Schools Improvement Partnership Programme
A joint literacy intervention
between Schools and Community
Learning and Development
Colleagues
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Alex Black- QIM/Acting Head of Service
Frances Lawson-Tennyson- ASfL Adviser/Acting DHT
Maureen Petrie- Principal Officer CLD
Cathie McNeil– Education Pathfinder
Michelle Brown- CLD Pathfinder
Amna Nadeem- ASfL Graduate Researcher
Getting it Right
Action research question
“In what ways do targeted reading
interventions by school and community
learning and development improve
literacy levels of P7 pupils who are
currently reading behind their
chronological age?”
Action research question cont
• “In what ways does joint intervention
from Additional Support for Learning
and Community Learning and
Development improve access to the
secondary curriculum for children
reading behind their chronological
age?”
Success Criteria
• Improved reading scores in valid reading assessments
relative to a P7 control group
• Accelerated progress of target group relative to and
S2 control group
• Evidence of success in valid assessments, pupil and
parent questionnaires, and research logs.
• Evidence of engagement through improved
attendance, positive evaluations from research logs
and parental survey.
Success Criteria cont
• Evidence of positive evaluations from research
logs, networking events and joint training.
• Improved teacher and CLD skills evidenced
through self-evaluation and peer review
• Sustained increase in professional capacity
evidenced through subsequent P7 assessment
data.
Education intervention
• Low reading scores
• Small group targeted intervention
The targeted intervention is designed to
 develop independent reading and writing strategies
 introduce study skills through Reciprocal Reading
 encourages editing in the writing process
 teaches a range of strategies for learning words
 promotes self-esteem.
Community Learning and Development Intervention
Other activities that promote motivation
and ambition amongst the children and
their families will contribute to a holistic
package delivered by the school and
Community Learning and Development.
CLD may contribute to existing
teams around families.
Research Methods
Data collection instruments Input
Amna Nadeem
ASfL Graduate Researcher
How are we collecting data?
• Quantitative data is numerical information.
• Qualitative data is descriptive information.
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CEM
Project Baseline Assessments
Staff Questionnaire
Reflective journals
Pupil profiles
Quantitative data: School Staff Questionnaire
• Measure respondents
attitudes by asking
how strongly they
agree or disagree
with a set of
questions.
• Graphs and charts
• Calculate the most
frequent response.
• Compare and
contrast data
Qualitative data: School Staff Questionnaire
• Capture respondents
thoughts, feelings
and opinions
• Discover common
themes and emerging
patterns
• Put data into a visual
format
• Draw conclusions
about the data
Qualitative data: School Champions Reflective Journals
• In-depth information
about strengths and
areas of development of
delivery
• Discover the strongest
areas of delivery
• Discover the common
areas of development
• Findings will impact
future training
• Capture the
development of the
project.
Quantitative data: Reflective journals cont
• Calculate the attendance
figures
• Calculate how many
pupils achieved their
targets each
week/fortnight
Qualitative data: Pupil profiles
• Common themes and
patterns emerging –
likes, dislikes, skills and
feelings.
• Compare and contrast
data – schools, before
and after intervention
Quantitative data: Pupil profiles
• Compare and contrast
data – schools, before
and after the intervention
• Calculate the changes –
increases and decreases
• Calculate the average,
mode, median.
Community Learning and Development Instruments
Progress Files
• Project outline
• Participant record
• Recording and session reflection
• Participant evaluation
Workshop
Our journey so far
The instruments in action
Pathfinders
Cathie McNeil- School/ASfL
Michelle Brown- Community Learning & Development
Group task
1. Can you identify the main
themes in our data?
2. How do you think our SIPP
activity is tackling inequality in
education?