Leighton Andrews AC/AM Minister for Children, Education and Lifelong Learning

1. Leighton Andrews AC/AM Minister for Children, Education and Lifelong Learning

2. Teaching makes a difference

3. : A decade of important initiatives • Flying Start • Foundation Phase • Welsh Baccalaureate • 14–19 Learning Pathways • Grant support for students

4. Attainment levels have continued to improve gradually over the decade Attainment at Key Stages 2, 3 and 4 in Wales

5. Wales Employment and Skills Board “ . . . the years when young people are in full-time education are especially important ones – in developing numeracy, literacy and IT skills as rapidly as possible, in developing appropriate personal skills and attitudes throughout the years of school . . . and in developing an ever-increasing appreciation of what working situations demand. What is not gained in these years, when learning experiences are structured and intensive and when young people’s learning capacity is high, may be hard won subsequently.” (Wales Employment and Skills Board, vol. 3, May 2010)

6. PISA 2009

7. It’s NOT just about the money . . .

8. Sir Michael Barber identifies a number of key factors from experience of the best systems around the world. • Standards • Globally benchmarked standards. • Good transparent data and accountability. • Every child always on the agenda in order to challenge inequality. • Human Capital • Recruit great people and train them well. • Continuous improvement of pedagogical skills and knowledge. • Great leadership at school level. • Structure and Organisation • Effective, enabling central department and agencies. • Capacity to manage change and engage communities at every level. • Operational responsibility and budgets significantly devolved to school level.

9. Sir Michael Barber identified clear problems within the Welsh system: • Lagging in GCSE performance compared to relevant English regions. • Too many young people who are not in education, employment or training (NEET). • Huge variation especially within schools. • Social class has more impact than it should. • Boys performance significantly lags girls.

10. School Effectiveness Framework • Improving literacy • Improving numeracy • Tackling the link between poverty and poor attainment

11. Inspection changes 2004–10 and 2010–16

12. Need for clear objectives Aim to be in the top 20 of school systems measured in PISA 2015. Will aim for improvements in 2012 over the 2009 results.

13. The challenge Ours is not a good system aiming to be great. Ours is a fair system aiming to become good.

14. Immediate actions Learning Accountability Collaboration Teaching Professional Learning Communities (PLCs) Continuous Professional Development (CPD) Newly Qualified Teachers (NQTs) to meet Practising Teachers Standards Masters course/initial teacher training (ITT) Numeracy and literacy training for practitioners Behaviour and attendance Baseline Assessment Comprehensive literacy and numeracy plans National System of School Categorisation Standards Unit Prioritisation of resources Integration of PISA/schoolassessment Use of data by governors Statutory Training for governors Moderation of Key Stage 2 assessment Failing schools National Reading Test Headteachers Performance Federated School Governing Bodies Role of local authority (LA) and consortia Professional Learning Communities (PLCs) Moderation of Key Stage 2 assessment