literacy and numeracy strategy english

Every School a Good School A strategy for raising achievement in literacy and numeracy June 2008

Foreword While standards are high in many schools here, there are still far too many children who struggle with reading, writing and using mathematics and too many young people who leave school still lacking in skills and conﬁdence in these areas. Too often, these are young people who are already contending with other barriers to education, including socially disadvantaged backgrounds, those with additional educational needs or those whose ﬁrst language is not English. We know that, as a general rule, such pupils do less well than their peers and we are determined to take action to make sure that they, and indeed all pupils, have the chance to succeed and to reach their full potential. No child should move into her or his teenage years, and on into adulthood, unable to read, write or work with numbers. Without these fundamental skills, our young people are too often denied the opportunity to move on to further and higher education or to ﬁnd well paid jobs. They are also at much greater risk of social exclusion. If we want to see improvements in literacy and numeracy, we need to reform radically our current education system, removing the inequities that exist. We cannot deliver the improvements we need if we continue with a system that deems some children suitable for some schools while telling others that they are not suitable. We cannot expect to foster a love of reading and a conﬁdence with numbers if we are telling young people at the age of ten or eleven that they are failures. We cannot perpetuate a system that provides opportunities for some while locking down chances for far too many young people. This strategy therefore sets out an approach that is designed to support teachers in raising levels of achievement in literacy and numeracy in a system where, in primary schools, they will not be asked to skew their teaching to the needs of an inequitable transfer test but rather will be able to give their full attention to the revised curriculum which, of course, has literacy and numeracy at its heart. In post-primary schools, my intention is that teachers can focus on what they do best – professional, enthusiastic and reﬂective teaching that meets the needs and nurtures the aspirations of their pupils – and that they can do this in a context which values and promotes academic excellence as well as more applied pathways and which makes learning relevant to their pupils. My decision to end the unfair system of academic selection and to move to a system where the needs and aspirations of the child are put at the centre and before the traditional requirements of the school is, I believe, necessary if we are not just to nurture achievement at the higher levels but also support and facilitate every child to reach her or his full potential. This strategy aims to reﬂect and build on the work that many excellent and committed teachers are already doing in many classrooms across the north and to ensure that every

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child in every classroom is receiving that same high quality teaching. It has at its heart a realisation that it is, ﬁrst and foremost, through good teaching approaches by teachers who are conﬁdent professionals, supported by their school leaders, by parents and by the education service as a whole that will deliver the improvements in literacy and numeracy that we all want to see. It recognises also the need for better opportunities for professional development and support and for sharing and celebrating good practice. This is not about new initiatives or new ways of doing things – rather it is about new ways of sharing and learning from the good work that already goes on in many schools and that, if applied more widely, can support every child in becoming conﬁdent and competent in reading, writing, communication and mathematics by the time they leave school. The strategy is complemented by a major review of special educational needs, the outcome of which will be published for consultation later this year. I also want to recognise at the outset that this is a draft strategy that aims to tackle underachievement in literacy and numeracy as taught through the medium of English. While much of the evidence that underpins it, and elements of the direction it proposes, will be relevant to the teaching of literacy and numeracy through Irish, there are other dimensions that apply in that context. It would not be appropriate to ask the Irish-medium sector to accept and implement a strategy that does not reﬂect those added dimensions. Rather, we will start work with the sector to develop a complementary approach that builds on the work in this document but more appropriately reﬂects and supports its needs. This strategy will be supported with additional resources, which come on top of the very sizeable budgets that schools themselves hold. Importantly, once ﬁnalised, our progress in implementation and in using the resources allocated to support will be overseen by an externally-appointed Literacy and Numeracy Taskforce which will support and challenge our progress in turning the vision it contains into practice in every classroom. Finally, the strategy is informed by evidence and good practice at local, national and international level – but we know that there will be further scope for improvement. That is why it is important that everyone with an interest in education reads it and, as part of the consultation period that is now underway, responds with their thoughts on the proposed approach and their ideas for improvement. I particularly want to hear from teachers – I know that, as reﬂective practitioners, they will have particular comment on the extent to which the thinking in this consultation document reﬂects their own experience of what works in their classroom. I look forward to hearing your views.

CAITRÍONA RUANE MLA Minister for Education

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CONTENTS Page Part 1

Introduction .....................................................................................................

1

Part 2

Context ..............................................................................................................

7

Part 3

Findings from Research, Inspection and Other Related Material .....

13

Part 4

The Literacy and Numeracy Strategy: A Way Forward ........................

17

Part 5

Data and Target Setting Framework .........................................................

27

Part 6

Roles and Responsibilities ............................................................................

31

Part 7

Conclusion ........................................................................................................

41

Annex 1

Key Performance Data ...................................................................................

43

Annex 2

Targets for Improvement in Literacy and Numeracy ............................

44

Annex 3

Findings from Research, Inspection and Other Related Material .....

44

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Part 1 - Introduction 1.1

Previous whole-school and other initiatives here have not succeeded sufﬁciently in bringing about the level of improvement in standards of attainment in literacy and numeracy that we all want to see, especially for lower-attaining pupils and notably in areas of high social and economic disadvantage. Furthermore, an unacceptable gap remains between the highest and lowest achieving pupils.

1.2

That gap is contributed to and compounded by a system that is deeply inequitable and one which must be changed. The intention is that the revised strategy for delivering improvements in literacy and numeracy will be rolled out in a much reformed educational landscape. As things stand, there are simply too many impediments to the success of too many children.

1.3

The revised curriculum provides a unique opportunity for the learning and teaching of literacy and numeracy in primary schools to take place in a way and at a pace that suits the needs of individual children. Teachers as professionals readily recognise their responsibility to ensure that children are afforded an opportunity to excel and fulﬁl their basic potential and it is self evident that literacy and numeracy are the basic tools of learning. This cannot sit alongside a system that tests and separates children at the age of ten or eleven, opening up opportunities for some but closing them down for too many others. We also need to recognise the challenges that non-selective post-primary schools face – it cannot be right that they carry the burden of demographic decline leading to a narrow range of abilities. Too often, their ﬁrst task is to raise the self-esteem and self-conﬁdence of pupils who have experienced failure and to build their expectations and aspirations. Even against that backdrop, many deliver outstanding performance but others do not and the challenge is, in many cases, simply too great.

1.4

There is no “equality argument” for a selective system that has seen too many children deemed as failures, and that fails a disproportionate number of children from disadvantaged backgrounds. In terms of gaining access to grammar education, children from low income families have less than half the chance of children from more afﬂuent backgrounds. Children from disadvantaged backgrounds are also disproportionately likely to receive their post-primary education in the non-selective sector which, as noted above, is almost exclusively bearing the impact of demographic decline and the associated challenges of sustainability and shrinking educational environments or in the case of a large proportion of Traveller children, opting out completely. It is little wonder if attainment suffers in educational environments that are being

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gradually deserted and are concentrations of social disadvantage: the 2006 NIAO report showed that in non-selective schools in Belfast, for instance, 2 out of every 3 14-year-old boys and one third of girls do not achieve the required literacy levels. For Travellers, the outcomes are also a concern with 9 out of ten traveller children not achieving the required literacy levels. 1.5

1.6

Research1 produced by the OECD (Organisation for Economic Co-operation and Development) argues that education systems should, ‘Limit early tracking and streaming and postpone academic selection’ and that ‘Academic selection needs to be used with caution since it poses risks to equity.’ This is based on the following evidence:

Secondary school systems with large social differences between schools tend on average to have poorer results in mathematics and reading and a greater spread of reading outcomes. Social background is more of an obstacle to educational success than in systems where there are not large socio-economic differences between schools;

Academic selection by school systems is associated with great social differences between schools and a stronger effect of socio-economic status on performance, but also with a stronger performance at the top end of the scale in mathematics and science; and

Evidence on secondary students from PISA (OECD’s Programme for International Student Assessment) compared to evidence at primary level from PIRLS (Progress in International Reading Literacy Study) and evidence from countries which have introduced comprehensive schooling suggest that early tracking is associated with reduced equity in outcomes and sometimes weakens results overall.

The Department is establishing a committee for the education of Traveller children with statutory and voluntary partners. The committee will make recommendations on Traveller education and also assist the Department in developing an action plan. An inter-board strategy group has been established by the Education & Library Boards to develop a more co-ordinated approach and has produced a draft strategy to work towards achieving this and will be working closely with the committee for the education of Traveller children.

1 OECD: ‘No More Failures: Ten Steps to Equity in Education’; http://www.oecd.org/document/54/0,3343,en_2649_201185_39676214_1_1_1_1,00.html

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In the south of Ireland, a National Traveller Monitoring Advisory Committee has been established to look at a range of issues affecting Travellers. A sub-group focussed on education and employment issues currently operates under the Advisory Committee. 1.7

The challenge in developing a revised strategy for literacy and numeracy is to ensure that it reﬂects the difﬁculties and inequities that are inherent in our current system and is designed to be rolled out in a much fairer, more equitable system, particularly in the post-primary sector. The real challenge, of course, is not to present in vogue initiatives but rather to reﬂect a robust evidence base. That evidence base points to good practice interventions that are already in place in many schools here and the strategy seeks to recognise and build on these and to encourage, support and resource their implementation and their dissemination.

1.8

Part of the reality check must be the recognition that, despite the signiﬁcant strengths evident in the current educational system, there are real pockets of underachievement, with levels of literacy and numeracy particularly worrying in those areas most affected by the impact and the aftermath of the conﬂict over the past four decades, and by signiﬁcant levels of social and economic disadvantage. There are also particular barriers for children from minority ethnic groups, particularly those whose ﬁrst language is not English, and for Traveller children that need to be recognised and overcome.

