The SCHOOL EFFECTIVENESS GRANT (SEG) and PUPIL

Report
Improvement and Skills.
Department for Education and Children
SEG
PDG
Poverty
Literacy
Numeracy
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SEG and PDG are the
principal means of support
for the Welsh
Government’s three
national priorities i.e.
Improving standards in
literacy
Improving standards in
numeracy
Reducing the impact of
poverty on educational
attainment

Whilst the PDG is a
separate and new grant it
must exist hand in glove
with SEG – for this reason
LA/Consortia processes
for this grant must be tied
to their SEG arrangements
SEG/PDG
Poverty (and
disadvantage)
Community
focused schools
Additional
Learning Needs
Literacy &
Numeracy
Communication
across the
curriculum ICT
Cross Cutting
Themes
SEG/PDG
Literacy &
Numeracy
COACHING
releasing
outstanding
teachers to:
CATCH UP
Increased provision
to ensure:
PLCs
Developing PLCs
Sharing good
practice in:
Model best practice
support PLCs
All children (as
appropriate) are
able to master the
basics
Improving the
quality of reading
& other literacy
skills
Partner other
teachers & schools
with low expertise
WG will provide
research based
guidance on Catch
Up programmes
Recall of basic
number facts in real
life contexts &
skills across the
Curriculum
COMMUNITIES
FIRST Working
with other agencies
to:
TEACHER
ASSESSMENT to
improve:
ACTION
RESEARCH
CPD to support
teachers in:
Counter underachievement &
disaffection
Formative use of
reading tests to
measure/track
pupils’ progress
Literacy training
linked to
accreditation,
seminars etc
Support families
in disadvantaged
areas
Particularly those
with specific
learning difficulties
& MAT
Numeracy training
linked to
accreditation,
seminars etc.
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Young people need to be literate before they leave primary school
Underpinning the focus on literacy, the National Reading Test will be
implemented on a statutory basis from September 2012 for first sitting in
May 2013. All pupils in Y2 to Y9 will be required to sit the reading test.
Reading tests will be introduced by LAs on a voluntary basis this Summer
The grant funding should support the national programme of work designed
to raise literacy levels across the ability range, focusing particularly on those
between 5 to 14 years of age
We need to ensure that every teacher has the skills to teach numeracy
effectively, regardless of subject specialism
Teachers need to reinforce numeracy skills in secondary schools
The National Literacy and Numeracy Framework will set out expectations
for the numeracy skills that learners should be able to use at the end of each
year. This will be available on a voluntary basis from September 2012
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WEG provides funding to
support activities aimed at
achieving the outcomes and
targets of the Welsh-medium
Education Strategy
This includes activities in Welsh
medium schools and activities
to support the improvement of
Welsh- language teaching in
English medium schools
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SEG funding supports literacy
, numeracy and reducing the
impact of poverty in all schools,
which includes support for
Welsh medium activities in
Welsh medium schools
WEG funding should therefore
be used to supplement rather
than replace SEG funding for
activities in support of these
priorities in Welsh medium
settings
The same activity should not be
double funded from these grants
SEG/PDG
Poverty (and
disadvantage)
SEG Priority 3
PDG – targeting
fsm pupils
• Pupils meeting differentiated literacy/numeracy
targets
• Pupil tracking/effective formative assessment
• Wellbeing policies , interventions & targeted
support
• Multi –agency working/strengthening parents’
engagement/assisting effective home learning
• Focus on literacy and numeracy
• Pupil tracking systems - attainment & wellbeing
• PLCs engaging with other statutory/voluntary
agencies
• Supporting/improving family engagement
• Using community resources eg. Communities
First
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While poverty can be a major barrier to achievement in education, it is vital
that schools and all public services embrace their wider mission to tackle the
barriers to learning, that they set consistent, high standards for all regardless
of background: and that they work effectively across organisations to address
learners’ needs
However, this universal improvement should not be at the expense of
increasing levels of underlying disadvantage within the education system for
our most deprived young people
The rate of improvement for pupils eligible for fsm is not in keeping with
other improvements
PDG: Schools are encouraged to operate in clusters or groups and to pool
resources to ensure greater effectiveness and value for money. This is
particularly relevant in view of the relative small grant allocations that will
go to schools with small numbers of fsm pupils…We would assume that in
many cases, schools would operate on the basis of natural clusters feeding a
common secondary school…or with the local Communities First Cluster.
SEG/PDG
Poverty (and
disadvantage)
Community
focused schools
Flying Start
• Building
strong
literacy
foundations
Communities
First
• Schools
working with
local
Communities
First
provision
Parental
engagement
• Promoting
more
effective
home
learning
• Schools need to continue to develop and reinforce literacy skills
at every stage of learning. In areas of high deprivation this will
