Seminar 2: The Impact of Using Data to Improve Learning and Teaching in … · Education &...

Seminar 2: The Impact of Using Data to Improve Learning and Teaching in Fife

Education & Children’s ServicesImproving life chances for all

Fife Pedagogy Team

Supporting Effective Pedagogy in Fife (Breaking the Cycle of Disadvantage)

June 2016

PresenterPresentation NotesWelcome and introduce Pedagogy Team Leader and Pedagogy Team Development Officer.

This afternoon we aim to give you an update on the work of Fife’s Pedagogy Team, we would welcome your questions at the end


Breaking the Cycle of Disadvantage

PresenterPresentation NotesOur directorate aims to improve life chances for all and is committed to Breaking the Cycle of disadvantage i.e. raising the bar for all whilst at the same time closing the gap for our most vulnerable.

We, like you believe that high quality educational experiences is the key to breaking the cycle of disadvantage and ensuring that young people fulfil their potential, move on to positive sustainable destinations after school and then ultimately contribute positively to society in the longer term.

The Pedagogy Team along with a range of other colleagues across the directorate contribute to the aim of Breaking the Cycle of Disadvantage by offering high quality professional learning experiences for staff in schools which then leads to increased positive outcomes for children and young people.


Who are we?

3 Pupil Support Assistants

12 Primary Teachers

Development Officer and Team Leader

Mathematics and Numeracy Development Officer

Fife Pedagogy Team

PresenterPresentation NotesFormed in August 2013 with £2.5M investment from Fife Council with the specific aim of Breaking the Cycle of Disadvantage ad supporting schools to close the attainment gap for our most vulnerable children and young people.

We are seconded group of experienced practitioners consisting of 3 Pupil Support Assistants, 12 Primary based class teachers, a Development Officer and Team Leader- a seconded Primary Headteacher. Our colleague Karen Hart, Numeracy Development Officer works alongside the team.


Nurturing Relationships

Pedagogical Approaches

Developing Support Staff

Developing Conceptual

Understanding in Numeracy

Workshop for Literacy

What?

PresenterPresentation NotesThese are the current training opportunities available to PSAs.

Nurturing relationships, literacy and numeracy follow the same three models of engagement as for the teaching staff. Ensuring that the support staff get the same key messages. We also offer professional learning visits to further develop their practise e.g. shadowing, professional discussions.


Intensivethose with

the greatest risk

Additional disadvantaged children

and young people

Universalall children and young people

PresenterPresentation NotesOur models of engagement….

It is important to be aware that our engagements very much take the form of coming alongside our colleagues in identified schools and engaging in a shared learning journey with them, our approach is firmly not something that teachers feel they are “having done” to them , but instead “done with” our colleagues.Though training is given we feel that the dialogue and collaboration which takes place between the Pedagogy Team teacher and colleagues in engagement schools is a very effective aspect of our engagement models

We have developed a tiered approach to our engagements across the three areas which we work with schools

Universal, offered to all schools, - it can be said that a few learners may experience disadvantage in the widest sense in any of our schools, whether the schools meets our BTOCD criteria or not and where capacity allows we offer versions of our training packages to all schools through twilights sessions.

Additional engagements usually takes place across a cluster or across secondary school departments in schools which meet our breaking the cycle criteria

Intensive engagements – we have developed an intensive engagement model which includes professional learning partnerships shared class teaching, ongoing professional dialogue sessions as well as high quality training sessions. Leadership teams in our targeted and focussed school engagement are now offered ongoing coaching sessions from the Pedagogy Team leaders to support the leadership of change, explore the schools culture and readiness for sustainable change and to consider any other leadership issues which may help to support sustainable change after the team’s engagement with the school has ended.

Education & Children’s ServicesImproving life chances for all Who?

We consider the following ‘Breaking the Cycle of Disadvantage’ factors:

• Free School Meal entitlement • Scottish Index of Multiple Deprivation (SIMD) data• Exclusion rates• Attendance data• Numbers of Looked After Children• Numbers of English as an Additional Language pupils• Attainment data• Engagement levels with other provisions e.g. Pupil Support Service

PresenterPresentation NotesFor our targeted and focused schools we consider the above factors to aid identification in discussion with our Education Officer colleagues, though experience has taught us that we also must consider readiness to engage alongside neediness. We can also support schools towards readiness

To ensure a transparent and equitable process of identification RD and SD meet regularly with Education Officer teams in each of the three geographical areas to consider which schools are appropriate and meet the BTCOD criteria.

The schools are then asked to self-evaluate pedagogy in whichever of the three main strands has been identified for engagement and in conjunction with their link Educational Psychologist and Education Officer will identify which of the three strands , Nurturing Relationships, Workshop for Literacy or Developing Conceptual Understanding in Numeracy is most appropriate for their engagement.