1.9

This is not to suggest that a strategy to improve literacy and numeracy standards should address only the needs of lower-attaining young people and of disadvantaged communities. It does, however, point to the need for targeted and supportive action to support those most at risk of underachievement as well as for action designed to maintain and improve achievement in literacy and numeracy so that all young people can leave school prepared for adulthood and well-placed to interact with and make a positive contribution to society and the economy. While academic attainment, including the achievement of standards of literacy and numeracy, is only one facet of educational success, it is central to the future prospects and quality of life of every learner.

1.10

The extent to which those lacking in literacy and numeracy competence remedy their difﬁculties is problematic. Poor levels of attainment in reading and writing at primary school are associated strongly with later low achievement. Many young people do not appreciate the value of mathematics or acquire the numeracy skills needed to function effectively in society. Put simply, far too many young people leave primary and post-primary education lacking competence and conﬁdence in these essential skills. Their particular literacy

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and numeracy problems increase as they pass into and through training or further education and often remain largely unresolved, contributing to social exclusion. We want to make sure that a revised strategy promotes more positive attitudes to literacy and numeracy, and rigorously addresses under-achievement. In particular we want to make sure that pupils are not inadvertently given a sense that mathematics is difﬁcult and obscure. We need to promote a positive attitude to both literacy and numeracy that will help build pupil conﬁdence.

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1.11

Society is changing rapidly and, for the local economy to ﬂourish, its workforce needs skills that will help it to compete internationally and to make best use of emerging technologies. It is increasingly important therefore that there is a literate and numerate population capable of taking advantage of opportunities in science and technology, and in the ﬁnancial and business worlds. In particular, the development of a proportion of the workforce that have the highest levels of numeracy is vital for the future innovation and creativity that are at the foundation of what is commonly called a “knowledge economy”.

1.12

If we are to give all our young people the best opportunity to succeed in life and in work, we need to revisit the learning and teaching of reading, writing and mathematics and to set out, for teachers, schools, education support bodies, and parents and young people, how we think standards can be improved. This draft strategy aims to do that and, once implemented, to deliver improvements that will make a real difference for individual young people, for their communities, and for the wider economy and society.

1.13

The strategy focuses on the teaching of literacy and numeracy in English-medium schools. While much of it will also be relevant to the teaching of these subjects, and of course of Irish in the Irish-medium sector there are added dimensions to the teaching of literacy and numeracy in bilingual contexts that require further work. We will therefore be reviewing separately the particular needs of the Irish-medium sector in relation to literacy and numeracy rather than expecting it, as is too often the case, simply to adopt and adapt an English based strategy. As part of that same process, we are already working to improve access to assessment tools speciﬁcally tailored for Irish-medium schools. Schools in the Irish-medium sector are however, encouraged to consider carefully the evidence and approaches set out in this document and adopt them where they consider would be helpful.

1.14

It is important to recognise too that work to improve literacy and numeracy does not sit in isolation from other education reforms and policy developments. The links with the revised curriculum, the end of selection and the focus on school improvement generally are all directly complementary to that work.

So too, though, are other strands. Young people who are being bullied, who are vulnerable or at risk, or who are parents themselves will not thrive if they do not feel supported by strong pastoral care systems. Equally, teachers need to feel that their professionalism is being recognised, that their work is valued and supported and that the development opportunities provided for them are relevant, accessible and high quality. In short, the interlinkages and interdependencies across the full range of education policy areas are complex as ﬁgure 1 overleaf illustrates.

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Tackling Inequality and Disadvantage Transfer Policy

Effective, Democratic Schools

Literacy and Numeracy Policy

Literacy and numeracy

Review of SEN & Inclusion Policy

School improvement

Review of AEP Policy

Inspection arrangements

Extended Schools Programme

New assessment arrangements

Review of Irish Medium Education

Improved availability and access to data

Early Years Strategy

Specialist Schools

English as an additional language policy

Sport and Language Policy

School Age Mothers’ Programme

Effective use of ICT to support learning

Thriving school councils

DE Vision To ensure that every learner fulﬁls his or her full potential at each stage of their development.

Successful Learners

Strong, Effective Leadership

Empowered young people whose voice is heard

Review of school leadership provision

Revised Curriculum Entitlement Framework

Strong professional development services

Review of Teacher Education

Effective PRSD systems

Promoting Health and Well-being

Enhanced training and support for school governors

Counselling Youth Policy

Figure 1

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Teacher Education Review

Part 2 - Context 2.1

This revised strategy is intended to build upon the strengths, and address the areas for improvement, of the literacy and numeracy programme introduced by the Department of Education (DE) in February 1998 and implemented by the Education and Library Boards (ELBs).

Standards of attainment in literacy and numeracy: an ongoing challenge 2.2

In 1998, the then strategy for the promotion of literacy and numeracy in schools here2 identiﬁed clearly and appropriately the need in every school for well-deﬁned literacy and numeracy policies and highlighted the importance of early intervention and classroom practice that addressed “directly the quality of teachers’ interactions with pupils”. It drew attention to the importance of Reading Recovery, to the leadership of senior management and to links with parents. The crucial role of the literacy co-ordinator and the numeracy co-ordinator was identiﬁed and explained.

2.3

In addition, the strategy noted that insufﬁcient use was made of school performance information and the outcomes of diagnostic testing to inﬂuence future teaching approaches and remediation strategies. In advocating the need for the more systematic use of data, the strategy recommended the setting of targets and the need for benchmarked data cross-referenced to free school meals bands and disaggregated data for boys and girls. It also emphasised the need for a stronger focus on literacy and numeracy in initial teacher training and in continuing professional development.

2.4

In short, many of the key elements necessary for the successful implementation of a literacy and numeracy improvement programme were contained in the 1998 strategy. The strategy also led to improvements, notably by higher-attaining pupils. Despite this, it did not impact sufﬁciently to raise the overall attainment in literacy and numeracy, particularly for the underachieving pupils.

2.5

Some of the reasons for this were identiﬁed in an evaluation of the literacy strategy3 commissioned by the Literacy Steering Group in 2003-2004 which highlighted several areas for improvement, including the need to:

develop teaching strategies to cater better for the lowest-achieving pupils;

2 A Strategy for the Promotion of Literacy and Numeracy in Primary and Secondary Schools in Northern Ireland (DE 1998) 3 An Evaluation of the Northern Ireland Literacy Strategy 1998-2002 (DE 2003-4)

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respond more effectively to individual difference, especially in composite classes in small primary schools;

devise strategies to promote shared, modelled, guided reading and writing;

improve the contribution of information and communication technology (ICT) to the development of literacy and numeracy;

improve action planning and target-setting;

increase the emphasis given to literacy and numeracy in development planning in schools;

improve monitoring and evaluation at all levels;

increase parental involvement; and

improve the dissemination of good practice within and across schools.

The ﬁndings of NIAO and PAC 2.6

The limited success of the 1998 programme to bring about a substantial improvement in literacy and numeracy standards across all ability groups was the subject of considerable criticism in the reports by the Northern Ireland Audit Ofﬁce (NIAO), Improving Literacy and Numeracy in Schools (2006) and by the House of Commons Committee of Public Accounts (PAC), Improving Literacy and Numeracy in Schools [Northern Ireland] (2006). These reports highlighted the urgent need for the further improvement of literacy and numeracy standards.

2.7

In its evaluation of DE’s 1998 strategy for the promotion of literacy and numeracy in schools, the report by the NIAO concluded that improving standards in literacy and numeracy remains a major challenge for schools.

The current position 2.8

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The 2006 Programme for International Student Achievement revealed that:

having previously performed signiﬁcantly above the average in both reading and mathematical literacy, we are now at the OECD average (in 2003 it was signiﬁcantly above);

only 7 countries had a wider distribution of reading ability.

2.9

The performance data presented in Annex 1 shows that while performance improved in the period 1998-2007, it has now plateaued.

Key Stage 2 2.10

At Key Stage 2 the percentage of pupils not at the expected level in English has reduced from 27.2% in 2001 to 22% in 2006. While the improvement is noteworthy it still means that some 5000 pupils are entering post-primary education with literacy skills below the level expected. In mathematics the percentage of pupils not at the expected level has reduced from 26.1% to 20.5% in 2006 but here again some 4700 pupils are entering post-primary education with mathematical skills below the level expected. There is a difference between the performance of boys and girls in 2006/07 with some 26.5% of boys performing below the expected level in English compared to 17.2% of girls. In mathematics the gap is not so pronounced with 22.1% compared to 18.9%.

2.11

There is a substantial body of research conﬁrming the correlation between social disadvantage and educational performance. Free school meal entitlement (FSME) is regarded as the best available indicator for social disadvantage in our schools yet when we compare the performance of schools there are marked differences in terms of performance, even among schools with similar percentages of pupils with FSME enrolled. There are many examples where the gap in terms of percentages of pupils at the expected level in either English or Mathematics can be as wide as 60 percentage points.

At Key Stage 3 2.12

At Key Stage 3 Teacher Assessments indicate that4 the percentage of pupils failing to achieve the expected level remains at 21.8% in English and increases to 25.6% in mathematics. In gender terms, some 28.1% of boys are below the expected level in English compared to 15.2% of girls. In mathematics the gap narrows to 5.3 percentage points with some 28.2% of boys below the expected level and 22.9% of girls. This level of underachievement presents real challenges for boys. Underachievement is also a real concern for girls, many of whom will go on to face so many other barriers in their adult life. In non-selective post primary schools the overall gap in performance between schools of similar socio-economic proﬁles is often as wide as 40 percentage points.

4 Until 2006/07, Key Stage 3 levels were assigned through a combination of moderated tests and teacher assessments. From that time the moderated tests ceased to be compulsory. Therefore, to ensure consistency, the data used here is based solely on the teacher assessments.

