Herefordshire and Worcestershire Head Teacher Conferences January 2010

1. Herefordshire and Worcestershire Head Teacher ConferencesJanuary 2010 Di Hatchett Director Every Child a Chance Trust

2. Every Child a Reader and Every Child Counts Focus on the lowest attaining children in KS1 Literacy interventions - Y1 children ; numeracy interventions – Y2 children Purpose is to ensure that every child achieves age related expectations at the end of KS 1 Funding to help LAs employ and train a Teacher Leader and to help schools to employ specialist Reading Recovery/Numbers Count teachers Intensive literacy/numeracy support to 30,000 children a year by 2010-11

3. Reading Recovery and Numbers Count teachers are specially trained to deliver daily one-to-one teaching for those children with the most severe difficulties and can provide, for the school, ‘in house’ expertise in early literacy/numeracy development , barriers to learning and effective pedagogy.

5. Closing the gap for vulnerable children ECC: Average gain in Number Age 13.5 months after 20 hours of one to one Numbers Count teaching ECaR: Average gain in Reading Age 21 months after 40 hours of one to one Reading Recovery teaching The children’s profile: over 50% boys over 50% SEN over 40% FSM over 40% minority ethnic groups over 25% learning EAL

6. Raising standards in your school through the wider role for the specialist Numbers Count and Reading Recovery teachers Supporting the development of Quality First Teaching throughout the school Advising on choice of interventions Assessment to match the right form of support to children’s needs Training and coaching teaching assistants and others Monitoring the quality of interventions Parental engagement

7. The Ofsted Framework  Outcomes: how well are pupils doing taking account of any variation? This is a new grade which signals the emphasis to be given to individuals and different groups of pupils by exploring variations in performance in all outcomes – not just achievement the effectiveness of leadership and management in communicating ambition and driving improvement. This captures essential features of leadership and management at all levels including; motivating staff and pupils, use of challenging targets, monitoring and analysis of outcomes and provision, the quality of improvement planning and review the school’s relationship with parents is a new area for judgement

8. The Ofsted Framework  How well do pupils achieve and enjoy their learning is the most important of the outcomes; it is a summary grade which captures the pupils’ learning, progress and their attainment The word attainment is used to mean academic standards, distinguishing it from standards which can be about any outcome The quality of learning and pupils’ progress takes account of past progress, current progress and the learning seen in the classroom

9. ECaR : Head teacher view  ‘As a school, we recognise the significant contribution of the Reading Recovery scheme to the raising of standards in literacy and the improvement of individual pupil’s motivation and self esteem. Therefore we were pleased to see this reflected in our Ofsted report following inspection in February: ‘Many initiatives to help improve their (pupils with learning difficulties) skills, such as the Reading Recovery scheme, ensure that this group of learners makes good progress.' New inspection framework - clear emphasis on school self-evaluation, of contextual value added and vulnerable groups; as well as robust systems to ensure quality of ‘Leadership and management’ and ‘teaching and learning’ to ensure ‘progress for all’ alongside ‘closing the gap’. Ofsted keep noting the above issues Fed into white paper (previous discussion) How do these match with your concerns / barriers Give delegates a further few minutes to refine possible priorities.New inspection framework - clear emphasis on school self-evaluation, of contextual value added and vulnerable groups; as well as robust systems to ensure quality of ‘Leadership and management’ and ‘teaching and learning’ to ensure ‘progress for all’ alongside ‘closing the gap’. Ofsted keep noting the above issues Fed into white paper (previous discussion) How do these match with your concerns / barriers Give delegates a further few minutes to refine possible priorities.

10. Raising standards in schools ‘We have noticed a difference in literacy, self esteem and attendance as well as the children’s maths. ’ ‘The whole staff are increasing their awareness of the difficulties children can encounter when grasping new abstract concepts and, having learned techniques from the Numbers Count teacher, some are beginning to undertake their own work with individual children across the age range.‘

11. Every Child Counts Mathematics interventions for the lowest attaining Year 2 children Aims to ensure that every child achieves age-related expectations at the end of Key Stage 1 Development and roll out model designed to reach 30 thousand children year on year from 2010-11 Contributes funding to help schools to employ and train specialist Numbers Count (NC) teachers

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13. Numbers Count impact headlines 2008-9 2621 children taught by 210 teachers 2546 completed programme, 54 exited, 21 still completing) Over 12 weeks (20 hours of teaching) children made an average gain in Number Age of 13.5 months and an average standardised score gain of 15.1 points 21% increase in confidence and attitude to maths Gains maintained: average at 3 months, additional 4 months in Number Age; average at 6 months, additional 7 months in Number Age Of those who had completed their programmes: 73% reached L2 or above; 31% L2b or above in their end of KS1 assessments (none having been predicted by their schools as likely to reach L2).