Intensive and Additional Engagements• 325 staff• 4109 pupilsNurture

• 271 staff• 3155 pupilsLiteracy

• 509 staff• 7290 pupilsNumeracy

PresenterPresentation NotesNumbers of staff & pupilsSince the beginning of time


Developing Nurturing RelationshipsKey aspects of our approach in Fife:•Target the most vulnerable children within schools serving the most disadvantaged communities•Improve pupil engagement and learning readiness•Support pupils to achieve positive educational outcomes

ResilienceSelf regulationAttachment

Restorative Approaches

PresenterPresentation NotesWhat are we doing in Fife to reduce this gap between the most and least disadvantaged?

Professional Learning packsResilienceSelf regulationAttachmentRestorative Approaches


Workshop for Literacy ApproachKey aspects of our approach in Fife:

•Enhanced teacher knowledge and skills

•Early identification of children most at risk of experiencing literacy difficulties

•Literacy skills made explicit

•Use of real texts

PresenterPresentation NotesWhat are we doing in Fife to reduce this gap between the most and least disadvantaged?

THE CORE PRINCIPLES PROMOTE:Enhanced teacher knowledge and skills: This deeper understanding of how literacy skills develop helps teachers

Early identification of children most at risk of experiencing literacy difficulties : identify barriers to literacy and importantly how to address these.

We do this throughMaking literacy skills explicit through the use of real textsProfessional Learning Packs

Spelling ReadingWriting


Developing Conceptual Understanding in Numeracy

Key aspects of our approach in Fife:

• Importance of conceptual understanding before moving to procedural activities

• Appropriate learning opportunities based upon strategies that develop active thinking and construction of meaning

• Assessments which give diagnostic data

PresenterPresentation NotesPedagogical rationale- what would be different in classesAssessment – child can get correct answers for the wrong reasonsIn out P7 baselines for exampleMany children tell us that 12 13ths is greater than 9 10ths when we dig a bit deeper a significant number of those children cam to that conclusion by adding numerator and the denominator

Professional learning Packs for numeracy

Developing conceptual understandingFlexible groupingMaths anxietyMaths Talk


EffectiveQuestioning

Nurturing Growth Mindsets

Engaging Pupils Through

Meaningful Learning

Responsive Feedback

Developing Independent

Learners

Pedagogical Approaches


NurturingRelationships

Literacy

Numeracy PDA Award for SSSC

Supporting Children Outwith

the Classroom

Professional

Learning

for

Pupil Support Assistants

PresenterPresentation NotesThese are the current training opportunities available to PSAs.

Nurturing relationships, literacy and numeracy follow the same three models of engagement as the teaching staff. Ensuring that the support staff get the same key messages. We also offer professional learning visits to further develop their practise e.g. shadowing, professional discussions.

In response to feedback and the action planning in targeted schools, we have developed a training and planning session around supporting children outwith the classroom looking at the playground among other aspects. We are currently trialling this in 2 schools.

PL session – in line with the requirements of the SSSC which we spoke about earlier, we felt there was a need to put together a presentation to alleviate the concerns and discontent among support staff. In this session we look at the requirements, the CPD system and we drill down into the reflection process and our professional responsibility to move our practise forward.


Impact“I will have a stronger focus on concepts rather than procedures in my teaching.”

Class teacher at Valley Primary School

“Very valued experience promoting quality discussion which impacts very well on classroom experience.”

re Professional Learning Packs

“Loads of lightbulb moments. The opportunity for team teaching and dialogue keeps momentum and enthusiasm.”

Class teacher at Cowdenbeath Primary School

“I don’t get as stressed with maths because our teacher told us it’s okay to make mistakes as it can help you learn more.”

Hannah, P7 pupil

PresenterPresentation NotesAs can be seen by these comments, all of our professional learning has been very well received.


Follow us on Twitter:

@FifeEduTeam

@FifeCLPL

Like us on our Facebook page:

Learning and Teaching Fife


Fife Pre- National Improvement FrameworkBGE Performance Analyses:

•CfE Performance Pack CfE analyses against school comparators/FifePupil characteristics Individual pupil progress over timeInformation culled from TRAMS (bespoke tracking, monitoring and reporting software)

•AfE Value-added Pack Value-added from P1 to P3 to P5 to P7 and P1 – P7P1-P7 progress against NationalAttainment against comparator schools/FifeInformation culled from CEM University of Durham Reporting Website and TRAMS

Assessment values:

•Teachers determine a learner’s progress through a level using the taxonomical scale of being Secure, Consolidating or Developing

•Teachers consider four main lenses throughout the year when making a CfE declaration: Professional judgement (Personal)Moderation (Comparative)External assessment (National)Progress history (Longitudinal)


Fife Post- National Improvement FrameworkBGE Performance Analyses:

