THESCHOOL EFFECTIVENESS GRANT (SEG)

ANDPUPIL DEPRIVATION GRANT (PDG)

APRIL 2012-MARCH 2013

Improvement and Skills.Department for Education and Children

SEG

Poverty Literacy Numeracy

PDG

The relationship between SEG & PDG

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

Literacy and numeracy strands

COACHING releasing

outstanding teachers to:

Model best practice

support PLCs

Partner other teachers & schools with low expertise

WG will provide research based

guidance on Catch Up programmes

All children (as appropriate) are able to master the

basics

CATCH UP Increased provision

to ensure:

PLCs

Developing PLCs Sharing good practice in:

Improving the quality of reading & other literacy skills

Recall of basic number facts in real life contexts & skills

across the Curriculum

COMMUNITIES FIRST Working

with other agencies to:

Counter under-achievement &

disaffection

Support families in disadvantaged areas

Particularly those with specific

learning difficulties & MAT

Formative use of reading tests to measure/track

pupils’ progress

TEACHER ASSESSMENT to

improve:

ACTION RESEARCH

CPD to support teachers in:

Literacy training linked to

accreditation, seminars etc

Numeracy training linked to

accreditation, seminars etc.

Literacy and numeracy – some key messages

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

The relationship between SEG & the Welsh in Education Grant (WEG)

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

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, PDG and reducing the impact of poverty on achievement

• 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 SEG Priority 3

• 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

PDG – targeting fsm pupils

Reducing the impact of poverty (and disadvantage)– some key messages

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

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

Community focused schools – some key messages

• 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

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

Additional Learning Needs – some key messages

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

ICT: - some key messagesOur 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

Practice review and development strands CPD: a cultural

change away from ‘one

off’ courses

Coaching and mentoring by

effective practitioners

Action based enquiry

methods e.g. PLCs

Link between HT & teacher objectives to school imp.

prioritiesLA direct role in

headteacher performance management

Performance Management:

revised Appraisal

regulations

Professional Standards

Leadership standards

Practising teacher

standards

Provision to promote

leadership skills

(system leaders)

Accredited programmes and modules e.g. Masters

in Ed. Practice

Practice Review and

Development Record –

whole school analysis

Clear line of sight of CPD resources to limproved

earner outcomes

Support required

recorded in individual

Development Record

Support for teacher

objectives in improving

learner outcomes Refocus on

standards required of

NQTs

Higher Level Teaching Assistant standards

Standards for the wider

school workforce?

PRD: - some key messages

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.

The overarching priority for schools is raising standards…This means a strong focus on learning, accountability, collaboration

and maximising the potential of the teaching workforce.

SEG/PDG

Poverty (and disadvantage)

Community focused schools

Additional Learning

Needs

Literacy & Numeracy

Communication

across the curriculum

ICT

PRD – Practice review &

development