Primary Literacy & Numeracy Coordinators

1. PrimaryLiteracy & NumeracyCoordinators January – February 2010 1

2. Objectives Participants will have opportunities to: • consider the key characteristics of ESaGS and its implications for leadership at all levels; • explore the use of data in identifying underachievement; and • track pupil performance at whole school, year group and individual pupil level. 2

3. Key Documents • ESaGS http://www.deni.gov.uk/index/85-schools/03-schools_impvt_prog_pg/03-every-school-a-good-school-a-policy-for-school-improvement.htm • ESaGS Lit and Num http://www.deni.gov.uk/index/85-schools/03-schools_impvt_prog_pg/03-review-of-literacy-and-numeracy-strategy.htm • Chief inspectors Report http://www.etini.gov.uk/ci_report.pdf • NI Curriculum http://www.nicurriculum.org.uk/

4. DE Circulars 2009/ 04eSchools Data Warehouse 2009/10 School Development Planning and Target Setting 2009/10a Benchmarking Primary Schools 2009/12 ESaGS: Way forward for Special Ed Needs http://www.deni.gov.uk/index/85-about-the-dept/85-about_dept_circulars.htm?formsend=1&show=10&page=1 4

5. DE Vision ‘To ensure that every learner fulfils his or her full potential at each stage of their development.’ (ESaGS: A Strategy for raising achievement in literacy and numeracy Consultation doc Pg 6) 5

6. Objectives of the Strategy 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 6

7. The Revised Strategy Key Foci Every child should experience high quality teaching Importance of pre-school and early years Highest priority is to support teachers in their efforts to raise standards More effective cross-curricular emphasis in both primary and post-primary A greater emphasis on the use of phonics in the context of a wider enriching literacy programme in the foundation curriculum 7

8. Key Foci cont’d a clearer framework of accountability progress tracked at class, school and system levels Improved linkages between school and home Continuing Professional development of teachers ensure there is improved communication and planning between schools when pupils transfer phase ensure that the governors and principals expect and set the highest possible standards for literacy and numeracy 8

9. ‘This strategy is not about new initiatives or new ways of doing things – rather it is about new ways of sharing and learning from the good work that already goes on in schools.’ (Introduction: Every School a Good School May 2008) 9

10. LONGER TERM TARGETS FOR IMPROVING EDUCATIONAL OUTCOMES

11. 2020 Longer term Targets These pupils are currently in P2 70% of students gaining 5+ GCSEs A*-C , including English and Maths 65% of FSME students gaining 5+ GCSEs, including English and Maths 95% of students gaining GCSE A* - G in English and Maths 11

12. Characteristics of Good Schools: Child-centred provision High quality teaching and learning Effective leadership School connected to its local community (ESaGS: School Improvement Pgs 14 - 16) 12

13. WORKSHOP 1 • Consider the indicators of effective performance and their implication for your role as a coordinator.

14. Coffee Time Please be back in 30 minutes

15. Effective Use of Data

16. ESaGS – Key Priorities • Raising the educational standards for all • Closing the attainment gap between the highest and lowest achievers

17. Why focus on effective use of data? • …the last three reports of the Chief Inspector (covering the period 1999-2006) have drawn attention to the need to improve the use of performance data in and by schools to identify and remedy pupils’ strengths and weaknesses • .… more attention needs to be given to data reflecting whole school outcomes, as well as the performance of individual pupils, and sub-groups based on gender, ability, ethnicity, social disadvantage and first language. ESaGS A Strategy for Raising Achievement in Literacy and Numeracy (Consultation) 2008 Pg 27 Para 5.1 & 5.2

18. Why focus on effective use of data? Evidence from inspection indicates that there is a need for: • A more consistent approach to standardised testing in schools; • The dissemination of standardised scores and related data to be well managed within schools; • All members of staff to have a better understanding of standardised scores and other data; • Improved use of performance data to help determine the effectiveness of teaching and to adjust, as necessary, future planning and practice ESaGS A Strategy for Raising Achievement in Literacy and Numeracy (Consultation) 2008 Ref: Pg 27 Para 5.3

19. Starting Out… This process requires you to consider: • What information you collect? • What the information tells you? • What actions you need to take as a result? In your groups discuss your current practice in relation to these 3 questions.

