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AHDS Conference November 2014 - Workshop; Poverty, Attainment & Leadership

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AHDS Annual Conference 2014 'Teaching Scotland's Future: Whate you need to know and do. Workshop bt Graeme Young, HT at St Bartholomews Primary School and Susan Hannah, Scottish Government

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AHDS Conference November 2014 - Workshop; Poverty, Attainment & Leadership

  1. 1. Graeme Young Susan Hannah ADHS Event 6.11.14
  2. 2. 188 229 257 292 326 354 390 423 467 520 199 233 270 307 345 375 407 440 482 544 215 247 291 327 355 390 424 451 492 546 229 270 301 332 368 399 427 460 505 561 250 285 314 359 386 415 454 483 521 589 0 100 200 300 400 500 600 Most Deprived 2 3 4 5 6 7 8 9 Least Deprived Average Tariff Score SIMD Decile Average Tariff Score of School leavers, 2007/08 to 2011/12 2007/08 2008/09 2009/10 2010/11 2011/12
  3. 3. Ambition Statement “Scotland should be the best place to learn. We want each child to enjoy an education that encourages them to be the best they can be and provides them with a full passport to future opportunity”
  4. 4. To achieve this shared ambition we need: • Improved educational outcomes for all learners Consistently over an agreed period, promoting greater depth and breadth of attainment and achievement and improving the educational outcomes of all our children and young people. • Equity in educational outcomes Consistently over an agreed period, to make progress in eroding the deeply embedded correlation found in the majority of Scottish schools between a child’s relative point of social deprivation/affluence and their educational attainment. • Higher public confidence in education through continuous improvement of Scotland’s education system.
  5. 5. From good to great: building equity and success in Scottish education • Early years • Teaching Scotland’s Future • Curriculum for Excellence • Literacy and numeracy hubs • Evidence and data - Insight • Engaging with families and communities • Self-Improving Schools Partnership Programme
  6. 6. Aims for this work • Focus on those things which evidence shows will make the biggest difference to children and young people. • Need to be challenging. Not achievable by hard work alone. • Signal a shift in the way that activity is delivered. • “Responsibilities for all” - Unlocking the Curriculum
  7. 7. Our Vision: Scotland should be the best place to go to school. We want each child to enjoy an education that encourages them to be the most successful they can be and provides them with a full passport to future opportunity To raise education attainment for all and reduce inequity School learning environment which supports the individual needs of all children Positive physical, mental, cognitive health and emotional development for all children and young people Culture for change and improvement Positive aspirations of children & young people Supportive home school partnerships Encouraging home learning environment Raising Attainment For All (8 years to 18 years) Theory of actions that will enable children and young people to achieve Transformational Leadership High quality learning and teaching High Quality, Skilled Workforce Individual Support for children Universal Support for learning Sharing of information Parents, carers, families engaged with their child’s learning and involved in supporting their learning and development Developed parental skills & strategies to support learning Partnerships between Schools, FE, training, HE & Employers Engaged community enterprises / community assets / third sector Communities engaged in supporting opportunities for learning and development of children and young people Co-produced planning/decision making Improved teamwork, communication and collaboration QI team discussions Enhanced coaching skills Coaching /mentoring interventions Pedagogy techniques Study support skills for parents Availability & access to services Nurture groups Increased engagement with partner agencies Improved communication between school and home Transition communication Improved planning Understanding of local context of achievement gap
  8. 8. Stretch Aim 1 “To ensure that 85% of children within each school cluster have successfully experienced and achieved CfE Second Level Literacy, Numeracy and Health and Wellbeing outcomes in preparation for Secondary School by 2016” The 2012 survey of literacy showed that 82% of children in P7 from areas of most deprivation were performing well or very well in reading; and the 2013 survey of numeracy showed 53% of children in P7 from similar circumstances were performing well or very well.
  9. 9. Stretch Aim 2 “To ensure that 85% of children within each school cluster have successfully experienced and achieved CfE Third Level Literacy, Numeracy and Health and Wellbeing outcomes in preparation for Senior Phase by 2019” The 2012 survey of literacy (reading, writing, listening and talking) showed that 73% of children in S2 from these areas were performing well or very well at the expected level in all these aspects; and the 2013 survey of numeracy showed 25% of children in S2 from areas of most deprivation were performing well or very well.
  10. 10. “To ensure that 95% of young people within each school cluster go on to positive participation destinations on leaving school by 2018” Stretch Aim 3
  11. 11. Aim 4 - Leadership “To provide the leadership for improvement, both nationally and locally, across the Raising Attainment for All Programme”
  12. 12. Local Authorities • Aberdeen, Angus, Dundee, Fife • Stirling & Clackmannanshire, North Lanarkshire, South Lanarkshire • Renfrewshire, North Ayrshire, East Ayrshire • Borders, Dumfries & Galloway
  13. 13. Schools Groupings of Secondary Schools and associated clusters of primaries Rural and Urban Varying levels and proportions of depravation All Share - All Learn regional and national collaboration
  14. 14. Launch event news report
  15. 15. The six questions to be asked of EVERY change programme… 1 Aim Is there an agreed aim that is understood by everyone in the system? 2 Correct changes Are we using our full knowledge to identify the right changes & prioritising those that are likely to have the biggest impact on our aim? 3 Clear change method Does everyone know and understand the method(s) we will use to improve? 4 Measurement Can we measure and report progress on our improvement aim? 5 Capacity and capability Are people and other resources deployed and being developed in the best way to enable improvement? 6 Spread plan Have we set out our plans for innovating, testing, implementing and sharing new learning to spread the improvement everywhere?
