Transcript School Development Planning

Inter-Board Governor
Support Programme
2012/ 2013
SCHOOL IMPROVEMENT
DE Policy
‘Every School a Good School’
(ESaGS)
Objectives
• To increase Governors’ awareness of data
analysis in the context of ‘Every School a
Good School’, A Policy for School
Improvement;
• To consider the role of Governors in raising
standards in schools.
DE Policy & Guidance in relation to:
- Raising Standards for all
- Closing the Gap
‘Every
‘Count Read
Succeed’
Literacy and
Numeracy
Strategy
School a Good School’: A Policy for School
Improvement (ESaGS)
School
Development
Planning
Regulations,
2010
ESaGS
‘The
Governors
Role’
A Guide for
Governors
ESaGS,
Special Needs
and Inclusion
‘Learning to
Learn’
A Framework
for Early Years
Education and
Learning
What is the context for
ESaGS?
• The need to improve leadership and management
in
-
39% Post Primary schools, Chief Inspector’s Report,
2010 - 2012
-
22% Primary schools, Chief Inspector’s report,
2010 - 2012
• Social disadvantage and gender effect
• Underachievement
- Too many (47%) not gaining 5 A* to Cs including
Maths and English
- 20% at Key Stage 2 below Level 4
LONGER TERM TARGETS FOR IMPROVING
EDUCATIONAL OUTCOMES
Actual Performance
2005/6
2006/7
2007/8
2008/9
Milestones
Longer
Term
Targets
2011/
2014/
2019/
2012
2015
2020
KS2 Communication, in English (% of pupils at expected level)
78.0%
78.0%
78.8%
80.1%
83%12
86%
90%+13
KS2 Communication, in Irish (% of pupils at expected level) –
pupils educated through the medium of Irish
77.7%
83.1%
80.7%
82.0%
84%14
86%
90%+15
KS2 Maths (% of pupils at expected level)
80.0%
79.5%
80.6%
81.3%
84%16
86%
90%+17
KS3 Communication, in English (% of pupils at expected level)
76.6%
78.2%
79.2%
78.9%
81%
83%
85%+
KS3 Communication, in Irish (% of pupils at expected level) –
pupils educated through the medium of Irish
86.1%
93.3%
88.1%
92.1%
85%18+
85%+
85%+
KS3 Maths (% of pupils at expected level)
72.9%
74.4%
74.1%
77.3%
80%19
82%
85%+
School leavers with at least 5 GCSEs A*-C (or equivalent) inc
GCSEs in English & Maths
52.6%
54.2%
56.3%
58.4%
61%20
66%
70%+
LONGER TERM TARGETS FOR IMPROVING
EDUCATIONAL OUTCOMES
Actual Performance
Milestones
Longer
Term
Targets
2005/
2006/
2007/
2008/
2011/
2014/
2019/
2006
2007
2008
2009
2012
2015
2020
School leavers with at least 5 GCSEs A*-C (or
equivalent) inc GCSEs in English & Maths - Girls
58.4%
59.6%
62.6%
63.7%
65%
70+%
70%+
School leavers with at least 5 GCSEs A*-C (or
equivalent) inc GCSEs in English & Maths - Boys
47.0%
49.0%
50.2%
53.1%
56%
62%
70%+
School leavers with at least 5 GCSEs A*-C (inc
GCSEs in English & Maths) – FSME21 pupils only
26.3%
27.1%
27.7%
29.7%
39%22
49%
65%+
School leavers with at least 5 GCSEs A*-C (or
equivalent) inc GCSEs in Gaeilge, English & Maths –
pupils educated through the medium of Irish
Validated Gaeilge data have not
been collected as part of the School
Leavers Survey. A process for
collecting and validating these data
will be established for results in the
2009/10 academic year.