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2.13

In post-primary schools, therefore, there is particular concern over the standards of attainment in literacy in the non-selective sector and a gap in relation to the performance of boys compared to that of girls. In BELB, for example, some 54.6% of boys in non-selective schools in 2006-2007 did not achieve level 5 or better compared to some 25.2% of girls. There was evidence also at KS3 of considerable variations in standards of literacy in non-selective schools across the Education and Library Boards. The table below outlines the results for each Education and Library Board:

Pupils at expected level in Key Stage Assessments 2006/07

KS2 English (Level 4 and above) KS2 Maths (Level 4 and above) KS3 English (all schools) (Level 5 and above) KS3 Maths (all schools) (Level 5 and above) KS3 English (nonselective) (Level 5 and above) KS3 Maths (nonselective) (Level 5 and above)

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Belfast

Western

North East

South East

Southern

69.7%

77.2%

79.6%

81.6%

79.3%

72.2%

77.9%

81%

82%

81.3%

80.2%

75.5%

77.3%

75%

82.3%

75.2% 75.3%

74.2%

74.1%

73.3%

61.1%

62%

64%

61.4%

51%

59.3%

58.9%

58.7%

76.4%

66.9%

GCSE or equivalent 2.14

2.15

While important in terms of providing valuable information in terms of individual pupils and schools, Key Stage Assessments are not in themselves a qualiﬁcation and it is therefore GCSE that is the key outcome. In 2006/07:

63% of pupils obtained a GCSE English Grades A* - C

90% of pupils obtained a GCSE English A* - G

59% of pupils obtained a GCSE Maths Grades A*-C

89% of pupils obtained a GCSE Maths Grades A*-G

While a pass at GCSE below Grade C in English and/or mathematics conﬁrms a competence in literacy and numeracy a pupil will have nonetheless some aspects of basic skills which require further development. It is at Grades A*-C at which an average pupil can be described as having the expected levels of functional skills in these subjects. It is therefore a matter of some concern that some 37% of pupils fail to achieve a grade A*-C in GCSE English; 41% in mathematics and 47% fail to achieve an A*-C in both English and mathematics.

Wider Context 2.16

This strategy does not sit in isolation from other aspects of education policy and it therefore has been developed in the context of ‘Every School a Good School’, the draft new school improvement policy; the revised school curriculum and is designed to support developments that are taking place in relation to extended schools, specialist schools, teacher education, the review of Special Educational Needs & Inclusion; the draft Sustainable Schools policy; Travellers in education initiatives; and the transformation being undertaken within the education system post 11 plus.

2.17

In terms of cross departmental initiatives this strategy has been informed by the Department for Employment and Learning’s ‘Essential Skills Strategy’, in particular the joint work with DE on improving family literacy.

2.18

The pivotal role of science, technology, engineering and mathematics (STEM) education and skills development is a rapidly changing and competitive economic environment which cannot be under-estimated. We can no longer rely on our traditional industries for economic security and must therefore ensure that our young people are qualiﬁed, literate and numerate and able to contribute to society and the economy.

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Part 3 - Findings from Research, Inspection and Other Related Material 3.1

This strategy has been informed by good practice already in existence in many schools and reported through inspections and wider survey work carried out by the Education and Training Inspectorate. As with all good policies, it is rooted in a robust evidence base, with its proposed approach inﬂuenced by relevant national and local research, including some research speciﬁcally carried out to inform its development.

3.2

Annex 3 sets out in more detail the research and other work that has been instrumental in informing the approach contained in Part 3. In summary, it includes the following:

The ﬁndings of the review of the 1998 literacy strategy5 which proposed a more targeted allocation of resources in favour of children and schools in socially deprived areas and highlighted the positive contribution of Reading Recovery as an effective mechanism in improving standards in literacy;

The report from the review of the 1998 numeracy strategy6 which highlighted the need for teachers to have suitable initial and subsequent training, as well as sound subject-speciﬁc knowledge and recommended that pupils should experience a wider and more challenging range of learning opportunities, including mental calculation in a range of contexts, tasks requiring strategic thinking, higher-order questioning, collaborative problem-solving, and increased use of ICT;

The ﬁndings of the Education and Training Inspectorate’s recent evaluation of the mathematics provision in post-primary schools7 which concludes that the teaching is most effective when it is interactive and contingent on the pupils’ responses, includes collaborative activities, encourages discussion, involves problem-solving and investigative work, and links the learning with other subjects, including the use of authentic problems;

The ﬁndings from research on the use of phonics in raising standards in literacy carried out by Jim Rose (Department for Education and Skills, 2006) which highlighted the signiﬁcant role that phonics played in helping

5 An Evaluation of the Northern Ireland Literacy Strategy 1998-2002 (DE 2003-4) 6 An evaluation of the Northern Ireland Numeracy Strategy 1998 – 2002 (DE 2003-04) 7 Better Mathematics – Evaluation and Prompts for Self-evaluation and Improvement in Post-primary Schools 2006

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beginning readers to acquire the knowledge, skills and understanding that enable them to become more competent and conﬁdent in reading. The report states, “the indications are that far more attention needs to be given, right from the start, to promoting speaking and listening skills to make sure that children build a good stock of words, learn to listen attentively and speak clearly and conﬁdently. Speaking and listening, together with reading and writing, are prime communication skills that are central to children’s intellectual, social and emotional development. All these skills are drawn upon and promoted by high quality, systematic phonic work.” The report also emphasised the primacy of “quality ﬁrst teaching” within the classroom;

The work undertaken by the Belfast Education and Library Board to develop a linguistic phonics programme designed to complement the revised curriculum and the ﬁndings of the evaluation carried out by Stranmillis University College which noted that high and lower-attaining children in year 2 who had access to linguistic phonics outperformed other children in year 2 who did not participate in the programme;

The introduction, by the North Eastern Education and Library Board of the commercial Jolly Phonics synthetic programme and the ﬁndings of the report from Stranmillis University College which noted that a systematic approach to phonics at an early stage is more effective than later less systematic phonics and that a phonics approach corresponded well with the emphasis in the revised curriculum on enriching the children’s learning environment and learning experiences through activities such as learning through structured play at the Foundation Stage;

The impact of socio-economic disadvantage on levels of attainment in literacy and numeracy, and on educational standards generally, is highlighted consistently in research ﬁndings and speciﬁcally in a report commissioned by DE on Barriers to Recognising the Beneﬁts of Education. That report recommended the further development of extended schools to establish the school as a hub for multi-agency services to support families and encourage educational involvement; and

The report on Reading Literacy in Disadvantaged Primary Schools8 carried out by the Educational Research Centre in Dublin which

8 Reading Literacy in Disadvantaed Primary Schools (ERC 2004)

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recommended a greater integration of schools and other services, intensive family support, and adult and family programmes to combat low levels of parental literacy. 3.3

Additionally, DE commissioned research from PricewaterhouseCoopers (PWC) in 2007 on benchmarking attainment in Belfast against educational outcomes in other relevant cities in Britain and Ireland. The report9 recommended greater collaboration between local schools and argued for a sharper focus in literacy and numeracy in initial and continuing teacher education. At school level the report emphasised the role of the governors and principal in creating an ethos of high expectations and in promoting a culture of enquiry and research, drawing on good practice elsewhere, recommending a whole-school approach and stronger links with parents and pupils and the promotion of reading for pleasure.

3.4

DE also commissioned PWC to consider the nature and quality of outcomes in literacy and numeracy in schools here, to bring together the research evidence, particularly in relation to the under-achievement of boys, and to investigate the differences between high and low performing schools. The subsequent report10, highlighted the need for strong strategic leadership from DE, supported by a greater focus on literacy and numeracy outcomes in ETI reports and on initial and continuing teacher education provision, in leadership training. At school level it recommended that the governors and principal should support more fully the work of teachers by acting as leaders of literacy and numeracy in the school and the creators of an ethos of high expectations and aspirations. It also suggested more effective links between schools at the points of transition.

3.5

All of this research points to a high degree of consistency between the characteristics of good schools as set out in Every School a Good School: A policy for school improvement. The characteristics of the good school are those that research evidence conﬁrms as being important in the context of raising standards of literacy and numeracy. These features can be summarised as follows:-

9 Good practice in literacy and numeracy in British and Irish cities where the level of social deprivation is comparable to or worse than, than that of Belfast (PWC 2007) 10 Literacy and numeracy of pupils in Northern Ireland (PWC 2007),

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Effective Teaching – characterised by committed, enthusiastic and highly skilled teachers, fully supported by their school leaders, parents and the education system, who have high expectations of their pupils, enjoy positive working relationships with them and with other school-based staff and who are dedicated to challenging and improving the attainments of the learners; to sharing and learning from their experiences and successes and who employ teaching strategies appropriate to the needs of the learner. A Positive Culture – evidenced by an ethos which promotes equality of opportunity, high quality learning, a concern for individual pupils, an openness to democracy within schools and respect for others, together with a culture of achievement and aspiration. Strong Leadership – characterised by high-quality leadership at all levels that provides clear and realistic direction, based on a sound knowledge of, and vision for, the school, and makes effective use of ﬁnancial and other resources. This is coupled with effective support and challenge from the Board of Governors in the role of “critical friend”. An Effective Planning and Resource Framework – appropriate school development plans, formulated following a rigorous and honest selfevaluation that includes the effective use of school performance data and other evidence and informed decisions on how budgets are used to support school improvement. Effective Intervention and Support – characterised by systems to identify pupils at risk of failing, organising interventions using external support where appropriate; supported by effective pastoral care systems; and developing strong links with parents and the wider community to support and underpin the work of the school.

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Part 4 - The Literacy and Numeracy Strategy: A Way Forward 4.1

The revised curriculum already has, at its core, a strong focus on the fundamental skills of talking and listening, reading, writing and using mathematics and will be supported by a clear framework of assessment for and of learning. It offers teachers much more ﬂexibility to use their professional judgement to plan, deliver and evaluate learning in ways that meet the needs of the children and young people in their classrooms. In many schools, therefore, that combination of good, challenging teaching, professional judgement and a sharp focus on the needs of the individual learner will make a real difference to standards of literacy and numeracy.

