Equality Commission Draft Statement 'Key Inequalities in ...

Equality Commission Draft Statement 'Key Inequalities in ...

Joint Consultative Forum Inequalities in Education October 2016 John Collings, Director of Education Education Directorate Chief Executive Gavin Boyd Education John Collings Children & Young

Peoples Services Clare Mangan HR Clare Duffield Finance and ICT Joyce Bill Operations and Estates Sara Long

Setting the Context Programme for Government EA Strategic Plan Policy/statutory Context Features of an effective school improvement function Programme for Government

Outcomes Based (indicators / measures) Collaborative Working (public, private, voluntary, individuals, communities) Cross Cutting / Interdependent (health, education, culture, economy, welfare) Stakeholder Engagement Continuous Improvement PfG Outcomes (14) PfG Indicators (42) PfG Measures (42)

Indicator 10. Improve support for looked after children 11. Improve educational outcomes 12. Reduce educational inequality 13. Improve the quality of education 14. Improve the skills profile of the population Measure % of care leavers who, aged 19, were in education, training or employment % of school leavers achieving at level 2 or above including English and Maths Gap between % of school leavers and % of FSME

16. Increase the proportion of people in work 17. Reduce economic inactivity % of schools where provision for learning is good or better The proportion of the workforce in employment qualified to level 1 and above, level 2 and above, level 3 and above, and level 4 and above % of children who are at the appropriate stage of development in their immediate pre-school year Seasonally adjusted employment rate (16-64) Economic inactivity rate excluding students 18. Increase the proportion of people working in good jobs

A Good Jobs Index 15. Improve child development EA Strategic Plan The Education Authoritys Strategic Plan will be paramount in ensuring that the challenges facing Education, and the public sector in general, are addressed in a way which enables the Authority to continue to provide quality services whilst shaping the future of Education in Northern Ireland. It is important that the Strategic Plan identifies the direction in which EA is moving, creating an agreed mission, and making clear recommendations for

moving from the current position to the future vision. Statutory Responsibilities, Policy and DE Strategies ARTICLE 66(1), EDUCATION AND LIBRARIES (NI) ORDER 1986 - Training of teachers ARTICLE 29, THE EDUCATION REFORM (NI) ORDER 1989 - Curriculum advice and support ARTICLE 13(3) THE 1998 EDUCATION ORDER - BoG to consider any SDP guidance provided by the Education & Library Boards, and also any inspection findings. ARTICLE 23, THE EDUCATION (NI) ORDER 2006 - Advisory and support services in relation to the curricula and staff of such schools. EDUCATION (NI) ORDER 2006 - NI curriculum and assessment arrangements

- Direction specifying minimum number of qualifying courses for pupils (entitlement framework) Statutory, Policy and DE Strategies Promoting stronger links between schools, families and communities, including through the Extended Schools and Full Service Schools Programmes 2006 The Review of Irish-medium Education Report 2008 Every School a Good School- A policy for school improvement 2009 The Education (School Development Plans) Regulations (NI) 2010 - A copy to be provided to the Board Count, Read: Succeed - A strategy for literacy and numeracy 2010

Statutory, Policy and DE Strategies The Science, Technology, Engineering and Mathematics (STEM) strategy Success through Stem 2011 Learning to Learn A Framework for Early Years Education and Learning 2013 ARTICLE 2(3) THE EDUCATION ACT (NI) 2014 - Encourage, facilitate and promote shared education SHARED EDUCATION ACT (NI) 2016 - Encourage and facilitate shared education Learning Leaders- A strategy for teacher professional development 2016 Current SDS Advisory Staff

3 ASEOs 2 Senior Advisers 13 Advisers 23 AAOs 4 Advisory Teachers + Advisory officers working in project teams + Administrative and technical support + C2k & Area Planning

Numbers of Schools by District Council District Pairings Total Antrim & Newtownabbey /Mid & East Antrim 154 Armagh, Banbridge & Craigavon / Lisburn & Castlereagh 190 Belfast

