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

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Every School a Good School

A strategy for raising achievement

in literacy and numeracy

June 2008

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A strategy for raising achievement in literacy and numeracy i

Foreword

While standards are high in many schools here, there are still far too many children who

struggle with reading, writing and using mathematics and too many young people wholeave school still lacking in skills and confidence in these areas. Too often, these are

young people who are already contending with other barriers to education, including

socially disadvantaged backgrounds, those with additional educational needs or those

whose first language is not English. We know that, as a general rule, such pupils do less

well than their peers and we are determined to take action to make sure that they, and

indeed all pupils, have the chance to succeed and to reach their full potential.

No child should move into her or his teenage years, and on into adulthood, unable to read,

write or work with numbers. Without these fundamental skills, our young people are too

often denied the opportunity to move on to further and higher education or to find well

paid jobs. They are also at much greater risk of social exclusion.

If we want to see improvements in literacy and numeracy, we need to reform radically

our current education system, removing the inequities that exist. We cannot deliver the

improvements we need if we continue with a system that deems some children suitable

for some schools while telling others that they are not suitable. We cannot expect to

foster a love of reading and a confidence with numbers if we are telling young people

at the age of ten or eleven that they are failures. We cannot perpetuate a system that

provides opportunities for some while locking down chances for far too many young

people.

This strategy therefore sets out an approach that is designed to support teachers in raising

levels of achievement in literacy and numeracy in a system where, in primary schools,

they will not be asked to skew their teaching to the needs of an inequitable transfer test

but rather will be able to give their full attention to the revised curriculum which, of 

course, has literacy and numeracy at its heart. In post-primary schools, my intention is

that teachers can focus on what they do best – professional, enthusiastic and reflective

teaching that meets the needs and nurtures the aspirations of their pupils – and that theycan do this in a context which values and promotes academic excellence as well as more

applied pathways and which makes learning relevant to their pupils. My decision to end

the unfair system of academic selection and to move to a system where the needs and

aspirations of the child are put at the centre and before the traditional requirements of 

the school is, I believe, necessary if we are not just to nurture achievement at the higher

levels but also support and facilitate every child to reach her or his full potential.

This strategy aims to reflect and build on the work that many excellent and committed

teachers are already doing in many classrooms across the north and to ensure that every

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Every School a Good School

ii

child in every classroom is receiving that same high quality teaching. It has at its heart

a realisation that it is, first and foremost, through good teaching approaches by teachers

who are confident professionals, supported by their school leaders, by parents and by

the education service as a whole that will deliver the improvements in literacy and

numeracy that we all want to see. It recognises also the need for better opportunities for

professional development and support and for sharing and celebrating good practice. This

is not about new initiatives or new ways of doing things – rather it is about new ways of 

sharing and learning from the good work that already goes on in many schools and that,

if applied more widely, can support every child in becoming confident and competent in

reading, writing, communication and mathematics by the time they leave school. The

strategy is complemented by a major review of special educational needs, the outcome of 

which will be published for consultation later this year.

I also want to recognise at the outset that this is a draft strategy that aims to tackleunderachievement in literacy and numeracy as taught through the medium of English.

While much of the evidence that underpins it, and elements of the direction it proposes,

will be relevant to the teaching of literacy and numeracy through Irish, there are

other dimensions that apply in that context. It would not be appropriate to ask the

Irish-medium sector to accept and implement a strategy that does not reflect those

added dimensions. Rather, we will start work with the sector to develop a complementary

approach that builds on the work in this document but more appropriately reflects and

supports its needs.

This strategy will be supported with additional resources, which come on top of the verysizeable budgets that schools themselves hold. Importantly, once finalised, our progress

in implementation and in using the resources allocated to support will be overseen by an

externally-appointed Literacy and Numeracy Taskforce which will support and challenge

our progress in turning the vision it contains into practice in every classroom.

Finally, the strategy is informed by evidence and good practice at local, national and

international level – but we know that there will be further scope for improvement. That

is why it is important that everyone with an interest in education reads it and, as part

of the consultation period that is now underway, responds with their thoughts on theproposed approach and their ideas for improvement. I particularly want to hear from

teachers – I know that, as reflective practitioners, they will have particular comment

on the extent to which the thinking in this consultation document reflects their own

experience of what works in their classroom. I look forward to hearing your views.

CAITRÍONA RUANE MLAMinister for Education

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A strategy for raising achievement in literacy and numeracy iii

CONTENTS

Page

Part 1 Introduction ..................................................................................................... 1

Part 2 Context .............................................................................................................. 7

Part 3 Findings from Research, Inspection and Other Related Material ..... 13

Part 4 The Literacy and Numeracy Strategy: A Way Forward ........................ 17

Part 5 Data and Target Setting Framework ......................................................... 27

Part 6 Roles and Responsibilities ............................................................................ 31

Part 7 Conclusion ........................................................................................................ 41

Annex 1 Key Performance Data ................................................................................... 43

Annex 2 Targets for Improvement in Literacy and Numeracy ............................ 44

Annex 3 Findings from Research, Inspection and Other Related Material ..... 44

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A strategy for raising achievement in literacy and numeracy 1

Part 1 - Introduction

1.1 Previous whole-school and other initiatives here have not succeeded sufficiently

in bringing about the level of improvement in standards of attainment in literacyand numeracy that we all want to see, especially for lower-attaining pupils and

notably in areas of high social and economic disadvantage. Furthermore, an

unacceptable gap remains between the highest and lowest achieving pupils.

1.2 That gap is contributed to and compounded by a system that is deeply

inequitable and one which must be changed. The intention is that the revised

strategy for delivering improvements in literacy and numeracy will be rolled out

in a much reformed educational landscape. As things stand, there are simply too

many impediments to the success of too many children.

1.3 The revised curriculum provides a unique opportunity for the learning and

teaching of literacy and numeracy in primary schools to take place in a way and

at a pace that suits the needs of individual children. Teachers as professionals

readily recognise their responsibility to ensure that children are afforded an

opportunity to excel and fulfil their basic potential and it is self evident that

literacy and numeracy are the basic tools of learning. This cannot sit alongside

a system that tests and separates children at the age of ten or eleven, opening

up opportunities for some but closing them down for too many others. We also

need to recognise the challenges that non-selective post-primary schools face –

it cannot be right that they carry the burden of demographic decline leading to

a narrow range of abilities. Too often, their first task is to raise the self-esteem

and self-confidence of pupils who have experienced failure and to build

their expectations and aspirations. Even against that backdrop, many deliver

outstanding performance but others do not and the challenge is, in many cases,

simply too great.

1.4 There is no “equality argument” for a selective system that has seen too

many children deemed as failures, and that fails a disproportionate numberof children from disadvantaged backgrounds. In terms of gaining access

to grammar education, children from low income families have less than

half the chance of children from more affluent backgrounds. Children from

disadvantaged backgrounds are also disproportionately likely to receive their

post-primary education in the non-selective sector which, as noted above, is

almost exclusively bearing the impact of demographic decline and the associated

challenges of sustainability and shrinking educational environments or in the

case of a large proportion of Traveller children, opting out completely. It is

little wonder if attainment suffers in educational environments that are being

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gradually deserted and are concentrations of social disadvantage: the 2006

NIAO report showed that in non-selective schools in Belfast, for instance, 2 out

of every 3 14-year-old boys and one third of girls do not achieve the required

literacy levels. For Travellers, the outcomes are also a concern with 9 out of ten

traveller children not achieving the required literacy levels.

1.5 Research1 produced by the OECD (Organisation for Economic Co-operation

and Development) argues that education systems should, ‘Limit early tracking

and streaming and postpone academic selection’ and that ‘Academic selection

needs to be used with caution since it poses risks to equity.’ This is based on the

following evidence:

Secondary school systems with large social differences between schools

tend on average to have poorer results in mathematics and reading anda greater spread of reading outcomes. Social background is more of an

obstacle to educational success than in systems where there are not large

socio-economic differences between schools;

Academic selection by school systems is associated with great social

differences between schools and a stronger effect of socio-economic

status on performance, but also with a stronger performance at the top

end of the scale in mathematics and science; and

Evidence on secondary students from PISA (OECD’s Programme forInternational Student Assessment) compared to evidence at primary level

from PIRLS (Progress in International Reading Literacy Study) and evidence

from countries which have introduced comprehensive schooling suggest

that early tracking is associated with reduced equity in outcomes and

sometimes weakens results overall.

1.6 The Department is establishing a committee for the education of Traveller

children with statutory and voluntary partners. The committee will make

recommendations on Traveller education and also assist the Department indeveloping an action plan. An inter-board strategy group has been established

by the Education & Library Boards to develop a more co-ordinated approach and

has produced a draft strategy to work towards achieving this and will be working

closely with the committee for the education of Traveller children.

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

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A strategy for raising achievement in literacy and numeracy 3

In the south of Ireland, a National Traveller Monitoring Advisory Committee has been established to look at a range of issues affecting Travellers. A sub-group

focussed on education and employment issues currently operates under the

Advisory Committee.

1.7 The challenge in developing a revised strategy for literacy and numeracy is to

ensure that it reflects the difficulties and inequities that are inherent in our

current system and is designed to be rolled out in a much fairer, more equitable

system, particularly in the post-primary sector. The real challenge, of course,

is not to present in vogue initiatives but rather to reflect a robust evidence

base. That evidence base points to good practice interventions that are already

in place in many schools here and the strategy seeks to recognise and build on

these and to encourage, support and resource their implementation and their

dissemination.

1.8 Part of the reality check must be the recognition that, despite the significant

strengths evident in the current educational system, there are real pockets of 

underachievement, with levels of literacy and numeracy particularly worrying

in those areas most affected by the impact and the aftermath of the conflict

over the past four decades, and by significant levels of social and economic

disadvantage. There are also particular barriers for children from minority ethnic

groups, particularly those whose first language is not English, and for Traveller

children that need to be recognised and overcome.

