NORTHERN IRELAND EDUCATION AND LIBRARY BOARDS’

CURRICULUM ADVISORY AND SUPPORT SERVICES

BEST VALUE FUNDAMENTAL SERVICE REVIEW

CENTRAL MANAGEMENT SUPPORT UNIT FOR EDUCATION AND LIBRARY BOARDS October 2005

FOREWORD The Curriculum Advisory and Support Service (CASS) was formally created in the five Education and Library Boards as a result of the Northern Ireland Education Order 1989 which placed a duty on each Board to provide advice and support to teachers within its area. The legal requirement to support teachers indicated a commitment from government to the continuous professional development of teachers as an integral element of improving pupil achievement. CASS provides support to all teachers in Northern Ireland regardless of the management type of the school in which they are employed. The role of CASS has evolved from its original primary function, which was in essence to support the programmes of study arising from the 1989 Northern Ireland Education Order. Over time the service has developed into a wider school improvement role, particularly following the introduction of the School Improvement Programme in 1998. The critical importance of the continuous professional development of school leaders and teachers within the context of the learning school has been increasingly recognised in recent years. CASS works with schools to meet their staff development needs as an essential support to school development planning. It is increasingly involved in providing advice on self evaluation strategies in schools. In conducting its work with schools CASS works in partnership with several employing authorities and other educational bodies in Northern Ireland. It is currently involved in the Programme Management Board which consists of the full range of educational organisations preparing to implement the revised Northern Ireland Curriculum. CASS plays an important role in the educational community in Northern Ireland as recognised by the Education Minister, Mr Barry Gardiner MP, who stated in September 2004 “it is on them that the achievement of our ambitions for teachers, schools and our children depend. It provides professional development that supports profound learning for teachers who can create personal meaning, integrate principles, values and practice so that their response to the ever changing educational environment is creative, challenging, ethically driven and integrative resulting in high quality education for their pupils”. As one associated with national/international developments in relation to school improvement, I commend this report on the CASS service since it underlines the added value that such a service provides to leaders and teachers in schools.

John West Burnham

CONTENTS Page Number

REPORT SUMMARY

vi

1.

INTRODUCTION

1

2.

TERMS OF REFERENCE

2

3.

CONTEXT

4

4.

METHODOLOGY

11

5.

CURRICULUM SUPPORT

16

6.

LEADERSHIP AND MANAGEMENT DEVELOPMENT

27

7.

SUPPORT TO BEGINNING TEACHERS

31

8.

SCHOOL SUPPORT PROGRAMME

37

9.

RESOURCES

41

10.

PARTNERSHIPS

51

11.

EQUALITY ISSUES

59

12.

CONCLUSION

65

13.

RECOMMENDATIONS

70

APPENDICES BIBLIOGRAPHY

APPENDICES APPENDIX

TITLE

1

Best Value Project Board

2

Article 66(1), Education and Libraries (NI) Order 1986

3

Article 29, The Education Reform (NI) Order 1989

4

Project Initiation Document

5

Central Steering Team

6

Consultation Working Group

7

Service Provision Working Group

8

Staffing and Finance Working Group

9

Challenge Session Discussion Points

10

Performance Indicators

11

List of Consultees

12

School Survey Questionnaire

13

List of Schools Surveyed

14

Process Mapping Exercise

15

Assessments by Teachers of Key Stages in Northern Ireland

16

School Survey Results

17

Findings on SSP Schools

18

Staffing Composition and Levels

19

Core and Earmarked Budgets for 2004-5

20

Initiatives and Programmes Administered by CASS

ACRONYMS ARNE BELB C2K CASS CCEA CCMS CEP CEPD CIPFA CMSU CPD COSO DCAL DDGPI DE DEL DES DfES DHSS EAL EAZ EFQM ELB EOTAS EPD EQIA ESF ETI FTE GTC GTCNI GTCS HAZ HEI HPA ICDU ICT IiP INSET INTO JANET LEA LGBT LMS LPSA LSP NAEIAC MIS NEELB NFER NI NIAO

Assessment of Relative Needs Exercise Belfast Education and Library Board Classroom 2000 Project Curriculum Advisory and Support Service Council for Curriculum, Examinations and Assessment Council for Catholic Maintained Schools Career Entry Profile Committee for Early Professional Development Chartered Institute of Public Finance and Accountancy Central Management Support Unit for Education and Library Boards Continuing Professional Development Coalition on Sexual Orientation Department of Culture, Arts and Leisure Develoment and Dissemination of Good Practice and Innovation in Schools Department of Education for Northern Ireland Department for Employment and Learning Department for Education and Science Department for Education and Skills Department of Health and Social Services English as an Additional Language Education Action Zone European Foundation for Quality Management Education and Library Board Education other than at School Early professional Development Equality Impact Assessment European Social Fund Education and Training Inspectorate Full Time Equivalent General Teaching Council for England General Teaching Council for Northern Ireland General Teaching Council for Scotland Health Action Zone Higher Education Institute Health Promotion Agency In-Career Development Unit Information and Communications Technology Investors in People In Service Education and Training Irish National Teachers’ Organisation Joint Academic Network Local Education Authority Lesbian, Gay, Bisexual and Transgender Community Local Management of Schools Local Public Service Agreement Learning Schools Programme National Association of Educational Inspectors, Advisers and Consultants Management Information System North Eastern Education and Library Board National Foundation for Educational Research Northern Ireland Northern Ireland Audit Office

NICEM NICIE NINE NISRA NITEC NOF NVQ OFSTED PAC PCSP PDA PEAF PFCE PID PISA PMB PQH PRINCE 2 PRSD PSHE RAP RoI PRANI RSSI RTU SDP SDPI SEELB SELB SEN SENCO SENDO SLA SLSS SPSS SSA SSP TEPG TSN TTA WELB

Northern Ireland Council for Ethnic Minorities Northern Ireland Council for Integrated Education Northern Ireland Network for Education Northern Ireland Statistics and Research Agency Northern Ireland Teacher Education Committee New Opportunities Fund National Vocational Qualification Office for Standards in Education Public Accounts Committee Primary Curriculum Support programme Professional Development Agreement Pre-School Education Advisory Group Post-Graduate Certificate in Education Project Initiation Document Programme for International Student Assessment Programme Management Board Professional Qualification for Headship Projects in a Controlled Environment Performance Review and Staff Development Personal, Social and Health Education Resource Allocation Plan Republic of Ireland Review of Public Administration in Northern Ireland Raising Schools’ Standards Initiative Regional Training Unit for the Education Service School Development Planning School Development Planning Initiative South Eastern Education and library Board Southern Education and Library Board Special Educational Needs Special Educational Needs Co-ordinator Special Educational Needs and Disability (NI) Order 2004 Service Level Agreement Second Level Support Service Statistical Package for Social Sciences School Support Agreement School Support Programme Teacher Education Partnership Group Targeting Social Needs Teacher Training Agency Western Education and Library Board

REPORT SUMMARY The Central Management Support Unit began a fundamental review of the Education and Library Boards’ Curriculum Advisory and Support Services, hereafter referred to as either CASS or the service, in October 2004. The review has examined key aspects of the service to identify examples of good practice and those areas requiring further development. The main activities of the service are the training and development of teachers, managers and governors within schools and the ongoing development of those schools. It is important to remember that the service operates in a complex and changing environment within the constraints of increasingly limited resources. The core resources, available to the service within each ELB, equate to approximately 1.5% of its annual recurrent budget. The review has been carried out using Best Value principles, through a process of Challenge, Compare, Consult and Compete, and in accordance with Projects in a Controlled Environment methodology. The process of gathering and examining statistical data, in conjunction with the consultations undertaken, has informed the key findings and recommendations. Several key findings were made and have been grouped in the following categories: o Curriculum Support o Leadership and Management o Support to Beginning Teachers o School Support Programme o Resources o Partnerships o Equality Issues In light of the findings, the review team came to a series of conclusions that summarised the existing service. These conclusions have been classified as strengths and areas for development. Examples are listed below: Strengths: o Central resource of expertise o Knowledge and awareness of needs o Responsiveness to a range of educational initiatives o Teaching expertise and knowledge o Opportunities for networking o Range of partnerships Areas for Development: o Lack of consistency of support in specific areas o Strategy for on-line learning o Consolidation of initiatives impacting on the service and on schools o Meeting the differing needs and expectations of a wide range of schools

The report makes a number of key strategic recommendations, listed overleaf in concise form that, if implemented, will ensure Best Value and delivery of an efficient, effective and economic Curriculum Advisory and Support Service. ¾ To further develop the regional dimension of CASS through Regional Strategies ¾ To retain the holistic approach of CASS in relation to school improvement ¾ To maintain a flexible and responsive approach to service delivery ¾ To provide adequate funding for the service to ensure the delivery of high quality and wide-ranging support (5.7.1) ¾ To develop Regional Strategies for key areas of service to promote coherent and consistent levels of support to all schools (5.7.2) ¾ To clarify with all schools the proposed roll out of the revised curriculum (5.7.3) ¾ To establish and support a structured career path for all teachers as part of a Continuous Professional Development Programme (5.7.4) ¾ To assess the support among teachers and to review the potential for providing courses for teachers outside of term-time (5.7.5) ¾ To rename the service ‘The School Improvement Service’ (5.7.6) ¾ To review the school planning cycle in relation to the financial cycle (6.7.1) ¾ To ensure provision of a complementary role to that of RTU (6.7.2) ¾ To promote greater co-operation to developing the competences of beginning teachers (7.7.1) ¾ To raise awareness of schools to formally register all new teachers (7.7.2) ¾ To develop improved collaboration between CASS and student teachers in HEIs (7.7.3) ¾ To revise the system for budgetary allocation (9.7.1) ¾ To establish a single NI-wide Improvement Strategy (9.7.2) ¾ To review ways of making recruitment into the service more attractive to senior teachers (9.7.3) ¾ To evaluate teleworking pilots (9.7.4) ¾ To examine the potential for increased employment of ‘expert’ teachers from schools (9.7.5) ¾ To adopt best practice Management Information Systems (9.7.6)

¾ To carry out an evaluation of teachers’ centres (9.7.7) ¾ To further develop extensive communication systems (9.7.8) ¾ To clarify the role of CASS in relation to partnerships (10.6.1) ¾ To increase funding to educational initiatives (10.6.2) ¾ To develop an on-line learning strategy (10.6.3) ¾ To take full account of equality obligations (11.5.1) ¾ To develop formal relations with minority (11.5.2) ¾ To further promote CASS within schools (11.5.3) ¾ Members of the review team would like to record their appreciation and gratitude to all people who have participated in the process and expressed frank and informed opinions.

1.0

INTRODUCTION

The Local Government Act 1999, introducing “Best Value”, came into effect on 1 April 2000 in England and Wales as part of the Labour Government’s commitment to modernise local government. The Act, which primarily centres around a culture of continuous improvement with a focus on customers and quality, requires organisations to be committed to and undertake a programme of “Fundamental Reviews”. In Northern Ireland (NI), similar legislation was introduced for District Councils in April 2000. Formal arrangements came into effect for the education sector on 1 April 2003, through the Educations and Libraries (NI) Order 2003. In anticipation of this legislation, coupled with a desire to deliver quality services, Education and Library Boards (ELBs) entered into a voluntary arrangement in 1999, to develop a comprehensive approach to managing best value in the education sector. A Best Value Project Board was established (Appendix 1), the membership of which included senior officers from ELBs, the Department of Education (DE) and the Classroom 2000 Project (C2K). Representatives with observer status included Trades Unions and the Staff Commission. The Project Board agreed the broader terms of reference for a Central Management Support Unit (CMSU). CMSU is an inter-board unit established in 1999 and its roles are to co-ordinate the process of best value and conduct a programme of fundamental service reviews across ELBs. An agreed programme of service reviews was established on the basis of those services which: ¾ Constituted significant spend; ¾ Were the subject of an independent or external enquiry e.g. Northern Ireland Audit Office (NIAO); and ¾ Also had a significant focus on schools.

2.0

TERMS OF REFERENCE

Following selection of the Education and Library Boards’ Curriculum Advisory and Support Service (CASS), the Best Value Project Board nominated the Senior Education Officer of the Belfast Education and Library Board (BELB) to chair the review. The Chairman and Heads of Service from the five ELBs in association with CMSU established the terms of reference for the review. 2.1 The terms of reference agreed were as follows: “The Fundamental Performance Review of the Curriculum Advisory and Support Service will examine the area in accordance with statutory arrangements approved by the Department of Education under Article 66(1) of the Education (NI) Order 1986 and Article 29 of the Education Reform (NI) Order 1989 as amended. The review will examine the delivery of services in pursuit of the boards’ statutory duties in the above area and in accordance with current equality legislation. The review will clearly define the scope and standards of the service, challenging and questioning the existing arrangements and producing meaningful comparisons and benchmarks both internally and with other providers. This review will involve extensive consultation with stakeholders in the service area and make recommendations for the future management and delivery of the Curriculum Advisory and Support Service.” 2.2 The scope of the review included: A. Curriculum support o School improvement o Individual subjects o Behaviour o General Special Educational Needs (SEN) o Continuing Professional Development (CPD) o Implementation of government-driven strategies B. Leadership and management development o Principals o Senior managers o Teachers o School governors C. Support to beginning teachers o Induction o Early Professional Development (EPD) D. School support programme (SSP) o Including ‘Group 1’ schools

E. Resources o Staffing o Financial o Teachers’ centres o Information Communication Technology (ICT) F. Partnerships o DE o Education and Training Inspectorate (ETI) o Council for Catholic Maintained Schools (CCMS) o Council for the Curriculum, Examinations and Assessment (CCEA) o Regional Training Unit for the Education Service (RTU) o C2K o Higher Education Institutes (HEI) o General Teaching Council NI (GTCNI) o Health Boards o Health and Social Services o Voluntary Organisations G. Equality Issues o Compliance with Section 75 of the Northern Ireland Act 1998 o SEN support o Equality of access for all teachers

The review aims to identify areas of strength within the service, including examples of good practice, and areas for development. Where an example of good practice is attributed to a particular ELB, this does not preclude good practice in the same area within other ELBs. Good practice is recognised in relation to positive feedback from customers and partners, adherence to sound management principles and for examples of creativity or innovation.

3.0

CONTEXT

3.1

STATUTORY FRAMEWORK AND POLICY CONTEXT

Arrangements for the provision of CASS activities are set out under Article 66(1) of the Education and Libraries (Northern Ireland) Order 1986 and Article 29 of the Education Reform (Northern Ireland) Order 1989. A summary of these arrangements is outlined in Appendices 2 and 3. 3.2

HISTORY OF CASS

Prior to the introduction of the 1989 Education Reform Order, advice was delivered on an informal basis through ELBs. This arrangement provided advice and support to ELB Members and schools through a limited number of advisers. Prior to 1989, a number of advisers specialised in limited subject areas e.g. music and religious education. The 1989 Order, introducing a NI curriculum, was a catalyst for the regional development of CASS and built upon the existing base within ELBs. The functions of the service increased dramatically with a statutory duty to support all teaching staff, including unemployed teachers, in accordance with a new curriculum. This prescribed curriculum was subject-based and a significant extension to previous arrangements. The introduction of statutory duties resulted in significant changes to the service within ELBs. There was a requirement to deliver In-Service Education and Training (INSET) to teachers and to build up subject and areas of study based teams to support the curriculum. In the early stages of complying with Article 29 of the 1989 Order, the majority of teacher development was carried out in teachers’ centres. However, over a period of time, as the service has tailored its delivery to meet the individual needs of each school, there has been a move to a mainly school based delivery. The service has steadily evolved and, although there are individual structures in place within ELBs, there have been moves to develop common policies and practices. A greater emphasis on collaboration has resulted in a more coherent approach with increased consistency and standardisation, which complement the need to promote a local presence. As such, the service is delivered in three ways: o Regional support, regionally delivered o Regional support, locally delivered o Local support, locally delivered The service has developed into a part core funded and part earmarked funded service. Details of the funding composition are described in Chapter 9.

3.3

SERVICE AIMS AND OBJECTIVES

Within ELBs each service has established its own aims and objectives in support of corporate and departmental plans. In addition, a five-ELB plan has been developed in order to maintain a degree of consistency of approach and to promote: o A regional dimension to service delivery o A high quality and cost effective service o The capacity of schools to become effective and efficient learning organisations o The professional development of all teachers o Effective support in the delivery of the school improvement programme o Empowering schools to become self-sustaining, self-evaluating and selfimproving o Supporting implementation of DE initiatives into classroom practice 3.4

CURRENT PROVISION

DE provides funding for CASS through the ELBs’ block grants and the service has a statutory duty to support all schools within the ELB area. Table 1 gives details of total numbers of schools in each ELB area and approximate teacher and pupil numbers. Table 1: Schools, Teachers and Pupils by ELB Area, 2004-5 ELB Area BELB NEELB SEELB SELB WELB Totals Source: ELBs

Schools 174 304 229 313 263 1,283

Teachers 3,900 4,600 4,100 4,600 3,800 21,000

Pupils 64,000 75,000 66,000 75,000 62,000 342,000

The service provides a number of key functions to senior managers, teaching staff and school governors including: o Support to beginning teachers o Curriculum support o CPD o Support for unsatisfactory teachers o Elements of leadership and management development o Board of governor training o Special programmes and initiatives ELBs have been moving towards employing the Link or Liaison Officer approach, whereby a named CASS Officer is nominated as the first point of contact for the service at a range of specific schools. This officer provides general support and advice and is a link person for obtaining specialist support. Through this approach, the service can be tailored to the individual needs of the school and programmes of work and performance targets are agreed between the service and the school. This gives a high degree of understanding and ownership of the process.

Although CASS has a statutory duty to provide support to teachers and schools; the service has no right of entry to those schools. Unlike the schools’ inspection service, ETI, CASS must be invited into the schools. This creates a dilemma in that there is no automatic access to the people that the service must, by statute, support. It is within these constraints that the service must operate and satisfy the needs of its customers. NIAO, in a 2002 report, stated ‘While they have no statutory right of access to schools, they (CASS) do promote and encourage school improvement by monitoring the performance of schools and offering support to those schools causing concern or with serious weaknesses’. The service is continuously impacted upon by government policy, the changing needs of schools and teachers and various initiatives, which require a flexible and responsive approach.

The review examined a number of key areas to establish baselines of service activity and support in relation to: o Service standards are established and communicated through a range of methods including service charters, Service Level Agreements (SLA) and School Support Agreements (SSA), web sites, customer care standards, corporate plans and ELB committees. Furthermore, in some ELBs, standards meet with accredited benchmarks such as Investors in People (IiP), European Foundation for Quality Management (EFQM) Excellence Model and Charter Mark o These service standards are measured and monitored through customer complaints and comments procedures, annual reports, course evaluation, customer consultation, ETI reports, web sites and management information systems o The service has employed Performance Indicators on an individual board basis to monitor performance. However, the Heads of Service, as part of this fundamental review, have agreed a set of common indicators that may be used for purposes of comparison and benchmarking. The indicators cover core areas of service activity i.e. achievement, quality of service, cost and coverage. Details of these Performance Indicators are provided in Chapter 4 o SEELB produces an Annual Performance Report for the service, which is an example of good practice in relation to systems of accountability and reporting o Planning to support schools involves tailored annual consultation in an Assessment of Needs of the school and individual teachers (usually March to April). This is followed by the production of draft action plans (May), where CASS officers discuss which needs can be met within projected resources. Schools are then revisited (June) and agreement reached on action plans. The action plans are collated to devise an overall plan for the following school year (beginning in September). o The service has developed a 5-ELB Strategic Plan employing the Balanced Scorecard, a methodology for business planning. This planning process identifies key objectives relating to service results, customers, internal processes and organisational learning and growth o Within ELBs, the service has developed Management Information Systems (MIS), which provide performance statistics for schools e.g. GCSE, A Level and Key Stages. This information can be used to benchmark levels of performance. This use of MIS is accepted good practice o The planning and management processes also take full account of external factors with the potential to impact on the availability of resources. The service has identified a number of these factors: o CASS budgets are issued annually, which affects long term planning

o Due to the lengthy planning process, a time lag is inevitable in responding to schools’ needs o As part of the review, comparisons were made with Local Education Authorities (LEA) in Great Britain. This process demonstrated that most organisations employ SLAs and Local Public Service Agreements (LPSA) as a way of establishing and developing standards of service that meet the changing requirements of schools. LPSAs are used to “stretch” schools’ targets. Table 2 outlines the primary areas of support provided by CASS within each ELB. As can be seen from the table, there are some inconsistencies in provision. Some elements of school support may be delivered by ELB services other than CASS. Table 2: Principal Areas of Support to Schools by CASS Principal Areas of Support BELB Beginning teacher support √ Behaviour support √ Careers & vocational education √ Citizenship √ Creative and expressive studies √ Drugs education √ English √ Environment and society √ European and international √ ICT √ Languages √ Management development √ Mathematics √ Nursery and primary support √ Personal, social & health √ education (PSHE) Post-primary support √ Religious education √ Science and technology √ Sport & physical education √ Special educational needs √ Source: ELBs

NEELB √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

SEELB √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

√ √ √ √

√ √ √ √ √

SELB WELB √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

√ √ √ √ √

3.5

SERVICE DEVELOPMENTS

Developments from 1989 to 2005 Since 1989, CASS has responded to and promoted a school improvement agenda. A whole school approach has been adopted, whereby the entire developmental needs of a school are identified and supported. ETI provides inspection services for DE, Department of Culture, Arts and Leisure (DCAL) and Department of Employment and Learning (DEL). The Inspectorate has a responsibility for school inspections and, as part of this function, assesses the quality and effectiveness of CASS provision. Furthermore, surveys of specific areas of study, provided or supported by CASS, are carried out periodically. These documents can be accessed through the ETI website at www.deni.gov.uk/inspection_services. The Cookstown Agreement in 1996 promoted commonalities of service across NI, removed barriers to cross-ELB working through establishing a number of inter-board CASS groups. This agreement placed collaborative arrangements on a more formal footing. DE has introduced a wide range of initiatives, aimed at improving and developing schools. These include: o Raising Schools’ Standards Initiative (RSSI), 1995 o The ‘Six Pack’ School Improvement Programme introduced in 1998 promoting: o Target setting – guidance for primary schools o Target setting – guidance for post-primary schools o School development planning o Promoting and sustaining good behaviour – a discipline strategy for schools o A strategy for the promotion of Literacy and Numeracy o The School Support Programme – intensive support for schools o Development and Dissemination of Good Practice and Innovation in Schools (DDGPI), 1999 Prior to 1997, ELBs’ areas of responsibility included Institutes of Further Education and CASS supported these bodies through a Further Education Adviser. In April 1997 the Institutes were subject to ‘incorporation’ and became ‘stand alone’ organisations outside of the administration of ELBs. The Teacher Education Partnership Group (TEPG) was established in 2004 to coordinate the professional development of beginning teachers across NI. This group, previously named the Co-ordinating Group for the Professional Development of Beginning Teachers, has produced a Mission Statement, Action Plan for 2003 to 2004 and a 3-Year Strategic Plan for period 2003 to 2006. In support of TEPG, an InterELB Induction and EPD Group has been established. This group, comprising CASS officers, is responsible for the implementation of a regional support programme and for promoting consistency across ELBs. Each ELB takes responsibility for coordinating a specific aspect of the curriculum across NI. There has been an increased use of partnerships to deliver strategic objectives. Partners are drawn from a number of areas including education, health and voluntary sectors. Details of partnerships are in Chapter 10.

Future Challenges The service is facing a series of major service delivery and contextual challenges, including: o The common schools curriculum is currently being revised, with a view to developing a predominantly skills based rather than subject based curriculum. The aims of the Revised Curriculum is to reduce over-prescription of subject content in favour of focusing on the development of pupil competences and provide the opportunity to extend the range and variety of learning experiences. This would entail a more generalist approach, but there will still be the requirement for specific subject expertise. Elements of the revised curriculum are being piloted in schools across NI with a formal implementation date of September 2007 and involving a four-year roll out o The great advances in information technology have provided opportunities to deliver the service in new ways. There has been an increase in the use of technology such as on-line learning, which has been facilitated through an ICT training initiative for teachers financed through the New Opportunities Fund (NOF). This initiative, known as the Learning Schools Programme (LSP), was facilitated jointly by CASS and C2K. Centre-based training was delivered to ICT teacher-leaders and subsequently a small core team of teachers was established in each school. The main aim of the programme was to raise the standard of pupils’ achievements by developing the expertise of teachers in the use of ICT. In total, 16,182 teachers undertook the programme with 95% successfully completing the course (see table 3). CASS is presently developing officer capacity to deliver online learning in partnership with other bodies. In addition, an e-schools project is currently being formulated with regard to the collection, provision, analysis and distribution of services to the broader educational community. A key challenge for the service undoubtedly relates to the successful exploitation of ICT Table 3: Completion Rates for LSP ELB

BELB NEELB SEELB SELB WELB Source: ELBs

Number of Number of Trainees Percentage of Trainees booked on Completing LSP Trainees completing LSP LSP 2,452 3,805 2,991 3,930 3,004

2,371 3,715 2,758 3,732 2,846

97% 98% 92% 95% 95%

o The Future Post-Primary Arrangements in Northern Ireland (Costello) Report, 2004, made a number of key recommendations relating to the reorganisation of post-primary education in NI (www.deni.gov.uk). This document followed on from the Education for the 21st Century (Burns) Report, 2001 and ascertained that pupils do not find the current common curriculum ‘as stimulating, enjoyable or as flexible as it might be’. Furthermore, ‘children leaving school are not equipped with the necessary skills for work in the 21st Century’ o The Special Educational Needs and Disability (NI) Order 2004 (SENDO), which will strengthen the rights of children with special educational needs to be

o

o

o

o

o

o

o

educated in mainstream schools, becomes law on 1st September 2005 (www.deni.gov.uk). The proposed legislation will require a pupil with special educational needs to be educated in mainstream schools unless doing so would be against the wishes of parents or would be incompatible with the provision of efficient education for the children with whom the pupil will be educated ELBs are experiencing severe difficulties in relation to funding, which will inevitably have a knock-on effect for major support services such as CASS. The situation emphasises the need for services to demonstrate value for money in the future A process of School Development Planning (SDP) is being formally implemented within all schools in September 2005. The key purposes of this process are to promote school effectiveness, improve the quality of learning and teaching, improve the experiences of pupils and raise the standards that pupils attain. SDP is an overarching strategy for the promotion of whole school development In September 2005, the Performance Review and Staff Development Scheme (PRSD) will come into effect. PRSD is a methodology for identifying the needs of teachers. The process is linked to the school planning process and will assist in establishing targets for principals and teachers, providing an increased level of individual accountability In conjunction with ETI, new models of school inspection, incorporating selfevaluation, have been piloted during 2004-5. Including an aspect of selfevaluation within inspections provides a clear focus on improving pupil attainment, gives the staff a degree of ownership of the inspection process, indicates how the quality of learning and teaching may be improved for the benefit of pupils and increases the confidence of staff A revised common funding scheme for the Local Management of Schools (LMS) is being introduced in 2005. This scheme addresses the levels of funding to all schools and identifies the resources held centrally within ELBs. Key elements of CASS are to be retained centrally, including curriculum support, INSET and provision of teachers’ centres. The scheme will be subject to transitional arrangements over a three-year period that will need to be managed effectively In March 2005, the Minister with responsibility for Education announced that Specialist Schools would be piloted in NI, starting with a small-scale pilot in January 2006. The introduction of specialist schools aims to promote the development of distinctive approaches to the curriculum in ways that will be attractive to pupils and parents At the time of carrying out this process, a Review of Public Administration in Northern Ireland (RPANI) is being undertaken. This review, in light of the proposals put forward, will undoubtedly have a major impact upon ELBs and their services. The review team presented its draft proposals in March 2005 with consultation taking place during the spring (www.rpani.gov.uk). See Section 9.4, Service Structure

This fundamental review is being carried out against the background of these developments. Therefore, it is important that, where possible, recommendations are made, which take account of the likely implications of these developments.

