Quality Education for All, Shared by AllQuality Education for All, Shared by All

International Seminar in Madrid International Seminar in Madrid 29 November – 1 December 200429 November – 1 December 2004

• Professor David HopkinsProfessor David Hopkins• Chief Advisor on School Standards, DfESChief Advisor on School Standards, DfES

The Problem: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….

1950 1960

11 plus dominated"Formal"

Professional control"Informal"

Standards and accountability

NLNS

1970 1980 1990 2000 2010

2003

Brief history of standards in primary Brief history of standards in primary schoolsschools

Ambitious Standards

Devolved

responsibility

Good data and clear targets

Access to best practice and quality

professional development

Accountability

Intervention in inverse proportion to success

High High ChallengeChallenge

High High SupportSupport

Policies to Drive School ImprovementPolicies to Drive School Improvement

4

Distribution of Reading Achievement in Distribution of Reading Achievement in 9-10 year olds in 2001 9-10 year olds in 2001

300

325

350

375

400

425

450

475

500

525

550

575

Sw

eden

Net

her

lan

ds

En

gla

nd

Bu

lgar

ia

Lat

via

Can

ada

(On

tari

o,Q

ueb

ec)

Lit

hu

ania

Hu

ng

ary

Un

ited

Sta

tes

Ital

y

Ger

man

y

Cze

ch R

epu

blic

New

Zea

lan

d

Sco

tlan

d

Sin

gap

ore

Ru

ssia

n F

eder

atio

n

Ho

ng

Ko

ng

SA

R

Fra

nce

Gre

ece

Slo

vak

Rep

ub

lic

Icel

and

Ro

man

ia

Isra

el

Slo

ven

ia

Inte

rnat

ion

al A

vg.

No

rway

Cyp

rus

Mo

ldo

va, R

ep o

f

Tu

rkey

Mac

edo

nia

, Rep

of

Co

lom

bia

Arg

enti

na

Iran

, Isl

amic

Rep

of

Ku

wai

t

Mo

rocc

o

Bel

ize

Source: PIRLS 2001 International Report: IEA’s Study of Reading Literacy Achievement in Primary Schools

GCSE: Percentage of Pupils Achieving GCSE: Percentage of Pupils Achieving 5+A*-C Grades5+A*-C Grades

40

42

44

46

48

50

52

54

1997 1998 1999 2000 2001 2002 2003Year

Pe

rce

nta

ge

45.1

46.3

47.9

49.2 50

51.652.9

Reducing Turnaround Times for Failing Reducing Turnaround Times for Failing SchoolsSchools

26.9

36

25.326

28.9

23.822.6

26.6

21 21.1

29.2

19.720.8

27.5

19.4

21.6

27

16.3

22

24.322.7

20.9

23

19.5

15.916.7

13.2

0

5

10

15

20

25

30

35

40

Avera

ge N

o. o

f M

on

ths s

pen

t in

Sp

ecia

l M

easu

res b

efo

re

reco

very

1994/95 1995/96 1996/97 1997/98 1998/99 1999/00 2000/01 2001/02 2002/03

Schools entering Special Measures by Academic Year

Average Period of Time Schools Spend in Special Measures by Academic Year

Primary Secondary Special/PRU

These figures are based on a low number of schools coming out of Special Measures early, and will subsequently increase as more schools that entered during this academic period recover.(*As of September 2004)

PISA 2001: Mean Score in Student Performance PISA 2001: Mean Score in Student Performance on the Combined Reading Literacy Scaleon the Combined Reading Literacy Scale

Source: OECD, Programme for International Student Assessment (PISA)

300 320 340 360 380 400 420 440 460 480 500 520 540 560

Mexico

Luxembourg

Portugal

Greece

Poland

Hungary

Germany

Italy

Czech Republic

Spain

Switzerland

Denmark

United States

France

Norway

Austria

Belgium

Iceland

Sweden

Japan

United Kingdom

Korea

Ireland

Australia

New Zealand

Canada

Finland

Percentage of Pupils Achieving Level 4 Percentage of Pupils Achieving Level 4 or Above in Key Stage 2 Tests 1998-2004or Above in Key Stage 2 Tests 1998-2004

