Leadership

PIRLS 2016 in Northern Ireland: Reading Achievement

This NFER survey of pupil achievement in reading shows that pupils aged 9 -10 in Northern Ireland are amongst the best readers in the world. Leadership Briefing 12.05 (137)

Data from the 2016 Progress in International Reading Literacy Study (PIRLS) reveals that children in only two of the 50 countries, Singapore and Russia, performed better than local pupils in the international reading study.

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      string(366) "... lead the field. New entrants Northern Ireland and Finland are among the top performers. Sweden continues its downward trend in reading.· England’s performance in PIRLS 2011 was well above the international average and significantly higher than that seen in 2006. There is a wide range of achievement In England ..."
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      string(6038) "ResourceREADING ACHIEVEMENT IN ENGLANDOriginal DocumentPIRLS 2011: Reading Achievement In England. This research brief summarises the findings the IEA Progress In Reading and Literacy Study (PIRLS). This survey is an international study comparing the reading attainment and attitudes of 10-year-olds.KeywordsReading, literacy, England, performance, PIRLS, attainment, boys, girls, pupils, lessonsSummaryThis research brief summarises the findings the IEA Progress In Reading and Literacy Study (PIRLS). This survey is an international study comparing the reading attainment and attitudes of 10-year-olds.Main Findings:· Reading attainment at age 10 in England has significantly improved since 2006 and is similar to the country’s performance in PIRLS 2001. Asian countries continue to lead the field. New entrants Northern Ireland and Finland are among the top performers. Sweden continues its downward trend in reading.· England’s performance in PIRLS 2011 was well above the international average and significantly higher than that seen in 2006. There is a wide range of achievement In England: the best readers are among the best in the world but there are a greater proportion of weaker readers than in many other high achieving countries.· Girls performed significantly better than boys in England and in almost all other participating countries. The difference between the performance of boys and girls was greater than that seen in many other countries.· In common with a number of other high achieving countries, pupils’ attitudes to reading were less positive in England than the average internationally. The more able readers were more likely to enjoy reading and be motivated to read than the weaker readers. Compared to 2006, fewer pupils in 2011 reported ‘never or almost never’ reading for fun out of school. Over half of pupils in PIRLS 2011 reported reading for half an hour or more every day out of school.· Teachers’ reported levels of career satisfaction were similar to, or higher than, those of teachers in the highest achieving countries and teachers rated their working conditions relatively positively compared with other countries.· Girls performed significantly better than boys in PIRLS in England and in almost all other participating countries.· The difference between the attainment of boys and girls was greater in England than in most other countries and has remained stable across all three PIRLS surveys.· Over a quarter of pupils in England gave responses that showed they enjoyed reading but a fifth of pupils gave responses that placed them in the Do not like reading category. In England and in all other countries, pupils who reported the most enjoyment in reading also attained the highest scores.· In contrast to the picture within countries, between countries those with the highest average reading scores tended to have a high proportion of pupils in the Do not like reading category.· Two-thirds of pupils in England reported high levels of motivation to read. Pupils in countries with the highest average reading performance reported the lowest levels of motivation to read.· Pupil reports of reading confidence in England are similar to the international average.· Although trends over time are difficult to identify due to changes in the analysis methodology, it appears that pupils’ enjoyment in, and motivation for, reading has improved from 2006, and has surpassed the levels seen in 2001.· Between countries, pupils in countries with the highest achievement reported the lowest levels of engagement in reading lessons. In England, a third of pupils reported a high level of engagement in reading lessons.· Teachers in England reported a high level of use of strategies intended to engage pupils in their learning.· Teachers of pupils in England spent more time on language teaching (the teaching of English) than the average time spent internationally.· The amount of time spent on the teaching of reading, including reading across the curriculum, was just less than the international average, although internationally, responses regarding the time spent teaching reading varied greatly. Generally, pupils in higher performing countries spent less time on reading activities than the average, while pupils in English-speaking countries spent more.· England had the highest proportion of pupils in schools where teachers reported that the teaching of a range of reading skills was emphasised at or before the academic year in which pupils turned eight (Year 3 in England).· In England and internationally, the average achievement of pupils who began learning a range of reading skills earlier was higher than the average achievement of those who were introduced to the skills later.· The percentage of pupils in England whose teachers reported that they practised a range of comprehension skills and strategies on at least a weekly basis was close to or above the international average.· Average achievement in England was slightly higher for pupils who did not have access to a computer for reading lessons, although the difference is unlikely to be significant.· Internationally, the average achievement scores were the same regardless of whether or not computers were available for use in reading lessons. A higher percentage of pupils in the top performing countries used computers in reading lessons than did those in less well performing countries.· In England, three-quarters of pupils were taught reading by teachers whose teacher education included an emphasis on English Language.· In England, almost"
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Leadership