4.0

METHODOLOGY

The purpose of a fundamental review is to improve the quality of services delivered with regard to efficiency, effectiveness and economy. This is achieved by firstly identifying areas for development and, secondly, by sourcing examples of good practice that can be disseminated and adopted. The methodology followed the “four Cs” approach of Challenge, Compare, Consult and Compete, drawing on the experience of previous service reviews carried out by ELBs and CMSU. The Best Value Project Board approved the methodology and the management of the project undertaken in accordance with government recommendations, using the Projects in a Controlled Environment (PRINCE 2) system. As part of this process a Project Initiation Document (PID) was produced (Appendix 4) detailing project objectives, scope, terms of reference, structure, risk log and timetable. A Central Steering Team was established (Appendix 5), the membership of which included Heads of Service from each ELB and representatives from DE, ETI, Equality, Finance, Human Resources and CMSU. The Senior Education Officer from BELB chaired this team. In addition, three sub-groups were formed to manage the detailed workings of the review in specific areas: o The Consultation Group (Appendix 6) was chaired by the Head of Service from the Western Education and Library Board (WELB) and comprised representatives from CCMS, RTU, five schools, CMSU, Equality Officer from BELB and Best Value Officers from the North Eastern Education and Library Board (NEELB) and Western Education and Library Board. o The Service Provision Group (Appendix 7) was chaired by the Head of Service from NEELB and included representatives from CASS staff in BELB, NEELB, South Eastern Education and Library Board (SEELB), Southern Education and Library Board (SELB) and WELB, Best Value Officers from SEELB and SELB and CMSU. o The Staffing and Finance Group (Appendix 8) incorporated CASS staff from BELB, NEELB, SEELB, SELB and WELB, Finance Officers from NEELB and SELB, Human Resources Officer from WELB, Best Value Officers from BELB and SELB and CMSU. The Head of Service from BELB chaired the group. The role of the three sub-groups, in liaison with CMSU, was to compile and evaluate information and be updated at each step of the review, in addition to critically challenging how the service is delivered as outlined in section 4.1.

4.1

CHALLENGE

The process of challenge completely underpins the approach to carrying out any best value review. It marks the beginning of the review and sets the scene for what follows by way of recommendations, whilst instilling discipline in the thought process. The challenge process should be rigorous enough to penetrate the organisation and, in doing so, should question the status quo of the service in terms of role, purpose and existence and identify and explore the feasibility of all alternatives. The stages of challenge examined: o Why is the service provided? o How is the service configured? o Can the service be delivered differently? o What are the constraints? o Are there different means of resourcing the service? o How does this service relate to others? The challenge process formally commenced in November 2004. In a series of workshops, members of the central steering team and sub-groups considered the service against a number of key areas (Appendix 9). The points discussed reflect the views and perceptions of the workshop members in their capacity as CASS staff, representatives of stakeholder organisations and other officers within ELBs. 4.2

COMPARE

The comparison stage entailed gathering data both internally from ELBs and externally from similar service providers. As in previous reviews, templates were agreed for the presentation of both statistical and financial data as a means of simplifying the collection and comparison of information across ELBs. Criteria were agreed by the Central Steering Team in order to identify suitable organisations for external comparison. These included organisations that provided holistic or specialist support to schools and teaching staff. This element of the review compares inputs, processes and outputs with similar service providers. Comparisons are made with regard to standards and types of service and levels of resources. CASS within SEELB is part of the LEA Advisory Services Benchmarking Club and information from this source has also been used for comparison. A discrete set of Performance Indicators has been agreed by the Heads of Service, as a means of carrying out comparisons on a like-for-like basis across ELBs. This will enable different outcomes to be quickly identified and addressed, where necessary. Establishment of Performance Indicators will also, over a period of time, produce trends and evidence of continuous improvement. DE requires that results for the Performance Indicators relate to financial years (i.e. April to March), however the practicalities of this, when dealing with school-based issues can be problematic. The Performance Indicators, agreed as part of the review, relate to core areas of service: ™ Cost of core service per teacher ™ Cost of school based support per day

™ ™ ™ ™ ™

Total number of schools entering and exiting SSP (excluding ‘Group 1’) Satisfaction of teachers with centre based support Number and percentage of schools accessing support Percentage of staff absenteeism Achievement of school performance targets*

The results of the latest Performance Indicators are shown at Appendix 10. * In February 2002, NIAO produced a report on Indicators of Educational Performance, which related and compared the impact of ELBs, including CASS, on the performance of schools. It stated that Performance Indicators can help managers within the education system to monitor, assess and improve Board performance by answering questions such as “How well is our Board doing?” and “Can our Board do better?” It is important to take account of general spending levels and unit costs across ELBs in conjunction with academic results and other contextual factors to develop a sharper understanding of ELB performance. See www.niauditoffice.gov.uk NEELB has produced a Performance Indicators document, which gives details of service performance from 1998-9 to 2002-3, including trends for cost of service, course attendance, school visits and course effectiveness rating. The booklet is an example of good practice, with regard to accountability and transparency, and could readily be adopted to incorporate the inter-ELB indicators. Indicators relating to achievement of school performance targets and number and percentage of schools exiting SSP after three years may have to refer to the previous school year (i.e. September to August), which fall in the relevant financial year.

4.3

CONSULT

The concept of consultation and customer involvement underpins the current drive for “Best Value”. Listening to and involving users of services in making improvements, setting standards and reviewing services is fundamental to the process. The Central Steering team approved the consultation strategy proposed by the Consultation Group. As part of the strategy, the Consultation Group identified a list of stakeholders as well as appropriate methodologies for consulting the various groups. The key stakeholders comprised school-based personnel, CASS staff, ELB support staff, external partners and equality umbrella organisations. The groups are listed below by category: o Core o Others Education o Others Non-education Quantitative and qualitative data was gathered in order to identify emerging themes regarding quality, cost and utilisation of the service, where appropriate. A cross analysis of the data was undertaken to provide a comprehensive picture of the feedback obtained. As such, this report is representative of the views expressed by stakeholders. School Visits, Meetings and Focus Groups 65 focus consultative sessions were held with a wide range of stakeholders and provided a great deal of qualitative information. This included 25 school visits and 40 other meetings and focus groups. (Detailed lists of the stakeholders involved can be found in Appendix 11) Key themes to be addressed, as part of the consultation exercise, were identified as follows: o Improving school performance o Professional development of teachers, including beginning teachers o Internal partnerships o External partnerships o Future challenges for CASS o Equality issues o Staffing issues o Financial and non-financial resources The above themes formed the basis of the consultation survey with schools and were used as the agenda for discussions with other core stakeholders through the meetings and focus groups. Findings of the consultation process are included in the relevant sections of the report and have been contextualised to give appropriate and representative weight to the feedback. Survey Questionnaires A key part of the consultation comprised questionnaires for the collection of quantitative data from schools.

The quantitative data was gathered from a survey of a representative sample of one third of schools within each ELB area and all schools currently in SSP. The survey, consisting of 15 questions (Appendix 12), was distributed to 476 schools at the end of January 2005 and returned by the middle of March. A response rate of 65% was attained. A list of all schools that participated in the survey is attached (Appendix 13). All questionnaires were returned to CMSU and analysed using the Statistical Package for Social Sciences (SPSS) software. The representative survey has been compared to the SSP schools in order to identify differences in levels of service and satisfaction ratings. Summaries of the results have been produced on a Northern Ireland aggregate basis, highlighting the position for ELBs in total, and by education sector, school management type and enrolment. Percentage results within the report refer to the valid responses from those respondents to which the various questions apply. 4.4

COMPETE

The Central Steering Team considered the issue of competition and identified two categories. Firstly, private sector consultants that offer advice and support to schools as required. Within Northern Ireland, requests by schools for this type of support is limited and is usually provided for discrete training courses, which may be of a specialist nature. The second category refers to organisations that are employed by LEAs to provide a holistic service to schools as an alternative to in-house provision. Although this type of arrangement has taken place in Great Britain, it does not operate in Northern Ireland. Establishment of this type of provision would require a major policy change by DE, in which the CASS budget would be delegated to all schools on a pro-rata basis. This would enable schools to purchase services from their choice of provider. Although it is acknowledged that, currently, there is an absence of such a choice in NI due to a lack of locally based supply. However, such an approach may be to the detriment of smaller schools and the experience of schools in Great Britain has been a combination of both positive and negative aspects. The loss of a primarily ‘free’ and statutory service often drives home the true cost of provision and the comprehensive nature of the service. This option is expanded further in Chapter 6.5. It was agreed that, as part of the review process, discussions and comparisons would take place with both categories of service provider. The following providers, which include profit and not-for-profit organisations, were used for this purpose: o Cambridge Education, www.camb-ed.com o Capita Education Services, www.capitaes.co.uk o Centre for British teachers, www.cfbt.com o Nord Anglia Education PLC, www.nordanglia.com o Serco Learning, www.sercolearning.com o Tribal Group PLC, www.tribalgroup.co.uk

5.0

CURRICULUM SUPPORT

5.1

INTRODUCTION

Curriculum support incorporates the school improvement service including advice and development in the whole range of subject areas and areas of study, specialist support, school management, CPD and implementation of government-driven strategies. CPD is key to school improvement and a condensed version of GTCNI’s definition reads ‘Professional development consists of all natural learning experiences and those conscious and planned activities, which are intended to be of direct or indirect benefit to the individual, group or school, which contribute through these to the quality of education in the classroom.’ The NI common curriculum is presently being revised, from subject based to a more skills based approach. Such an approach will require CASS officers to operate more in the role of general adviser, promoting generic life skills. However, there will still be a requirement for individual subject expertise and it will be important to retain this expertise as the service develops. 5.2

CHALLENGE

Three challenge sessions were held to discuss the main aspects of curriculum support. From these sessions a number of themes was identified, which have major implications for future service delivery. CASS has evolved over time into a school improvement service that addresses whole schools issues and this emphasises the requirement to develop capacity within the service to meet future needs of schools and teachers. This includes issues such as implementing the revised curriculum, promoting e-learning, managing with limited resources and incorporating SEN approach into everyday school situations. The financial situation within ELBs, trying to deliver a comprehensive service within the confines of strictly limited or reduced resources was acknowledged as a barrier to capacity building. Although there are limited alternatives to CASS from the private sector within NI, it is important to demonstrate value for money by the service. However, the difficulty in quantifying service delivery and its impact on education through a direct causal link was identified. 5.3

COMPARE

Process Mapping As part of the fundamental review, a process mapping exercise was undertaken of INSET across the five ELBs. The objectives of the exercise were to: o Undertake an element of detailed comparison of a key process o Engender a degree of knowledge of process mapping within the service o Identify best practice for a key process The CASS representatives from each ELB produced a detailed flow chart of a particular aspect of INSET, which could be directly compared. From this, a possible best practice option was proposed (see Appendix 14). This particular exercise highlighted the importance of consultation in identifying and providing for customer needs and of being able to effectively prioritise the use of resources. Agreement of

standards and procedures promotes consistency, assists staff in knowing what is expected of them and helps schools to develop appropriate expectation levels. In general terms, the exercise also demonstrated the benefits of collaborating through pooling knowledge and experience of developing Performance Indicators for key aspects of service. It is anticipated that such exercises may well be necessary, across a range of services, in light of the proposals of the RPANI. School Performance The teacher support element remains an important part of the whole school improvement service and contributes to the performance of teachers within the classroom. CASS, across the ELBs, has established a system for assessing customer satisfaction with school and centre-based support, which contributes to two of the core Performance Indicators. CASS does not contribute directly to the performance of pupils. It is difficult to gather ‘hard’ evidence that the service makes a difference and there is an absence of a direct causal-effect link between support and improvement. Nevertheless, many schools and educational partners acknowledge that the service has a positive effect, indirectly, through the quality of both teacher and school support. Difficulties in gathering such evidence are experienced by school improvement professionals across UK and Europe. Assessment by teachers of key stages in schools is assessed on an annual basis to provide trend information. This is shown in Appendix 15. With regard to comparisons, the performances of school leavers in NI and England are highlighted in table 4. This table demonstrates that higher grades are achieved in NI, although fewer students achieve 5+ GCSEs at grades A* to G. Table 4: Comparison of Performance between Northern Ireland and England (2001-2) Performance Indicator (Percentage of pupils achieving) 2+ ‘A’ Levels at grades A-E 5+ GCSEs at grades A*-C 5+ GCSEs at grades A*-G No GCSEs Source: DE

Northern Ireland

England 95 59 87 4

83 52 89 5

It is necessary to look beyond comparisons with England to evaluate how the education system in NI serves young people. The Programme for International Student Assessment (PISA) 2000 Research assessed the ability of 15-year old students in 28 countries worldwide. This research found that, in the ability to apply knowledge in reading, mathematics and scientific literacy to real life problems: o Northern Ireland’s performance was on a par with that of England o The performance of UK as a whole was behind a number of other developed countries o The gap between the highest and lowest scores in NI was amongst the widest of the participating countries

England Education Management Information Exchange of the National Foundation for Educational Research (NFER) carried out a survey of LEA Advisory, Inspection and School Improvement Services in 2002 (www.nfer.ac.uk). The survey examined the skills, experience and knowledge required of advisory staff and found that ‘they must be thoroughly at home with handling performance data, and using that data to help schools to raise their standards’. The review also made comparisons with the frequency of routine school visits by advisory staff, which varied to a great degree, and the government stipulated maximum of three days’ routine monitoring visits per school per year. In relation to subject expertise, it was discovered that certain subjects e.g. drama and art no longer featured to the extent to which they once did, although there was a strong emphasis on numeracy, literacy and ICT. It was recognised that there was still a strong requirement for subject specialists. Nine out of ten LEAs only offer a core service, which covers a basic service such as school improvement work, supporting schools causing concern and managing national strategies. A small minority of these LEAs sell limited additional services to schools. In the remainder of cases, schools must seek support from private sector sources or other LEAs. The remaining 10% of LEAs, all very large (e.g. Essex, Kent and Birmingham) offer a wider range of services. They sell consultancy and training courses to schools, inside and outside the LEA area. The additional staff required are retained through the income generated by the range of activities. The overriding principle is that schools buy and choose all advisory services outside of the core provision and this has been the position since 1999. On average, 65% of services provided are classified as ‘core’ and the remaining 35% is traded. The situation in NI resembles the pre-1999 position. In England, Teachernet advocates CPD for teachers in accordance with DfES strategy. This strategy aims to promote the benefits of CPD and to help teachers make the most of the opportunities and choices available to them. The strategy also aims to build schools’ capacity for effective professional development so that they can make informed use of their delegated funding. LEAs are expected to make a strategic contribution to ensuring that high quality CPD opportunities are available, accessible, and known about, and that conditions are created and sustained in which outcomes of professional learning are widely shared and owned. Whole school CPD is supported through a standards framework, adherence to IiP standards and establishment of professional development records. The General Teaching Council for England (GTC) has developed a comprehensive support mechanism for CPD consisting of: o Teachers’ Professional Learning Framework o Teacher Learning Academy o LEA Partnership Project o Connect, for developing people in schools with a mentoring or coaching role Further details can be obtained at www.gtce.org.uk

Scotland Learning and Teaching Scotland, a Non-Departmental Public Body, sponsored by the Scottish Executive Education Department, helps review, assess and support developments in learning and education. It offers support and guidance on all curriculum-related matters in early years, primary and secondary education sectors in Scotland and also provides support for the CPD of teachers, school managers, local authority staff and others involved in the education and care of children aged 0-18 (see www.ltscotland.org.uk). The Scottish Executive has worked with partners and stakeholders to develop a national framework for CPD, which aims to address development needs, maximise strengths and deliver excellence in education. Under this framework, teachers can expect to receive advice and be encouraged to undertake approved courses of study and learning to a maximum of 35 hours per year. Curricular changes in Scotland have led to an acceptance that teachers’ initial qualifications are not sufficient for a whole career. Government initiatives in curriculum and quality assurance count for much of the training, which is currently provided. For example, for teachers who teach the early years of the secondary curriculum, the many aspects of both curriculum and assessment in the programme make demands on available in-service time. GTCS has a role in relation to providing a tracking system to monitor teacher progress in meeting standards and through approving all Chartered Teacher programmes and modules. RoI Comparisons made with RoI reveal a support system in its early stages, which was formalised in 1994 through the establishment of the In-Career Development Unit (ICDU). This body is responsible for the policy-making, co-ordinating and managing an ongoing programme of state-supported in-service provision. The ICDU operates the programme through teams within the Second Level Support Service (SLSS) and Primary Curriculum Support Programme (PCSP). These support teams are made up of seconded teachers, who are based in education centres. However, most support is delivered directly in schools. In conjunction with the SLSS and PCSP, a large number of courses are available through higher and further education institutes and other agencies. Most of the short professional development courses are not accredited, although the formal university and college courses do have certification. DES commissioned a research report on CPD in 2002. This report concluded that the reliance on seconded teachers was too ad-hoc a response and that accreditation should be available for more forms of continuing professional development engagement. 5.4

CONSULT

Consultations were held with schools, using surveys and meetings, to gather both quantitative and qualitative information. 476 schools were surveyed using the questionnaire at Appendix 12. The survey sampled a representative cross-section of the schools in each ELB area and attained a 65% response rate. Full details of the responses are shown in Appendix 16. In addition, a total of 25 schools across NI, based on a representative sample, were visited as part of the consultation process. During these school visits, interviews were

held with a wide range of individuals including principals, heads of department, teachers, teacher tutors, beginning teachers, SENCOs and governors. Although the level of consultation is necessarily limited, it is, nevertheless, relevant and the comments are representative of the views expressed. The comments expressed in the following chapters are an attempt to summarise the main findings of the survey and, where possible, support those findings through the qualitative process. A number of quantitative terms are used in the report in relation to the consultation feedback. In percentages, the terms correspond as follows: o More than 90% - nearly all o 75-90% - most o 50-74% - a majority o 30-49% - a significant minority o 10-29% - a minority o Less than 10% - very few In relation to curriculum support, the quantitative feedback reported that a majority of schools considered most aspects of the service to be either good or excellent (see table 5). This is particularly evident in relation to support for numeracy, ICT, professional development of teachers, raising standards and literacy. A majority of the written comments from the survey supported this view, a few examples of which are below. o ‘The help given by CASS is relevant, practical and well paced’ o ‘CASS support over the years has been very good in helping to bring about change in education. Numeracy, Literacy and ICT strategies were all extremely well supported’ Table 5: Feedback from Survey on Curriculum Support Area

% Good or % Excellent Satisfactory* Supporting Numeracy 77.2 14.2 Supporting ICT 69.4 22.9 Supporting Professional Development of Teachers 67.3 23.0 Supporting the School in Raising Standards 67.3 22.6 Supporting Literacy 64.0 25.7 Developing Pastoral Care Policies 56.1 30.0 Supporting Behaviour Management 52.7 28.7 Helping the School become a Self-Evaluating 52.1 33.7 Organisation Promoting and Disseminating Good Practice in 50.3 36.3 relation to School Improvement Supporting Areas of Study and Subject Areas 46.8 35.4 Communication of Information to Update Future 46.7 37.3 Policy Changes Source: CMSU * With regard to the survey, satisfactory equates to acceptable, suitable and fitting levels of service. The results of the survey are reflected in the qualitative information obtained through school visits and other meetings as, in most aspects, schools rate the service in a

positive manner. The majority of comments from the school visits supported these views. The Link Officer role was valued, particularly the personal touch and time spent with the schools. The CASS officers work well with people in the schools, dedicate the time to address the matter, bring a wealth of experience and knowledge and adopt an objective viewpoint. The use of SLAs and School Support Agreements is beneficial in identifying and meeting the needs of schools. CASS is valued as a critical friend, is considered by most schools to positively influence the results of the schools and is seen to be ‘about getting the children to perform better through improved teacher performance’. Further to the last point, contributions by CASS to school achievements are measured by schools through: o Improvement in overall performance and knowledge of staff o Improvements from measured baselines e.g. SSP and Group 1 o Consistency of approach within the school e.g. record keeping, action plans and reports o Ability of staff to set targets and scrutinise performance of children effectively o Key Stage/Examination results, indirectly o Accredited training achievements, where relevant o Achievement of SLA/school support agreement objectives It was generally agreed that some measures are more easily quantified than others.

The survey demonstrated that in some areas of services i.e. supporting areas of study and subject areas and the communication of information to update future policy changes, slightly less than half the responding schools considered the service to be either good or excellent. This may be of some concern as the areas of study and subject areas are crucial aspects of the service. Written comments made through the survey included: o ‘Quality of CASS varies in relation to the expertise and enthusiasm of those employed in specific areas’ o ‘My fear now is that with so many cutbacks, the expertise required has been reduced and officers are not capable of providing the excellence we expect’ o ‘Subject specific support from CASS is no longer imperative. Issues around whole school development, timetabling for the new curriculum and effective provision for special needs is now the focus of support in schools’ This view was supported through the findings of the school visits in that a significant minority of teachers expressed concern at the lack of consistency of service across subject areas. The level of service depended upon the individual qualities of the CASS officer, which could vary to a large degree. Similar criticism was also targeted at support for the specialised areas of SEN and behaviour management, although this criticism was mainly limited to particular ELB areas. School visits also expressed doubts about the ability of the service to roll out the implementation of the revised curriculum successfully, based on current resource levels. The consultation process provided an opportunity for schools to make suggestions about how the service may be maintained or further improved. Ideas put forward included the need to review the current planning timetable in order to align the

planning and financial cycles and the provision of teacher development through holiday periods to reduce the impact of teacher absence in term time. External Partnerships Partnerships are employed by CASS to facilitate the achievement of service objectives. Consultation was undertaken with key partners and the following section is representative of the views expressed. Feedback from external partners included: o Difficulties in measuring the contribution of the service to school improvement has been a long-standing criticism. However, the most valued dimension of school improvement work is that realised with teachers and evidence of CASS support in classrooms is often based on observations o The introduction of statutory school development planning, from September 2005, will further develop the opportunity for the service to assist schools to become more self-evaluative, whereby schools will be required to identify their own needs and levels of support CPD o Teachers should be provided with a career path, with signposts pointing out particular options (i.e. specialisms) and clear milestones along the way (e.g. induction, EPD, CPD and leadership and management qualifications). Such an approach would provide continuous motivation along the career path, with CASS playing an important part in the process o Meeting the individual needs of teachers is achieved through CASS consulting with teachers to identify and agree these needs. Adopting this type of approach is supported in a report by the Office for Standards in Education (OFSTED), produced in 2002, entitled ‘Continuing Professional Development for Teachers in Schools’ o A sub-committee of GTCNI, the Professional Education Committee, was set up with a remit to examine and report on the relationship between EPD and subsequent CPD, as a means of underpinning the competency approach to teacher development and to identify and agree professional milestones in a teacher’s career i.e. to map out the professional topography for teachers. Achievement of Chartered status for teachers is a key aspect of this programme of work Future Challenges o CASS faces a wide number of challenges in the future, as detailed in Section 3.5, which will impact on curriculum support. However, the role of CASS is fundamental to this process of change and has a key role in educational reform o It is essential for CASS to constantly evolve and develop the capacity to meet challenges and support change. It is important to build up teachers’ confidence in new technology as a new way of teaching

Revised Curriculum o Since 1989 and the introduction of a formal CASS has encouraged schools to become more independent and self-reliant. With the introduction of the revised curriculum, which is less prescriptive than the previous curriculum, it is important that schools continue to become more independent and to help themselves. This will enable teachers to be more flexible in their decision-making and support an increased emphasis on developing pupils’ skills o The revised curriculum may present an ideal opportunity to implement change in the delivery of service as there will be more discretion for teachers in delivering the curriculum and, as such, there will be more need for teacher development o ELBs and partners are working closely to implement the revised curriculum for schools in NI. The task requires a great deal of co-operation and co-ordination between the organisations. At present, a timetable has been agreed, plans are at an early phase for each school key stage and work is ongoing in relation to drawing together an overall implementation plan. A launch of the revised curriculum has been planned for 2005 and, to promote this launch, a number of publications have been designed for primary and post-primary sectors (www.ccea.org.uk) o It will be important that sufficient resources are allocated to CASS to ensure successful implementation of the revised curriculum whilst, at the same time, being able to continue to provide all other aspects of service. There are approximately 21,000 teachers currently working in NI, who will need support in these areas o In relation to the revised curriculum, the Programme Management Board (PMB) has an overarching role, within which CCEA is responsible for its design and the production of resource materials and CASS has responsibility for its practical roll out and the delivery on the ground. o The revised curriculum will effectively combine the profile of individual subjects with an increased emphasis on raising skills and promoting values. However, learning will take place in the context of a particular subject or subjects 5.5

COMPETE

Northern Ireland As part of the consultation process, competition was discussed. In general, it was agreed that the introduction of private sector competition in NI was unlikely, in the foreseeable future, due to: o The base in NI is possibly too small to attract the necessary number of organisations to ensure true competition o The inability to deliver a holistic service to schools incorporating beginning teacher training, curriculum support, CPD, leadership and management training etc through school and centre-based provision o The potential for fragmentation of resources, which impacts on the benefits of economies of scale o Ensuring needs of schools are prioritised and resources directed accordingly o Availability of trainers with the required levels of expertise and local knowledge o The disproportionate costs to smaller schools, which would have small delegated budgets A minority of the schools visited stated that delegating the CASS money directly to them was in accordance with the principles of the LMS scheme. The purpose of LMS is to achieve an equitable distribution of resources and the delegation to schools of responsibility for their use. Schools are delegated budgets to enable Boards of

Governors and Principals to manage schools effectively by using the resources to meet the needs and priorities they have identified. Contrary to the above argument, there are concerns that such a move would offset the efficient use of a central fund, dilute economies of scale, remove the ability to direct resources to areas of most need and reduce the consistency and quality of support to all schools. To give an indication of the amount that might be delegated to schools, an approximate figure for NI based on a core CASS budget for 2005-6 of £13m and 21,000 teachers equates to £619 per teacher. It is then useful to relate this approximation to the costs of buying services from the private sector, some of which are detailed in the following section. It is important to note that the approximation does not take account of any formula or weightings that might apply, nor to the different ratios of teachers to pupils that operate. Great Britain LEAs frequently trade services on a commercial basis, selling support and training products to schools outside of their own areas. For example, the Advisory Service in Kingston upon Hull offers support for curriculum, pupil development services, personal and professional development support and training for non-qualified teachers. Another LEA, Trafford, offers four types of SLA ranging from a school improvement package to engaging advisors on a hourly rate. With regard to the private sector, the major providers offer curriculum support. Examples include: o Advisory support for teachers o ICT training and support o Teaching and learning methods o CPD One private sector organisation offers a range of packages, known as Professional Development Agreements (PDA), to schools at different prices. Packages include combinations of school improvement services, CPD, advisory, direct support and product support. Annual prices for the packages range from £3,090 to £4,872 for primary schools and from £4,872 to £5,682 for post-primary schools. Membership of a PDA entitles a school to up to 70% discount for additional services. Examples of stand-alone costs include £486 for a consultancy day (£100 per hour), CPD management per day £324 and professional advice by telephone £1 per minute (minimum of £20). Further details can be obtained at www.cfbt.com/sislincs Typical costs for using a private sector organisation to deliver specialist ICT training and support are £220 per person to attend a scheduled course at a training centre and between £995 and £1,500 for a one day school visit to train up to 8 staff. The cost of school visits does not include expenses. Nine out of 152 LEAs have fully contracted out their services to the private sector. In these cases, the decision resulted from ‘intervention’ by the Secretary of State for Education as inspections judged them to be seriously inadequate. In seven of the authorities, standards have risen at a faster rate than comparable organisations, where the service is run ‘in-house’. However, the starting position was so low that some degree of improvement was almost inevitable.

