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Raising Education Standards and Attainment
Across the Northern Powerhouse
Sarah Lewis and Jane Balderstone
Department for Education
Why the North?
% of children achieving a 'good level of development' at the end of Early Years
Foundation Stage (2015/16) in the North is 67% which is lower than the England
average of 69%. (For FSM children this is 52% compared to the England average of
54%)
30% of secondary schools are rated as inadequate or requires improvement by
Ofsted compared to 21% nationally (as at 31 December 2016)
% of all pupils achieving the expected standard at KS2 in Reading Writing and
Mathematics (2016) is 53% which is lower than the England average of 54%
38% of disadvantaged pupils achieved the expected standard at KS2 in Reading
Writing and Mathematics in 2016 compared to 39% nationally.
The average attainment 8 result of disadvantaged pupils is 1.3 points lower than the
national average and their progress 8 score is 0.11 points lower.
40% of disadvantaged pupils at the end of KS4 achieved A*-C grades in English and
Maths GCSEs compared to 43% nationally.
35% of disadvantaged pupils at the end of KS4 achieved 5+ A*-C grades incl. English
& mathematics GCSEs, 2015 compared to 37% nationally.
Northern Powerhouse Schools Strategy Report
Remit:
Analysis of data on underperformance in the north
and possible underlying factors including
o Comparison with other areas and of successful
approaches that could be applied in the north.
o Recommendations for how the current set of
reforms can best address underperformance and
specific suggestions for how government and
school leaders in the area can tackle the
problem.
Focus on areas where standards and capacity to
improve is lowest rather than the whole of the
Northern Powerhouse regions.
Announced in March
2016 Budget.
£20m a year of new
funding for 31/2 years
Northern Powerhouse Schools Strategy ReportBuilding teaching and leadership capacity
DfE should pilot a new ‘Teach North’ scheme to attract and retain talented newly-
qualified teachers in disadvantaged schools in the North.
School Improvement Capacity
DfE should assign funding to MAT CEOs from northern ‘cold spot’ areas to attend
MAT CEO training.
DfE should assign funding to a mentoring scheme whereby successful MAT CEOs
from across the country mentor CEOs of new or expanding MATs in the North,
offering support on effective school improvement models, data analysis, financial
management and growth planning.
Raising standards by closing the disadvantaged gap
DfE should commission research into the early years gap in the North as well as
effective practice for closing it.
DfE should identify the schools that are most effective at closing the gap in
Reception classes and support them to disseminate best practice to schools in the
North.
Northern Powerhouse Schools Strategy Report
Curriculum
DfE should work with the EEF Research Schools to further develop the EEF’s
focus within northern schools, to identify and evaluate effective programmes and
practice with children who do not meet age-related expectation or who are not
secondary-ready.
Government response
We will design, fund and test a range of approaches (such as effective professional
development) to attracting and retaining high-quality teachers in the North,
including in Opportunity Areas. This will help us to understand what works, and
support schools to build and share evidence more widely.
We also agree that building MAT capacity is fundamental to driving up standards.
We will invest in developing strong multi-academy trusts and sponsors to improve
schools and grow capacity in the North, including in Opportunity Areas.
We will look to engage the regions and the sector to work up plans in these areas.
Teacher recruitment and retention in the North
Since November, we have been undertaking extensive
stakeholder engagement activities with schools, LAs, ITT
providers etc. to understand the issues
The first phase of this engagement has resulted in a series of
key themes.
o Most schools reported facing teacher supply challenges
(especially in maths, physics and geography).
o Ofsted rating and the perception of a school or areas affects
teacher supply.
o Workload is a significant factor in worsening teacher retention.
o An effective career progression and CPD offer can help
Second phase to work with schools to detail the pilot activity
Funding to boost schools facing difficulties – through tangible
actions like supporting workforce planning, funding better CPD,
and tackling workload issues to improve retention
Further detail in the Spring.
Northern Powerhouse
funding to pilot
new approaches to
attracting and
retaining teachers in
the North of England.
Opportunity Areas
Six areas were
announced 4
October 2016:
Blackpool
Scarborough
Oldham
Derby
Norwich
West Somerset
A further six areas
were announced 18
January 2017
Doncaster
Bradford
Stoke-on-Trent
Ipswich
Hastings
Fenland and East
Cambridgeshire
‘Social mobility is the breaking of the link between a child’s family background and
where they get to in life, with their background and destination often measured by
social class (which usually looks at their profession) or by income.’
What will Opportunity Areas get?