14. Narrowing the gap: who were the children involved in Numbers Count? Of the 2621 children taught in 2008 - 09: 62% White British 54% boys 53% SEN (all stages on the Code of Practice) 41% FSM entitlement 33% BME 27% EAL 2% LAC

15. Behind the headlines : Andrew Poor eyesight and a turbulent home life. By the beginning of Y2, almost no progress in maths. Assessed at National Curriculum level P8 At entry to Numbers Count : Number Age of 5 years 2 months on the Sandwell test. After 57 one-to-one lessons and five group sessions (a total of 31 hours of teaching) his Number Age had risen by two years to 7y 2m. Assessed at National Curriculum level 2c

16. Behind the headlines : Zina In Year 2, term 2, assessed as working at National Curriculum level 1c. Very reliant on TA support in class lessons At entry to Numbers Count : Number Age of 5 years 6 months, scoring only one point out of a potential 14 on mathematical language aspect of the Sandwell test. After 20 hours of one to one teaching her Number Age had risen to 7y 7m, scoring 13 points in mathematical language. End of KS1 Assessment Level 2b.

17. Numbers Count 12 weeks of daily 30 minute sessions Core components: diagnostic assessment; core learning objectives, guidance on lesson structure and teaching approaches Professional development and quality assurance for NC teachers

18. What is needed to implement Numbers Count in your school? an experienced teacher to teach four individual children per term, five days per week, half an hour per child per day at least 0.5 contract- ideally at least 0.6 to enable the role of ‘in house expert’ a nominated ’link’ teacher to carry out post and follow up testing a dedicated teaching space suitable for a lively, interactive lesson and the ready availability of practical resources

19. Numbers Count lessons are lively and interactive . Understanding, reasoning, problem solving are at the core – recording follows on. There is no equivalent to the role played by the text in the RR lesson- a huge amount relies on the teacher being able to elicit the child’s thinking and reasoning through questioning and discussion. Allow time for RRTs to reflect and respond to this thought. Numbers Count lessons are lively and interactive . Understanding, reasoning, problem solving are at the core – recording follows on. There is no equivalent to the role played by the text in the RR lesson- a huge amount relies on the teacher being able to elicit the child’s thinking and reasoning through questioning and discussion. Allow time for RRTs to reflect and respond to this thought.

20. Numbers Count There are three phases involved in the delivery of the teaching programme Ask RRTs to consider how this resonates with their delivery In the same way as with RR, there are no ‘lesson scripts’. It is the role of the teacher to establish what the child knows, to identify their misconceptions and missing areas and to plan a teaching programme that builds on what they know and takes them to where they need to be. Refer to the handout ‘Annotated NC lesson plan’ This provides an overview of the lesson structure and the intentions behind each of the episodes in the lesson. Ask RRTs to think about the relationship between this planner and the way they plan and deliver an RR lessonThere are three phases involved in the delivery of the teaching programme Ask RRTs to consider how this resonates with their delivery In the same way as with RR, there are no ‘lesson scripts’. It is the role of the teacher to establish what the child knows, to identify their misconceptions and missing areas and to plan a teaching programme that builds on what they know and takes them to where they need to be. Refer to the handout ‘Annotated NC lesson plan’ This provides an overview of the lesson structure and the intentions behind each of the episodes in the lesson. Ask RRTs to think about the relationship between this planner and the way they plan and deliver an RR lesson

21. What happens in Numbers Count lessons? Detailed diagnostic assessment at start, with ongoing assessment and planning Teaching and learning cycle: review–teach-practise-apply Use of a range of resources, models and images to enable child to demonstrate mathematical thinking Extensive use of mathematical language by adult and child Application of learning in a range of contexts You can see the programme in action at www.edgehill.ac.uk/everychildcounts www.teachers.tv/video/33307

22. Areas of focus for Numbers Count lessons Counting and understanding number Knowing and using number facts Calculating Using and applying mathematics The language of mathematics