Reading Achievement In England

12 Dec 2012

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Leadership Briefing 9.03(99)"
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      string(5735) "Leadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.RECOMMENDED ANNUAL INSTRUCTION TIMEIN FULL-TIME COMPULSORY EDUCATION INEUROPE 2013/14KeywordsEurope,public sector,schools, annual,instructiontime, full-time,compulsory,education,education,students,parents,knowledge,skills, teaching,subject  SummaryThis Eurydice analysis compares the annual recommended instruction time in full-timecompulsory education in public sector schools, covering 32 countries of the Eurydicenetwork.Many stakeholders in education, such as students, parents and employers have a strong interest inthe curriculum. They want to know what subjects are taught in school, whether the curriculum isputting enough emphasis on sciences and foreign languages, and, more generally, they want to knowif students are gaining the knowledge and skills they need to either get a job or carry on studying at ahigher level. Information on the amount of time dedicated to teaching a particular subject or‘instruction time’ can be a useful indicator of the value placed on a subject and its relative importancein the curriculum.This data provides comparative information on the time spent teaching the various subjects thatcomprise the national curriculum in different European countries. The information is based onregulations, standards or recommendations adopted by central (top-level) or regional level educationauthorities.Main Findings: ■ The length of full-time compulsory education varies a great deal between European countries. Itranges from eight years in Croatia to twelve years in Hungary, the Netherlands (VoorbereidendWetenschappelijk Onderwijs), Portugal, the United Kingdom (Northern Ireland) and Turkey. ■ At primary level, the main focus is on reading, writing and literature. ■ Reading, writing and the study of literature, mathematics and sciences are all key subject areasof primary school curricula in Europe. Literacy, basic mathematics and sciences also provide thefoundations for further learning. For these reasons, the Council of the European Union has setEU benchmarks for 2020 in reading, mathematics and sciences:1. by 2020, the proportion of 15-year-olds with low achievement in reading, mathematics andscience should be less than 15 %.2. Foreign language skills too are essential for European students, given the diverse linguisticlandscape of the European Union and the key role of language competences in the mobility andemployability of European citizens.Week Commencing 06th October 2014http://eacea.ec.europa.eu/education/eurydice/documents/facts_and_figures/IT_Comparative_analysis_2013_14.pdfhttp://eacea.ec.europa.eu/education/eurydice/documents/facts_and_figures/IT_Comparative_analysis_2013_14.pdfhttp://eacea.ec.europa.eu/education/eurydice/documents/facts_and_figures/IT_Comparative_analysis_2013_14.pdfLeadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents. ■ In most countries, the instruction time allocated to these compulsory subject categoriescorresponds to a percentage varying from 50 % to 60 % of the recommended minimuminstruction time. France and Croatia stand out, as the proportion of time attributed to thesesubject categories exceeds 70 %. ■ Countries where the percentage reaches slightly more than 60 % for the four subject categories(reading, writing and literature; mathematics; sciences; first foreign language) are Belgium(Flemish Community), the Czech Republic, Lithuania, Malta, Austria and Portugal. At the otherend of the scale, Germany, Cyprus, Ireland and Island allocates less than 50 % of the minimuminstruction time for the teaching of these four subjects. ■ In all countries except Malta, the instruction time spent on reading, writing and literature takesthe largest share of minimum instruction time. In most countries, this proportion corresponds toabout 25 % of the total amount. In Malta, the largest proportion of instruction time is dedicatedto mathematics. In all countries, except Malta and Portugal, mathematics takes the secondlargest share of total instruction time, at around 15 % in most countries. Portugal is the onlycountry where the proportion of time spent on reading, writing and literature is the same ason mathematics. In Belgium (Flemish Community), Germany, Ireland, Poland and Island, thecurriculum also gives equal or nearly equal importance to these two subject categories, asthe proportion of instruction time spent on each is very close (the difference being less than 5percentage points). ■ The instruction time dedicated to natural sciences and foreign languages is proportionally andsubstantially lower than that for reading, writing and literature, or mathematics in all countries.In most cases, students spend around 10 % or less on each of these two subjects. In Denmark,Greece (URC) Poland and Turkey, the percentage of time spent on the two subjects is the same.The number of countries where proportionally more time is spent on natural sciences is roughlythe same as for foreign languages.  However, in the case of Belgium (Flemish Community),Malta and Austria the difference is greater. The proportion of instruction time dedicated to naturalsciences is significantly higher than that dedicated to foreign languages (about 10"
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Leadership

