Reducing the impact of poverty on educational achievement. Policy Observatory Project report. Wales Centre for Equity in Education

Transcription

1 Reducing the impact of poverty on educational achievement Policy Observatory Project report Wales Centre for Equity in Education University of Wales Trinity Saint David June 2014

2 Report authors Professor David Egan Dr Linda McConnon Dr Russell Grigg Lizzie Swaffield The Wales Centre for Equity in Education is a national policy and applied research centre dedicated to improving educational equity in Wales. It is a joint initiative between the University of Wales Cardiff and the University of Wales Trinity Saint David. The Policy Observatory is collaborative project between the Wales Centre for Equity in Education, the four regional education consortia in Wales and the Wales Council for Voluntary Action. The project was funded by the Welsh Government. This report has been commissioned and financed by the Welsh Government. Contact Wales Centre for Equity in Education University of Wales King Edward VII Avenue Cardiff, CF10 3NS wcee@uwtsd.ac.uk Digital ISBN Crown copyright 2014 WG22911

3 Contents 1. Introduction 2 2. Background 3 3. Methodology Research design Case study themes Sample Sampling procedures Invitation to participate Participants Ethics Case study data collection Rigour Findings 12 Case Study Reports Ysgol Glan Gele Ysgol y Dderi Pencoed Comprehensive School Ysgol Hen Felin Ysgol Uwchradd Tywyn Oakdale Comprehensive School Bishop Gore School Ysgol Bassaleg School Mount Stuart Primary St. Mark s Church in Wales V.A. Primary School Ely Caerau Federation Schools Community Partnership Flintshire Parenting Strategy and Delivery Plan 125

4 1. Introduction Overcoming the effects of living in poverty is one of the most significant challenges children and young people face in gaining the skills and qualifications that can improve their life chances. The reasons for this situation are complex, but evidence from Estyn, educational research and professional practice suggests that schools working with parents, families and the wider community can succeed in overcoming this situation. 1 This report, developed and submitted by the Wales Centre for Equity in Education at the University of Wales Trinity St David and the University of Wales is based on a joint project led by the Central South Education Consortium on behalf of the four Regional Education Consortia in Wales 2 and the Wales Council for Voluntary Action to set up a Policy Observatory. The aim of the Policy Observatory is to contribute towards the development of a robust body of evidence that can be used by schools, the Regional Education Consortia, and the Welsh Government to reduce the impact of poverty on educational achievement. The Observatory has worked closely with the Department of Education and Skills, other Welsh Government policy areas (particularly Communities First), the third sector (through the WCVA 3 Anti-Poverty Taskforce), Estyn and other organisations. It has ensured that its work is fully aligned to the on-going evaluation of the Pupil Deprivation Grant (PDG) procured by the Welsh Government. 1 Estyn (2012) Effective practice in tackling poverty and disadvantage in schools, Cardiff: Estyn. More recently, the inspectorate has published training materials for schools. See Estyn (2014) Promoting good practice in tackling poverty and disadvantage, Cardiff: Estyn; Egan, D. ( 2012) Communities, Families and Schools Together, London, Save the Children; Egan, D. (2013) Poverty and low educational achievement in Wales: student, family and community interventions, York: Joseph Rowntree Foundation; Kintrea, K., St Clair, R. and Houston, M. (2011) The influence of parents, places and poverty on educational attitudes and aspirations, York: Joseph Rowntree Foundation. 2 North Wales; South West and Mid Wales; South East Wales; and Central South Wales. 3 Wales Council for Voluntary Action 2

5 2. Background The Welsh Government (2012) is committed to preventing poverty in Wales and mitigating its impact on children and young people s lives 4. A key element of the Government s strategy is narrowing the gap in educational achievement associated with poverty. The Minister for Education and Skills has identified the reduction of the impact of poverty on educational achievement as his major priority for education in Wales. This national priority has been taken forward through a number of interrelated policy initiatives, with schools being funded to undertake interventions through the School Effectiveness Grant (SEG) and the Pupil Deprivation Grant (PDG). The Welsh Government has developed frameworks for its other two national education priorities that focus on improving literacy and numeracy. These frameworks encapsulate effective practice and, assisted by a National Support Programme, attempt to embed this practice in all schools. Welsh Government (2013) advice to schools and local authorities, on how best to address the Poverty priority, has focused on how to make effective use of the SEG and PDG grants. 5 The guidance draws upon evidence from Estyn and educational research. 6 Recently schools have been able to match their use of PDG with additional funding made available through Communities First. The Wales Centre for Equity in Education has also recently published a resource for schools and education leaders on effective use of the PDG. 7 The Policy Observatory has been developed in line with this guidance and also draws upon the work of a Strategic Group 8 for Reducing Low Achievement set up by Central South Education Consortium. This Group is firmly of the view that schools would be better placed to address this Priority if the guidance provided by the Welsh Government was supported by evidence based on current success within Wales and through robust trialling of promising interventions, designed to test their efficacy. 4 Welsh Government (2012) Tackling Poverty Action Plan , Cardiff: Welsh Government. 5 Welsh Government (2013) School Effectiveness Grant and Pupil Deprivation Grant , Cardiff: Welsh Government. 6 Estyn (2011) Tackling poverty and disadvantage in schools: working with the community and other services, Cardiff: Estyn; Estyn (2012) Effective practice in tackling poverty and disadvantage in schools, Cardiff: Estyn; Estyn (2013) Working together to tackle the impact of poverty on educational achievement, Cardiff: Estyn. 7 Egan, D, Saunders, D. and Swaffield, L. ( 2014) Making Effective Use of the Pupil Deprivation Grant, Cardiff, University of Wales. 8 This Group is made up of representatives from primary, special and secondary schools, local authorities, Communities First, Families First and third sector organisations in the region. 3

