Leadership

Educational Disadvantage: How Does England Compare?

This report by the Education Policy Institute (EPI) and Professors John Jerrim and Toby Greany at the UCL Institute of Education (IOE) examines how disadvantaged pupils in England compare with those in other countries.

It found that England would have to double the number of disadvantaged pupils achieving top GCSE grades in maths to match some of the best countries in the world.

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      string(264) "This DfE research looks at evidence on primary and secondary schools in the North to understand problems with the quality of education in the north of England and its causes, and to identify effective provision in the North.
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      string(382) "... the ‘core cities’ of Liverpool, Leeds, Manchester, Sheffield and Newcastle.It is widely recognised that in order to maximise the potential of the North of England, it will benecessary to improve educational performance, especially for young people from disadvantagedbackgrounds and those in underperforming schools and colleges.The primary objective of ..."
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      string(5686) "Leadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.EDUCATION IN THE NORTH OF ENGLANDKeywordsEducation, Northof England,primary andsecondaryschools, qualityof education,NorthernPowerhouse,young people,disadvantagedbackgrounds,underperformingSummaryThis DfE research looks at evidence on primary and secondary schools in the North tounderstand problems with the quality of education in the north of England and its causes, andto identify effective provision in the North.Improving academic education to age 19 is a key component of efforts to create a ‘NorthernPowerhouse’, centred on the ‘core cities’ of Liverpool, Leeds, Manchester, Sheffield and Newcastle.It is widely recognised that in order to maximise the potential of the North of England, it will benecessary to improve educational performance, especially for young people from disadvantagedbackgrounds and those in underperforming schools and colleges.The primary objective of the report was to synthesise available evidence on academic education toage 19 in the north, specifically: ■ Identifying, defining and understanding problems with the quality of education in the north ofEngland including its causes; ■ Identifying and understanding effective provision in the north and its causes; ■ Identifying and assessing the impact of interventions which have specifically tried to addressissues resulting from northern-specific problems.Key Findings: ■ There is a disparity between school performance in the North compared with other regions, evenwhen relative socio-economic disadvantage is taken into account. ■ This difference is most marked at secondary level where 79% of schools in the South of Englandare good or outstanding, compared with only 68% in the North and Midlands. ■ All three regions in the North (the North East, the North West and Yorkshire and the Humber) arebelow the national average in terms of the percentage of pupils achieving 5+ A* to C grades atGCSE including English and maths (Ofsted 2015). ■ Data on school attainment in England indicate that overall the North performs relatively well onprimary school attainment for pupils from disadvantaged backgrounds but that many of thesepupils fare less well at secondary schools and it is widely argued that this is where the policyfocus should be when considering how to tackle education inequality in the North. ■ Fewer pupils in the North that are eligible for free school meals went on to higher level study in2014 compared with the national averageWeek Commencing 28th November 2016https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/571077/Northern_schools_Final_report.pdfLeadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents. ■ A greater proportion of young people go on to become NEET (not in education, employment ortraining). ■ A number of secondary schools in the North which have large numbers of disadvantaged pupilshave been identified as ‘beacons of success’ (Clifton et al 2016) and these may well provide asource of effective strategies that could be shared across the North. ■ Schools in socially disadvantaged areas struggle to recruit new headteachers compared withschools in more affluent. While the available research on leadership and govenance does notseparate disadvantaged areas in the North from elsewhere in the country, the English Indices ofDeprivation list Middlesbrough, Knowsley, Kingston upon Hull, Liverpool and Manchester, all inthe North, as the most deprived areas in the country. ■ Headteachers appear less inclined to move out of their current geographical area than teachers,perhaps reflecting their more settled family commitments and the need to consider jobopportunities for partners. This may make it harder to attract head teachers to some local areasin the North. ■ Ofsted (2015) report that middle leaders in schools with high numbers of disadvantaged pupilsperform less well than middle leaders in other schools, perhaps reflecting the high turnover ofstaff and the consequent lack of support from more experienced leaders. As noted above, theNorth has a number of areas of deprivation. ■ With increased competition for good quality newly trained teachers, many new teachers opt forwell-performing schools in attractive areas even though the literature suggests that teachersare relatively mobile after qualifying.  As noted above, the North has a number of areas of highdeprivation and a higher proportion of lower-performing schools which may struggle to attractsufficient high-quality teachers. ■ Once recruited, teachers in disadvantaged schools are more likely to leave, perhaps because theyfeel they lack support and opportunities for development. 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Leadership

Education In The North Of England

25 Nov 2016

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Overall attitudes toschool have risen from a mean score of 16.0 in 2005 to 16.8 in 2014 (scale of 0-24). Interestingly,and in contrast to many of the trends reported later in this research brief there was little differencebetween boys and girls in their overall attitudes. ■ There was a significant drop in the proportion of young people who reported truanting. Theproportion of young people who reported playing truant at least once in the last year had almosthalved from 23% in 2005 to 13% in 2014. In both cohorts the majority reported truanting forparticular lessons or odd days (20% in 2005 and 11% in 2014), with smaller proportions reportingmore serious absences lasting several days or weeks at a time. The decline in truancy levelsbetween 2005 and 2014 applied to both short term and long term truancy. ■ Similarly, there was a marked decrease in the proportion of young people being kept off school bytheir parents for a reason other than illness. 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Leadership