A further three LEAs have voluntarily contracted out their advisory services in recent years. The time duration is too short to make any judgement about improvements. Large private sector companies, operating in this area, normally provide services to schools across an entire LEA and rarely sell to individual schools. Longer-term contracts with guaranteed income streams are preferred. A number of smaller companies or sole trader consultants offer advisory services on an individual school basis. Private sector organisations use relatively few Performance Indicators to assess the value of their services. The main indicators employed are: o If schools value their services they will pay for them and vice versa o If they value the services they will buy them again and recommend them to other schools 5.6

CONCLUSIONS

5.6.1 STRENGTHS 9 The establishment of a school improvement service, incorporating curriculum support, effective management of schools and continuing professional development of teachers. The name Curriculum Advisory and Support Service does not accurately describe service provided 9 A depth of teaching experience and knowledge, offering a high level of understanding of practices and strategies and ensuring credibility within the majority of schools 9 The growing use of Service Level Agreements and Local Public Service Agreements to identify and agree objectives for schools, promoting continuous improvement and setting measurable targets for the service and schools 9 The ability to demonstrate value for money in relation to service contributions to school improvement 5.6.2 AREAS FOR DEVELOPMENT ƒ

Current levels of investment in the service, which are impacting negatively on staff morale and on the ability to deliver a high quality and comprehensive service that fully addresses the needs of schools

ƒ

Further development of Regional Strategies, similar to Literacy and Numeracy, to provide coherent and consistent levels of support across key areas of service such as SEN, Irish Medium, EAL and Behaviour Support

ƒ

Levels of concern by schools regarding implementation of the revised curriculum and the support that will be provided

ƒ

Absence of a structured career path for teachers from beginning teacher support, to CPD and leading ultimately to advanced status e.g. Chartered Teacher

ƒ

Concern of teachers regarding the effects of their absence from class and the extent of preparatory work to enable them to attend courses

5.7

RECOMMENDATIONS Recommendation

Action by

5.7.1

To provide adequate funding for the service to ensure the DE and ELBs delivery of high quality and wide-ranging support, which would have a positive long-term impact through facilitating good quality teacher support, encouraging teacher retention and promoting improved pupil attainment levels

5.7.2

To develop Regional Strategies for key areas of service to promote coherent and consistent levels of support to all schools

5.7.3

To clarify with all schools, at the earliest opportunity, the DE, PMB, proposed roll out of the revised curriculum, including CCEA, ELBs and CASS anticipated levels of information and support to schools, implications for schools and expected benefits of the change

5.7.4

DE, ELBs, To establish and support a structured career path for all teachers as part of a Continuous Professional Development GTCNI, RTU Programme and CASS

5.7.5

To assess the support among teachers and to review the potential for providing courses for teachers outside of termtime, which would reduce the impact of their absence on the classroom

DE, ELBs, CCMS and CASS

5.7.6

To rename the service ‘The School Improvement Service’ to describe its activities more fully

DE, ELBs and CASS

DE, ELBs and CASS

6.0

LEADERSHIP AND MANAGEMENT DEVELOPMENT

6.1

INTRODUCTION

The historic role of Principals and senior managers in schools has changed over recent years. Their role has evolved from primarily teaching responsibilities to an increased leadership and management function. There is now greater emphasis on planning, finance, communicating, leadership skills and compliance with statutory regulations. Furthermore, training in this area is provided for school governors in recognition of their expanding and changing role. CASS support in this area contributes to both school improvement i.e. curriculum support and to leadership and management capacity within schools. NIAO reports that ELBs ‘in providing leadership training and guidance can have an impact on schools’ performance. In addition, schools can approach CASS for support in all areas of the curriculum and in educational initiatives to raise school standards. It also provides support for the professional development of teachers from their induction to the provision of senior management training’. Leadership and management development in NI is acknowledged as a benchmark for its comprehensive service through CASS and its partner organisations such as C2K and RTU. This partnership utilises the model described on page 13: o Regional support, regionally delivered o Regional support, locally delivered o Local support, locally delivered Leadership and management development is delivered in conjunction with RTU, in that CASS officers support many of the RTU courses (further details at www.rtuni.org).

6.2

CHALLENGE

The challenge sessions highlighted and considered a number of key themes relating to leadership and management support. Leadership and management support is provided through partnerships e.g. with RTU and through an extensive NI framework. Support is provided for middle managers and governors within all types of school, often through a regional dimension. Management development and governor support is closely linked to the school improvement process and the increased role of governors in school management. The importance of CASS staff and the courses delivered being accredited was emphasised to ensure consistency and quality assurance of the leadership and management programme. It is recognised that the partnership approach has produced benefits through synergy and increased consistency of service delivery. However, there is a requirement for systematic evaluation of leadership and management development provision by CASS to ensure customer needs are being met and to demonstrate performance trends.

6.3

COMPARE

England In England, Extensive support is available for leadership and management development. TeacherNet provides a reference point for information, offering key advice on legal and financial issues, reference materials and management tools. Through the website, a management directory can be accessed detailing new initiatives, such as health and safety, harnessing technology, improving performance through school self-evaluation and school funding arrangements. Whole school issues are also addressed including child protection, sustainable development and family and community. TeacherNet supplies links to strategic leadership and management support providers: o British Educational Communications and technology Agency, www.becta.org.uk o National College for School Leadership, www.ncsl.org.uk o OFSTED, www.ofsted.gov.uk o Qualifications and Curriculum Authority, www.qca.org.uk o TTA, www.tta.gov.uk Scotland In 2003, the Scottish Executive produced a document on the Continuing Professional Development for Educational Leaders. This document emphasised the importance of strong educational leadership to help provide the most effective environment for developing pupils and staff. A number of key activities is identified as contributing to effectiveness in this area, including planning, budgeting, delegating, evaluating and problem solving. The document develops a framework for educational leadership based on leadership at project, team, school and strategic levels. A model for educational leadership is also introduced, linking: o Professional values and commitment o Professional knowledge and understanding o Professional and personal abilities At a practical level, initiatives in Scotland include an ‘Electronic Community for Head Teachers’ and an ‘International Teacher Programme’ to enhance management and leadership skills. RoI In RoI it has been recognised that school leaders face increasingly complex challenges and require assistance and guidance. Support is currently limited, however, a number of pilot programmes took place in 2003 and a more structured course has been implemented during year 2003-4. This incorporated elements of whole school planning with guidance on good practice planning procedures. A key aspect of this approach involves the School Development Planning Initiative (SDPI), the aims of which are to: o Support schools in furthering the process of School Development Planning (SDP) in order to promote school improvement and effectiveness o Promote collaborative SDP as a means of identifying pupils’ needs and responding appropriately to them o Build the capacity of schools to implement development planning as a means of quality enhancement

6.4

CONSULT

The consultation process demonstrated that in these areas of service just over half of the schools surveyed considered the service to be either good or excellent (see table 6). Table 6: Feedback from Survey on Leadership and Management Support Area Supporting and Training Boards of Governors Developing the Leadership and Management Capacity Supporting School Planning and Target Setting Source: CMSU

% Good or % Excellent Satisfactory 58.9 32.9 56.0 28.5 53.0 28.0

The survey found that many people in schools found the help, guidance and support of CASS staff to be invaluable in relation to governor development, financial matters and self-evaluation, which assisted schools in moving in a positive direction. These positive views were supported by a majority of the schools visited, which commented about the effectiveness of principals’ conferences and the opportunity to network, invaluable development of middle managers, support for action planning and target setting and content of governor training. While the feedback is overall of a positive nature, it is noticeable that ratings for this area are not quite as high as for curriculum support. This may reflect a greater emphasis by the service on curriculum support activities and the overarching role of RTU in leadership and management development. The survey results included written comments, whereby a minority of schools expressed a preference for regionally delivered support (NI-wide clustering) offering greater opportunities for networking, especially with schools of a similar size and socio-economic backgrounds. Development planning for schools is seen to create additional pressures, as it is difficult to prioritise the number of objectives linked to specific programmes and initiatives and also there is considerable confusion and misunderstanding of the respective roles of CASS and RTU. In addition, a minority of schools questioned the need for CASS to replicate provision in this area, which is already catered for by RTU. They appeared to be unaware that CASS resources are frequently used to support people attending RTU courses as a local aspect of service delivery. 6.5

COMPETE

Many aspects of leadership and management development could be viewed as generic themes and, therefore, could be accessed in NI through providers outside of education, for example: o Private sector management consultants o Chartered Institute of Public Finance and Accountancy (CIPFA), www.cipfa.org.uk o HEIs (Masters degrees) o Centre for Competitiveness, www.cforc.org In Great Britain, private sector organisations contribute to leadership and management training in a number of ways. They offer school improvement services, governor

training, specific leadership and management courses, institutional and organisational development, coaching skills and financial training. In addition, the private sector participates in a number of programmes with DfES and LEAs. These include: o Fast Track Programme o School Performance Management Project o School Leadership and Development Programme o Professional Development Programme o Head Teacher Induction Programme 6.6

CONCLUSIONS

6.6.1 STRENGTHS 9 Use of a model based on regional and local support for leadership and management development 9 Capacity building in schools in relation to planning and target setting 9 Professional development of teachers, improving leadership and management skills 9 Linking the development of teachers to the school improvement process 9 Support to governors with regard to their changing role 9 Comprehensive partnership approach in conjunction with C2K and RTU 6.6.2 AREAS FOR DEVELOPMENT ƒ

Misalignment of school development planning and the school financial year, which creates problems in identifying objectives and budgeting across two separate school years

ƒ

Replication of RTU leadership and management support, leading to confusion among schools of the respective roles and responsibilities of CASS and RTU

6.7

RECOMMENDATIONS Recommendation

Action by

6.7.1

To review the school planning cycle in relation to the financial cycle to ascertain if there is potential for better alignment of the cycles

DE and ELBs

6.7.2

To ensure provision of a complementary role to that of RTU in relation to leadership and management development and to clarify the respective roles and responsibilities of CASS and RTU to teachers

CASS and RTU

7.0

SUPPORT TO BEGINNING TEACHERS

7.1

INTRODUCTION

In relation to support to beginning teachers, DE establishes overall policy and requirements of the process, which is subsequently delivered by CASS. As such, support to beginning teachers is a statutory role of CASS and is essential to ensure that the careers of newly qualified teachers progress successfully from their initial training at HEIs. The process is divided into two stages: o Year 1 - induction (7 training days) o Years 2 and 3 – EPD (3-4 training days per year*) *Dependent upon whether primary or post-primary teacher Within schools, teacher tutors mentor and assist beginning teachers. All new teachers are entitled to education and support, including those that are temporarily employed or unemployed. In 1997, the Northern Ireland Teacher Education Committee (NITEC) and the Committee for Early Professional Development (CEPD) produced the Teacher Education Partnership Handbook, www.class-ni.org.uk. This handbook is used by all parties, which contribute to the development of beginning teachers, and details: o Teacher competences and core criteria o NI-wide strategy for beginning teacher support o Initial teacher education o Induction stage o EPD In 2001, DE, in collaboration with key stakeholders, produced an information document on the professional development of beginning teachers. The document refers readers to the three main sources of information, advice and support. These sources are the Teacher Education Partnership Handbook, CASS and the Northern Ireland Network for Education (NINE) at www.nine.org.uk. The document also outlines the development of competences, through the three interrelated stages of initial teacher education, induction and EPD, and the recording of progress in a Career Entry Profile (CEP). The CEP provides a foundation for the continuing process of systematic reflection, underpinning professional development. There are, at present, 67 competences employed for the development of beginning teachers. These are currently being re-evaluated by GTCNI with a view to rationalising that number by 2007. ELBs have adopted a regional approach to beginning teacher support, with a lead Board being responsible for overall administration. With effect from January 2005, WELB assumed responsibility for this role from BELB. This arrangement of a ‘rolling’ responsibility was agreed in light of the ever-increasing demand for: o Equality and consistency of provision o Clear lines of accountability o Efficient and effective financial and budgetary management In 2005, ETI produced a report on beginning teacher support, which was highly supportive of the regional approach adopted and the quality of service. WELB maintains a central database of beginning teacher support in NI, collating information and forwarding to relevant ELBs. In addition, details of annual training programmes, with maps and instructions, are sent to beginning teachers. A proposal

is being considered to place this information in electronic format, making it more readily accessible and reducing costs. 7.2

CHALLENGE

Deliberations on the development of beginning teachers identified a few concerns, however, there was general agreement that the approach to this particular aspect of service delivered a high quality of service. This was mainly attributed to the adoption of a regional framework in which the service is agreed on a NI-wide basis and delivered locally. An extensive range of support is provided to meet the needs of teachers in a consistent and convenient manner. Assistance is also provided to teacher tutors to enable them to support beginning teachers through the processes of induction and EPD. The importance of linking this support to CPD as part of a natural career progression was stressed. Concerns were raised about the need to ensure all eligible teachers participate in the programme. Difficulties are experienced in relation to unemployed or temporarily employed teachers and through the failure of schools to inform CASS of employed teachers. Other issues included the imbalance between the levels of funding given to provide support and the greater, actual cost of the service and the importance of raising the profile of CASS within HEIs, particularly among student teachers. In conclusion, the discussions on beginning teacher support raised a few issues although, in the main, general agreement was reached on the high quality of the service and the benefits of adopting a regional approach. This conclusion has been supported by the results of the 2005 ETI report. 7.3

COMPARE

England In England the Teacher Training Agency (TTA) has been established and has a number of key aims and responsibilities. These include improving the quality of training for teachers and ensuring the supply of good provision of training for teachers www.tta.gov.uk. TTA oversees the induction process for newly qualified teachers as delivered by schools and LEAs. The induction programme is for a period of one year on a full time basis and acts as a bridge between initial teacher education and postgraduate professional development. The programme delivers practical help in areas such as ICT and SEN and also provides observation of teaching, a programme of professional development opportunities, termly assessment meetings, progress reports and additional support in cases of difficulties. In conjunction with the above, TeacherNet has established a pilot programme to deliver early professional development for teachers in 12 LEAs over the period October 2001 to July 2004. In a similar vein to NI, EPD addresses years two and three. This pilot has now come to a conclusion and at the time of producing this report was being evaluated by the National Foundation for Educational Research. For further details visit www.teachernet.gov.uk and www.nfer.ac.uk

Scotland In Scotland, the Teacher Induction Scheme was introduced in 2002 to guarantee all qualified teachers a full induction year in a school on completion of their initial training at a Higher Education Institute (HEI) and access to the services of an experienced teacher as a nominated probation supporter. The scheme was agreed between teacher organisations, employers and the Scottish Executive (www.scotland.gov.uk). On completion of the scheme, probationary teachers can apply for full registration as teachers with the General Teaching Council for Scotland (GTCS). GTCS (www.gtcs.org.uk) is a statutory organisation and is the regulatory body for the teaching profession in Scotland. It is responsible for administration of the Teacher Induction Scheme and has an overarching role in relation to entry and exit for the profession. Republic of Ireland Comparisons have been made with levels of beginning teacher support in the Republic of Ireland (RoI). Initial teacher education is provided through five colleges of education, for primary teachers, and in 13 HEIs, for post-primary teachers. However, once teachers leave the training establishments, there is no structured system in place within schools to provide mentoring, such as carried out by teacher tutors in NI. The government in RoI has acknowledged the importance of an induction programme for the early years of a teaching career, but, to date, no national scheme has been put in place. In 1998 the Department for Education and Science (DES) in RoI set up two working groups to review primary and post-primary teacher education. The primary working group recommended, in 2002, that urgent procedures be developed for beginning teachers. The post-primary working group, also in 2002, similarly recommended investment in induction support for the initial years of teaching. As a result of these reports, a pilot was introduced in year 2002-3 but has not been expanded upon. (See www.education.ie) 7.4

CONSULT

During the consultation process, visits were made to schools in each of the ELBs and a number of meetings were held with identified stakeholders. Discussions were held with a range of individuals and groups and, in relation to beginning teachers, a number of issues were raised. As part of the survey, schools were asked to rate the service in supporting the professional development of teachers, including beginning teachers. The feedback was positive with 67.3% of respondents rating the service to be either good or excellent. This positive response was mirrored across all school sectors and management types (Appendix 16). The positive approach to this aspect of service was confirmed through qualitative information from the school visits. Nearly all beginning teachers and teacher tutors were complimentary of the service delivered to schools. Most teachers considered the induction year to be intensive but worthwhile and particularly benefited from the residential training courses, which offered an opportunity to network with colleagues.

Furthermore, a majority of teacher tutors appreciated the flexible approach adopted by CASS to meeting their needs. The service was subjected to some criticism in that a majority of teachers questioned the value of EPD in its current format. They did not necessarily consider the completion of two professional development activities as a good indicator of a person’s ability to teach. A significant minority of the teachers interviewed also felt that increased support in relation to SEN and behaviour management would be beneficial (promoting and sustaining good behaviour is a compulsory element of support by CASS through the School Improvement Programme 1998). A number of concerns were expressed about procedures at HEIs and on teachers gaining employment within a school. These related to raising awareness of CASS among students (CASS officers visit each HEI annually, however none of the beginning teachers could remember such an occasion, which questions the value of the visits in their present format) and the importance of schools registering beginning teachers with CASS in order to receive support.

External Partnerships As part of the consultation process, meetings were held with key organisations within the education sector including DE, CCMS (www.onlineccms.com), ETI, GTCNI, HEIs and TEPG. Comments from the range of partners are listed below: o Initial teacher education is core to preparing students for teaching and evolves constantly to reflect advances in teaching and education. HEIs are incorporating the revised curriculum and other developments into the syllabus such as Citizenship, PSHE and SEN. University of Ulster, for example, is promoting issues of democracy, social matters and justice o HEIs place a strong emphasis on quality assurance and monitoring of initial teacher education. This is reflected in the systems of teaching, marking and providing opportunities for students to voice their opinions o HEIs have a key role to play in preparing student teachers to deliver the revised curriculum and co-operation between CASS and institutes is crucial o Collaboration is being encouraged across the education sector, including ELBs, HEIs and schools, and the effectiveness of this approach is demonstrated through the regional delivery of beginning teacher education. TEPG has a key role in this area in promoting a consistent approach o Reviewing and reducing the number of teaching competences will result in a less complex and unwieldy process. However, the ability to develop competences in school depends on the role and levels of responsibility of individual teaching positions. The CEP is useful for both teachers and schools, although it is important that the teacher feels a sense of ownership and agrees with the document. To assist in this process in HEIs, the student teacher and the tutor jointly produce the CEP o Beginning teacher education must complement the revised curriculum, whereby teachers are encouraged to be more flexible and be prepared to use their initiative to a greater degree o TEPG has proved to be a valuable forum for developing beginning teacher support and linking the process to CPD. For example, progress is being made in relation to linking successful completion of induction and EPD to post-graduate qualifications. Points are based on a portfolio of evidence. This move is linked to the proposal also to award points for achievement of the teaching qualification

o

o

o

o

7.5

Post-Graduate Certificate in Education (PGCE). It is anticipated that such developments encourage teachers to pursue CPD, leading to higher qualifications e.g. Post-Graduate Diploma or Master of Education and ultimately resulting in Chartered Teacher or Advanced Chartered Teacher status. Such a programme has been implemented in Scotland (see www.gtcs.org.uk). TEPG has no regulatory role and, as such, has limited influence. In light of the statutory role of GTCNI, it may be advantageous to incorporate the role of TEPG as is the case in Scotland There are identified gaps in the provision of beginning teacher education with regard to these newly qualified teachers, who are temporarily employed. These people can miss out on specified training days as occasionally the employing school omits to inform the relevant ELB Induction training for beginning teachers is delivered to a high quality level. However, the service is less satisfactory for EPD, in relation to the continued development of competences. The importance of further discussion and fostering partnerships was emphasised to address the issue, incorporating CASS, GTCNI, HEIs, RTU, TEPG and Trades Unions The Public Accounts Committee (PAC) of the NI Assembly highlighted the issue of re-employment of former teachers into the profession. This is having an impact on the employability of new teachers and often causes these new teachers to ‘bounce from school to school’ in search of a permanent position, which, in turn, can make the delivery of training more problematic

COMPETE

An example of a private sector support organisation includes Serco Learning, which provides training for beginning teachers through a ‘Newly Qualified Teachers Programme’ for year one and an ‘EPD Programme’ for years two to four. This service is provided for LEAs across England.

7.6

CONCLUSIONS

7.6.1 STRENGTHS 9 The implementation of a NI-wide strategy for delivering beginning teacher support; promoting consistency of standards across ELBs

7.6.2 AREAS FOR DEVELOPMENT ƒ

Co-operation between CASS, HEIs, GTCNI and other partners in adopting a joint approach to developing the competences of beginning teachers through initial training, induction and EPD

ƒ

Schools reinforcing and adhering to the formal procedures for registering all new teachers with CASS in order that beginning teacher support will be provided

ƒ

Awareness of student teachers of CASS and the services it provides to beginning teachers

7.7

RECOMMENDATIONS Recommendation

Action by

7.7.1

To promote greater co-operation between CASS, HEIs, DE, TEPG, GTCNI and other partners in adopting a joint approach to HEIs, GTCNI and CASS developing the competences of beginning teachers through initial training, induction and EPD

7.7.2

To raise awareness of schools to formally register all new teachers on permanent or temporary appointment with CASS

CASS

7.7.3

To develop improved collaboration between CASS and student teachers in HEIs to increase awareness of the service and what it provides

HEIs and CASS

8.0

SCHOOL SUPPORT PROGRAMME

8.1

INTRODUCTION

The School Support Programme was launched in February 1998 with 39 schools, as a successor to RSSI. The programme provides a period of intensive support to meet the specific needs of individual schools. Schools are selected for the programme in relation to a number of management and schools performance criteria. The programme’s main aim is to raise the standards of attainment of the pupils in the schools involved and also to: o Improve the quality of school leadership o Raise morale among pupils and staff o Raise the teachers’ expectations of their pupils o Increase the pupils’ self-esteem and self worth During the period 1998 to 2004, 114 schools participated, with 91 exiting the programme as a result of the progress made. The budget for operating SSP across NI, in financial year 2004-5, was £1,833,000. In addition, the ‘Group 1’ initiative was introduced in 1999-2000 as a special programme within SSP. The purpose of this being to provide further support to five schools in respect of key indicators such as pupils’ attendance, quality of learning and achievements in terms of recognised qualifications. Four of these schools were in BELB and one in WELB. 8.2

CHALLENGE

It was agreed that SSP has proved to be a major success within the schools where the programme has been deployed. In the initial stages there was a degree of stigma and denial by the schools involved but this negative situation has been turned around and schools, having completed the programme, are now equipped to meet future challenges. SSP is viewed as a model for school improvement, which may be appropriate on a wider scale as it creates a dynamic for change and improvement. SSP has also shown to be a learning process for CASS. There were some misgivings about the extensive use of scarce resources in developing a relatively small number of schools to the possible detriment of others. The programme is acknowledged to be resource intensive, both financial and nonfinancial, and its deployment into higher performing schools may deliver diminishing returns. 8.3

COMPARE

Northern Ireland In 2003, ETI produced a progress report on SSP for the period 1998 to 2002. This report detailed the contribution by CASS to the initiative and the number of schools involved in and exiting the programme. Details are provided in Appendix 17. ETI also produced a progress report on the ‘Group 1’ Initiative, covering the period 2001 to 2002. The report outlined the progress made by the schools with the assistance of outside agencies such as CASS. In all the schools there was ‘a marked improvement in the teachers’ morale, motivation, professional expertise and confidence’ and ‘a developing climate of professional openness and confidence and

an acceptance of individual and collective responsibility for improving the pupils’ learning and achievements’. Also there had been ‘a gradual improvement in the quality of teaching in the schools’. The report also emphasised a number of difficulties that remained. These included the ability ‘to respond effectively to the many curricular and other challenges facing the schools from ELB advisory staff’ and ‘the need for support agencies to highlight issues centred on the quality of teaching and learning’. It was also reported that ‘external support services need to become more aware of the difficult challenges involved in improving the teaching and learning experiences the pupils receive’ and the need for ‘continuing, innovative and effective external support from a wide range of agencies including CASS’. Through the schools’ survey a comparison was made between SSP and non-SSP schools. Results are shown in table 7, Section 8.4. Great Britain The LEA Advisory Services Benchmarking Club reported in 2002 that the use by schools of delegated Special Educational Needs resources will ‘inevitably cause more schools than at present to be categorised as Schools Causing Concern’. The reasons stated for this were: o More scrutiny of a formal nature as to how schools make use of delegated Special Educational Needs resources and meet, or otherwise, the needs of pupils o Requirement for more statistical and observational evidence o Focus on these areas may appear to ‘cause concern’ o Likely to see a (temporary) upswing in identification of schools within this category If this is the likely situation in Great Britain, it is possible there could be a similar effect in NI as a result of SENDO, impacting on the number of schools in SSP, which would need to be carefully monitored and managed. Great Britain rates schools requiring additional assistance at three levels. These are: o Schools causing concern o Schools with serious weaknesses, similar to SSP o Schools requiring special measures, similar to ‘Group 1’ 8.4

CONSULT

In order to provide comparisons, all current SSP schools were included in the survey and respective ratings for satisfactory and good to excellent are detailed in table 7.

Table 7: Comparison of SSP to non-SSP schools (ratings satisfactory and good to excellent) Area Rating (%) Supporting Numeracy Helping the School become a Self-Evaluating Organisation Developing the Leadership and Management Capacity Supporting Literacy Supporting the School in Raising Standards Developing Pastoral Care Policies Supporting Professional Development of Teachers Supporting ICT Supporting Areas of Study and Subject Areas Supporting School Planning and Target Setting Supporting Behaviour Management Providing Suitable Training Facilities and Venues Supporting and Training Boards of Governors Promoting and Disseminating Good Practice in relation to School Improvement Communication of Information to Update Future Policy Changes Source: CMSU

SSP Sat.

School Non-SSP Good to Sat. Good to Excellent Excellent 13.3 86.7 14.2 76.7 6.7 86.7 35.1 50.3 0.0

86.7

30.0

54.4

13.3 20.0 13.3 26.7

80.0 80.0 73.4 73.3

26.4 22.7 30.9 22.8

63.2 66.6 45.7 67.1

20.0 33.3 20.0

73.3 66.7 66.7

23.1 35.5 28.4

69.3 45.7 52.3

33.3 40.0

60.0 60.0

28.4 27.9

52.3 67.2

46.7 46.7

46.7 46.6

32.2 35.8

59.6 50.5

46.7

46.6

36.8

46.7

Findings from the survey showed that, in general, SSP schools had higher satisfaction ratings with CASS than other schools. As a result of the intensive additional support to SSP schools, the satisfaction ratings for good to excellent are markedly higher in 11 out of the 15 areas surveyed. Particular areas relevant to SSP, where ratings were significantly higher include supporting the school in raising standards, helping the school become a self-evaluating organisation, developing leadership and management capability and supporting school planning and target setting. In three of the remaining areas the ratings are similar and only ‘in supporting and training boards of governors’ is there a substantial improvement for non-SSP schools. A comment from the survey related ‘we are an SSP school and, as such, have had close dealings with CASS over the past years. It has been a most effective partnership.’ These findings would appear to be strong evidence that, when CASS provides intensive and focused support to schools a positive difference is made. This positive trend is supported by comments from the school visits, which reported that the additional financial resources and consistent levels of support were greatly appreciated and made a big difference to the performance of the schools, there was a particular focus on needs e.g. numeracy and reading skills, the length of the programme enabled time to be spent in specific areas and make a real difference and the programme provided teachers with improved teaching techniques, planning and reviewing skills, ability to use initiative and promoted teamwork among staff.

