Principals’ Meetings

Principals’ Meetings

September 2012

Agenda• Programme for Government and PSA targets;• Key DE Policies;

– Every School a Good School– Count, Read: Succeed– Revised curriculum and assessment arrangements (CCEA)– Entitlement Framework – Extended Schools– CRED

• Key dates• CASS model of support 2012-2013

Programme for Government/PSA Targets

Key Stage 2

% of pupils achieving the expected level (Level 4) or above in Communication (English) (Irish – IME) to 86% by 2015

(2011 position: 78.5% (boys), 88.3% (girls), 89.5% (IME)

% of pupils achieving the expected level (Level 4) or above in Using Maths to 86% by 2015

(2011 position: 80% (boys), 85.4% (girls)


Key Stage 3

% of pupils achieving the expected level (Level 5) or above in Communication (English) to 83% by 2015

(2011 position: 71.2% (boys), 86.7% (girls))

% of pupils achieving the expected level (Level 5) or above in Using Maths to 82% by 2015



Key Stage 4

% of school leavers achieving 5 or more GCSEs at Grades A*- C (or equivalent) including GCSEs in English and Maths to 66% by 2015; (62% boys, 70+% girls)


% of school leavers with entitlement to free school meals achieving 5 or more GCSEs at Grades A*-C (or equivalent) including GCSEs in English and Maths to 49% by 2015

(2011 position: 34.4%)


Post 16 % of school leavers achieving at least 2 A Levels at Grades A*- E (or an equivalent level 3 qualification) to 62%(2011 position: 56.7%)

As above but for pupils entitled to free school meals, to 38%(2011 position: 31.6%)

% of school leavers achieving 3 or more GCE A-Levels at grades A*-C (or equivalent);

% of school leavers entitled to free school meals achieving 3 or more GCS A-Levels at grades A*-C (or equivalent);

WELB Performance NI Average

Gap NI Average


Gap NI Average


Gap NI Average

Indicators Level 4 KS 2 Communication

All 80.6 80.1 -0.5 81.6 81.4 -0.2 83.2 82.4 -0.8Girls 86 84.8 -1.2 85.9 85.9 0 88.3 86.8 -1.5Boys 75.2 75.5 0.3 77.5 77.1 -0.4 78.5 78.1 -0.4

Level 4 KS 2 MathsAll 80.5 81.3 0.8 82.2 82.5 0.3 82.6 82.9 0.3

Girls 83.2 83.5 0.3 84.2 84 -0.2 85.4 84.5 -0.9Boys 77.8 79.2 1.4 80.3 81 0.7 80 81.4 1.4

2008/2009 2009/10 2010/11

WELB Primary Schools

Post-Primary SchoolsWELB

Performance NI AverageGap NI

AverageWELB


AverageWELB


Average

Indicators Level 4 KS 2 Communication

All 80.6 80.1 -0.5 81.6 81.4 -0.2 83.2 82.4 -0.8Girls 86 84.8 -1.2 85.9 85.9 0 88.3 86.8 -1.5Boys 75.2 75.5 0.3 77.5 77.1 -0.4 78.5 78.1 -0.4

Level 4 KS 2 MathsAll 80.5 81.3 0.8 82.2 82.5 0.3 82.6 82.9 0.3

Girls 83.2 83.5 0.3 84.2 84 -0.2 85.4 84.5 -0.9Boys 77.8 79.2 1.4 80.3 81 0.7 80 81.4 1.4

5+GCSEs including A*-CAll 70.8 71.2 0.4 75.2 74.3 -0.9 74.6 75.3 0.7

Girls 75.7 76 0.3 81.8 79.9 -1.9 79.7 79.9 0.2Boys 66 66.4 0.4 68.4 68.7 0.3 69.3 70.7 1.4

5+GCSEs including A*-C Eng & MathsAll 55.4 57.3 1.9 59.6 58.6 -1 59.8 60.1 0.3

Girls 60.1 60.7 0.6 65.4 63.7 -1.7 63.3 63.9 0.6Boys 50.7 54 3.3 53.8 53.4 -0.4 56.3 56.3 0

No GCSEsAll 0.9 1.1 0.2 0.8 0.7 -0.1 0.5 0.5 0

Girls 0.5 0.8 0.3 0.6 0.5 -0.1 0.5 0.4 -0.1Boys 1.2 1.4 0.2 0.9 0.9 0 0.6 0.4 -0.2

