AHDS Conference November 2014 - Workshop; Poverty, Attainment & Leadership
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Transcript of AHDS Conference November 2014 - Workshop; Poverty, Attainment & Leadership
Graeme YoungSusan HannahADHS Event 6.11.14
Most Deprived
2 3 4 5 6 7 8 9 Least Deprived
0
100
200
300
400
500
60018
8
229 25
7
292
326 35
4
390
423
467
520
199
233
270
307
345 37
5
407
440
482
544
215
247
291
327 35
5
390
424 45
1
492
546
229
270
301
332
368
399 42
7
460
505
561
250
285 31
4
359 38
6 415
454 48
3
521
589
Average Tariff Score of School leavers, 2007/08 to 2011/12
2007/082008/092009/102010/112011/12
SIMD Decile
Ave
rage
Tar
iff S
core
“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”
Ambition Statement
• 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.
To achieve this shared ambition we need:
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
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
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
Supportive home school partnerships
Encouraging home learning environment
Positive aspirations of children & young people
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
Partnerships between Schools, FE, training, HE & Employers
Engaged community enterprises / community assets / third sector
Developed parental skills & strategies to support learning
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
Communities engaged in supporting opportunities for learning and development of
children and young people
Co-produced planning/decision making
Culture for change and improvement
Transition communication
Improved communication between school and home
Increased engagement with partner agencies
Availability & access to services
Coaching /mentoring interventions
QI team discussions
Nurture groups
Enhanced coaching skills
Improved planning
Study support skills for parents
Understanding of local context of achievement gap
Improved teamwork, communication and collaboration
Pedagogy techniques
“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.
Stretch Aim 1
“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.
Stretch Aim 2
“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
Aim 4 - Leadership
“To provide the leadership for improvement, both nationally and locally, across the Raising
Attainment for All Programme”
Local Authorities
• Aberdeen, Angus, Dundee, Fife
• Stirling & Clackmannanshire, North Lanarkshire, South Lanarkshire
• Renfrewshire, North Ayrshire, East Ayrshire
• Borders, Dumfries & Galloway
SchoolsGroupings of Secondary Schools and associated
clusters of primariesRural and UrbanVarying levels and proportions of depravation
All Share - All Learnregional and national collaboration
Launch event news report
The six questions to be asked of EVERY change programme…
1AimIs there an agreed aim that is understood by everyone in the system?
2Correct changesAre we using our full knowledge to identify the right changes & prioritising those that are likely to have the biggest impact on our aim?
3Clear change methodDoes everyone know and understand the method(s) we will use to improve?
4MeasurementCan we measure and report progress on our improvement aim?
5Capacity and capabilityAre people and other resources deployed and being developed in the best way to enable improvement?
6Spread planHave we set out our plans for innovating, testing, implementing and sharing new learning to spread the improvement everywhere?
Our change theory
A clear and stretch goalA methodPredictive, iterative testing
DESIGN DESIGN DESIGN DESIGN APPROVE
Conference Room
Real World
The Typical Approach…
IMPLEMENT
DESIGN
TEST & MODIFY
TEST & MODIFY
APPROVEIF NECESSARY
Conference Room
Real WorldTEST & MODIFY
Quality Improvement Approach
START TO IMPLEMENT
Use the Model for Improvement to test and implement changes
Model for ImprovementAct on the plan - Testing
Aim Statement: What? How much? By When?
Family of measures
Model for ImprovementAct on the plan - TestingMoving to
action –testing change ideas with PDSA cycles
Increase the belief that the change will result in
improvements in your setting
Minimise resistance when spreading the change throughout the
organisation
To learn how to adapt the change to conditions in
your setting
Evaluate the costs and “side-effects” of changes
Why test changes….?
Users inform process design…….
……Testing allows local design of the process
Cycles of Tests Build Confidence
AP D
S
AP
D S
APD
SA P
DSProposals, theories, hunches, intuition
Changes that will result in improvement
Learning from data
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
St Bartholomew’s Primary School
Small changes… BIG impact!
By June 2014, all Primary 7 pupils ‘causing concern’ in writing will meet
90% of the marking criteria at their level
WHAT DO WE AIM TO ACHIEVE THROUGH OUR CURRENT TEST?
• 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.
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)
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?
The idea for coaching arose from a simple question:
Definitely worth investigating!
Baseline assessment of extended piece of writing prior to
embarking on coaching
(January 2014):
Rhys achieved 7 targets out of a possible 14
Format of
weeklycoachingsession
I will read my writing aloud and put ina full stop, comma or question mark
whenever I take a pause.
Rhys T.Each week,
Rhys reviews and traffic lights his targets
What did the data indicate after the first four weeks of
one-to-one coaching?
Rhys’s self-assessment over the
initial four coaching sessions
10.01.14 16.01.14 24.01.14 31.01.140
2
4
6
8
10
12
2 2
0 0
9
8
6
33
4
8
11
RED AMBER GREEN
Length of Coaching Sessions with Rhys
10.01.14 16.01.14 24.01.14 31.01.14
28
1312
13
Time in minutes
Compare this to the
sixty minutes of
Learning Support
allocated to this
pupil each week.
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.
Some comments from Rhys
Assessment of extended piece of
writing, March 2014:
Rhys achieved 13 targets out of a possible 14
(92%)
• 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:
Expected Zone Above Below0
2
4
6
8
10
12
14
16
WRITING: PRIMARY 5
Boys Girls
Small changes… BIG impact!
St Bartholomew’s film
Themes identified for local focus • Parental Involvement/positive relationships• Literacy • Numeracy• High quality teaching/skills• Study skills/home learning• Nurturing• Resilience and emotional wellbeing
Next StepsIA local support to build improvement skills and
enable improvement activity to start
Regional EventsNov 25th (Falkirk) Nov 27th (Dundee)Dec 2nd (Ayrshire) Dec 4th (Peebles)
National Event - All LAs and teamsMarch 16th & 17th - SECC Glasgow
Thank you