Secondary School Leadership Conference    Learning - PowerPoint Presentation

Secondary School Leadership Conference   Learning and Improving TogetherMarch 2016Graeme Logan - Strategic Director - Education Scotland

Overview of presentation Education Scotland priorities 2016/17 The vision for all children in Scotland HGIOS 4; self-evaluation and inspection Scottish Attainment Challenge National Improvement Hub National Improvement Framework Improving the curriculum – where next?

Education Scotland priority programmes 2016/17 Delivering the Scottish Attainment Challenge Developing Employability and Skills Embedding Digital Learning Embedding Inclusion, Equity and EmpowermentEnsuring the Impact of Curriculum for Excellence Implementing the National Improvement FrameworkImplementing the National Improvement Hub Improving our OrganisationSupporting the Expansion of Early Learning and Childcare Core work: inspection and review

Attainment Time Disadvantaged learners Other learners

The vision and priorities for all Excellence andEquity Raising attainment (universal)and Closing the gap (selective intervention) Generic/ universal improvement planning won’t close the gap (eg raise attainment in writing)

Raising attainment for all through….Non-negotiable high expectations for all Zero tolerance of underperformance Relentless optimism Poverty and performance should not be linkedProportionate approach to monitoring and evaluation: focus on key learners/ groups Forensic focus on children’s progress: keep shining the spotlight on this Celebrating achievement, challenging underachievement Help everyone find their unique genius

Is it really good enough? Constantly talk about standards What you permit you promote Do better than before: quality of feedback Doing the right things, for the right reasons, in the right way everyday Excellence in what we say, write, do and make Dreaming with determination (Hargreaves 2015)

Key indicators of achieving equity at the end of BGE? Achievement of third level of CfE in literacy and numeracy

Moving from familiarisation to implementation www.educationscotland.gov.uk/resources/h/hgios4/

How Good is our School 415 revised quality indicators include:Teaching, learning and assessment Personalised supportRaising attainment and achievementFamily 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!

New QI on ‘Raising attainment and achievementAttainment in literacy and numeracyAttainment over timeOverall quality of learners’ achievementEquity for all learnersUse the Challenge Questions for professional dialogue in your school New quality indicators for inspection from August 2016

Effective self-evaluation for self-improvement Relentless focus on learning and teaching: rapid intervention where needed Range of focused and on-going activities agreed with staff Owned by all: tells a clear, coherent, consistent storyUniversal and targeted – additional focus on key groups of children Practice-based not just paper-basedClear methodology for implementing change: rationale for this agreed by all (spend as much time on HOW to improve as well as WHAT and WHY to improve) Brings clarity and consistency to learning, teaching and assessment Leads to excellence and equity for all learners

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 school level: what is the difference in the progress and achievement between the most and least socially disadvantaged children?

Other changes to school inspection Outcome of current review due in June 2016: current ‘try outs’Positive inspection outcome – NIF focus will change to ‘good or better’HMI will evaluate the effectiveness of moderation of teacher judgements on CfE levels from August 2016 Blend of models: thematic, establishment level Overall increase in numbers of inspection, reflecting the next phase of CfE Further announcements expected in June 2016

Building on ‘Improving Schools in Scotland: An OECD Perspective’, December 2015“Scotland has the opportunity to lead the world in developing an innovative national assessment evaluation and improvement framework”Improving Schools in Scotland: An OECD Perspective, 2015“Be rigorous about the gaps to be closed and pursue relentlessly “ closing the gap” and “raising the bar simultaneously” Improving Schools in Scotland: An OECD Perspective, 2015

