Principals’ Meeting September 2011

Agenda CASS model of support including: –Induction/EPD –Boards of Governors ESAGS Count, Read, Succeed Target-setting School Development Planning Use of School Development Days Community Relations Equality Diversity (CRED) Policy

WELB CASS model of support Induction/EPD Boards of Governors

Count, Read: Succeed ESaGS _outcomes_in_literacy_and_numeracy.pdf

Overview of Count, Read: Succeed High level strategy Sets targets and milestones Contains an Action Plan Includes the Levels of progression Sets expectation every child progresses 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

Heads of English, Irish & Maths Given time and authority to: –Lead on identifying most effective pedagogy –Lead planning for literacy and numeracy involving teachers across the school –Promote sharing of best practice –Set targets and assess outcomes in literacy and numeracy –Supported by feedback from other departments as appropriate

Heads of English, Irish & Maths Expect pupils to normally get A* - C in GCSE English and maths, and for Irish-medium, Gaeilge

Principals Ensure time and authority for literacy and numeracy co-ordinators and heads of maths, English, 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

Target Setting

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

Post- Primary

School Development Planning

A summary and evaluation, including through the use of performance and other data, of the school’s approach to:- -Child-centred provision -High quality teaching and learning -Effective Leadership -A school connected to its local community

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).

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

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

Workshop Consider the following: ETI inspection report on School Development Planning; and Extracts on SDP from a range of ETI school reports. Discuss the implications of these for your schools.

MAIN AREAS FOR IMPROVEMENT PRIMARY & POST-PRIMARY 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 pupil 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.

School Development Days ETI: An Evaluation of the Use of SDDs primary/surveys-evaluations-post-primary-2009/an-evaluation-of-the-use-of- school-development-days post-primary.htm

Community Relations, Equality and Diversity in Education Policy relations-pg.htm 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? Evaluate 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 –Limited financial support for meaningful interaction and programmes which support the development of good practice

Achieving Derry/Bright Futures

Plenary