Test changes in 2003

• Major changes to writing test/markscheme

• Significant changes to maths papers

50

55

60

65

70

75

80

1998 1999 2000 2001 2002 2003

English Maths

Per

cen

tag

e

2004

Key Stage 2 – Attainment by Free School Key Stage 2 – Attainment by Free School Meal bandMeal band

2002 Median Line1998 Median Line

0

10

20

30

40

50

60

70

80

90

100

Up to 8 % 8 - 20% 20 - 35% 35 - 50% 50% +FSM band

Pe

rce

nta

ge

ac

hie

vin

g l

ev

el

4 o

r a

bo

ve

Low FSM High FSM

Underperforming Schools - data for KS3-KS4Underperforming Schools - data for KS3-KS4

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Estimated 5A*C (from Pupil KS3 Data, Gender and School FSM)

Ac

tua

l 5

A*C

All Other Schools

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

Towards a High Excellence, High Equity Towards a High Excellence, High Equity Education SystemEducation System

Source: OECD (2001) Knowledge and Skills for Life

Low excellenceLow excellence

Low equityLow equity

High excellenceHigh excellence

Low equityLow equity

Low excellenceLow excellence

High equityHigh equity

High excellenceHigh excellence

High equityHigh equityU.K.

BelgiumU.S.

• GermanySwitzerland

Poland

Spain

Korea

Finland

JapanCanada

Mea

n p

erfo

rman

ce in

rea

din

g li

tera

cy

• 200 – Variance (variance OECD as a whole = 100)

420

440

460

480

500

520

540

560

60 80 100 120 140

Achieving the High Excellence, High Achieving the High Excellence, High Equity SystemEquity System

a b ca b c

National PrescriptionNational Prescription

Schools Leading ReformSchools Leading Reform

High High Excellence, Excellence,

High High EquityEquity

Personalised Learning

Five Drivers for ReformFive 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 JourneyAdding Value to the Learning Journey

All these …. whatever my background, whatever my abilities, wherever I start from

All these …. whatever my background, whatever my abilities, wherever I start from

I know how I am being assessed and what I need to do to improve my work

I know what my learning objectives

are and feel in control of my learning

My parents are involved with the school and I feel I

belong here

I enjoy using ICT and know how it can

help my learning

I can get the job that I want

I know if I need extra help or to be challenged to do better I will get the

right support

I know what good work looks like and can help myself to

learn

I can work well with and learn from many others as well as my teacher

I can get a level 4 in English and Maths

before I go to secondary school

I get to learn lots of interesting and

different subjects

The Five Components of Personalised The Five Components of Personalised LearningLearning

“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)

Assessment for Learning

Effective Teaching and Learning

Curriculum Enrichment and Choice

Organising the School for Personalised Learning

Beyond the Classroom

Inner CoreInner Core

Personalising Personalising the School the School ExperienceExperience

Enhancing Professional Development Enhancing Professional Development through Workforce Reformthrough Workforce ReformWorkforce 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 The School as a Professional Learning Professional Learning CommunityCommunity

• 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 SchoolsNew Relationship with Schools

David Miliband, Minister for Schools, in his North of David Miliband, Minister for Schools, in his North of England Speech, on 9England Speech, on 9thth January 2004 said: 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 ChangesThe Main ChangesSELF-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”

School

School

Improvem

ent

Improvem

entPersonalised Personalised

LearningLearning

System Wide System Wide ReformReform

Teach

ing a

nd

Teach

ing a

nd

Learn

ing

Learn

ing

Networks and InnovationNetworks 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 StrategyA Five Year Strategyfor Children & Learnersfor Children & Learners

Putting people at the heart of public servicesPutting people at the heart of public services

A Five Year StrategyA Five Year Strategyfor Children & Learnersfor Children & Learners

Putting people at the heart of public servicesPutting people at the heart of public services

Key Principles for ReformKey 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 StrategyThe 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