Building on ‘Improving Schools in Scotland: An OECD Perspective’Quality and Equitybe rigorous about the gaps to be closeddevelop metrics that do justice to the full range of CfE capacities take a consolidated and evidence-informed approach to equity Decision-making and governancecreate a new narrative for CfE strengthen professional leadership and ‘the middle’simplify and clarify core guidance Schooling, teachers and leadershipfocus on quality of implementation in schools develop targeted, networked, evaluated innovation in secondary school develop coherent strategy for building social capitalAssessment and evaluation develop integrating framework for assessment and evaluation at all levelsstrike more even balance between formative assessment and evidence base strengthen evaluation & research

Every school to have a clear strategy in place to raise attainment in literacy and numeracy and close the poverty-related attainment gap Our attainment record is good, and improving, though not at a fast enough rate. A persistent gap remains. F ocus on the need for improvement in educational attainment and reducing the poverty-related attainment gap. Scottish Attainment Challenge to drive forward improvements on educational outcomes for children living in Scotland’s most deprived communities.

Equality = SAMENESSEquity = FAIRNESSYou need to know the gap before you can 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 pathwaysClear strategies and additional interventions needed

Know what impacts MetacognitionEffective Feedback and MarkingSkilled Questioning Informed Task Design Collaborative LearningMemorability Expectation (Growth Mindset) Education Endowment Fund website

National Improvement Framework   Our Priorities Improvement in attainment, particularly in literacy and numeracy;Closing the attainment gap between the most and least disadvantaged children;Improvement in children and young people’s health and wellbeing; andImprovement in employability skills and sustained, positive school leaver destinations for all young people.

Assessment of children’s progress Evidence we will gather The percentage of children achieving curriculum levels in literacy and numeracy at P1, P4, P7 and S3 by school, local authority and nationally.Data from a range of surveys on health and wellbeing showing changes over time .Senior phase qualifications and awards data. The percentage of school leavers in positive and sustained destinations.Through external review of careers information, advice and guidance services, percentages of these services graded as ‘good’ or better.

Assessment of Children’s ProgressAim to streamline, clarify and reduce the burden of assessment Support for moderation and professional judgement to be increased Teachers will continue to make judgements on the achievement of CfE levels, supported by a range of assessment evidence Standardised assessment in literacy and numeracy, aspects of which will be piloted in 2016, to be used in all schools from 2017Assessments will be adaptive, accessible and inclusive Collection of achievement of a level data .Dashboard will bring together all the data needed for improvement, learning lessons from the development of Insight for the senior phase Improvements to the range and quality of information for children and parents by 2017

BGE: Key Issues Progression pathways Overall curriculum offer: can we articulate BGE as clearly as SP ? Assessment, monitoring and tracking Quality of learning and engagement What is unique about S1 -3 ? Collegiate activity time on BGE development? Curriculum model: same level of debate and design needed as in senior phase What does S3 look like ?

Improving BGE….Pathways or programmes and courses? Personal support period: connection across curriculum?Literacy and numeracy across learning: standards Achieving the third level: clarity over the standards Skills for work Data and evidence on learner progression Rebalancing teacher focus to BGE progression Recommendations in the recent OECD review

Excellence and equity through the BGE…..Attainment ChoicesOpportunities

Curriculum design and rationale Are we being bold and brave enough?What do you see when you look at your timetables?

Current DYW activity with schools and local authoritiestesting new work placement approaches testing early careers guidance in 10% of schools developing CLPL support for Careers Education Standard second year of foundation apprenticeships across 78 schoolsa set of parental communications days this term 19th February - fourth conversation day for children and young people in Elgin 20th April – fourth learning event for DYW regional partners Summer term -senior phase design workshopEnd of June – all DYW regional groups in place

Guidance and Support materials

NowYou can only do 2 out of the 3! Everywhere Agreed Impose/ mandate pilot consult

Summary – what to consider nextExcellence and equity for all learners: where are we now? What next? Curriculum model and offer 3 NIF QIs in HGIOS 4 and other QIs relevant to your context Consider the NIF priorities and OECD recommendations in your improvement planning 16/17Clarity over standards on CfE 3rd level in literacy and numeracy and your approach to moderation