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AHDS 2015 Graeme Logan

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First Keynote at the AHDS 40th Anniversary conference. The Scottish Attainment Challenge.

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AHDS 2015 Graeme Logan

  1. 1. Document title Transforming lives through learning AHDS Annual Conference 2015 Graeme Logan Education Scotland @GLoganEd
  2. 2. Document title Transforming lives through learning 1. Anything that is in the world when you’re born is normal and ordinary and is just a natural part of the way the world works.
  3. 3. Document title Transforming lives through learning 2. Anything that's invented between when you’re fifteen and thirty-five is new and exciting and revolutionary and you can probably get a career in it.
  4. 4. Document title Transforming lives through learning 3. Anything invented after you're thirty-five is against the natural order of things. Douglas Adams
  5. 5. Document title Transforming lives through learning Who is your namesake? Scotland made me. I was born 47 years ago as Graeme Logan. I was adopted 4 months later by an Aberdeen couple – Ernest and Christine – who decided to rename me. Thanks to their love and kindness I enjoyed a secure and happy childhood shaped by Scotland’s very special institutions.
  6. 6. Document title Transforming lives through learning Who is your namesake? Scotland made me. I was born 47 years ago as Graeme Logan. I was adopted 4 months later by an Aberdeen couple – Ernest and Christine – who decided to rename me. Thanks to their love and kindness I enjoyed a secure and happy childhood shaped by Scotland’s very special institutions. Rt Hon Michael Gove MP
  7. 7. Document title Transforming lives through learning Overview • Learning, teaching and the Scottish Attainment Challenge • How Good is our School 4 • National Improvement Framework • Workshop discussions throughout
  8. 8. Document title Transforming lives through learning The ambition “The most advanced education systems now set ambitious goals for all students, with a clear focus on equity, and are clear about what students should be able to do.” “Excellence and equity in student performance are less related to a country’s income or expenditure on education than to how those educational resources are allocated, and to the policies, practices and learning environments that determine the conditions in which students work.” Equity, Excellence and Inclusiveness in Education Policy: Lessons from Around the World’ , Andreas Schleicher, OECD, 2014 9
  9. 9. Document title Transforming lives through learning Attainment Time Disadvantaged learners Other learners
  10. 10. Document title Transforming lives through learning The priorities Excellence and Equity Raising attainment (universal) and Closing the gap (selective intervention) Generic/ universal improvement planning won’t close the gap (eg raise attainment in writing) 11
  11. 11. Document title Transforming lives through learning Raising attainment for all through…. • Non-negotiable high expectations for all • Zero tolerance of underperformance • Relentless optimism • Poverty and performance should not be linked • Constantly talking about standards • Forensic focus on children’s progress: keep shining the spotlight on this • Celebrating achievement, challenging underachievement • Help everyone find their unique genius
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  13. 13. Document title Transforming lives through learning Evaluating equity as leaners move through CfE… • Attainment • Choices • Opportunities
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  15. 15. Document title Transforming lives through learning
  16. 16. Document title Transforming lives through learning P1 vocabulary gap – top initial priority • Up to 18 months difference in vocabulary of children from the most and least advantaged areas • Curriculum model/ curriculum flexibility in early years • Working with partners such as Speech and Language services • If we can reduce the vocabulary gap the attainment gap won’t continue to widen as children move through school • Assess it, plan the right curriculum, assess again
  17. 17. Document title Transforming lives through learning Curriculum design and rationale • Are we being bold and brave enough? • What do you see when you look at your timetables?
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  19. 19. Document title Transforming lives through learning Curriculum toolkit now includes: • Video workshop and professional learning activities (linked to GTCS standards) • Short clips of 5 headteachers describing the main drivers for the curriculum in their school • Examples of planning, tracking and monitoring • Short 2-3 minute video clips of key messages for the primary sector 2015/16
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  21. 21. Document title Transforming lives through learning POLAAR! Primary One Literacy Assessment and Action Resource • Based on a staged intervention model of ‘observe-action-observe’. • Teachers identify and assess most at risk of developing later difficulties with reading and writing. • Identifies the most effective intervention to use.
  22. 22. Transforming lives through learningDocument title Challenge limiting beliefs and casual assumptions which kill aspiration ‘We’ve tried that…’ ‘We already do that…’ ‘I’d love to do that but…’ ‘It won’t work …’ ‘It won’t work with our children…’ ‘It won’t work with these children…’
  23. 23. Document title Transforming lives through learning Identifying the barriers to learning for disadvantaged pupils Each school must ask: 24 What are the barriers to learning for our disadvantaged pupils?