6 3. Methodology 3.1 Research design This research has been designed to identify, on the basis of rigorous evidence criteria, effective practice currently taking place in Wales. The Policy Observatory delivers two distinct but complementary elements: Case studies of effective practice where the impact of poverty on educational achievement in school, family and community contexts has been reduced. A model for the future trialling of promising interventions that could lead to a robust evidence base being developed and used by schools, Regional Education Consortia and the Welsh Government. The case studies comprise examples of practice drawn from school, family and community contexts. These are in a common format in both English and Welsh and available on the Learning Wales website. 3.2 Case study themes The case studies were written around three broad inter-related themes: leadership, teaching and parental engagement (Figure 1). The case study settings have a very clear focus on improving pupils achievement and wellbeing. Effective use of data was a sub-theme arising from leadership and teaching. Learners achievement and wellbeing Figure 1. Main case study themes 4

7 Table 1 summarises for each case study their focus points linked to the themes. The leaders and teachers in each case study have effectively narrowed and/or closed the achievement gap between pupils receiving Free School Meals (FSM) and those who do not. Theme Case study setting Focus Leadership Teaching and Learning Parental engagement Ysgol Glan Gele Infants and Nursery, Conwy Ysgol y Dderi, Ceredigion Pencoed Comprehensive School, Bridgend Ysgol Hen Felin Special School, Rhondda Cynon Taf Ysgol Uwchradd Tywyn, Gwynedd Oakdale Comprehensive School, Caerphilly Bishop Gore Secondary, Swansea Bassaleg Secondary School, Newport Mount Stuart Primary, Cardiff St. Mark s Church in Wales V.A. Primary School Ely Caerau Federation Schools Community Partnership, Cardiff Y Flintshire Parenting Strategy and Delivery Plan Strategic planning to tackle the impact of poverty Use of data to identify and support pupils who are falling behind Use of data to support the aspirations of young people and to identify and support pupils who are falling behind Workforce development through staff training, self-evaluation, and distributed leadership Identifying low-achieving pupils and developing a range of strategies to improve their performance Developing a framework to support high-quality relationships and learners wellbeing Supporting low achieving pupils to reach their target grades Feedback, peer-to-peer learning and learners thinking skills Engaging parents and families to overcome cultural barriers Engaging parents to support the well-being of vulnerable children Strengthening links with communities, family and parental engagement Strengthening links with communities, family and parental engagement Selection Criteria Pupils receiving Free School Meals (FSM) achieve well above local and national average in Foundation Phase indicator Infants and Nursery school KS2 FSM pupils outperform non- FSM pupils over last 5 years Welsh-medium school The achievement gap between FSM pupils and non-fsm pupils has significantly narrowed at KS4 Improvement of at least 1 P SCALE judgement for each child throughout the academic year Special school Over the last 5 years, FSM pupils achieve well above local and national averages at KS3 and KS4 Welsh-medium school The achievement gap between FSM pupils and non-fsm pupils has significantly narrowed at KS3 and KS4 Over the last 5 years, FSM pupils achieve well above local and national averages at KS3 and KS4 Over the last 5 years, the achievement gap between FSM and non-fsm pupils has been closed Over the last 5 years, FSM pupils have outperformed non-fsm pupils at K2 Over the last 5 years, Foundation Phase and KS1 FSM pupils have outperformed non FSM pupils Significant improvements in pupil attendance Over the last 5 years, FSM pupils achieve well above local and national averages at KS3 and KS4 5

8 Table 1. Summary of case study focal points 6

9 3.3 Sample The Project Team drew upon the robust body of research developed through investigation and inspection evidence on how the impact of poverty on educational achievement can best be reduced. The research team received initial quantitative contextual and results based data on 1576 Primary and Secondary Schools from across the whole of Wales (see Table 2). Regional Education Consortia Number of schools included in initial data sample North Wales 434 South West and Mid Wales 449 South East Wales 243 Central South Wales 450 Total 1576 Table 2: Initial Data Sample- Primary and Secondary Schools In addition to this initial sample of 1576 schools, in order to be equitable and inclusive, the team opened up a call for contextual and best practice data from Special Schools and Community Based Educational Projects from across Wales. 25 settings responded increasing the total sample to 1601 (see Table 3). Type of School or Education Project Total number of schools within data sample Primary 1360 Secondary 216 Special 2 Community 23 Total 1601 Table 3: Inclusive Data Sample- Type and Number 7