1.9 This is not to suggest that a strategy to improve literacy and numeracy

standards should address only the needs of lower-attaining young people and

of disadvantaged communities. It does, however, point to the need for targeted

and supportive action to support those most at risk of underachievement as

well as for action designed to maintain and improve achievement in literacy and

numeracy so that all young people can leave school prepared for adulthood and

well-placed to interact with and make a positive contribution to society and the

economy. While academic attainment, including the achievement of standardsof literacy and numeracy, is only one facet of educational success, it is central to

the future prospects and quality of life of every learner.

1.10 The extent to which those lacking in literacy and numeracy competence remedy

their difficulties is problematic. Poor levels of attainment in reading and

writing at primary school are associated strongly with later low achievement.

Many young people do not appreciate the value of mathematics or acquire

the numeracy skills needed to function effectively in society. Put simply, far

too many young people leave primary and post-primary education lacking

competence and confidence in these essential skills. Their particular literacy

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and numeracy problems increase as they pass into and through training or

further education and often remain largely unresolved, contributing to social

exclusion. We want to make sure that a revised strategy promotes more positive

attitudes to literacy and numeracy, and rigorously addresses under-achievement.

In particular we want to make sure that pupils are not inadvertently given a

sense that mathematics is difficult and obscure. We need to promote a positive

attitude to both literacy and numeracy that will help build pupil confidence.

1.11 Society is changing rapidly and, for the local economy to flourish, its workforce

needs skills that will help it to compete internationally and to make best use

of emerging technologies. It is increasingly important therefore that there is a

literate and numerate population capable of taking advantage of opportunities in

science and technology, and in the financial and business worlds. In particular,

the development of a proportion of the workforce that have the highest levelsof numeracy is vital for the future innovation and creativity that are at the

foundation of what is commonly called a “knowledge economy”.

1.12 If we are to give all our young people the best opportunity to succeed in life and

in work, we need to revisit the learning and teaching of reading, writing and

mathematics and to set out, for teachers, schools, education support bodies, and

parents and young people, how we think standards can be improved. This draft

strategy aims to do that and, once implemented, to deliver improvements that

will make a real difference for individual young people, for their communities,and for the wider economy and society.

1.13 The strategy focuses on the teaching of literacy and numeracy in English-medium

schools. While much of it will also be relevant to the teaching of these subjects,

and of course of Irish in the Irish-medium sector there are added dimensions to

the teaching of literacy and numeracy in bilingual contexts that require further

work. We will therefore be reviewing separately the particular needs of the

Irish-medium sector in relation to literacy and numeracy rather than expecting

it, as is too often the case, simply to adopt and adapt an English based strategy.As part of that same process, we are already working to improve access to

assessment tools specifically tailored for Irish-medium schools. Schools in the

Irish-medium sector are however, encouraged to consider carefully the evidence

and approaches set out in this document and adopt them where they consider

would be helpful.

1.14 It is important to recognise too that work to improve literacy and numeracy

does not sit in isolation from other education reforms and policy developments.

The links with the revised curriculum, the end of selection and the focus on

school improvement generally are all directly complementary to that work.

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A strategy for raising achievement in literacy and numeracy 5

So too, though, are other strands. Young people who are being bullied, who

are vulnerable or at risk, or who are parents themselves will not thrive if 

they do not feel supported by strong pastoral care systems. Equally, teachers

need to feel that their professionalism is being recognised, that their work is

valued and supported and that the development opportunities provided for

them are relevant, accessible and high quality. In short, the interlinkages and

interdependencies across the full range of education policy areas are complex as

figure 1 overleaf illustrates.

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Every School a Good School

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DE Vision

To ensure that every learner fulfilshis or her full potential at each

stage of their development.

Tackling Inequality andDisadvantageTransfer Policy

Literacy and Numeracy Policy

Review of SEN & Inclusion Policy

Review of AEP Policy

Extended Schools Programme

Review of Irish Medium Education

Early Years Strategy

English as an additional language

policy

School Age Mothers’ Programme

Effective, Democratic SchoolsLiteracy and numeracy

School improvement

Inspection arrangements

New assessment arrangements

Improved availability and access to data

Specialist Schools

Sport and Language Policy

Thriving school councils

Effective use of ICT to support learning

Successful LearnersEmpowered young people whose

voice is heardRevised Curriculum

Entitlement Framework

Review of Teacher Education

Promoting Health and Well-being

Counselling

 Youth Policy

Strong, Effective LeadershipReview of school leadership provision

Teacher Education Review

Strong professional development

services

Effective PRSD systems

Enhanced training and support for

school governors

Figure 1

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A strategy for raising achievement in literacy and numeracy 7 

Part 2 - Context

2.1 This revised strategy is intended to build upon the strengths, and address the

areas for improvement, of the literacy and numeracy programme introduced bythe Department of Education (DE) in February 1998 and implemented by the

Education and Library Boards (ELBs).

Standards of attainment in literacy and numeracy: an ongoing challenge

2.2 In 1998, the then strategy for the promotion of literacy and numeracy in

schools here2 identified clearly and appropriately the need in every school for

well-defined literacy and numeracy policies and highlighted the importance of 

early intervention and classroom practice that addressed “directly the quality 

of teachers’ interactions with pupils ”. It drew attention to the importance

of Reading Recovery, to the leadership of senior management and to links

with parents. The crucial role of the literacy co-ordinator and the numeracy

co-ordinator was identified and explained.

2.3 In addition, the strategy noted that insufficient use was made of school

performance information and the outcomes of diagnostic testing to influence

future teaching approaches and remediation strategies. In advocating the need

for the more systematic use of data, the strategy recommended the setting of 

targets and the need for benchmarked data cross-referenced to free school meals

bands and disaggregated data for boys and girls. It also emphasised the need

for a stronger focus on literacy and numeracy in initial teacher training and in

continuing professional development.

2.4 In short, many of the key elements necessary for the successful implementation

of a literacy and numeracy improvement programme were contained in the 1998

strategy. The strategy also led to improvements, notably by higher-attaining

pupils. Despite this, it did not impact sufficiently to raise the overall attainment

in literacy and numeracy, particularly for the underachieving pupils.

2.5 Some of the reasons for this were identified in an evaluation of the literacy

strategy3 commissioned by the Literacy Steering Group in 2003-2004 which

highlighted several areas for improvement, including the need to:

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

2 A Strategy for the Promotion of Literacy and Numeracy in Primary and Secondary Schools in Northern

Ireland (DE 1998)3 An Evaluation of the Northern Ireland Literacy Strategy 1998-2002 (DE 2003-4)

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respond more effectively to individual difference, especially in composite

classes in small primary schools;

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

improve the contribution of information and communication technology

(ICT) to the development of literacy and numeracy;

improve action planning and target-setting;

increase the emphasis given to literacy and numeracy in development

planning in schools;

improve monitoring and evaluation at all levels;

increase parental involvement; and

improve the dissemination of good practice within and across schools.

The findings of NIAO and PAC

2.6 The limited success of the 1998 programme to bring about a substantial

improvement in literacy and numeracy standards across all ability groups was

the subject of considerable criticism in the reports by the Northern Ireland Audit

Office (NIAO), Improving Literacy and Numeracy in Schools (2006) and by the

House of Commons Committee of Public Accounts (PAC), Improving Literacy andNumeracy in Schools [Northern Ireland] (2006). These reports highlighted the

urgent need for the further improvement of literacy and numeracy standards.

2.7 In its evaluation of DE’s 1998 strategy for the promotion of literacy and

numeracy in schools, the report by the NIAO concluded that improving standards

in literacy and numeracy remains a major challenge for schools.

The current position

2.8 The 2006 Programme for International Student Achievement revealed that:

having previously performed significantly above the average in both

reading and mathematical literacy, we are now at the OECD average (in

2003 it was significantly above);

only 7 countries had a wider distribution of reading ability.

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A strategy for raising achievement in literacy and numeracy 9

2.9 The performance data presented in Annex 1 shows that while performance

improved in the period 1998-2007, it has now plateaued.

Key Stage 2

2.10 At Key Stage 2 the percentage of pupils not at the expected level in English

has reduced from 27.2% in 2001 to 22% in 2006. While the improvement

is noteworthy it still means that some 5000 pupils are entering post-primary

education with literacy skills below the level expected. In mathematics the

percentage of pupils not at the expected level has reduced from 26.1% to 20.5%

in 2006 but here again some 4700 pupils are entering post-primary education

with mathematical skills below the level expected. There is a difference

between the performance of boys and girls in 2006/07 with some 26.5% of boys

performing below the expected level in English compared to 17.2% of girls. Inmathematics the gap is not so pronounced with 22.1% compared to 18.9%.

2.11 There is a substantial body of research confirming the correlation between social

disadvantage and educational performance. Free school meal entitlement (FSME)

is regarded as the best available indicator for social disadvantage in our schools

yet when we compare the performance of schools there are marked differences

in terms of performance, even among schools with similar percentages of 

pupils with FSME enrolled. There are many examples where the gap in terms of 

percentages of pupils at the expected level in either English or Mathematics canbe as wide as 60 percentage points.

At Key Stage 3

2.12 At Key Stage 3 Teacher Assessments indicate that4 the percentage of pupils

failing to achieve the expected level remains at 21.8% in English and increases

to 25.6% in mathematics. In gender terms, some 28.1% of boys are below the

expected level in English compared to 15.2% of girls. In mathematics the gap

narrows to 5.3 percentage points with some 28.2% of boys below the expectedlevel and 22.9% of girls. This level of underachievement presents real challenges

for boys. Underachievement is also a real concern for girls, many of whom

will go on to face so many other barriers in their adult life. In non-selective

post primary schools the overall gap in performance between schools of similar

socio-economic profiles is often as wide as 40 percentage points.

