Transcript Slide 1
Every School a Good School:
A Policy for school Improvement
Governors Programme
April 2012
Every School a Good School Launched April 2009
Where has the need for ESaGS come from?
The challenges we face
• High performance at the top end – but huge tail of underachievement, particularly affecting those from disadvantaged backgrounds • Position slipping in international context • Significant variations between schools that appear to share similar characteristics • Increasing evidence of differential outcomes between boys and girls and some evidence of worrying differentials between young people in controlled v maintained schools.
The challenges...continued
• A fifth of children moving from primary to post-primary without achieving the expected levels of literacy and numeracy • Just over a quarter of young people in non selective post-primaries achieving 5 good GCSEs inc English and Maths • Quality of provision not good enough in a third of primary schools • Room for improvement in a third of lessons in post-primary schools • Leadership and management unsatisfactory in 10% of post-primary schools
The Context for Belfast
• Huge variations in performance across similar schools • Pockets of high social disadvantage • Population continuing to shrink • The grammar factor in post-primary • 40% of non-selective post-primary schools in city have fewer than 500 pupils • BELB schools have higher than average performance against core GCSE measure but BELB residents have lower than average performance
Performance in Mathematical Literacy (top 30 OECD countries)
• • • • • • • • • • • • • • • •
Chinese Taipei Finland Hong Kong-China Korea Netherlands Switzerland Canada Macao-China 525 Liechtenstein525 Japan New Zealand 522 Belgium Australia Estonia Denmark Czech-Republic 549 548 547 547 531 530 527 523 520 520 515 513 510
• • • •
Iceland Scotland Austria Slovenia Germany Sweden Republic of Ireland OECD AVERAGE France Poland England 506 506 505 504 504 502 501 498 496 495 495 Northern Ireland 494 Slovak Republic 492 Hungary 491 Luxembourg 490
Performance in Reading (top 30 OECD countries)
• • • • • • • • • • • • • • •
Korea Finland Hong Kong-China Canada New Zealand Republic of Ireland Australia Liechtenstein Poland Sweden Netherlands Belgium Estonia Scotland Switzerland 556 547 536 527 521 517 513 510 508 507 507 501 501 499 499 Japan England Chinese Taipei Northern Ireland Germany Denmark Slovenia Macao-China OECD AVERAGE Austria France Iceland Norway Czech-Republic Hungary Wales 498 496 496 495 495 494 494 492 492 490 488 484 484 483 482 481
Characteristics of a successful School (ESAGS)
1. Child- centred provision 2. High quality Teaching and Learning 3. Effective leadership 4. A school connected to its local community
Child-centred provision
• A school culture of achievement, improvement and ambition exists – with clear expectations that all pupils can and will achieve to the very best of their ability • There is a commitment to involve young people in discussions and decisions on school life that directly affect them and to their views
High quality teaching and learning
• A broad and relevant curriculum is provided for the pupils • An emphasis on literacy and numeracy exists across the curriculum • Assessment and other data is used to effectively inform teaching and learning • Rigorous self-evaluation is carried out by teachers and the whole school • Teacher reflect on their own work and the outcomes of individual pupils • Education outcomes compare well when benchmarked with other schools
Effective leadership
• An effective SDP in place, providing clear and realistic targets for improvement • School leaders demonstrate a commitment to providing professional development opportunities for staff • Teachers are given the opportunity to share in leadership of the school • School leaders monitor and evaluate effectively school outcomes, policies, practice and procedures and the SDP itself
Community Links
• Good relationships between the school, parents and the wider community that it serves • The school and its teachers are held in respect by parents and the local community • The school uses its involvement in particular programmes (eg Extended Schools) effectively in meeting the needs of the community and nearby schools • The school works closely with other relevant statutory and voluntary agencies whose work impacts on education
Quality of teaching and learning
In the most effective lessons, the main enabling factors are: • Teaching which is challenging, interesting and engaging and focuses on making the learning real and relevant for the pupils • Effective linkages across the curriculum which build on the learners’ experiences, • The effective and skilful use of questioning and discussion between teacher and learners
What underpins ESAGS?
1. Improvement driven from within the school - leadership 2. Centrality of high quality teaching and need to support this (McKinsey report) 3. Focus on schools as part of their communities 4. Intervene where provision is unsatisfactory (provide support) 5. More direct interventions evidence of improvement (hope this will be rare) if there is no
The future under ESAGS
is now
What does ESaGS mean for the school
Big Messages about School Self Evaluation • HIGHLY important!