10 3.4 Sampling procedure Each of the four Regional Education Consortia provided the research team with contextual and performance data collected between the academic years of 2008/9 through to 2012/13. Every school- primary and secondary across Wales was included in the analytical scoping exercise. Data included: School Name Total number of pupils on roll Average % number of pupils in receipt of free school meals (FSM) over 5 years Average % number of non FSM pupils achieving: Key Stage 1 CSI and FPI Key Stage 2 CSI Key Stage 3 CSI Key Stage 4 Level 2 Inclusive Threshold 11 Average % number of FSM pupils achieving: Key Stage 1 CSI and FPI Key Stage 2 CSI Key Stage 3 CSI Key Stage 4 Level 2 Inclusive Threshold The initial scoping procedure included sorting schools by Key Stage within each Consortium. The quantitative data was then tested against three primary criteria: 1. T he average percentage number of pupils in receipt of free school meals 2008/ T he average percentage number of pupils (both in receipt, and not in receipt of free school meals) achieving Key Stage Core Subject Indicators and Level 2 Inclusive Threshold 2008/ T he percentage point difference between the average number of pupils (both in receipt, and not in receipt of free school meals) achieving Key Stage Core Subject Indicators and Level 2 Inclusive Threshold 2008/ CSI, Core Subject Indicator. Pupils achieving the expected level in English or Welsh (first language), mathematics and science in combination. 10 FPI, Foundation Phase Indicator. Pupils achieving at least outcome 5 in "Personal and social development, well being and cultural diversity", "Language, literacy and communication skills English" / "Language, literacy and communication skills Welsh" and "Mathematical development" in combination. 11 Level 2 Inclusive Threshold, 5 GCSEs Grade A* C Including Maths and English/Welsh /9 to 2011/12 for North Wales and Central South Education Consortia 8

11 After the data had been tested three reports were generated ranking schools that best fitted each of the primary criteria. Cross referencing was carried out across the three reports in order to determine which schools best met all three criteria. A final report then produced a long list in order to examine the top 80 outliers across the entire data set (20 from each Consortium) ensuring an equal spread of schools and Key Stages. The Policy Observatory Project Team then liaised with the Regional Education Consortia, WCVA and Estyn to utilise their expertise about local contexts and, in collaboration produced a short list to ensure appropriate geographical balance. From the initial sample of 1601 schools and community settings, fourteen were selected for further case study data collection (see Table 4). Type of school Number of schools selected for case study data collection 13 Primary 6 Secondary 5 Special 1 Community 2 Total 14 Table 4: Case Study Sample- Type and Number These schools and settings were selected via a rigorous analytical and consultation process. The Data Collection Procedure, Section 3.9 details the quantitative scoping process carried out during the first Phase of the project, which included interrogating performance data held by the Welsh Government School Standards Unit. This produced a long list of schools for possible selection through further consultation. The Policy Observatory Project Team then liaised with the Regional Education Consortia, WCVA and Estyn to utilise their expertise about local contexts and agreed 13 One primary school withdrew from the project due to senior staff illness at the school reducing the number of primary schools to five, one of which was an Infants School. This totalled 13 final case studies. 9

12 a short list. Short-listed schools and settings identified as prospective case studies of effective practice were then cross-referenced to ensure that they did not duplicate those already provided by Estyn and those to be collected by Ipsos-Mori (currently evaluating the Pupil Deprivation Grant on behalf of the Welsh Government). 3.5 Invitation to participate The Regional Education Consortia initially introduced the research team to the schools and settings by telephone and and the research team followed this up with a personal invitation to participate in the project. 3.6 Participants The fieldwork leading to the writing of the case studies involved a range of people from each school and setting including: Headteachers Members of the Senior Leadership Team Teachers Teaching Assistants Special Educational Needs Co-ordinators Ethnic Minority and Traveller Achievement Service Members of the Governing Body Pupils Parents and Carers Community Project Co-ordinators Family Liaison Workers Volunteers Specialist Advisors 3.7 Ethics Ethics were negotiated and agreed with the University of Wales Trinity Saint David and adhere to the Ethical Guidelines for Educational Researchers (BERA, 2011). 14 The procedures included issuing a plain language statement to all participating schools and settings informing them of the aims and anticipated outcomes of the research, and written informed consent forms for participants partaking in the case study data collection. The right to abstain or withdraw from the project at any time 14 resources/publications/ethical guidelines for educational research

13 was upheld. Both raw and analysed data material was stored in a secure projectspecific data system. 3.8 Case study data collection A team of three researchers were allocated a caseload of schools and settings: Researcher Primary Secondary Special Community 1 (LM) (JJ) (AM) 1* *Infant School Table 5: Case Study Allocation Initial quantitative data scoping was complimented by qualitative desk research to further set the context for constructing the rich case studies. This included collecting information via Estyn reports and the school s website. Researchers were given a copy of the case study template (see below), which was drawn up by the Project Steering Group, setting further criteria for data collection. Name of Case Study Type of setting (pre-school, primary school, special school, secondary school, community based, family based, other) Summary of case study Brief description of geographical/community context Description of the intervention/s undertaken Funding of the intervention/s Future development of the intervention/s (including plans or potential to roll-out to other settings) Evidence of impact Key Contact Table 6: Case Study Template During fieldwork site visits, researchers conducted a number of informal interviews and focus groups with a wide range of participants (see Section 3.6). Three methods were used to collect data: voice recordings (transcribed) researcher notes and reflections. Many schools and community settings also gave researchers copies of their prospectus, intervention leaflets, PDG plans and reviews, data tracking 11

