Let’s Not Throw the Baby Out

The Editorial for issue 8.6 of School Leadership Today - Let's Not Throw the Baby Out

The latest research on Free Schools doesn’t, on the face of it, look so good.

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      string(252) "This NFER report takes a snapshot of the free school programme in England, seven years after its establishment, looking at the types of school set up, the characteristics of their pupils, and their academic outcomes.
Leadership Briefing (142)
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      string(469) "... MATs). There should be better co-ordination and clearer lines of responsibility for local school planning. Surplus primary capacity should be converted to secondary capacity. Free schools should recruit more disadvantaged pupils. WEB LINK Free For All? Analysing Free Schools in England, 2018Keywords Free Schools, England, characteristics, pupils, academic outcomes ..."
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      string(252) "This NFER report takes a snapshot of the free school programme in England, seven years after its establishment, looking at the types of school set up, the characteristics of their pupils, and their academic outcomes.
Leadership Briefing (142)
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      string(1150) "than pupils at other types of school, and disadvantaged pupils in free schools perform the equivalent of a quarter of a grade higher in each subject compared to their peers in other school types. However, while initial GCSE results at Key Stage 4 are promising, they are still currently based on a relatively small number of pupils. Recommendations: The government should review and clarify the mission of free schools. The government should review the relationship between the New Schools Network, regional schools commissioners and multi academy trusts (MATs). There should be better co-ordination and clearer lines of responsibility for local school planning. Surplus primary capacity should be converted to secondary capacity. Free schools should recruit more disadvantaged pupils. WEB LINK Free For All? Analysing Free Schools in England, 2018Keywords Free Schools, England, characteristics, pupils, academic outcomes, ability, autonomous, self-improving, parents, teachers "
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Leadership

