Document title Transforming lives through learning Schools Programme Launch: October 2015.

Document title Transforming lives through learning

Schools Programme Launch: October 2015


Overview

Improving equity and excellence

Schools Programme: making the breakthrough

Evaluating progress

Sharing success


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


Evaluating equity as leaners move through CfE…

• Attainment • Choices• Opportunities


Evidence of impact of CfE…..

Between September 2013 and June 2015, in

almost all schools inspected (91%), one or

more aspect of children’s/young people’s

positive attributes (e.g. confidence, ambition,

motivation) and/or learning experiences are

reported as a key strength

Experiences are improving, but are outcomes improving?


CfE 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 deprived children?


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.


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.


3. Anything invented after you're thirty-five is against the natural order of things.

Douglas Adams


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?

• Avoid ‘intervention add-ons’ We need well planned pathways

• Education Endowment Foundation website – using evidence to narrow the gap


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


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.


What is new?

Universal Support

Scottish Attainment Challenge

Scottish Attainment Challenge

Attainment Scotland Fund

Attainment Scotland Fund


Challenge Schools Programme

•57 Primary Schools with more than 70% of children living in SIMD 1&2•The breakthrough we need will happen in your schools!•Leading the way nationally and internationally on how to close the poverty related attainment gap for primary school children •Implementing additional targeted interventions in literacy, numeracy and health and wellbeing through collaborative enquiry •Engaging in Headteacher network and programme for class teachers•Working with us nationally: Scottish Government and Education Scotland core team, including your attainment advisor


Corporate plan – our four pillars


Being part of the programme will involve…

•Planning and implementing additional interventions (funding)•Using agreed approaches to evaluating impact •Joining our new headteacher network, meeting quarterly •Nominating a class teacher to join our professional learning community•Engaging with our core team •Sharing practice and successes across schools and nationally


Using your current data – where to start?

Your analysis and intervention to help every

child make the best possible progress, based on

a range of assessment evidence.

Moderation: both ongoing

and focused activities.


How Good is our School 4 Framework


How Good is our School 415 revised quality indicators include:

•Teaching, learning and assessment

•Personalised support

•Raising attainment and achievement

•Family learning and engagement

Translates and connects all current policy priorities into a clear set of indicators/ areas of action

Launched at the Scottish Learning Festival last week


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


Never forget how important what you say and do as headteacher is…

Control (is she in charge)

Clarity (is she sure of her ground)

Coherence (can I align my aspirations with hers)

Concern (does she understand the challenges I face)

Consistency (will she adopt the behaviours she espouses?)


Thank you!

@GLoganEd

Document title Transforming lives through learning Schools Programme Launch: October 2015.

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Transcript of Document title Transforming lives through learning Schools Programme Launch: October 2015.