4.2

Literacy and numeracy are, however, simply too fundamental for progress not to be led by a speciﬁc strategy and a focused, strategic approach is therefore needed. This section sets out the nature of that approach; the improvements it is designed to deliver; and the roles and responsibilities of the various organisations involved.

A new vision for education 4.3

The revised literacy and numeracy strategy will be taken forward in a much changed education system that puts the child at the centre and is driven by the core principles of equality and fairness. It will not be possible to maximise the potential that the revised curriculum provides and to raise levels of achievement, particularly at Key Stage 2 and in the post-primary sector while at the same time continuing with a system that is designed to determine, at the age of ten or eleven, which children are suitable for some schools and which are not. For the post-primary sector, too, the gains that should be made will not be made if we continue to allow a system which disadvantages the majority of schools and majority of children.

4.4

That is why the Minister’s vision for the future of education has at its heart a determination that all young people should be valued for their unique talents and abilities and should be given equal opportunity to succeed, where all young people are matched to provision that meets their needs in a uniﬁed, ﬂexible and responsible post-primary system.

Consultation Point 1: Do you agree that, in order to improve the literacy and numeracy levels of our young people, we can and should create a post-primary system without any element of academic selection?.

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A new clarity of focus on literacy and numeracy 4.5

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The revised literacy and numeracy strategy will focus especially on the following:

According the highest priority across the whole education system to supporting teachers in all of their work, but particularly their efforts to improve standards of literacy and numeracy;

Ensuring that ‘pre-school’ set up and in the foundation stage of the primary curriculum a good basis is laid for literacy and numeracy;

A better co-ordinated and more effective cross-curricular emphasis on literacy and numeracy in both primary and postprimary schools that supports all teachers in recognising and exploiting opportunities to support the development of literacy and numeracy through their teaching;

A more explicit and effective emphasis on the promotion of literacy and numeracy by teachers of English and mathematics in post-primary schools;

A greater emphasis on the use of phonics in the context of a wider enriching literacy programme in the foundation curriculum;

A speciﬁc focus in planning and in pedagogy on addressing the barriers that have contributed to the gap in achievement in English and maths between the highest and lowest achievers;

A clearer framework of accountability, with progress in literacy and numeracy much more closely tracked at class, school and system level to ensure improvement is achieved and maintained;

Improved linkages between school and home, with better information for parents and carers about how they can help and support their children to enjoy and do well in literacy and numeracy; and

Strengthening the links between professional development and good practice, ensuring that the in-service training of teachers is where appropriate school-based and should include consideration of examples of best practice in bench-marking, data collection analysis and follow-up work at whole class, individual and personalised levels.

4.6

Research and inspection evidence indicates that information and communications technology (ICT) can also be used effectively to support learning and teaching across the school and there are already many good examples of this. ICT plays an important role in promoting literacy and numeracy standards and opens up new and exciting opportunities for learning and teaching which motivate pupils to learn in new situations, including, in many instances, those who had become disengaged from learning through more traditional teaching strategies. Effective and regular use of ICT can allow pupils to access learning, especially those with dyslexia. The potential of ICT to assist pupils with their development of literacy and to support their mathematical learning can be exploited in many ways. The current Review of the Empowering Schools Strategy will set out in greater detail aspects of how ICT can be harnessed further to support teachers in their work to promote literacy and numeracy.

Deﬁnitions 4.7

Literacy is the ability to read and use written information and to write appropriately and legibly for a range of purposes, within a range of contexts and for a variety of audiences. It also involves the integration of talking, listening and critical thinking with reading and writing and includes the knowledge that enables a speaker, writer and reader to recognise and use language appropriate to different social situations. Literacy permeates and develops learning in all areas of the curriculum, formal and informal, and all areas of social interaction and development. Numeracy is the conﬁdence and competence to apply mathematical skills in routine and unfamiliar contexts. It involves having the mathematical skills necessary to be a full contributor to society and the economy, including those central to personal ﬁnancial literacy, and having the disposition to think mathematically in everyday situations, including those arising in future employment. It involves the development of an understanding of key mathematical concepts and inter-connectedness, the systematic development of reasoning and problem-solving skills, the proﬁcient and appropriate use of methods and procedures (formal and informal, mental and written), and active participation in the exploration of mathematical ideas and models.

Aims and objectives of the strategy 4.8

The aim of this strategy is to raise standards in literacy and numeracy through learning and teaching strategies designed to help young people acquire and develop core literacy and numeracy skills. Consequently, they can then beneﬁt from the educational and other opportunities encountered in the years of formal

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education and beyond, and contribute positively as adults to society. The measure of its success will be whether the numbers of young people who reach or exceed the expected standards in language and literacy and mathematics & numeracy at KS1 – 3 and, ultimately, GCSE A*-C level increase. 4.9

4.10

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The strategy is designed to work in conjunction with other strategies, particularly the new school improvement policy Every School a Good School to:

raise the levels of attainment for all young people in literacy and numeracy;

narrow the current gaps in relation to the outcomes achieved by boys compared with girls and between those most and least disadvantaged; and

narrow the gap between the highest performing and lowest performing pupils and schools, after 12 years of compulsory education.

It is also designed to:

promote more effective and consistent approaches that can support the teaching and learning of literacy and numeracy in all phases;

ensure that the central place of the class teacher in relation to literacy and numeracy is recognised and supported;

ensure an enhanced lead role in literacy and numeracy from the teaching of language and literacy and mathematics & numeracy, and a more effective contribution, to literacy and numeracy, from other subjects;

secure a more effective use of school performance data and information in the teaching of language & literacy and mathematics & numeracy;

ensure a much greater focus on the teaching of literacy and numeracy during initial teacher education;

ensure that there is improved communication and planning on literacy and numeracy issues between schools when pupils transfer phase;

promote more intensive and focused support for literacy and numeracy in those schools that are not achieving to their full potential; and

ensure that the governors and principals expect, and set, the highest possible standards for literacy and numeracy.

4.11

The strategy is based on the following propositions:

literacy and numeracy are essential skills that enable the young person develop as an individual, and as a contributor to society and to the economy;

all young people, other than those with very signiﬁcant and complex learning needs, will leave school having acquired the skills of reading, writing, talking and listening and understanding and using mathematics at least at a level that will allow them to access further and higher education and/or employment and ideally much higher;

the development of literacy and numeracy skills will enhance an individual’s learning in all other areas of the curriculum, self-esteem, employability and life chances and help break the cycle of social and economic disadvantage;

literacy is integral to the learning process, accessing and using information and interacting in an appropriate way with others, in a variety of contexts;

mathematics is the universal abstract language which underpins much of the understanding in science, engineering and technology and is vital to the success of the “knowledge economy”.

Consultation Point 2: Do you agree with the aims and objectives of the proposed strategy? The core elements of the revised strategy 4.12

The starting point for this strategy is the recognition that improvements in literacy and numeracy are delivered not through policy statements or inspection reports but through the work of the teacher in the classroom. The strategy recognises this and reﬂects what is already established good practice in very many schools – the organisation of the learning and teaching of literacy and numeracy-based subjects around three core elements. Detailed guidance on this issue, including guidance developed by teachers for teachers, will be available once the strategy is ﬁnalised.

WAVE ONE: Quality Whole-Class Teaching (within the context of the educational reforms) 4.13

The starting point in raising standards of literacy and numeracy must be high quality, whole-class teaching. The planning for literacy and numeracy, not just

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in language & literacy and mathematics & numeracy lessons but across the curriculum, should be based on structured programmes matched to the overall requirements of each class and to the needs of its individual pupils. It should enable pupils to develop the knowledge, understanding and skills speciﬁed in the statutory requirements of the revised curriculum. Teachers must have high expectations for all pupils. 4.14

Quality whole-class teaching, set in the context of a rich language curriculum, should promote all four interdependent strands of: language; talking; listening; reading; and writing and should reﬂect a whole-school plan for language. In the early years, and as they progress across the key stages, children and young people should also participate in modelled, shared, guided and independent literacy experiences where they:

observe the teachers modelling a range of strategies and participate in shared experiences;

participate in guided work;

engage in a range of interdependent activities; and

have access to, and make effective use of, print materials, moving image and digital technology to support their learning.

4.15

In the early stages of language development (usually in Year 2), and within the context of a rich literacy environment, children should receive a systematic and time-bounded programme of high-quality phonics work, reinforced by careful assessment and monitoring of progress as they move from learning to read towards reading to learn and as they engage with a diverse range of texts for speciﬁc purposes and for pleasure.

4.16

In the early development of numeracy, children should develop the concepts of number, space, measurement and data while exploring and manipulating their immediate environments, acquire mental maths strategies in a variety of rich contexts and progress towards being able to problem-solve, choosing from a wide variety of strategies, communicating their ideas mathematically and with conﬁdence, and seeing the relevance of what they are doing to everyday life.

4.17

In mathematics, teachers should make the teaching of mathematical concepts as interesting and as relevant as possible and ensure the learning occurs through interactive and collaborative activities. This approach will be complemented by:

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challenging the pupil’s understanding, through skilful questioning and requiring the pupils to draw conclusions and justify their thinking;

4.18

using a variety of activities, including ICT and practical equipment, that entails pupils working individually, in pairs or in groups;

encouraging the pupils to make inter-connections within mathematics and relating their work to other areas of the curriculum

providing clear, and when appropriate multiple, explanations;

providing opportunities for pupils to solve problems;

integrating, when appropriate, mental mathematical strategies;

encouraging pupils to think and talk about how they learn and what they have learnt, using plenary sessions as appropriate; and

a greater focus on mathematics in the workplace and identiﬁcation of real world examples .