2+ GCE A-EAll 97.6 97.8 0.2 97.9 97.9 0 97.5 97.7 0.2

Girls 97.8 98.1 0.3 97.9 98.2 0.3 98 98.1 0.1Boys 97.3 97.3 0 97.8 97.4 -0.4 96.7 97.3 0.6

3+ GCE A-CAll 62.1 63.9 1.8 64.4 65.3 0.9 61.3 64.5 3.2

Girls 63 65.5 2.5 67.8 68.3 0.5 64.7 66.4 1.7Boys 60.8 61.8 1 59.9 61.2 1.3 56.6 62 5.4

2008/2009 2009/10 2010/11

DE Policies• Every School a Good School• Count, Read: Succeed• Revised curriculum and assessment arrangements

(CCEA)• Entitlement Framework • Extended Schools• CRED

Every School a Good School

• Raise the levels of attainment for all young people, the proportion of school leavers not attaining 5 good GCSEs including English and Maths, is still too high at 40.5%

• Unacceptable gaps in achievement between the most and least well-off pupils

• Too many young people leaving school with poor literacy and numeracy skills, average by OECD standards

Count, Read: Succeed

Provide high-quality teaching for all pupils

Address underachievement as soon as it emerges

Address continuing underachievement with support from other staff in the school

Address continuing underachievement with support from outside the school

Entitlement Framework• Becomes statutory from 2013• Full implementation by 2015• Focus on outcomes of school leavers

(including those pupils entitled to FSM)– Broad and relevant curriculum– Appropriate progression opportunities for ALL

• Funding

Extended Schools - Eligibility• 51% or more from Neighbourhood Renewal

Areas (NRA)• 30% from most disadvantaged wards or

Super Output Areas (SOAs)• 37% or more of pupils Free School Meal

Entitlement (FSME)

Extended Schools – DE Guidance

• The Extended Schools programme has a clear focus on improving educational outcomes, reducing barriers to learning, and providing additional support to help improve the life chances of disadvantaged children and young people.’

DENI Circ 2010/21

• Target on FSM - A* to C

Community Relations, Equality and Diversity

IMPLEMENTING CRED POLICYThe Community Relations, Equality and Diversity in Education (CRED) Policy was introduced in March 2011. The policy’s stated aim is to: “Contribute to improving relations between communities by educating children and young people to develop self-respect and respect for others, promote equality and work to eliminate discrimination, and by providing formal and non-formal education opportunities for them to build relationships with those of different backgrounds and traditions within the resources available”.

The Policy may be accessed at http://www.credni.org/contents/what-is-cred/

http://www.credni.org/contents/what-is-cred/

CRED: DE prioritiesCapacity Building for Schools and Teachers

Two courses are being offered to schools1. Moving Ahead with CRED. This is an introductory

course which involves 1 day plus 2 clusters2. Embedding CRED. This is targeted at more

experienced practitioners or as follow-on course to the above course. This will involve 1 day plus 2 clusters

CRED Enhancement Scheme

The CRED Enhancement Scheme is intended to provide financial support to enable schools to develop initiatives that support the implementation of the policy by providing opportunities for meaningful interaction between children and young people on community relations, equality and diversity issues. Application process is online at www.credni.org

Closing Date: 12th October 2012

http://www.credni.org/

CASS Support for CRED

CRED TEAM Oonagh McNelis: TECFrances Boyd: TECAnne-Marie Poynor: NWTCJune Neill: NWTCCRED Website has a range of information to support schools in the implementation of the policy

Key dates:By Wednesday 31st October, 2012:

All schools must submit:• School Development Plans (and relevant action plans);• Targets for 2012/13;• Pro-forma detailing the planned use of

SDDs/Baker Days, in support of above.

Workshop• How might this checklist support you to

evaluate your school development plan?

Primary target template 2012/13

Total Boys in Year Group

Number of Boys in

Year Group

Achieving

% of Boys Achieving

Total Girls in

Year Group

Number of Girls in

Year Group

Achieving

% of Girls Achieving

Total Pupils in

Year Group

Number of Pupils

Achieving

% of Pupils

Achieving

Key Stage 1: % of pupils achieving the expected level (Level 2 or above) in Communication

Key Stage 1: % of pupils achieving the expected level (Level 2 or above) in Using Mathematics



TARGETS FOR 2012-2013

Primary target template 2012/13 - Irish Medium Schools

Total Boys in Year Group

Number of Boys in

Year Group

Achieving

% of Boys Achieving

Total Girls in

Year Group

Number of Girls in

Year Group

Achieving

% of Girls Achieving

Total Pupils in

Year Group

Number of Pupils

Achieving

% of Pupils

Achieving



Key Stage 2: % of pupils achieving the expected level (Level 4 or above) in Communication (English)