Furthermore, the Link Officers proved invaluable during the process and the follow up inspections by ETI were carried out in a positive manner and confirmed improvements. It was conceded that the process was time demanding and intensive over a prolonged period of time. In addition to the positive comments, a small number of qualifying statements were made in relation to need for careful management of the process and the importance of encouraging and motivating staff, who may take the criticism of the school personally. 8.5

COMPETE

In addition to the range of school improvement programmes, the private sector offers support for schools causing concern, which would equate to SSP. As referred to in Section 6.5, in some instances in Great Britain the private sector has been brought into ‘failing’ schools or LEAs with the objective of turning them around. 8.6

CONCLUSIONS

8.6.1 STRENGTHS 9 SSP is a focused aspect of the whole school improvement approach, which has been developed and promoted by CASS. The success of the programme, reinforced by the consultation process, demonstrates the high quality and effectiveness of the service when targeted at clearly identified areas of need

9.0

RESOURCES

9.1

INTRODUCTION

The availability of sufficient resources, and the efficient and effective use of those resources, are key to providing a quality and value for money service that meets the needs of customers. In respect of CASS, resources include financial, human, estate and ICT. Staffing costs, including advisory, administrative and technical personnel, account for approximately 70% of the total service expenditure. 9.2

CHALLENGE

The challenge sessions examined the availability and use of financial and nonfinancial resources and identified a number of issues. People are the essential resource of the service and it is crucial that suitable people, with the correct combination of skills, are recruited and retained. There is a perception that staffing levels have been decreasing over recent years and this is likely to continue in the current economic climate. Seconded and contracted staff are employed to varying degrees within ELBs and there are benefits and drawbacks to such an arrangement. Furthermore, in some ELBs, up to 38% of staff are employed through earmarked funding. It is important that the structure and composition of the service reflect the strategy of the particular ELB and meet the needs of local schools. This appears to be the case and, perhaps, explains the apparent lack of uniformity of structures across ELB areas. The adoption of a centralised administrative support function in some ELBs has been well received and brings a number of benefits to the smooth running of the service. It is considered that the financial situation makes the service liable for further cutbacks in future years, as the core budget is not ring-fenced. This position is impacting negatively on staff morale. Concern was expressed about the lack of pay differentials between senior teachers and CASS officers, which make it difficult to attract experienced people into the service. The importance of effective Management Information Systems (MIS) was emphasised. It is necessary to provide regular data to managers, which is timely, accurate and relevant, to enable informed decisions to be made and the best use to be made of resources. Provision of teachers’ centres is a major expenditure within the service and there has been some centralisation and rationalisation of the use centres in some ELBs, which reflects this greater emphasis on support within schools. 9.3

COMPARE

Service Structures Structures of the service within ELBs have evolved over a period of years to reflect the composition, areas of responsibility, funded initiatives and geographical circumstances in each board. In general, the service is led by an Assistant Senior Education Officer, with Advisers being responsible for discrete areas of service delivery aided by Assistant Advisory Officers and Field Officers, or their equivalent. Administrative and Technical staff are employed in support of the service. A brief outline of the situation in each ELB is given:

o BELB has established two sections, comprising School Development Service and School Support Service, each headed by an Assistant Senior Education Officer. Operational and administrative staff are primarily located at board headquarters, with technical and some administrative support staff based at Mountcollyer Resource Centre. Administrative staff are divided into dedicated teams to support the two elements of service and particular subject areas e.g. literacy, which enables people to attain a high level of specialist knowledge o NEELB’s head of service and staff have all been located in Antrim Board Centre since 1998 due to a centralisation of support services. The administrative staff provide a central resource, which is utilised by operational staff across the service. The central administrative resource consists of four teams and provides a high degree of flexibility and cover o CASS personnel within SEELB are mainly based in board headquarters with the exception of a few administrative staff located in resource centres. Two Assistant Senior Education Officers have previously held responsibility for CASS with regard to primary and post-primary support respectively. However, in November 2004, one of the heads of service left post and it is unclear if the position will be filled or if the service will be reorganised. Unlike most other ELBs, SEELB employs very few seconded or contracted staff o SELB personnel, including the head of service, are located in the headquarters building and across the board’s area with some subject-based teams established in specific centres e.g. ICT in Clounagh Centre. The administrative staff are also dispersed and provide support for discrete areas of service e.g. English. SELB also employs relatively few seconded or contracted staff o WELB’s head of service is located in the organisation’s headquarters with staff and elements of subject-based teams geographically spread around the board’s area. Administrative support is also located across a number of centres. Across UK there is a variety of structures in place for delivering advisory services (LEA Advisory Services Benchmarking Club, Report, 2002). According to the report, there are three main reasons for this: o Custom and practice (i.e. what schools are used to and like) o Available expenditure, which bears little national consistency o Emphasis on delivering a ‘core’ service Staffing Current advisory, administrative and technical staffing details regarding numbers, grades, funding and types of employment are shown in Appendix 18. The staffing levels demonstrate that, in some ELBs, there is a high percentage of staff employed on a fixed term basis. The actual levels are dependent on the policy within the respective organisation and short-term earmarked funding levels. Either method of employing people has a number of benefits and subsequent drawbacks. The high levels of expertise of existing staff is augmented by the continued use of seconded and contracted staff and ensures a steady stream of enthusiastic people entering the service with new ideas and approaches and often with recent experience of working in a classroom. Furthermore, this approach helps with school development, in that experience gained by the people is transferred back to the school at the end of the arrangement. Employing mainly permanent staff helps to develop a high level of

knowledge and expertise within the service, aids the development of long-term relations with schools and promotes the building of trust. The average cost of the service by LEAs in 2002-3, provided by the Advisory Services Benchmarking Club, was £44 per pupil. This compares to an approximate figure of £48 for ELBs in 2004-5. The ratio of Advisers to schools is 1:12 for LEAs and 1:23 for CASS. The Benchmarking Club also compares the number of advisory staff employed per 10,000 pupils. Appendix 18 gives details for CASS and advisory services in England, ranging from the highest to lowest figures. It is important to bear in mind that figures for English services incorporate the joint post of Adviser and Inspector; therefore comparisons are not strictly like-for-like. The levels also depend on factors such as deprivation levels, number and types of initiatives and the number of schools requiring additional support e.g. SSP. Difficulties have been experienced by the service in recruiting staff. This situation is similar to that in England, where problems are also encountered in retaining personnel. To some degree this is being alleviated through the part-time secondment of teachers from schools, referred to as ‘expert’ teachers in other parts of this report. Other staffing comparisons and ratios are detailed in the NFER Survey of LEA Advisory, Inspection and School Improvement Services. Trends for employment of advisory staff vary across ELBs, for the period 1999-2000 to 2004-5, with an overall decrease of 8%, do not reflect the proliferation in shortterm programmes and initiatives that the service has had to cope with. In addition to these, there is also a number of projects, which CASS administers i.e. allocates and monitors funding to schools, yet receives few, if any, additional resources to compensate for the increase in bureaucracy. ELBs are presently examining the potential for members of staff in appropriate services to telework i.e. operate from home for part of the working week. Some members of CASS within SELB are involved in a pilot from April 2005, which will be evaluated after a six-month trial period. It is envisaged that the introduction of teleworking may bring about a number of benefits over the longer-term.

Funding Service Budgets Funding is the primary resource for the service, as it underpins the acquisition of all other resources. The core funding for CASS, in the main, comes from the ELBs’ annual block grant of recurrent money, which is given by central government through DE. The size of this budget can vary according to individual ELB priorities and historical factors. Additional earmarked funding, as specified by DE and other funding organisations for particular purposes and initiatives, is also provided on an annual basis. Table 8 details the total levels of core and earmarked funding for ELBs for financial year 2004-5. A breakdown of the totals by individual ELBs is at Appendix 19. Table 8: CASS 2004-5 Total Budget Allocations (Core and Earmarked Funding) Area of Service Beginning Teacher Support INSET Operational Staffing Costs Administrative Staffing Costs Technical Staffing Costs Teachers’ Centres Totals Source: ELBs

Core Earmarked (£k) (£k) 173 352 687 0 10,292 4,206 2,231 67 703 20 1,422 0 15,508 4,645

Total £k) 525 687 14,498 2,298 723 1,422 20,153

Core funding for the provision of substitute teachers is also allocated, which equates to £1,892k for year 2004-5. In addition to the allocated core and earmarked budgets, CASS is also responsible for administering a range of initiatives and programmes. The vast majority of funding for these projects goes to the schools directly involved, but the involvement of CASS provides a high degree of accountability. In many cases, CASS receives no additional funding for administering the projects although they add significantly to the bureaucratic burden on the service. Furthermore, assisting the delivery of the projects can limit the ability of CASS to provide its main activities e.g. INSET, as they frequently impact on scarce resources such as staff time and teachers’ centres. Details of initiatives and programmes, with related funding for 2004-5, are at Appendix 20. Table 9 provides details of the core CASS budget as a percentage of the ELBs’ block grant for financial year 2004-5. Table 9: CASS Budget as a Percentage of ELB Block Grant for 2004-5 ELB Belfast North Eastern South Eastern Southern Western Total Source: ELBs

Block Grant (£) CASS Budget (£) Percentage 192,484,000 2,675,000 211,031,000 3,058,000 204,836,000 2,382,000 240,175,000 3,795,000 184,200,000 3,598,000 1,032,726,000 15,508,000

1.39 1.45 1.16 1.58 1.95 1.50

Service Expenditure Table 10 shows total expenditure trends for period 2001 to 2004 in relation to a number of key activities undertaken by WELB. Difficulties were experienced in obtaining like-for-like comparisons across ELBs due to the current pressures on financial departments and inconsistencies in coding arrangements. However, WELB’s figures provide an indication of trends. Table 10 indicates that the service expenditure has risen by 1.7% in absolute terms from 2001 to 2004. In real terms, taking account of inflationary pressures, the amount spent has actually reduced over this period by £258,552. This reduction in real term spending will reach £610,058 in the current financial year. Table 10: Financial Analysis for Period 2001 to 2005 Financial Year (£) 2001-2 2002-3 2003-4 2004-5 2005-6 Actual Allocation 3,554,000 3,661,000 3,657,000 3,615,000 3,390,000 Actual Change 107,000 -4,000 -42,000 -225,000 Real Term (3% 3,660,620 3,770,439 3,883,552 4,000,058 increase) Real Term Change 380 -113,439 -268,552 -610,058 Source: WELB Teachers’ Centres Table 11 lists locations of teachers’ centres within each ELB. The amount of support delivered in these centres has steadily reduced over the years as the requirement for school-based support has increased. This reflects CASS emphasis on a school improvement service. Table 11: Teachers’ Centres ELB

Location

BELB

Mountcollyer Resource Belfast Ulidia Resource Centre, Belfast Antrim Board Centre

NEELB SEELB

Usage in 2003-4 Average usage (people on over 35 weeks INSET courses) per year Centre, 9,849 281

Downpatrick Resource Centre Rathvarna Resource Centre Headquarters, Dundonald SELB Armagh Teachers’ Centre Clounagh Centre, Portadown Craigavon Teachers’ Centre Dungannon Teachers’ Centre Newry Teachers’ Centre WELB Omagh Teachers’ Centre North West Teachers’ Centre Technology Centre, Omagh Source: ELBs

9,393 6,419

269 184

1,765 2,353 2,546 3,293 5,263 4,338 2,047 985 3,167 4,321 3,460

50 67 73 94 151 124 59 25 90 123 99

It is evident from the above figures that, in some centres, usage is relatively low over the period of a year. Although this may offer the potential for exploring rationalising the number or sharing centres between ELBs, like-for-like comparisons are not being made. It should also be borne in mind that some centres are used for purposes other than teacher development, such as other training courses and office accommodation. For example, Ulidia Resource Centre, in addition to INSET, also accommodated 14,185 people from across the five ELBs at various courses and meetings. Geographical locations and size and capacity of the centres must also be taken into account. In England 90% of LEAs have only one teachers’ centre. Exceptions are the organisations covering large geographical areas e.g. Essex, which has four centres. Schools ‘buy back’ services and effectively fund the facilities. 9.4

CONSULT

A number of individuals and groups within ELBs were consulted about relevant resource issues. Financial Planning and Management Within ELBs, financial planning and management incorporates the following elements: o Assessment of Relative Needs Exercise (ARNE), is a method by which DE determines the total annual block grant allocated to each ELB. This process is currently being reviewed to provide greater transparency of budgets and to set out how ELBs will, with the resources allocated to them, contribute to achieving the actions and targets set out in the DE 3-year Strategic Plan o Resource Allocation Planning (RAP) supports ARNE and involves two stages: o Stage 1 is a financial analysis, whereby the block grant is allocated to the services within the ELB in the form of budgets. With regard to CASS, the budget is mainly based upon historic expenditure and constitutes the core funding o Stage 2 establishes targets, which the individual services adhere to within the constraints of the budget MIS have been developed in each ELB to provide financial information to heads of department and service managers on a monthly basis. Examples of good practice are detailed below. o The Head of Service in WELB is appointed as budget holder and the Officer in Charge of Administration is the nominated budget manager (a similar arrangement operates in SEELB). The budget manager has a key role in setting up and profiling the budget and monitoring expenditure. The management information, which is produced on a monthly basis, enables over and under spending to be quickly identified. The budget manager is the link between CASS (activities) and the Finance Department (resources). A Staff Development Management System has also been developed in a number of ELBs, which: o Identifies training support to individual teachers o Identifies CASS support to individual schools o Details resources allocated to particular activities o Details courses available and provides booking facilities on-line o In addition, WELB produces a ‘Spring Pack’ for each school, which details financial information and key stage performance, benchmarked against the NI average. This practice was rated highly through the consultation process

o The introduction of these systems has proved to be cost effective and demonstrates good practice in relation to tracking the usage of resources and levels of support o Within BELB, the Heads of Service and Advisers are designated budget holders Service Structure The service structure will undoubtedly have to be reviewed in light of the effects of RPANI. The review team has proposed a major shake up of educational provision in NI, with the functions of CASS being separated across two distinct organisations. The first, a NI-wide Educational Support Body, would be responsible for appointment and training of boards of governors and the programme of raising standards, incorporating literacy, numeracy, behaviour management, SSP and school development planning. The second organisation, a Curriculum and Teacher Support Service, would provide or secure training across the education and youth sectors, including INSET and support for teachers and aspiring leaders. The review proposals are currently subject to wide-ranging consultation. There are a number of initiatives, managed by CASS, which are additional to the core functions (e.g. literacy and numeracy). Such initiatives have an impact on staffing levels and demands and must be accommodated into the planning of the service. Staff Consultation As part of the process, advisory and administrative members of staff within the service were consulted along with teachers in schools and attending courses. The consultation was carried out through focus groups within each ELB area involving approximately 50 advisory staff, 30 administrative personnel and 210 teachers. Most advisory staff held a balanced view of the service, highlighting positive and negative elements and put forward a number of suggestions for making improvements. It was agreed that levels of absenteeism and turnover are relatively low and that the job is seen as being interesting and fulfilling with the value of work often acknowledged by teachers. Most of the advisory staff were either satisfied or very satisfied with the administrative support provided. Uncertainty caused by the present financial situation is causing concern in relation to recruitment of staff to support short-term initiatives and the opportunity for staff training. There are also difficulties in seconding teachers from schools due to the financial inducements being perceived as insufficient. Advisers questioned the value of school planning, when DE tends to set the majority of priorities and targets and promotes government initiatives. Further concerns related to lack of communications within the service, problems with the on-line course booking systems and the introduction of the revised curriculum. Discussions with the National Association of Educational Inspectors, Advisers and Consultants (NAEIAC) highlighted the establishment of a national standards framework for school improvement professionals. These standards have been set by DfES and customised by ELBs to meet the NI situation. Plans are being put forward to introduce an accredited system for all CASS advisory staff, with training modules, by September 2005.

Administrative staff, working in support of the advisers remarked that a majority of them enjoy the variety of work in the service and the contact with people from other organisations. Levels of job satisfaction and morale tend to vary across the ELBs. Levels of unease were expressed with regard to perceived lack of career progression, inconsistent provision of training, lack of involvement in planning and communications, current financial constraints and problems with the on-line booking systems. Teachers provided positive feedback in relation to the use of centres, which provided an opportunity to share experiences away from the classroom environment and the value of ICT technicians employed by CASS. Concerns related to the overall quality and consistency of service, lack of financial incentives to become seconded to CASS, the lack of funding reducing the number of CASS officers available and the on-line booking system. It was suggested that operating the on-line system in parallel with the manual system for a period of two to three years would enable the system to become embedded. 9.5

COMPETE

Earmarked funding is ring-fenced and must be used in relation to the particular initiative for which it is allocated. Core funding is not ring-fenced and is apportioned according to the priorities of the respective ELB. Therefore, particularly taking account of the current environment of financial constraint, CASS is effectively in competition for resources with other ELB services. This reinforces the need for CASS to continuously demonstrate that it is an efficient and effective organisation, which delivers value for money. Another form of competition may be through delegating CASS money directly to schools and allowing them to decide how to spend it, although such a move would undoubtedly disadvantage smaller schools and was considered in greater detail in Section 5.5. The introduction of specialist schools, as presently established in Great Britain, may be a source of subject support across local areas. However, this would only cater for one aspect of the overall CASS provision and not take account of the whole school support role that has evolved. Recommendations to this effect were made in the Costello Report and initiatives have been announced (see Section 3.5). Hotels and conference centres are considered to be competition to teacher training centres. A sample of prices for a conference in NI, for one day, range from £433 to £550. This price covers accommodation, equipment, less data projector, and catering for 20 people. It is possible to use these prices to make a comparison with the average cost of providing a centre-based course for 20 teachers. Appendix 18 contains details, although these figures include the cost of CASS officers and substitute teachers.

9.6

CONCLUSIONS

9.6.1 STRENGTHS 9 The development of financial and non-financial management information systems, used to produce relevant data for budget managers and provide evidence of levels of support to schools e.g. Staff Development Management System employed by SELB and WELB. Also the production of the ‘Spring Pack’ by WELB, illustrating comparative school performances. These are examples of good practice 9 The development of a value for money service and effective systems of reporting and accountability, exemplified by the Annual Performance Report from SEELB 9 The establishment of a range of Performance Indicators, enabling like-for-like comparisons across ELBs and demonstrating evidence of continuous improvement and value for money. Production of a Performance Indicators booklet, as with NEELB, enables cross-ELB comparisons to be made and trends to be easily identified 9 The establishment of a framework to promote the delivery of a quality assured and professional service by all advisory staff 9.6.2 AREAS FOR DEVELOPMENT ƒ

Meeting the wide ranging needs and expectations of schools within the limits of an increasingly constrained budget

ƒ

Addressing the impact of administering and managing a wide range of initiatives and strategies

ƒ

Recruitment of suitable experienced teachers into the service in either a permanent or temporary capacity

ƒ

Optimising use of existing levels of resources

ƒ

CASS communication systems, relating, internally, to administrative staff and, externally, to ELB support services

9.7

RECOMMENDATIONS Recommendation

Action by

9.7.1

To revise the system for budgetary allocation, linking the DE, ELBs funding to the projected costs of meeting clearly defined service and objectives CASS

9.7.2

To establish a single NI-wide Improvement Strategy to coordinate the large number of initiatives and impacting on schools and CASS

DE

9.7.3

To review ways of making recruitment into the service more attractive to senior teachers

CASS

9.7.4

To evaluate teleworking pilots to ascertain the potential benefits and drawbacks of such an arrangement

ELBs

9.7.5

To examine the potential for increased employment of ‘expert’ ELBs and teachers from schools as a means of complementing the service CASS e.g. teachers from Special Schools

9.7.6

To adopt best practice MIS, including schools’ benchmarking data, financial information and staff development systems

CASS

9.7.7

To carry out an evaluation of teachers’ centres, taking account of usage, current financial situation, geographical locations and the increase in school-based support

CASS

9.7.8

To further develop extensive communication systems that incorporate administrative staff and other ELB support services

CASS

10.0

PARTNERSHIPS

10.1

INTRODUCTION

CASS utilises a wide range of partnerships to deliver a comprehensive and holistic service to schools. These include partnerships with schools, to support the whole school approach, partnerships within and across ELBs, educational partnerships, such as DE, CCEA, CCMS and RTU and strategic partnerships with Health Trusts and other organisations. Partnerships enable joint projects to be undertaken and mutual, strategic objectives to be achieved. A prime example of a partnership in action is the Planning and Management Structure, which incorporates PMB and an associated Communications Team. PMB supports this partnership approach through setting targets, approving individual plans, monitoring the implementation of plans against targets and reporting on progress. The board is jointly chaired between ELBs and CCEA and includes senior officers from the range of educational organisations. 10.2

CHALLENGE

Partnerships have been established within ELBs, on an inter-ELB basis and involving external organisations from the public, private and voluntary sectors. Partnerships are mainly used to address strategic issues and common objectives and to utilise resources more efficiently. They can also be used to direct additional funding into education e.g. through private industry and sponsorship and to help market the service and raise its profile. Partnerships can be established in a proactive or reactive manner and most appear to be reactive in response to particular initiatives or challenges. However, it is important that roles and areas of responsibility are clearly identified to reduce the potential for internal tensions to be created. 10.3

CONSULT

Internal Partnerships Internal partnerships were assessed as part of the review. Within ELBs, CASS works alongside a wide range of services and meetings were held to gauge the effectiveness of the current arrangements. Feedback included: Elements of CASS operate in partnership with other ELB services, e.g. Behaviour Support teams with Education Welfare and Psychology Services, although there is not always a good understanding of each party’s role. An extensive relationship also exists with the Library Service with regard to the DELTA initiative, Information Skills and Literacy Support o It is important for internal partnerships to agree clear outcomes expected from the arrangements o Greater awareness of what other services do would be beneficial to CASS o There is the perception of an organisation within an organisation and that the CASS, to some degree, sees itself as a separate entity to the rest of the ELB

Schools The impact of CASS on schools can be difficult to measure, as has been identified in European research literature, and this point was put to teaching staff as part of the schools visits. Comments were made as follows: o It is acknowledged by many schools that CASS makes a positive difference to their performance and can be measured by the difference in key stage results, improvement in teaching standards, evaluating subject areas and the response by staff i.e. is the training practice adopted and used by teachers o Most schools and the service value the Link Officer role and where this practice has ceased, calls were made for it to be brought back o Some schools do not differentiate CASS from other services. The importance of all schools being fully aware of the role of CASS was stressed Secondment of teachers to CASS is seen a form of partnership in which both parties benefit. CASS receives fresh and motivated people with recent teaching experience, while the teachers benefit over the longer-term from greater awareness and appreciation of the ‘bigger picture’

External Partnerships CASS operates in external partnerships on an inter-ELB basis and with organisations from the public and private sectors. Meetings with representatives from these organisations were held as part of the consultation process. The sample comments below are based upon the views and perceptions of the organisations consulted. Educational Partners o Inter-ELB work improves consistency of approach. Good examples of this in practice are the Numeracy and Literacy Strategies, Beginning Teacher Support and pilots for Citizenship, as part of the revised curriculum o DE works in partnership with CASS in many areas such as planning, resource allocation, inter-ELB collaboration and with beginning teachers. There have been difficulties in quantifying the performance of CASS, in that much of its work is indirectly related to the results of schools. However, it is necessary that the service is able to demonstrate value for money and provide evidence of achievement. The establishment of Performance Indicators is a key element of this process as identified by NIAO in its 2002 report o Inspections are undertaken of schools and then feedback provided by ETI to the schools. There have been difficulties in relation to the attendance of CASS

o

o

o

o

o

o

o

o

officers at these oral reports within Maintained schools. There has been a gradual improvement in this area but it is still not CCMS policy for CASS to attend The partnership between ELBs and CCEA has developed over a number of years. From being an ad-hoc arrangement, the partnership became more formalised in 2003 in response to the review of the common school curriculum. It was recognised that there were too many educational organisations, often acting independently, which created a disparate situation. Therefore, these organisations came together to try to resolve this situation, which contributed to the establishment of PILSG and PMB The task of PMB is to plan the actual roll out of the revised curriculum in a coordinated and coherent manner. The group employs project management methodology to ensure accountability, identify and manage risk, detail objectives and specify timescales. It is acknowledged that implementing change across a number of organisations can be complex and frustrating, in that not all parties involved are in full agreement with the proposals. However, the current arrangements between CCEA and ELBs, at the higher strategic levels, operate effectively. Concern was expressed at the lower levels in relation to the need to develop relations and good communications, reduce conflict and unnecessary bureaucracy and the importance of establishing accountability. In order to address concerns, a Communications Team was set up as part of the Planning and Management Structure in 2003 CCMS contributes to PMB and stressed the importance of ensuring a coherent approach and agreeing a strategic framework prior to implementation of the revised curriculum. PMB is viewed as having a dual role between design and delivery of the curriculum. Furthermore, a blurring of responsibilities of CASS, CCEA and other organisations, including CCMS, is inevitable during the implementation The partnership between CASS and RTU combines local and regional dimensions and, as a result, more can be achieved together. The collaboration is based on continually developing the relationship, agreement on respective roles and responsibilities, recognition that each partner’s work is similar but not the same and deciding on a set of working principles Emphasis was placed on the need to keep partners informed and aware of activities being undertaken, for example PRSD. Although there is no direct CASS involvement, it is necessary to make the service fully aware of the scheme, as it may have to respond to the findings C2K is responsible for installing, maintaining and refreshing the ICT system to schools. The system comprises a Local Area Network, providing, for example, Compact Disks on local installation, and a Wide Area Network, delivering on-line tools and content. The partnership with CASS involves training of advisory staff who, in turn, encourage and enable teachers to use the system effectively BELB and WELB have developed a partnership with Special Schools, which are models of good practice. The schools provide guidance for SENCOs in mainstream schools through an outreach service. As part of this service, current teachers, with a wide range of experience in special needs, visit schools and give practical advice and assistance. It is important to note that the service does not attempt to take on the role of the SENCO. In addition, arrangements can be made for teachers in mainstream schools to visit the special schools and see for themselves how strategies for children with particular needs are implemented. Facilities, such as behaviour units, are also made available and the expertise is placed at the disposal of mainstream schools Links with HEIs are mutually beneficial, in that higher education courses can be designed to the specifications of CASS, examples being the development of PSHE in SELB for teachers in Craigavon Senior High School and promoting on-line

o

o

o

o

learning and teaching for teacher tutors in WELB. CASS reciprocates through officers providing specialist input to student courses and being seconded to HEIs over the medium to longer-term HEIs are keen to encourage pathways for CPD of teachers through e-learning and taking advantage of the ICT infrastructure in schools. Partnerships with CASS would enable teachers to access courses without necessarily leaving the school. It is anticipated that the C2K network in schools will eventually be linked to the Joint Academic Network (JANET), used by Institutes of both Further and Higher Education. This would facilitate on-line learning to a much greater degree It is envisaged that implementation of the Costello Report and the greater emphasis on vocational achievement will increase relations between schools and Institutes of Further Education. The bringing together of C2K and JANET would also facilitate such a development. In addition, lecturers in Institutes of Further Education, on completion of the Post-Graduate Diploma of Higher Education, are eligible to teach in post-primary schools. The movement of teachers between the sectors will increase the need for effective partnerships and result in more fluidity between schools and further education University of Ulster has worked with CASS in all ELBs and the National University of Ireland in a project entitled ‘Dissolving Boundaries: supporting transformation in the classroom?’ The aim is to encourage and embed the use of ICT in the classroom in NI and RoI, through bringing 30 new schools into the project each year from the range of controlled, maintained, special etc. This project has increased cross-border understanding and assisted in the professional development of advisory staff GTCNI was created in 1998, with a membership of 33, representing teachers (both elected and appointed), educational organisations, DE and industry and commerce. The Council is the statutory, independent body for the teaching profession and is dedicated to enhancing the status of teaching and promoting the highest standards of professional conduct and practice (see www.gtcni.org.uk). GTCNI has a growing impact on teacher development and its core objectives are to: o Build a broad ‘professional community’ and enhance the status of teaching as a profession o Provide an independent and authoritative voice for the profession on matters pertaining to teaching o Promote and maintain the highest standards of professional conduct and practice in collaboration with key partners

Health Promoting Organisations o Health is viewed as a cross-curricular subject by government departments and agencies. As such, there is a lot of interrelated work undertaken by ELBs and health promoting organisations across NI o An Investing for Health Strategy was established in 2002, funded by DHSS and administered through the Health Promotion Agency (HPA) in NI see www.hpani.org.uk. Prior to this a Health Promoting Schools Initiative has been running since 1995. This initiative ‘aims to enable schools to provide an environment where the physical and mental wellbeing and health and safety of staff are supported’ o HPA is a regional body with responsibilities in health protection, research and information, communications on health matters and developing capacity through training. HPA has links with CASS in relation to promoting health education through teachers and the Health Promoting Schools Initiative. HPA does not deal directly with the curriculum, but spreads good practice through intermediaries i.e. to teachers through CASS. The organisation aims to help schools to look at ways of improving health through a holistic approach, whereby what is taught in the classroom is experienced outside. To this end HPA currently funds the post of Health Promoting Schools Co-ordinator in each ELB. These people are linked to CASS and assist schools to undertake needs assessments of health matters and promote a school environment, which is conscious of health issues. However, it is important that education contributes to funding and resourcing this work and promoting the School Improvement Programme and the Investing in Health Strategy o The organisation is also part of the Health Education Liaison Group, which comprises CASS representation from each ELB and the four Health and Social Services Boards in NI. This group meets regularly and exchanges information. HPA also has a strong relationship with CCEA on a regional basis o Health Action Zones (HAZ) have been established to provide local responses to local needs and promotes a multi-sector approach to addressing health inequalities. Partners include Councils, ELBs, Social Services, NI Housing Executive, Health Trusts and the Social Security Agency. For example, the North and West Belfast HAZ (www.haz-nwbelfast.org.uk) has engaged in a number of long-term projects incorporating CASS, such as integrated services for children and young people to meet their needs more effectively in areas of health, social services and education. CASS has demonstrated strong commitment to the partnership and to developing ownership of the process o ELBs have established relations with Health and Social Services Trusts e.g. SEELB and Down Lisburn Health and Social Services Trust has a strong strategic partnership, which involves officers from the two organisations in joint planning and working groups to address issues such as Parenting and Early Years. Although direct contact with CASS is limited, the two organisations have many areas of commonality o The organisations have collaborated in applying for additional resources and made joint appointments to co-ordinate activities. These include a Project Officer, funded by the Trust and SEELB, to support the project teams and to co-ordinate, develop and evaluate the various activities. A project has been established, incorporating seven primary schools in Twinbrook and Poleglass, which involves community groups and parent representatives o Direct relations with CASS are through project teams, comprising senior managers from the Trust and SEELB. These teams address issues relating to parenting, healthy schools and disability. The curriculum is addressed as part of a broader strategic agenda involving the Investing for Health Strategy (Healthy

