OFMDFM Signature Project
Omm
Improving
Literacy and
Numeracy
Support and information session
September 2014
OFMDFM Signature Project
This course aims to :
• provide an update of Signature
• inform about the key elements for Year 2
• inform about Common Metric Questionnaire
• share effective practice from Year 1
OFMDFM Signature Project
Programme
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•
•
•
Year 1
Action Plans
Monitoring
Evaluation – End of Year Report (end of September 14)
• Year 2
• Action plans will be copied forward – schools will adapt
and submit for assessment (end of October 14)
• Monitoring – 2 Periods
• Evaluation
• Plenary
OFMDFM Signature Project
Signature Project
Evaluation - electronic version on the website but
schools must complete their action plan and their
monitoring forms to access this form.
Excel Spreadsheet for data – see next slide
OFMDFM Common Metrics Questionnaire
– this will be available through “Fronter”
ETI – is currently planning visits to schools in Term1 to
specifically evaluate Signature
OFMDFM Signature Project
Data Collection – Excel Sheet
Email directly to the schools and
return to Michael Burns by email.
OFMDFM Signature Project
Teachers Appointed
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•
•
•
225.4(FTE) – OFMDFM 32.4(FTE) – DE
2(FTE) – by schools
260.7(FTE) – Appointed Overall
300 individual teachers employed
• 208 – Seconded Teachers (1 days training)
• 73 – Centrally Recruited (5 days training)
• Cohort 5 have just completed 2 days training
OFMDFM Signature Project
Overall Data – NISPLAN Website
• 3042 – Primary Pupils Supported
o 1561 – Literacy
o 1402 – Numeracy
o 79 – Irish
• 6658 – Post Primary Pupils Supported
o 3023 – English
o 3635 – Mathematics
OFMDFM Signature Project
Centrally Recruited Teachers – Evaluation Documents
Post Primary CR Support 2013/14
Signature
Classes Supported
255
Pupils Supported
2305
Teachers Supported
186
OFMDFM Signature Project
Centrally Recruited Teachers – Evaluation Documents
Primary CR Support 2013/14
Signature
Classes Supported
89
Pupils Supported
767
Teachers Supported
73
OFMDFM Signature Project
Centrally Recruited Teachers – Evaluation Documents
Overall CR Support 2013/14
Totals
Classes Supported
344
Pupils Supported
3072
Teachers Supported
259
OFMDFM Signature Project
Analysis of the Monitoring Documents on NISPLAN
Comments from Monitoring
“Discussions with class teachers have highlighted an
increase in confidence for children when attempting
numeracy work. Children are enthusiastic about the
withdrawal lessons and always participate well. All
children receiving intervention support have successfully
been awarded a Level 4 in numeracy and so have
achieved their target.”
OFMDFM Signature Project
Analysis of the Monitoring Documents on NISPLAN
Comments from Monitoring
“Establish greater contact with parents including face to face
meetings with the parents of targeted pupils.”
“High level of participation from students during in-school
sessions Student, parent and teacher questionnaires carried
out in January indicated marked improvement in student selfesteem and attitude towards learning and exams. Parent
meeting provided valuable and positive feedback. Teacher
records in regular English lessons indicate improved marks
and anecdotal evidence from English teachers noted how
much more positive students were about their English.
Improved controlled assessments, attendance at after school
sessions are positive and students are actively seeking help
and support, even out of normal lesson time.”
OFMDFM Signature Project
Analysis of the Monitoring Documents on NISPLAN
Comments from Monitoring
“Therefore after one full term (the second term) with the
Signature Project pupils I feel better equipped to
express opinions on the work covered and discuss the
level of progress of individual pupils. Initially, it was
decided to raise the profile of reading within the cohort
of pupils. I wished to make reading a regular, enjoyable
experience which embraced a lifeskill element. The
concept of reading in one's spare time became a pivotal
aim. Reading became a time filler, a life skill and a
hobby all in one. My sense of drive ensured that I
convinced my pupils of the importance of the art of
reading which could enrich their life experiences. Trying
to work with a spread of reading ability throughout the
cohort provided direction and purpose.”
OFMDFM Signature Project
What worked and why?
Team teaching therefore support for all groups in
class.
One-to-one or small groups led to greater
identification and addressing of needs.
Additional support classes after school.
Creating and developing new resources.
Pupil self-assessment targets.
Assessment for Learning strategies, especially
formative feedback.
More questions asked by pupils.
OFMDFM Signature Project
What worked and why?
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•
•
•
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•
Groupings of pupils.
Whole smaller class created in Year 11.
Talking and Listening – small group setting.
Building rapport with pupils.
Growing knowledge of GCSE requirements.
Close monitoring of progress.
Sharing good practice.
OFMDFM Signature Project
What worked and why?
Observation of experienced teachers.
Clear use of exam question material – modelling
answers.
Not so much ‘juggling’ of different papers in maths.
