principals’ meeting september 2011. agenda cass model of support 2011-2012 including:...

Principals’ Meeting

September 2011

Agenda

• CASS model of support 2011-2012 including:

– Induction/EPD

– Boards of Governors

• ESAGS: Count, Read, Succeed

• Target-setting 2011-2012

• School Development Planning

• Use of School Development Days

• Community Relations Equality Diversity (CRED) Policy

WELB 2011-12

• CASS model of support 2011-2012

• Induction/EPD

• Boards of Governors

Count, Read: SucceedESaGS

http://www.deni.gov.uk/count_read_succeed_a_strategy_to_improve_outcomes_in_literacy_

and_numeracy.pdf

Context

• ESAGS school improvement policy• ESAGS supporting newcomer pupils• ESAGS way forward for SEN and inclusion• Review of Irish-medium Education • Draft Early Years (0-6) Strategy• Success through STEM

Overview of Count, Read: SucceedHigh level strategy

•Sets targets and milestones

•Contains an Action Plan 2011- 15

•Includes the Levels of progression•Sets expectation every child progresses at least 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. Curriculum

2. Assessment

3. Role of teachers

4. Early intervention

5. Schools’ links with parents & communities

6. 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%+

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

Principals• Ensure time and authority for literacy and

numeracy co-ordinators and in IM schools, Irish, to lead planning and assessment throughout the school

• Link the SDP and written literacy and numeracy policy to teachers’ development (including PRSD where appropriate)

• Culture of accountability re literacy and numeracy

• Ensure staff have high expectations of pupils• Ensure robust tracking and monitoring of

pupils’ work• Culture of identifying and sharing good practice

Literacy/ Numeracy Co-ordinators

Given time and authority to fulfil their leadership role:-Lead planning for literacy and numeracy-Lead on identifying the most effective pedagogy-Lead target setting and monitoring of progress-Promote sharing of best practice-Support teachers with underachieving pupils with the support of the SENCO and others within the school

In Conclusion

• System-wide focus on literacy and numeracy• All education bodies to emphasise this focus

– ethos of achievement• Support schools in planning for literacy and

numeracy• Accountability throughout education system

Target Setting

2011-12

Every School a Good School• Raise the levels of attainment

for all young people

• Narrow the current gaps in relation to the outcomes achieved by boys compared with girls and between those most and least disadvantaged

• Narrow the gap between the highest performing and lowest performing pupils and schools

Target Setting Process 2011-2012To be completed and returned to WELB by 28 October 2011Name of School:

Principal:Chair of Board of Governors:

In accordance with the current legislation schools are required to set targets under the following headings:

TARGETS FOR 2011/2012

Total Boys in

Year Group

Number of Boys in

Year Group

Achieving

% of Boys Achieving

Total Girls in Year Group

Number of Girls in Year

Group Achieving

% of Girls Achieving

Total Pupils in

Year Group

Number of Pupils

Achieving

% of Pupils

Achieving

% of pupils achieving Level 2 (or above) of the Northern Ireland Curriculum in English (in the case of an Irish speaking school, in Irish and English) at the end of Key Stage 1

    #DIV/0!     #DIV/0! 0 0 #DIV/0!

% of pupils achieving Level 2 (or above) of the Northern Ireland Curriculum in Mathematics (in the case of an Irish speaking school, in Irish and English) at the end of Key Stage 1

    #DIV/0!     #DIV/0! 0 0 #DIV/0!

% of pupils achieving Level 3 (or above) of the Northern Ireland Curriculum in English (in the case of an Irish speaking school, in Irish and English) at the end of Key Stage 1

    #DIV/0!     #DIV/0! 0 0 #DIV/0!

% of pupils achieving Level 3 (or above) of the Northern Ireland Curriculum in Mathematics (in the case of an Irish speaking school, in Irish and English) at the end of Key Stage 1

    #DIV/0!     #DIV/0! 0 0 #DIV/0!

% of pupils achieving Level 4 (or above) of the Northern Ireland Curriculum in English (in the case of an Irish speaking school, in Irish and English) at the end of Key Stage 2

    #DIV/0!     #DIV/0! 0 0 #DIV/0!

% of pupils achieving Level 4 (or above) of the Northern Ireland Curriculum in Mathematics (in the case of an Irish speaking school, in Irish and English) at the end of Key Stage 2

    #DIV/0!     #DIV/0! 0 0 #DIV/0!

% of pupils achieving Level 5 (or above) of the Northern Ireland Curriculum in English (in the case of an Irish speaking school, in Irish and English) at the end of Key Stage 2

    #DIV/0!     #DIV/0! 0 0 #DIV/0!

