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

Teaching makes a difference

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

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

“... 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) Wales Employment and Skills Board

Change Reading Mean score Mathematics Mean Score Science Mean Score PISA 2009

It’s NOT just about the money...

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. Sir Michael Barber identifies a number of key factors from experience of the best systems around the world.

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.

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

2004–10 cycle2010–16 cycle Too much focus on NC subjects, inspected individually on basis of subject Orders. Focus on skills with literacy being a mandatory line of enquiry on all inspections. Outsourced.Estyn-led. Over 700 tick-box grades per inspection. More focused – 15 judgements. 4% schools in categories.Over 8% schools in categories (SCC). No follow-up for mediocre or weaker schools/providers. 40% of schools inspected in autumn term will get a follow-up inspection. 80–90%’good or better’ in primary schools. 60–70% ‘good or better’. Increasing percentages of grade 1.Very little ‘excellent’ so far. Inspection changes 2004–10 and 2010–16

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

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

Collaboration Learning Teaching Accountability Behaviour and attendance Baseline Assessment Comprehensive literacy and numeracy plans Federated School Governing Bodies Role of local authority (LA) and consortia Professional Learning Communities (PLCs) Moderation of Key Stage 2 assessment 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 Immediate actions National System of School Categorisation Standards Unit Prioritisation of resources Integration of PISA/school assessment Use of data by governors Statutory Training for governors Moderation of Key Stage 2 assessment Failing schools National Reading Test Headteachers Performance