Use of ICT – Fronter for resources.
Use of data.
Building of pupils’ confidence.
Availability of support outside the timetable.
Singing with groups!
Using existing intervention supports e.g. “Aim High”.
Tailored tutoring to their needs.
Showing genuine care by actions and words/building
confidence by praise.
OFMDFM Signature Project
How did your involvement with pupils’ impact on their
learning experiences in the mainstream classroom,
elsewhere in the school or at home?
More confident, engaged, independent pupils.
Questioning improved in other subjects.
Pupils brought their needs to the attention of the teacher
now.
Behaviour improved.
Revision techniques used in other subjects.
Sharing effective practice, reflective feedback with Head of
Department.
Newer teaching strategies used.
Exam strategies, at all levels.
Improved extended writing e.g. history.
Going on residential with group – self-esteem and
confidence.
OFMDFM Signature Project
How did your involvement with pupils’ impact on their
learning experiences in the mainstream classroom,
elsewhere in the school or at home?
Better attendance at revision classes.
Small groups bringing out real issues, fewer
distractions and secure learning environment.
All at the one level, not afraid to make mistakes.
Peer learning.
Better effort at homework, sense of pride.
Used pupil questionnaire to gauge impact.
Improved pupil concentration.
Sharing resources/information.
OFMDFM Signature Project
What challenges did you encounter?
Timetabling.
Lack of respect as a young teacher – classroom assistant.
Behaviour – pupils challenging- learned the reward/sanction system.
Poor attendance.
Starting later in the year – no time to see progress.
No specific room (accommodation).
Increased knowledge of exam requirements.
Negative, awkward pupils, not engaged at the beginning,
poor perception of project.
Difficult to motivate girls during maths – break everything down.
Bringing parents on board.
Role in the school backfill/CR confusion.
Too many pupils in target group.
Seeing pupils regularly, not being taken out.
Record-keeping.
OFMDFM Signature Project
What challenges did you encounter?
2 schools, 2 exam boards therefore confusing and tiring –
following up behaviour issues – collecting work.
Internal IT/email
Convincing the department that the Signature teacher had
the required skills.
Next year’s Year 11 Signature group are form class.
Overcoming stigma attached to withdrawal.
“The aim of the signature project was to achieve ‘success’; it had no connection to ‘failure.”
Not seeing pupils frequently enough to make a difference.
Greater communication within school.
Some teachers unwilling to let pupils go.
OFMDFM Signature Project
OFMDFM Signature Project
pupils
parents
7 quality indicators
Collaboration
&
communicati
on
teachers
Effective
Signature
intervention
leadership
Monitoring
& evaluating
planning
OFMDFM Signature Project
pupils
• Correctly identified,
• data used effectively,
• moved in and out of intervention,
involved in their learning,
• setting targets
• chosen well- either recruited by WELB (CR),
or appointed by their school on secondment
(S) or to fill the Backfill post (BF)
• equipped to know what to do
• plan appropriately
• use a variety of strategies
teachers
• tailor intervention to suit pupils
• track their pupils’ progress.
OFMDFM Signature Project
leadership
• supportive of the aims of
Signature, at HOD level, at
SMT/ Principal level and as
teacher-tutor;
• set clear direction, plan
intervention carefully and
integrate the Signature
teacher(s) into plan for school
improvement
• promote the Signature
intervention model as a legacy
for the school.
OFMDFM Signature Project
planning
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•
•
•
appropriate and flexible at all levelsclassroom work is tailored and adapted
timetables are suitable
allowing for monitoring and evaluation
of the strengths and weaknesses of the
model used
• ongoing assessment is used
throughout.
ACTION PLANS are detailed and
real, recorded online and regularly
reviewed and adjusted;
school tracking and pupil targetsetting are used.
Monitoring
& evaluating
OFMDFM Signature Project
parents
involved from the beginning
and kept informed of
progress.
• evident within and between
schools- sharing strategies,
resources and ideas.
• evident between lead school
and other schools, involving
the teachers at all points
Collaboration &
Communication
OFMDFM Signature Project
The Legacy of the project
… the true measurement of success (of Signature) will take me far beyond
the End of Key Stage. It will be judged in value added results, life forming
habits that go beyond simple test scores. It is not just about their ability to
use/develop important literacy skills across the curriculum. It is about
continuing to use these skills and habits in real life situations. This in itself
requires self-confidence and understanding. I am confident that this will
happen for some of my pupils. Increasing this percentage is not only a
personal goal but an overall aim shared by the school.
I am also confident that our End of Key Stage 2 results will improve next
year and beyond. For the most part the work that continues on a daily
basis has been worthwhile and enjoyable for all concerned. The challenge
still remains, “To work hard, express ourselves clearly, listen to others, to
feel valued and thus to succeed”.
Barrie McGowan – Good Shepherd Primary School- ( taken from Year 1 Monitoring
form)