Transcript Informed Professional Judgement and the Three Stories of

Quality Education for All, Shared by All
International Seminar in Madrid
29 November – 1 December 2004
• Professor David Hopkins
• Chief Advisor on School Standards, DfES
The Problem:
• Link between social class and outcomes
• Within and between school variation
• Too many children insufficiently engaged by learning,
leading to
• very poor participation rate at 17
The challenge is to put all this right….
Brief history of standards in primary
schools
11 plus dominated
"Formal"
Standards and
accountability
NLNS
Professional control
"Informal"
2003
1950
1960
1970
1980
1990
2000
2010
Policies to Drive School Improvement
Intervention
in inverse
proportion
to success
Accountability
Ambitious
Standards
High
Challenge
High
Support
Access to best
practice and quality
professional
development
Devolved
responsibility
Good data and
clear targets
4
575
550
525
500
475
450
425
400
375
350
325
300
Belize
Morocco
Kuwait
Iran, Islamic Rep of
Argentina
Colombia
Macedonia, Rep of
Turkey
Moldova, Rep of
Cyprus
Norway
International Avg.
Slovenia
Israel
Romania
Iceland
Slovak Republic
Greece
France
Hong Kong SAR
Russian Federation
Singapore
Scotland
New Zealand
Czech Republic
Germany
Italy
United States
Hungary
Lithuania
Canada (Ontario,Quebec)
Latvia
Bulgaria
England
Netherlands
Sweden
Distribution of Reading Achievement in
9-10 year olds in 2001
Source: PIRLS 2001 International Report: IEA’s Study of Reading Literacy Achievement in Primary Schools
GCSE: Percentage of Pupils Achieving
5+A*-C Grades
54
52.9
51.6
52
49.2
50
2000
Year
2001
Percentage
50
47.9
48
46.3
46
45.1
44
42
40
1997
1998
1999
2002
2003
Reducing Turnaround Times for Failing
Schools
Average Period of Time Schools Spend in Special Measures by Academic Year
40
These f igures are based on a low
number of schools coming out of
Special M easures early, and will
subsequent ly increase as more schools
t hat ent ered during t his academic
period recover.
(*As of Sept ember 2004)
Average No. of Months spent in Special Measures before
recovery
36
35
29.2
28.9
30
26.9
25.3
27.5
26.6
26
27
24.3
22.7
23.8
22.6
25
21
21.1
19.7
22
21.6
20.8
19.5
19.4
20
23
20.9
16.7
15.9
16.3
13.2
15
10
5
0
1994/95
1995/96
1996/97
1997/98
1998/99
1999/00
2000/01
Schools entering Special Measures by Academ ic Year
Primary
Secondary
Special/PRU
2001/02
2002/03
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
Luxembourg
Mexico
300
320
340
360
380
400
420
440
460
480
500
520
540
560
Source: OECD, Programme for International Student Assessment (PISA)
Percentage of Pupils Achieving Level 4
or Above in Key Stage 2 Tests 1998-2004
English
80
Maths
Percentage
75
70
65
60
55
50
1998
1999
2000
2001
Test changes in 2003
•
Major changes to writing test/markscheme
•
Significant changes to maths papers
2002
2003
2004
Percentage achieving level 4 or above
Key Stage 2 – Attainment by Free School
Meal band
100
90
80
70
60
50
40
30
20
10
Low FSM
High FSM
0
Up to 8 %
8 - 20%
20 - 35%
FSM band
35 - 50%
50% +
1998 Median Line
2002 Median Line
Underperforming Schools - data for KS3-KS4
100%
All Other Schools
90%
80%
Underperforming
Below 30% 5 A-C
Underperforming Schools
are those in the lowest
quartile value-added for
EITHER Capped Points
Score OR 5 A*- C
Actual 5A*C
70%
60%
50%
40%
30%
20%
10%
0%
0%
10%
20%
30%
40%
50%
60%
70%
80%
Estimated 5A*C (from Pupil KS3 Data, Gender and School FSM)
90%
100%
Mean performance in reading literacy
Towards a High Excellence, High Equity
Education System
560
540
High excellence
Low equity
U.K.
520
High excellence
High equity
Finland
Canada
Japan
U.S.