As in other subjects, it will be important that all schools have measures in place to identify pupils who are particularly gifted and to ensure that provision not only takes account of their level of ability, but is also sufﬁciently challenging to retain, extend and develop their interest.

Consultation Point 3: Do you agree with the approach for Wave One? WAVE TWO - Quality teaching plus additional support for identiﬁed pupils 4.19

When on-going assessment procedures and observation by the teachers suggest that a pupil is underachieving, or is experiencing speciﬁc difﬁculties in literacy and/or numeracy, then that pupil will be identiﬁed for additional support. This may also be triggered through contacts between the individual teacher and the SEN in pastoral systems within the school. This enhanced provision will normally be delivered within the classroom and is designed to assist individual pupils to resolve particular problems with literacy and/or numeracy and make suitable progress. It is not intended to replace quality whole-class teaching nor to compensate for ineffective teaching; rather it would be used for pupils who have, for example, returned following a prolonged absence, have had frequent changes of school or have some other difﬁculty which has hindered their progress or are having a difﬁculty with a particular concept. The aim must be that, following the period of support, the pupil will achieve at expected levels.

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4.20

4.21

Additional support will normally be provided by the class (or subject) teacher, working as necessary with colleagues within the school. It will:

take the form of a structured programme, carefully targeted and delivered by the teacher (or classroom assistant working under the supervision of the teacher);

be time-bound and tailored to the needs of individuals and groups;

be matched to the assessed and observed needs of individual pupils and focused on speciﬁc learning objectives and targets; and

be based on sound assessment procedures.

Guidance will be provided on appropriate interventions and approaches that can be deployed to supplement quality whole-class teaching. The decision as to the speciﬁc interventions will be a matter for the school and the teacher. In literacy such interventions might include paired reading, Time to Read or behaviour support. In mathematics, the remediation may take the form of a revision of concepts and skills or lessons directed at speciﬁc errors.

Consultation Point 4: Do you agree with the approach for Wave Two? WAVE THREE – Quality teaching plus personalised support to meet the speciﬁc needs of individual pupils 4.22

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More personalised support should be initiated when assessment procedures, or observation by the teacher, indicates that a pupil has not made sufﬁcient progress and is not beneﬁting from the additional support outlined above. Again it will normally be provided by the class (or subject) teacher although it may require a greater degree of support from other teaching and professional staff. The Literacy and Numeracy Strategy will be operating in tandem with, and reﬂecting, the current code of practice and changes which might occur as a result of the on-going SEN and Inclusion Review. Intervention programmes are more likely to be successful when the activities are properly planned and programmed. In particular, pupils should not miss out on another key aspect of the curriculum.

4.23

4.24

This form of highly systematic support will be:

highly personalised to meet the individual needs of those pupils experiencing signiﬁcant difﬁculties in literacy and/or numeracy, and who have not beneﬁted sufﬁciently from the additional support already provided;

speciﬁcally targeted on those pupils who are identiﬁed as requiring support for additional educational needs; and

time-bound, monitored and evaluated.

This intensive support should be reviewed regularly and interventions that are not delivering progress should be adapted. When the combination of quality whole-class teaching and additional personalised support is not making a difference, the school should seek advice and assistance from educational professionals in the relevant Education and Library Board (or the Education and Skills Authority) on further strategies to be employed, and the scope for additional support to be made available, to support learning. In all such cases, the ELB/ESA will need to be satisﬁed that the school has ﬁrst taken all reasonable steps to ensure that teaching and additional support strategies are effective.

Consultation Point 5: Do you agree with the approach for Wave Three? Facilitating professional learning 4.25

Schools will require effective support to implement the strategy. The Department, the ELBs and other existing support bodies, the Education and Skills Authority (once established), the SENCO within the school and the providers of initial teacher education will all have a part to play in:

ensuring that priority is given to the provision of professional support and development opportunities in the area of literacy and numeracy for teaching professionals;

ensuring that those with management or coordinating roles in schools are supported effectively to identify, implement and disseminate good practice in the teaching and learning of literacy and numeracy;

ensuring that teachers and student teachers can understand, interpret and use data on pupil, class and school performance;

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developing the capability of all staff (especially teaching staff, librarians classroom assistants and support staff) to implement effectively the literacy and numeracy strategy, by focusing on the effectiveness of planning and practice and on the pupils’ learning and outcomes, especially on appropriate pedagogues and interventions;

ensuring a whole school approach so that other support structures such as the special needs co-ordinator or pastoral care teacher are involved;

placing an increased emphasis on developing the literacy and numeracy capabilities of Beginning Teachers and students in initial teacher education. All students involved in initial teacher education for the primary sector should be trained in speciﬁc approaches to literacy and numeracy. Where possible, approaches to improving literacy should also be included within PCGE and B.Ed provision;

examining the needs of schools for training in phonics and reading recovery techniques;

making schools aware of the various interventions and supporting them in their use of these as well as ensuring that school leaders and teachers are kept informed about current research and practice in the teaching and learning of literacy and numeracy;

encouraging the development and dissemination of good practice in the teaching and learning of literacy and numeracy. This is particularly important in the context of using ICT and also in other sharing approaches that spark the interest and enthusiasm of young people at risk of underachievement. It will also include providing opportunities for excellent teachers to impart their knowledge and expertise to colleagues;

advising schools on better management of the process of transition between phases;

suggesting ways in which the School Library Service can support the literacy strategy by, for example, advising schools on stock likely to appeal to pupils or by arranging for authors to visit schools; and

monitoring and evaluating progress, using evidence from pupil and school performance, from research, and from inspection and using such evidence to challenge schools where the trends in performance appear particularly at variance with the history and nature of the school.

Consultation Point 6: Do you agree with the proposed support measures to facilitate professional learning and help ensure effective implementation of the strategy? Are there any others?

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Part 5 - Data and Target Setting Framework Improving monitoring, evaluation and the use of data 5.1

The Department places signiﬁcant importance on improving monitoring, evaluation and the tracking of data. Effective performance data management and monitoring and evaluation are essential tools to improve standards of literacy and numeracy and have been identiﬁed regularly in inspection and in research evidence here and elsewhere as key aspects of curriculum development and improvement. Signiﬁcantly, the last three reports of the Chief Inspector (covering the period 1999-2006) have drawn attention to the need to improve the use of performance data in and by schools to identify and remedy pupils’ strengths and weaknesses.

5.2

If standards of literacy and numeracy are to be improved, DE believes that more attention needs to be given to data reﬂecting whole-school outcomes, as well as the performance of individual pupils, and sub-groups based on gender, ability, ethnicity, social disadvantage and ﬁrst language. The use of benchmarked data should also be used more systematically by principals, senior managers and teachers to obtain a comparative perspective against which the pupils’ progress in literacy and numeracy can be assessed. Effective remedial action should then be taken, as required, to adjust current planning and practice.

5.3

Standardised scores, and other test evidence (on their own) will not provide a sufﬁciently comprehensive picture of attainment in literacy and numeracy, but they do provide indicators that can help to determine pupils’ progress, or lack of it. Nevertheless, the evidence from inspection demonstrates that there are continuing problems with the use of performance data across schools. Approaches to standardised testing have been inconsistent; the dissemination of standardised scores and related data to teachers is often not well managed; the understanding of standardised and other data is limited; and teachers are often uncertain how best to use performance data to help determine the effectiveness of their teaching and to adjust, as necessary, their future planning and practice.

5.4

Robust self evaluation leading to effective school development planning is at the centre of the Department’s proposed new policy for school improvement and data lies at the heart of both of these. Maintaining and using data effectively, at class and whole school level, and setting challenging yet achievable targets for literacy and numeracy provides a focus for whole school planning and for activity at classroom level. The Department has provided access to software to support statutory assessment requirements in literacy and numeracy, the InCAS tool to

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be used for pupils in Years 4-7; and more generally to support classroom practice and ongoing assessment in numeracy, the Alta tool which can be used from Year 1 or 2 through to Year 10. Software such as Alta, available free for all schools, and which allows for performance and progress to be tracked over a pupil’s career, will support teachers in using data and setting targets. [Alta is currently available in mathematics]. 5.5

Schools are under a statutory responsibility to set targets for literacy and numeracy. Under the Target Setting Regulations, schools must set targets for achievement in key stage assessments and public examinations. The School Development Plan regulations require that targets must be published in the school development plan. Both sets of regulations will require revision in the light of the new assessment arrangements. Elsewhere the new school improvement policy sets out the expectation that the support body will meet with each school to discuss performance and targets for improvement.

5.6

The School Improvement consultation document ‘Every School a Good School’ makes clear the role that ESA will play meeting regularly with the Governors and Principal of each school to discuss the performance of the school and provide support in the school planning process. This can be followed up, as required, with further support on the effective use of data. The Department has received a signiﬁcant number of consultation responses to ‘Every School a Good School’ and, in ﬁnalising that strategy, will be making changes to reﬂect the many helpful and constructive comments and suggestions that have been received.

5.7

Evidence from successful schools suggests however that setting challenging targets at a whole school level may not be sufﬁcient. Achieving targets is a much more difﬁcult exercise and it is particularly important that the need to realise targets shapes and informs the day-to-day work of individual teachers and that their successes are reﬂected in performance review and staff development (PRSD) objectives and assessment.

Targets for improvements in literacy and numeracy 5.8

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The Department is determined that every child should be able to leave school with good levels of literacy and numeracy and be equipped to succeed in adulthood. It is therefore committing, as part of this strategy, to setting stretching new targets designed to turn the tide in relation to underachievement. The test of the strategy’s success will be measured in relation to the outcomes of the children starting school in Year 1 in September 2008 when they reach Key Stage 4 in 2020. By then, we want to see the following improvements:

5.9

70% of students gaining 5+ GCSE’s A*-C, including English/Maths (or equivalent) by the time they leave school by 2020;

65% of students with entitlement to Free School Meals gaining 5 or more GCSEs A*-C including English and Maths by the time they leave school by 2020; and

95% of students gaining GCSE A*-G in English and Maths (or equivalent) by the time they leave school by 2020.