Schools initiative), Citizenship, Emotional Health and Wellbeing and Dental Health o At a more strategic level, the Trusts, ELBs and Government Departments work together in accordance with statutorily driven initiatives e.g. The Children’s Order, through Children’s Services Planning and children’s and young people’s committees. These initiatives address children: o In conflict with the law o With disabilities o With psychological and emotional problems o In the context of drugs and alcohol Voluntary Organisations o CASS utilises partnerships with organisations in the voluntary sector in order to widen educational provision. Barnardo’s has operated an educational service in Belfast since 1996. This service was established in response to concerns of schools to provide additional support in accordance with statutory requirements. The work is mainly carried out after school with primary age children in Key Stages 1 and 2 using schools, community centres and family centres. Children are assessed at the beginning of the process to enable benchmarks to be set and improvements measured. In addition, the work of Barnardo’s has been subject to inspection by ETI, achieving a grade 1 report, and assessment by the National Federation for Educational Research where it was recommended as a model of good practice o Funding was originally given through NOF and enabled support in 14 locations throughout Belfast, complemented by 5 summer camps. However, support was withdrawn in June 2004 and the service now exists in three areas through selffinancing. Barnardo’s employs a mix of full and part-time teachers, who are supported by CASS. This support is greatly appreciated and enables the teachers to keep up to date with teaching practices and strategies o Barnardo’s is currently evaluating a ‘peaceful schools’ initiative, which promotes harmony and conflict resolution in schools (www.peacefulschoolsinternational.org) o It is envisaged that the ideal scenario for re-establishing after schools support and promoting peaceful schools would be through the implementation of an Education Action Zone (EAZ). An EAZ would provide a mechanism for public and lottery funding of educational projects in areas of most need. DE and BELB are presently examining the potential for such an initiative in Belfast o NIPPA, the Early Years Organisation, works in the pre-school sector in parallel with CASS. NIPPA supports half of pre-school places, approximately 6,000 in playgroups, with CASS supporting the remaining 50% in nurseries. The organisation provides training and mentoring support to the sector through a combination of on site visits and cluster support and adheres to the same curriculum as the statutory sector o NIPPA receives funding from the Department of Health and Social Services (DHSS) and from Health Trusts. The policy of support was originally driven by the Children First Initiative in 1997, which brought care and education together. The policy is currently under review by an inter-departmental group comprising DHSS, DE and DEL. It is given no funding from education o Although both CASS and NIPPA work together, there is a limited formal relationship, through the Pre-School Education Advisory Groups (PEAG), which meet every two months. NIPPA operates on a NI-wide basis, employing 30 early years specialists, and CASS works within ELB areas through early years advisory teams. Informal joint work is beginning to increase slowly, mainly at an

operational level, through regular meetings and sharing resources. These contacts have highlighted inconsistencies by CASS across ELBs in relation to nonstatutory provision 10.4

COMPETITION

In Great Britain, private sector organisations have entered into a range of partnerships with schools and LEAs. Examples of these include: o Education Management System, whereby LEAs are provided with a wide selection of core and online training modules o Outsourcing arrangements, to deliver specialist training o Performance management consultancy o Research and development of courses o Preparation for OFSTED inspections The benefits of such arrangements enable schools to concentrate on core activities while the private sector is able to bring specialist skills to particular areas of concern. 10.5

CONCLUSIONS

10.5.1 STRENGTHS 9 The promotion of Inter-Board relationships and co-operation, including establishment of a number of working groups representing CASS across the five ELBs 9 The range of partnerships with schools, educational organisations and the public and voluntary sectors as a means to deliver strategic objectives and address educational, social and health issues within an inter-disciplinary context 9 The opportunity offered to promote and develop on-line learning in conjunction with partners such as C2K, RTU and the BBC, through the comprehensive ICT infrastructure and the planned e-schools project 9 The use of specialists to complement the service e.g. BELB and WELB employing Special Schools as centres of expertise, which is an effective use of spreading knowledge and experience to a larger number of schools 10.5.2 AREAS FOR DEVELOPMENT ƒ

Clarification of the role and responsibilities of the service, identifying clear objectives and outcomes and taking full account of future service developments

ƒ

Levels of funding for achievement of strategic educational objectives

ƒ

Further development of on-line learning, to ensure maximum benefits are acquired from the investment in infrastructure

10.6

RECOMMENDATIONS Recommendation

Action by

10.6.1

To clarify the role of CASS in relation to partnerships, taking full account of the service’s objectives and future challenges

CASS

10.6.2

To increase funding to educational initiatives from public, voluntary and other sources through, for example, the establishment of Education Action Zones, and thereby optimising resources coming into the service

DE and ELBs

10.6.3

To develop an on-line learning strategy with educational partners, including C2K and RTU

CASS, C2K and RTU

11.0

EQUALITY ISSUES

11.1

INTRODUCTION

ELBs are obliged, through Section 75 of the Northern Ireland Order 1998, to promote equality of opportunity across the nine dimensions and the promotion of good relations across the areas of religion, race and political opinion. CASS, through the promotion of tolerance and understanding, has the opportunity to impact positively in schools. The nine dimensions referred to are: o Between persons of different religious belief o Between persons of different political opinion o Between persons of different racial groups o Between persons of different age o Between persons of different marital status o Between persons of different sexual orientation o Between men and women generally o Between persons with a disability and persons without o Between persons with dependants and persons without As part of this fundamental review, equality of provision and levels of participation have been assessed, with regard to the above categories, in addition to the suitability of training delivered. This process will contribute to any future requirement by ELBs or DE to undertake an Equality Impact Assessment (EQIA) of the service. If present trends continue, as a result of incoming legislation, it is evident that the number of people from ethnic minorities and pupils with special educational needs placed in mainstream schools will increase over the coming years. This gives greater importance to the need for teachers to be fully aware of equality matters and to be conscious of their own beliefs and prejudices. WELB provides a comprehensive SEN service to SENCOs involving freestanding courses, cluster group meetings and on-line courses. In addition, WELB makes support available on a regional basis through the Inter-board Learning Support Team. This team has produced guidance documents on ‘Education Plans’, ‘In Class Support’ and the ‘Role of SENCO’ and has also, in conjunction with Queen’s University, Belfast, designed and delivered the Diploma in Management of Special Needs to almost 200 SENCOs throughout NI. In parallel with this fundamental review, the Irish National Teachers Organisation (INTO) report, 2004, examined equality issues in relation to gender imbalances and equality of opportunity, including training and development, and made subsequent recommendations (see www.into.ie) Through SENDO, the government has promoted a policy of widening access to mainstream schools for children with special educational needs. This represents a significant step forward in promoting inclusion and disability rights in schools. CASS has a major role to play with regard to teacher training in this area. CASS, through its statutory obligations, has a duty to support all schools and teachers, irrespective of religion, ethnic background etc. As such, there has been an ethos of equality throughout the service since its inception in 1989. Support to teachers reflects the composition of teaching staff in NI.

DfES commissioned a study by University of Glasgow’s Scottish Council for Research in Education Centre (see www.scre.ac.uk). The study of 2,158 teachers, carried out between January 2002 and April 2003, examined the ways in which age, disability, ethnicity, gender and sexual orientation impacted on teachers’ careers. The report made a number of key findings in relation to: o Entry into the profession o Job satisfaction o Career aspirations o Factors influencing career choice o Promotion prospects o Levels of support received o Disadvantaged groups o Extent to which age, ethnicity, disability and gender explain career differences A major finding of the report was that ‘there is considerable support for an independent careers advisory service that teachers can consult at different points in their careers’. 11.2

CONSULTATION

Consultation involved a survey of a representative sample of schools across the five ELBs and meetings with umbrella groups representing ethnic minorities, people from the lesbian, gay, bisexual and transgender community (LGBT) and people with disabilities. Schools During visits to schools, it was felt that support in areas such as Human Rights and Equality obligations would be beneficial. Difficulties are experienced in trying to keep abreast of changes and developments in legislation. Furthermore, serious gaps were reported in some ELB areas in relation to provision of special educational needs support and advice to special and mainstream schools. A total of 297 schools responded to the survey and the breakdown by management type is shown in table 12. Table 12: Response to School Survey by Management type Management Type Controlled Controlled Integrated Grant Maintained Integrated Irish Medium Maintained Voluntary Not Identified Total Source: CMSU

Number of Responses 142 7 8 3 114 9 26 309

% Response 45.95 2.27 2.59 0.97 36.89 2.91 8.42 100.00

Equality Organisations In discussions with umbrella organisations representing minority groups, the following issues were raised: o The Joint Consultative Forum for the Education Sector, comprising representatives from the community and voluntary sectors, public authorities, trades unions and the NI Human Rights Commission, has been established to consider matters of equality, human rights and greater inclusiveness o Organisations representing minority groups would perceive benefit in formal relations with CASS as a mechanism for discussing issues of concern, increasing awareness of initiatives and sharing good practice. Further to this, organisations such as Mencap would like to develop better relations with special schools o Policies and procedures should be developed in key areas e.g. interpretation services, to prevent the current ad-hoc situation and promote consistency o Equality awareness should be supported in schools, where a need has been identified o It is crucial that sufficient resources are allocated to support equality issues in schools in relation to PSHE, pastoral matters, mutual understanding, promotion of tolerance and respecting the rights of others. These have clear links to the revised curriculum o The use of role models is important in promoting equality in that pupils and teachers can identify with others of a similar culture o Information, in the form of books, leaflets and notices, should be available to provide advice and contact names o Concern that specific religions have control over issues impacting on the classroom and are in a position to influence events to the possible disadvantage of minority groups o Anti-racism should be a core component of the revised curriculum and not, as proposed, optional. According to a report in 2000, people in NI are twice as likely to be racist as sectarian. The report by Dr Paul Connolly also recommended that ‘ Schools should teach children about other cultures and traditions and increase their awareness and understanding of the problems of racism in society’ o Religious Education should cater for minority faiths in a meaningful way. Neglect in this area is negating the positive work being carried out in areas such as social inclusion and citizenship o Support for English as an Additional Language (EAL) should be increased in accordance with the growing need o The Commission for Racial Equality (www.cre.gov.uk) recommends that ‘education is the key to reducing racially motivated crimes’ o Implementation of SENDO may cause concern for children affected and parents. It is important that this is introduced effectively and sufficient resources are allocated to address these concerns o Teachers must be educated in how best to prepare children with SEN and other disabilities for the transition from school through to adulthood o Teachers need to be fully aware of the problems of bullying, including homophobic bullying, and how to address such problems o LGBT matters are not addressed in school to a sufficient degree. There is an anomaly in that public sector organisations i.e. ELBs are obliged to adhere to Section 75 of the Northern Ireland Order 1998 but there is no such legal obligation on schools o Proposal that key recommendations from the fundamental review be subject to EQIA. However, any major policy changes resulting from the review will themselves be subject to screening and, if required, a full impact assessment

o The draft report of this review should be subject to wider consultation with a range of specific minority groups. This will ensure the needs and priorities of each group is addressed External Partnerships o In 2004 the Equality Commission for NI produced a report entitled ‘Equality Awareness in Teacher Training in Northern Ireland’. This report concluded that teachers received ‘little exposure to equality issues as they relate to pupils’ learning and their own practice within classrooms in either their initial teacher training or their continuing professional development’. It went on to make a number of recommendations, in accordance with this conclusion, relating to equality issues: o At policy and system levels o In teacher education and employment o Teacher education curriculum and in the school classrooms It is evident that CASS will have a major role to play in the implementation of these recommendations. Further details of the Equality Commission can be found at www.equalityni.org o In addition the Equality Commission held a roundtable in October 2004 on ‘Equality Awareness in Education’. Representatives attended this roundtable from a range of educational organisations, including Queen’s University Belfast, University of Ulster, Stranmillis University College, Staff Commission for ELBs, CCMS, ETI and NI Council for Integrated Education. The group made the following observations: o Teachers should receive training on developing and implementing equality education o Equality and human rights should form part of teacher training curriculum o Teachers should be proficient in working with and supporting minority pupils o DE, in conjunction with YouthNet, produced a document ‘Shout’ in 2003. This document detailed a range of issues impacting upon young people of the LGBT community, including: o 86% became aware of their sexual orientation while still attending school o 11% received support and information in school o 44% were bullied at school because of their sexuality o 63% experienced negative attitudes in school towards their sexual orientation, but only 13% sought support o 69% who left school earlier than they would have preferred were also bullied These statistics emphasise the value of teachers being aware of and being able to address such issues in a reassuring and sensitive manner. It is important to counteract prejudice and support the development of young people’s self-esteem. Information is available at www.youthnetni.org.uk o CCEA is presently undertaking an EQIA of the revised curriculum. This assessment has reached phase 3 of the process, which involves intensive consultation with a range of interested parties and identifies a number of issues. The details of the process, up to and including phase 3, were published in June 2004. See www.ccea.org.uk o CCMS expressed concerns about equality of access by all teachers to CASS across NI. Support from CASS is not sought on an equal basis by all sectors within education. Although particular schools may not have a great need for support, this may be to the detriment to individual teachers. As such, it is important that all teachers should have equality of access to the service.

Policy Screening In 2001, the ELBs carried out screening of all their policies in accordance with Section 75(1) of the Northern Ireland Act 1998. Curriculum support was included as part of this process with a number of issues being raised by consultees: o The need to ensure the continuous development of teachers and the inclusion of awareness training on equality and human rights o Multi-cultural awareness and anti-racism training be a compulsory part of teacher training courses o Accommodation of non-Christian based faiths o Development of active citizenship through the curriculum Consultation with the Staff Commission for ELBs, www.staffcom.org.uk, raised the following matters: o Importance of equality of CASS provision to teachers e.g. male and female o Provision of equality training and awareness, through beginning teacher and INSET courses, to develop skills enabling teachers to address issues of racism, diversity, homophobia, religious discrimination etc o Need to cater for non-Christian faiths such as the approach to RE lessons and religious festivals o Delivery of revised curriculum e.g. citizenship and good relations The partnership between CASS and RTU operates on a premise of inclusiveness and people with identified needs are not refused training and development. 11.3

COMPETITION

In NI some SENCOs have used the ‘Contact Youth’ organisation, which provides a counselling service for young people with special needs on a one-to-one basis. However, the individual school funds this facility. As with most other areas of school improvement and support, in Great Britain the private sector has contributed to issues of equality through: o Special Educational Needs training for LEAs and teachers o Prevention of social exclusion o Inclusion management o Intervention programmes o Overcoming barriers to learning o Engaging with vulnerable young people 11.4

CONCLUSIONS

11.4.1 STRENGTHS 9 Ethos of equality running through the service, through its purpose and desire to support all teachers and schools, irrespective of background 9 The comprehensive Special Educational Needs service provided by WELB to SENCOs 11.4.2 AREAS FOR DEVELOPMENT ƒ

Support for Human Rights and Equality curriculum matters, both for experienced and beginning teachers

ƒ

Support for Religious Education that encompasses minority faiths

ƒ

Support in relation to counselling and bullying policies

ƒ

Equality of opportunity of access to CASS for all teachers, even in schools that do not have ongoing need of support, to include substitute and temporarily employed teachers

11.5

RECOMMENDATIONS Recommendation

Action by

11.5.1

To take full account of equality obligations under legislation relating to Section 75 (1) of the Northern Ireland Act 1998, Special Educational Needs and Disability (NI) Order 2004 and Disability Discrimination Act 1995, ensuring appropriate levels of support in the areas of Human Rights, Equality matters, Religious Education and Special Educational Needs through the provision of training and support to schools

CASS

11.5.2

To develop formal relations with minority groups as a means of raising awareness and sharing good practice

CASS

11.5.3

To further promote CASS within schools to raise the profile of the service and increase awareness of support available, thereby maximising the use made of the service

CASS

12.0

CONCLUSION

This fundamental review has taken place at a time of great change in education. However, the proposals of RPANI and the introduction of the new post-primary arrangements, revised curriculum and SENDO should be viewed as a challenge and an opportunity to further develop the service. It is important that CASS is able to rise to the challenge and demonstrate its adaptability in delivering a continuously improving service to the benefits of schools, pupils and, ultimately, society in NI. The service is undoubtedly valued across the education spectrum and beyond. In September 2004, the NI Minister with Responsibility for Education, Mr B Gardiner, wrote ‘I firmly believe that professional development is at the heart of school improvement and I recognise the vital role that CASS has to play in teacher training and the successful implementation of new arrangements. Northern Ireland is well served by its teachers, and they in turn are well served by CASS. May I convey my personal appreciation for the valuable work, which CASS provides on a daily basis? It is on them that the achievement of our ambitions for our teachers, schools and our children depend.’ This positive view is endorsed by many users of the service, as exemplified by the following comments. o ‘As a small school we have frequently received assistance from CASS for management, curricular and personnel issues. We have always found them to be extremely helpful, very approachable and well informed, providing invaluable support on a wide range of issues.’ o ‘As a staff we are very grateful to the CASS service. We have had great support and advice and found all officers whom we have accessed for help to be very approachable and most willing to assist in whatever way they can.’ o ‘The school values the support provided by the CASS service. Shortcomings, where they exist, cannot be generally laid at the door of the service as funding and resourcing are serious issues.’ The review has examined a range of services delivered by CASS and during the process a number of strengths, including adherence to best practice, and areas for development have been identified. Key elements are outlined in the following section.

12.1

STRENGTHS

12.1.1

The regional approach adopted for some elements of the service e.g. planning and implementation of Regional Strategies, promotes a high level of coherence and consistency

12.1.2

The service provides a central resource of expertise in the fields of support to school improvement, individual curriculum subjects, schoolplanning processes, management support, continuous professional development and beginning teachers

12.1.3

The professional relationships developed between the service and schools, including development planning and being a ‘critical friend’

12.1.4

Local delivery of service based upon knowledge and awareness of the needs of individual schools

12.1.5

The acknowledgement of the value of the service by many schools, reflected in its contribution to the achievements of those schools

12.1.6

As an information resource to tailor, channel and supply relevant details, to ‘hard-pressed’ school staff, on a range of issues

12.1.7

The provision of networking opportunities to school staff through training courses, conferences and cluster groups, which are deemed by many schools to be invaluable

12.1.8

The ability to demonstrate flexibility and responsiveness through managing and delegating a range of educational initiatives within a dynamic and complex environment and in developing a school based service, which complements the centre-based provision.

12.1.9

The establishment of a school improvement service, incorporating curriculum support, effective management of schools and continuing professional development of teachers. The name Curriculum Advisory and Support Service does not accurately describe service provided

12.1.10

A depth of teaching experience and knowledge, offering a high level of understanding of practices and strategies and ensuring credibility within the majority of schools

12.1.11

The growing use of Service Level Agreements and Local Public Service Agreements to identify and agree objectives for schools, promoting continuous improvement and setting measurable targets for the service and schools

12.1.12

The ability to demonstrate value for money through service contributions to school improvement

12.1.13

Use of a model based on regional and local support for leadership and management development

12.1.14

Capacity building in schools in relation to planning and target setting

12.1.15

Professional development of teachers, improving leadership and management skills

12.1.16

Linking the development of teachers to the school improvement process

12.1.17

Support to governors with regard to their changing role

12.1.18

Comprehensive partnership approach in conjunction with C2K and RTU

12.1.19

The implementation of a NI-wide strategy for delivering beginning teacher support; promoting consistency of standards across ELBs

12.1.20

SSP is a focused aspect of the whole school improvement approach, which has been developed and promoted by CASS. The success of the programme, reinforced by the consultation process, demonstrates the high quality and effectiveness of the service when targeted at clearly identified areas of need

12.1.21

The development of financial and non-financial management information systems, used to produce relevant data for budget managers and provide evidence of levels of support to schools e.g. Staff Development Management System employed by SELB and WELB. Also the production of the ‘Spring Pack’ by WELB, illustrating comparative school performances. These are examples of good practice

12.1.22

The development of effective systems of reporting and accountability, exemplified by the Annual Performance Report from SEELB

12.1.23

The establishment of a range of Performance Indicators, enabling likefor-like comparisons across ELBs and demonstrating evidence of continuous improvement and value for money. Production of a Performance Indicators booklet, as with NEELB, enables cross-ELB comparisons to be made and trends to be easily identified

12.1.24

The establishment of a framework to promote the delivery of a quality assured and professional service by all advisory staff

12.1.25

The promotion of Inter-Board relationships and co-operation, including establishment of a number of working groups representing CASS across the five ELBs

12.1.26

The range of partnerships with schools, educational organisations and the public and voluntary sectors as a means to deliver strategic objectives and address educational, social and health issues within an inter-disciplinary context

12.1.27

The opportunity offered to promote and develop on-line learning in conjunction with partners such as C2K, RTU and the BBC, through the comprehensive ICT infrastructure and the planned e-schools project

12.1.28

The use of specialists to complement the service e.g. BELB and WELB employing Special Schools as centres of expertise, which is an effective use of spreading knowledge and experience to a larger number of schools

12.1.29

Ethos of equality running through the service, through its purpose and desire to support all teachers and schools, irrespective of background

12.1.30

The comprehensive Special Educational Needs service provided by WELB to SENCOs, which sets the standard for ELBs

12.2

KEY AREAS FOR DEVELOPMENT

12.2.1

Current levels of investment in the service, which are impacting negatively on staff morale and on the ability to deliver a high quality and comprehensive service that fully addresses the needs of schools

12.2.2

Further development of Regional Strategies, similar to Literacy and Numeracy, to provide coherent and consistent levels of support across key areas of service such as SEN, Irish Medium, EAL and Behaviour Management

12.2.3

Levels of concern by school regarding implementation of the revised curriculum and the support that will be provided

12.2.4

Absence of a structured career path for teachers from beginning teacher support, to CPD and leading ultimately to advanced status e.g. Chartered Teacher

12.2.5

Concern of teachers regarding the effects of their absence from class and the extent of preparatory work to enable them to attend courses

12.2.6

Misalignment of school development planning and the school financial year, which creates problems in identifying objectives and budgeting across two school years

12.2.7

Replication of RTU leadership and management support, leading to confusion among schools of the respective roles and responsibilities of CASS and RTU

12.2.8

Co-operation between CASS, HEIs, GTCNI and other partners in adopting a joint approach to developing the competences of beginning teachers through initial training, induction and EPD

12.2.9

Schools reinforcing and adhering to the formal procedures for registering all new teachers with CASS in order that beginning teacher support will be provided

12.2.10

Awareness of student teachers of CASS and the services it provides to beginning teachers

12.2.11

Meeting the wide ranging needs and expectations of schools within the limits of an increasingly constrained budget

12.2.12

Addressing the impact of administering and managing a wide range of initiatives and strategies

12.2.13

Recruitment of suitable experienced teachers into the service in either a permanent or temporary capacity

12.2.14

Optimising the use of existing levels of financial and non-financial resources

12.2.15

CASS communication systems, relating, internally, to administrative staff and, externally, to ELB support services

12.2.16

Clarification of the role and responsibilities of the service, identifying clear objectives and outcomes and taking full account of future service developments

12.2.17

Levels of funding for achievement of strategic educational objectives

12.2.18

Further development of on-line learning, to ensure maximum benefits are acquired from the investment in infrastructure

12.2.19

Support for Human Rights and Equality curriculum matters, both for experienced and beginning teachers

12.2.20

Support for Religious Education that encompasses minority faiths

12.2.21

Support in relation to counselling and bullying policies

12.2.22

Equality of opportunity of access to CASS for all teachers, even in schools that do not have ongoing need of support, to include substitute and temporarily employed teachers

13.0

RECOMMENDATIONS

In Chapter 12 a list of key areas for development has been identified and the recommendations made in this chapter address those key areas and a number of strategic issues that have come to light during the course of this review. 13.1

Strategic Recommendations

It is evident from the review process that the service is highly valued by many within the educational and wider communities and it is important to re-emphasise the high regard in which it is held. The existence of CASS in NI brings many benefits to schools and teachers through, for example, the school improvement service and SSP. The situation in the remainder of UK, including the additional administrative burden for schools and teachers, inconsistency of provision and the cost of purchasing equivalent levels of support, contrasts with the advantages of having CASS available. The benefits of retaining in-house provision are demonstrated by the high percentage of LEAs that have retained or developed their advisory services rather than voluntarily contract them out. This report makes strategic recommendations in an attempt to signpost the future direction of the service in relation to the range of initiatives that will impact on CASS over the next few years. In addition to being a pointer for the future, the recommendations are intended to describe a methodology for continuous improvement, which incorporates strategic planning, resources, service standards, identification of best practice, effective communications, establishment of a tailored service, based on local needs, well trained and motivated staff, ongoing consultation and effective use of partnerships. The strategic recommendations are listed below.

Recommendation

Action by

To further develop the regional dimension of CASS through Regional Strategies in conjunction with a local delivery of service, tailored to individual school needs. A regional approach promotes coherence and consistency within the service and brings benefits in terms of efficiencies, spreading good practice and economies of scale. A local dimension is key to delivering a tailored service and is a strength of the current arrangement.

DE, ELBs and CASS

To retain the holistic approach of CASS in relation to school improvement. This review has emphasised the importance of the whole school approach to school improvement and the need to maintain a holistic approach. The separation of school management from curriculum support and CPD would impact negatively on the school improvement process.

DE

To maintain a flexible and responsive approach to service delivery through the provision of centre-based, school-based and on-line support. Maintaining a balanced provision enables the service to respond effectively to policy changes, initiatives and school needs.