  16. 16. Our change theory A clear and stretch goal A method Predictive, iterative testing
  17. 17. The Typical Approach… Conference Room DESIGN DESIGN DESIGN DESIGN APPROVE Real World IMPLEMENT
  18. 18. Quality Improvement Approach DESIGN TEST & MODIFY TEST & MODIFY APPROVE IF NECESSARY Conference Room Real World TEST & MODIFY START TO IMPLEMENT
  19. 19. Use the Model for Improvement to test and implement changes
  20. 20. Model for Improvement Act on the plan - Testing
  21. 21. Aim Statement: What? How much? By When?
  22. 22. Model for Improvement MovingA tcot on the plan - Testing action – testing change ideas with PDSA cycles
  23. 23. Why test changes….? Increase the belief that the change will result in improvements in your setting To learn how to adapt the change to conditions in your setting Minimise resistance when spreading the change throughout the organisation Evaluate the costs and “side-effects” of changes
  24. 24. Users inform process design……. ……Testing allows local design of the process
  25. 25. Cycles of Tests Build Confidence A P S D D S A P S D A P D S A P A P D S A P D S A P S D Proposals, theories, hunches, intuition Changes that will result in improvement Learning from data
  26. 26. Keeping a record What is the aim of this test? Identify who when where? What preparation do you need to do? What’s your prediction for this test? (based on your current knowledge) What information will you collect?(data) Keep it short, simple but information rich
  27. 27. St Bartholomew’s Primary School Small changes… BIG impact!
  28. 28. WHAT DO WE AIM TO ACHIEVE THROUGH OUR CURRENT TEST? By June 2014, all Primary 7 pupils ‘causing concern’ in writing will meet 90% of the marking criteria at their level
  29. 29. • Appropriate structure for coaching sessions. • Manageable way of recording coaching session discussions. • Sustainable timescale for weekly coaching sessions. Weekly coaching session for pupils ‘causing concern’. • Child-friendly writing criteria for self-assessment. • Criteria for coach to measure progress at set milestones. Clear criteria for assessing writing and measuring progress. • Class teacher familiar with criteria being used. • Manageable procedures for passing on outcome of weekly coaching session to class teacher. • Time and support provided by class teacher to ensure weekly coaching sessions are built upon in class. Support of Class Teacher in helping pupils address weekly targets/strategies. Parental engagement By June 2014, All Primary 7 pupils ‘causing concern’ in writing will meet 90% of the marking criteria at their level. PRIMARY DRIVERS SECONDARY DRIVERS • Support for parents/carers in understanding the approach to weekly coaching. • Regular feedback on the progress of their child.
  30. 30. Why coaching? Formative assessment, of which effective feedback is a key feature, has been a major focus in Scottish schools for a number of years, primarily as a result of the work of Paul Black and Dylan William in the late nineties. Research on formative assessment over the past decade tells us that quality, focused feedback has a very high impact (potentially +9 months advantage over the course of a school year for an ‘average’ pupil) for little, if any, financial investment.* Learning Support for individual children and small groups of pupils requires a major investment of both money and personnel. Current financial constraints are making it increasingly difficult for schools to offer this type of additional teaching input to pupils. Alternative solutions need to be found. * Source: The A-Z of School Improvement (Brighouse & Woods, 2013)
  31. 31. The idea for coaching arose from a simple question: If quality feedback within the classroom setting has such a major impact on pupils’ progress, what would be the impact of a weekly one-to-one coaching session (focusing on feedback and target-setting) on the progress of an individual pupil? Definitely worth investigating!
  32. 32. Baseline assessment of extended piece of writing prior to embarking on coaching (January 2014): Rhys achieved 7 targets out of a possible 14
  33. 33. Format of weekly coaching session
  34. 34. Each week, Rhys reviews and traffic lights his targets
  35. 35. What did the data indicate after the first four weeks of one-to-one coaching?
  36. 36. Rhys’s self-assessment over the initial four coaching sessions 4 2 2 8 11 0 0 9 8 6 3 3 12 10 8 6 4 2 0 10.01.14 16.01.14 24.01.14 31.01.14 RED AMBER GREEN
  37. 37. Length of Coaching Sessions with Rhys Time in minutes 28 13 12 13 10.01.14 16.01.14 24.01.14 31.01.14
  38. 38. Some comments from Rhys I feel more confident. I’m not struggling with my writing so much in class and I don’t need to ask for so much help. My work used to scare me. Now it doesn’t worry me so much. I like focusing on just one target each week. I like going down to Mr Young’s office for my coaching. Traffic lighting my targets makes me feel I’m improving. I’m finding my coaching sessions more helpful than the learning support I get. I think it’s making a bigger difference to my classwork. I’m even starting to help others in the class with their work.
  39. 39. Assessment of extended piece of writing, March 2014: Rhys achieved 13 targets out of a possible 14 (92%)
  40. 40. • The school’s two Principal Teachers have been trained in the coaching technique. • Coaching has been extended to Primary 4 pupils across the cluster identified as ‘causing concern’ in writing. • Systems are now in place to track attainment and measure the progress of all pupils across the school to ensure coaching is targeted at those pupils who need it most and safeguard any pupils from slipping through the net:
  41. 41. 16 14 12 10 8 6 4 2 0 WRITING: PRIMARY 5 Expected Zone Above Below Boys Girls
  42. 42. Small changes… BIG impact!
  43. 43. St Bartholomew’s film
  44. 44. Themes identified for local focus • Parental Involvement/positive relationships • Literacy • Numeracy • High quality teaching/skills • Study skills/home learning • Nurturing • Resilience and emotional wellbeing
  45. 45. Next Steps IA local support to build improvement skills and enable improvement activity to start Regional Events Nov 25th (Falkirk) Nov 27th (Dundee) Dec 2nd (Ayrshire) Dec 4th (Peebles) National Event - All LAs and teams March 16th & 17th - SECC Glasgow
  46. 46. Thank you

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