Taking into account our baseline position (see below) we recognise that this represents a major challenge and that success will be dependent not just on the implementation of this strategy but on a much wider programme of education reform that will see a clear focus on school improvement; a move away from the inequities created by the current system of academic selection towards a system of election that puts the needs and expectations of the child at its heart; and a new approach to identifying and supporting special and additional educational needs.

Consultation Point 7: Do you agree with the proposed targets? If not, please give reasons below. 5.10

We need to measure progress as we go along. The following are the PSA targets set by the Department and agreed by the Assembly and which relate to literacy and numeracy. These provide milestones for measuring progress:

55% of students gaining 5+ GCSEs A*-C, including English/Maths (or equivalent) by the time they leave school by 2011. Baseline position: 53.7%

30% of students with entitlement to Free School Meals gaining 5 or more GCSEs A*-C including English and Maths by the time they leave school by 2011. Baseline position: 26.3%

90% of students gaining GCSE A* - G in English and Maths (or equivalent) by the time they leave school by 2011. Baseline position: 87%

A full summary of targets for the strategy are set out in Annex 2.

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5.11

It is critical that each school sets targets for literacy and numeracy and in doing so takes account of its past performance; the performance of schools with similar characteristics; and the performance of the cohort of pupils to whom the target will apply.

5.12

Work is underway on an assessment policy that will provide the context to how targets are to be set and assessed in future years in line with the revised curriculum. At present the focus is substantially on the outcomes from the 12-years of compulsory education. DE will consider the position, in particular, at the end of Key Stages 2 and 3 in relation to Communication , Using Mathematics and Using ICT.

Part 6 – Roles and Responsibilities 6.1

As with any strategy, a key challenge lies in turning the aims and objectives into actions that are capable of delivering the desired results. This section therefore sets out the roles and responsibilities of schools, the education support bodies, the Education and Training Inspectorate and the Department. It also makes recommendations for actions that should be taken by those responsible for providing initial teacher education.

6.2

Evidence from curriculum development programmes since 1979 has highlighted clearly the challenges involved in embedding an external programme successfully into the culture, day-to-day practice and priorities of primary and post-primary schools. Despite the interest of governors, principals, senior managers and teachers, the support of external agencies, and the curricular signiﬁcance of particular programmes, it has in the past proved difﬁcult to ensure that a development programme is well established in classroom practice.

The role of schools 6.3

As noted elsewhere in this document, the primary responsibility for raising standards in literacy and numeracy and for closing the gap in achievement lies with teachers in schools. If this strategy is to inﬂuence signiﬁcantly the work of teachers, and bring about improvement, particular care will be needed to ensure that the strategy is given highest priority within the school and recognised as an integral and ongoing element of the revised curriculum and of the school’s own improvement agenda for all pupils. School governors, working alongside the headteacher, should provide effective leadership in this area and will, therefore, need to make sure that the following actions are in place within their schools:

schools should have in place – and regularly review – a written policy on the promotion of literacy and numeracy;

there should be a clear lead taken in literacy and numeracy development and co-ordination across the curriculum;

in post-primary schools, the particular role of the English and Maths teacher in helping to deliver improvement should be recognised, as should the vital role that other subject teachers can play in helping to improve literacy and numeracy – all teachers are teachers of literacy and numeracy;

in all schools there should be effective liaison between those with responsibility for literacy and numeracy, the SENCO and the pastoral care system;

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6.4

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as part of their self-evaluation and self-assessment, schools should look critically at the impact of their learning and teaching strategies and interventions they use particularly in relation to developing the pupils’ literacy and numeracy skills;

all schools must set clear and measurable targets for improvements in English and mathematics as part of their school development planning processes;

targets should take account of the trends in their performance set against benchmarked data for schools with similar characteristics and reﬂect the need to deliver improvements overall and in reducing any gap in attainment (for example between boys and girls; those least and most disadvantaged; or higher and lower attaining pupils);

school leaders (governors and principals) should ensure that the performance review and staff development process reﬂects the progress of individual teachers in delivering progress;

schools should make the most of all opportunities to reinforce and develop the importance of literacy and numeracy through, for example, encouraging reading for pleasure and promoting the role of maths in careers. (The role of extended schools, the relationship with the local public library and connections between schools and local statutory and voluntary youth services and Traveller Support Groups are all important here); and

school library stock should be regularly reviewed and refreshed and young people involved, wherever possible, in selecting book stock.

Primary schools additionally should:

have systems in place to identify as early as possible children who need additional intervention;

ensure that children, in the early years, receive a systematic programme of high-quality phonics work, reinforced by careful assessment and monitoring of progress;

where primary schools have a trained reading recovery teacher, they should also ensure that he or she has provided opportunities for all staff to develop their skills in accordance with this programme; and

ensure that children, in the early years, receive a systematic programme of remediation in number skills, reinforced by careful assessment and monitoring of progress.

The role of the education support bodies 6.5

When established, the Education and Skills Authority will:

provide schools with benchmarked data to enable them to set appropriate targets for attainment in literacy and numeracy;

write annually to each school, setting out the system targets and the general policy context as a basis for the school to review its school development plan and to set targets;

monitor and evaluate annually the performance of individual schools and use the trend information to identify schools where support interventions may be needed;

provide advice, support and training to schools in the most effective literacy and numeracy pedagogues;

provide advice, support and training to schools in the development and implementation of effective cross-curricular approaches to the learning, teaching and assessment of literacy and numeracy;

consider the provision of centrally managed support for more costly interventions (in line with the SEN review) e.g. reading recovery, which could then be made available to schools at subsidised rates;

advise on leadership and management issues and ensure a co-ordinated approach to raising standards across schools;

work in partnership with all stakeholders (inc statutory agencies) to meet the literacy and numeracy needs of all pupils and to provide parents with information, guidance and support in relation to literacy and numeracy;

consider the development of an on-line resource to support the identiﬁcation of targets;

along with ETI facilitate the identiﬁcation and embedding of good practice;

provide advice and support to schools on the development and effective use of their school libraries; and

provide a challenge function to schools in respect of their performance.

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6.6

6.7

Until ESA is established, the Education and Library Boards, working where appropriate with CCMS, NICIE, CnaG and CCEA, will take the following actions to support schools in improving standards in literacy and numeracy:

provide guidance, professional support and training to schools through the Curriculum Advisory and Support Service;

through the Partnership Management Board, ensure that guidance, support and training is consistent, co-ordinated and linked effectively into the revised curriculum;

monitor standards in literacy and numeracy at school and ELB level;

challenge the performance of schools where it appears to be a cause for concern;

advise on leadership and management issues and support a co-ordinated approach to raising standards across schools; and

ensure a speciﬁc focus in governor training on school improvement generally and literacy and numeracy in particular.

Additionally, the ELBs, CCMS and other employing authorities will be expected to maintain a clear focus on the quality of teaching and to support the school leadership team in taking prompt and appropriate action to deal with unsatisfactory teaching.

The role of the teacher education institutions 6.8

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The need to improve standards of literacy and numeracy has considerable implications for initial teacher training. It needs therefore to be given the highest priority, particularly at primary level. Those with responsibility for initial teacher education, and subsequent professional training, should focus more systematically on developing the capacity of principals, senior staff and classroom teachers to improve the teaching and learning of literacy and numeracy to all pupils and, in particular, the various interventions which can be used. Furthermore, greater attention needs to be given in initial and subsequent training to the more effective use of comparative performance data to identify priorities and actions in respect of provision and outcomes in literacy and numeracy, and to track and improve the attainment of individual pupils, particularly boys and other under-performing groups.

6.9

Initial Teacher Training organisations should therefore:

continue to ensure that course lecturers are up-to-date with new and successful pedagogical practices in relation to literacy and numeracy and adjust programmes to reﬂect these;

revise programmes to ensure that all students on primary teaching courses understand key interventions and approaches e.g. reading recovery, phonics;

ensure that the teaching of phonics is an integral part of all programmes involving the teaching of reading to young people;

seek to ensure that in arranging teaching practice, students have opportunities to gain experience of teaching across a broad spectrum of settings; and

ensure that all students on PCGE and BEd courses , irrespective of any subject specialism, are involved in the study of literacy and numeracy.

The role of the Education and Training Inspectorate 6.10

The Education and Training Inspectorate will:

report at system level through the Chief Inspector’s Report on standards of provision, outcomes and issues arising in relation to the progress of the Literacy and Numeracy Strategy and, in particular, on the priority accorded to literacy and numeracy, the standards being achieved and the extent to which these are being taken forward as whole-school issues;

ensure that, in each of its school inspections, there is speciﬁc comment on the planning for, co-ordination of and teaching of literacy and numeracy;

report speciﬁcally on successful interventions that it ﬁnds in schools in order to help ensure that best practice is recorded and shared; and

work closely with the providers of initial teacher education and early and continuing professional development for teachers on the identiﬁcation and dissemination of good practice.

The role of the Department of Education 6.11

The Department of Education is responsible for setting the policy direction in the area of literacy and numeracy; for ensuring that this policy direction is evidence-based and appropriately resourced; for setting targets for the

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improvements the strategy is designed to deliver; and for accounting to the Assembly for its progress, and that of the education sector, in delivering those improvements. 6.12

6.13

The Department’s role therefore is to:

give strategic leadership in this area, ensuring that it is given the highest priority across the education system;

communicate to the support bodies, schools and parents the key elements of the literacy and numeracy strategy;

set realistic but challenging targets for the strategy based on evidence from trends in patterns of attainment, inspection, and relevant research;

provide a baseline of indicators for monitoring and making judgements concerning provision and outcomes for literacy and numeracy;

ensure the strategy is adequately resourced;

in consultation with ETI, monitor and evaluate the quality and appropriateness of the Strategy in primary and post-primary schools, and also the literacy and numeracy components within initial teacher training and within continuing professional development programmes; and

in consultation with ETI, monitor and evaluate the support provided to schools by the ESA in relation to the literacy and numeracy strategy.