•CfE Performance Pack Introduction of Executive Summary of key performance data for 2016 – 17CfE analyses against school comparators/Fife plus three year trendIntroduction of progression analysis for SIMD groups for 2016 - 17Introduction of CfE progression values for 2017 - 18Introduction of Cluster stage progression (CfE/AfE) for 2017 - 18Pupil characteristics – will alter for session 2017- 18Individual pupil progress over time plus SIMD, LAC and ASN classificationsInformation culled from TRAMS (bespoke tracking, monitoring and reporting software)

•AfE Value-added Pack Value-added for P1 to P4 to P7 and P1 – P7 (likely to have additional stages)P1-P7 progress against NationalAttainment against comparator schools/FifeInformation culled from CEM University of Durham Reporting Website and TRAMS

Assessment values:

•Teachers determine a learner’s progress through a level using the taxonomical scale of being Secure, Consolidating or Developing – awaiting outcome of Assessment Review Group (likely move to ‘Attained’ or ‘Achieved’ only)

•Teachers consider four main lenses throughout the year when making a CfE declaration: Professional judgement (Personal) -Moderation (Comparative) - Subject to Assessment Review – many aspects likely to remainExternal assessment (National) -Progress history (Longitudinal) -


BGE Performance PacksAnalyses of CfE declarations and AfE outcomes produced for each primary school in Fife

CfE Performance Pack AfE Value-added Report

Kingdom of Fife Primary SchoolKingdom of Fife Primary School


CfE Performance Pack FutureExecutive Summary


Executive SummaryCalibration of coded values:


CfE Performance PackCurriculum for Excellence Levels

Present Future Taking account of the National Improvement Framework:•Show CfE declarations over a three year period against comparators and Fife (National to be included when available)•Purposes: - inform future improvement strategies

- enhance culture of continuing improvement - understand importance of trend analysis


CfE Performance PackAfE Outcomes

Present FutureTaking account of the National Improvement Framework:•Show AfE outcomes over a three year period against comparators and (National to be included when available)•Purposes: - inform future improvement strategies

- enhance culture of continuing improvement - understand importance of trend analysis- moderate outcomes against CfE declarations


CfE Performance PackProgression analysis for SIMD groups (CfE and AfE)

Future Taking account of the National Improvement Framework:

•Show CfE and AfE declarations/outcomes across SIMD groups against comparators and Fife averages•Show whole-school profile of CfE declarations for SIMD groups•Purposes: - inform future improvement

strategies- enhance culture of continuing improvement

- identify areas or groups who require additional, targeted intervention strategies

- consider the comparison between CfE and AfE assessments to inform and improve professional judgement


CfE Performance PackProgression Values

FutureTaking account of the National Improvement Framework:

•Show the extent to which the school is able to maintain progression through the BGE from the early stages through middle school and at P7•Similar to the ‘conversion rate’ principle established in the Senior Phase i.e. extent to which pupils achieving a National 5 qualification are able to convert this to a Higher pass•Future values will be less complex after a move to ‘attained’ or ‘achieved’ only•Purposes: - inform future improvement strategies

- enhance culture of continuing improvement

- identify areas or groups who require additional, targeted intervention strategies

- support Fife’s favouring of ‘progressive intervention’ over ‘early intervention’


CfE Performance PackPupil Characteristics

Present FutureTaking account of the National Improvement Framework:

•Show SIMD group CfE progressions over against comparators and Fife (National to be included when available)•Purposes: - inform future improvement strategies

- enhance culture of continuing improvement - identify quality of educational provision for

different groups- know the extent of improvements achieved

through intervention strategies across SIMD groups

- know whether the school is ‘closing the gap’ across SIMD groups


CfE Performance PackIndividual pupil progress over time (CfE v. AfE)

Present

Pupil names here


CfE Performance PackIndividual pupil progress over time (CfE v. AfE)

Future

Taking account of the National Improvement Framework:•Show individual pupil progress for CfE and AfE over time according to SIMD, LAC, ASN•Purposes: - inform future improvement strategies

- enhance culture of continuing improvement - identify quality of educational provision for individuals- know the extent of improvements achieved through

intervention strategies for individuals- know whether the school is ‘closing the gap’ for individuals

Pupil names here


AfE Value-added PackReading analysis (P5)

Present/FutureTaking account of the National Improvement Framework:

•Retain series of analyses to inform professional judgement•Purposes: - inform future improvement strategies

- enhance culture of continuing improvement

- identify quality of educational provision for different groups

- use AfE outcomes and individual diagnosis to moderate assessment declarations

- use AfE outcomes as ‘indicative’ of individual, group and cohort progressions rather than ‘definitive’


CfE Performance PackCluster stage progression (CfE / AfE)

Future


Latest raising attainment strategies emerging from data analysis and self-evaluation strategies:

•progressive intervention

•flexible, ambitious differentiation – fluid groupings, horizon planning

•data informed, not data driven

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