4 Until 2006/07, Key Stage 3 levels were assigned through a combination of moderated tests and teacher

assessments. From that time the moderated tests ceased to be compulsory. Therefore, to ensureconsistency, the data used here is based solely on the teacher assessments.

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2.13 In post-primary schools, therefore, there is particular concern over the standards

of attainment in literacy in the non-selective sector and a gap in relation to

the performance of boys compared to that of girls. In BELB, for example, some

54.6% of boys in non-selective schools in 2006-2007 did not achieve level 5

or better compared to some 25.2% of girls. There was evidence also at KS3 of 

considerable variations in standards of literacy in non-selective schools across

the Education and Library Boards. The table below outlines the results for each

Education and Library Board:

Pupils at expected level in Key Stage Assessments 2006/07

Belfast Western North East South East Southern

KS2 English

(Level 4 and

above)

69.7% 77.2% 79.6% 81.6% 79.3%

KS2 Maths

(Level 4 and

above)

72.2% 77.9% 81% 82% 81.3%

KS3 English

(all schools)

(Level 5 and

above)

80.2% 75.5% 77.3% 75% 82.3%

KS3 Maths

(all schools)

(Level 5 and

above)

75.3% 74.2% 74.1% 73.3%

75.2%

KS3 English

(non-

selective)

(Level 5 and

above)

61.1% 62% 64% 61.4% 76.4%

KS3 Maths(non-

selective)

(Level 5 and

above)

51% 59.3% 58.9% 58.7% 66.9%

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A strategy for raising achievement in literacy and numeracy 11

GCSE or equivalent

2.14 While important in terms of providing valuable information in terms of individual

pupils and schools, Key Stage Assessments are not in themselves a qualification

and it is therefore GCSE that is the key outcome. In 2006/07:

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

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

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

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

2.15 While a pass at GCSE below Grade C in English and/or mathematics confirms acompetence in literacy and numeracy a pupil will have nonetheless some aspects

of basic skills which require further development. It is at Grades A*-C at which

an average pupil can be described as having the expected levels of functional

skills in these subjects. It is therefore a matter of some concern that some 37%

of pupils fail to achieve a grade A*-C in GCSE English; 41% in mathematics and

47% fail to achieve an A*-C in both English and mathematics.

Wider Context

2.16 This strategy does not sit in isolation from other aspects of education policy and

it therefore has been developed in the context of ‘Every School a Good School’,

the draft new school improvement policy; the revised school curriculum and is

designed to support developments that are taking place in relation to extended

schools, specialist schools, teacher education, the review of Special Educational

Needs & Inclusion; the draft Sustainable Schools policy; Travellers in education

initiatives; and the transformation being undertaken within the education system

post 11 plus.

2.17 In terms of cross departmental initiatives this strategy has been informed by

the Department for Employment and Learning’s ‘Essential Skills Strategy’, in

particular the joint work with DE on improving family literacy.

2.18 The pivotal role of science, technology, engineering and mathematics (STEM)

education and skills development is a rapidly changing and competitive economic

environment which cannot be under-estimated. We can no longer rely on our

traditional industries for economic security and must therefore ensure that our

young people are qualified, literate and numerate and able to contribute to

society and the economy.

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A strategy for raising achievement in literacy and numeracy 13

Part 3 - Findings from Research, Inspectionand Other Related Material

3.1 This strategy has been informed by good practice already in existence in manyschools and reported through inspections and wider survey work carried out by

the Education and Training Inspectorate. As with all good policies, it is rooted

in a robust evidence base, with its proposed approach influenced by relevant

national and local research, including some research specifically carried out to

inform its development.

3.2 Annex 3 sets out in more detail the research and other work that has been

instrumental in informing the approach contained in Part 3. In summary, it

includes the following:

The findings of the review of the 1998 literacy strategy5 which proposed

a more targeted allocation of resources in favour of children and schools in

socially deprived areas and highlighted the positive contribution of Reading

Recovery as an effective mechanism in improving standards in literacy;

The report from the review of the 1998 numeracy strategy6 which

highlighted the need for teachers to have suitable initial and subsequent

training, as well as sound subject-specific knowledge and recommended

that pupils should experience a wider and more challenging range of learning opportunities, including mental calculation in a range of contexts,

tasks requiring strategic thinking, higher-order questioning, collaborative

problem-solving, and increased use of ICT;

The findings of the Education and Training Inspectorate’s recentevaluation of the mathematics provision in post-primary schools7 

which concludes that the teaching is most effective when it is interactive

and contingent on the pupils’ responses, includes collaborative activities,

encourages discussion, involves problem-solving and investigative work,

and links the learning with other subjects, including the use of authentic

problems;

The findings from research on the use of phonics in raising standardsin literacy carried out by Jim Rose (Department for Education and Skills,

2006) which highlighted the significant role that phonics played in helping

5 An Evaluation of the Northern Ireland Literacy Strategy 1998-2002 (DE 2003-4)

6 An evaluation of the Northern Ireland Numeracy Strategy 1998 – 2002 (DE 2003-04)

7 Better Mathematics – Evaluation and Prompts for Self-evaluation and Improvement in Post-primarySchools 2006

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beginning readers to acquire the knowledge, skills and understanding

that enable them to become more competent and confident in reading.

The report states, “the indications are that far more attention needs to

be given, right from the start, to promoting speaking and listening skills

to make sure that children build a good stock of words, learn to listen

attentively and speak clearly and confidently. Speaking and listening,

together with reading and writing, are prime communication skills that

are central to children’s intellectual, social and emotional development.

All these skills are drawn upon and promoted by high quality, systematic

phonic work.” The report also emphasised the primacy of “quality first

teaching” within the classroom;

The work undertaken by the Belfast Education and Library Board to develop

a linguistic phonics programme designed to complement the revisedcurriculum and the findings of the evaluation carried out by Stranmillis

University College which noted that high and lower-attaining children in

year 2 who had access to linguistic phonics outperformed other children in

year 2 who did not participate in the programme;

The introduction, by the North Eastern Education and Library Board of the

commercial Jolly Phonics synthetic programme and the findings of the

report from Stranmillis University College which noted that a systematic

approach to phonics at an early stage is more effective than later less

systematic phonics and that a phonics approach corresponded well withthe emphasis in the revised curriculum on enriching the children’s learning

environment and learning experiences through activities such as learning

through structured play at the Foundation Stage;

The impact of socio-economic disadvantage on levels of attainmentin literacy and numeracy, and on educational standards generally, is

highlighted consistently in research findings and specifically in a report

commissioned by DE on Barriers to Recognising the Benefits of Education.

That report recommended the further development of extended schools to

establish the school as a hub for multi-agency services to support familiesand encourage educational involvement; and

The report on Reading Literacy in Disadvantaged Primary Schools8 

carried out by the Educational Research Centre in Dublin which

8 Reading Literacy in Disadvantaed Primary Schools (ERC 2004)

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A strategy for raising achievement in literacy and numeracy 15

recommended a greater integration of schools and other services, intensive

family support, and adult and family programmes to combat low levels of 

parental literacy.

3.3 Additionally, DE commissioned research from PricewaterhouseCoopers (PWC) in

2007 on benchmarking attainment in Belfast against educational outcomes in

other relevant cities in Britain and Ireland. The report9 recommended greater

collaboration between local schools and argued for a sharper focus in literacy

and numeracy in initial and continuing teacher education. At school level the

report emphasised the role of the governors and principal in creating an ethos of 

high expectations and in promoting a culture of enquiry and research, drawing

on good practice elsewhere, recommending a whole-school approach and

stronger links with parents and pupils and the promotion of reading for pleasure.

3.4 DE also commissioned PWC to consider the nature and quality of outcomes in

literacy and numeracy in schools here, to bring together the research evidence,

particularly in relation to the under-achievement of boys, and to investigate the

differences between high and low performing schools. The subsequent report10,

highlighted the need for strong strategic leadership from DE, supported by a

greater focus on literacy and numeracy outcomes in ETI reports and on initial and

continuing teacher education provision, in leadership training. At school level

it recommended that the governors and principal should support more fully the

work of teachers by acting as leaders of literacy and numeracy in the school andthe creators of an ethos of high expectations and aspirations. It also suggested

more effective links between schools at the points of transition.

3.5 All of this research points to a high degree of consistency between the

characteristics of good schools as set out in Every School a Good School: A policy 

for school improvement . The characteristics of the good school are those that

research evidence confirms as being important in the context of raising standards

of literacy and numeracy. These features can be summarised as follows:-

9 Good practice in literacy and numeracy in British and Irish cities where the level of social deprivation is 

comparable to or worse than, than that of Belfast (PWC 2007) 10 Literacy and numeracy of pupils in Northern Ireland (PWC 2007),

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Effective Teaching – characterised by committed, enthusiastic

and highly skilled teachers, fully supported by their school leaders,

parents and the education system, who have high expectations of 

their pupils, enjoy positive working relationships with them and with

other school-based staff and who are dedicated to challenging and

improving the attainments of the learners; to sharing and learning from

their experiences and successes and who employ teaching strategies

appropriate to the needs of the learner.

A Positive Culture – evidenced by an ethos which promotes equality

of opportunity, high quality learning, a concern for individual pupils, an

openness to democracy within schools and respect for others, together

with a culture of achievement and aspiration.

Strong Leadership – characterised by high-quality leadership at all

levels that provides clear and realistic direction, based on a sound

knowledge of, and vision for, the school, and makes effective use of 

financial and other resources. This is coupled with effective support and

challenge from the Board of Governors in the role of “critical friend”.

An Effective Planning and Resource Framework – appropriate school

development plans, formulated following a rigorous and honest self-

evaluation that includes the effective use of school performance data

and other evidence and informed decisions on how budgets are used to

support school improvement.