Longitudinal Study Of Young People In England

28 Jul 2016

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      string(313) "... at key stage 2, make less progress between ages 7 and 11, and are more likely tobe eligible for free school meals (20 per cent compared to 15 per cent of pupils). ■ Pupils in studio schools are significantly more likely to have special educational needs (21.4per cent compared ..."
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Leadership Briefing 11.11(131)"
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      string(5711) "Leadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.TECH TRANSITIONS: UTCS, STUDIOSCHOOLS, AND TECHNICAL AND VOCATIONALEDUCATION IN ENGLAND’S SCHOOLSKeywordsUTCs, StudioSchools,technicaleducation,vocationaleducation,England, pupils,performance,educationsystem,assessmentSummarySupporters of England’s growing range of institutions for 14–19-year-olds – mainly universitytechnical colleges (UTCs) and studio schools – are increasingly being challenged by thosewho argue that, on the whole, they are not working for pupils. This IPPR report exploresdevelopments in this landscape, the consequences for the wider education system and assessthe performance of these institutions.Since 2010, there has been a steady growth in the number of 14–19 education institutions in England– the two most common models of which are university technical colleges (UTCs) and studio schools.Their recruitment of pupils at age 14 sets them apart from the rest of the schools system, where 11and 16 are the established transition ages. They also seek to challenge how, and the extent to which,technical and vocational qualifications are delivered within upper-secondary education.However, UTCs and studio schools are failing to meet their own stated aims. They are failing to recruitsufficient numbers of pupils, attract pupils with a broad mix of backgrounds and abilities, deliver abroad and balanced curriculum offer, and enhance pupils’ progress and performance.Key Findings: ■ University technical colleges ■ There are a significant number of UTCs which look to be following a trajectory towardsclosure. In 2015/16, 13 UTCs (which currently remain open) filled less than 50 per cent ofplanned year 10 places. ■ UTCs are, on the whole, succeeding in attracting a comprehensive year 10 intake. In termsof deprivation, disadvantage, and prior attainment (at ages 7 and 11) pupils broadly matchthe national average. ■ However, UTCs’ league table performance is significantly below average. In 2015/16, just 10per cent of UTC pupils were entered for the EBacc, and 3 per cent achieved it (compared toa national average of 37 and 23 per cent respectively); two-thirds of UTCs rank in the bottom10 per cent of schools nationally for Progress 8. ■ UTCs are, on the whole, failing to deliver a high-quality education to pupils, despite attractinga relatively comprehensive intake. In 2015/16, an average of 35 per cent of pupils in UTCsachieved 5 A*–C grades at GCSE (including English and maths), compared to a nationalWeek Commencing 12th July 2017http://www.ippr.org/files/publications/pdf/Tech_transitions_May17.pdfhttp://www.ippr.org/files/publications/pdf/Tech_transitions_May17.pdfhttp://www.ippr.org/files/publications/pdf/Tech_transitions_May17.pdfLeadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.average of 54 per cent. ■ UTCs are vulnerable to fall into a cycle of decline due to structural barriers to recruitmentwhich are extremely difficult to overcome. ■ Government policy is increasingly designed to cement transition at age 16, when studentsare to choose between following an academic and technical option for continued learning. ■ Studio schools ■ There are a significant number of studio schools which look to be following a trajectorytowards closure. In 2015/16, seven studio schools (which currently remain open) filled lessthan 50 per cent of planned year 10 places. ■ Studio schools are leading to the ‘tracking’ of disadvantaged and low-attaining pupils.Compared to the national average, pupils joining studio schools in year 10 have lowerattainment at key stage 2, make less progress between ages 7 and 11, and are more likely tobe eligible for free school meals (20 per cent compared to 15 per cent of pupils). ■ Pupils in studio schools are significantly more likely to have special educational needs (21.4per cent compared to 12.7 per cent across all state-funded secondary schools). ■ The studio school model is not a sufficiently large driver for recruitment. Recruitment appearsto be primarily driven by pupils’ dissatisfaction with life at their previous school, rather than anactive commitment to vocational and technical learning. ■ Studio schools experience poor league table performance. In 2015/16, just 6 per cent ofstudio school pupils were entered for the EBacc, and 3 per cent achieved it (compared to anational average of 37 and 23 per cent respectively). Two-thirds of studio schools rank in thebottom 10 per cent of schools nationally for Progress 8. ■ Studio schools are, on the whole, failing to deliver a high-quality education to pupils, and arefailing to improve progress and attainment. In 2015/16, an average of 26 per cent of pupils instudio schools achieved 5 A*–C grades at GCSE (including English and maths), compared toa national average of 54 per cent. ■ Studio schools are highly vulnerable to fall into a cycle of decline due to structural barriers torecruitment which are extremely difficult to overcome.Key Recommendations: ■ UTCs should become high-quality providers of technical education for students aged 16–19. Allnew UTCs should open according to this revised remit. Existing UTCs should also largely convertto become"
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Leadership