Korea
Belgium
500
• Germany
480
Switzerland
Spain
Poland
460
Low excellence
Low equity
440
Low excellence
High equity
420
60
80
100
120
140
• 200 – Variance (variance OECD as a whole = 100)
Source: OECD (2001) Knowledge and Skills for Life
Achieving the High Excellence, High
Equity System
National Prescription
High
Excellence,
High
Equity
Schools Leading Reform
a
b
Personalised Learning
c
Five Drivers for Reform
• Personalised learning, enriched curriculum, whole child
• System wide focus on workforce reform and teacher
professional development
• Strong institutions committed to excellence and equity
• A synchronised system generating its own momentum for
reform
• The whole enterprise capturing the heads and minds of the
nation
Adding Value to the Learning Journey
I know what my
learning objectives are
and feel in control of
my learning
I get to learn lots of
interesting and
different subjects
I can get a level 4 in
English and Maths before
I go to secondary school
I know what good work
looks like and can help
myself to learn
I know if I need extra
help or to be challenged
to do better I will get the
right support
My parents are
involved with the
school and I feel I
belong here
I can work well with and
learn from many others
as well as my teacher
I enjoy using ICT and
know how it can help
my learning
I know how I am being
assessed and what I need
to do to improve my work
I can get the job that I
want
All these …. whatever my background, whatever my abilities,
wherever I start from
The Five Components of Personalised
Learning
Assessment
for Learning
Inner Core
Effective Teaching and Learning
Curriculum Enrichment and Choice
Personalising
the School
Experience
Organising the School for Personalised Learning
Beyond the Classroom
“We need to engage parents and pupils in a partnership with professional teachers
and support staff to deliver tailor made services – to embrace individual choice within
as well as between schools and to make it meaningful through public sector reform
that gives citizens voice and professional flexibility” (David Miliband, 18 May 2004)
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 both in and outside the classroom
(HLTAs, pastoral and business managers, cover supervisors) and
the flexibility to deploy them
• Teacher promotion based on classroom practice through ‘teaching
and learning reviews’
• Cutting edge ICT to revolutionise curriculum delivery and
streamline “back office” systems
• Getting the culture right, willingness to re-examine existing models
and working practices
The School as a Professional Learning
Community
• Build in time for collective inquiry
• Collective inquiry creates the structural conditions for school
improvement
• Studying data on classroom practice increases the focus on
student learning
• Use the research on teaching and learning to improve school
improvement efforts
• By working in small groups the whole school staff can become a
nurturing unit
• Staff Development as inquiry provides synergy and enhanced
student effects
New Relationship with Schools
David Miliband, 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 Department,
LEAs and schools.
• Strip out clutter and duplication
• Align national and local priorities
• Release greater local initiative and energy”
The Main Changes
SELF-EVALUATION
• “continuous, searching, objective … how students progress and how core systems
are working”
INSPECTION
• “short and focussed review of the fundamentals of a school’s performance and
systems …. every 3 years … very short notice”
SCHOOL IMPROVEMENT PARTNER
• “credible practitioner … in many cases with current or recent secondary headship
experience … a critical friend”
SINGLE CONVERSATION
• “about school’s priorities, targets, support needs…. reduce multiple
accountabilities … reengineer DfES and LEA programmes”
PROFILE
• “reflecting the breadth and depth of what schools do”
DATA
• “collected once, used many times”
COMMUNICATIONS
• “information that schools need, when they need … Amazon-style online ordering”
Personalised
Learning
System Wide
Reform
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 on teaching and
learning.
• Enhancing the skill of teachers.
• Building capacity for continuous improvement at the local
level.
• Ensuring that systems of pressure and support are integrated,
not segmented.
• Acting as a link between the centralised and decentralised
policy initiatives.
A Five Year Strategy
for Children & Learners
Putting people at the heart of public services
Key Principles for Reform
• Greater personalisation & choice
• Opening up services and new ways of delivery
• Freedom & independence
• A major commitment to staff development
• Partnerships
The 5 Priorities from the 5 Year Strategy
• Supporting the education & welfare of the whole
child
• Continuing the drive in primary education
• Widening choice & increasing achievement in
secondary & Further Education
• Reducing the historic deficit in adult skills
• Sustaining an excellent university sector
POWERFUL
LEARNING
EXPERIENCES