In fulﬁlling this role, the Department is committed to taking the following actions: In developing the strategy

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we will be informed by a robust evidence-base and by the ﬁndings of inspections as well as by the experiences of experienced teachers and other practitioners;

we will consult openly and inclusively on the content of this draft strategy and proposing changes and improvements that reﬂect the feedback received during consultation;

we will also consult on the accompanying equality impact assessment, in line with our duty to promote equality of opportunity and good relations;

we will set clear targets for improvements in standards of literacy and numeracy; and

we will develop, in consultation with the Irish medium sector, a complementary strategy that recognises the needs of that sector in relation to literacy and numeracy in a bilingual environment.

In supporting the delivery of the strategy

we will commission the preparation of clear and practical guidance for all schools to help them translate the key themes in this strategy into classroom practice designed to deliver improvement;

we will provide additional resources, over and above the very signiﬁcant resources already delegated to schools and provided to ELBs, to support elements of this strategy, particularly those focused on narrowing the gap in achievement in areas of signiﬁcant social disadvantage;

we will review the school development planning regulations to clarify the target-setting requirements for literacy and numeracy;

we will ensure, in our policies on the curriculum and on assessment, a clear focus on performance in literacy and numeracy;

we will also ensure that this strategy does not sit in isolation from other work, including in the areas of school improvement, supporting special educational needs and extended schools; and

we will empower the literacy and numeracy taskforce to oversee our progress in ﬁnalising and implementing the strategy and to support (and where necessary challenge) our performance, and that of the education sector, in delivering its stated objectives.

In being accountable for progress

we will report regularly to the literacy and numeracy taskforce on progress;

we will monitor the progress of ESA (and, until it is established the existing education support bodies) and hold it to account;

we will account for the progress that, collectively, the education sector makes towards the targets set for this strategy; and

we will put in place arrangements to evaluate the effectiveness of this strategy.

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The need for more effective partnership with parents and local communities 6.14

We know, from research and from the experiences of principals and teachers, that the improvement of standards in schools, especially those in areas of high social and economic disadvantage, is inﬂuenced signiﬁcantly by factors that will not be wholly within the control of the schools involved. There is ample research evidence which demonstrates that pupils achieve more where their parents take an active interest in their education, supporting and encouraging them and setting high (but achievable) expectations and aspirations. In taking forward this strategy, we therefore want schools and the education support bodies to work together to address effectively those inﬂuences that lead to a lack of conﬁdence in school-based education and of parental engagement with schools and schooling.

6.15

In doing this, it will be important that improved parental engagement, especially with “hard to reach” parents, focuses on developing strong working contacts and trust. Schemes such as Bookstart, which aims to provide a free pack of books to every child born in order to stimulate a love of reading encourage parent child interaction and give children a good start in life; and the Preparing for Life Scheme which aims to gift a series of book packs to every child in the locality during their pre-school years and is designed to promote children’s development in economically deprived areas. In addition, schools should implement measures to improve parental involvement in their children’s education, heighten parental expectations, and help them take an increased interest in the standards their children achieve, or need to achieve. A recognition of parental literacy must also be taken into account.

6.16

To help achieve these objectives, a family and community element should continue to be included as an essential part of development planning in schools. Improved parental contact should also be accompanied by efforts to encourage those with signiﬁcant standing in the community to support school-based education, and to emphasise to young people that a lack of competence in literacy and numeracy skills will inhibit greatly their future employment prospects and reduce their effectiveness as adults in an increasingly technological and diverse society.

The Role of the Literacy and Numeracy Taskforce 6.17

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The Literacy and Numeracy Taskforce will assist the Department in ﬁnalising the revised literacy and numeracy strategy. This includes the setting of targets for the promotion of literacy and numeracy. The Taskforce will ensure effective implementation and evaluation of the strategy and will report annually to the

Department on the effectiveness of the strategy and make recommendations on improvements which could be made. The ﬁrst report will be delivered to the Department by 31 December 2008. The Taskforce will also receive and comment on reports from the Department on progress against all agreed actions set out in the Department’s response to the PAC report into literacy and numeracy.

Consultation Point 7: Do you agree with the roles and responsibilities detailed in section 6?

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Part 7 - Conclusion 7.1

This strategy is designed to bring about a signiﬁcant improvement in standards of attainment for all young people in primary and post-primary schools through enhanced teaching in language and literacy and mathematics and numeracy, and across the curriculum. The aim of the strategy is to ensure that all young people develop a capability in literacy and numeracy that allows them to participate with conﬁdence in an increasingly technological, complex and diverse society.

7.2

The standards attained by many pupils are rightly recognised and applauded but that should not be taken to imply that further improvement is not possible or necessary; the old adage, to make the good better and the better best, is as relevant now as it ever was in the past.

7.3

The needs of those young people, especially in areas of high social and economic disadvantage and others such as children from Traveller families and from minority ethnic backgrounds also require particular care and attention. It is recognised that educational improvement in areas subject to high levels of disadvantage is likely to be inﬂuenced adversely by a range of non-educational factors. Nevertheless, the need to improve signiﬁcantly the standards of attainment for young people in such areas is one of the key objectives of the strategy, and it will be especially important that educationalists work with all other relevant partners to overcome the constraints that have impeded progress in the past.

7.4

Ultimately, the success of the strategy will depend to a very signiﬁcant extent on how it inﬂuences day-to-day priorities and actions in schools, and on how effectively governors, principals, senior managers and classroom teachers implement the strategy in their planning and practice. We want to make sure that it is implemented in a coherent way with other strategies and policies designed to support children with a range of barriers to learning. We also want to make sure that it delivers results. Young people, especially those whose competence in literacy and numeracy is not secure, deserve nothing less.

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Annex 1

Key Performance Data Key Stage 2 1999 – 2007 1998/9 1999/0 2000/1 2001/2 2002/3 2003/4 2004/5 2005/6 2006/7 English 69.0 71.5 72.8 73.9 75.6 N/A 76.6 78.0 78.0 Maths 73.9 75.4 75.7 77.0 78.2 N/A 79.0 80.0 79.5

Key Stage 3 Teacher Assessment 1999 – 2007 1998/9 1999/0 2000/1 2001/2 2002/3 2003/4 2004/5 2005/6 2006/7 English 72.4 72.5 72.7 73.9 74.9 N/A 74.6 76.6 78.2 Maths 71.2 71.7 71.2 71.9 74.2 N/A 73.9 72.9 74.4

GCSE A*-C 1999 – 2007 1998/9 1999/0 2000/1 2001/2 2002/3 2003/4 2004/5 2005/6 2006/7 English 59.8 59.7 60.4 60.5 60.8 60.8 62.0 62.6 63.4 Maths 55.3 55.6 56.2 57.8 57.3 55.6 57.9 57.9 58.8

GCSE A*-G 1999 – 2007 1998/9 1999/0 2000/1 2001/2 2002/3 2003/4 2004/5 2005/6 2006/7 English 89.5 89.5 89.5 88.7 89.7 89.7 89.8 89.3 89.9 Maths 87.5 88.5 88.5 89.2 88.9 87.3 89.0 88.5 89.2

GCSE English and Maths 1999 – 2007

A*-C A*-G

1998/9 1999/0 2000/1 2001/2 2002/3 2003/4 2004/5 2005/6 2006/7 50.2% 50.8% 51.0% 51.7% 51.5% 50.8% 52.5% 52.9% 53.6% 85.4% 86.5% 86.5% 86.4% 86.8% 85.4% 86.9% 86.4% 87.0%

GCSE Irish 1999 – 2007 (in Irish Medium Post Primary Schools)

A*-C A*-G

1998/9 1999/0 2000/1 2001/2 2002/3 2003/4 2004/5 2005/6 2006/7 N/A N/A N/A N/A N/A 79.7 84.5 72.0 80.3 N/A N/A N/A N/A N/A 100.0 100.0 100.0 98.5

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Annex 2

Targets for Improvement in Literacy and Numeracy

Level Key Stage 2 English (% of pupils at expected level) Key Stage 2 maths (% of pupils at expected level) Key Stage 3 English (% of pupils at expected level) Key Stage 3 Maths (% of pupils at expected level)

2004/5

2005/6

2006/7

Milestone Targets 2011/12

76.6%

78.0%

78.0%

-

-

79.0%

80.0%

79.5%

-

-

74.6%

76.6%

78.2%

-

-

73.9%

72.9%

74.4%

-

-

55%

70%

30%

65%

90%

95%

Actual performance

5+ GCSE A*-C (inc Eng and Maths)

51.0%

51.2%

5+ GCSE A*-C (inc Eng and Maths) – FSME pupils only

Not available

26.3%

GCSE A*-G (or equivalent) in English and Maths by the time they leave school

87%

86%

Validated data not available Validated data not available 87%

Strategy Targets 2020

Note: Key Stage assessment scores are based on information received from CCEA and GCSE scores are derived from the University of Bath dataset and the School Leavers’ Survey.

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Annex 3

Findings from Research, Inspection and Other Related Material 1

In recent years, considerable attention has been paid to the role of phonics in raising standards in literacy. The ﬁndings of the review of the teaching of early reading by Jim Rose (Department for Education and Skills, 2006) reinforced strongly the view that the use of phonics in the early years has particular signiﬁcance in enabling beginning readers to acquire the knowledge, skills and understanding that enable them to become more competent and conﬁdent in reading. The review recommended that high-quality synthetic phonics should begin by the age of 5, and should be taught discretely as the main approach in learning to read and write. The review also recommended that phonic work, consisting of a daily schedule of some 20 minutes a day, should not be considered as a stand-alone strategy but should be embedded in a rich and broad language programme that addresses the wider knowledge, skills and understanding that children need to become effective readers and writers. The review concluded that synthetic phonics offers the vast majority of young children the best and most direct route to becoming skilled readers and writers.