Key Stage 2: % of pupils achieving the expected level (Level 4 or above) in Communication (Irish)



Post Primary target template 2012/13

TARGETS FOR 2012-2013 YEAR GROUP

TOTAL NO OF

PUPILS IN YEAR

GROUP

TOTAL NO BOYS

TOTAL NO GIRLS

NUMBER OF BOYS

ACHIEVING

% BOYS ACHIEVING

NUMBER OF GIRLS

ACHIEVING

% GIRLS ACHIEVING

TOTAL NUMBER

OF PUPILS ACHIEVING

TOTAL % OF PUPILS ACHIEVING

Pupils achieving Level 5+ (or above) in Communication at the end of Key Stage 3Pupils achieving Level 6+ (or above) in Communication at the end of Key Stage 3Pupils achieving Level 5+ (or above) in Using Mathematics at the end of Key Stage 3Pupils achieving Level 6+ (or above) in Using Mathematics at the end of Key Stage 3Year 12 pupils achieving Grade A*-C EnglishYear 12 pupils achieving Grade A*-C MathematicsYear 12 pupils achieving 5 or more GCSEs at Grades A*-C (or equivalent)Year 12 pupils achieving 5 or more GCSEs at Grades A*-C (or equivalent) including English and MathsFSME pupils achieving 5 or more GCSEs at Grades A*-C (or equivalent) including English and MathsYear 12 pupils achieving 5 or more GCSEs at Grades A*-G (or equivalent)Year 12 pupils achieving No GCSEs (or equivalent)Year 14 pupils achieving 2 or more GCE Grades A-E (or equivalent)School leavers achieving 5 or more GCSEs A*-C (or equivalent) including English and Maths


Grammar schools target template 2012/13

Targets for 2012/2013 YEAR GROUP

TOTAL NO OF

PUPILS IN YEAR

GROUP

TOTAL NO BOYS

TOTAL NO GIRLS

NUMBER OF BOYS

ACHIEVING

% BOYS ACHIEVING

NUMBER OF GIRLS

ACHIEVING

% GIRLS ACHIEVING

TOTAL NUMBER

OF PUPILS ACHIEVING

TOTAL % OF PUPILS ACHIEVING

Pupils achieving Level 5+ (or above) in Communication at the end of Key Stage 3Pupils achieving Level 6+ (or above) in Communication at the end of Key Stage 3Pupils achieving Level 5+ (or above) in Using Mathematics at the end of Key Stage 3Pupils achieving Level 6+ (or above) in Using Mathematics at the end of Key Stage 3Year 12 pupils achieving Grade A*-C GCSE EnglishYear 12 pupils achieving Grade A*-C GCSE MathematicsYear 12 pupils achieving 5 or more GCSEs at Grades A*-C (or equivalent)Year 12 pupils achieving 5 or more GCSEs at Grades A*-C (or equivalent) including English and MathsFSME pupils achieving 5 or more GCSEs at Grades A*-C (or equivalent) including English and MathsYear 12 pupils achieving 7 or more GCSEs at Grades A*-C (or equivalent)Year 12 pupils achieving 7 or more GCSEs at Grades A*-C (or equivalent) including English and MathsYear 12 pupils achieving No GCSEs (or equivalent)Year 14 pupils achieving 3 or more GCE Grades A-C (or equivalent)School leavers achieving 5 or more GCSEs A*-C (or equivalent) including English and Maths

Use of SDDs/Baker Days 1. DATE 1. FOCUS OF STAFF DEVELOPMENTBaker Days

Day Date The focus for each day should link to, and support, the priorities identified in the school’s development plan.

Day 1

Day 2

Day 3

Day 4

Day 5

SDDs

Day Date

Day 1

Day 2

Day 3

Day 4

Day 5

CASS MODEL OF SUPPORT 2012/13

Supporting School Improvement• Schools with post inspection issues, including those in the

Formal Intervention process• Schools where performance improvement will have most effect

in closing the gap between highest and lowest achieving pupils• Schools with a school development plan that does not meet the

legislative requirements, promote improvement or is in its final year

• Schools that have a newly appointment principal (2011/12 or 2012/13)

• Amalgamated schools and new schools (2011/12 and 2012/13)

Specific DE priorities and statutory functions

• Count, Read: Succeed• Entitlement Framework• Extended Schools• CRED• Induction /EPD• Schools Library Service• Governor Support

Plenary

Documents

Principals’ Meetings