lessons learned from signature, delivering social change primary

Lessons learned from Signature,

Delivering social changePRIMARY

9.30-10.00- Session 1- Background on the Signature projectSuccess story 10.00-10.30- Refreshments10.30- 12.00- Session 2- Good practice-7 quality indicatorsInterview about good practice 12.00-1.00- Lunch1.00-1.30- Session 3- How to manage successful Intervention1.30- 2.30-Session 4 – Lessons learned in Literacy and NumeracyPractical ideas2.30- 3.15- Session 5- Implications for your schoolFinal evaluation

Outline of the day

Objectives for the course

To show the good practice of The OFMDFM Signature project from primary and post-primary sectors

To share the strategies which have been most effective in raising pupil achievement in English and Maths at the expected levels of attainment

To use the experience of the Signature teachers to disseminate good practice to other teachers

In 2012 the OFMDFM announced a Delivering Social Change Signature Project on improving literacy and numeracy. The aims of the Signature/ NISPLAN project have been :• to increase the number of pupils in primary

schools achieving at the expected level or above at the end of Key Stage 2 in English, Mathematics and Irish;

• to increase the number of young people in post-primary schools, achieving a grade C or above in English and Mathematics by the time they leave school, and

• to provide employment opportunities for 270 recently graduated teachers.

Count, Read: Succeed messages What is intervention?

Schools monitored pupils’ progress regularly and used this information to refine the planning of intervention.

by the teacher as part of the programme by a coordinator to gain an overview of the

progress made by a senior leader to evaluate the effectiveness of

the intervention

Ethos of intervention

The 5 “things” that the class or subject teachers will do to raise standards in literacy and numeracy are, in

order:

1. provide high-quality teaching for all pupils;

2. address underachievement as soon as it emerges;

3. address continuing underachievement with support from other staff in the school;

4. address continuing underachievement with support from outside the school; and

5. meet the needs of pupils after a non-statutory assessment through the SEN framework.

C,R:S, p33

Success of intervention

Collaborative Approaches Intervention teachers worked closely with the class teachers to plan what should be taught and how, and were prepared to adapt the materials and approaches to meet the pupils’ needs. Such approaches included concentrating on building pupils’ confidence, tackling common misunderstandings and providing opportunities for pupils to apply what they had learned.

OFMDFM Signature Project

Who? • Targets group(s)

What? • needs

Really? • Digging deeper

How?• Questioning• Sampling• Impact?

Now what?

• Review• More

help?

Who? • Targets group(s)

What? • Needs

Really? • Digging deeper

How?• Questioning• Sampling• Impact?

Now what?

• Review• More

help?

Who is being trained? Who is involved? Who is leading/ managing it? Outline of training Overall messages from those involved

Background to Signature

Teachers Appointed

225.4(FTE) – OFMDFM 32.4(FTE) – DE 2(FTE) – by schools 260.7(FTE) – Appointed Overall 300 individual teachers employed

208 – Seconded Teachers (1 days training) 73 – Centrally Recruited (5 days training)

Overall Data – From Website

3042 – Primary Pupils Supportedo 1561 – Literacyo 1402 – Numeracyo 79 – Irish

6658 – Post Primary Pupils Supportedo 3023 – Englisho 3635 – Mathematics

Post Primary CR Support 2013/14

Classes Supported Pupils Supported Teachers SupportedSignature 255 2305 186

Primary CR Support 2013/14

Classes Supported Pupils Supported Teachers SupportedSignature 89 767 73

Overall CR Support 2013/14

Classes Supported Pupils Supported Teachers SupportedTotals 344 3072 259

Numeracy Level 4 Literacy Level 416 14

60%+ 15 94% 60%+ 12 86%70%+ 11 73% 70%+ 11 79%

Based on schools who provided results

6+ pupils – 94% Numeracy6+ pupils – 86% Literacy

7+ pupils – 73% Numeracy7+ pupils – 79% Literacy

Comments from Monitoring

“Discussions with class teachers have highlighted an increase in confidence for children when attempting numeracy work. Children are enthusiastic about the withdrawal lessons and always participate well. All children receiving intervention support have successfully been awarded a Level 4 in numeracy and so have achieved their target.”

Comments from Monitoring

“Establish greater contact with parents including face to face meetings with the parents of targeted pupils.”

 “High level of participation from students during in-school sessions Student, parent and teacher questionnaires carried out in January indicated marked improvement in student self-esteem and attitude towards learning and exams. Parent meeting provided valuable and positive feedback. Teacher records in regular English lessons indicate improved marks and anecdotal evidence from English teachers noted how much more positive students were about their English. Improved controlled assessments, attendance at after school sessions are positive and students are actively seeking help and support, even out of normal lesson time.”

Comments from Monitoring

“Therefore after one full term (the second term) with the Signature Project pupils I feel better equipped to express opinions on the work covered and discuss the level of progress of individual pupils. Initially, it was decided to raise the profile of reading within the cohort of pupils. I wished to make reading a regular, enjoyable experience which embraced a lifeskill element. The concept of reading in one's spare time became a pivotal aim. Reading became a time filler, a life skill and a hobby all in one. My sense of drive ensured that I convinced my pupils of the importance of the art of reading which could enrich their life experiences. Trying to work with a spread of reading ability throughout the cohort provided direction and purpose.”