% of pupils achieving Level 5 (or above) of the Northern Ireland Curriculum in Mathematics (in the case of an Irish speaking school, in Irish and English) at the end of Key Stage 2

    #DIV/0!     #DIV/0! 0 0 #DIV/0!

OUTCOMES OUTCOMES

2008-2009

OUTCOMES 2009-2010

OUTCOMES 2010-2011

TARGETS 2011-2012

Pupil attendance (%)        

Pupil suspensions (%)        

Number of pupils suspended        

Number of expulsions        

School Development Planning

http://www.deni.gov.uk/sdp_circular_22_of_2010_english_version.pdf

http://www.deni.gov.uk/sdp_and_target_setting_circular_march_2011.pdf

School Development Planning

The policy is based on the premise that schools themselves are best placed to self evaluate to identify areas for improvement and to bring about better outcomes for pupils. It is as a result of rigorous and effective self evaluation (the process) that an effective SDP emerges (the product).

Characteristics of Effective School Development Planning

• Appropriate consultation• Culture of Self-evaluation inc eg TTI• Use of Quantitative and Qualitative information• Reference to Standards• Targets for Improvement inc Literacy & Numeracy• Focus on Pupils • Focus on Teaching and Staff Development• Culture of Accountability at all levels• Regular review and evaluation

Main Areas for Improvement

There is a need for: •a more proactive role for governors•improved monitoring and evaluation, by the principal, leadership team and staff•better consultation arrangements with pupils and parents•a stronger focus on teaching and learning outcomes and pupils’ attainment•improved target-setting in literacy and numeracy

•areas for improvement to be prioritised over the three-year period of the plan.

Workshop

–Consider the WELB Guidance on school development planning.–Consider extracts on SDP from a range of ETI school reports.

Discuss the implications for your school.

Roles and Responsibilities

The Board of Governors :• has a legislative duty to prepare and revise the

school development plan• may chose to delegate the preparation of the

plan to the Principal• must formally approve the plan and in doing

so their formal approval should be minuted• must also approve formally any subsequent

revisions to the plan

School Development Days

ETI: An Evaluation of the Use of SDDs

2008-09http://www.etini.gov.uk/index/surveys-evaluations/surveys-evaluations-post-primary/surveys-evaluations-post-primary-2009/an-evaluation-of-the-use-of-school-development-days-2008-2009-post-primary.htm

DE Circular 2010/05

Community Relations, Equality and Diversity in Education Policy

http://www.deni.gov.uk/index/20-community-relations-pg.htm

Supporting “Every School a Good School”

Who is the policy for?– All Schools and Youth Settings

Policy premised on:

– Equality & human rights– UN Convention on the Rights of the Child– Commitments in Good Friday, St Andrews &

Hillsborough agreements– Changes in society & policy context

Policy Objectives

– Develop understanding & respect for rights, equality & diversity of all without discrimination

– Value & respect difference & engage positively with it

– Equip children and young people with required skills attitudes & behaviours

Key changes from Community Relations Policy:

– Wider definition of Community Relations - all section 75 groups (not just two main communities)

– Move away from dependency on external organisations to a process of building the capacity of schools and teachers

– Embed work within school improvement and existing policies

Together Towards Improvement

Equality of opportunity, diversity and good relations:

How effectively do leaders and managers plan strategically to ensure equality of access, to foster good relations and to meet the diverse needs of learners and staff in the pursuit of good provision for learning?

Together Towards ImprovementEvaluate the extent to which leadership at all levels:

• respects diversity and encourages understanding and greater cohesion across communities through well-developed curricular and pastoral links with other schools and relevant educational establishments;

• meets statutory requirements in relation to equality, diversity and inclusivity;

• has in place appropriate policies and procedures that meet legislative requirements and actively promote equality of opportunity and good relations for the pupils and staff;

• ensures that the provision is open and accessible to all pupils, regardless of identity and background and in a manner that takes account of their abilities; and

• provides targeted staff development opportunities to promote diversity, equality of opportunity and good relations

Support

– Capacity Building including CPD

– Dissemination of effective practice & materials. Materials will be available on a new website www.credni.org

– Limited financial support for meaningful interaction and programmes which support the development of good practice

• CASS model of support 2011-2012 including:– Induction/EPD– Boards of Governors

• ESAGS: Count, Read, Succeed• Target-setting 2011-2012• School Development Planning• Use of School Development Days• Community Relations Equality Diversity (CRED)

Policy

Plenary