RM plc · LSE:RM.
RM — RM Education in the Future Conference 2005
36 slides from RM's conference presentation, Mar 2, 2005
Slide 1: Large Scale Reform in England – Towards a High Excellence, High Equity Education System
Large Scale Reform in England – Towards a High Excellence, High Equity Education System RM Education in the Future Conference Renaissance Manchester Hotel, 2nd March 2005 Professor David Hopkins Chief Adviser on School Standards, DfES
Slide 2: Brief History of Standards in Primary Schools
Brief History of Standards in Primary Schools 11 plus dominated Professional control Standards and "Formal" "Informal" accountability NLNS 2003 1950 1960 1970 1980 1990 2000 2010
Slide 3: Policies to Drive School Improvement
Policies to Drive School Improvement Intervention in inverse Ambitious proportion Standards to success High Devolved Accountability Challenge responsibility High Support Access to best Good data and practice and quality clear targets professional development
Slide 4: LEAs Achieving 75%+ Level English 1998
LEAs Achieving 75%+ Level 4 English 1998
Slide 5: LEAs Achieving 75%+ Level English 2002
LEAs Achieving 75%+ Level 4 English 2002
Slide 6: LEAs Achieving 75%+ Level English 2004 (provisional)
LEAs Achieving 75%+ Level 4 English 2004 (provisional)
Slide 7: Distribution of Reading Achievement in 9-10 year olds in 2001
300 325 350 375 400 425 450 475 500 525 550 575 Sweden Netherlands England Bulgaria Latvia Canada (Ontario,Quebec) Lithuania Hungary United States Italy Germany Czech Republic New Zealand Scotland Singapore Russian Federation Hong Kong SAR 9-10 year olds in 2001 France Greece Slovak Republic Iceland
Slide 8: GCSE: Percentage of Pupils Achieving 5+A*-C Grades
GCSE: Percentage of Pupils Achieving 5+A*-C Grades 54 52.9 51.6 52 49.2 50 50 Percentage 47.9 48 46.3 46 45.1 44 42 40 1997 1998 1999 2000 2001 2002 2003 Year
Slide 9: Reducing Turnaround Times for Failing Schools
Reducing Turnaround Times for Failing Schools A verag e N o . o f M o n th s sp en t in S p ecial M easu res Average Period of Time Schools Spend in Special Measures by Academic Year These f igures are based on a low number of schools coming out of Special 40 Measures early, and w ill 36 subsequentl
Slide 10: PISA 2001: Mean Score in Student Performance on the Combined Reading Literacy Scale
PISA 2001: Mean Score in Student Performance on the Combined Reading Literacy Scale Finland Canada New Zealand Australia Ireland Korea United Kingdom Japan Sweden Iceland Belgium Austria Norway France United States Denmark Switzerland Spain Czech Republic Italy Germany Hungary Poland Greece Portugal
Slide 11: National Performance at Key Stage between 1995 - 2004
National Performance at Key Stage 3 between 1995 - 2004 English Maths Science 90% 85% 85% Percentage Achieving Level 5+ 80% 80% 75% 73% 70% 70% 71% 67% 68% 65% 65% 65% 66% 65% 66% 64% 64% 62% 60% 60% 59% 59% 57% 56% 57% 57% 56% 55% 55% 55% 50% 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2
Slide 12: The Attainment of FSM and Non-FSM Pupils
The Attainment of FSM and Non-FSM Pupils Living in Rich, Moderate and Poor Areas and in Low and High FSM Schools 100% Percentage Achieving 5+ A*-C 90% 80% 70% 77% Non-FSM Pupils in Wealthy Achievers Area 60% 50% 57% Non-FSM Pupils in Moderate ‘Affluent’ Pupils 50% Means Area 40% 39% 30% FSM Pupils i
Slide 13: Underperforming Schools - data for KS3-KS4
Underperforming Schools - data for KS3- KS4 100% Underperforming Schools All Other Schools are those in the lowest 90% quartile value-added for Underperforming EITHER Capped Points 80% Score OR 5 A*- C Below 30% 5 A-C 70% Actual 5A*C 60% 50% 40% 30% 20% 10% 0% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90%
Slide 14: OFSTED Overview of Secondary Schools
OFSTED OVERVIEW OF SECONDARY SCHOOLS The leadership and management of the 44 36 15 5 Headteacher and key staff Behaviour, including the incidence of exclusions 34 40 19 8 Overall effectiveness of 25 43 24 8 the school How well the pupils achieve 15 49 29 7 Teaching 15 63 18 5 Excellent/Very good Goo
Slide 15: Towards a High Excellence, High Equity Education System
Towards a High Excellence, High Equity Education System 560 Mean performance in reading literacy High excellence High excellence Finland Low equity 540 High equity U.K. Canada 520 Japan Korea U.S. 500 Belgium Switzerland Spain 480 Germany Poland 460 Low excellence Low excellence 440 Low equity High
Slide 16: Achieving the High Excellence, High Equity System
Achieving the High Excellence, High Equity System National Prescription High Excellence, High Schools Leading Reform Equity a b c Personalised Learning
Slide 17: In the drive for high equity and high excellence we need more emphasis on
In the drive for high equity and high excellence we need more emphasis on: • A focus on System Leadership • Personalisation of Teaching and Learning • The school as a personalised learning organisation • A New Relationship with Schools • Within School Variation • Networking and Collaboration
Slide 18: System Leadership
System Leadership If our goal is both ‘high equity and excellence’ then policy and practice has to focus on system improvement. This means that a school head or principal has to be almost as concerned about the success of other schools as he or she is about his or her own school. Sustained improveme
Slide 19: What we know about effective school leadership