Free For All? Analysing Free Schools in England, 2018

7 Jun 2018

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      string(349) "... are 21,975 schools in England, with over 450,0003 teachers and 7,700,000 pupils. Six in 10 secondary schools are now academies and free schools, almost half of them in MATs. Of the 16,787 primary schools, 13% are now academies and free schools.
Leadership Briefing 9.06 ..."
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      string(385) "... secondary schools are now academies and free schools,almost half of them in MATs. Of the 16,787 primary schools, 13% are now academies and free schools.England’s school system is in a state of transition. Secondary schools have been taking on muchmore autonomy and primary schools are following ..."
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      string(495) "This Ofsted Annual Schools Report is based on the findings of more than 6,000 inspections of schools carried out in 2013/14. There are 21,975 schools in England, with over 450,0003 teachers and 7,700,000 pupils. Six in 10 secondary schools are now academies and free schools, almost half of them in MATs. Of the 16,787 primary schools, 13% are now academies and free schools.
Leadership Briefing 9.06(102)"
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      string(5961) "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.OFSTED ANNUAL SCHOOLS REPORT 2013/14KeywordsOfsted AnnualSchools Report,inspections,teachers, pupils,secondaryschools, primaryschools,academies,free schools,school system,educationalreforms SummaryThis Ofsted Annual Schools Report is based on the findings of more than 6,000 inspectionsof schools carried out in 2013/14. There are 21,975 schools in England, with over 450,0003teachers and 7,700,000 pupils. Six in 10 secondary schools are now academies and free schools,almost half of them in MATs. Of the 16,787 primary schools, 13% are now academies and free schools.England’s school system is in a state of transition. Secondary schools have been taking on muchmore autonomy and primary schools are following suit, albeit in smaller proportions. This is againstthe backdrop of major educational reforms:1. a new national curriculum coming into force.2. changes to pupil assessment and progress tracking as the previous national curriculum levels arephased out.3. new, tougher examinations at GCSE and A level.Amidst these important changes, schools must continue to fulfil their basic purpose to teach pupilsand prepare them successfully for the next stage of their lives.Key Points: ■ Primary schools in England are getting better, but improvement in secondary schools has stalled.Eighty two per cent of primary schools are now good or outstanding, which is an increase of threepercentage points over last year. By contrast, just 71% of secondary schools are at least good,a figure that has not changed since 2012/13. The proportion of pupils doing well in the nationaltests at the age of 11 has risen by three percentage points this year. In comparison, GCSEresults have not risen over the last three years and the gap in attainment at GCSE betweenpupils from poorer backgrounds and their more affluent peers is not closing quickly enough. ■ Strong leadership is crucial but not enough schools have good leaders. Inspection shows that,out of all schools, there are nearly 3,500 where leadership is not good enough. However, thereis a disproportionately high number of secondary schools where leadership has been judgedinadequate or as requires improvement. Twenty three per cent of secondary schools have weakleadership compared with 16% of primary schools. ■ The best schools focus on high-quality teaching. Successful primary headteachers and their staffknow their pupils’ abilities well and they ensure that teaching is focused on getting the basicsright, particularly literacy. In contrast, less successful secondary schools are struggling to identifyWeek Commencing 19th January 2015https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/384707/Ofsted_Annual_Report_201314_Schools.pdfhttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/359483/DFE-RR286_-_Are_free_schools_using_innovative_approaches.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.the needs of their pupils accurately enough to teach the curriculum in a way that meets thoseneeds. Weaker secondary headteachers fail to ensure that the quality of teaching is consistentacross all subject areas. They have not developed staff or managed their performance effectively. ■ Good teachers are in short supply where they are needed most. Schools can only be as good asthe people who work in them. However, our evidence shows that the areas of the country wherestandards are lowest not only have the most urgent need for strong leaders, but they are also notattracting or retaining teachers of the right calibre. The schools in these areas often also servedisproportionately high numbers of pupils from poorer backgrounds. The allocation of teachertraining places needs to ensure that there is a sufficient supply of high quality teachers to meetthe needs of disadvantaged areas. Schools will never succeed in narrowing the achievement gapunless this problem is solved. ■ Secondary schools are not stretching our most able pupils. Too often, high-attaining 11-year-oldsdo not go on to achieve A and A* grades at GCSE. This year our inspectors looked carefully athow schools were challenging these pupils. In a third of all secondary schools inspected, theyrecommended that able pupils should be given more challenging work and that teaching shouldtake better account of their abilities. ■ Although children from poor backgrounds are doing better, particularly at primary, they arestill too far behind other pupils. The achievement gap between economically disadvantagedchildren and their peers is not closing quickly enough in secondary schools. The achievementsof disadvantaged children from some ethnic backgrounds show that it is possible to close thegap, but poor White children continue to perform less well than all others. This year, inspectorsfocused sharply on what schools are doing to support the most disadvantaged children. ■ The right school culture is critical for improvement. Pupils need a structured learning environmentwhere expectations are high if they are to succeed. Our recent report ‘Below the radar’highlighted significant weaknesses in pupils’ attitudes.2 It identified low-level disruptive behaviourand"
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Leadership