Effective Intervention and Support – characterised by systems

to identify pupils at risk of failing, organising interventions usingexternal support where appropriate; supported by effective pastoral

care systems; and developing strong links with parents and the wider

community to support and underpin the work of the school.

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A strategy for raising achievement in literacy and numeracy 17 

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

4.1 The revised curriculum already has, at its core, a strong focus on the fundamentalskills of talking and listening, reading, writing and using mathematics and will

be supported by a clear framework of assessment for and of learning. It offers

teachers much more flexibility to use their professional judgement to plan,

deliver and evaluate learning in ways that meet the needs of the children and

young people in their classrooms. In many schools, therefore, that combination

of good, challenging teaching, professional judgement and a sharp focus on the

needs of the individual learner will make a real difference to standards of literacy

and numeracy.

4.2 Literacy and numeracy are, however, simply too fundamental for progress not

to be led by a specific strategy and a focused, strategic approach is therefore

needed. This section sets out the nature of that approach; the improvements it is

designed to deliver; and the roles and responsibilities of the various organisations

involved.

A new vision for education

4.3 The revised literacy and numeracy strategy will be taken forward in a muchchanged education system that puts the child at the centre and is driven by the

core principles of equality and fairness. It will not be possible to maximise the

potential that the revised curriculum provides and to raise levels of achievement,

particularly at Key Stage 2 and in the post-primary sector while at the same

time continuing with a system that is designed to determine, at the age of ten

or eleven, which children are suitable for some schools and which are not. For

the post-primary sector, too, the gains that should be made will not be made if 

we continue to allow a system which disadvantages the majority of schools and

majority of children.

4.4 That is why the Minister’s vision for the future of education has at its heart a

determination that all young people should be valued for their unique talents

and abilities and should be given equal opportunity to succeed, where all young

people are matched to provision that meets their needs in a unified, flexible and

responsible post-primary system.

Consultation Point 1: Do you agree that, in order to improve the literacy and numeracy

levels of our young people, we can and should create a post-primary

system without any element of academic selection?.

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A new clarity of focus on literacy and numeracy

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

According the highest priority across the whole education system

to supporting teachers in all of their work, but particularly their

efforts to improve standards of literacy and numeracy;

Ensuring that ‘pre-school’ set up and in the foundation stage

of the primary curriculum a good basis is laid for literacy and

numeracy;

A better co-ordinated and more effective cross-curricular

emphasis on literacy and numeracy in both primary and post-

primary schools that supports all teachers in recognising and

exploiting opportunities to support the development of literacy

and numeracy through their teaching;

A more explicit and effective emphasis on the promotion of 

literacy and numeracy by teachers of English and mathematics in

post-primary schools;

A greater emphasis on the use of phonics in the context of a

wider enriching literacy programme in the foundation curriculum;

A specific focus in planning and in pedagogy on addressing the

barriers that have contributed to the gap in achievement in

English and maths between the highest and lowest achievers;

A clearer framework of accountability, with progress in literacy

and numeracy much more closely tracked at class, school and

system level to ensure improvement is achieved and maintained;

Improved linkages between school and home, with better

information for parents and carers about how they can help

and support their children to enjoy and do well in literacy and

numeracy; and

Strengthening the links between professional development and

good practice, ensuring that the in-service training of teachers is

where appropriate school-based and should include consideration

of examples of best practice in bench-marking, data collection

analysis and follow-up work at whole class, individual and

personalised levels.

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4.6 Research and inspection evidence indicates that information and

communications technology (ICT) can also be used effectively to support learning

and teaching across the school and there are already many good examples of 

this. ICT plays an important role in promoting literacy and numeracy standards

and opens up new and exciting opportunities for learning and teaching which

motivate pupils to learn in new situations, including, in many instances, those

who had become disengaged from learning through more traditional teaching

strategies. Effective and regular use of ICT can allow pupils to access learning,

especially those with dyslexia. The potential of ICT to assist pupils with their

development of literacy and to support their mathematical learning can be

exploited in many ways. The current Review of the Empowering Schools Strategy

will set out in greater detail aspects of how ICT can be harnessed further to

support teachers in their work to promote literacy and numeracy.

Definitions

4.7 Literacy is the ability to read and use written information and to write

appropriately and legibly for a range of purposes, within a range of contexts and

for a variety of audiences. It also involves the integration of talking, listening

and critical thinking with reading and writing and includes the knowledge that

enables a speaker, writer and reader to recognise and use language appropriate

to different social situations. Literacy permeates and develops learning in all

areas of the curriculum, formal and informal, and all areas of social interactionand development.

Numeracy is the confidence and competence to apply mathematical skills in

routine and unfamiliar contexts. It involves having the mathematical skills

necessary to be a full contributor to society and the economy, including

those central to personal financial literacy, and having the disposition to

think mathematically in everyday situations, including those arising in

future employment. It involves the development of an understanding of key

mathematical concepts and inter-connectedness, the systematic developmentof reasoning and problem-solving skills, the proficient and appropriate use of 

methods and procedures (formal and informal, mental and written), and active

participation in the exploration of mathematical ideas and models.

Aims and objectives of the strategy

4.8 The aim of this strategy is to raise standards in literacy and numeracy through

learning and teaching strategies designed to help young people acquire and

develop core literacy and numeracy skills. Consequently, they can then benefit

from the educational and other opportunities encountered in the years of formal

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education and beyond, and contribute positively as adults to society. The measure

of its success will be whether the numbers of young people who reach or exceed

the expected standards in language and literacy and mathematics & numeracy at

KS1 – 3 and, ultimately, GCSE A*-C level increase.

4.9 The strategy is designed to work in conjunction with other strategies, particularly

the new school improvement policy Every School a Good School to:

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

numeracy;

narrow the current gaps in relation to the outcomes achieved by boys

compared with girls and between those most and least disadvantaged; and

narrow the gap between the highest performing and lowestperforming pupils and schools, after 12 years of compulsory

education.

4.10 It is also designed to:

promote more effective and consistent approaches that can support the

teaching and learning of literacy and numeracy in all phases;

ensure that the central place of the class teacher in relation to literacy and

numeracy is recognised and supported;

ensure an enhanced lead role in literacy and numeracy from the teaching

of language and literacy and mathematics & numeracy, and a more

effective contribution, to literacy and numeracy, from other subjects;

secure a more effective use of school performance data and information in

the teaching of language & literacy and mathematics & numeracy;

ensure a much greater focus on the teaching of literacy and numeracy

during initial teacher education;

ensure that there is improved communication and planning on literacy and

numeracy issues between schools when pupils transfer phase;

promote more intensive and focused support for literacy and numeracy in

those schools that are not achieving to their full potential; and

ensure that the governors and principals expect, and set, the highest

possible standards for literacy and numeracy.

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4.11 The strategy is based on the following propositions:

literacy and numeracy are essential skills that enable the young person

develop as an individual, and as a contributor to society and to the

economy;

all young people, other than those with very significant and complex

learning needs, will leave school having acquired the skills of reading,

writing, talking and listening and understanding and using mathematics at

least at a level that will allow them to access further and higher education

and/or employment and ideally much higher;

the development of literacy and numeracy skills will enhance an

individual’s learning in all other areas of the curriculum, self-esteem,

employability and life chances and help break the cycle of social andeconomic disadvantage;

literacy is integral to the learning process, accessing and using information

and interacting in an appropriate way with others, in a variety of contexts;

mathematics is the universal abstract language which underpins much of 

the understanding in science, engineering and technology and is vital to

the success of the “knowledge economy”.

Consultation Point 2: Do you agree with the aims and objectives of the proposed strategy?

The core elements of the revised strategy

4.12 The starting point for this strategy is the recognition that improvements in

literacy and numeracy are delivered not through policy statements or inspection

reports but through the work of the teacher in the classroom. The strategy

recognises this and reflects what is already established good practice in very

many schools – the organisation of the learning and teaching of literacy and

numeracy-based subjects around three core elements. Detailed guidance on this

issue, including guidance developed by teachers for teachers, will be available

once the strategy is finalised.

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

4.13 The starting point in raising standards of literacy and numeracy must be high

quality, whole-class teaching. The planning for literacy and numeracy, not just

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in language & literacy and mathematics & numeracy lessons but across the

curriculum, should be based on structured programmes matched to the overall

requirements of each class and to the needs of its individual pupils. It should

enable pupils to develop the knowledge, understanding and skills specified in

the statutory requirements of the revised curriculum. Teachers must have high

expectations for all pupils.

4.14 Quality whole-class teaching, set in the context of a rich language curriculum,

should promote all four interdependent strands of: language; talking; listening;

reading; and writing and should reflect a whole-school plan for language. In

the early years, and as they progress across the key stages, children and young

people should also participate in modelled, shared, guided and independent

literacy experiences where they:

observe the teachers modelling a range of strategies and participate in

shared experiences;

participate in guided work;

engage in a range of interdependent activities; and

have access to, and make effective use of, print materials, moving image

and digital technology to support their learning.

4.15 In the early stages of language development (usually in Year 2), and within thecontext of a rich literacy environment, children should receive a systematic and

time-bounded programme of high-quality phonics work, reinforced by careful

assessment and monitoring of progress as they move from learning to read

towards reading to learn and as they engage with a diverse range of texts for

specific purposes and for pleasure.

4.16 In the early development of numeracy, children should develop the concepts of 

number, space, measurement and data while exploring and manipulating their

immediate environments, acquire mental maths strategies in a variety of richcontexts and progress towards being able to problem-solve, choosing from a

wide variety of strategies, communicating their ideas mathematically and with

confidence, and seeing the relevance of what they are doing to everyday life.