14 systems, year books, PowerPoint presentations, toolkit manuals, study guides, lesson criteria, parenting plans and community delivery strategies. This wealth of quantitative and qualitative data was then pulled together to write rich triangulated case studies incorporating multiple perspectives and authentic voices. 3.9 Rigour The researchers upheld protocols and procedures making each stage of the project transparent and thus the project team sought to maintain quality and trustworthiness in terms of credibility and dependability. Following initial drafting, all case studies were circulated amongst the Steering Group and were returned to the individual schools and settings for their validation and approval. All comments and suggestions fed back to the team were acted upon to ensure that the case studies were accurate and true reflections of the facts and narratives as presented to the researchers. 12

15 4. Findings Although each case study is unique, a number of common findings emerge that make a difference to narrowing the achievement gap between pupils receiving FSM and those who do not. These are summarised in table 7 below. A simple tick system indicates the extent to which the case studies demonstrated behaviours to the research team. A double tick indicates where these were very evident and put forward by the case study as particularly important factors in narrowing the achievement gap, while a single tick is used where these were less prominent to the researchers in the specific case study contexts. Where there is no tick this does not mean that the behaviours are absent in the case study. Rather, these were not the focus of the research. A far more rigorous research methodology is needed to explore the effect size, or relative significance, of the various factors in narrowing the achievement gap. The emerging findings from the case studies suggest that often a combination of factors contribute to improvements in learning for all pupils. Many of the leaders and teachers in the sample make very effective use of data to track the progress of pupils, identify areas of underachievement and implement appropriate support strategies. These are carefully monitored to assess their impact and, in some cases, a designated leader takes overall responsibility for analysing trends and evaluating the impact of intervention strategies. It is, therefore, apparent that leadership at all levels in the school has a critical role to play in developing positive strategies designed to reduce the impact that poverty can have on the achievement of pupils. The quality of teaching is a key factor in raising standards. Hence the deployment and professional development of staff have a high priority in the case study schools. Teachers use a range of approaches to engage the interests of learners. The curriculum, including extracurricular activities, is often tailored to meet learners needs, interests and choices. Schools use a range of catch-up programmes, which target mostly literacy skills. Invariably, there is a strong emphasis on improving attendance, behaviour for learning and building pupils self-esteem, confidence and resilience. Learners receive focused feedback on how well they are doing and how they can improve. In some cases, there is a strong focus within the school on aspects of pedagogy such as promoting pupils independent thinking skills. All the case studies recognised the importance of parental engagement and had set about this in different ways. Several focused on developing parental confidence and basic skills through adult learning classes. These are seen as a means of building a strong dialogue between home and school. Several case studies also illustrated the significance of establishing, sustaining and evaluating strategic partnerships with the wider community. 13

16 Themes Leadership Teaching and Learning Engagement with parents and wider community Particular factors Settings YGG YYD Pen YHF YUT Oak BG YB MS SMC EC FP Designated senior leader Rigorous use of data and self evaluation Strategic plan which focuses clearly on the achievement of pupils receiving FSM Training and deployment of staff including specialists Strong link with governors Multi-sensory teaching strategies Catch-up programmes Tailored curriculum building on learners interests and capabilities, including extracurricular activities Wellbeing and behaviour for learning programmes including a focus on attendance, listening to learners and building self esteem Effective feedback and assessment Metacognitive strategies Strong dialogue with parents Adult learning Establishing and sustaining strategic partnerships Settings Nursery/infant Primary Secondary Special Community Behaviours Very prominent 14

17 Present Table 7: Factors that contribute to improved standards in case study settings Key Case study reports Ysgol Glan Gele Ysgol y Dderi Pencoed Comprehensive School Ysgol Hen Felin Ysgol Uwchradd Tywyn Oakdale Comprehensive School Bishop Gore Secondary School Ysgol Bassaleg Secondary School Mount Stuart Primary School St Mark s Church Primary School Ely Caerau Federation Schools Community Partnership REDUCING THE IMPACT OF POVERTY ON EDUCATIONAL ACHIEVEMENT Flintshire Parenting Strategy and Delivery Plan YGG YYD Pen YHF YUT Oak BG YB MS SMC EC FP POLICY OBSERVATORY CASE STUDY 1 Name of School/Setting: Ysgol Glan Gele Local Authority: Conwy Type of School/Setting: Infants and Nursery Language Medium: English Number of Pupils: 283 Free School Meal Percentage: 34% Focus of Case Study The importance of having a strategic plan to tackle the impact of poverty, focused on leadership, the deployment of staff, successful learning and teaching strategies and parental/community engagement. Ysgol Glan Gele Infants and Nursery School Ysgol Glan Gele is a large infant school of 300 pupils from 3 to 7 years of age situated in Abergele, Conwy, North Wales. Each year group is organised into three classes. The school serves a predominantly disadvantaged area along the North Wales coast. Approximately 38% of pupils are currently receiving FSM. The Welsh Government Index of Multiple Deprivation identifies the Abergele - Pensarn ward as the 195 th most deprived ward in Wales. 15 The Case Study The school has developed a whole-school approach to reducing the very strong link between poverty and low educational achievement. This approach includes: 15 The most deprived LSOA is ranked 1, and the least deprived 1,