Ofsted Annual Schools Report 2013/14

19 Jan 2015

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      string(268) "Vulnerable children, including those in care and those with SEND are particularly likely to underperform at school. This DfE report recognises the extra help these children need and pledges a review of the ‘children in need’ system.
Leadership Briefing 12.05 (137)"
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      string(395) "... growth and coverage of high quality MATs and Teaching Schools in challenging areas. Provide £300 million of targeted, evidence-based school improvement support for underperforming schools across the country. Increase access to the most effective curriculum support in more challenging areas and schools.Extending the reach of the free school ..."
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      string(268) "Vulnerable children, including those in care and those with SEND are particularly likely to underperform at school. This DfE report recognises the extra help these children need and pledges a review of the ‘children in need’ system.
Leadership Briefing 12.05 (137)"
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      string(5338) "The social mobility strategy provides a focus on closing the education gap between rich and poor children. However, it will be a challenge for the Government to deliver a step change in social mobility in the face of on-going cuts to benefits and public services, and the projected dramatic rise in child poverty over the next five years. To be effective, this strategy must form part of a wider cross-Government commitment to a country that works for all children. Main Points:Identify and spread evidence-based home learning environment programmes that support early language development. Form a partnership with Public Health England to enable health visitors and early years practitioners to identify and support children’s early speech, language and communication needs. Provide £50 million funding to create more high-quality school-based nursery provision for disadvantaged children. Identify communities with low take-up of early education – particularly for disadvantaged children – and provide bespoke support to improve this. Develop and deliver a comprehensive offer of support to improve early language and literacy – especially for disadvantaged pupils. Spread best practice to where it is needed, including from high performing local authorities to underperforming areas. Improve the outcome goals in reception, with a particular focus on reducing burdens and strengthening literacy and numeracy in the early years. Identify and share best practice on what should be taught in reception year. Ensure the accountability regime gives full credit to what teachers and leaders achieve in challenging schools. Ensure that the consequences of accountability are about securing the right support at the right time, rather than simply imposing punitive sanctions or structural change. Introduce smarter incentives to train, attract and retain the best teachers in challenging areas. Provide £30 million in tailored support to schools with disadvantaged intakes that are facing significant recruitment and retention challenges. Provide an enhanced offer of early career support by strengthening qualified teacher status (QTS), and support clearer career pathways and improved professional development for all teachers. Transform the quality of professional development available in challenging areas, by investing over £115 million in evidence-based approaches. Prioritise the growth and coverage of high quality MATs and Teaching Schools in challenging areas. Provide £300 million of targeted, evidence-based school improvement support for underperforming schools across the country. Increase access to the most effective curriculum support in more challenging areas and schools.Extending the reach of the free school programme to benefit more areas of educational underperformance. Make sure our system can benefit from the full range of expertise from across the education sector. Prioritise work to understand the needs of the most vulnerable children and how best to improve their outcomes. Transform the quality of Alternative Provision (AP) and special provision. Ensure that disadvantaged pupils can access the core academic subjects that unlock opportunity. Spread evidence-based approaches to supporting disadvantaged pupils. Young people who currently choose a technical route face a fragmented and confusing system.Young people who have fallen behind their peers by age 16 then find it harder to catch up and have options shut off. Young people from less advantaged backgrounds are less likely to enter high quality higher education. Actions:Introduce the first T levels from 2020.Review higher technical education at level 4 and 5. Incentivise more employers to provide quality apprenticeships through the apprenticeship levy. Develop and increase the take-up of degree apprenticeships.Develop a further education improvement support structure. Invest in further education college leaders to raise standards. Establish new Institutes of Technology. Invest the resources and capacity needed to make further education colleges centres of excellence for maths and English. Introduce a new transition year, with English and maths as a key component, for 16-year-olds who are not ready for more advanced academic or technical study or employment. Ensure higher education providers spend their access and participation funding effectively, targeting low participation areas. Improve transparency of widening participation practices to encourage applications to the most selective higher education institutions. Ensure every young person has at least seven encounters with employers during their education. Improve the quality of careers advice in school.Improve the advice available outside of education to young people and adults, including those who need the most support. Provide an Essential Life Skills programme in targeted areas, alongside a national mentoring programme. Introduce a National Retraining Scheme.  Improve adult basic skill provision. Provide more flexible provision to develop advanced skills. WEB LINK Unlocking Talent, Fulfilling Potential KeywordsSocial mobility, talent, potential, SEND, vulnerable children, underperform, children in need, child poverty, best practice"
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Leadership