4.17 In mathematics, teachers should make the teaching of mathematical concepts

as interesting and as relevant as possible and ensure the learning occurs through

interactive and collaborative activities. This approach will be complemented by:-

challenging the pupil’s understanding, through skilful questioning and

requiring the pupils to draw conclusions and justify their thinking;

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using a variety of activities, including ICT and practical equipment, that

entails pupils working individually, in pairs or in groups;

encouraging the pupils to make inter-connections within mathematics and

relating their work to other areas of the curriculum

providing clear, and when appropriate multiple, explanations;

providing opportunities for pupils to solve problems;

integrating, when appropriate, mental mathematical strategies;

encouraging pupils to think and talk about how they learn and what they

have learnt, using plenary sessions as appropriate; and

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

world examples .

4.18 As in other subjects, it will be important that all schools have measures in place

to identify pupils who are particularly gifted and to ensure that provision not

only takes account of their level of ability, but is also sufficiently challenging to

retain, extend and develop their interest.

Consultation Point 3: Do you agree with the approach for Wave One?

WAVE TWO - Quality teaching plus additional support for identified pupils

4.19 When on-going assessment procedures and observation by the teachers suggest

that a pupil is underachieving, or is experiencing specific difficulties in literacy

and/or numeracy, then that pupil will be identified for additional support. This

may also be triggered through contacts between the individual teacher and the

SEN in pastoral systems within the school. This enhanced provision will normally

be delivered within the classroom and is designed to assist individual pupils to

resolve particular problems with literacy and/or numeracy and make suitable

progress. It is not intended to replace quality whole-class teaching nor to

compensate for ineffective teaching; rather it would be used for pupils who have,

for example, returned following a prolonged absence, have had frequent changes

of school or have some other difficulty which has hindered their progress or are

having a difficulty with a particular concept. The aim must be that, following

the period of support, the pupil will achieve at expected levels.

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4.20 Additional support will normally be provided by the class (or subject) teacher,

working as necessary with colleagues within the school. It will:

take the form of a structured programme, carefully targeted and delivered

by the teacher (or classroom assistant working under the supervision of the

teacher);

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

be matched to the assessed and observed needs of individual pupils and

focused on specific learning objectives and targets; and

be based on sound assessment procedures.

4.21 Guidance will be provided on appropriate interventions and approaches that canbe deployed to supplement quality whole-class teaching. The decision as to the

specific interventions will be a matter for the school and the teacher. In literacy

such interventions might include paired reading, Time to Read or behaviour

support. In mathematics, the remediation may take the form of a revision of 

concepts and skills or lessons directed at specific errors.

Consultation Point 4: Do you agree with the approach for Wave Two?

WAVE THREE – Quality teaching plus personalised support tomeet the specific needs of individual pupils

4.22 More personalised support should be initiated when assessment procedures,

or observation by the teacher, indicates that a pupil has not made sufficient

progress and is not benefiting from the additional support outlined above.

Again it will normally be provided by the class (or subject) teacher although it

may require a greater degree of support from other teaching and professional

staff. The Literacy and Numeracy Strategy will be operating in tandem with,and reflecting, the current code of practice and changes which might occur as

a result of the on-going SEN and Inclusion Review. Intervention programmes

are more likely to be successful when the activities are properly planned and

programmed. In particular, pupils should not miss out on another key aspect of 

the curriculum.

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4.23 This form of highly systematic support will be:

highly personalised to meet the individual needs of those pupils

experiencing significant difficulties in literacy and/or numeracy, and

who have not benefited sufficiently from the additional support already

provided;

specifically targeted on those pupils who are identified as requiring support

for additional educational needs; and

time-bound, monitored and evaluated.

4.24 This intensive support should be reviewed regularly and interventions that are

not delivering progress should be adapted. When the combination of quality

whole-class teaching and additional personalised support is not making adifference, the school should seek advice and assistance from educational

professionals in the relevant Education and Library Board (or the Education

and Skills Authority) on further strategies to be employed, and the scope

for additional support to be made available, to support learning. In all such

cases, the ELB/ESA will need to be satisfied that the school has first taken all

reasonable steps to ensure that teaching and additional support strategies are

effective.

Consultation Point 5: Do you agree with the approach for Wave Three?

Facilitating professional learning

4.25 Schools will require effective support to implement the strategy. The

Department, the ELBs and other existing support bodies, the Education and Skills

Authority (once established), the SENCO within the school and the providers of 

initial teacher education will all have a part to play in:

ensuring that priority is given to the provision of professional support

and development opportunities in the area of literacy and numeracy for

teaching professionals;

ensuring that those with management or coordinating roles in schools are

supported effectively to identify, implement and disseminate good practice

in the teaching and learning of literacy and numeracy;

ensuring that teachers and student teachers can understand, interpret and

use data on pupil, class and school performance;

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developing the capability of all staff (especially teaching staff, librarians

classroom assistants and support staff) to implement effectively the

literacy and numeracy strategy, by focusing on the effectiveness of 

planning and practice and on the pupils’ learning and outcomes, especially

on appropriate pedagogues and interventions;

ensuring a whole school approach so that other support structures such as

the special needs co-ordinator or pastoral care teacher are involved;

placing an increased emphasis on developing the literacy and numeracy

capabilities of Beginning Teachers and students in initial teacher

education. All students involved in initial teacher education for the

primary sector should be trained in specific approaches to literacy and

numeracy. Where possible, approaches to improving literacy should also be

included within PCGE and B.Ed provision;

examining the needs of schools for training in phonics and reading

recovery techniques;

making schools aware of the various interventions and supporting them

in their use of these as well as ensuring that school leaders and teachers

are kept informed about current research and practice in the teaching and

learning of literacy and numeracy;

encouraging the development and dissemination of good practice in

the teaching and learning of literacy and numeracy. This is particularly

important in the context of using ICT and also in other sharing approaches

that spark the interest and enthusiasm of young people at risk of 

underachievement. It will also include providing opportunities for excellent

teachers to impart their knowledge and expertise to colleagues;

advising schools on better management of the process of transition

between phases;

suggesting ways in which the School Library Service can support the

literacy strategy by, for example, advising schools on stock likely to appealto pupils or by arranging for authors to visit schools; and

monitoring and evaluating progress, using evidence from pupil and school

performance, from research, and from inspection and using such evidence

to challenge schools where the trends in performance appear particularly

at variance with the history and nature of the school.

Consultation Point 6: Do you agree with the proposed support measures to facilitate

professional learning and help ensure effective implementation of the strategy? Are there any others?

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Part 5 - Data and Target Setting Framework

Improving monitoring, evaluation and the use of data

5.1 The Department places significant importance on improving monitoring,

evaluation and the tracking of data. Effective performance data management

and monitoring and evaluation are essential tools to improve standards of 

literacy and numeracy and have been identified regularly in inspection and in

research evidence here and elsewhere as key aspects of curriculum development

and improvement. Significantly, the last three reports of the Chief Inspector

(covering the period 1999-2006) have drawn attention to the need to improve

the use of performance data in and by schools to identify and remedy pupils’

strengths and weaknesses.

5.2 If standards of literacy and numeracy are to be improved, DE believes that more

attention needs to be given to data reflecting whole-school outcomes, as well

as the performance of individual pupils, and sub-groups based on gender, ability,

ethnicity, social disadvantage and first language. The use of benchmarked data

should also be used more systematically by principals, senior managers and

teachers to obtain a comparative perspective against which the pupils’ progress

in literacy and numeracy can be assessed. Effective remedial action should then

be taken, as required, to adjust current planning and practice.

5.3 Standardised scores, and other test evidence (on their own) will not provide

a sufficiently comprehensive picture of attainment in literacy and numeracy,

but they do provide indicators that can help to determine pupils’ progress, or

lack of it. Nevertheless, the evidence from inspection demonstrates that there

are continuing problems with the use of performance data across schools.

Approaches to standardised testing have been inconsistent; the dissemination of 

standardised scores and related data to teachers is often not well managed; the

understanding of standardised and other data is limited; and teachers are often

uncertain how best to use performance data to help determine the effectivenessof their teaching and to adjust, as necessary, their future planning and practice.

5.4 Robust self evaluation leading to effective school development planning is at

the centre of the Department’s proposed new policy for school improvement and

data lies at the heart of both of these. Maintaining and using data effectively, at

class and whole school level, and setting challenging yet achievable targets for

literacy and numeracy provides a focus for whole school planning and for activity

at classroom level. The Department has provided access to software to support

statutory assessment requirements in literacy and numeracy, the InCAS tool to

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be used for pupils in Years 4-7; and more generally to support classroom practice

and ongoing assessment in numeracy, the Alta tool which can be used from Year

1 or 2 through to Year 10. Software such as Alta, available free for all schools,

and which allows for performance and progress to be tracked over a pupil’s

career, will support teachers in using data and setting targets. [Alta is currently

available in mathematics].

5.5 Schools are under a statutory responsibility to set targets for literacy and

numeracy. Under the Target Setting Regulations, schools must set targets for

achievement in key stage assessments and public examinations. The School

Development Plan regulations require that targets must be published in the

school development plan. Both sets of regulations will require revision in

the light of the new assessment arrangements. Elsewhere the new school

improvement policy sets out the expectation that the support body will meetwith each school to discuss performance and targets for improvement.

5.6 The School Improvement consultation document ‘Every School a Good School’

makes clear the role that ESA will play meeting regularly with the Governors and

Principal of each school to discuss the performance of the school and provide

support in the school planning process. This can be followed up, as required,

with further support on the effective use of data. The Department has received

a significant number of consultation responses to ‘Every School a Good School’

and, in finalising that strategy, will be making changes to reflect the manyhelpful and constructive comments and suggestions that have been received.

5.7 Evidence from successful schools suggests however that setting challenging

targets at a whole school level may not be sufficient. Achieving targets is a

much more difficult exercise and it is particularly important that the need

to realise targets shapes and informs the day-to-day work of individual

teachers and that their successes are reflected in performance review and staff 

development (PRSD) objectives and assessment.