18 an action plan that is strategic, developmental, collaborative, evaluative and sustainable and informs the school improvement plan (SIP) acting as a lead practitioner school and through its Pupil Deprivation Grant (PDG) funding, networking with other schools locally and throughout Wales to identify practice that can improve pupils attainment and progress developing strategies to work with parents and the community in improving educational outcomes effective deployment of teacher assistants who work with pupils from disadvantaged backgrounds to develop their basic and social skills The school has a strong moral purpose that governs all aspects of its life and work and is a recurring theme discussed during staff meetings. This ensures that teachers and learning support assistants understand the importance of the school making a difference to pupils life chances through intervening early (within the first four years of a child s education) to in combatting deprivation and underachievement. An action plan was drawn up to reduce the impact of poverty on pupils attainment following an Inset session. It focuses on interventions based upon the four key aspects identified in the Welsh Government criteria for spending the Pupil Deprivation Grant. These are: Supporting children to do well in school Developing leadership School transition plans Improving family engagement Improving community engagement Role of the Progress Manager The post of Progress Manager was created within the school s senior management team. It includes responsibility for monitoring and evaluating pupils progress using an on line tracking system. The progress manager along with the class teacher makes the maximum use of formative assessment data to set targets for pupils from disadvantaged backgrounds who with extra support are challenged to attain a level above that expected for their age (Foundation Phase Outcome 6). The Boxhall Profile is used to identify and target support for pupils who are not making the expected progress in school. These pupils often have barriers to effective learning such as low self-esteem and lack of confidence. Support is provided weekly within a small nurture group to strengthen these pupils emotional, social and personal skills. 16

19 Teaching Assistants (TA s) work with pupils from disadvantaged backgrounds to develop their basic and social skills during lunchtime pastoral groups of targeted FSM pupils. TA s work closely with class teachers to track the progress and attainment of these pupils. They work with pupils on individual targets during these lunchtime pastoral sessions to raise attainment in Literacy and Numeracy and keep a record of all activities and attainment. They also run Homework Clubs for year 2 pupils to ensure they have the support needed to complete home tasks and Learning Log activities. Forest and Beach schools, led by seven fully trained staff including two Outdoor Learning mentors, support wellbeing and the development of social and emotional skills. The school has used the Sutton Trust Toolkit 16 to target further improvement in pupil attainment and wellbeing. Strategies found to be most effective were adopted within classrooms and in nurture groups and include developing: Effective feedback to pupils about their learning Peer tutoring during most lessons (Talking partners) Metacognition ensuring that pupils understand how to develop their skills of learning including learning independently. These arrangements ensure early intervention and additional support where and when needed and are believed to be effective in helping to ensure that all pupils remain on track to attain their potential by the end of the Foundation Phase. Developing Leadership The headteacher takes responsibility for analysing data with SLT and the Governors and in developing an annual action plan using the PDG to tackle the influence of poverty on achievement. She also ensures that the plan and its vision are discussed during staff meetings and understood by all. The Progress Manager oversees the implementation of the plan. A Family Liaison Teaching Assistant was appointed using the PDG in September 2012 to develop existing links with the community and to ensure that they are part of the vision the school has developed. A Personal and Social Development Leader coordinates approaches to wellbeing in the school and tracks the progress of FSM pupils within pastoral groups. A member of the Governing Body leads their work in analysing and monitoring the attainment of FSM pupils, helping in the setting of targets and the drawing up of the

20 deprivation action plan. The Chair of the Governing Body also monitors the progress of FSM pupils. Family Liaison Assistants lead the Nurture group each day and carry out a range of engagement, training and support activities with parents. They also attend multiagency and child protection meetings. School Transition Plan This is identified in the school s action plan as an area for development during spring New protocols on transition arrangements are being drawn up with the junior school, involving sharing of formative data on pupils attainment as they progress through the Foundation Phase. This is designed to improve partnership working between the infant and junior school to improve continuity and progression in pupils learning and raise teachers expectations of pupils on entry to KS2. Improving Family Engagement Having been persuaded by evidence on the importance of family engagement, the school introduced learning logs (see below) for parents to support their children s home tasks. These are designed to promote a continuous dialogue between parents, pupils and school and have improved communication of pupil progress and individual targets. Positive parenting to support their children s home tasks through Learning Logs What is a Learning Log? Learning logs provide parents with information on what learning their children will be undertaking each week. The Learning Logs are sent home each Friday and contain work which introduces the pupils and parents to the tasks and challenges for pupils the following week. How are Learning Logs used? The class teacher adds appropriate learning tasks in the log on a weekly basis. The home tasks are an introduction and an extension to the work to be completed in class the following week. The home tasks are designed to help pupils develop their curiosity and to aid independent and personalised learning. What is the role of parents in contributing to their children s home tasks and learning log? Parents are expected to: 18