  24. 24. Document title Transforming lives through learning Curriculum for Excellence Implementation Plan 15/16 and the Inspection Advice note What range of data do you use to improve outcomes? What evidence is your curriculum model based on? Clear plan in place for raising attainment in literacy and numeracy: which strategies and approaches are you using? Know the gap at class and school level: what is the difference in the progress and achievement between the most and least socially disadvantaged children?
  25. 25. Document title Transforming lives through learning Choosing school strategies What strategies will produce these desired outcomes and help the school to achieve these success criteria? “Individual need, classroom rigour” Use evidence of what works Train staff in depth on chosen strategies 26
  26. 26. Transforming lives through learningDocument title Support your Parents ‘Analysis reveals that parents education, social status, race, or wealth are not as important to children’s IQ levels as how much they talked to their children and interacted with them in other ways. Parents who talk to their children the most tend to praise the children's accomplishments, respond to their questions, provide guidance rather than commands, and use many different words in a variety of combinations. This type of interaction can… “accurately predict the vocabulary growth, vocabulary use, and IQ scores of children.’ Hart and Risley, Meaningful Differences in the Everyday Experiences of Young American Children, 1995, Baltimore
  27. 27. Transforming lives through learningDocument title Know what impacts Metacognition Effective Feedback and Marking Skilled Questioning Informed Task Design Collaborative Learning Memorability Expectation (Growth Mindset) Education Endowment Fund website
  28. 28. Transforming lives through learningDocument title Learning behaviours for infants Noticing Explaining things Asking good questions Learning something new Practising hard till you get it right Thinking carefully Listening carefully Trying different ways of doing things Being a learning friend who helps others learn Making someone else happy Becoming better at sharing Reading every day
  29. 29. Document title Transforming lives through learning The evidence Seek out excellent practice in other schools www.pupilpremiumawards.co.uk Use the Education Endowment Foundation toolkit http://educationendowmentfoundation.org.uk/toolkit/ 30
  30. 30. Document title Transforming lives through learning EEF Toolkit 31
  31. 31. Document title Transforming lives through learning Sources of support • Education Endowment Fund teaching and learning toolkit • Closing the attainment gap in Scottish education – Joseph Rowntree Foundation • New Scottish Attainment Challenge website
  32. 32. Document title Transforming lives through learning National Hub for the Scottish Attainment Challenge .
  33. 33. Document title Transforming lives through learning Collaborative content and professional learning . Join the Scottish Attainment Challenge GLOW online community http://bit.ly/saccommunity
  34. 34. Document title Transforming lives through learning “The education community in Scotland needs to get better at creating and sharing knowledge in ways that focus on outcomes for children in poverty. Better evaluation will help practitioners distinguish between proven, promising and unproven approaches and decide how to make curriculum design and planning decisions that raise attainment for economically disadvantaged groups.” Closing the attainment gap in Scottish Education, Joseph Rowntree Foundation, May 2014
  35. 35. Document title Transforming lives through learning Which strategies are currently helping most to raise the attainment of disadvantaged students? In schools? Across the Local Authority? 36
  36. 36. Document title Transforming lives through learning 12 areas of focus in successful schools Excellent collection, analysis and use of data relating to individual learners and groups Unerring focus on the quality of teaching Identification of the main barriers to learning for disadvantaged learners Frequent monitoring of the progress of every disadvantaged learner When a learner’s progress slows, interventions are put in place rapidly Every effort is made to engage parents and carers in the education and progress of their child 37
  37. 37. Document title Transforming lives through learning 12 areas of focus in successful schools Evidence (especially the EEF Toolkit) is used to decide on which strategies are likely to be most effective in overcoming the barriers to learning Staff (teachers and support staff) are trained in depth on the chosen strategies 100 per cent buy-in from all staff to the importance of the agenda All staff convey positive and aspirational messages to disadvantaged learners Performance management is used to reinforce the importance of raising attainment of disadvantaged learners Effectiveness of teaching assistants is evaluated and, if necessary, improved through training and improved deployment 38
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  39. 39. Document title Transforming lives through learning Equality is the process, equity is the outcome • You need to fill the gap before you close the gap • Who is quietly underachieving in your school? • Low attaining children often spend a lot of time with support staff – are you monitoring the impact of this? • Training and professional learning for support staff: are they helping to create independent learners or ‘velcro’ children’ ? • Avoid ‘intervention add-ons’ We need well planned pathways • This is a social mobility agenda: what about highly able children living in poverty?