23. These are the core elements of Edge Hill University’s CPD programme for Numbers Count teachers Building on the success of mathematics recovery and acting on the steer from the Williams Review into primary mathematics, we are using video as a key medium for CPD. This is the parallel to teaching behind the screen – but not the same! In some LAs, the RR centre screen is sometimes being used for Numbers Count training We have had to develop a robust approach to the use of video. It is not by any means ‘show and tell’ NCTs are asked to video all or most of their teaching and to focus on extracts which enable them to learn from what they observe about children’s learning and their own teaching practice. Structured questions/prompts are provided to help focus tightly on this observation and to promote productive reflection. As part of their portfolio, they keep a video record for each child- their CPD programme helps them to develop a rationale for the selection of relevant clips In order to meet the Standards, NCTs must video lessons as per the guidance given and share footage with both their Teacher Leader and with other NCTs at training sessions Ask RRTs to reflect on the overall CPD framework on the slide as compared to their own training and then to think in some detail about the use of video as summarised in your presenter notes, compared to the teaching behind the screen method.These are the core elements of Edge Hill University’s CPD programme for Numbers Count teachers Building on the success of mathematics recovery and acting on the steer from the Williams Review into primary mathematics, we are using video as a key medium for CPD. This is the parallel to teaching behind the screen – but not the same! In some LAs, the RR centre screen is sometimes being used for Numbers Count training We have had to develop a robust approach to the use of video. It is not by any means ‘show and tell’ NCTs are asked to video all or most of their teaching and to focus on extracts which enable them to learn from what they observe about children’s learning and their own teaching practice. Structured questions/prompts are provided to help focus tightly on this observation and to promote productive reflection. As part of their portfolio, they keep a video record for each child- their CPD programme helps them to develop a rationale for the selection of relevant clips In order to meet the Standards, NCTs must video lessons as per the guidance given and share footage with both their Teacher Leader and with other NCTs at training sessions Ask RRTs to reflect on the overall CPD framework on the slide as compared to their own training and then to think in some detail about the use of video as summarised in your presenter notes, compared to the teaching behind the screen method.

24. NT to present All quotes are taken from the Trust’s Annual Report. They demonstrate children’s confidence and enjoyment – very different from when the children started Numbers Count.NT to present All quotes are taken from the Trust’s Annual Report. They demonstrate children’s confidence and enjoyment – very different from when the children started Numbers Count.

25. NT to present All quotes were reported by Teachers, Teacher Leaders or National Trainers. They illustrate – child’s enjoyment of school, parents’ understanding of how to help children, parents valuing their children, parents and children enjoying mathematics together . . .NT to present All quotes were reported by Teachers, Teacher Leaders or National Trainers. They illustrate – child’s enjoyment of school, parents’ understanding of how to help children, parents valuing their children, parents and children enjoying mathematics together . . .

26. Engaging parents

27. National Trainer to present All quotes are from Numbers Count Teachers when interviewed at professional development days. Lots of positives – also a few things for schools to look out for. Teachers need to be supported and managed.National Trainer to present All quotes are from Numbers Count Teachers when interviewed at professional development days. Lots of positives – also a few things for schools to look out for. Teachers need to be supported and managed.

28. NT to present All quotes come from surveys of Head Teachers. These are, we hope, the tip of the iceberg in terms of what Numbers Count can do for schools. NT to present All quotes come from surveys of Head Teachers. These are, we hope, the tip of the iceberg in terms of what Numbers Count can do for schools.

29. Behind the headlines ‘We got the best results we have ever had and it was the children who had ECC who made the difference’ ‘We also noticed a difference in literacy, self esteem, attendance’ ‘A lot of the reports from class teachers were on the children’s new confidence in class – putting their hand up, answering questions – the affective gains were as important as the cognitive ones. The children no longer saw themselves as failures’

30. ECaR and ECC need Head teachers who are willing to: contribute a proportion of the costs understand the long term benefits of raising standards in KS1 secure whole school recognition of the importance of early intervention utilise the skills of the RR/NC teacher to secure whole school impact New inspection framework - clear emphasis on school self-evaluation, of contextual value added and vulnerable groups; as well as robust systems to ensure quality of ‘Leadership and management’ and ‘teaching and learning’ to ensure ‘progress for all’ alongside ‘closing the gap’. Ofsted keep noting the above issues Fed into white paper (previous discussion) How do these match with your concerns / barriers Give delegates a further few minutes to refine possible priorities.New inspection framework - clear emphasis on school self-evaluation, of contextual value added and vulnerable groups; as well as robust systems to ensure quality of ‘Leadership and management’ and ‘teaching and learning’ to ensure ‘progress for all’ alongside ‘closing the gap’. Ofsted keep noting the above issues Fed into white paper (previous discussion) How do these match with your concerns / barriers Give delegates a further few minutes to refine possible priorities.