21 show an interest and discuss the home task with their child; provide support when and where needed; tell the class teacher either verbally or through the learning log if the child finds the work too difficult or too easy; enjoy being taught by their child and to share in their learning; and ensure the learning log is returned to school on time each week. Improving Community Engagement The school has strong links with the community. Volunteer helpers are drawn from parents, grandparents, friends of the school, trainees from higher education teacher training institutions, individuals in training as learning support assistants from further education colleges, people with links to local businesses and industries and sports volunteers. The school holds weekly Family Learning sessions delivered by a local college funded by Welsh Government. This group focuses on helping parents and carers develop their children s basic skills. The school also delivers Parenting Courses ( Positive Parenting ) on a regular basis in partnership with a local community group. A local college also works in conjunction with the school to deliver IT courses for parents, the most recent being An introduction to the i-pad. Parent Partner sessions are held once each term. Every class invites in parents and carers for the afternoon to access the curriculum with their children. This is an opportunity to showcase recent work and further engage parents in their children s education. Evidence of Impact Glan Gele High performing, school in the top 25% of schools from similar socio economic areas 19

22 Where are we now? FP2 Attainment Summer

23 Outcome 4 Outcome 5 Outcome 6 Difference at 06 FSM LLC Literacy LLC Literacy 9% 61% 30% 22% 6% 42% 52% Non FSM MD 4% 61% 35% 17% Mathematics Non MD 4% 44% 52% FSM PSD 0% 61% 39% 16% Non PSD 4% 31% 65% FSM pupils outperformed non FSM pupils in 2012 as three non FSM pupils had Statements of SEN 21

24 Future Developments Glan Gele Infants is a Lead Practitioner School and hosts visits from numerous schools in the north Wales region and from elsewhere in Wales who come to view good practice in combatting disadvantage. The head also visits other schools to share expertise and to advise on all matters relating to practice in the Foundation Phase. The school wishes to develop as a centre of excellence in providing schoolto- school support. The headteacher believes that if a common pupil tracking system was adopted by all the primary and secondary schools in the cluster this would assist efforts to improve attainment, particularly that of the most disadvantaged pupils. The school s new transition policy will explore these ideas initially with the junior school where pupils will transfer to at seven years of age. The hope is that it could be adopted throughout the cluster into KS3. 22

25 Funding Interventions are financed through: the School Effectiveness Grant (SEG) and the PDG. Summary The key message from this case study is the importance of leaders developing a whole-school approach to reducing the impact poverty has on educational achievement. Theme Particular factor YGG Leadership Teaching and Learning Engagement with parents and wider community Designated senior leader Rigorous use of data and self evaluation Strategic plan that focuses clearly on the achievement of pupils receiving FSM Training and effective deployment of staff including teaching assistants and specialists Strong link with governors Multi-sensory teaching strategies Catch-up programmes Effective feedback and assessment Metacognitive strategies Strong dialogue with parents Adult learning Establishing and sustaining strategic partnerships Key Contact Julia Buckley Jones Headteacher Glan Gele Infant School Abergele Conwy LL22 7NU Tel:

26 REDUCING THE IMPACT OF POVERTY ON EDUCATIONAL ACHIEVEMENT POLICY OBSERVATORY CASE STUDY 2 Name of School/Setting: Ysgol y Dderi Local Authority: Ceredigion Type of School/Setting: Primary Language Medium: Welsh Number of Pupils: 139 Free School Meal Percentage: 21% Focus of Case Study The use of data to identify pupils who are falling behind and who are then supported by appropriate school based interventions with the support of specialist staff who build self-esteem and self-efficacy Ysgol y Dderi Ysgol y Dderi is an area community primary school under the control of Ceredigion Local Education Authority (LEA). It is located in the village of Llangybi, near Lampeter and serves a wide rural area, which includes the villages of Silian, Betws Bledrws, Cellan, Llanfair Clydogau, Llangybi, and Llwynygroes. The school has been designated category 'A' by the LEA, which means that Welsh is the main medium of teaching and learning, but aims to ensure that pupils are fluent in both English and Welsh by the time they transfer to secondary school. In the school's opinion, its natural catchment is neither prosperous nor economically disadvantaged 17. There are currently 139 pupils on roll 18 and the school s five year average percentage of pupils eligible for free school meals is approximately 21% which is above the average for the Local Authority and nationally across Wales. 19 The Case Study Dysgu, Rhannu a Gofalu - Learn, Share and Care are the school s core values and this case study focuses on the use of data to identify pupils who are falling behind and who are then supported by appropriate school-based interventions alongside specialist staff who build self-esteem and self-efficacy. 17 Estyn (2008) Inspection Report of Ysgol y Dderi, Cardiff: Estyn 18 My Local School Stats Wales 24