Targets for improvements in literacy and numeracy

5.8 The Department is determined that every child should be able to leave school

with good levels of literacy and numeracy and be equipped to succeed in

adulthood. It is therefore committing, as part of this strategy, to setting

stretching new targets designed to turn the tide in relation to underachievement.

The test of the strategy’s success will be measured in relation to the outcomes

of the children starting school in Year 1 in September 2008 when they reach Key

Stage 4 in 2020. By then, we want to see the following improvements:

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70% of students gaining 5+ GCSE’s A*-C, including English/Maths (or

equivalent) by the time they leave school by 2020;

65% of students with entitlement to Free School Meals gaining 5 or more

GCSEs A*-C including English and Maths by the time they leave school by2020; and

95% of students gaining GCSE A*-G in English and Maths (or equivalent)

by the time they leave school by 2020.

5.9 Taking into account our baseline position (see below) we recognise that this

represents a major challenge and that success will be dependent not just on the

implementation of this strategy but on a much wider programme of education

reform that will see a clear focus on school improvement; a move away from the

inequities created by the current system of academic selection towards a systemof election that puts the needs and expectations of the child at its heart; and a

new approach to identifying and supporting special and additional educational

needs.

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

5.10 We need to measure progress as we go along. The following are the PSA targets

set by the Department and agreed by the Assembly and which relate to literacy

and numeracy. These provide milestones for measuring progress:-

55% of students gaining 5+ GCSEs A*-C, including English/Maths (or

equivalent) by the time they leave school by 2011.

Baseline position: 53.7%

30% of students with entitlement to Free School Meals gaining 5 or more

GCSEs A*-C including English and Maths by the time they leave school by

2011.

Baseline position: 26.3%

90% of students gaining GCSE A* - G in English and Maths (or equivalent)

by the time they leave school by 2011.

Baseline position: 87%

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

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5.11 It is critical that each school sets targets for literacy and numeracy and in doing

so takes account of its past performance; the performance of schools with

similar characteristics; and the performance of the cohort of pupils to whom the

target will apply.

5.12 Work is underway on an assessment policy that will provide the context to

how targets are to be set and assessed in future years in line with the revised

curriculum. At present the focus is substantially on the outcomes from the

12-years of compulsory education. DE will consider the position, in particular, at

the end of Key Stages 2 and 3 in relation to Communication , Using Mathematics

and Using ICT.

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Part 6 – Roles and Responsibilities

6.1 As with any strategy, a key challenge lies in turning the aims and objectives into

actions that are capable of delivering the desired results. This section thereforesets out the roles and responsibilities of schools, the education support bodies,

the Education and Training Inspectorate and the Department. It also makes

recommendations for actions that should be taken by those responsible for

providing initial teacher education.

6.2 Evidence from curriculum development programmes since 1979 has highlighted

clearly the challenges involved in embedding an external programme successfully

into the culture, day-to-day practice and priorities of primary and post-primary

schools. Despite the interest of governors, principals, senior managers and

teachers, the support of external agencies, and the curricular significance

of particular programmes, it has in the past proved difficult to ensure that a

development programme is well established in classroom practice.

The role of schools

6.3 As noted elsewhere in this document, the primary responsibility for raising

standards in literacy and numeracy and for closing the gap in achievement lies

with teachers in schools. If this strategy is to influence significantly the work of 

teachers, and bring about improvement, particular care will be needed to ensure

that the strategy is given highest priority within the school and recognised as

an integral and ongoing element of the revised curriculum and of the school’s

own improvement agenda for all pupils. School governors, working alongside the

headteacher, should provide effective leadership in this area and will, therefore,

need to make sure that the following actions are in place within their schools:

schools should have in place – and regularly review – a written policy on

the promotion of literacy and numeracy;

there should be a clear lead taken in literacy and numeracy development

and co-ordination across the curriculum;

in post-primary schools, the particular role of the English and Maths

teacher in helping to deliver improvement should be recognised, as should

the vital role that other subject teachers can play in helping to improve

literacy and numeracy – all teachers are teachers of literacy and numeracy;

in all schools there should be effective liaison between those with

responsibility for literacy and numeracy, the SENCO and the pastoral care

system;

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as part of their self-evaluation and self-assessment, schools should look

critically at the impact of their learning and teaching strategies and

interventions they use particularly in relation to developing the pupils’

literacy and numeracy skills;

all schools must set clear and measurable targets for improvements in

English and mathematics as part of their school development planning

processes;

targets should take account of the trends in their performance set against

benchmarked data for schools with similar characteristics and reflect

the need to deliver improvements overall and in reducing any gap in

attainment (for example between boys and girls; those least and most

disadvantaged; or higher and lower attaining pupils);

school leaders (governors and principals) should ensure that the

performance review and staff development process reflects the progress of 

individual teachers in delivering progress;

schools should make the most of all opportunities to reinforce and

develop the importance of literacy and numeracy through, for example,

encouraging reading for pleasure and promoting the role of maths in

careers. (The role of extended schools, the relationship with the local

public library and connections between schools and local statutory and

voluntary youth services and Traveller Support Groups are all importanthere); and

school library stock should be regularly reviewed and refreshed and young

people involved, wherever possible, in selecting book stock.

6.4 Primary schools additionally should:

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

additional intervention;

ensure that children, in the early years, receive a systematic programme

of high-quality phonics work, reinforced by careful assessment and

monitoring of progress;

where primary schools have a trained reading recovery teacher, they

should also ensure that he or she has provided opportunities for all staff to

develop their skills in accordance with this programme; and

ensure that children, in the early years, receive a systematic programme

of remediation in number skills, reinforced by careful assessment and

monitoring of progress.

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The role of the education support bodies

6.5 When established, the Education and Skills Authority will:

provide schools with benchmarked data to enable them to set appropriate

targets for attainment in literacy and numeracy;

write annually to each school, setting out the system targets and the

general policy context as a basis for the school to review its school

development plan and to set targets;

monitor and evaluate annually the performance of individual schools and

use the trend information to identify schools where support interventions

may be needed;

provide advice, support and training to schools in the most effective

literacy and numeracy pedagogues;

provide advice, support and training to schools in the development and

implementation of effective cross-curricular approaches to the learning,

teaching and assessment of literacy and numeracy;

consider the provision of centrally managed support for more costly

interventions (in line with the SEN review) e.g. reading recovery, which

could then be made available to schools at subsidised rates; advise on leadership and management issues and ensure a co-ordinated

approach to raising standards across schools;

work in partnership with all stakeholders (inc statutory agencies) to meet

the literacy and numeracy needs of all pupils and to provide parents with

information, guidance and support in relation to literacy and numeracy;

consider the development of an on-line resource to support the

identification of targets;

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

provide advice and support to schools on the development and effective

use of their school libraries; and

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

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6.6 Until ESA is established, the Education and Library Boards, working where

appropriate with CCMS, NICIE, CnaG and CCEA, will take the following actions to

support schools in improving standards in literacy and numeracy:

provide guidance, professional support and training to schools through the

Curriculum Advisory and Support Service;

through the Partnership Management Board, ensure that guidance, support

and training is consistent, co-ordinated and linked effectively into the

revised curriculum;

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

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

concern; advise on leadership and management issues and support a co-ordinated

approach to raising standards across schools; and

ensure a specific focus in governor training on school improvement

generally and literacy and numeracy in particular.

6.7 Additionally, the ELBs, CCMS and other employing authorities will be expected

to maintain a clear focus on the quality of teaching and to support the

school leadership team in taking prompt and appropriate action to deal with

unsatisfactory teaching.

The role of the teacher education institutions

6.8 The need to improve standards of literacy and numeracy has considerable

implications for initial teacher training. It needs therefore to be given the

highest priority, particularly at primary level. Those with responsibility for

initial teacher education, and subsequent professional training, should focus

more systematically on developing the capacity of principals, senior staff 

and classroom teachers to improve the teaching and learning of literacy and

numeracy to all pupils and, in particular, the various interventions which

can be used. Furthermore, greater attention needs to be given in initial and

subsequent training to the more effective use of comparative performance data

to identify priorities and actions in respect of provision and outcomes in literacy

and numeracy, and to track and improve the attainment of individual pupils,

particularly boys and other under-performing groups.

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6.9 Initial Teacher Training organisations should therefore:

continue to ensure that course lecturers are up-to-date with new and

successful pedagogical practices in relation to literacy and numeracy and

adjust programmes to reflect these;

revise programmes to ensure that all students on primary teaching courses

understand key interventions and approaches e.g. reading recovery,

phonics;

ensure that the teaching of phonics is an integral part of all programmes

involving the teaching of reading to young people;

seek to ensure that in arranging teaching practice, students have

opportunities to gain experience of teaching across a broad spectrum of settings; and

ensure that all students on PCGE and BEd courses , irrespective of any

subject specialism, are involved in the study of literacy and numeracy.

The role of the Education and Training Inspectorate

6.10 The Education and Training Inspectorate will:

report at system level through the Chief Inspector’s Report on standardsof provision, outcomes and issues arising in relation to the progress of the

Literacy and Numeracy Strategy and, in particular, on the priority accorded

to literacy and numeracy, the standards being achieved and the extent to

which these are being taken forward as whole-school issues;

ensure that, in each of its school inspections, there is specific comment on

the planning for, co-ordination of and teaching of literacy and numeracy;

report specifically on successful interventions that it finds in schools in

order to help ensure that best practice is recorded and shared; and

work closely with the providers of initial teacher education and early and

continuing professional development for teachers on the identification and

dissemination of good practice.

The role of the Department of Education

6.11 The Department of Education is responsible for setting the policy direction

in the area of literacy and numeracy; for ensuring that this policy direction

is evidence-based and appropriately resourced; for setting targets for the

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improvements the strategy is designed to deliver; and for accounting to the

Assembly for its progress, and that of the education sector, in delivering those

improvements.