2

In addition, the review identiﬁed the essential characteristics of successful early literacy programmes including well-trained teachers, well-designed and thoroughly implemented programmes of work, incisive assessment of teaching and learning, and strong supportive leadership. It emphasised that, while intervention may be necessary, in some cases, to raise standards of literacy, “quality ﬁrst teaching”, within mainstream classroom practice, is of fundamental importance and requires a clear focus on key issues such as the quality and appropriateness of classroom organisation, teaching materials and style, assessment for learning, and the ability of teachers to cater effectively for individual difference. Signiﬁcantly, the review noted that “improving the quality of what is already in place rather than introducing lots of new elements is likely to yield the greatest beneﬁts”.

3

In 2002, the Belfast Education and Library Board identiﬁed a need to address the early teaching of reading and, following research, developed a linguistic phonics programme which was designed to complement the foundation stage of the revised curriculum, then under development. Given early indicators of success the programme was taken up on a pilot basis by three other Boards and a commercial programme, Jolly Phonics, was piloted by the North Eastern Education and library Board. Stranmillis University College, Belfast

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was commissioned by the Education and Library Boards to evaluate the two approaches and assess the effect of phonics programmes in local schools. The report on The Impact of the Linguistic Phonics Approach on Children’s Reading, Writing and Spelling, Stranmillis University College, 2006, stressed the importance of developing a phonics programme within the context of a rounded literacy experience. It noted that high and lower-attaining children in year 2 who had access to linguistic phonics outperformed other children in year 2 who did not participate in the programme. Evidence for similar improvement was less evident in the research carried out with year 8 pupils in post-primary schools.

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4

The report on Improving Literacy in the Early Years: An Evaluation of the Jolly Phonics Programme in the NEELB: Stranmillis University College, 2007, noted that a systematic approach to phonics at an early stage is more effective than later less systematic phonics and that a phonics approach corresponded well with the emphasis in the revised curriculum on enriching the children’s learning environment and learning experiences through play-based learning at the Foundation Stage. The report also considered the distinction between analytic phonics and synthetic phonics, the two most debated approaches to the teaching of phonics. Analytic phonics encourages children to analyse sets of words that share a letter and sound, with an initial focus on a “look and say” approach, followed by investigating phonic aspects and spelling patterns. In contrast, synthetic phonics centres on teaching children the individual letter-sound correspondences that they can then blend together to form a word. All of the teachers reported that a phonics approach had a highly effective or effective impact in KS1 on the children’s reading and independent writing, and a signiﬁcant impact on improved spelling performance.

5

The Review of the Northern Ireland Literacy Strategy, University of Glasgow (2006) drew attention to the importance of educational and social disadvantage as an impediment to raising levels of attainment in literacy, and proposed a more targeted allocation of resources in favour of children and schools in socially deprived areas. It highlighted the positive contribution of Reading Recovery as an effective mechanism in improving standards in literacy, and emphasis was given to research evidence from Scotland concerning the advantages of a systematic phonics programme within a broad literacy curriculum. The Review stressed the need for a more effective approach to performance management in schools, including, for example, the use of aggregated performance data to highlight differences in outcomes for different pupils, or groups of pupils. In line with the recommendations of the NIAO and PAC, the review also noted the need for improved levels of parental support, and for a greater emphasis in initial and subsequent teacher training on strategies to improve levels of attainment in literacy.

6

The Review of the Northern Ireland Numeracy Strategy, University of Glasgow (2006) highlighted the need for teachers to have suitable initial and subsequent training as well as sound subject-speciﬁc knowledge. It also recommended that pupils should experience a wider and more challenging range of learning opportunities including mental calculation in a range of contexts, tasks requiring strategic thinking, higher-order questioning, collaborative problem-solving, and increased use of ICT. The recent evaluation of the mathematics provision in NI post-primary schools conducted by the Education and Training Inspectorate also concludes that the teaching is most effective, when it is interactive and contingent on the pupils’ responses, includes collaborative activities, encourages discussion, involves problem-solving and investigative work, and links the learning with other subjects, including the use of authentic problems.

7

The extent to which socio-economic disadvantage impacts adversely upon levels of attainment in literacy and numeracy, and on educational standards generally, is highlighted consistently in research ﬁndings as a major impediment that limits the success of programmes aimed at improving provision and standards for all young people, irrespective of ability and background. Socio-economic disadvantage and its impact was the subject of a report commissioned by DE on the Barriers to Recognising the Beneﬁts of Education, Patrick Dorrian, March 2006. Within disadvantaged communities in particular, the report suggested that educational disengagement is often accompanied by poor levels of parental and pupil attainment, condoned absences, deprivation, poverty and unemployment, by poor health and dependence on beneﬁts, and by social exclusion. The report recommended the further development of extended schools to establish the school as a hub for multi-agency services to support families and encourage educational involvement.

8

The issues raised in the Dorrian report also feature strongly in a report on Reading Literacy in Disadvantaged Primary Schools by the Educational Research Centre, Dublin (2004). The report recommended a greater integration of schools and other services, intensive family support, and adult and family programmes to combat low levels of parental literacy. One of the report’s key ﬁndings centred on major weaknesses in relation to the nature and effectiveness of monitoring, evaluation and target-setting in schools, all issues fundamental to the improvement of provision and standards in literacy and numeracy. The report noted, for example, that test results are often seen as useful by principals tracking whole-school performance but are considered to be of limited value by class teachers, especially when the tests are administered at the end of the academic year. Furthermore, on marking and its impact on the raising of standards, the report was critical of the overuse of “praise and positive reinforcement with disaffected pupils, in the belief that it boosted self-esteem,

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which in turn was expected to improve reading achievement.” The report concluded that “It would seem reasonable to suppose that pupils who are given balanced and detailed feedback about their strengths and weaknesses, and areas where improvements can be made, are in a better position than those who only hear praise for their efforts.”

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9

In response to a PAC recommendation, DE commissioned research from PricewaterhouseCoopers (PWC) on benchmarking attainment in Northern Ireland, and speciﬁcally Belfast, against educational outcomes in other relevant cities in Britain and Ireland. The 2007 report from PwC, ‘Good practice in literacy and numeracy in British and Irish cities where the level of social deprivation is comparable to or worse than, than that of Belfast’ recommended that, at system level, there should be greater collaboration between local schools and with those elsewhere seeking city-wide solutions in the interests of sharing and disseminating good practice. It argued for a sharper focus in literacy and numeracy in initial and continuing teacher education with a particular focus on special educational needs and working in challenging schools. It proposed the creation of an electronic “one stop shop” for advice, resources and training open to all teachers.

10

At school level the report emphasised the role of the governors and principal in creating an ethos of high expectations and in promoting a culture of enquiry and research, drawing on good practice elsewhere. It recommended a whole-school approach with a consistent and co-ordinated approach to the teaching methodology and to the interventions used. It argued for a strengthening of links with parents and pupils and for the promotion of reading for pleasure. It recommended the use of appropriate role models to encourage boys’ reading and writing.

11

DE also commissioned PricewaterhouseCoopers to consider the nature and quality of outcomes in literacy and numeracy in schools, to bring together the research evidence, particularly in relation to the under-achievement of boys, and to investigate the differences between high and low performing schools. The subsequent report, “Literacy and numeracy of pupils in Northern Ireland (2007)”, noted that its recommendations were similar to those made previously in other evaluations of literacy and numeracy, and to the ﬁndings contained in successive reports of the Chief Inspector. The report’s principal recommendations included the need at a system level for strong strategic leadership from DE supported by a greater focus on literacy and numeracy outcomes in ETI reports and on initial and continuing teacher education provision, in Leadership training. At school level it recommended that the governors and principal should act as leaders of literacy and numeracy in the school and the creators of an ethos of high expectations

and aspirations. It also suggested more effective links between schools at the points of transition. 12

Recognising the central role of the professional teacher the General Teaching Council NI recently published, ‘Teaching: the Reﬂective Profession’11 and its focus on professional competences for teaching has also informed the development of this draft strategy.

13

It is unsurprising that there should be a high degree of congruance between the characteristics of good schools as set out for consultation in the draft school improvement policy, and those features identiﬁed by research and inspection as being important in the context of raising standards of literacy and numeracy. These can be summarised as follows:Effective Teaching – characterised by committed, enthusiastic and competent teachers who have high expectations of their pupils, enjoy positive relationships with their pupils and with other school-based staff and who are dedicated to improving learning. A Positive Culture – evidenced by an ethos which promotes equality of opportunity, high quality learning, a concern for individual pupils and respect for others, together with a culture of achievement and aspiration. An unwavering expectation by teachers, pupils, parents and the wider community that all pupils can and will achieve to their potential. Strong Leadership – characterised by high quality leadership at all levels which provides clear and realistic direction based on a sound knowledge of and vision for the school, and makes effective use of ﬁnancial and other resources. This is coupled with effective support and challenge from the Board of Governors for the process of improvement. An Effective Planning Framework – good quality school development plans formulated following a rigorous and honest self-evaluation which includes the effective use of data and other evidence. Effective Intervention and Support – characterised by systems to identify pupils at risk of failing and organising interventions utilising external support where appropriate. Developing strong links with parents and the wider community to support and underpin the work of the school.

11 ‘Teaching: the Reﬂective Profession’; General Teaching Council for NI; http://www.gtcni.org.uk/uploads/docs/GTCNI_Comp_Bmrk%20%20Aug%2007.pdf

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