27 Teachers believe in a friendly and warm environment where respect is shown towards each child as an individual. Ysgol y Dderi aims to create a happy community school for all of its pupils by: Promoting existing friendly and neighbourly relations, creating a sense of belonging to a wider area administered by the school. Promoting the feeling of belonging to a rural, bilingual community. To enable pupils to forge links and form friendships with peers who come from different cultures and backgrounds. To listen to pupil views within the "Child Board" and "Eco and Healthy Board". Our teachers understand the importance of nurturing and teaching selfrespect, as well as respect towards others and property. 20 Equality Pupil Voice Ysgol Y Dderi prides itself on being an inclusive area community school. In 2008 Estyn reported that an outstanding feature of the provision is the school s success in promoting equal opportunities, addressing social deprivation and challenging stereotyping. 21 The school has an eclectic mix of children and parents from many different backgrounds, which has manifested a caring ethos. The school has some pupils from travelling families, some from disadvantaged homes, and some that have been home educated and have started school at a late age. Our children are very tolerant, nothing much fazes them, there is a real mix of people here, they just see it as working with friends and family. The core value of the school is to be tolerant and respectful no matter what your background is. Headteacher Building relationships with children is key to raising self-esteem and attainment at Ysgol Y Dderi and staff are extremely mindful that poverty, deprivation, and disadvantage can happen in many forms, and ensure that all pupils are treated in the same way and are not made to feel different. The headteacher ensures that school uniform costs are kept to an absolute minimum and wants everyone to be able and proud to wear the school jumper. We want all our pupils to feel part of the school, the same as everybody else. We are very sensitive if people are feeling different. We go the extra mile, if we can help we 20 Ysgol y Dderi website 21 Estyn (2008) School Inspection Report of Ysgol y Dderi, Cardiff, Estyn, point

28 will by using financial resources to buy school uniform and offer delicate children emotional support. Headteacher When children start at the school they are given a book bag, and as they progress they get a school pencil case with a fountain pen, pencils, ruler and rubber, and a personal smart sack which sits over the back of their chair to keep their books in. We make sure everyone has the same tools to work with, that contributes to self-esteem and motivation to learn too. SENCO The school has a palpable supportive atmosphere where every child is clearly valued, and all staff want each and every child to do well regardless of their circumstances, and to be able to reach and fulfil their own potential at whatever level and in whatever form that may be. Life Experiences We respect pupils who do not reach the expected level at the end of each key stage, for us if pupils have worked hard and are fulfilling their own potential we celebrate and respect that. Headteacher Ysgol Y Dderi operates the Cornerstones Experiential Creative Learning Curriculum 22 that offers pupils opportunities to: ENGAGE - DEVELOP - INNOVATE - EXPRESS The headteacher wants all pupils to have valuable learning and believes that rich experiences have helped to raise standards. Estyn concurs: There are outstanding features in the learning experiences provided for pupils. The school provides a broad and rich curriculum that includes all the statutory requirements. Pupils' learning is effectively enriched by a wide variety of educational visits and extra-curricular activities, and the outstanding use of partnerships. All these features improve pupils' learning experiences and contribute substantially towards raising standards. Estyn School Inspection Report (2008)

29 Staff are aware that some children do not get purposeful enrichment activities at home and therefore does not rely on children having had life experiences with their family; instead the school provides that for all its pupils. We don t take children on trips as treats; they are part of our curriculum. SENCO Some recent themes and visits include: The 7 Wonders of the World - following research pupils presented their findings to the Wales Tourist Board. Skin Deep - pupils made a television advert for the NHS advertising the prevention of spreading germs. Electric Rainbow - pupils held a light procession for the king in the dark. Art Gallery - pupils visited Tate Modern, London and set up and ran their own art exhibition for visitors. As a rural school travel is expensive and the PTA support off site experiential visits by match funding travelling costs every time, thus helping parents with financial commitments. If pupil consent forms do not get returned to the school the headteacher will phone up parents and see what the reasons are for the children not having access to the experiences and resolves the situation. The headteacher will help with costs, but has found that reasons are not always financial and that sometimes there are family reasons, e.g. vulnerable parents are wary of letting children travel long distances, or are unable to pick up from the bus in the evening. In these circumstances staff reassure pupils and parents and will transport individual children home if necessary. Interventions Ysgol Y Dderi operates a system of early intervention. Assessments are carried out on a regular basis across the whole school to identify pupils who are falling behind or who need extra encouragement. This includes teacher assessments and NFER testing where pupils are banded in colours- red, amber, and green. County guidelines are then followed for eligibility to an intervention programme (see table below). The SENCO also cross references the NFER scores with each teacher to make sure that they are a true reflection of the child and not a one off bad day event. The SENCO then decides who is eligible, and who will get the most out of each intervention, and then invites parents in to talk and agree a suitable course of action to follow. 27