Recommended Annual Instruction Time in Full-time Compulsory Education in Europe 2013/14

1 Oct 2014

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      string(364) "... practice, refreshing ourprogramme over the period of delivery since nationalroll-out began in 2011. All of the data has beenevaluated by PwC Strategic based in Northern Ireland.Based on a theory of change that incorporates each ofthe four elements set against three core targets (reading,writing and maths), and behavior ..."
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      string(4701) "andpractice21……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………Table 3: Early impact of Achievement for AllAn independent evaluation (by the University of Manchester) of the AFA pilot study which ran from 2009 – 2011showed that:■ 37 per cent of pupils with SEND achieved or exceeded expected levels of progress in English compared to all pupilsnationally.■ 47 per cent of pupils with SEND achieved or exceeded expected levels of progress in maths compared to all pupilsnationally.■ A 10 per cent drop in absenteeism.■ Enhanced relationships with parents. The number of schools reporting excellent relationships with parents increasedby 36 per cent.As an organisation led by teachers we have gathered in-depth evidence to inform our practice, refreshing ourprogramme over the period of delivery since nationalroll-out began in 2011. All of the data has beenevaluated by PwC Strategic based in Northern Ireland.Based on a theory of change that incorporates each ofthe four elements set against three core targets (reading,writing and maths), and behavior and attendance, PwChas compiled an independent report assessing the socialimpact of the programme (PwC, 2015 – see Table 4).Table 4: Achievement for All – evidence since 2011Recent findings from the independent review(PwC, 2015) of the Achievement for All schoolsprogramme, have shown that in schools workingwith Achievement for All:■ Pupils exceeded national expectations for attainmentin reading, with an average increase in AveragePoint Scores of 4.8■ Pupils exceeded national expectations in writing,with an average increase of 4.6 APS■ Pupils exceeded national expectations for attainmentin maths, with an average increase of 4.4 APS.■ An overall increase in pupil confidence andaspirations■ The beneficiaries of the Achievement for Allprogramme include: 3760 settings; 1,767,100 pupils(indirect); 172,111 target pupils (direct); parents/carers (direct) 252,238; teachers (direct) 69,197;12, 879 school leaders (direct) and 29, 650 widerprofessionals (direct) (Achievement for All ImpactReport, 2015)■■■ Prioritising the vulnerableIt might be helpful if you were to consider whatapproaches are taken to help disadvantaged youngpeople in your school. What would be the evidencebase for each of the interventions used to addressdisadvantage in your school. Examine the gap, what arethe causes? How do you meet the needs of every pupil?Are you supported in your own professional learning?The following case study illustrates how a schoolleader and his staff has made a difference by adopting theAchievement for All framework, which included workingwith parents to improve the outcomes for their children.Don’t Like Mondays? No child or young personshould experience school in such a negative way.Through your own professional learning journey youcan make a difference to every pupil in your classroomirrespective of background, challenge or need. Raiseaspirations, improve access and raise achievement inyour school by collaborating with other professionals.Professor Sonia Blandford is founder and CEO ofAchievement for All……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………Don’t Like Mondays – providing hope for the disaffected ■■■■■22Case Study: Tenacious joined-up workingSteve Dool is head teacher at a large (1700 student) comprehensive in Neston on the Wirral. He is a manwith a vision, and it matches the vision of AFA. “When you find something in education that capturesyour enthusiasm, and gives you a fresh impetus to improve things further you want to embrace it,” saysSteve.Can I tell you about Simon? He was a student who was disinterested and disaffected from his early daysat school. He avoided lessons whenever he could. We identified his low levels of literacy and difficultiesin language and communication and put him on a Reading Recovery programme*, which involvesfocused one to one recovery work with target"
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Professional Development