What we know about effective school leadership • Leaders make a difference • No one way to lead • Leadership is differentiated (context matters) • Successful leaders are optimistic, positive, passionate • And person-centred • Leadership not headship • Leaders have a sense of direction and purpose •
Slide 20: Leadership for Learning - propositions
‘Leadership for Learning’ - 10 propositions School leadership: 1. must be purposeful, inclusive and values driven 2. must embrace the distinctive and inclusive context of the school 3. must promote an active view of learning 4. must be instructionally focussed 5. is a function that needs to be distr
Slide 21: Adding Value to the Learning Journey
Adding Value to the Learning Journey I know what my I get to learn lots of I can get a level 4 in learning objectives interesting and English and Maths are and feel in control different subjects before I go to secondary of my learning school I know what good I know if I need extra work looks like an
Slide 22: The Five Components of Personalised Learning
The Five Components of Personalised Learning Assessment for Learning Inner Core Effective Teaching and Learning Curriculum Enrichment and Choice Personalising Organising the School for Personalised Learning the School Beyond the Classroom Experience “We need to engage parents and pupils in a partner
Slide 23: Curriculum, Teaching, Assessment
CURRICULUM POWERFUL LEARNING EXPERIENCES TEACHING ASSESSMENT FOR LEARNING
Slide 24: The School as a Personalised Learning Organisation
The School as a Personalised Learning Organisation PMDU claim that a school effective at Personalised Learning focuses on: • Focus on leadership and management of teaching and learning • CPD including peer observation and coaching • Making full use of the Primary / KS3 Strategies • Focusing improvem
Slide 25: Enhancing Professional Development through Workforce Reform
Enhancing Professional Development through Workforce Reform Workforce Reform is essentially about creating the conditions to deliver personalised learning: • Teachers freed to focus on teaching and learning (released from tasks that don’t require their expertise) • More professional support staff bo
Slide 26: Key Stage 3 Strategy
KEY STAGE 3 STRATEGY Leadership and whole school improvement Assessment Teaching Curriculum Personalising for & entitlement, the school learning Learning choice, pathways experience Project 16 Project 5 Project 6 Project 15 Project 13 Project 12 AfL Whole Pedagogy 2 year Low Behaviour All strands sc
Slide 27: New Relationship with Schools
New Relationship with Schools David Miliband, ex-Minister for Schools, in his North of England Speech, on 9th January 2004 said: “If we want to make personalised learning the defining feature of our education system then we need to develop a new, more focussed and purposeful relationship between the
Slide 28: New Relationship with Schools
New Relationship with Schools 1. Accountability • Starts from school self-evaluation • Sharper, lighter inspection • Annual profile 2. Planning for improvement • 3 year funding • Bottom up targets • Single conversation on school’s future • Less chasing grants, bids • School Improvement Partners 3. D
Slide 29: New Relationship with Schools: Single Conversation
New Relationship with Schools Single Conversation • new School Standards Grant, combining most grants, from April 2006 • bottom-up targets • multi-year, academic year budgets from April 2006 • enables improvement planning and budgetary planning for the medium term Inputs Focus Outputs •school’s SEF
Slide 30: Analysis of variation of GCSE scores in 2004
Analysis of variation of GCSE scores in 2004 Variation between LEAs (3%) Variation between schools within Variation within LEA (17%) schools (80%)
Slide 31: Why does this matter?
Why does this matter? • This degree of within school variation is a high figure by international standards – substantially greater than countries like Taiwan or Hong Kong • It is a major barrier to transforming standards • It makes collaboration between schools relatively superficial
Slide 32: The School as a Professional Learning Community
The School as a Professional Learning Community • Build in time for collective inquiry • Collective inquiry creates the structural conditions for school improvement • Studying classroom practice increases the focus on student learning • Use the research on teaching and learning to improve school imp
Slide 33: Personalised Learning System Wide
ng nd Im Sc ove ni a pr ar ng ho m Le hi ol en ac Personalised Te Learning t System Wide Reform
Slide 34: Core Principles – System Wide Reform
Core Principles – System Wide Reform • Be based on clear values – a commitment to the success of every learner • Develop a system that is coherent for learners at every level • Build front-line capacity by developing power and resources to the local level • Establish an intelligent accountability fr
Slide 35: Networks and Innovation
Networks and Innovation Networks support educational innovation by: • Providing a focal point for the dissemination of good practice and the agents of knowledge creation, transfer and utilisation. • Keeping the focus on the core purposes of schooling in particular creating and sustaining a discourse
Slide 36: Michael Fullan on Leadership
Michael Fullan on Leadership ‘Leadership is to this decade what standards was to the nineteen nineties.’