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. This may influence local shortages inthe North which, as noted above, has a number of areas of deprivation. ■ Given the evidence in the literature for the difference that high-quality leaders and effective,experienced teaching staff can make to pupils’ attainment, tackling recruitment, retention andprofessional development issues needs to be a priority for the Northern Powerhouse SchoolsStrategy. ■ There is substantial variation in school performance between different local authorities which, inthe research we have"
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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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In addition, expectations to applyto University increased from 60% in 2005 to 71% in 2014, in spite of the intervening increase intuition fees. ■ Young people’s general wellbeing was slightly worse in 2014 than in 2005 in terms of both self-reported health and psychological distress. This was particularly observed for girls, young peopleliving in single parent and step families and those with a longstanding illness or disability thataffects their schooling. ■ However, there is an association between advantage and increased levels of psychologicaldistress; on average those from more advantaged backgrounds are more likely to report higherlevels of psychological distress. 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Leadership

Longitudinal Study Of Young People In England

28 Jul 2016

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      string(320) "... compare against general inflation or school-specific cost changes over the last decade.The government has allocated an extra £7.1 billion for schools in England through to 2022–23. This will increase spending per pupil by 9% in real terms between 2019–20 and 2022–23 (as measured against ..."
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      string(5706) "Schools serving more deprived pupils in England have already seen the largest falls in spending per pupil over the last decade, according to this report by the lnstitute for Fiscal Studies.School spending per pupil in England fell by 9% in real terms between 2009–10 and 2019–20. This represents the largest cut in over 40 years, though these cuts come on the back of a significant increase in spending per pupil of over 60% during the 2000s. Recent cuts have mainly been driven by cuts to school sixth-form funding and big reductions in the spending role of local authorities. Cuts look similar whether we compare against general inflation or school-specific cost changes over the last decade.The government has allocated an extra £7.1 billion for schools in England through to 2022–23. This will increase spending per pupil by 9% in real terms between 2019–20 and 2022–23 (as measured against expected general inflation) and near enough reverse the cuts of the 2010s. If we account for expected increases in teacher pay, the real-terms increase in spending per pupil will be lower, at 6%. In either case, school spending per pupil in 2022–23 is set to be no higher in real terms than in 2009–10.Secondary school spending per pupil fell by 9% in real terms between 2009–10 and 2019–20, partly reflecting cuts of over 25% to sixth-form funding per student. In contrast, primary school spending per pupil has grown by 4%. As a result, the per-pupil funding difference between secondary and primary schools fell from 30% at the end of the 2000s to 16% in 2019–20. This continues a long-run trend, with this funding difference already down from over 50% during the 1980s. Whilst empirical evidence shows high benefits to spending at younger ages, it is not clear evidence supports such a dramatic shift.This report analyses the extent to which plans are targeted at the likely challenges resulting from the COVID-19 pandemic, as well as pre-existing challenges such as the teacher labour market and the state of school buildings.Key Findings:School spending per pupil in England fell by 9% in real terms between 2009–10 and 2019–20. This represents the largest cut in over 40 years, but came on the back of a significant increase in spending per pupil of over 60% during the 2000s. Over the 2010s, cuts in spending per pupil were lower in Wales (5%), but similar in Northern Ireland (10%). In contrast, spending per pupil in Scotland rose by 5% in real terms over the 2010s, reflecting extra funding to pay for increases in teacher pay totalling more than 10% over 2018 and 2019. 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Whilst empirical evidence shows high benefits to spending at younger ages, it is not clear evidence supports such a dramatic shift. The school funding system in England provides greater levels of spending to more deprived schools to help narrow the achievement gap between rich and poor. During the 2000s, the funding advantage enjoyed by the most deprived schools grew from 20–25% in 2000–01 to 35% by 2010–11. Despite the introduction of the Pupil Premium in 2011, the deprivation funding premium shrank back to 25% in 2018–19. This can be partly explained by faster falls in deprivation inside London and a school funding system that did not adjust to such changes. In the long run, the new National Funding Formula should ensure the funding system is more responsive. However, the new formula will deliver funding increases of 3–4 percentage points less to schools in poorer areas up to 2021. 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Leadership

2020 Annual Report on Education Spending in England: Schools

22 Sep 2020

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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