30 Parents know that interventions are helpful, it is not frowned upon here. SENCO Intervention Groups SATPIN (Early Phonics) TRANDEP (Early Phonics) Catch Up (Reading) Dyfal Donc (Reading) Toe by Toe + Word Wasp (Dyslexic tendencies) Visual and Auditory Memory Groups Springboard Maths Ceredigion Counting Mathematics Sensory Circuit (Release energies or settle children into the school day) SULP (Social Group) ELCLAN (Improving Listening Group) Entry Criteria Red band children in English spelling Standardized NFER scores of 84> Red band children in Welsh spelling Standardized NFER scores of 84> Orange band children in English reading Standardized NFER scores of (85-94) Orange band children in Welsh reading Standardized NFER scores of (85-94) Where there is a discrepancy between pupil s oral ability and written work. Shows signs of dyslexic tendencies. Analyse LASS test scores. If there is a big difference between the auditory and visual memory try and boost the lower memory. Orange band children in mathematics Standardized NFER scores of (85-94) Red band children in mathematics Standardized NFER scores of 84> Participation in a short sensory motor circuit prepares children to engage effectively with the day ahead. Behavioral clues such as fidgeting, poor concentration, excessive physical contact or overall lethargy can indicate that a child is finding it difficult to connect with the learning process. When children have low self-awareness and selfesteem and social interaction problems. Structured scheme written by Alex Kelly. Reception children who find listening difficult. Short sessions once a week that develop their early listening. As a Welsh medium school staff are aware that if their data was compared with an English medium school their scores would be lower as at Ysgol Y Dderi they do not start formal English lessons until Year 3. There is a steep learning curve in Year 3, however pupils are not disadvantaged, staff can see that pupil s minds are more open to understanding language and soon catch up. The school draws on its bilingual strengths and delivers half termly blocks of either Welsh or English interventions; they never overload the children by delivering both together. Staff work closely with parents and the Local Authority who deliver training and support to run the intervention programmes. Every Teaching Assistant has been trained in their own intervention specialism and children consistently know who is 28

31 supporting them by having a designated intervention key worker. Ysgol Y Dderi delivers their interventions in short sharp bursts for 10 to 20 minutes at the same time every day, 5 days a week, in small working groups to raise confidence. Detailed Individual Education Plans (IEP) are drawn up and every member of staff has a copy which forms a working document for review and reflection. Children also draw up their own IEP to have ownership of their learning which they then take home to show parents and discuss their learning and progress. As a parent I value the open door policy, if you have concerns you can come in and talk to someone and know that you will be taken seriously. We are kept informed at every stage; I know exactly what is going on. Parent He [my son] can see his progress, he has his child friendly IEP so he can see how far he has come. Parent At the start of each intervention children are encouraged to self-assess themselves by looking at each of the topics, then using a range of facial expressions rate how confident they are. At the start the start of the term I was getting smiley faces for everything, now children know that they can tell me honestly how they are feeling about a topic and I will help them. SENCO Across the whole school, in every lesson children are always encouraged to have a go and actively risk take. If a child feels uncertain about what they are doing at any time they place an R in a circle in their books to indicate to the teacher that they are taking a risk. This way of working also links to habits of mind and thinking about thinking, and also allows the teacher to assess levels of understanding and know that children are not second-guessing the answer. Specialist Intervention Role- Teacher of Dyslexic Students Ysgol Y Dderi regards itself as extremely fortunate to have secured the services of Miss Collette who through personal parental experience trained as a teacher of dyslexic students. Miss Collette works at the school two mornings a week, either with pupils on a one-to-one basis or in small groups. Children are referred to Miss Collette for screening at the age of 8 years if teachers are concerned about discrepancies between their ability to work well orally and in 29

32 writing. Pupils with dyslexic tendencies can describe and present ideas by talking out loud, yet have difficulty putting pen to paper to form letters, and struggle with handwriting and constructing ideas on paper. Firstly Miss Collette will see the teacher and get a sample of classwork and then speak to the parents who must give permission to carry out the LASS Test (Lucid Assessment System for Schools). The test is a fun computer based set of games designed to assess children s: Visual Memory Auditory Memory Phonic Decoding Skills Phonological Processing Single Word Reading Cloze Reading Spelling Individual Words Reading Nonverbal Intelligence Following testing, a clear visual report is produced which Miss Collette analyses and then recommends which methods, strategies, and techniques are going to work well and benefit each pupil. If we didn t have the LASS Test we would be guessing how to teach them. SENCO Staff are advised to focus on one aspect of improvement at a time and to be sensitive to colours and fonts. Miss Collette advises that black on white is not appropriate for pupils with dyslexic tendencies and staff do not use black and white for PowerPoint presentations and furthermore do not ask pupils to copy from the board. Where possible pupils wear tinted coloured glasses as this lowers visual disturbances such as letters jumping around, or falling off the page. Staff will try different colour overlays to see what works for each child. My Son s self-esteem and confidence has grown. Now he will get a book and sit and read on his own. He will tell you that he would never have read a book on his own before, not until he started working with Miss Collette. He is more willing to spend time on his homework now that he can read and access the information. Parent Evidence of Impact 30