TBC
TBC
70%+
Targets for 2020
• Key Stage 2 – 90% level 4+
• Key Stage 3 – 85% level 5
• 5+ GCSE A* - C inc. English and Maths:
- 70%+ overall
- 65% for FMSE
• 5+ GCSE A* -C inc. Gaeilge, English and
Maths (pupils in IM) – 70%+
WELB Schools (Primary and Post-Primary)
WELB
Performance
Indicators
Level 4 KS 2 Communication
NI Average
Gap NI
Average
WELB
Performance
2008/2009
NI Average
Gap NI
Average
WELB
Performance
2009/10
NI Average
Gap NI
Average
2010/11
All
Girls
Boys
80.6
86
75.2
80.1
84.8
75.5
-0.5
-1.2
0.3
81.6
85.9
77.5
81.4
85.9
77.1
-0.2
0
-0.4
83.2
88.3
78.5
82.4
86.8
78.1
-0.8
-1.5
-0.4
All
Girls
Boys
80.5
83.2
77.8
81.3
83.5
79.2
0.8
0.3
1.4
82.2
84.2
80.3
82.5
84
81
0.3
-0.2
0.7
82.6
85.4
80
82.9
84.5
81.4
0.3
-0.9
1.4
All
Girls
Boys
70.8
75.7
66
71.2
76
66.4
0.4
0.3
0.4
75.2
81.8
68.4
74.3
79.9
68.7
-0.9
-1.9
0.3
74.6
79.7
69.3
75.3
79.9
70.7
0.7
0.2
1.4
5+GCSEs including A*-C Eng & Maths
All
Girls
Boys
55.4
60.1
50.7
57.3
60.7
54
1.9
0.6
3.3
59.6
65.4
53.8
58.6
63.7
53.4
-1
-1.7
-0.4
59.8
63.3
56.3
60.1
63.9
56.3
0.3
0.6
0
All
Girls
Boys
0.9
0.5
1.2
1.1
0.8
1.4
0.2
0.3
0.2
0.8
0.6
0.9
0.7
0.5
0.9
-0.1
-0.1
0
0.5
0.5
0.6
0.5
0.4
0.4
0
-0.1
-0.2
All
Girls
Boys
97.6
97.8
97.3
97.8
98.1
97.3
0.2
0.3
0
97.9
97.9
97.8
97.9
98.2
97.4
0
0.3
-0.4
97.5
98
96.7
97.7
98.1
97.3
0.2
0.1
0.6
All
Girls
Boys
62.1
63
60.8
63.9
65.5
61.8
1.8
2.5
1
64.4
67.8
59.9
65.3
68.3
61.2
0.9
0.5
1.3
61.3
64.7
56.6
64.5
66.4
62
3.2
1.7
5.4
Level 4 KS 2 Maths
5+GCSEs including A*-C
No GCSEs
2+ GCE A-E
3+ GCE A-C
WELB Schools
PRIMARY SCHOOLS
WELB is an improving Board
- Communication: WELB above NI average in all 3 years;
- Using Maths: WELB almost at the NI average.
POST PRIMARY SCHOOLS
•
•
The achievement gap is closing – % achieving 5+ GCSE A*-C and 5+
GCSE A*-C including English and Maths;
The percentage of boys achieving no GCSEs is greater although this trend
has got smaller in the last number of years.
What is at the heart of
ESaGS?
‘Our vision is of schools as vibrant, self-improving, well-governed
and effectively led communities of good practice, focusing not on
institutions but on meeting the needs and aspirations of all pupils.’
‘Every School a Good School’
What do you think makes a ‘Good’
school?
What are the characteristics
of a ‘Good’ School?
Child-centred provision
High quality teaching and learning
Effective leadership
A school connected to its local community
The indicators of effective performance associated
with each characteristic are clearly set out
ETI Descriptors
•Outstanding
•Very Good
•Good
•Satisfactory
•Inadequate
•Unsatisfactory
What is your role as a
Governor?
2 minutes to agree 4 or 5 key aspects of
your role as a Governor.
What is your role as a
Governor?
• Support and work in partnership with the
Principal and staff
• Ask pertinent questions
• Make informed decisions
• Monitor progress
• Be accountable
What does ESaGS say about
the role of governors?
“The Board of Governors of a school has the responsibility for
ensuring that the Principal, and the staff, put in place all the
necessary arrangements and mechanisms to help each pupil to
succeed and to achieve to her or his full potential”.
“The Principal and the Board of Governors will be
accountable…for the quality of provision and the standards
attained by their pupils…”
Every School A Good School p.35
What does ESaGS say about
the role of governors?
“The Board of Governors should work with the school Principal in
monitoring and evaluating the school’s performance and to
promote self-evaluation as a means to achieve school
improvement”.
Every School A Good School The Governors’ Role: A Guide for School
Governors, Executive Summary, p3
What is self-evaluation?
How
are we
doing?
