

whenever I take a pause.

Rhys T.Each week,

Rhys reviews and traffic lights his targets

What did the data indicate after the first four weeks of

one-to-one coaching?

Rhys’s self-assessment over the

initial four coaching sessions

10.01.14 16.01.14 24.01.14 31.01.140

2

4

6

8

10

12

2 2

0 0

9

8

6

33

4

8

11

RED AMBER GREEN

Length of Coaching Sessions with Rhys

10.01.14 16.01.14 24.01.14 31.01.14

28

1312

13

Time in minutes

Compare this to the

sixty minutes of

Learning Support

allocated to this

pupil each week.

I feel more confident.I’m not struggling with my writing so much in class and I don’t need to ask for so much help.My work used to scare me. Now it doesn’t worry me so much.I like focusing on just one target each week.I like going down to Mr Young’s office for my coaching.Traffic lighting my targets makes me feel I’m improving.I’m finding my coaching sessions more helpful than the learning support I get. I think it’s making a bigger difference to my classwork.I’m even starting to help others in the class with their work.

Some comments from Rhys

Assessment of extended piece of

writing, March 2014:

Rhys achieved 13 targets out of a possible 14

(92%)

• The school’s two Principal Teachers have been trained in the coaching technique.

• Coaching has been extended to Primary 4 pupils across the cluster identified as ‘causing concern’ in writing.

• Systems are now in place to track attainment and measure the progress of all pupils across the school to ensure coaching is targeted at those pupils who need it most and safeguard any pupils from slipping through the net:

Expected Zone Above Below0

2

4

6

8

10

12

14

16

WRITING: PRIMARY 5

Boys Girls

Small changes… BIG impact!

St Bartholomew’s film

Themes identified for local focus • Parental Involvement/positive relationships• Literacy • Numeracy• High quality teaching/skills• Study skills/home learning• Nurturing• Resilience and emotional wellbeing

Next StepsIA local support to build improvement skills and

enable improvement activity to start

Regional EventsNov 25th (Falkirk) Nov 27th (Dundee)Dec 2nd (Ayrshire) Dec 4th (Peebles)

National Event - All LAs and teamsMarch 16th & 17th - SECC Glasgow

Thank you