Don’t Like Mondays – providing hope for the disaffected

12 Sep 2016

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      string(4830) "Leadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.MONITORING POVERTY AND SOCIALEXCLUSION IN NORTHERN IRELAND 2016KeywordsAlternativeProvision, off-site alternative,inhouse, schools,subjects,standards,under-achievement,partnerships,providers,regulationsSummaryThere are big differences in outcomes among Northern Ireland’s GCSE-age pupils, basedon their background and the type of school they go to. This report by the Joseph RowntreeFoundation shows the latest data on poverty in Northern Ireland, focusing on the linksbetween poverty, work, and education.Around 60 per cent of boys eligible for free school meals do not get five good GCSEs, compared with30 per cent of those not eligible. For girls, the figures are 51 per cent and 22 per cent respectively.Children in grammar schools do far better than those in non-grammar schools regardless of freeschool meal status. Yet in each type of school, FSM-eligible pupils do worse than non-eligible pupils.In nongrammar schools, the gap is bigger – 65 per cent of FSM-eligible pupils fail to get five goodGCSEs, compared with 47 per cent for non-eligible pupils. In grammar schools, pupils eligible for freeschool meals are more than twice as likely to lack five good GCSEs as other pupils – 10 per centcompared with 4 per cent.The school a pupil attends has a large bearing on their destination afterwards. Around 90 per centof boys and girls leaving grammar schools go on to further or higher education, compared with 61per cent of boys and 74 per cent of girls leaving other schools. Much of this gap is made up by theincreased likelihood of non-grammar school leavers going into work or training – 31 per cent of boysand 19 per cent of girls, compared with 7 per cent and 4 per cent respectively of grammar schoolleavers. However, non-grammar school leavers are around twice as likely to be unemployed or in anunknown destination – around 7 per cent of boys and girls compared with 3 per cent of their grammarschool counterparts.Key Points: ■ Twenty per cent of people in Northern Ireland (NI) were in poverty after housing costs on averagein the two years to 2013/14.. This is around the same as Great Britain and a little higher thanbefore the recession. ■ The composition of those in poverty in Northern Ireland has changed over the last five years.There are more working-age adults, particularly young people, more private renters and fewerpensioners in poverty. ■ Northern Ireland has not experienced the same strong employment performance as Great Britain,only now reaching pre-recession levels. Since 2011, the working-age employment rate hasincreased by 0.6 percentage points, compared with a 3.0 percentage point increase in GB.Week Commencing 21th March 2016https://www.jrf.org.uk/file/48988/download?token=AX4iAZvh&filetype=findingshttps://www.jrf.org.uk/file/48988/download?token=AX4iAZvh&filetype=findingshttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/359483/DFE-RR286_-_Are_free_schools_using_innovative_approaches.pdfLeadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents. ■ The overall employment rate in NI is five percentage points lower than in GB. For some groups,the gap is much wider – 15 percentage points lower for disabled people in NI compared with GB,12 each for lone parents and 16-24 year olds. ■ Average weekly pay is lower in Northern Ireland than a decade ago (after inflation). The gap withGB has remained steady at the median, but low-paid workers have fallen further behind those inGB. ■ Around 60 per cent of boys and 50 per cent of girls eligible for free school meals do not get fivegood GCSEs, compared with 30 per cent and 20 per cent of those not eligible. Pupils receivingfree school meals do less well than other pupils in non-grammar schools and slightly less well ingrammar schools. ■ As well as taking account of the changing poverty landscape in Northern Ireland, the Executiveneeds to ensure there are appropriate monitoring mechanisms, for example to assess thesuccess of policies to mitigate the impacts of welfare reform.WEB LINKMonitoring Poverty And Social Exclusion In Northern Ireland 2016https://www.jrf.org.uk/file/48988/download?token=AX4iAZvh&filetype=findings"
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Leadership

Monitoring Poverty And Social Exclusion In Northern Ireland 2016

16 Mar 2016

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