An Evaluation of planning processes
in DEIS schools
Inspectorate School Improvement and Quality Unit
Inspectorate DEIS evaluations
• DEIS evaluations in 2010/11, 2011/12, 2013/14
• 44 primary DEIS band I urban schools; 44 post-primary schools
• DEIS evaluation reports, individual and composite
• Focus of DEIS evaluations – planning processes
Evaluation of DEIS planning processes: framework
DEIS Planning Process
DEIS Evaluation Framework
Targets and data
Attendance
Retention
Progression
DEIS
Objectives
Examination
attainment PP
Literacy
Numeracy
Partnership
Selection of strategies
Implementation of
strategies
Measurement of
impact and progress
Primary findings
Overall findings: Primary
Planning in DEIS themes
100
90
Percentage of schools
80
70
60
50
40
30
20
10
0
Attendance
Retention and progression
strengths predominate
Literacy
Weaknesses predominate
Numeracy
balance of strengths and weaknesses
Partnership
Findings: Primary
Attendance
Strengths
• Most schools (about 80%) successfully engaging in planning for improvement
• Slightly more strengths in selection and implementation of strategies (86%)
than in target setting (80%) and measuring progress (77%)
Weaknesses
• Weaknesses in 20% of schools relating to target setting and measuring
progress
• Planning practices relating to chronic non-attendees in 25% of schools
Findings: Primary
Retention and Progression
Strengths
• Almost all schools (over 90%) select and implement strategies effectively and
record progress regarding retention and progression
• Programmes offered are correctly aligned to meet the needs of children
Weaknesses
• Generally, primary schools do not regard retention and progression as
problematic. Therefore in a few schools targets for improvement have not
been set
Findings: Primary
Literacy
Strengths
• Most schools (over 80%) have strengths in the selection and implementation
of strategies
• Monitoring the implementation of strategies (over 80%)
• Schools report improvements in key elements of literacy (reading and writing)
Weaknesses
• 40% of schools are not yet setting measureable targets to improve literacy
• Developing targets and practices to improve oral language is not apparent in
almost 50% of the schools evaluated in 2011 and 2014
• Almost 20% of pupils are unsure as to how well they are doing in the various
elements of literacy
Findings: Primary
Numeracy
Strengths
• The majority of schools (75%) are effective in selecting and implementing
strategies
• Just over 60% of schools have strengths in setting targets
• Coordinating and embedding key strategies into every day practice
Weaknesses
• Almost 40% of schools have not devised measurable targets to improve
numeracy
• 20% of schools need to give greater attention to the provision of a
differentiated programme of activity
Findings: Primary
Partnership with parents and others
Strengths
• Most schools (nearly 90%) have selected and implemented a wide range of
strategies
• Well coordinated programmes for parents in over 70% of schools
Weaknesses
• One third of schools have not set specific and measureable targets for
improvement and one fifth have not measured progress
• Lack of coordinated, multi-agency approach in seeking to address issues such
as attendance
Findings: Primary
The DEIS planning process
Strengths and weaknesses in DEIS planning processes
100
90
Percentage of schools
80
70
60
50
40
30
20
10
0
Targets and data
strengths predominate
Selection of Strategies
weaknesses predominate
Implementation of strategies
balance of strengths and weaknesses
Impact and progress
Post-Primary findings
Post-primary DEIS evaluations – findings on
DEIS planning for the seven themes
Strengths and weaknesses in DEIS planning for the seven themes in 44 schools
44
40
36
Number of schools
32
32
32
29
29
28
26
24
24
25
20
16
15
13
12
11
12
11
8
8
4
15
2
1
Attendance
Retention
7
4
3
4
5
Numeracy
Partnership
0
Progression
Strengths
predominate
Examination
attainment
Weaknesses
predominate
Literacy
Equal strengths
and weaknesses
Post-primary DEIS evaluations – findings
Attendance
Strengths
• Overall, strengths outweigh weaknesses in DEIS planning for attendance
• Most schools (77%) have selected effective strategies to monitor and improve
attendance
• A majority of schools (68%) are implementing these strategies effectively
Weaknesses
• Target-setting and measurement of progress show weaknesses in a large
minority (41%) of schools
• Holistic approach to improving attendance an area for development –
relevance of teaching and learning practices and code of behaviour
Post-primary DEIS evaluations – findings
Retention
Strengths
• Overall, strengths predominate in DEIS planning for retention
• Most schools selecting (80%) and implementing (75%) effective strategies to
improve retention
• The most successful schools aiming for, and achieving, high retention rates
Weaknesses
• In a minority of schools, target-setting (39%) and measurement of progress
(30%) require improvement
• In these schools, specific at-risk groups should be better identified, and the
effectiveness of interventions needs to be robustly evaluated
Post-primary DEIS evaluations – findings