6.12 The Department’s role therefore is to:

give strategic leadership in this area, ensuring that it is given the highest

priority across the education system;

communicate to the support bodies, schools and parents the key elements

of the literacy and numeracy strategy;

set realistic but challenging targets for the strategy based on evidence

from trends in patterns of attainment, inspection, and relevant research;

provide a baseline of indicators for monitoring and making judgements

concerning provision and outcomes for literacy and numeracy;

ensure the strategy is adequately resourced;

in consultation with ETI, monitor and evaluate the quality and

appropriateness of the Strategy in primary and post-primary schools, and

also the literacy and numeracy components within initial teacher training

and within continuing professional development programmes; and

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

6.13 In fulfilling this role, the Department is committed to taking the following

actions:

In developing the strategy

we will be informed by a robust evidence-base and by the findings of 

inspections as well as by the experiences of experienced teachers and otherpractitioners;

we will consult openly and inclusively on the content of this draft strategy

and proposing changes and improvements that reflect the feedback

received during consultation;

we will also consult on the accompanying equality impact assessment, in

line with our duty to promote equality of opportunity and good relations;

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

numeracy; and

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we will develop, in consultation with the Irish medium sector, a

complementary strategy that recognises the needs of that sector in

relation to literacy and numeracy in a bilingual environment.

In supporting the delivery of the strategy

we will commission the preparation of clear and practical guidance for

all schools to help them translate the key themes in this strategy into

classroom practice designed to deliver improvement;

we will provide additional resources, over and above the very significant

resources already delegated to schools and provided to ELBs, to support

elements of this strategy, particularly those focused on narrowing the gap

in achievement in areas of significant social disadvantage;

we will review the school development planning regulations to clarify the

target-setting requirements for literacy and numeracy;

we will ensure, in our policies on the curriculum and on assessment, a clear

focus on performance in literacy and numeracy;

we will also ensure that this strategy does not sit in isolation from other

work, including in the areas of school improvement, supporting special

educational needs and extended schools; and

we will empower the literacy and numeracy taskforce to oversee our

progress in finalising and implementing the strategy and to support (and

where necessary challenge) our performance, and that of the education

sector, in delivering its stated objectives.

In being accountable for progress

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

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

we will account for the progress that, collectively, the education sector

makes towards the targets set for this strategy; and

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

strategy.

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The need for more effective partnership with parents and local communities

6.14 We know, from research and from the experiences of principals and teachers,

that the improvement of standards in schools, especially those in areas of high

social and economic disadvantage, is influenced significantly by factors that will

not be wholly within the control of the schools involved. There is ample research

evidence which demonstrates that pupils achieve more where their parents take

an active interest in their education, supporting and encouraging them and

setting high (but achievable) expectations and aspirations. In taking forward this

strategy, we therefore want schools and the education support bodies to work

together to address effectively those influences that lead to a lack of confidence

in school-based education and of parental engagement with schools and

schooling.

6.15 In doing this, it will be important that improved parental engagement, especially

with “hard to reach” parents, focuses on developing strong working contacts and

trust. Schemes such as Bookstart, which aims to provide a free pack of books

to every child born in order to stimulate a love of reading encourage parent

child interaction and give children a good start in life; and the Preparing for Life

Scheme which aims to gift a series of book packs to every child in the locality

during their pre-school years and is designed to promote children’s development

in economically deprived areas. In addition, schools should implement measures

to improve parental involvement in their children’s education, heighten parentalexpectations, and help them take an increased interest in the standards their

children achieve, or need to achieve. A recognition of parental literacy must also

be taken into account.

6.16 To help achieve these objectives, a family and community element should

continue to be included as an essential part of development planning in

schools. Improved parental contact should also be accompanied by efforts

to encourage those with significant standing in the community to support

school-based education, and to emphasise to young people that a lack of competence in literacy and numeracy skills will inhibit greatly their future

employment prospects and reduce their effectiveness as adults in an increasingly

technological and diverse society.

The Role of the Literacy and Numeracy Taskforce

6.17 The Literacy and Numeracy Taskforce will assist the Department in finalising

the revised literacy and numeracy strategy. This includes the setting of targets

for the promotion of literacy and numeracy. The Taskforce will ensure effective

implementation and evaluation of the strategy and will report annually to the

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Department on the effectiveness of the strategy and make recommendations

on improvements which could be made. The first report will be delivered to the

Department by 31 December 2008. The Taskforce will also receive and comment

on reports from the Department on progress against all agreed actions set out in

the Department’s response to the PAC report into literacy and numeracy.

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

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Part 7 - Conclusion

7.1 This strategy is designed to bring about a significant improvement in standards

of attainment for all young people in primary and post-primary schools throughenhanced teaching in language and literacy and mathematics and numeracy, and

across the curriculum. The aim of the strategy is to ensure that all young people

develop a capability in literacy and numeracy that allows them to participate

with confidence in an increasingly technological, complex and diverse society.

7.2 The standards attained by many pupils are rightly recognised and applauded

but that should not be taken to imply that further improvement is not possible

or necessary; the old adage, to make the good better and the better best, is as

relevant now as it ever was in the past.

7.3 The needs of those young people, especially in areas of high social and economic

disadvantage and others such as children from Traveller families and from

minority ethnic backgrounds also require particular care and attention. It is

recognised that educational improvement in areas subject to high levels of 

disadvantage is likely to be influenced adversely by a range of non-educational

factors. Nevertheless, the need to improve significantly the standards of 

attainment for young people in such areas is one of the key objectives of the

strategy, and it will be especially important that educationalists work with all

other relevant partners to overcome the constraints that have impeded progress

in the past.

7.4 Ultimately, the success of the strategy will depend to a very significant extent

on how it influences day-to-day priorities and actions in schools, and on how

effectively governors, principals, senior managers and classroom teachers

implement the strategy in their planning and practice. We want to make sure

that it is implemented in a coherent way with other strategies and policies

designed to support children with a range of barriers to learning. We also want

to make sure that it delivers results. Young people, especially those whosecompetence in literacy and numeracy is not secure, deserve nothing less.

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Annex 1

Key Performance Data

Key Stage 2 1999 – 2007

1998/9 1999/0 2000/1 2001/2 2002/3 2003/4 2004/5 2005/6 2006/7

English 69.0 71.5 72.8 73.9 75.6 N/A 76.6 78.0 78.0

Maths 73.9 75.4 75.7 77.0 78.2 N/A 79.0 80.0 79.5

Key Stage 3 Teacher Assessment 1999 – 2007

1998/9 1999/0 2000/1 2001/2 2002/3 2003/4 2004/5 2005/6 2006/7English 72.4 72.5 72.7 73.9 74.9 N/A 74.6 76.6 78.2

Maths 71.2 71.7 71.2 71.9 74.2 N/A 73.9 72.9 74.4

GCSE A*-C 1999 – 2007

1998/9 1999/0 2000/1 2001/2 2002/3 2003/4 2004/5 2005/6 2006/7

English 59.8 59.7 60.4 60.5 60.8 60.8 62.0 62.6 63.4

Maths 55.3 55.6 56.2 57.8 57.3 55.6 57.9 57.9 58.8

GCSE A*-G 1999 – 2007

1998/9 1999/0 2000/1 2001/2 2002/3 2003/4 2004/5 2005/6 2006/7

English 89.5 89.5 89.5 88.7 89.7 89.7 89.8 89.3 89.9

Maths 87.5 88.5 88.5 89.2 88.9 87.3 89.0 88.5 89.2

GCSE English and Maths 1999 – 2007

1998/9 1999/0 2000/1 2001/2 2002/3 2003/4 2004/5 2005/6 2006/7

A*-C 50.2% 50.8% 51.0% 51.7% 51.5% 50.8% 52.5% 52.9% 53.6%

A*-G 85.4% 86.5% 86.5% 86.4% 86.8% 85.4% 86.9% 86.4% 87.0%

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

1998/9 1999/0 2000/1 2001/2 2002/3 2003/4 2004/5 2005/6 2006/7

A*-C N/A N/A N/A N/A N/A 79.7 84.5 72.0 80.3

A*-G N/A N/A N/A N/A N/A 100.0 100.0 100.0 98.5

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Annex 2

Targets for Improvement in Literacy and Numeracy

LevelActual performance

Milestone

Targets

Strategy

Targets

2004/5 2005/6 2006/7 2011/12 2020

Key Stage 2 English (% of 

pupils at expected level)76.6% 78.0% 78.0% - -

Key Stage 2 maths (% of 

pupils at expected level)

79.0% 80.0% 79.5% - -

Key Stage 3 English (% of 

pupils at expected level)74.6% 76.6% 78.2% - -

Key Stage 3 Maths (% of 

pupils at expected level)73.9% 72.9% 74.4% - -

5+ GCSE A*-C (inc Eng and

Maths)51.0% 51.2%

 Validated

data not

available

55% 70%

5+ GCSE A*-C (inc Eng and

Maths) – FSME pupils only

Not

available 26.3%

 Validated

data notavailable 30% 65%

GCSE A*-G (or equivalent)

in English and Maths by the

time they leave school

87% 86% 87% 90% 95%

Note: Key Stage assessment scores are based on information received from CCEA and GCSE scores 

are derived from the University of Bath dataset and the School Leavers’ Survey.

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Annex 3

Findings from Research, Inspection and

Other Related Material1 In recent years, considerable attention has been paid to the role of phonics in

raising standards in literacy. The findings of the review of the teaching of early

reading by Jim Rose (Department for Education and Skills, 2006) reinforced

strongly the view that the use of phonics in the early years has particular

significance in enabling beginning readers to acquire the knowledge, skills and

understanding that enable them to become more competent and confident in

reading. The review recommended that high-quality synthetic phonics should

begin by the age of 5, and should be taught discretely as the main approachin learning to read and write. The review also recommended that phonic

work, consisting of a daily schedule of some 20 minutes a day, should not be

considered as a stand-alone strategy but should be embedded in a rich and

broad language programme that addresses the wider knowledge, skills and

understanding that children need to become effective readers and writers. The

review concluded that synthetic phonics offers the vast majority of young

children the best and most direct route to becoming skilled readers and writers.