20. 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

21. Whole School Level • Use Key Stage Literacy and Numeracy outcomes to review progress annually • KS 1: % achieving Level 2+ and Level 3 • KS 2: % achieving Level 4+ and Level 5 • Use benchmarking data to compare outcomes with other similar schools (%FSM) • Identify areas for improvement by considering outcomes in different Attainment Targets

22. Workshop 2AWhole School Key Stage Assessment Data In relation to the Farben school outcomes for 08/09: • How do you think they are performing in literacy and numeracy at the end of each key stage?

23. Bench Marking • http://www.deni.gov.uk/school_development_planning___target-setting_circular_10_of_2009_-_june_2009-2.pdf • http://www.deni.gov.uk/primary_schools_benchmarking__data_2007-2009.pdf

24. Workshop 2A cont’dWhole School Key Stage Assessment Data Farben school has 15% of pupils on free school meals. Use the benchmarking data to review their performance. • Discuss their performance in the light of this new information?

25. 93% 100% KS1: Percentage of Children achieving level 2 and above Schools with 10 – 19.99% of children entitled to free school meals (256 schools)

26. 74% 74% KS2: Percentage of Children achieving level 4 and above Schools with 10 – 19.99% of children entitled to free school meals (254 schools)

27. Workshop 2BWhole School Key Stage Assessment Data Working as a group of literacy/numeracy coordinators, review Farben School performance in relation to the attainment targets in literacy and numeracy at each Key Stage. What actions would the coordinators need to take in order to raise standards?

28. Year Group/Class Level • Track progress of each cohort (annually) as they move through school • Levels • InCAS • Standardised tests • Identify areas for improvement • Analyse data from InCAS Age Comparison Charts • Analyse data from standardised tests • Use this information to set targets for each cohort on a yearly basis

29. Workshop 3A • What do you see happening between KS1 and KS2? • What actions would you need to take to address these issues?

30. InCAS Age Comparison Chart

31. Progress in English TRACKING YEAR GROUP AVERAGE PiE STANDARDISED SCORES

32. Workshop 3B • Start in the top left hand corner of the table (PiE 98 or PiM 100) • Track along the diagonals • What conclusions can you draw?

33. Standardised Tests/Assessment Manager

34. Lunch

35. Individual Pupil Level • Track progress of individual pupils (annually) as they move through the school • InCAS • Standardised tests www.gl-assessment.co.uk/ • Identify pupils at risk of underachievement • Identify areas for improvement • Use standard and custom feedback from InCAS • Use information from standardised tests • Use information from formative assessment • Use this information to set appropriate targets for individual pupils

36. InCAS Longitude Chart

38. Workshop 4A • Identify pupils who may be under-achieving or achieving beyond expectation

39. Workshop 4B • Choose one pupil from the Year 5 class • What can you say about the performance of this pupil? • What further information would you want to know about this pupil? • What aspect of the assessment information would you want to examine more closely?

40. Progress in English Sample Group Record Sheet

41. Figure 3 Progress in Maths Sample Group Record Sheet

42. Figure 7: Progress in Maths Curriculum Content Categories Figure 8: Progress in Maths Process Categories Curriculum Category N S D Process Category FP UC RP R No. of Questions 23 10 5 No. of Questions 7 9 10 9 Class % Correct 75.1 66.7 78.6 Class % Correct 74.3 77.8 75.3 68.9 Stand. Sample % Correct 66.2 62.2 56.4 Stand. Sample % Correct 74.0 66.3 58.3 60.0 Difference % 0.3 11.4 17.0 8.9 Difference % 8.9 4.5 22.2

43. Figure 4: Progress in English Curriculum Content Categories Content Category Spelling Grammar Reading N Reading NN No. of Questions 10 8 12 8 Class % Correct 75.4 75.3 72.2 71.6 Stand. Sample % Correct 62.7 66.1 68.2 64.5 Difference % 12.7 9.2 4.0 7.1 Figure 5: Progress in English Process Categories Process Category SP P C R SI CI AT No. of Questions 10 6 2 6 10 2 2 Class % Correct 75.4 74.4 76.7 82.2 66.0 63.3 80.0 Stand. Sample % Correct 62.7 65.5 68.0 77.3 63.2 51.0 68.0 Difference % 12.7 8.9 8.7 4.9 2.8 12.3 12.0

45. Next Steps Where am I now? What do I need to do next?

46. Next Steps For example: • Download and read suggested DE policy documents • Download and read relevant DE circulars • Talk to principal/SMT/other coordinators re school targets • Review current literacy/numeracy action plans • Begin to collate relevant pupil information • …

47. Course Evaluation Travel Forms