ELBs and CASS

13.2

Curriculum Support Recommendation

Action by

To provide adequate funding for the service to ensure the delivery of DE and ELBs a high quality and wide-ranging support, which would have a positive long-term impact through facilitating good quality teacher support and promoting improved pupil attainment levels (5.7.1) To develop Regional Strategies for key areas of service to promote coherent and consistent levels of support to all schools (5.7.2)

DE, ELBs and CASS

To clarify with all schools, at the earliest opportunity, the proposed DE, PMB, roll out of the revised curriculum, including anticipated levels of CCEA, ELBs information and support to schools, implications for schools and and CASS expected benefits of the change (5.7.3) To establish and support a structured career path for all teachers as DE, ELBs, part of a Continuous Professional Development Programme (5.7.4) GTCNI, RTU and CASS To assess the support among teachers and to review the potential for providing courses for teachers outside of term-time, which would reduce the impact of their absence on the classroom (5.7.5)

DE, ELBs, CCMS and CASS

To rename the service ‘The School Improvement Service’ to describe its activities more fully (5.7.6)

DE, ELBs and CASS

13.3

Leadership and Management Support Recommendation

Action by

To review the school planning cycle in relation to the financial cycle DE and ELBs to ascertain if there is potential for better alignment of the cycles (6.7.1) To ensure provision of a complementary role to that of RTU in relation to leadership and management development and to clarify the respective roles and responsibilities of CASS and RTU to teachers (6.7.2) 13.4

CASS and RTU

Beginning Teacher Support Recommendation

Action by

To promote greater co-operation between CASS, HEIs, GTCNI and DE, TEPG, other partners in adopting a joint approach to developing the HEIs, GTCNI and CASS competences of beginning teachers through initial training, induction and EPD (7.7.1) To raise awareness of schools to formally register all new teachers on permanent or temporary appointment with CASS (7.7.2)

CASS

To develop improved collaboration between CASS and student

HEIs and

teachers in HEIs to increase awareness of the service and what it provides (7.7.3) 13.5

CASS

Resources Recommendation

Action by

To revise the system for budgetary allocation, linking the funding to the projected costs of meeting clearly defined service objectives (9.7.1)

DE, ELBs and CASS

To establish a single NI-wide Improvement Strategy to co-ordinate the large number of initiatives and impacting on schools and CASS (9.7.2)

DE

To review ways of making recruitment into the service more attractive to senior teachers (9.7.3)

CASS

To evaluate teleworking pilots to ascertain the potential benefits and drawbacks of such an arrangement (9.7.4)

ELBs

To examine the potential for increased employment of ‘expert’ teachers from schools as a means of complementing the service e.g. teachers from Special Schools (9.7.5)

ELBs and CASS

To adopt best practice MIS, including schools’ benchmarking data, financial information and staff development systems (9.7.6)

CASS

To carry out an evaluation of teachers’ centres, taking account of usage, current financial situation, geographical locations and the increase in school-based support (9.7.7)

CASS

To further develop extensive communication systems that incorporate administrative staff and other ELB support services (9.7.8)

CASS

13.6

Partnerships Recommendation

Action by

To clarify the role of CASS in relation to partnerships, taking full account of the service’s objectives and future challenges (10.6.1)

CASS

To increase funding to educational initiatives from public, voluntary DE and ELBs and other sources through, for example, the establishment of Education Action Zones, and thereby optimising resources coming into the service (10.6.2) To develop an on-line learning strategy with educational partners, including C2K and RTU (10.6.3)

CASS, C2K and RTU

13.7

Equality Issues Recommendation

Action by

To take full account of equality obligations under legislation relating to Section 75 (1) of the Northern Ireland Act 1998, Special Educational Needs and Disability (NI) Order 2004 and Disability Discrimination Act 1995, ensuring appropriate levels of support in the areas of Human Rights, Equality matters, Religious Education and Special Educational Needs through the provision of training and support to schools (11.5.1)

CASS

To develop formal relations with minority groups as a means of raising awareness and sharing good practice (11.5.2)

CASS

To further promote CASS within schools to raise the profile of the service and increase awareness of support available, thereby maximising the use made of the service (11.5.3)

CASS

13.8

Potential Efficiencies

The optimum use of scarce resources is essential to ensure the delivery of an efficient and cost-effective service. As a result of this fundamental review, a number of potential savings has been identified. It is envisaged that savings in expenditure will be redirected within the service to areas of most need. Potential efficiency savings include: o Review of teachers’ centres o Development of regional strategies o Identification of and concentration on core activities o Full costing of service objectives o Effective targeting of resources o Use of on-line materials o Review of teleworking o Drawing on ‘expert’ teachers for specific tasks 13.9

Implementation of the Recommendations

Taking cognisance of the proposals of the RPANI, it is evident that there will be a need for increased collaboration by educational partners in NI, during the implementation period, and this will apply fully to CASS. Therefore, a model for delivery of the service has been proposed, which incorporates both regional and local levels. The model advocates a strategic approach to planning, service standards, consultation and communications, supported through local arrangements for service delivery. It is envisaged that the model could be employed as an aid to implementing the recommendations of the fundamental review.

Proposed Model:

Regional Dimension

Strategic Planning (Agreement on Core Activities and Key Objectives) Agreement on Service Standards, Monitoring and Evaluation (Customer Charter) Consultation of Needs Strategy (Allocation of Resources) Communications Strategy Marketing Strategy Management Information Systems (Financial and Non-Financial) Strategic Partnerships (Linked to Achievement of Key Objectives) Regionally Agreed Service Delivery Learning Support Officers

Service Delivery Consultation Operational Planning Monitoring and Evaluation Communications Customer Care Local Partnerships

This report has been prepared by the Central Management Support Unit for Education and Library Boards (CMSU). The fundamental review of the Curriculum Advisory and Support Service is part of an ongoing programme that will examine all major services delivered by Education and Library Boards. Further copies of the report may be obtained from CMSU, The Southern Education and Library Board, 3 Charlemont Place, ARMAGH, BT61 9AX. Telephone: 028 3751 2222/3751 2327 or Email [email protected] This information can also be made available on request in alternative formats, including large print, on computer disc, Braille, on audiocassette and in minority languages, to meet the needs of those people who are not fluent in English. The document is also available on the website of each Education and Library Board.

APPENDICES

APPENDIX 1 BEST VALUE PROJECT BOARD Inter-board Services Mr J Curran

Chairman

BELB

Mrs P Mellon

Chief Administrative Officer

NEELB

Mrs A Connolly

Director of Library & Corporate Services

NEELB

Mr G Irwin

Senior Education Officer

SEELB

Ms I Knox

Chief Administrative Officer

SELB

Mr T Heron

Head of Corporate Services

WELB

Mr A Rainey

Chief Administrative Officer

DE

Mr B Smart

C2K

Mr J Stewart

Project Director

OBSERVERS Staff Commission

Mr P Robinson

ATGWU

Mr D Henderson

GMB

Mr A Elliott

NIPSA

Mr T Wright

UNISON

Ms L Kerr

CMSU Mr T Wilson

Project Manager

Mrs C Lavery

Best Value Officer

Miss T Connolly

Secretary (up to February 2005)

Mrs J McAneney

Secretary (from March 2005)

APPENDIX 2

ARTICLE 66(1), EDUCATION AND LIBRARIES (NI) ORDER 1986 Training of teachers (1) The Department shall make such arrangements as it considers expedient for securing that there shall be available sufficient facilities for the initial and further training of teachers for service in schools and other educational establishments in Northern Ireland.

APPENDIX 3

ARTICLE 29, THE EDUCATION REFORM (NI) ORDER 1989 Curriculum advice and support by boards (1) Within such time after the coming into operation of this Article as the Department may direct, each board shall prepare and submit to the Department a scheme for the provision to— (a) all controlled schools under its management; (b) all maintained schools maintained by it; (c) all other voluntary or grant–maintained integrated schools situated in its area,

of advisory and support services in relation to the curricula and staff of such schools. (2) A scheme under paragraph (1) shall be in such form as the Department may direct and, without prejudice to the generality of paragraph (1), shall contain provision— (a)

requiring the board, in accordance with a programme approved under Article 149, to secure the provision of further training for teachers (whether or not employed on the staff of a particular school);

(b)

empowering the board to pay to persons undergoing the training referred to in sub–paragraph (a) travelling and other allowances at such rate or of such amount and subject to such conditions as the board may determine;

(c)

enabling the board to provide teaching and training materials for use in schools or by persons undergoing the training referred to in sub–paragraph (a);

(d)

enabling services, training and materials mentioned in the scheme to be provided by the board itself or through the agency of another board, person or body;

(e)

requiring such services, training and materials to be provided free of charge;

(f)

requiring the board to secure the agreement of the Board of Governors of a school to the entry into that school for the purposes of the scheme of any persons employed by the board.

(3) Before preparing a scheme under paragraph (1), a board shall consult—

(a)

the Board of Governors of every school mentioned in that paragraph; and

(b)

such other persons as the board considers appropriate.

(4) The Department may request a board to furnish such information in connection with any scheme submitted to the Department under this Article as the Department may require, including information as to the results of consultations under paragraph (3). (5) The Department may, after making such modifications, if any, in the scheme as after consultation with the board it considers necessary or expedient, approve any scheme submitted to it under this Article. (6) It shall be the duty of a board to give effect to the provisions of any scheme which has been approved by the Department under this Article. (7) Where— (a) a board fails to submit a scheme to the Department under this Article by the date, or in the form, directed by the Department; or (b) the Department refuses to approve a scheme submitted to it under this Article, the Department may, after consultation with the board and such other persons as the Department thinks fit, make a scheme which shall be treated for the purposes of paragraphs (6) and (8) as if it had been made by the board and approved by the Department under this Article. (8) A board may at any time, and shall if the Department so directs, prepare and submit to the Department a revised scheme or an amendment to an existing scheme and paragraphs (3) to (6) shall apply in relation to any such revised scheme or amendment as they apply in relation to the scheme.

APPENDIX 4 PROJECT INITIATION DOCUMENT

FUNDAMENTAL REVIEW OF CASS CONTENTS PAGE

1.0

Purpose of the Document

2

2.0

Background

2

3.0

Project Definition

2

4.0

Initial Business Case

4

5.0

Project Organisation Structure

4

6.0

Project Management

5

7.0

Project Control

5

8.0

Initial Risk Log

6

APPENDICES APPENDIX 1

Project Timetable

APPENDIX 2

Group Objectives

1.0

Purpose of the Document

The purpose of the Project Initiation Document (PID) is to define the project, outline the initial business case, detail the organisational structure, management and control and establish a timetable for completion.

2.0

Background

Best Value became a statutory duty for the Education and Library Boards in April 2003. Best Value is a duty to deliver services to clear standards by the most effective, efficient and economic means available. The Central Management Support Unit (CMSU) has been tasked with undertaking a fundamental review of the Curriculum Advisory and Support Service across the education sector. The review will be carried out in accordance with Best Value principles and through a process of Challenge, Compare, Consult and Compete to ensure a rigorous appraisal of the functions and outcomes of the service.

3.0

Project Definition 3.1

3.2

Project Objectives The objectives of the project are to: ƒ

Maximise efficiency of the service within available resources

ƒ

Provide a basis for continuous improvement of service

ƒ

Measure performance

ƒ

Establish and monitor standards

ƒ

Promote local accountability and engage all stakeholders

ƒ

Further develop collaboration between board services

Project Scope The project will involve an assessment of key aspects of the service including: ƒ Support to beginning teachers ƒ

Curriculum support

ƒ

Leadership and management training

ƒ

School support programme

ƒ

Resources

3.3

ƒ

Partnerships

ƒ

Equality issues

Terms of Reference Terms of reference, authorised by the Best Value Project Board, are as follows: The Fundamental Performance Review of the Curriculum Advisory and Support Service will examine the area in accordance with statutory arrangements approved by the Department of Education under Article 66(1) of the Education and Libraries (NI) Order 1986 and Article 29 of the Education Reform (NI) Order 1989, as amended. The review will examine the delivery of services in pursuit of the boards’ statutory duties in the above area. The review will clearly define the scope and standards of the service, challenging and questioning the existing arrangements and producing meaningful comparisons and benchmarks both internally and with other providers. This review will involve extensive consultation with stakeholders in the service area and make recommendations for the future management and delivery of the Curriculum Advisory and Support Service. The process will also take account of statutory obligations under Section 75 of the NI Act 1998.

3.4

Method of Approach

The review will be carried out using the 4Cs methodology. This incorporates:

3.5

ƒ

Challenging all aspects of the service

ƒ

Comparing processes and outcomes with similar service providers

ƒ

Consulting with all stakeholders

ƒ

Demonstrating that the service is competitive

Project Outcomes Recommendations resulting from the project will further develop: ƒ A customer-focused service with a clear understanding of the needs of its stakeholders ƒ

Established customer consultation processes

ƒ

Established standards of service and quality

4.0

ƒ

Measurement of performance including development of key performance indicators

ƒ

Capacity for continuous improvement of service

ƒ

Collaboration between board services

Initial Business Case

The Curriculum Advisory and Support Service has been selected to undergo a fundamental review as it meets the criteria defined by the Best Value Project Board. Namely, the service is high cost and high impact across the 5 Education and Library Boards and is subject to external review. As such it is essential that the service demonstrate it is effective, efficient and economic.

5.0

Project Organisation Structure

The main reporting body is the Best Value Project Board, chaired by the Inter-board Services Officer with membership comprising Second Tier Officers from each board and representatives from the Department of Education, C2K, Staff Commission and Trades Unions. A Central Steering Team will lead operational aspects of the review. This team will be chaired by a senior officer from the Curriculum Advisory and Support Service and consist of Heads of Service from each board, a representative from the Department of Education, CMSU staff and representatives from Human Resource, Finance and Equality Offices. The Head of CMSU has responsibility for being the Project Manager. Working Groups have been established to examine specific elements of service. These Working Groups relate to key areas of the review and are each chaired by a Head of Curriculum Advisory and Support Service from one particular board. The Consultation Working Group comprises a Head of Curriculum Advisory and Support Service, 2 Best Value Officers from different boards, 1 Equality Officer, CMSU staff and representatives from stakeholder groups e.g. School Principals and Children’s and Young People’s Commissioner. The Service Provision Working Group incorporates a Head of Curriculum Advisory and Support Service, 1 member of staff from each board, 2 Best Value Officers and CMSU staff. The Finance and Staffing Working Group involves a Head of Curriculum Advisory and Support Service, 1 member of staff from each board, 1 Finance Officer, 1 Human Resources Officer, 2 Best Value Officers and CMSU staff.

The structure is outlined in the following diagram:

BEST VALUE PROJECT BOARD

CENTRAL STEERING TEAM

CONSULTATIO N WORKING GROUP

6.0

SERVICE PROVISION WORKING GROUP

FINANCE & STAFFING WORKING GROUP

Project Management

The review will be managed by the Head of CMSU to ensure terms of reference are adhered to, target dates are met (Appendix 1), objectives are achieved and group members are facilitated.

7.0

Project Control

Project control will be exercised through the Project Board. Highlight reports will be provided at regular intervals throughout the length of the review detailing progress, activities, concerns and delays. Only the Project Board can authorise changes to the project in respect of terms of reference, timescales and tolerances. Specific objectives for the Central Steering Team and Working Groups are attached at Appendix 2.

8.0

Initial Risk Log Risk

Impact

Likelihood

Exceeding proposed timetable

Moderate

Low

Failure to complete review

Major

Low

Loss of key staff

Moderate

Medium

Inability to operate across 5 boards

Major

Low

Non-availability of customers for consultation e.g. school closures Non-availability of specialist advice e.g. finance

Moderate

Low

Major

Low

Inability to compare like with like e.g. statistical data

Moderate

Medium

Controls Project Board. Central Steering Team. Project Manager/CMSU. Project Board. Central Steering Team. Project Manager/CMSU. Effective communications. Formal meeting structure. Sharing of responsibilities. Accurate records of meetings. Project Board. Central Steering Team. Project timetabling. Consultation Working Group. Project Board. Central Steering team. Project Manager/CMSU. Central Steering Team. Controlled Provision Working Group. CMSU.

APPENDIX 4/1 PROJECT TIMETABLE PRELIMINARY STAGE Objective

Completion Date

Agree terms of reference for review Agree composition of Central Steering Team Agree types and number of working groups Agree composition of working groups Agree objectives for working groups Approval by Best Value Project Board

25-06-04 25-06-04 25-06-04 24-09-04 24-09-04 14-10-04

STAGE 1 Objective

Completion Date

Identify stakeholders Identify issues through working groups Agree appropriate methods of consultation Identify potential competition Identify comparable service providers Carry out challenge sessions Compile questionnaires and discussion agendas Agree consultation timetable Highlight report to Project Board

22-10-04 29-10-04 12-11-04 26-11-04 26-11-04 26-11-04 10-12-04 10-12-04 15-12-04

STAGE 2 Objective

Completion Date

Discuss issues, findings and options Carry out stakeholder consultation Ascertain levels of competitiveness Carry out comparisons and benchmarking Highlight report to Project Board

28-02-05 28-02-05 28-02-05 28-02-05 10-03-05

STAGE 3 Objective

Completion Date

Analyse consultation findings Analyse challenge findings Analyse working groups’ findings Establish draft recommendations Produce draft report Present draft report to Project Board

20-03-05 20-03-05 20-03-05 20-03-05 25-03-05 11-05-05

STAGE 4 Objective

Completion Date

Consult on draft report Produce final report Approval of final report by Project Board

31-08-05 30-09-05 07-10-05

APPENDIX 4/2

Central Steering Team and Working Groups - Objectives Central Steering Team ƒ Ensure all areas of service identified in project scope and main terms of reference are addressed ƒ Identify suitable organisations for comparison ƒ Identify areas of competition ƒ Develop appropriate performance indicators ƒ Monitor outputs of working groups ƒ Approve consultation processes ƒ Approve minutes of working groups ƒ Contribute to challenge sessions Consultation Group ƒ Review previous and current consultation ƒ Identify key stakeholders ƒ Identify appropriate sample size ƒ Agree method(s) of consultation ƒ Identify areas for consultation ƒ Investigate equality issues in relation to Section 75 of the NI Order 1998 ƒ Produce consultation documents for approval by Central Steering team ƒ Oversee consultation process ƒ Contribute to challenge process Staffing and Finance Working Group ƒ Identify issues and make recommendations regarding: • Service Funding (direct and additional) o Levels of funding (recurrent and capital) o Breakdown of expenditure o Financial reporting o Accountability o Funding trends o Financial indicators/targets • Administrative Support o Levels of support o Recruitment o Roles and responsibilities o Training • Operational Support o Levels of support (numbers and trends) o Recruitment o Roles and responsibilities o Training (identification of need, delivery and evaluation) o Service standards • Service Structure o Communications o Control systems • Allocation of Resources o Facilities available o Use of IT o Value of resources

ƒ

o Types of resources o Measure value for money/efficiency Contribute to challenge process

Service Provision Working Group ƒ Identify issues and make recommendations regarding: • Statutory duties • Services provided • Planning and Target setting • Service standards • Service monitoring • Measurement of success/performance • Complaints procedure • Partnerships/collaboration ƒ Contribute to challenge process

APPENDIX 5 CENTRAL STEERING TEAM

Mr G Campbell

Chairman

BELB

Mr R Armstrong

School Improvement and Teacher Development

DE

Miss T Connolly

Secretary

CMSU

Mr R Gilbert

Head of CASS

NEELB

Dr S Gordon

Teacher Education

ETI

Mr P Kelly

Financial Accountant

SELB

Mrs C Lavery

Best Value Officer

CMSU

Mrs A Lennon

Head of Service

SEELB

Mr P Mackey

Head of Service

WELB

Mrs L McGowan

Equality Officer

BELB

Mr N McBride

Assistant Senior Education Officer (Administration)

SEELB

Mr S McElhatton

Head of School Support Service

BELB

Mrs H Mullan

Head of Service

SELB

Mr N Todd

Head of School Development Service

BELB

Mr T Wilson

Project Manager

CMSU

APPENDIX 6 CONSULTATION WORKING GROUP

Mr P Mackey

Chairman

WELB

Mr J Clarke

Deputy Chief Executive

CCMS

Miss T Connolly

Secretary

CMSU

Miss C Johnston

Best Value Officer

NEELB

Mrs C Lavery

Best Value Officer

CMSU

Mrs M Lindsay

Vice Principal

St Mary’s College, Londonderry

Mrs L Little

Vice Principal

Harberton Special School, Belfast

Mrs J Macartney

Vice Principal

Saints and Scholars Integrated Primary School, Armagh

Mrs L McGowan

Equality Officer

BELB

Mrs V McIntosh

Principal

Straidbilly Primary School, Ballymoney

Mr J Reid

Leadership College

RTU

Mr J Stevenson

Principal

Sullivan Upper School, Holywood

Mrs P Ward

Best Value Officer

WELB

Mr T Wilson

Project Manager

CMSU

APPENDIX 7 SERVICE PROVISION WORKING GROUP

Mr R Gilbert

Chairman

NEELB

Miss T Connolly

Secretary

CMSU

Mr S Barr

Assistant Advisory Officer

WELB

Mr M Donnelly

Best Value Officer

SEELB

Mrs V Kelly

Adviser

SELB

Mr C King

Adviser

SEELB

Mrs C Lavery

Best Value Officer

CMSU

Mrs J McAneney

Assistant Corporate Development Officer

SELB

Mrs R Nicholl

Deputy Head of Service

NEELB

Mr D Ryan

Adviser

BELB

Mr T Wilson

Project Manager

CMSU

APPENDIX 8 STAFFING AND FINANCE WORKING GROUP Mr N Todd

Chairman

BELB

Mrs R Aiken

Corporate Development Officer

SELB

Mr J Campbell

CASS Support Officer

WELB

Miss T Connolly

Secretary

CMSU

Mrs M Ferris

Deputy Head of Human Resources

WELB

Mr P Kelly

Financial Accountant

SELB

Mrs C Lavery

Best Value Officer

CMSU

Mr J Logan

Adviser

SELB

Mr S Maguire

Adviser

NEELB

Mr N McBride

Assistant Senior Education Officer (Administration)

SEELB

Mr F McWilliams

Assistant Best Value Officer

BELB

Miss F O’Neill

Head of CASS Administration

SEELB

Mrs M Torrens

CASS School Support Service

BELB

Mr T Wilson

Project Manager

CMSU

APPENDIX 9

CHALLENGE SESSION DISCUSSION POINTS 1. Service Context o Why is the service delivered in its present format? o What are the benefits and disadvantages of this? o If you were starting from scratch, what would you change and why?

2. Discuss the strengths and areas for improvement for the following subjects: o Support to beginning teachers o Curriculum support (including individual subjects, behaviour and special educational needs) o Leadership and management training (not including RTU provision, but incorporating school principals, teachers and school governors) o School Support Programme and Group 1 initiative o Resources (including staffing, financial and teacher training centres) o Partnerships (e.g. schools and public and voluntary sectors)

APPENDIX 10 PERFORMANCE INDICATORS Performance Indicator

Year

BELB

NEELB SEELB SELB

WELB

Cost of core service per teacher 1

2004-5

£544

£543

£506

£696

£692

Cost of school-based support per day 2

2004-5

£295

£360

£375

£308

£338

Total number of schools entered SSP 3

Sep 1998-Jun 2004 Sep 1998-Jun 2004 2003-4

30

20

22

15

27

23

16

20

11

21

95%

99%

99%

99%

99%

2002-3

181

301

227

318

249

2002-3

99.5%

99%

99%

99%

96%

2003-4

2.3

8.4

3.1

8.6

7.0

Total number of schools exited SSP Satisfaction of teachers with centrebased support 4 Number of schools accessing CASS support Percentage of schools accessing CASS support Percentage of staff absenteeism 5

Notes: 1 Includes core CASS budget plus administrative costs divided by the number of teachers in ELB area 2 Excluding travel, average salary/220 days + half day preparation, advisory staff only 3 Excludes Group 1 schools 4 rating satisfactory or above 5 Casual and long-term absence

SCHOOL PERFORMANCE DATA Belfast Education and Library Board

KS2 L4+ English KS2 L4+ Maths KS3 L5+ English KS3 L5+ Maths KS3 L5+ Science All schools – 5 or more GCSEs A*-C Non-Grammar schools – 5 or more GCSEs A*-G 2 or more A Levels A-E Source: BELB

2000-1 65.1 67.8 70.4 67.8 65.5 58.7

2001-2 65.1 68.5 74.1 70.9 67.1 60.1

2002-3 2003-4 66.0 Ind Action – No Stats 70.3 Ind Action – No Stats 70.9 71.3 68.6 71.2 65.8 69.9 59.3 59.7

73.1

74.6

74.0

74.4

93.8

94.4

93.8

North Eastern Education and Library Board

KS2 L4+ English KS2 L4+ Maths KS3 L5+ English KS3 L5+ Maths KS3 L5+ Science All schools – 5 or more GCSEs A*-C Non-Grammar schools – 5 or more GCSEs A*-G 2 or more A Levels A-E Source: NEELB

2000-1 74.3 77.7 72.7 71.5 69.9 57.8

2001-2 77.1 79.0 72.7 74.0 67.8 58.8

2002-3 2003-4 77.3 Ind Action – No Stats 79.8 Ind Action – No Stats 72.7 72.0 71.9 72.3 70.0 70.2 58.9 59.0

82.7

82.8

80.8

81.4

95.4

95.6

96.1

South Eastern Education and Library Board

KS2 L4+ English KS2 L4+ Maths KS3 L5+ English KS3 L5+ Maths KS3 L5+ Science All schools – 5 or more GCSEs A*-C Non-Grammar schools – 5 or more GCSEs A*-G 2 or more A Levels A-E Source: SEELB

2000-1 75.9 79.2 72.4 68.8 66.2 54.1

2001-2 75.8 79.3 71.2 72.4 66.0 56.3

2002-3 2003-4 78.1 Ind Action – No Stats 80.6 Ind Action – No Stats 72.1 71.9 69.0 71.6 67.1 68.7 56.2 55.4

81.8

82.8

84.2

84.3

96.1

95.0

92.4

Southern Education and Library Board

KS2 L4+ English KS2 L4+ Maths KS3 L5+ English KS3 L5+ Maths KS3 L5+ Science All schools – 5 or more GCSEs A*-C Non-Grammar schools – 5 or more GCSEs A*-G 2 or more A Levels A-E Source: SELB

2000-1 75.2 78.6 73.5 69.5 69.7 57.8

2001-2 76.8 80.3 74.2 75.4 70.5 60.0

2002-3 2003-4 78.7 Ind Action – No Stats 81.0 Ind Action – No Stats 71.9 72.8 73.0 74.1 70.7 71.8 56.2 62.2

79.8

81.8

84.2

82.2

96.8

96.8

97.7

Western Education and Library Board

KS2 L4+ English KS2 L4+ Maths KS3 L5+ English KS3 L5+ Maths KS3 L5+ Science All schools – 5 or more GCSEs A*-C Non-Grammar schools – 5 or more GCSEs A*-G 2 or more A Levels A-E Source: WELB

2000-1 72.0 73.4 69.7 66.4 63.8 54.4

2001-2 72.8 76.5 71.8 72.6 67.4 57.7

2002-3 2003-4 75.6 Ind Action – No Stats 77.4 Ind Action – No Stats 73.5 72.5 70.1 72.1 67.3 69.2 58.1 60.6

79.7

78.6

78.7

80.2

93.0

95.3

97.9

It is acknowledged that external factors can impact upon schools’ performance. A key factor is the level of free school meals (FSM) in each ELB area and these are reproduced in the table below. Board Context (% Free School Meals) Year 2001-2 2002-3 2003-4 Source: DE

BELB 30.2% 28.4% 27.4%

NEELB 15.1% 14.4% 14.4%

SEELB 16.3% 15.0% 14.9%

SELB 20.8% 20.3% 19.7%

WELB 28.0% 27.1% 26.8%

APPENDIX 11 LIST OF INDIVIDUALS AND ORGANISATIONS CONSULTED THROUGH MEETINGS AND FOCUS GROUPS Core:

Administrative support staff for CASS (focus groups from all five ELBs) Advisory staff (focus groups from all five ELBs) Ashfield Boys’ High School Beginning teachers’ course SEELB (18 participants) Carnhill Nursery School Ceara Special School, Lurgan De La Salle High School, Downpatrick Drumragh Integrated College, Omagh Early years music course, SELB (20 participants) Glengormley High School Good Shepherd Nursery School, Poleglass Harberton Special School, Belfast Hazelwood Integrated College Health promoting schools course, WELB Holy Family Primary School, Magherafelt Hunterhouse College, Belfast Kilmaine Primary School, Bangor Limavady Grammar School Limegrove Special School, Limavady Lurgan College Making the most of Microsoft course, NEELB (17 participants) Miss F O’Neill, CASS Administration, SEELB Mr J Campbell, CASS Administration, WELB Mr P Kelly, Finance Department, SELB Mrs P McDermott, Adviser, WELB Oakwood Integrated Primary School, Lisburn Rathfriland High School St Bernadette’s Nursery School, Belfast St Brigid’s College (Colaiste Bhride), Carnhill St Brigid’s High School, Armagh St Gall’s Primary School, Belfast St Mary’s High School, Brollagh St Patrick’s College, Maghera St Patrick’s Grammar School, Downpatrick Support services focus groups (from BELB, SEELB and WELB) Supporting early mathematical development course, BELB (35 participants) Windmill Integrated Primary School, Dungannon

Others Education:

Others NonEducation:

Association of Universities and Colleges of Educational Training C2K Council for Catholic Maintained Schools Council for the Curriculum, Examinations and Assessment Department of Education Education and Training Inspectorate General Teaching Council for NI Regional Training Unit Teacher Education Partnership Group University of Ulster, Teacher Training College Barnardos, Learning Together, Belfast Coalition on Sexual Orientation Down Lisburn Health Trust Health Promotion Agency, Investing for Health Strategy NI Council for Ethnic Minorities NIPPA, The Early Years Organisation North and West Belfast Health Action Zone Policy Implementation Panel (umbrella organisation for groups representing people with disabilities)

APPENDIX 12 SCHOOL SURVEY OF CASS CONFIDENTIAL School Name (optional):

_________________________________________

Address:

_________________________________________ _________________________________________ _________________________________________

Telephone/email

_________________________________________

Please tick the appropriate boxes in the following sections: 1. Sector

2. Management type

Nursery Primary Secondary Grammar Special

Controlled Integrated Grant Maintained Integrated Irish Medium Maintained Voluntary Other (please state)

3. School enrolment

4. Education and Library Board area

0-99 100-199 200-299 300-499 500+

BELB NEELB SEELB SELB WELB

Additional Comments:

1

2

3

4

Please rate the effectiveness of the Board’s Curriculum Advisory & Support Service (CASS) in: Supporting your school in raising standards Helping your school become a self evaluating organisation (including the use of data) Developing leadership and management capacity

6

Supporting and training Board of Governors and advising on specific issues Supporting the professional development of teachers (including BTs and EPD) Supporting Literacy

7

Supporting Numeracy

8

Supporting ICT

9

Supporting behaviour management

10

Supporting areas of study/subject areas

11

Developing pastoral care policies

12

Promoting and disseminating good practice in relation to school improvement Supporting school development planning and target setting

5

13

Excellent Good Satisfactory Poor Not Applicable

14

Communication of information to update future policy changes

15

Providing suitable training facilities and venues

Thank you for completing this questionnaire

APPENDIX 13

LIST OF SCHOOLS SURVEYED

BELB – SSP SURVEY Beechfield Primary School Castle High School Corpus Christi College Edenbrooke Primary School Edmund Rice Primary School Grove Primary School Mount Gilbert Community College Park Education Resource Centre St Aidan's Christian Brothers Primary School St Bernadette's Primary School St Gabriel's College St Paul's Primary School Taughmonagh Primary School BELB - MAIN SURVEY Wellington College Bloomfield Collegiate School Methodist College Royal Belfast Academical Institution St Dominic's High School St Malachy's College Brefne Nursery School Glendhu Nursery School Oldpark Nursery School Ravenscroft Nursery School Shaftsbury Nursery School Bethlehem Nursery School Holy Cross Nursery School Holy Family Nursery School Holy Rosary Nursery School Matt Talbot Nursery School St Mary's Nursery School Bloomfield Preparatory School Inchmarlo Preparatory School Ballygolan Primary School Beechfield Primary School Botanic Primary School Currie Primary School Edenbrooke Primary School Finaghy Primary School

Beechfield Street Fortwilliam Park Ard Na Va Road Tennent Street 9-25 Pim Street 256 North Queen Street 237 Ballygomartin Road 145 Ravenhill Road Whiterock Road

BELFAST BELFAST BELFAST BELFAST BELFAST BELFAST BELFAST BELFAST BELFAST

Glenalina Road 685 Crumlin Road 34-36 Mica Drive Findon Gardens

BELFAST BELFAST BELFAST BELFAST

18 Carolan Road Astoria Gardens 1 Malone Road College Square East 135 Falls Road 36 Antrim Road 111 Salisbury Avenue Garnerville Road Sylvan Street Ravenscroft Avenue 23-25 Percy Street 516 Ravenhill Road Butler Walk 27 Baltic Avenue Sunnyside Crescent New Barnsley Green 822 Shore Road Astoria Gardens Cranmore Park 41/83 Serpentine Road Beechfield Street 6 Botanic Court

BELFAST BELFAST BELFAST BELFAST BELFAST BELFAST BELFAST BELFAST BELFAST BELFAST BELFAST BELFAST BELFAST BELFAST BELFAST BELFAST BELFAST BELFAST BELFAST NEWTOWNABBEY BELFAST BELFAST BELFAST BELFAST BELFAST

111-113 Limestone Road

Tennent Street Finaghy Road South

Greenwood Infants' Primary School Harmony Primary School Ligoniel Primary School Mersey Street Primary School Rosetta Primary School Seaview Primary School Springfield Primary School Strandtown Primary School Stranmillis Primary School Cranmore Integrated Primary School Bunscoil an Sleibhe Dhuibh Holy Cross Girls' Primary School Holy Rosary Primary School Sacred Heart Boys' Primary School St Anne's Primary School St Bernadette's Primary School St John the Baptist Boys' Primary School St John's Girls' Primary School St Kevin's Primary School St Mary's Primary School St Mary's Star of the Sea Primary School St Matthew's Primary School Ashfield Girls' High School Balmoral High School Castle High School Hazelwood College Meanscoil Feirste Christian Brothers Secondary School St Gabriel's College St Joseph's College St Louise's Comprehensive College Belfast Hospital School

436 Upper Newtownards Road

Forthriver Crescent Ligoniel Road 78 Mersey Street 21 Knockbreda Road Seaview Drive 425 Springfield Road North Road Knightsbridge Park 47 Finaghy Road North Whiterock Close Ardoyne Road 70 Sunnyside Crescent 31/51 Oldpark Avenue Kingsway Glenalina Road Finaghy Road North Colinward Street 446 Falls Road Divis Street 730/760 Shore Road Seaforde Street Holywood Road Blacks Road Fortwilliam Park 70 Whitewell Road Teach Ard na bhFea Glen Road 685 Crumlin Road 518-572 Ravenhill Road 468 Falls Road Royal Belfast Hospital for Sick Children Greenwood Avenue

Greenwood House Assessment Centre Loughshore Educational Resource Centre 889 Shore Road Oakwood Assessment Centre Harberton Park St Gerard's Education Resource Centre Upper Springfield Road NEELB – SSP SURVEY Ballee Community High Masserene Community College Monkstown Community High St Malachy’s High School Rathcoole Primary School

Ballee Road West Birche Hill Road Bridge Road 4 Birch Hill Road Derrycoole Way

BELFAST BELFAST BELFAST BELFAST BELFAST BELFAST BELFAST BELFAST BELFAST BELFAST BELFAST BELFAST BELFAST BELFAST BELFAST BELFAST BELFAST BELFAST BELFAST BELFAST BELFAST BELFAST BELFAST BELFAST BELFAST BELFAST BELFAST BELFAST BELFAST BELFAST BELFAST BELFAST BELFAST BELFAST BELFAST BELFAST

BALLYMENA ANTRIM MONKSTOWN ANTRIM NEWTOWNABBEY

NEELB - MAIN SURVEY Antiville School Bellaghy School Carnalbanagh School Carrowreagh School Castleroe School Creavery School Drumard School Glynn School Knockahollet School Straid School Straidbilly School Straidhavern School Toreagh School Upper Ballyboley School Wm Pinkerton Memorial School Ballyduff School Bushvalley School Carnalridge School Damhead School Doagh School Earlview School Groggan School Harryville School Hezlett School Killowen School Larne and Inver School Maghera School Mossgrove School Olderfleet School Portglenone School Rathcoole School Silverstream School The Diamond School Whitehouse School Abbots Cross School Camphill School Carrickfergus Model School Gracehill School The Irish Society's School Leaney School Linn School Magherafelt School Portrush School Mossley School Holy Family Nursery School St Anthony's Nursery School St Bernard's Nursery School St Joseph’s Stiles Nursery School St Oliver Plunkett's Nursery School Acorn Nursery School

39 Fairway 79 William Street 1 Glenview Road 110 Finvoy Road 120 Castleroe Road 38 Thornhill Road 70 Tamlaght Road 26 Main Road 79 Knockahollet Road 3 Irish Hill Road 85 Carnbore Road 3 Straidhavern Road 62 Raloo Road 36 Braepark Road 182 Knock Road Knockview Road 175 Ballinlea Road 135 Atlantic Road 34 Damhead Road 20 Main Street 2 Manse Drive 179 Portglenone Road Casement Street 1 Ballywoolen Road Shuttle Hill 1a Glynn Road 15 Station Road Swanston Road 116-128 Curran Road 10 Cullybackey Road Derrycoole Way Moyard Gardens 107 Dreen Road 2 Doagh Road Doagh Road 65 Carolhill Park 4 Belfast Road 19 Church Road 3 Rugby Avenue 12 Intermediate Road 70-74 Killyglen Road 7 Queens Avenue Croc-na-Mac Road Hazelburn Road 1 Castledawson Road 43 Fairway Elmfield Road 52 Greystone Road 69 Main Street 110 Victoria Road

LARNE BELLAGHY GLENARM BALLYMONEY COLERAINE ANTRIM MAGHERA LARNE DUNLOY BALLYCLARE BALLYMONEY CRUMLIN LARNE BALLYCLARE DERVOCK NEWTOWNABBEY BALLYMONEY PORTRUSH COLERAINE DOAGH NEW MOSSLEY RANDALSTOWN BALLYMENA CASTLEROCK COLERAINE LARNE MAGHERA NEWTOWNABBEY LARNE PORTGLENONE NEWTOWNABBEY GREENISLAND CULLYBACKEY WHITEHOUSE NEWTOWNABBEY BALLYMENA CARRICKFERGUS BALLYMENA COLERAINE BALLYMONEY LARNE MAGHERAFELT PORTRUSH NEWTOWNABBEY MAGHERAFELT LARNE NEWTOWNABBEY ANTRIM TOOMEBRIDGE CARRICKFERGUS

Altayeskey PS Barnish PS Cross Roads PS Knocknagin PS St Brigid's Cloughmills PS St Columb's Desertmartin PS St Joseph's Ahoghill PS St MacNissius' Tobermore PS Tir-na-Nog PS All Saints' PS St John Bosco PS New Row PS St Brigid's Magherafelt PS St Columba's Kilrea PS St Colum's PS St John's Carnlough PS St Joseph's Dunloy PS St MacNissis's Newtownabbey PS St Mary's Draperstown PS St Patrick's Glenariffe PS St Patrick's Rasharkin PS St Comgall's Antrim PS St Bernard's PS St Joseph's Crumlin PS Carhill Integrated PS Corran Integrated PS Spires Integrated PS Maghera High Ballycastle High Ballymoney High Carrickfergus College Dunclug College Magherafelt High Newtownabbey Community Our Lady of Lourdes School St Comgall's College St Patrick's College Edmund Rice College Ballyclare High Cambridge House Dunfane Special School Loughan Special School Sandelford Special School Jordanstown Special School Ulidia Integrated PS Ballycastle Nursery Ballyhenry Nursery Ballymoney Nursery Ballysally Nursery Dunclug Nursery Larne Nursery Monkstown Nursery Mossley Nursery Templepatrick Nursery

177 Sixtowns Road 100 Cushendall Road 157 Drumagarner Road 45 Tobermore Road 6 Loughill Road 70 Iniscarn Road 32 Ballynafie Road 30 Chapeltown Road Doagh Road Broughshane Road 5 Culbane Road 43 New Row 52 Mayogall Road 3 Agivey Road Lever Road 49 Bay Road 40 Bridge Road Christine Road 24 Magherafelt Road 244 Garron Road Gortahar Road, 1 Ballymena Road Elmfield Road 15 Glenavy Road, 78 Carhill Road Blackcave North, 84 Moneymore Road, 30 Moneymore Road 33 Rathlin Road 17 Garryduff Road 110 North Road Doury Road 30 Moneymore Road Rathcoole Drive Castle Street, Drumalis, Broughshane Road, Hightown Road, 31 Rashee Road Cambridge Avenue 91 Fry's Road 22 Old Ballymoney 4 Rugby Avenue 85 Jordanstown Road 112 Victoria Road 51 Leyland Road Glenvarna Court North Road Ballysally Road Doury Road Linn Road Jennings Park Hazelburn Road 5 Lylehill Road

DRAPERSTOWN BALLYCASTLE KILREA DESERTMARTIN CLOUGHMILLS DESERTMARTIN AHOGHILL TANNAGHMORE BALLYCLARE BALLYMENA BALLYNEASE CASTLEDAWSON MAYOGALL KILREA PORTSTEWART CARNLOUGH DUNLOY NEWTOWNABBEY DRAPERSTOWN GLENARIFFE RASHARKIN ANTRIM NEWTOWNABBEY CRUMLIN GARVAGH LARNE MAGHERAFELT TOBERMORE BALLYCASTLE BALLYMONEY CARRICKFERGUS BALLYMENA MAGHERAFELT NEWTOWNABBEY BALLYMONEY LARNE BALLYMENA GLENGORMLEY BALLYCLARE BALLYMENA BALLYMENA BALLYMENA COLERAINE NEWTOWNABBEY CARRICKFERGUS BALLYCASTLE GLENGORMLEY BALLYMONEY COLERAINE BALLYMENA LARNE MOMKSTOWN MOSSLEY TEMPLEPATRICK

Ballyclare Nursery Kylemore Nursery

Grange Drive Kylemore Road

BALLYCLARE COLERAINE

SEELB – SSP SURVEY Lakewood Special School Tullycarnet Primary School

169 Rathgael Road King's Road

BANGOR BELFAST

SEELB - MAIN SURVEY Castlereagh Nursery School Downpatrick Nursery School Pond Park Nursery School Trinity Nursery School St Colmcille's Nursery School St Kieran's Nursery School Academy Primary School Alexander Dickson Primary School Anahilt Primary School Andrews Memorial Primary School Ballinderry Primary School Ballycloughan Primary School Ballywalter Primary School Braniel Primary School Brooklands Primary School Brownlee Primary School Cairnshill Primary School Carrickmannon Primary School Carrowdore Primary School Carryduff Primary School Clandeboye Primary School Comber Primary School Conlig Primary School Donaghadee Primary School Downpatrick Primary School Glencraig Primary School Hillhall Primary School Killowen Primary School Kirkistown Primary School Lambeg Primary School Largymore Primary School Leadhill Primary School Lisnasharragh Primary School Loughries Primary School Moira Primary School Newtownbreda Primary School Old Warren Primary School Tonagh Primary School Victoria Primary School Christ the King Primary School Convent of Mercy Primary School Drumaghlis Primary School Our Lady Queen of Peace PS

135 Clonduff Drive 5-7 Mount Crescent 20 Redpoll Avenue Brunswick Road Killough Road Bell Steel Road 194 Listooder Road Comber Road 248 Ballynahinch Road 4 Ballygowan Road 1a Crumlin Road 38 Ballygowan Road 12 Stump Road Ravenswood Park Brooklands Avenue Wallace Avenue 6a Cairnshill Drive 77 Carrickmannon Road Castle Place Killynure Road Clandeboye Road Darragh Road Coronation Avenue Northfield Road 10 Mount Crescent Seahill Road 33 Orr's lane 20 Laurelhill Road Main Road 6 Tullynacross Road Hillhall Road Casaeldona Park Tudor Drive 2 Ballyblack Road Backwood Road School Road 147 Drumbeg Drive Tonagh Avenue East Street 9 Drumsnade Road Edward Street 7 Drumaghlis Road 1 Cherry Road

BELFAST DOWNPATRICK LISBURN BANGOR DOWNPATRICK BELFAST SAINTFIELD NEWTOWNARDS HILLSBOROUGH COMBER LISBURN SAINTFIELD BALLYWALTER BELFAST DUNDONALD LISBURN BELFAST BALLYGOWAN NEWTOWNARDS CARRYDUFF BANGOR NEWTOWNARDS CONLIG DONAGHADEE DOWNPATRICK HOLYWOOD LISBURN LISBURN CLOUGHEY LISBURN LISBURN BELFAST BELFAST NEWTOWNARDS MOIRA BELFAST LISBURN LISBURN NEWTOWNARDS BALLYNAHINCH DOWNPATRICK CROSSGAR DUNMURRY

Sacred Heart Primary School St Anne's Primary School St Brigid's Primary School St Colman's Primary School St Colman's Primary School St Comgall's Primary School St Joseph's Primary School St Joseph's Primary School St Kieran's Primary School St Malachy's Primary School St Mary's Primary School St Patrick's Boys' Primary School St Patrick's Primary School St Patrick's Primary School St Patrick's Primary School Cedar Integrated Primary School Down Academy Dundonald High School Fort Hill Integrated College Lisnagarvey High School Lisnasharragh High School Movilla High School St Colman's High School St Colm's High School St Patrick's High School Shimna College Regent House Grammar Bangor Grammar School Sullivan Upper Ardmore House Special School Brookfield Special School Clifton Special School Knockevin Special School SELB – SSP SURVEY Fivemiletown High School Aughnacloy High School Foley Primary School SELB - MAIN SURVEY Royal School, Hardy Memorial Grove Nursery School College Farm Nursery School Collone Primary School Aghavilly Primary School Markethill Primary School Hardy Memorial Primary School Saints and Scholars Primary School St Michael's Primary School St Joseph's Primary School St Malachy's Primary School

27 Main Street 9 Millisle Road Rathkeltair Road 33 Bridge Road 109 Queensway 23 Brunswick Road 42 Castle Street 31 Downpatrick Road 9 Bell Steel Road 33 Lower Square Sloane Crescent St Dillon's Avenue Church View Main Street 30 Burrenreagh Road 29 Kilmore Road 12 Old Belfast Road Upper Newtownards Rd Belfast Road Warren Gardens Stirling Avenue Donaghadee Road 52 Crossgar Road Summerhill Drive Ballinderry Road King Street Circular Road 13 College Avenue Belfast Road 95a Saul Street 6 Halfpenny Gate Road 15 Ballyholme Road 23 Racecourse Hill

DUNDRUM DONAGHADEE DOWNPATRICK MOIRA LISBURN BANGOR LISBURN STRANGFORD BELFAST CASTLEWELLAN KILLYLEAGH DOWNPATRICK HOLYWOOD BALLYNAHINCH CASTLEWELLAN CROSSGAR DOWNPATRICK DUNDONALD LISBURN LISBURN BELFAST NEWTOWNARDS BALLYNAHINCH DUNMURRY LISBURN NEWCASTLE NEWTOWNARDS BANGOR HOLYWOOD DOWNPATRICK MOIRA BANGOR DOWNPATRICK

Corcreevy Demesne 12 Carnteel Road 60 Ballymacnab Road

FIVEMILTOWN AUGHNACLOY TASSAGH

College Hill, 22 New Line, Ballinahone Avenue, Lower Desert Lane, 7 Redrock Road, 28 Aghavilly Road, 14 Mowhan Road, 22 New Line, Killuney Park Road, 62 Cladymore Road, 50 Farnaloy Road, Chapel Lane,

ARMAGH RICHHILL ARMAGH ARMAGH ARMAGH MILFOR MARKETHILL RICHHILL ARMAGH ARMAGH ARMAGH ARMAGH

Armagh Christian Brothers and Irish Medium Unit St Patrick's Primary School Markethill High School St Patrick's High School Lisanally Special School Banbridge Academy St Mary's Primary School Dromore High School Drumadonnell Primary School Edenderry Primary School All Saints' Primary School St Colman's Primary School Banbridge High St Patrick's College St Peter's Primary School Cookstown Nursery School Woods Primary School Lissan Primary School St Peter's Primary School Holy Trinity Cookstown High Holy Trinity College Portadown College St Michael's Grammar Portadown Integrated Primary School Carrick Primary School St Francis' Primary School Tandragee Nursery School St John the Baptist and Irish Medium Unit Scarva Primary School Craigavon Primary School Tullygally Primary School Moyallon Primary School Ballyoran Nursery School Tandragee Primary School Waringstown Primary School King's Park Primary School St James' Primary School St Mary's Primary School St John's Primary School Seagoe (Church of Ireland) Primary School St Anthony's Primary School Tannaghmore Primary School Clounagh Junior High Brownlow College Lismore Comprehensive Craigavon Senior High School Ceara Special School St Patrick's Academy St Patrick's Primary School

Greenpark, Loughgall Road, 61 Mowhan Road, Middletown Road, 85 Lisanally Lane, Lurgan Road, 31 Reilly Park, 18 Banbridge Road, 133 Dromara Road, 1A Lurgan Road, 33 Ballela Road, Annaclone, 69A Primrose Gardens, Scarva Road, 24 Ardboe Road, Coolnafrankie Estate, 38 Oaklea Road, 6 Claggan Road, 24 Ardboe Road, 44 Fair Hill Road, Coolnafrankie Demesne, 9-29 Chapel Street, Killicomaine Road, 12 Cornakinnegar Road, 1 Kernan Road, Sloan Avenue, Francis Street, Madden Road,

ARMAGH ARMAGH MARKETHILL KEADY ARMAGH BANBRIDGE BANBRIDGE DROMORE BALLYRONEY BANBRIDGE BANBRIDGE BANBRIDGE BANBRIDGE BANBRIDGE COOKSTOWN COOKSTOWN MAGHERAFELT COOKSTOWN COOKSTOWN COOKSTOWN COOKSTOWN COOKSTOWN PORTADOWN LURGAN PORTADOWN LURGAN LURGAN TANDRAGEE

Garvaghy Road, 80 Main Street, 41 Castle Hill, 21 Meadowbrook Road, 103 Moyallon Road, Ballyoran Park, Portadown Road, 1 Banbridge Road, 24a, Avenue Road, Sinton Park, 191 Derrytrasna Road, 42A Castle Hill,

PORTADOWN SCARVA GILFORD LURGAN CRAIGAVON PORTADOWN TANDRAGEE WARINGSTOWN LURGAN TANDRAGEE LURGAN GILFORD

83 Seagoe Road, Tullygally Road, Lake Street, Brownstown Road, Tullygally Road, Drumgask, 26-34 Lurgan Road, Sloan Street, 37 Killymeal Road, 15 Killyman Road,

PORTADOWN CRAIGAVON LURGAN PORTADOWN CRAIGAVON CRAIGAVON PORTADOWN LURGAN DUNGANNON DUNGANNON

Dungannon Nursery School Little Flower Nursery School Granville Primary School Benburb Primary School Tamnamore Primary School Queen Elizabeth II Primary School Walker Memorial Primary School Donaghey Primary School Dungannon Primary School Windmill Primary School St Joseph's Primary School St Mary's Primary School St MacCartan's Convent St Mary's Primary School St Mary's Primary School St Jarlath's Primary School St John's Primary School Edendork Primary School Primate Dixon Primary School Aughnacloy College Dungannon Integrated College St Ciaran's High Sperrinview Special School St Louis' Grammar School Christian Brothers' Abbey Bessbrook Primary School St Patrick's Primary School St Patrick's and IM Unit Ashgrove Nursery School Kingsmills Primary School Mullaglass Primary School Brackenagh West Primary School Kilkeel Primary School Kilbroney Primary School Anamar Primary School St Brigid's Primary School St Michael's Primary School Holy Cross Primary School Jonesborough Primary School St Joseph's Primary School Grange Primary School St Brigid's Primary School St Patrick's Primary School St Colman's Primary School St Patrick's Primary School St Patrick's Primary School St Ronan's Primary School St Joseph's Convent St Dallan's Primary School Newtownhamilton High Kilkeel High St Columban's College St Joseph's Boys' High

29 Circular Road, 4 Coole Road, 70 Granville Road, 85 Main Street, 151 Tamnamore Road, 3 Edendoit Road, 19 Annaghmakeown Road, 28 Killygarvin Road, 27 Circular Road, 30 Old English Road, 14 Derrycourtney Road, Caledon Road, 4 Ballagh Road, 2 Whitebridge Road, 22 West Street, 89 Charlemont Road, 15 Benburb Road, 181 Coalisland Road, 4 School Lane, 23 Carnteel Road, 21 Gortmerron Link Road, 5 Tullybryan Road, 8 Coalisland Road, 151 Newry Road, Courtenay Hill, 14 Church Road, 11 Tullynavall Road, 54 Carron Road, 23 Chestnut Grove, 63 Drumnahunshin Road, 8 Goragh Road, 22 Church Road, 130 Harbour Road, 15 Cloughmore Road, 67 Kiltybane Road, 17 Carrowbane Road, 86 Dundalk Street, 6 Attical Bog Road, 54 Jonesborough Village, 18 Ballymartin Village, 20 Lurganconary Road, 63 Glassdrummond Road, 11 Tullynavall Road, Greencastle Street, 13 Castlewellan Road, Ballinlare Gardens, Ashgrove Avenue, Edward Street, Clonallon Road, 9 Armagh Road, Knockchree Avenue, 127 Newcastle Road, 20 Armagh Road,

DUNGANNON COALISLAND DUNGANNON BENBURB DUNGANNON POMEROY DUNGANNON DUNGANNON DUNGANNON DUNGANNON CALEDON AUGHNACLOY CLOGHER BALLYGAWLEY STEWARTSTOWN BLACKWATERTOWN MOY DUNGANNON COALISLAND AUGHNACLOY DUNGANNON BALLYGAWLEY DUNGANNON KILKEEL NEWRY BESSBROOK CULLYHANNA CROSSMAGLEN NEWRY WHITECROSS NEWRY KILKEEL KILKEEL ROSTREVOR CROSSMAGLEN BELLEEKS NEWTOWNHAMILTON KILKEEL NEWRY KILKEEL KILKEEL CROSSMAGLEN CULLYHANNA KILKEEL HILLTOWN NEWRY NEWRY NEWRY WARRENPOINT NEWTOWNHAMILTON KILKEEL KILKEEL NEWRY

St Paul's High WELB – SSP SURVEY Greenhaw Primary School St Brigid’s Primary School St Patrick’s Primary School Christ the King Primary School St Mary’s High School St Peter’s High School WELB – MAIN SURVEY Ballougry Primary School Ashlea Primary School Drumahoe Primary School Londonderry Model Primary School Ebrington Primary School Mullabuoy Primary School Glendermott Primary School St Paul's Primary School, St Colmcille's Primary School, Holy Child Primary School Rosemount Primary School St Brigid's Primary School St Eithne's Primary School St John's Primary School, Newtownbutler No 2 Primary School Lack Primary School Irvinestown Primary School Ballinamallard Primary School Lisbellaw Primary School Enniskillen Integrated Primary School St Mary's Primary School, St John the Baptist Primary School Corranny Primary School St Tierney's Primary School St Mary's Primary School, St Mary's Primary School, St Patrick's Primary School, St Paul's Primary School, Holy Trinity Burnfoot Primary School Drumachose Primary School St Matthew's Primary School Faughanvale Primary School St John's Primary School Termoncanice Primary School Queen Elizabeth II Primary School Langfield Primary School Gillygooley Primary School McClintock Primary School Gibson Primary School St Matthew's Primary School

108 Camlough Road,

Carnhill Estate 4 Lenagh Road Creggan 34 Gortin Road Brollagh Southway

30 Mullenan Road 163 Stevenson Park 31 Drumahoe Road Northland Road Ulsterville Avenue Lettershandoney 50 Ardmore Road Slievemore 23 Main Street Central Drive Helen Street Carnhill Estate 26 Springtown Road Bligh's Lane 58 High Street Lack Burfits Hill 17 Baragh Road 18 Cloghcor Road Drumcoo Killesher Carranbeg Corranny Mullaghconnelly Maguiresbridge Newtownbutler Garvary Lisnarick Road Cornagrade 292 Drumrane Road Alexander Road 296 Drumsurn Road 3 Vale Road 425 Foreglen Road Rathbready Road 115 Kilskeery Road 2 Willmount Road 71 Gillygooley Road Seskinore 64 Old Mountfield Road Garvaghey

BESSBROOK

LONDONDERRY MOUNTFIELD CARRICKMORE OMAGH BELLEEK LONDONDERRY

BALLOUGRY TULLYALLY DRUMAHOE LONDONDERRY LONDONDERRY LONDONDERRY LONDONDERRY LONDONDERRY CLAUDY LONDONDERRY LONDONDERRY LONDONDERRY LONDONDERRY LONDONDERRY NEWTOWNBUTLER ENNISKILLEN IRVINESTOWN BALLINAMALLARD LISBELLAW ENNISKILLEN DERRYLESTER ROSCOR ENNISKILLEN ROSLEA ENNISKILLEN ENNISKILLEN ENNISKILLEN IRVINESTOWN ENNISKILLEN BOVEVAGH LIMAVADY LIMAVADY GREYSTEEL DUNGIVEN LIMAVADY TRILLICK DRUMQUIN OMAGH OMAGH OMAGH BALLYGAWLEY

St Eugene's Primary School All Saint's Primary School Sacred Heart Primary School St Teresa's Primary School, Recarson Primary School St Colmcille's Primary School, St Lawrence's Primary School St Columbkille's Primary School St Conor's Primary School Drumlegagh Primary School Ardstraw Primary School Donemana Primary School Edwards Primary School Gaelscoil Ui Dhochartaigh Primary School Loughash Primary School Drumnabey Primary School St Columba's Primary School, St Theresa's Primary School, St Mary's Primary School, St Patrick's Primary School, Lisneal College Oakgrove Integrated College St Peter's High School St Brigid's High School Lisnakea High School St Aidan's High School St Comhghall's High School Limavady High School St Patrick's College St John’s High School Dean Brian Maguire College Castlederg High School Our Lady of Mercy High School Enniskillen Collegiate Omagh Academy St Columb’s College Bligh's Lane Nursery School Enniskillen Nursery School Limavady Nursery School Lisnagelvin Nursery School Belmont House Special School Erne Special School Limegrove Special School Glenside Special School

Tyrcur 42 Tattysallagh Road 6 Letfern Road 166 Loughmacrory Road 68 Arvalee Road Brook Street 7 Tattymoyle Road Creggan Road 109 Brookmount Road 2 Archill Road Deerpark Road 31 Longland Road 26 Hospital Road

LISLAP OMAGH TATTYREAGH LOUGHMACRORY OMAGH OMAGH FINTONA CARRICKMORE OMAGH NEWTOWNSTEWART NEWTOWNSTEWART DONEMANA CASTLEDERG

Ballycolman Estate

STRABANE

53 Aughafad Road 45 Drumnabey Road 86 Bellspark Road 33 Garvan Road, Glebe 20 Cloughcor Road 73 Castlefin Road Irish Street Stradreagh Southway Glengalliagh Road Newtownbutler Road Derrylin Lisnaskea Irish Green Street 9 Curragh Road 37 Omagh Road 26 Termon Road 16 Castlegore Road Springhill 1 Cooper Crescent 21-23 Dublin Road Buncrana Road Bligh's Lane 29 Dublin Road 9A Greystone Road 48 Richill Park 17 Racecourse Rd Derrygonnelly Rd 2 Ballyquinn Rd 45A Derry Rd

DONEMANA CASTLEDERG CLADY URNEY SION MILLS BALLYMAGORRY CASTLEDERG LONDONDERRY LONDONDERRY LONDONDERRY LONDONDERRY ENNISKILLEN ENNISKILLEN ENNISKILLEN LIMAVADY DUNGIVEN DROMORE OMAGH CASTLEDERG STRABANE ENNISKILLEN OMAGH LONDONDERRY LONDONDERRY ENNISKILLEN LIMAVADY LONDONDERRY LONDONDERRY ENNISKILLEN LIMAVADY STRABANE

APPENDIX 14

BELB

INSET – centre based courses

PROCESS MAPPING EXERCISE

Course Prospectus

Learning Support Officers (LSO)

Survey of needs

Thrashing Week

Financial Bids

Course desc.