What
improvements
have we made
and what do we
need to do now?
How will we know
we have made the
improvements?
How do we
know our
strengths and
areas for
improvement?
What do we
need to do about
the areas
identified for
improvement?
What is your role as a Governor in
monitoring and evaluating?
Workshop 1
Discuss in your group the questions that you
might consider asking your Principal in order to
determine how ‘good’ your school is in relation to
pupil performance and standards.
Report back from each table
What do others say about the
role of governors in relation to
education standards?
‘Effective school governors support and challenge
the work of the organisation. It is imperative that all
boards of governors are tenacious in their focus on
important school improvement issues, such as
setting higher standards and expectations, and
understanding better the quality of the learning
taking place’ Chief Inspector’s Report 2010-2012
What do others say about the
role of governors in relation to
education standards?
‘…the Board of Governors should work with the school
Principal in monitoring and evaluation the school’s
performance and to promote self evaluation as a means
to achieve school improvement’, Department of Education’s
Governors’ Handbook, Chapter 6
‘monitor the school’s performance and address under
performance at the earliest opportunity’, Department of
Education’s Governors’ Handbook, Chapter 6
Post-primary (Non-Grammar) Schools
% FSM Entitled and % of year 12 pupils achieving 5+GCSEs (incl equivalent)
Grades A*-C including GCSE English & GCSE Maths 2010/11
% of year 12 pupils achieving 5+GCSEs
(incl equivalent) Grades A*-C including
GCSE English & GCSE Maths 2010/11
100
90
80
70
60
50
36.4% 2010/11
Non-Grammar Average
40
30
20
R2 = 0.2148
10
0
0
10
20
30
40
50
60
70
80
90
% FSM Entitled 2010/11
Non-Grammar Schools
321-0124
IndividualBallycastle
School High School
Linear (Non-Grammar Schools)
100
Post-primary (Grammar) Schools
% FSM Entitled and % of year 12 pupils achieving 7+GCSEs (incl equivalent)
Grades A*-C including GCSE English & GCSE Maths 2010/11
% of year 12 pupils achieving 7+GCSEs
(incl equivalent) Grades A*-C including
GCSE English & GCSE Maths 2010/11
100
95
90
90.4% 2010/11
Grammar Average
85
2
R = 0.0297
80
75
70
65
60
55
50
0
5
10
15
20
% FSM Entitled 2010/11
Grammar Schools
342-0068
Dominican
Individual
School College
Linear (Grammar Schools)
25
% of pupils achieving KS2 level 4 or above maths
Percentage (%) of pupils achieving KS2 level 4 and above in Maths 2008/09 to
2011/12 (with FSM band benchmarking comparisons for 2011/12 data
(provisional))
100.0
11/12 95th Percentile
90.0
11/12 Upper Quartile
11/12 Median
80.0
70.0
11/12 Lower Quartile
60.0
50.0
40.0
30.0
20.0
10.0
0.0
2008/09
2009/10
2010/11
2010380 Londonderry Model Primary School
2011/12
Primary schools (incl prep departments) - % FSME and % achieving KS2 Maths
level 4 or above (provisional) 2011/12
% pupils achieving KS2 maths level 4 or above 2011/12
100
90
ELB Avg, 84.3
NI Avg, 83.9
80
70
60
50
40
30
20
10
0
0
10
20
30
40
50
60
70
80
% entitled to Free schools meals (%FSME) 2011/12
Primary schools (incl Preparatory departments)
2010380 Londonderry Model Primary School
90
100
What is your role as a
Governor in monitoring and
evaluating?
Workshop 2
A Case Study – PART 1 (10 mins)
As a governing body
- Consider the information
- What are the key messages?
- What conclusions can you draw from this
information?
What is your role as a
Governor in monitoring and
evaluating?
Workshop 2
A Case Study – PART 2 (10 mins)
As a governing body
- What questions would you ask the Principal
regarding this information?
- In what way would you expect this to influence
the SDP and associated action plans?
Where is additional
information available?
• Department of Education Handbook for
Governors- www.deni.gov.uk
• Education and Library Boards websiteswww.welbni.org
• Education and Training Inspectorate websitewww.etini.gov.uk
Objectives
• To increase Governors’ awareness of data
analysis in the context of ‘Every School a
Good School’, A Policy for School
Improvement;
• To consider the role of Governors in raising
standards in schools.