Unlocking Talent, Fulfilling Potential

3 Jan 2018

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      string(387) "... interests in order to attract pupils and funding. The research also found that the school system has become less equitable since 2010, with higher-performing schools admitting relatively fewer disadvantaged pupils. Main Findings: Any increase in operational autonomy for schools is more than balanced out by changes to the accountability ..."
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      string(444) "This NFER report, funded by the Nuffield Foundation, focuses on the concept of the self-improving system and addresses the different forms and levels of accountability, collaboration, competition, system incentives and constraints within the parameters of autonomy. Fundamentally, it asks whether the English education system is self-improving and analyses those elements that facilitate or impede this intention.
Leadership Briefing 12.11(143)"
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      string(5854) "The four-year study evaluated the government’s ‘self-improving school-led system’ (SISS), which has become an overarching narrative for education policy since 2010, making schools more autonomous and accountable for their own improvement. The reforms have included an expansion in the number of academies and the development of Multi-Academy Trusts (MATs), the roll back of Local Authorities (LAs) from school oversight, and the development of new school-to-school support models, such as Teaching School Alliances (TSAs). The report asks whether our multi-faceted middle tier is working, and whether the autonomy, accountability, competition and collaboration that policy-makers have sought to promote is generating the desired system improvement. The researchers found that despite the government’s claims to be moving control to the frontline and giving schools more autonomy, the reality is very different. Schools are more tightly regulated than ever, facing pressure to get good exam results and Ofsted grades or face being taken over by a MAT. Many schools have felt the need to narrow their curriculum and focus relentlessly on test outcomes in response. The government has encouraged schools to collaborate with each other to share expertise and to support schools that are struggling. But the competitive pressures in the system have made this challenging, with schools also incentivised to prioritise their own interests in order to attract pupils and funding. The research also found that the school system has become less equitable since 2010, with higher-performing schools admitting relatively fewer disadvantaged pupils. Main Findings: Any increase in operational autonomy for schools is more than balanced out by changes to the accountability framework, which have allowed the state to continue to steer the system from a distance and to increasingly intervene and coerce when and where it deems necessary. Schools report a constant need to focus on national exam results and to prepare for the possibility of an Ofsted inspection. Many argue that this now demands greater consistency and self-policing. 60 per cent of survey respondents working in academies agreed that academisation had had at least some positive benefits, 69 per cent of respondents working in maintained schools reported there were no benefits to becoming an academy, especially when weighed against the additional responsibilities. The threat of forced academisation had created a sense of fear that if their performance were to drop they would be ‘taken over’ by a MAT, which would impose standardised systems and a narrow curriculum. Some schools were choosing to form or join ‘local MATs’ to pre-empt external take over. With academisation, powers of school oversight are moving from local to national government. This process has been uneven and often fraught. There are sharp differences between national and local government over how policy changes should be enacted locally, particularly where LAs have resisted academisation. There are differences between different parts of national government around aspects of strategy and attempts to ‘implement’ policy. The picture that emerges is of chaotic centralisation, characterised by competing claims to authority and legitimacy but diminishing local knowledge about schools. Due to funding cuts, a common trend was for LAs to become part of a more commercial middle tier. However, LAs also sought to sustain oversight of maintained schools and to retain influence in order to co-ordinate school improvement services and support. As support from LAs has reduced, schools have had to become more proactive in identifying and addressing their own improvement priorities. ‘Local clusters’ of schools were reported as the most common source of external support for schools. This was true for secondary as well as primary schools. School ‘system leaders’ often faced conflicting and unreasonable demands from central government while being perceived by their peers to be an increasingly ‘co-opted elite’, working as part of the managerial state and accruing a range of personal and organisational benefits as a result. The SISS agenda contains policies that simultaneously seek to make schools more responsive to parental choice, more diverse and more entrepreneurial. The majority of headteachers perceived that their school faced local pressures to compete for students, staff and/or status. There was broad recognition that schools are organised by choice and competition into local status hierarchies. Improving a school’s Ofsted grade was the most immediate strategy for improving its reputation and position in the local status hierarchy.Importantly, school status was rarely as simple as ‘school quality’. Wider factors such as the school’s context, history and student intake all combined to position it relative to others. Schools that sustained or improved their Ofsted judgement to Outstanding in the 2010–15 period saw, on average, a reduction in the percentage of students eligible for free school meals (FSM), while schools retaining or being downgraded to a Requires Improvement and Inadequate judgement saw, on average, an increase in FSM eligibility. There was a consistent view that the SISS agenda is furthering the creation of ‘winners and losers’. While higher-status schools were seen to be benefiting in terms of new opportunities and resources as a result of policy reform, the lower-status"
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Leadership

Analysing The ‘Self-Improving School-Led System’ Agenda In England And The Implications For Schools

4 Jul 2018