Centre Policy

Post course

Pre-course

Attendance lists

Evaluation

Feedback to attendees

MRC Survey of needs collated

Prioritise needs from survey

CASS determine INSET

Course detail in booklet

Planning

Design time

Room booking

Coding

Model Reminder letter

Lunches

Sub cover

Reprographics

Attendance List

Stationery Order

Evaluation sheets

Specialist lecturer

Ulidia

Other venues

NEELB

INSET – centre based courses

Prioritising

Completion of form details by individual advisers

Advisers discuss with team members

Planning

Consideration of courses by advisers

Identification of courses

Publicising

Compilation of all forms for courses

Recruitment

Course details typed in to database

Identification of objectives

Course Presented

Database passed to ICT to be put on website

Identification of course dates

Course evaluated

Website info passed on to advertising to be produced in poster

Identification of audiences

Follow up

Checking of poster / website before release

SEELB

INSET – centre based courses Level 1

Agree Consultation documentation

Consultation with schools

Inset agreed

Support given

Evaluation

Level 2

5 Board ASEO’s review & agree annual consultation of needs (CON) process

ELB’s agree local process

CASS officers go out & help schools complete CON form

Forms received from schools, collated & analysed by elb

5 Board support proposed & ELB’s agree own

Support agreed & schools informed

Support & advice delivered

Ongoing monitoring & Evaluation

Consultation with Schools -

Agree letter & supporting documentation

Officers allocated to individual schools

CON sent to schools

Visits arranged within timescales

CON takes place between officers and schools

CON returned to elb (to CASS admin)

All CASS staff informed of returns /priorities by intranet

Agreed school based & centre based support shared with school

SELB

INSET - Centre Based Courses Identify service priority areas to inform team development proposals and publish a 3year Strategic Plan for CASS

Identify Need

Teams develop programme proposals

Identify statutory requirements

Area for improvement

Prioritise according to resources and need

Consider ‘Assessment of Needs’ findings

Finalise and publish programme and communicate to schools

Review previous years programme

Deliver programme

Apply professional judgement to identify needs of customers

Evaluate programme

WELB

INSET – centre based courses Level 1

Identification of Needs

INSET Design

Issue End of Course Evaluations

CASS/DE Identify Area for Quality Assurance/Inspection

CASS Identifies Principals for Focus Groups

Implementation of Focus Groups

INSET Delivery

Review End of Course Evaluations

Report Prepared by CASS for ETI

Outcomes Collated and Documented

INSET Evaluation

Summarise End of Course Evaluations

ETI Attend INSET Courses

Follow Up

Interpret End of Course Evaluations

ETI Consults with Customers

Outcomes Fed Back to CASS Staff

ETI Feedback Report

CASS Implementation of Recommendations

POSSIBLE BEST PRACTICE OPTION

INSET – centre based courses

Level 1

Prioritising

Planning

Publicising

Recruitment

Course Presented

Course evaluated

Follow up

Level 2

Identify what schools require via consultation

Consideration of board and DE targets/ agendas

School support programme devised according to resources and priorities

Decide most appropriate means of delivery for school need (either school / centre based)

Draw up a School support agreement detailing appropriate support and means of delivery

Communicate & deliver support

Monitor & evaluate support mid year.

End of year – review SSA with school to see if targets have been achieved

APPENDIX 15

ASSESSMENTS OF KEY STAGES BY TEACHERS IN NORTHERN IRELAND Percentage of Key Stage 1 Teacher Assessments where Level 2 or above was Achieved ELB BELB NEELB SEELB SELB WELB Source: ETI

English 2000-1 95.3 95.2 95.9 94.4 93.0

Maths 2000-1 95.0 95.5 96.4 94.4 93.4

English 2001-2 94.1 95.1 95.5 94.1 93.6

Maths 2001-2 94.0 95.5 95.5 94.7 94.4

English 2002-3 93.3 95.7 95.9 94.1 93.7

Maths 2002-3 93.9 96.0 96.0 94.5 94.7

Percentage of Key Stage 2 Teacher Assessments where Level 4 or above was Achieved ELB BELB NEELB SEELB SELB WELB Source: ETI

English 2000-1 63.0 74.2 75.3 75.1 71.7

Maths 2000-1 65.6 77.6 78.7 78.7 73.0

English 2001-2 62.6 77.1 74.8 76.7 72.9

Maths 2001-2 66.0 78.9 78.5 80.3 76.3

English 2002-3 64.3 77.1 77.5 78.6 75.8

Maths 2002-3 68.8 79.7 80.1 80.9 77.5

Percentage of Key Stage 3 Teacher Assessments where Level 5 or above was Achieved ELB BELB NEELB SEELB SELB WELB Source: ETI

English 2000-1 46.4 59.0 56.3 64.8 53.3

Maths 2000-1 41.7 56.1 51.4 59.4 49.7

English 2001-2 53.8 58.8 55.4 66.5 57.6

Maths 2001-2 45.3 59.7 57.9 67.5 58.5

English 2002-3 45.1 57.4 57.3 65.3 59.1

Maths 2002-3 40.8 56.3 53.4 64.3 54.2

APPENDIX 16 – SCHOOL SURVEY RESULTS

SURVEY RESULTS BY SCHOOL SECTOR Good to Excellent / Satisfactory How effective is CASS in supporting areas of study/subject areas How effective is CASS in communication of information to update future policy changes How effective is CASS in promoting and disseminating good practice in relation to school improvement How effective is CASS in helping your school become self-evaluating How effective is CASS in supporting Behaviour Management How effective is CASS in supporting School Development Planning and Target Setting How effective is CASS in developing leadership and management capacity How effective is CASS in developing pastoral care policies How effective is CASS in supporting and training Boards of Governors and advising on specific issues How effective is CASS in supporting Literacy How effective is CASS in providing suitable training facilities and venues How effective is CASS in supporting your school to raise standards How effective is CASS in supporting the professional development of teachers including beginning teachers

Nursery

Primary

%

%

Secondary %

Grammar %

Special %

Average %

42.8 / 28.6

43.9 / 38.4

62.2 / 31.1

27.3 / 36.4

54.6 / 27.3

46.6 / 35.7

65.5 / 17.2

45.7 / 40.3

41.9 / 37.2

27.3 / 36.4

53.8 / 41.7

46.8 / 37.4

54.9 / 29.0

50.0 / 37.5

47.7 / 38.6

50.0 / 40.0

58.4 / 18.2

50.6 / 36.0

70.9 / 22.6

50.2 / 35.3

52.3 / 34.1

45.5 / 36.4

38.5 / 33.3

52.0 / 33.7

60.0 / 33.3

52.3 / 30.7

50.0 / 25.0

36.4 / 18.2

69.3 / 8.3

52.9 / 28.6

60.0 / 20.0

52.8 / 29.6

53.3 / 24.4

30.0 / 40.0

61.5 / 25.0

53.2 / 27.9

70.0 / 20.0

57.2 / 27.9

47.7 / 38.6

45.5 / 27.3

46.2 / 25.0

56.2 / 28.4

64.5 / 25.8

57.6 / 30.0

46.6 / 34.9

50.0 / 30.0

53.9 / 25.0

56.3 / 30.0

67.7 / 25.8 36.7 / 16.7

58.5 / 32.7 66.5 / 26.6

53.4 / 40.0 72.1 / 27.9

50.0 / 40.0 45.5 / 45.5

69.3 / 16.7 77.0 / 8.3

58.8 / 32.9 64.0 / 25.7

74.2 / 22.6

66.5 / 29.6

63.6 / 34.1

72.8 / 27.3

61.6 / 16.7

66.9 / 28.8

76.6 / 6.7

68.9 / 20.9

61.4 / 34.1

45.5 / 45.5

61.6 / 25.0

67.3 / 22.4

60.0 / 23.3

66.8 / 21.6

77.2 / 20.5

54.6 / 45.5

69.3 / 33.3

67.4 / 22.9

How effective is CASS in supporting ICT

54.8 / 25.8

72.8 / 20.1

63.6 / 31.8

54.6 / 45.5

84.7 / 8.3

69.4 / 22.8

How effective is CASS in supporting Numeracy

43.4 / 13.3

86.1 / 10.4

70.5 / 22.7

45.5 / 36.4

69.3 / 25.0

77.3 / 14.0

MANAGEMENT TYPE Good to Excellent / Satisfactory How effective is CASS in communication of information to update future policy changes How effective is CASS in supporting areas of study/subject areas

Controlled

Controlled Integrated

Grantmaintained Integrated

Irish Medium

Maintained

Voluntary

Other

Average

%

%

%

%

%

%

%

%

43.4 / 36.4

50.0 / 50.0

66.7 / 22.2

100.0 / 0.0

46.2 / 41.9

55.5 / 33.3

100.0 / 0.0

46.5 / 37.8

39.3 / 41.4

42.9 / 57.1

88.9 / 0.0

66.7 / 0.0

52.2 / 32.2

55.5 / 11.1

100.0 / 0.0

47.2 / 35.2

44.4 / 39.4

42.9 / 57.1

77.7 / 22.2

100.0 / 0.0

54.7 / 34.2

75.0 / 12.5

100.0 / 0.0

51.2 / 35.9

46.9 / 37.2

71.4 / 28.6

88.8 / 11.1

66.7 / 0.0

52.1 / 35.0

87.5 / 12.5

0.0 / 0.0

52.1 / 34.1

55.6 / 27.8

57.1 / 42.9

75.0 / 12.5

66.6 / 0.0

47.0 / 31.3

55.5 / 11.1

100.0 / 0.0

52.9 / 28.2

48.3 / 30.3

42.9 / 42.9

88.9 / 11.1

50.0 / 50.0

57.4 / 26.1

50.0 / 25.0

100.0 / 0.0

53.3 / 28.2

50.4 / 30.8

57.1 / 28.6

77.7 / 22.2

66.6 / 0.0

60.2 / 28.0

66.6 / 33.3

100.0 / 0.0

56.2 / 29.0

How effective is CASS in developing pastoral care policies

51.7 / 31.7

42.9 / 42.9

62.5 / 37.5

100.0 / 0.0

60.2 / 27.1

75.0 / 25.0

100.0 / 0.0

56.5 / 29.7

How effective is CASS in supporting and training Boards of Governors and advising on specific issues

60.0 / 34.5

85.7 / 14.3

44.4 / 33.3

66.7 / 0.0

58.1 / 32.5

44.4 / 33.3

100.0 / 0.0

59.1 / 32.6

59.3 / 28.3

57.2 / 42.9

100.0 / 0.0

66.6 / 33.3

68.1 / 25.0

66.6 / 22.2

100.0 / 0.0

64.5 / 26.2

67.6 / 28.3

42.9 / 57.1

100.0 / 0.0

66.7 / 33.3

64.4 / 30.5

77.7 / 22.2

100.0 / 0.0

67.1 / 28.8

65.1 / 25.2

71.4 / 28.6

100.0 / 0.0

66.7 / 0.0

65.5 / 24.1

88.9 / 11.1

100.0 / 0.0

67.4 / 23.3

64.8 / 23.2

100.0 / 0.0

87.5 / 12.5

100.0 / 0.0

68.4 / 23.7

55.5 / 44.4

100.0 / 0.0

67.9 / 22.9

How effective is CASS in supporting ICT

67.2 / 21.7

57.2 / 42.9

88.9 / 11.1

66.7 / 33.3

70.7 / 25.0

77.7 / 22.2

100.0 / 0.0

69.6 / 23.3

How effective is CASS in supporting Numeracy

71.7 / 14.6

71.4 / 14.3

100.0 / 0.0

100.0 / 0.0

85.4 / 12.0

77.7 / 22.2

100.0 / 0.0

78.6 / 13.1

How effective is CASS in promoting and disseminating good practice in relation to school improvement How effective is CASS in helping your school become selfevaluating How effective is CASS in supporting Behaviour Management How effective is CASS in supporting School Development Planning and Target Setting How effective is CASS in developing leadership and management capacity

How effective is CASS in supporting Literacy How effective is CASS in providing suitable training facilities and venues How effective is CASS in supporting the professional development of teachers including beginning teachers How effective is CASS in supporting your school to raise standards

ENROLMENT Good to Excellent / Satisfactory

0-99

100-199

200-299

300-499

500+

Average

%

%

%

%

%

%

How effective is CASS in communication of information to update future policy changes

56.1/ 34.1

47.3 / 33.8

38.4 / 41.0

36.0 / 46.0

43.2 / 38.6

46.3 / 37.6

How effective is CASS in supporting areas of study/subject areas

49.4 / 31.0

43.3 / 35.1

47.3 / 28.9

44.0 / 48.0

52.2 / 32.6

47.1 / 34.9

How effective is CASS in promoting and disseminating good practice in relation to school improvement

53.8 / 35.5

54.8 / 31.5

48.8 / 33.3

42.9 / 40.8

45.4 / 43.2

50.3 / 36.2

How effective is CASS in helping your school become self-evaluating

55.5 / 33.7

50.7 / 37.3

51.3 / 33.3

42.0 / 34.0

57.8 / 28.9

51.8 / 33.9

How effective is CASS in supporting Behaviour Management How effective is CASS in supporting School Development Planning and Target Setting

53.3 / 31.5

58.6 / 28.0

55.3 / 21.1

40.8 / 34.7

52.2 / 22.7

52.7 / 28.5

58.1 / 24.7

52.1 / 31.5

48.7 / 28.2

56.0 / 24.0

43.2 / 34.1

52.8 / 28.1

How effective is CASS in developing pastoral care policies How effective is CASS in developing leadership and management capacity How effective is CASS in supporting and training Boards of Governors and advising on specific issues

62.8 / 25.2

53.3 / 26.7

64.1 / 25.6

44.9 / 42.9

52.3 / 34.1

56.2 / 29.9

61.7 / 25.8

58.6 / 30.1

51.3 / 28.2

51.1 / 28.0

66.7 / 33.3

58.6 / 28.7

61.7 / 33.0

58.6 / 30.7

51.3 / 41.0

51.1 / 38.8

66.7 / 24.4

58.6 / 33.1

How effective is CASS in supporting Literacy How effective is CASS in providing suitable training facilities and venues

57.0 / 21.5

69.3 / 21.3

71.8 / 25.6

68.0 / 28.0

56.8 / 40.9

63.8 / 25.9

68.1 / 27.7

66.7 / 29.3

53.9 / 35.9

72.0 / 24.0

68.9 / 28.9

66.7 / 28.7

How effective is CASS in supporting your school to raise standards

70.7 / 18.5

74.0 / 17.8

67.5 / 18.9

60.5 / 33.3

55.5 / 31.1

67.1 / 22.7

How effective is CASS in supporting the professional development of teachers including beginning teachers

60.0 / 21.1

73.0 / 21.6

69.2 / 23.1

64.0 / 32.0

75.5 / 17.8

67.4 / 22.8

How effective is CASS in supporting ICT

71.7 / 18.5

71.6 / 17.6

66.6 / 25.6

69.4 / 28.6

64.5 / 31.1

69.6 / 22.7

How effective is CASS in supporting Numeracy

74.3 / 11.8

61.0 / 6.8

82.1 / 17.9

84.0 / 16.0

62.2 / 26.7

77.1 / 14.3

School Survey (% of Schools rating ELBs either good or excellent)

Schools' Survey Feedback

How effective is CASS in communication of information to update future policy changes How effective is CASS in supporting areas of study/subject areas How effective is CASS in promoting and disseminating good practice in relation to school improvement How effective is CASS in helping your school become self evaluating How effective is CASS in supporting School Development Planning and Target Setting How effective is CASS in supporting Behaviour Management

How effective is CASS in developing pastoral care policies How effective is CASS in developing leadership & management capacity How effective is CASS in supporting and training Boards of Governors and advising on specific issues How effective is CASS in supporting Literacy How effective is CASS in providing suitable training facilities and venues How effective is CASS in supporting the professional development of teachers including beginning teachers How effective is CASS in supporting your school to raise standards How effective is CASS in supporting ICT

How effective is CASS in supporting Numeracy Lowest Board Highest Board All Boards

0

20

40

60

% Excellent/Good

80

100

School Survey (% of Schools rating ELBs satisfactory, good or excellent)

Schools' Survey Feedback

How effective is CASS in communication of information to update future policy changes How effective is CASS in supporting areas of study/subject areas How effective is CASS in promoting and disseminating good practice in relation to school improvement How effective is CASS in helping your school become self evaluating How effective is CASS in supporting School Development Planning and Target Setting How effective is CASS in supporting Behaviour Management How effective is CASS in developing pastoral care policies How effective is CASS in developing leadership & management capacity How effective is CASS in supporting and training Boards of Governors and advising on specific issues

How effective is CASS in supporting Literacy How effective is CASS in providing suitable training facilities and venues How effective is CASS in supporting the professional development of teachers including beginning teachers How effective is CASS in supporting your school to raise standards

How effective is CASS in supporting ICT

How effective is CASS in supporting Numeracy Low est Board Highest Board All Boards

0

20

40

60

80

100

120

APPENDIX 17 ETI FINDINGS ON SSP SCHOOLS Contribution of CASS to SSP ELB BELB

NEELB

SEELB

SELB

WELB

Comments by Schools Areas of significant strength: o Good relationships established with Link Officers o Questioning of action plans and projects by Link Officers to assist schools in thinking through their plans and identify specific needs o Quick response times when support was needed o Support of the behavioural unit Areas reported to have hindered progress: o Lack of experience of a small number of Link Officers who were unfamiliar with the specific needs of the schools o Delayed support from certain departments within CASS o Lack of experienced staff in some curricular areas Areas of significant strength: o Contribution evaluated by schools ranged from helpful to very helpful o Attachment of Link Officer to each school encouraged change and contributed to schools’ progress o Specialist subject support provided tailored to school action plans Areas of significant strength: o Good working relationships established with all SSP schools, securing a high level of trust and confidence o Level of response to schools’ requests for support o Maintained a determined and flexible approach to challenge and intervention Areas of significant strength: o Contribution to improvement of management skills of senior staff in schools o Reinforced key messages of improving quality of teaching and learning o Cluster group meetings raised confidence of Principals o Helped schools to identify priorities for action Areas reported to have hindered progress: o Support model employed did not fully meet specific needs of a small minority of schools o A few inconsistencies in the quality and appropriateness of support by individual CASS Officers Areas of significant strength: o Helped to develop approaches to planning, monitoring and evaluating the work of pupils o Formal written agreement provided framework for monitoring and evaluating progress o Appointment of Link Officers enabled effective co-ordination of support and established professional relationships o Ability to tailor support to needs of individual schools

Number of Schools involved in SSP from 1998-2002

School Type Primary schools Post-primary schools Special schools Total

BELB NEELB SEELB SELB WELB Total 21 11 11 4 16 63 10 9 8 7 5 39 3 0 1 2 0 6 34 20 20 13 21 108

Number of Schools that have exited SSP from 1998-2002 School Type Primary schools Post-primary schools Special schools Total

BELB NEELB SEELB SELB WELB Total 12 8 7 1 11 39 6 6 6 6 2 26 1 0 0 1 0 2 19 14 13 8 13 67

Improvements in SSP School Performance from 1999-2001 (example of one primary school) Key Stage 1 (Percentage of Children achieving Level 3) Subject English Maths

1999

2000 9 5

2001 20 28

29 37

NI Average 2001 35 42

35 44

NI Average 2001 20 37

Key Stage 2 (Percentage of Children Achieving Level 5) Subject 1999 English Maths Source: ETI Progress Report 2003

2000 19 33

2001 20 31

APPENDIX 18 STAFFING COMPOSITION AND LEVELS CASS Core-Funded Posts, Full Time Equivalents (FTE) for 2004-2005 Staff Breakdown (FTE) Assistant Senior Education Officer Senior Adviser Adviser Assistant Advisory Officer Field Officer* Technician Administrative staff Other posts TOTAL

BELB 2.0 0.0 13.0 16.0 4.5 1.0 22.5 1.0 60.0

NEELB 1.0 1.0 12.0 14.5 9.0 6.0 20.5 0.0 64.0

SEELB 1.0 0.0 10.0 26.0 0.0 5.0 13.1 0.0 55.1

SELB 1.0 0.0 11.0 27.8 9.0 4.0 20.0 0.0 72.8

WELB 1.0 0.0 8.0 17.6 10.6 6.6 23.0 1.0 67.8

CASS Earmarked-Funded Posts, Full Time Equivalents (FTE) for 2004-2005 Staff Breakdown (FTE) Adviser Assistant Advisory Officer Field Officer* Technician Administrative staff Other posts TOTAL

BELB 0.0 11.0 14.5 0.0 1.5 3.0 30.0

NEELB 1.0 3.0 14.0 0.0 2.0 0.0 20.0

SEELB 2.0 6.0 0.0 1.0 1.0 11.0 21.0

SELB 0.7 5.5 4.0 0.0 0.0 0.0 10.2

WELB 1.0 5.0 13.0 0.0 9.4 6.0 34.4

SELB 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0

WELB 0.0 0.0 1.0 0.0 0.0 1.0 1.0 3.0

CASS 5-ELB Funded Posts, Full Time Equivalents (FTE) for 2004-2005 Staff Breakdown (FTE) Assistant Senior Education Officer Adviser Assistant Advisory Officer Field Officer* Technician Administrative staff Other posts TOTAL

BELB 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0

NEELB 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0

SEELB 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0

* Field Officer also includes Advisory Teacher, Curriculum Support Officer and Peripatetic Teacher. (Source: ELBs)

Breakdown of Total Advisory Staff (full-time and part-time) for 2004-5 Staff Breakdown (Advisory) Permanent advisory staff Seconded advisory staff Contracted advisory staff Total number of advisory staff Source: ELBs

BELB 40.5 9.0 11.5 61.0

NEELB 40.5 9.0 6.0 55.5

SEELB 39.0 4.0 2.0 45.0

SELB 51.0 6.0 2.0 59.0

WELB 32.0 19.0 6.0 57.0

Numbers Employed per 10,000 pupils by LEAs and ELBs Organisation

Advisers/Inspectors & Field Assistant Advisers Officers BELB 4.8 0.7 NEELB 3.8 1.2 SEELB 5.6 0.0 SELB 5.3 1.2 WELB 4.3 1.7 Highest LEA 7.2 4.5 Lowest LEA 2.4 0.0 Average LEA 3.9 1.2 Average ELB 4.8 1.0 Sources: LEA Advisory Services Benchmarking Club and ELBs

Consultants

Total (FTE)

0.0 0.0 0.0 0.0 0.0 3.0 2.0 2.1 0.0

5.5 5.0 5.6 6.5 6.0 14.7 4.4 7.2 5.7

Advisory Staffing Trends Advisory Staff (FTE) 1999-2000 Advisers Assistant Advisory Officers Field Officers Total 2004-5 Advisers Assistant Advisory Officers Field Officers Total Source: ELBs

BELB

NEELB

SEELB

SELB

WELB

Total

8.0 14.0

10.0 28.0

10.0 31.0

10.0 22.0

10.0 26.0

48.0 121.0

27.0 49.0

38.0 76.0

8.0 49.0

30.0 62.0

31.0 67.0

134.0 303.0

13.0 27.0

14.0 17.5

12.0 32.0

11.7 33.3

9.0 22.0

59.7 131.8

19.0 59.0

23.0 54.5

0.0 44.0

13.0 58.0

25.0 56.0

80.0 271.5

APPENDIX 19 CORE AND EARMARKED BUDGETS FOR FINANCIAL YEAR 2004-5 Area of Service

Beginning Teacher Support INSET

Adviser Staffing Costs Admin. Staffing Costs Technical Staffing Costs Teacher Training Centres

Belfast C (£k) 31

North Eastern

E (£k) 45

134

C (£k) 20

E (£k) 53

190

1,839 1,224 2,041

South Eastern

Southern

C (£k) 41

C (£k)

E (£k) 47

102

0

Western

E (£k) 137

89

C (£k) 81

E (£k) 70

172

212

1,719

849

2,563

523

2,130

1,398

283

0

456

21

354

46

639

0

499

0

145

0

155

0

114

20

50

0

239

0

243

0

196

0

52

0

454

0

477

0

Totals 2,675 1,269 3,058 Source: ELBs

286

2,382

962

3,795

660

3,598

1,468

Notes: o To provide a full year’s budget for each area of service, the appropriate financial or school year for period 2004-5 has been used o Actual deployment of all the above budgets may not be allocated directly to CASS in individual ELBs but has been incorporated to comply with the scope of the review o Budgets for financial year 2005-6 are significantly reduced from 2004-5 in real terms by approximately 15%

APPENDIX 20 INITIATIVES AND PROGRAMMES ADMINISTERED BY CASS IN FINANCIAL YEAR 2004-5 Initiative/Programme Bill of Rights Citizenship Class Size Policy Community Relations/EMU Creative Youth Cross-community DDGP Delta Discipline Strategy Drugs Awareness EAL EAZ ESF Group 1 Interface Literacy Lottery Funds MAGS 2 Numeracy Parenting Project Pastoral, drugs etc Peace 2 PEAG Reading Recovery Promotion of Positive Behaviour Pupil Referral Units Skills Enhancement Speech & Language, Early Intervention SSP Summer Schemes Targeting Social Need Team Teach Traveller Support Youth Sport Totals

BELB (£)

NEELB (£)

22,000 65,000

68,000 472,500

52,316 588,500

SEELB (£)

20,000 624,672

647,000 51,000 20,000

SELB (£) 91,000 372,500 25,000 20,000 472,000 647,000 45,000

WELB (£) 50,000 384,000 85,500 85,417 647,000

78,000 72,000 250,000 415,000

253,000

750,000 696,933 497,000 395,000

200,000 175,000 396,000

217,000 210,000

209,000 6,433,000

282,000 7,175,862

220,000

272,000

298,000 88,000

271,000

240,000

1,818,000 1,104,000 100,000 195,000

1,820,000 1,184,000

450,627 1,530,937 711,385

343,000 708,000 900,000

1,115,000 1,956,024 825,000

167,720 89,000 601,000 380,000

91,500 6,310,249

359,000 474,000

202,000 390,000

299,000 400,000

372,000 460,000 100,000

6,933,696

14,000 13,000 52,000 6,321,500

12,366,500

12,942,448

Source: ELBs Notes: o This table details total money for a range of initiatives administered by CASS but allocated to other bodies e.g. schools o The levels of funding and associated work have increased over recent years o The figures exclude staffing costs but include costs for substitute cover o The table is indicative of the types of funding administered by CASS o The actual funds administered are dependent on the structure and administrative processes within each ELB

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