build on the support provided to children through Flying Start
•In tackling disadvantage schools need to work effectively with
other local agencies - Schools in disadvantaged areas are
strongly encouraged to work with local Communities First
provision to support families in their communities. Innovative and
imaginative proposals to work with communities in these areas –
to jointly improve outcomes for disadvantaged pupils – may be
able to attract additional funding through the Communities First
programme, to support this work
•Schools can enhance learning outcomes through strengthening
parents’ engagement with the school and supporting the
development of effective home learning environments – building
the capacity of parents to support their children’s learning
SEG/PDG
Poverty (and
disadvantage)
Additional
Learning Needs
ALN Reform
• Consortium
planning to prepare
for ALN reform
Looked after Children
• The use of both
grants to support
looked-after
children to reach
their potential
according to the
circumstances of
each individual
child
Children educated in
settings other than at
school
• The three national
priorities for schools
apply equally to
children educated
outside the school
setting
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Additional Learning Needs should be integral to the teaching of literacy and
numeracy including the provision of catch up support for pupils falling behind in
literacy and numeracy, as well as to continuing professional development linked
to school improvement priorities – there should be no artificial boundaries e.g.
between literacy problems and specific learning difficulties
…developments should mean that learners who have an additional learning need
will have it met earlier with planned intervention and support. This approach will
be consistent with proposed changes to the ALN reform agenda, which will relate
to identification, assessment, planning, delivery, quality assurance and resource
management…in future years SEG will be an important source of funding for
related staff development
Amalgamation of this information at Consortia level would provide a sound basis
for reporting the impact of investment in CPD against learner outcomes, and for
refining the Consortium strategy for supporting their schools to use their CPD
resources effectively
SEG/PDG
Communication
across the
Curriculum - ICT
Our vision for IT in Carmarthenshire education:
• Greater flexibility and choice among learning options,
• Tailored and responsive assessment – both formative and summative,
• Engaging learning experiences – for learners of all abilities, in all contexts
• Strengthening relationships between families, schools and learners
Carmarthenshire ICT Strategy: Using IT to Support Teaching
and Learning Across Our Schools
We recognise the impact that certain technologies can have on the areas of focus for
the grants on behavioural change and teaching strategies aimed at improving
standards so where hardware purchase meets the focus of the grants and does not
cut across existing ICT strategies it will be admissible expenditure.
SEG & PDG 2012-13. Guidance
The purchase of ICT equipment using SEG funds will only be considered eligible if it
is in accord with the LA’s ICT Strategy and SEG/PDG priorities. ICT equipment
can only be purchased with the approval of the LA’s associate school
improvement officer with lead responsibility.
Guidance for Headteachers, Family and Area CPD Leaders and School Bursars
SEG/PDG
PRD – Practice
review &
development
CPD: a cultural
change away from
‘one off’ courses
Performance
Management:
revised Appraisal
regulations
Professional
Standards
Coaching and
mentoring by
effective
practitioners
LA direct role in
headteacher
performance
management
Leadership
standards
Action based
enquiry methods
e.g. PLCs
Link between HT &
teacher objectives to
school imp.
priorities
Practising teacher
standards
Provision to
promote leadership
skills
(system leaders)
Support for teacher
objectives in
improving learner
outcomes
Refocus on
standards required
of NQTs
Accredited
programmes and
modules e.g.
Masters in Ed.
Practice
Support required
recorded in
individual
Development
Record
Higher Level
Teaching Assistant
standards
Practice Review
and Development
Record – whole
school analysis
Clear line of sight
of CPD resources to
limproved earner
outcomes
Standards for the
wider school
workforce?
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We expect each Consortium to demonstrate how they will ensure that the
funding allocated to them will be used to support their priorities for
school improvement in schools across their area including provision for
promoting and developing effective leadership in schools
We are keen to encourage a cultural shift in approach to CPD away from
investment in ‘one off’ courses for individuals and towards more
effective forms of CPD
We suggest that the school’s plans for investment in CPD would form
one of the elements of discussion in the Consortia School Improvement
visits with the Headteacher and Governors
Performance Management: As part of the objective setting process each
teacher will discuss the development or support that they need to achieve
their objectives to improve learner outcomes with their line manager and
record this in a Practice Review and Development Record.
SEG/PDG
Poverty (and
disadvantage)
Community
focused schools
Additional
Learning Needs
Literacy &
Numeracy
Communication
across the
curriculum ICT
PRD – Practice
review &
development

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