31. What is needed to implement ECaR and ECC? A dedicated teacher who works 0.5 FTE teaching four daily children for 30 minutes each, five times per week Additional hours (0.1 minimum) to fulfil the wider role An identified teaching space, free of distractions Funding from the school budget (eg, devolved funding for personalisation, SEN, allocation from area based grant) to supplement the government contribution of £13,600 per teacher New inspection framework - clear emphasis on school self-evaluation, of contextual value added and vulnerable groups; as well as robust systems to ensure quality of ‘Leadership and management’ and ‘teaching and learning’ to ensure ‘progress for all’ alongside ‘closing the gap’. Ofsted keep noting the above issues Fed into white paper (previous discussion) How do these match with your concerns / barriers Give delegates a further few minutes to refine possible priorities.New inspection framework - clear emphasis on school self-evaluation, of contextual value added and vulnerable groups; as well as robust systems to ensure quality of ‘Leadership and management’ and ‘teaching and learning’ to ensure ‘progress for all’ alongside ‘closing the gap’. Ofsted keep noting the above issues Fed into white paper (previous discussion) How do these match with your concerns / barriers Give delegates a further few minutes to refine possible priorities.

32. The times they are a changing

33. 33 The themes Social mobility - closing the achievement gap Less centralised prescription/support- informed professionalism More funding devolved direct to schools Families/clusters of schools Evidenced based approaches Commissioning –purchasing services that will help you achieve your objectives Parents and communities

34. 34 School report card Pupil attainment Pupil progress Pupil wellbeing Parents’ and pupils’ perceptions Narrowing gaps in pupils’ performance

35. What might ECaR and ECC look like in the future? Collaboration between schools/ LAs – sharing expertise Using really good data to identify where the children are who most need Reading Recovery /Numbers Count Making sure children get support wherever they are Some schools with several RR/NC teachers, some with one, some sharing – families of schools Capacity in clusters – RR/NC teachers working across them Getting to every child with the layered approach RR/NC teachers (the ‘ in house’ experts) leading all sorts of whole school developments , from work quality first teaching to running volunteer schemes to work on how we can better involve parents

36. ECaR : Head teacher views ‘I have been particularly interested in the change in pupil attitude. Pupils on the programme are excited about what they are doing and enthusiastic about their work. This has had an impact on other work in class and had a positive effect on behaviour in more than one case. The strongest impact is in the new levels of engagement in all aspects of school life.’ New inspection framework - clear emphasis on school self-evaluation, of contextual value added and vulnerable groups; as well as robust systems to ensure quality of ‘Leadership and management’ and ‘teaching and learning’ to ensure ‘progress for all’ alongside ‘closing the gap’. Ofsted keep noting the above issues Fed into white paper (previous discussion) How do these match with your concerns / barriers Give delegates a further few minutes to refine possible priorities.New inspection framework - clear emphasis on school self-evaluation, of contextual value added and vulnerable groups; as well as robust systems to ensure quality of ‘Leadership and management’ and ‘teaching and learning’ to ensure ‘progress for all’ alongside ‘closing the gap’. Ofsted keep noting the above issues Fed into white paper (previous discussion) How do these match with your concerns / barriers Give delegates a further few minutes to refine possible priorities.

37. What works?Intervention needs to be early Children who were poor performers at 5 but managed to become high performers by 10 were as successful in adulthood as if they had never been underachieving at 5 Feinstein and Bynner

39. Not just a literacy/numeracy issue Over half of pupils permanently excluded from school fall into the bottom 2% on literacy and/or numeracy measures 25% of young offenders have reading skills below those of an average 7 year old Other long term consequences - unemployment or low paid work, mental health

40. Adult problems 15 million adults in the UK have very poor numeracy skills 74% of 37-year-olds have problems with division, 57% with subtraction, 15% could not manage their household accounts and 8% could only manage their household accounts with difficulty. 25% of adults say they struggle to work out in their head the value of goods they need to pay for in a shop the proportion of the prison population with very poor numeracy skills, for example, is even greater than the proportion with poor literacy skills the proportion of the prison population with very poor numeracy skills, for example, is even greater than the proportion with poor literacy skills