Recently Appointed
Heads of English & Mathematics
Literacy and Numeracy
Coordinators
February 2013
Aim of the day
To consider the role of the Head of
Department/Coordinator in raising
standards in English/Literacy and
Mathematics/Numeracy.
Objectives
Participants will have opportunities to
consider:
• the evolving role of the Head of
Department/Coordinator; and
• effective strategies for planning,
monitoring and evaluation.
3
Programme
09:30
10:30
11:00
13:00
13:45
Introduction
Setting the Scene
Roles & Responsibilities
Coffee
School Improvement Cycle
» Policy
» Effective Use of Data
» Auditing
» Action planning
Lunch
Monitoring and Evaluating
Plenary and Evaluation
Key Documents
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Every School a Good School (ESaGS)
Count Read: Succeed (CRS)
Chief Inspector’s Report 2010-12
Together Towards Improvement (TTI)
Better English
Better Mathematics Series
Every School a Good School
To ensure that every learner fulfils
his or her full potential at each
stage of their development
– Raising the educational standards for all
– Closing the attainment gap between the
highest and lowest achievers
http://www.deni.gov.uk/index/curriculum-andlearningt-new/standards-and-schoolimprovements/every-school-a-good-school.htm
6
Count, Read: Succeed
A Strategy to Improve Outcomes
in Literacy and Numeracy
(Department of Education, 2011)
http://www.deni.gov.uk/index/curriculum-andlearningt-new/standards-and-schoolimprovements/03-literacy-and-numeracy/countread-succeed--improving-outcomes-in-literacyand-numeracy.htm
Overview of Count, Read: Succeed
High level strategy
• Sets targets and
milestones
• Contains an Action Plan
2011- 15
• Includes the Levels of
progression
• Sets expectation every child
progresses a Level over the
course of a Key Stage.
• Sets out roles for:
– school leaders
– teachers
– education bodies
• Defines literacy,
numeracy and
underachievement
Overview of Count, Read: Succeed
Aligns 6 strands:
1.
2.
3.
4.
5.
6.
Curriculum
Assessment
Role of teachers
Early intervention
Schools’ links with parents & communities
Sharing best practice
Targets for 2020
• Key Stage 2 – 90%+
• Key Stage 3 – 85%+
• 5+ GCSE A*-C inc English and maths –
70%+ overall;
65% for FSME
• 5+ GCSE A*-C inc Gaeilge, English and
maths (pupils in IM) – 70%+
Chief Inspector’s Report 2010-12
Going Forward
There is a need to:
• improve outcomes for all pupils at GCSE in English and mathematics
given that only 59% of school leavers attain at least five GCSEs at
grades A*- C, and equivalents including English and mathematics, and
particularly for those entitled to free school meals, where less than one
in three reach this standard;
• ensure a greater emphasis on the effective monitoring and evaluation
of the quality of provision, where actions to promote improvement were
not good enough in nearly 50% of all schools inspected; and
• improve the quality of leadership and management in around 39% of
schools inspected.
http://www.etini.gov.uk/index/support-material/support-material-general-documents-nonphase-related/the-chief-inspectors-report/the-chief-inspectors-report-2010-2012.htm
Together Towards Improvement
The purpose of self-evaluation is to:
• promote school effectiveness;
• improve the quality of learning and
teaching;
• improve the experiences of the
pupils; and
• raise the standards which the pupils
attain.
http://www.etini.gov.uk/index/together-towards-improvement.htm
Better English/Mathematics
http://www.etini.gov.uk/index/surveys-evaluations/surveysevaluations-post-primary/surveys-evaluations-post-primary2011/better-english.htm
http://www.etini.gov.uk/index/surveys-evaluations/surveysevaluations-post-primary/surveys-evaluations-post-primary2010/follow-up-to-better-mathematics.htm
Role of the Curriculum Leader
• What do you think the role of the Curriculum
Leader entails?