• • It’s all about feedback informing action Child-centred • Active data • Keep it simple • Ask the right questions, in the right way • Select the best information • Without action it’s expensive hot air • New NI policy (April 2009) • According to the evidence, how are we doing…and what’s next?
• Securing better outcomes • Easy to collect lots of inert data • Minimum data with maximum impact • It boils down to using critical questions to investigate practice (and outcomes), • …selecting the information which will best help you answer these questions, • …and planning/implementing actions
School Self-Evaluation leading to Improvement How are we doing?
The Process….. and the Critical Issues: Focus on essentials first, and most often… Classroom practice Leadership & Management How do we know?
What’s next?
Asking the right questions - not dodging the critical ones Selecting and capturing the information needed to answer them!
Prioritised, stepped changes in a shared plan Clear focus on learning Checkable outcomes Implementation timeline
School Self-Evaluation leading to Improvement The Process….. and the Critical Issues: Action!
•Bringing plans to life •Keeping priorities uppermost •Monitoring, problem solving, adapting •Summative review against predicted outcomes
‘School self-evaluation and self improvement… are at the heart of the policy. We believe that schools themselves, through honest and open engagement in self-evaluation, using effectively the wide range of data and information available to them, are best placed to identify areas for improvement and to implement changes that can bring about better outcomes for pupils.’ (ESaGS 2009 )
Expectations of schools
•Governors understand their role as critical friend, with focus on standards and improvement •Principal and management team work effectively with BoG to ensure effective performance against indicators in ESaGS •Culture of self-evaluation and self-improvement throughout the school, with focus on using performance and other data to identify areas for improvement •Teachers supported in their work to raise standards •High expectations set for every pupil •Parents and community welcomed into school
The role of ELBs
• Accountable for effective use of resources by schools they fund • Expected to monitor performance of all schools in their area • Providing support to ensure sustained focus on improvement • Lead role in signing off and supporting action plans in cases where inspection finds provision to be less than satisfactory • Can request inspections if they have concerns • Partnerships key – must work with CCMS and also involve CnaG, NICIE and DE as appropriate
Expectations of ESA
• Setting targets outcomes – but maintaining a focus on other characteristics for improvements in educational • Clear focus on high quality, responsive support schools – what they need, when they need it for • Working with schools to ensure a focus on self improvement, encouraging self-evaluation and providing access to data and resources to support that process • Acting on the basis of inspection evidence support schools where provision is unsatisfactory and to ensure that action is taken to • Working with schools, with ETI and with DE to ensure that the actions set out in Every School a Good School are delivered
Evaluation and Next Steps Track pupil progress through use of data Whole school assessment strategy
Learning & Teaching
Prioritised 3 year plan Staff Devt and Deployment
Self Evaluation
Outcomes focussed Establishing procedure cycle Collect, collate and analyse data Coordinator’s roles and resps
School Development Planning
BoG role Consulting with pupils & parents
What sources of data do you have in the school at present ?
Workshop one People’s views Quantitative data Direct observation
People’s Views:
• Individual interviews •Staff •Parents • Group discussions • Working Parties/Teams • Key Stage reviews • Full staff reviews • Pupil Forum • Q’nnaires/Surveys • Written responses
Sources of Rich Data
Quantitative Data:
• Test results • Profiling responses to tests • Benchmarking • Baselining • Pupil Tracking • Value Added measures • Progress on prior levels • Individual pupil progress on meeting targets • School progress re the Literacy/Numeracy targets • Attendance • Exclusions/suspensions • Destination records
Direct Observation:
HOW • Pupil Shadowing • Lesson Observation • Videoing lessons • Exchange classes • Observe in pairs/threes • Team Teaching WHAT • Pupils’ work • Reports to parents • Profiling pupils’ response to challenge • Teachers’ plans • Evaluations of plans • SDP/AP progress report
What is the school’s current provision?
Workshop two
Area Establishing a procedure cycle Evidence Next Steps Collect, collate and analyse the data Coordinator's roles and responsibilities BoG role Consulting with parents and pupils Outcomes focused Staff development and deployment SDP Whole school assessment strategy Tracking pupil progress Evaluation and next steps