Progression
Strengths
• Overall, strengths outweigh weaknesses in DEIS planning for progression, but
with an equal balance of strong and weak target-setting processes
• Selection of strategies strongest aspect in 73% of schools
• Strategies effectively implemented in 70% – effective transfer programmes,
educational guidance, and opportunities to experience next-stage options
Weaknesses
• Target-setting weak in 50% of schools – vague, poorly based
• Scope to develop gathering and use of data to inform planning to improve
progression
• Scope to develop extent to which high expectations are communicated to
students, the hallmark of the most successful schools
Post-primary DEIS evaluations – findings
Examination attainment
Strengths
• In a minority of schools, strengths in selection (48%) and implementation
(39%) of strategies that challenge and empower students - AfL; active
learning; highest possible exam level
N.B. Evidence of improved JC outcomes in period 2007-2011 in DEIS schools
Weaknesses
• Overall, weaknesses outweigh strengths in DEIS planning for examination
attainment
• Weaknesses especially predominant in target-setting (68%) and measurement
of progress (70%)
• Much scope for development in use of internal and external assessment
outcomes to establish baseline data and set SMART targets for improving
student attainment
Post-primary DEIS evaluations – findings
Literacy
Strengths
• Overall, strengths outweigh weaknesses in DEIS planning for literacy
• Selection of strategies is strongest aspect (73%). Target-setting for literacy is
relatively strong (59%).
• The most successful schools select and implement whole-school interventions
to support vocabulary and reading skills development
Weaknesses
• An ‘implementation gap’ exists; just 55% of schools implementing effectively.
Need to ensure that interventions selected to improve literacy skills are
understood and put into practice at whole-school level
• Just 55% of schools measuring progress effectively. A significant minority
need to improve; indications in more recent evaluations that this is happening
Post-primary DEIS evaluations – findings
Numeracy
Strengths
• In a minority of schools (34%), strengths found in target-setting and selection
of strategies to improve outcomes in Mathematics and improve students’
attitudes to Maths and numeracy
• The most successful schools have reduced the numbers taking foundation
level Maths, increased uptake of higher level Maths, and extended students’
experience of numeracy
Weaknesses
• Overall, weaknesses outweigh strengths in DEIS planning for numeracy
• Weaknesses most predominant in implementing strategies (73%) and
measuring their impact (82%) – recent evaluations indicate improvement
• Scope to use the greater awareness of the importance of numeracy to
increase the whole-school focus on numeracy development
Post-primary DEIS evaluations – findings
Partnership
Strengths
• Overall, strengths predominate in DEIS planning for partnership. Each aspect
of planning stronger for partnership than any other theme
• Most strengths in selection (91%) followed by implementation (77%)
• Significant efforts in almost all schools to involve parents, and to support
students and their families through strategic links with other agencies
Weaknesses
• Most weaknesses found in target-setting (36%)
• Interventions less effective where there is a lack of co-ordination
Post-primary DEIS evaluations – findings
DEIS planning processes
Strengths and weaknesses in DEIS planning processes in the 44 schools
44
40
36
32
Number of schools
32
28
27
28
24
24
20
20
17
16
16
12
12
8
4
0
Target-setting
Selection of
strategies
Strengths
predominate
Implementation of stategies
Weaknesses
predominate
Measurement of impact and progress
DEIS evaluations – Conclusions
• Engagement with the DEIS planning process is impacting positively in
schools
• The interventions available to DEIS schools are making a positive difference
– particularly when well coordinated and monitored
• Effective leadership is a crucial element of the DEIS planning process
• A combination of a whole-school focus and a targeted approach is
necessary to bring about required improvements
• Where schools target specific groups with specific interventions there is
evidence that this leads to improvements across the themes
• The prevailing atmosphere in DEIS schools is positive for pupils and
welcoming of parents
DEIS evaluations – Conclusions
• Elements of DEIS planning process require further development: target-setting
and data analysis; monitoring and measuring impact
• Some DEIS themes require more focused attention and more targeted actions: for
example, aspects of attendance and literacy at primary, and numeracy and
examination attainment at post-primary
• Trends are positive, but DEIS schools continue to require additional supports and
resources
• The development and fostering of effective leadership in DEIS schools is required,
to ensure that DEIS supports have maximum impact
• Schools should be aware of, and partner with, other agencies to address specific
and persistent issues in their schools/for their students