187 Causeway Coast and Glens / Derry & Strabane 203 Fermanagh & Omagh / Mid Ulster 237 Newry, Mourne & Down /North Down & Ards 208

School Focused Duties Managing and overseeing the support programmes for priority schools Monitoring of School Development Planning, target setting and SDDs Inspection response: attendance at inspection report-back meetings and initiation of any follow-up action required Scrutiny of school performance indicators to identify any schools in need of support and possibly intervention Assessor support for principal/VP appointments in schools Provision of general educational advice for schools and other stakeholders e.g. area planning process Implementation of 2015-16 actions for Achieving Belfast, Achieving Derry/Bright Futures, Full Service Schools, West Belfast Project

Support for Learning Leaders the national professional development strategy for teachers and leadership of schools Support for extended schools and neighbourhood renewal programmes Support for Beginning Teachers and First Time Principals Support for Governors Support as required for Area Learning Communities / EF implementation System Focused Duties

Area Planning lead agency Regional governor training programme First time principals training programme

Regional teacher induction programme PQH and emerging leadership programme Key Stage 2/3 literacy and numeracy programme Shared Education promote, facilitate and encourage (eg) Shared Campus projects, SE Signature Programme Irish Medium Education facilitate and encourage STEM CPD and STEM module CEIAG CPD North/South DE /DES Programme (eg) Peace IV C2K Community Planning statutory partner ESAGS TV and EA TV AMMA centre and AMMA CPD programme Management of the Education Library Service

Effective School Improvement In diverse education systems the most effective school improvement functions: Adopt adaptive styles of leadership Move radically to enable school to school support Are prepared to use third parties Broker intervention as well as support Have clear measures of accountability Inequalities Working Group Terms of Reference To consider the implications of the research and report for the EA

To review relevant data on inequalities in education To develop an understanding of the scope of the work by the EA by engaging with relevant services within the Education and CYPS directorates that seek to address inequalities To agree strategic priorities for the EA in order to address key inequalities in the short to medium term and ensure these are reflected within the EA business plan To report on progress against the EA business plan and corporate risk register To report on emerging issues around key inequalities in education The Equality Commission has published a new assessment of the experiences of people in

education across all the equality grounds in Northern Ireland. The draft statement highlights areas where there are educational challenges and how these impact on children. Press release, Oct 2015 Evidence Base Queens University, Belfast contracted as independent researchers to: review a wide range of literature and data; conduct an analysis of available education data from government departments; and

carry out primary qualitative research in the form of focus groups, interviews and an expert seminar with key stakeholders. Resultant research report published in March 2015 Education Inequalities in Northern Ireland (Burns et al) Draft Statement also supported with reference to a wide range of additional sources Observed differences/inequalities Bullying, including prejudice-based bullying, in schools is a persistent problem Males have persistently lower levels of attainment than females, beginning in primary school and continuing throughout schooling to

GCSE and A Level Females in higher education have a lower share of enrolees in the STEM subject area of Maths, IT, Engineering and Technology than their share of the population Observed differences/inequalities Protestants persistently have lower levels of attainment than Catholics at GCSE and A Level There is persistent underachievement and lack of progression of working class Protestants, particularly males

Observed differences/inequalities continued Children from the Traveller community and Roma children have some of the lowest levels of attainment of all equality groups Students with SEN or a disability have lower attainment levels than students without any SEN or disability, and are less likely to go on to higher education Initial Focus Action research in schools Digging deep to find out what works, where and why Gathering practical evidence to help plan

further investigation Dissemination of effective practice What does the School Development Service do? OFMDFM DSC Signature Projects: Literacy and Numeracy Shared Education Extended Schools Programme STEM CPD and STEM CEIAG Programme Achieving Derry / Achieving Belfast Greater West Belfast Project Focus on Boys Project and Boys Will Be Brilliant Project

Moving Forward The SDS will continue to prioritise schools for support based on inspection outcomes Intervention strategies for pupils who are underachieving will continue to be promoted Targets for FSME pupils will be requested from schools and these will be scrutinised to ensure they are robust and challenging DE funded initiatives will be taken forward, enabling CPD opportunities

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