– Think: What do you think are the key
priorities for you as a new Head of
Department/Coordinator
– Pair: Discuss priorities with your partner
– Share with the whole group
Roles and Responsibilities
Workshop
Discuss the given statements and place them
in the appropriate column of the recording
sheet:
– Responsibility of the Head of Department
– Responsibility of the Coordinator
– Not sure
– Not our responsibility
CRS: School Leaders
• Other school staff with leadership roles must ensure a focus on
literacy and numeracy in their area of responsibility, in line with the
whole-school approach.
• They must hold their staff to account, and be accountable, for their
contribution to developing and promoting literacy and numeracy.
• They must ensure that all staff have high expectations for pupils.
• School leaders should also embed a culture where monitoring and
analysing pupil progress data is an integral part of their
accountability processes.
• School leaders should ensure that there is an integration of special
needs provision, with a particular focus on literacy and numeracy, at
individual pupil level, class level and whole-school level.
CRS: Teachers
• At the centre of the strategy
• Address underachievement as soon as it
emerges
• Continue to address underachievement with
support from other staff in the school
• Continue to address underachievement with
support from outside the school
• Meet the needs of pupils after a non-statutory
assessment through the SEN framework
CRS: Teachers
‘To identify underachievement teachers will
draw on their professional judgement and the
data they consider relevant………It is
expected that teachers will mainly use
existing assessment information already
routinely collected or generated by the
teacher or school.’
CRS: Central Role of Teachers
‘5 Things’
• High quality teaching of all pupils
• Emerging underachievement
• Continuing underachievement (within
school)
• Continuing underachievement (with external
help)
• After non-statutory assessment
Heads of English, Irish & maths
Given time and authority to:
– Lead on identifying most effective pedagogy
– Lead planning for literacy and numeracy
involving teachers across the school
– Promote sharing of best practice
– Set targets and assess outcomes in literacy
and numeracy
– Supported by feedback from other
departments as appropriate
Heads of English, Irish & maths
Expect pupils to normally get A* - C
in GCSE English and maths, and for
Irish-medium, Gaeilge
PIRLS & TIMSS
Trends in International
Mathematics and Science
Study
Executive summary may be found at:
http://www.nfer.ac.uk/publications/PRTI01/PRTI01Summary.pdf
Progress in International
Reading Literacy Study
Full report may be found at:
http://www.nfer.ac.uk/nfer/publications/PRTI01/PRTI01.pdf
NI Audit Office Report
• http://www.niauditoffice.gov.uk/index/public
ations/recent_reports/improving_literacy_an
d_numeracy_achievement_in_schools_2.ht
m
Literacy & Numeracy Policy
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Context
Definitions
What does a policy do?
Child Centred Provision
High Quality Teaching &
Learning
• Effective Leadership
• Connected to Local Community
• Monitoring & Evaluation of Policy
Policy Workshop
• Read the Guidance Document on the
Development of a Literacy and Numeracy
Policy
• Compare your current policy with the
handout
• Use the worksheet to record strengths,
areas for improvement, next steps and any
additional comments.
DE Targets
• Annual School targets for DE
- based on a range of evidence
- based on current cohorts of pupils
- current levels of progression
- Emphasis on FSME pupils
• Action Plans support achievement of
school’s DE targets
School Improvement Planning Cycle
AUDIT
UNDERSTANDING IN DETAIL
WHAT IS GOING ON
EVALUATE
OUTCOMES AND
IMPACT
MONITOR
PROGRESS
EVIDENCE
BASE
MAKE CHANGES
ACTION PLAN
SET TARGETS
QUANTITATIVE AND
QUALITATIVE
Audit: Effective Use of Data
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 End of Key Stage English/Communication
and Mathematics/Using Maths outcomes to
review progress annually (KS3 and 4)
• Identify trends
• Use benchmarking data to compare outcomes
with other similar schools (%FSM)
• Identify areas for improvement as result of
initial analysis of whole school data.