UTCs, Studio Schools, And Technical And Vocational Education In England's Schools

9 Jun 2017

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      string(328) "... people involved in the justice system: 60% of young people in contact with youth justice services have low language skills (Bryan et al. 2007).Social disadvantage: around 50% of children in areas of high social disadvantage have delayed language or other identified SLCN (Law et al. 2011).What needs to ..."
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      string(379) "Students who have speech, language and communication needs are not receiving the support they need to achieve their potential. Caroline Wright discusses the results of a new report that shows a decline in educational practices that support verbal communication skills development and highlights what can be done to improve this crucial area for many vulnerable students."
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      string(5642) "Communication is a crucial life skill which enables us to understand and to be understood. Communication skills underpin social interaction, our ability to understand and manage our emotions and our capacity to form relationships. In the very earliest years, exposure to language influences infant brain development and parental attachment. Later on in life, our ability to communicate impacts on our educational attainment, our employment prospects and ultimately, our life chances.Just 15% of pupils with identified SLCN achieved the expected standard in reading, writing and mathematics at the end of their primary school years compared with 61% of all pupils (DfE 2018)Children with poor vocabulary skills are twice as likely to be unemployed when they reach adulthood (Law et al. 2009)Yet a new report, Bercow: Ten Years On, has found that too few people fully appreciate the importance of speech, language and communication, and as a result, many children and young people in England are not receiving the support they need to achieve their potential.Since January 2017, the Royal College of Speech and Language Therapists (RCSLT) has been working in partnership with children’s communication charity ICAN to gather evidence from more than 2,500 people, and on 20 March 2018 we published our findings in the form of the Bercow: Ten Years On report. The name of the report refers back to the government-commissioned review led by John Bercow MP in 2008 (DCSF 2008).Time for changeThe past 10 years have seen a huge amount of change in England, including reorganisation of the NHS, increased autonomy for schools and the special education needs and disability (SEND) reforms. Bercow: Ten Years On highlights some areas of progress, but it is clear that much of the change over that period has not been for the better.The review has revealed insufficient understanding of and resourcing for speech, language and communication needs (SLCN), meaning too many children and young people do not receive the support they need, which impacts on their education, employability and mental health. “Commissioning by schools varies very much from head to head and their priorities – some heads see very little value of speech, language and communication and feel other curricular areas far more important. Thus, [there are] very big discrepancies between similar schools…”Who’s at risk?More than 10% of all children and young people have long-term SLCN that create barriers to communication or learning in everyday life. Of these, around 2.3% have a language disorder which is associated with another condition, such as autism or hearing impairment, while 7.6% have a condition called Developmental Language Disorder (DLD) (Norbury et al 2016). Children and young people with DLD have problems understanding and using spoken language, but there is no obvious reason for these difficulties. SLCN also include speech difficulties, stammering and many other conditions.Evidence shows that certain groups of children and young people are at particularly high risk of having unidentified SLCN, including:Looked after children: in one study of children and young people in residential care, 63% had communication needs – the majority of which had not previously been suspected (McCool & Stevens 2011).Social, emotional and mental health needs: in a meta-analysis of 22 studies, 81% of children with emotional and behavioural disorders were found to have significantly below average language ability (Hollo et al. 2014). Excluded pupils: in a study of excluded boys, 100% had undetected communication needs and behavioural issues (Ripley & Yuill 2005).Young people involved in the justice system: 60% of young people in contact with youth justice services have low language skills (Bryan et al. 2007).Social disadvantage: around 50% of children in areas of high social disadvantage have delayed language or other identified SLCN (Law et al. 2011).What needs to change?The review identified five themes, which provide the structure for the report and its recommendations.1) Communication is crucialWe know that communication is crucial to children’s life chances.  Yet, despite some progress made since 2008, such as the National Year of Communication in 2011, the review found that awareness of the importance of communication skills among the public and decision-makers is still not high enough.53% of survey respondents did not feel that the way children learn in schools these days supports their spoken language development.2) A strategy for system changeThe review found that speech, language and communication rarely feature in national policies, and that education policy puts very little emphasis on spoken language. Since the publication of the original Bercow Report, spoken language has been removed from the grading of GCSEs in English and English language, sending a signal to schools that spoken language is not a priority. A clear, unified message from the top is essential if change is to happen across the board.3) An accessible and equitable service for all familiesThe evidence revealed high levels of variation in the support available to children and young people with SLCN across England. There were pockets of excellent practice, but more commonly the report paints a picture of speech and language therapy services not being available to meet the needs of children and young people with SLCN. Just 15% of survey respondents felt speech and language therapy was available as required in their local area. “I should have speech and"
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Conditions

Communicating for Life

10 Sep 2018