2 In addition, the review identified the essential characteristics of successful

early literacy programmes including well-trained teachers, well-designed

and thoroughly implemented programmes of work, incisive assessment of 

teaching and learning, and strong supportive leadership. It emphasised that,

while intervention may be necessary, in some cases, to raise standards of 

literacy, “quality first teaching”, within mainstream classroom practice, is of 

fundamental importance and requires a clear focus on key issues such as the

quality and appropriateness of classroom organisation, teaching materials and

style, assessment for learning, and the ability of teachers to cater effectively for

individual difference. Significantly, the review noted that “improving the quality 

of what is already in place rather than introducing lots of new elements is likely toyield the greatest benefits” .

3 In 2002, the Belfast Education and Library Board identified a need to address

the early teaching of reading and, following research, developed a linguistic

phonics programme which was designed to complement the foundation stage

of the revised curriculum, then under development. Given early indicators

of success the programme was taken up on a pilot basis by three other

Boards and a commercial programme, Jolly Phonics, was piloted by the North

Eastern Education and library Board. Stranmillis University College, Belfast

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was commissioned by the Education and Library Boards to evaluate the two

approaches and assess the effect of phonics programmes in local schools.

The report on The Impact of the Linguistic Phonics Approach on Children’s

Reading, Writing and Spelling, Stranmillis University College, 2006, stressed the

importance of developing a phonics programme within the context of a rounded

literacy experience. It noted that high and lower-attaining children in year 2

who had access to linguistic phonics outperformed other children in year 2 who

did not participate in the programme. Evidence for similar improvement was less

evident in the research carried out with year 8 pupils in post-primary schools.

4 The report on Improving Literacy in the Early Years: An Evaluation of the Jolly

Phonics Programme in the NEELB: Stranmillis University College, 2007, noted

that a systematic approach to phonics at an early stage is more effective

than later less systematic phonics and that a phonics approach correspondedwell with the emphasis in the revised curriculum on enriching the children’s

learning environment and learning experiences through play-based learning

at the Foundation Stage. The report also considered the distinction between

analytic phonics and synthetic phonics, the two most debated approaches to

the teaching of phonics. Analytic phonics encourages children to analyse sets

of words that share a letter and sound, with an initial focus on a “look and

say” approach, followed by investigating phonic aspects and spelling patterns.

In contrast, synthetic phonics centres on teaching children the individual

letter-sound correspondences that they can then blend together to form a word.All of the teachers reported that a phonics approach had a highly effective or

effective impact in KS1 on the children’s reading and independent writing, and a

significant impact on improved spelling performance.

5 The Review of the Northern Ireland Literacy Strategy, University of Glasgow

(2006) drew attention to the importance of educational and social disadvantage

as an impediment to raising levels of attainment in literacy, and proposed a more

targeted allocation of resources in favour of children and schools in socially

deprived areas. It highlighted the positive contribution of Reading Recoveryas an effective mechanism in improving standards in literacy, and emphasis

was given to research evidence from Scotland concerning the advantages of a

systematic phonics programme within a broad literacy curriculum. The Review

stressed the need for a more effective approach to performance management

in schools, including, for example, the use of aggregated performance data to

highlight differences in outcomes for different pupils, or groups of pupils. In line

with the recommendations of the NIAO and PAC, the review also noted the need

for improved levels of parental support, and for a greater emphasis in initial and

subsequent teacher training on strategies to improve levels of attainment in

literacy.

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A strategy for raising achievement in literacy and numeracy 47 

6 The Review of the Northern Ireland Numeracy Strategy, University of Glasgow

(2006) highlighted the need for teachers to have suitable initial and subsequent

training as well as sound subject-specific knowledge. It also recommended

that pupils should experience a wider and more challenging range of learning

opportunities including mental calculation in a range of contexts, tasks requiring

strategic thinking, higher-order questioning, collaborative problem-solving, and

increased use of ICT. The recent evaluation of the mathematics provision in

NI post-primary schools conducted by the Education and Training Inspectorate

also concludes that the teaching is most effective, when it is interactive and

contingent on the pupils’ responses, includes collaborative activities, encourages

discussion, involves problem-solving and investigative work, and links the

learning with other subjects, including the use of authentic problems.

7 The extent to which socio-economic disadvantage impacts adversely upon levelsof attainment in literacy and numeracy, and on educational standards generally,

is highlighted consistently in research findings as a major impediment that

limits the success of programmes aimed at improving provision and standards

for all young people, irrespective of ability and background. Socio-economic

disadvantage and its impact was the subject of a report commissioned by

DE on the Barriers to Recognising the Benefits of Education, Patrick Dorrian,

March 2006. Within disadvantaged communities in particular, the report

suggested that educational disengagement is often accompanied by poor levels

of parental and pupil attainment, condoned absences, deprivation, povertyand unemployment, by poor health and dependence on benefits, and by social

exclusion. The report recommended the further development of extended schools

to establish the school as a hub for multi-agency services to support families and

encourage educational involvement.

8 The issues raised in the Dorrian report also feature strongly in a report on

Reading Literacy in Disadvantaged Primary Schools by the Educational Research

Centre, Dublin (2004). The report recommended a greater integration of schools

and other services, intensive family support, and adult and family programmesto combat low levels of parental literacy. One of the report’s key findings

centred on major weaknesses in relation to the nature and effectiveness of 

monitoring, evaluation and target-setting in schools, all issues fundamental

to the improvement of provision and standards in literacy and numeracy. The

report noted, for example, that test results are often seen as useful by principals

tracking whole-school performance but are considered to be of limited value

by class teachers, especially when the tests are administered at the end of 

the academic year. Furthermore, on marking and its impact on the raising

of standards, the report was critical of the overuse of “praise and positive

reinforcement with disaffected pupils, in the belief that it boosted self-esteem,

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Every School a Good School

48

which in turn was expected to improve reading achievement.” The report

concluded that “It would seem reasonable to suppose that pupils who are given

balanced and detailed feedback about their strengths and weaknesses, and areas

where improvements can be made, are in a better position than those who only

hear praise for their efforts.”

9 In response to a PAC recommendation, DE commissioned research from

PricewaterhouseCoopers (PWC) on benchmarking attainment in Northern Ireland,

and specifically Belfast, against educational outcomes in other relevant cities

in Britain and Ireland. The 2007 report from PwC, ‘Good practice in literacy

and numeracy in British and Irish cities where the level of social deprivation

is comparable to or worse than, than that of Belfast’ recommended that, at

system level, there should be greater collaboration between local schools and

with those elsewhere seeking city-wide solutions in the interests of sharingand disseminating good practice. It argued for a sharper focus in literacy and

numeracy in initial and continuing teacher education with a particular focus on

special educational needs and working in challenging schools. It proposed the

creation of an electronic “one stop shop” for advice, resources and training open

to all teachers.

10 At school level the report emphasised the role of the governors and principal in

creating an ethos of high expectations and in promoting a culture of enquiry and

research, drawing on good practice elsewhere. It recommended a whole-schoolapproach with a consistent and co-ordinated approach to the teaching

methodology and to the interventions used. It argued for a strengthening of 

links with parents and pupils and for the promotion of reading for pleasure. It

recommended the use of appropriate role models to encourage boys’ reading and

writing.

11 DE also commissioned PricewaterhouseCoopers to consider the nature and

quality of outcomes in literacy and numeracy in schools, to bring together the

research evidence, particularly in relation to the under-achievement of boys, andto investigate the differences between high and low performing schools. The

subsequent report, “Literacy and numeracy of pupils in Northern Ireland (2007)”,

noted that its recommendations were similar to those made previously in other

evaluations of literacy and numeracy, and to the findings contained in successive

reports of the Chief Inspector. The report’s principal recommendations included

the need at a system level for strong strategic leadership from DE supported by a

greater focus on literacy and numeracy outcomes in ETI reports and on initial and

continuing teacher education provision, in Leadership training. At school level it

recommended that the governors and principal should act as leaders of literacy

and numeracy in the school and the creators of an ethos of high expectations

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and aspirations. It also suggested more effective links between schools at the

points of transition.

12 Recognising the central role of the professional teacher the General Teaching

Council NI recently published, ‘Teaching: the Reflective Profession’11 and its focus

on professional competences for teaching has also informed the development of 

this draft strategy.

13 It is unsurprising that there should be a high degree of congruance between the

characteristics of good schools as set out for consultation in the draft school

improvement policy, and those features identified by research and inspection as

being important in the context of raising standards of literacy and numeracy.

These can be summarised as follows:-

Effective Teaching – characterised by committed, enthusiastic and

competent teachers who have high expectations of their pupils, enjoy

positive relationships with their pupils and with other school-based staff 

and who are dedicated to improving learning.

A Positive Culture – evidenced by an ethos which promotes equality of 

opportunity, high quality learning, a concern for individual pupils and

respect for others, together with a culture of achievement and aspiration.

An unwavering expectation by teachers, pupils, parents and the widercommunity that all pupils can and will achieve to their potential.

Strong Leadership – characterised by high quality leadership at all levels

which provides clear and realistic direction based on a sound knowledge

of and vision for the school, and makes effective use of financial and other

resources. This is coupled with effective support and challenge from the

Board of Governors for the process of improvement.

An Effective Planning Framework – good quality school development

plans formulated following a rigorous and honest self-evaluation whichincludes the effective use of data and other evidence.

Effective Intervention and Support – characterised by systems to identify

pupils at risk of failing and organising interventions utilising external

support where appropriate. Developing strong links with parents and the

wider community to support and underpin the work of the school.