The Improving Literacy and Numeracy National Partnership (PDF, 2MB) publication outlines evidence-based approaches to lift the performance of students in literacy and numeracy, particularly for students who are falling behind and require extra support.
The partnership builds on the most successful strategies implemented in the previous National Partnership on Literacy and Numeracy, recognising the importance of:
• a whole-school approach to quality teaching
• inspirational leadership towards a culture of continuous school improvement
• using evidence and data to identify and address students' needs, using the most effective resources
• building capacity through professional learning
• collaboration and shared responsibility.
This report sets out the progress and initial findings of the sustainability phase of the evaluation of the implementation of the NSW National Partnership for Literacy and Numeracy.
The report shares findings from a survey of school principals of schools participating in the low socio-economic status (SES) Smarter Schools National Partnerships (SSNP). Responses were received from more than 59 per cent of schools participating in the low-SES SSNP across all three education sectors. The report provides valuable information about the implementation and perceived effectiveness of low-SES SSNP staffing, management and accountability initiatives across school contexts.
On November 18, Professor Stephen Lamb presented at a CESE Seminar on:
• Recent changes in school funding
• Evidence of impact of funding
• Evidence from evaluations of NSW low SES National Partnerships
• Conditions for ensuring success.
You can view the slides from the presentation:
Bilateral agreements with the Commonwealth to implement the three Smarter Schools National Partnerships (SSNP) require regular reporting to the Commonwealth on progress towards implementing the reforms of each partnership.
The three NSW SSNPs are Improving Teacher Quality (ITQ NP), Literacy and Numeracy (LN NP) and Low Socio-economic Status School Communities (Low SES NP).
For each calendar year, NSW produces two state-wide, cross-sectoral reports on behalf of the government, Catholic and independent schools sectors - a progress report due in October (for the first six months of the year), followed by an annual report due in April (for the previous year).
Acceptance of the reports by the Commonwealth triggers further SSNP funding to NSW.