  40. 40. Document title Transforming lives through learning What is the Scottish Attainment Challenge? Programme of activities to bring a greater sense of urgency and priority for everyone involved in Scottish education to focus their efforts on narrowing the attainment gap between those children living in Scotland’s least and most deprived areas.
  41. 41. Document title Transforming lives through learning What is new? Universal Support Scottish Attainment Challenge Attainment Scotland Fund
  42. 42. Document title Transforming lives through learning What is new about it? National Hub Attainment Advisors Universal support for the Scottish Attainment Challenge
  43. 43. Document title Transforming lives through learning What is our capacity for continuous improvement? Leadership and management: How good is our leadership and approach to improvement? Learning provision: How good is the quality of care and education we offer? Successes and achievements: How good are we at ensuring the best possible outcomes for all our learners? How Good is our School 4 Framework
  44. 44. Document title Transforming lives through learning How are we doing? How do we know? Stop looking up and start looking out more! Collaboration within, between and beyond schools
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  46. 46. Document title Transforming lives through learning How Good is our School 4 15 revised quality indicators include: •Teaching, learning and assessment •Personalised support •Raising attainment and achievement •Family learning and engagement •Curriculum: courses and programmes replaced with learner pathways Translates and connects all current policy priorities into a clear set of indicators/ areas of action There are more ‘good bits’ of schools than there are ‘good’ schools!
  47. 47. Document title Transforming lives through learning New QI on ‘Raising attainment and achievement Attainment in literacy and numeracy Attainment over time Overall quality of learners’ achievement Equity for all learners Use the Challenge Questions for professional dialogue in your school Implications for inspection, self-evaluation and improvement planning
  48. 48. Document title Transforming lives through learning The National Improvement Framework - vision • Excellence through raising attainment: ensuring that every child achieves the highest standards in literacy and numeracy and the right range of skills, qualifications and achievements to allow them to succeed; and • Achieving equity: ensuring every child has the same opportunity to succeed. The Scottish Attainment Challenge will help to focus our efforts and deliver this ambition.
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  50. 50. Document title Transforming lives through learning National Improvement Framework Our Priorities • Improvement in attainment, specifically in reading, writing and numeracy • Closing the attainment gap between the most and least disadvantaged children • Improvement in children and young people’s health and wellbeing • Improvement in sustained school leaver destinations for all young people
  51. 51. Document title Transforming lives through learning Standardised assessment and the new dashboard • Strengthening support for moderation and professional judgement • Teachers continue to make professional judgement based on a range of assessment evidence • More specific advice for teachers on achievement of a level • Benefits of new national development of a standardised assessment • Aim to streamline, clarify and reduce the burden of assessment • Dashboard will bring together all the data needed for improvement, learning lessons from Insight in the senior phase
  52. 52. Document title Transforming lives through learning Achieving Curriculum for Excellence Levels Curriculum Level Stage Early The pre-school years and P1 First To the end of P4 Second To the end of P7 Third, Fourth S1 to S3 Senior phase S4 to S6
  53. 53. Document title Transforming lives through learning CfE data collection exercise • The data collection requested that local authorities report the percentage of pupils in P1, P4, P7 and S3 who achieved their respective CfE level for 2014/15 in: - reading - writing - numeracy • Local authorities were also requested to collate this information for those children living in the 20% most deprived areas
  54. 54. Document title Transforming lives through learning Notes on data recording • There was considerable variation in the recording of data. Contributing factors include: - the interpretation of ‘achieving’ a level varied - a number local authorities recorded other measures instead, such as working within the level - some provided data for only overall literacy or languages - some local authorities submitted data based on a sample of schools or pupils
  55. 55. Document title Transforming lives through learning What we will do now • Greater clarity on achieving a level • Cut down the guidance on assessment and provide final versions of the ‘significant aspects of progress’ • Improve moderation at local and national level (focused and ongoing) • We all need to understand standards and be confident in professional judgements • What can be done to improve confidence and quality of CfE level judgements?
  56. 56. Document title Transforming lives through learning Thank you! @GLoganEd
  57. 57. Document title Transforming lives through learning “Mankind owes to children the best it has to give. Their life is fragile. If they are to have a tomorrow their needs must be met today. Many things can wait but not the children” Gabriela Mistral

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