Benchmarking Data
• http://www.deni.gov.uk/index/curriculum-and-learningtnew/standards-and-school-improvements/03schools_school_improvement_programmeschool_development_planning_pg/03schools_school_improvement_programme-targetsetting_pg.htm
Year Group/Class Level
• Track progress of each cohort (annually) as they move
through school
• Assessment Manager
• Levels of Progression
• Standardised scores
• Identify areas for improvement
– Analyse data from standardised tests
• Use this information to set targets for each cohort on a
yearly basis
Individual Pupil Level
• Track progress of individual pupils (annually) as they
move through the school
– Assessment Manager
– Standardised scores
– Levels of Progression
• Identify pupils at risk of underachievement
• Identify areas for improvement
– Use information from standardised tests
• Use information from formative assessment
• Use this information to set appropriate targets for
individual pupils
Under Achievement
• Underachievement is
used to describe a
situation where
performance is below
what is expected based
on ability. It can apply at
the level of an individual
pupil or describe a class
or school, or indeed a
system.
Low Achievement
• Low achievement is
different from
underachievement. Low
achievement is where a
pupil is achieving to the
full extent of her or his
ability, but is well below
average compared to her
or his peers.
AUDIT
Audit Process
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Why?
Who?
What? - http://www.welb-cass.org/site/postprimary.asp?sector=pp
How?
When?
WELB English – Literacy Audits
UNDERSTANDING IN DETAIL WHAT IS GOING ON
• Auditing English at KS 3/4/5
• Auditing Literacy Across the Curriculum
• Better English Audit
http://www.welb-cass.org/site/subpage.asp?sector=pp&page_area=11&subpage_id=246
WELB Mathematics-Numeracy Audit
UNDERSTANDING IN DETAIL WHAT IS GOING ON
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Planning
Teaching and learning
Assessment
Leadership and Management
http://www.welb-cass.org/site/subpage.asp?sector=pp&page_area=22&subpage_id=305
Exemplar Numeracy Audits
1. Better Maths - Self-Evaluation Audit
2. Better Maths – The Quality of Monitoring and
Evaluation
3. Audit based on Characteristics that Determine
Effective Provision for Literacy & Numeracy
4. WELB Audit of Mathematics-Numeracy
5. Audit to Determine Areas for Improvement in
Year 8 Mathematics
Audit Based on ETI Survey
Action Planning
Action Planning
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Identify the focus for the plan
Establish the baseline
Set the targets
Identify the success criteria
Agree the approaches
Identify specific strategies for monitoring and
evaluating
• Agree the timescale
• Cost the plan
Action Planning
Workshop
A. 52% of pupils will achieve Grade A* - C in GCSE
English/Mathematics (an increase of 3.6% on the previous
year)
B. All teachers of English/Mathematics will use effective
questioning to enhance pupil learning.
C. By June 2013 a whole school Literacy/Numeracy policy
will be agreed and implemented.
D. In September 2013, an English/Mathematics support
programme will be offered to parents of pupils in Year 11.
Action Planning
Workshop
In your group discuss the given ‘targets’.
• Amend the target if you think it is necessary
to do so; and
• Agree on success criteria and approaches
to support these targets
Planning in Action
Review your own school action plan and
consider the following:
– Are all of the targets SMART?
– Are there too many/few targets on the plan?
– Have you identified appropriate success
criteria?
– Do your approaches support the development
of your target?
Monitoring and Evaluation
MONITORING
is the activity that is undertaken routinely to
keep a check on progress and to check
that what is supposed to be happening is
happening in the way that was planned.
EVALUATING
Is the process of looking at the
data/information gathered through the
process of monitoring and making
judgements about that data.
Monitoring and Evaluation
Workshop
In your group discuss the given strategies
and agree on the most appropriate ones to
use in order to:
a) monitor; and
b) evaluate each of the targets.
Contact Details
Yvonne Mathers
SWTC 028 6632 3240
yvonne_mathers@welbni.org
Mary Quinn
TEC 028 8224 0809
mary_quinn@welbni.org
Maggi Clifford
STC 028 7138 2632
maggi_clifford@welbni.org