Close collaboration and team teaching with class teacher helped my inexperience Good balance of withdrawal and team-teachingTeam-teaching to get to know the pupils initially and throughout the programme to gain an insight of how they are achieving in class Pupils during withdrawal can concentrate more Active strategies and practical approaches to problem solving VAK approachClass teacher introduced the learning. Small group tutorial helped the children to deepen their understandingPersonalised learning

What works well

Continuous assessment, reflection and evaluation

Daily challenges Celebration and rewards VCOP and super sentences Sharing targets with pupils - provided

children with ownership of their learning. Safe environment led to ‘have a go ‘ attitude Meetings for parents about how to support

your child

What works well

Settling in to one or more new schools Timetabling- for withdrawal and weekly meetings with

teachers – especially when some of the teachers were part-time

Regularly meeting with groups - either being used for subbing or children being needed elsewhere

What to do in the afternoons (mornings is the best time for lit /num work.

P7 pupils did not have enough time to improve. Next year should be better

Behaviour of some children in the group

Challenges overcome

Knowing the standard of level 4 Worked closely with the teacher and used the guidance given

Lack of parental support Wrong target group School not knowing enough about the project Realistic target-setting Showing improvement. Used class tests and adapted

CCEA tasks to track children Attendance Perception of intervention use of ipads, practical work and small treats helped. Attitude of boys and/or P7 pupils Timetables had to be looked at and

confidence/relationships developed

Challenges overcome

Success story

Tanya from St Matthew’s Primary School, Belfast

Quality indicators for successful Intervention

Session 2

Effective Signature intervent

ion

pupils

teachers

leadership

planning

Monitoring &

evaluating

Collaboration &

Communication

parents

7 q

uality

ind

icato

rs

pupils

• Correctly identified, • data used effectively, • moved in and out of

intervention, involved in their learning,

• setting targets.

teachers

• chosen well- either recruited by WELB (CR), or appointed by their school on secondment (S) or to fill the Backfill post (BF)

• equipped to know what to do

• plan appropriately• use a variety of strategies • tailor intervention to suit

pupils• track their pupils’ progress.

leadership

• supportive of the aims of Signature, at HOD level, at SMT/ Principal level and as teacher-tutor;

• set clear direction, plan intervention carefully and integrate the Signature teacher(s) into plan for school improvement

• promote the Signature intervention model as a legacy for the school.

planning • appropriate and flexible

at all levels- • classroom work is tailored

and adapted • timetables are suitable • allowing for monitoring

and evaluation of the strengths and weaknesses of the model used

• ongoing assessment is used throughout.

Monitoring &

evaluating

ACTION PLANS are detailed and real, recorded online and regularly reviewed and adjusted; school tracking and pupil target-setting are used.

parents involved from the

beginning and kept informed of progress.

Evaluate how far these indicators are evident in your school

Discussion

Interview with successful practitioner

Session 3

Interview with successful practitioner: managing Signature

Session 3

Lessons learned : successful intervention strategies for

English and Maths

Session 4

Understanding the levels Linking to teaching, assessment and tracking Resources: VCOP, Pie Corbett, Literacy shed,

Sue Palmer, Activities: super sentences, visualisation

Good practice in English

Seven ways to change a sentence: Add words Drop in chunks Add at the beginning Add at the end Reorder or change words Add a simile Special effects

Super Sentences

Add words The tiny bird flew down the busy road.

Drop in chunks eg ing/ed The bird, struggling against the wind, flew slowly down the road.

Add at the beginning Struggling against the wind, the bird flew slowly down the road.

Add at the end The bird flew down the road, its wings flapping slowly.

Re order or change words Down the M1 flew the small green parrot.

Add a simile Screeching like a barn owl, the tiny bird flew down the road

Special effects Flapping furiously, the bird flew down the busy bypass.

Super Sentences :eg. “The bird flew down the road.”

Add words

Drop in chunks eg ing/ed

Add at the beginning

Add at the end

Re order or change words

Add a simile

Special effects

Super Sentences (Activity) eg 2 “The man ran into the shop with his

dog.”

Understanding the levels

Good practice in Maths

Implications for your school

Any questions?

Session 5

… the true measurement of success (of Signature) will take me far beyond the End of Key Stage. It will be judged in value added results, life forming habits that go beyond simple test scores. It is not just about their ability to use/develop important literacy skills across the curriculum. It is about continuing to use these skills and habits in real life situations. This in itself requires self-confidence and understanding. I am confident that this will happen for some of my pupils. Increasing this percentage is not only a personal goal but an overall aim shared by the school.

I am also confident that our End of Key Stage 2 results will improve next year and beyond. For the most part the work that continues on a daily basis has been worthwhile and enjoyable for all concerned. The challenge still remains, “To work hard, express ourselves clearly, listen to others, to feel valued and thus to succeed”. Barrie McGowan – Good Shepherd Primary School- ( taken from Year 1 Monitoring form)

The Legacy of the project

nisplan.welbni.org

Final evaluation