£72 million of new funding to support targeted, local work in a small number of
Opportunity Areas to address the biggest challenges each of these areas face. (e.g. circa
£6m per OA. Included within this contribution to evaluation and funding for local delivery
support)
An innovation fund to improve teaching and leadership, worth £75 million, for the
most challenging areas of the country, including Opportunity Areas. Call for proposals is
now live and we are prioritising OA as part of this.
Investing in improving careers and enterprise provision in Opportunity Areas
through the Careers and Enterprise Company. Each secondary school will have a
dedicated enterprise advisor, leading to at least four different work experiences.
The National Collaborative Outreach Programme – aiming to increase the number of
disadvantaged young people in Higher Education by 2020. (HEPP SY)
Regional Academy Growth Fund, with funding prioritised for the Opportunity Areas.
Education Endowment Foundation (EEF) Research Schools – £3.5m available to
establish hubs of expertise across schools, encouraging research and innovation through
interventions proven by the EEF to advance social mobility
How will Opportunity Areas work?
Each Partnership Board will work with the DfE Head of Delivery in assessing
key actions needed in Opportunity Areas to improve social mobility, bringing
local and regional intelligence and experience to bear in the process.
o Problem diagnosis and prioritising the problems to focus on in the Opportunity
Area.
o Specific local success measures for the Opportunity Area Delivery Plan.
o Interventions in response to the problems – the Delivery Plan.
o Monitoring and revising the Delivery Plan as necessary.
o The allocation of Opportunity Area funding.
The final delivery plans for each Opportunity Area will be signed off by the
DfE Secretary of State.
What do we want to achieve in Opportunity Areas?
More children to start school ready to learn
More children to attend great schools
More children to be on course to get the grades they need to succeed
later in life
More young people to have engagement with business and careers
advice
More young people to enjoy high quality and vocational routes post-16,
with clear career paths
More young people to go to University
To have improved the evidence base for what works in achieving social
mobility
To have built the foundations for breaking the link between circumstances
of birth and where you end up in later life.
Regional Schools Commissioners
Led by National Schools Commissioner,
Sir David Carter, Regional Schools
Commissioners (RSCs) are responsible
for delivering the academies programme;
converting schools, developing sponsors
and new schools, and monitoring
standards in underperforming schools.
Supported by their Headteacher Boards,
RSCs bring decision making closer to
schools by adding greater local/regional
knowledge. This helps develop school
autonomy and gives the best leaders
greater influence over the direction of the
academies programme.
Regional Schools Commissioners …
Regional Schools Commissioners (RSCs) are responsible for making
decisions about the academies and free schools in their region on
behalf of the Secretary of State for Education.
Their main responsibilities are to:
• Monitor the performance of the academies in their area and take
necessary action when an academy is underperforming.
• Approve changes to open academies, including:
o changes to age ranges,
o mergers between academies,
o changes to multi-academy trust arrangements.
• Decide on the creation of new academies.
• Encourage organisations to become academy sponsors.
• Make recommendations to ministers about free school applications.
Justine Greening, Secretary of State for Education Statement to ESC September 2016: video link here
“I do want to see all schools, over time, become academies.
But I think our focus has to be on the schools that are
struggling and not doing well enough for our children at the
moment.
Our hope and expectation is that all schools will want to steadily
take advantage of the benefits that academies can bring.
But our focus will be on those schools where we feel that standards
need to be raised and they need to do a better job on delivering
attainment and progress for children “
Vision of the academy system
School-to-school support and collaboration: redefine the concept of
school as a group of schools (Federation or MAT)
Self-managing, self-improving system – including at trust/sponsor level:
the importance of MATs, governance and RSCs as well as TSAs
Goal: More children achieving much more, regardless of starting point
Schools that work for everyone
16
Strategic alignment of strong school
networks, developing collective
accountability & responsibility is key.
Vicky Beer CBE
RSC Lancashire & West Yorkshire
The era of the stand-alone school is coming to a close.
Collaboration is going to be the key to system wide school improvement.
Sir David CarterNational Schools’ Commissioner
2017 and beyond …
A Multi-Academy School-Led System
National
Established
Starter
System
5 – 6 academies,
single region
5 – 15 academies, cross LA/region
15 – 30 academies,
across three or more regions
30 + academies,
multi-regional
Benefits of MATS
Trust wide sharing of curriculum &
assessment resources
Workload reduction as less
‘reinventing’ of the wheel
Strong non educational support
unleashes capacity of teachers and
leaders
Financial sustainability & economies of
scale
Retaining talent in the trust even if not
in the original school
Governance at the school level
focuses on three areas: Experience of
children, staff and parents
Local Academy Boards are therefore vital
Collective Responsibility for more
children than can be taught in one
school
Use the talent pool to intervene in
under performance more quickly
Collective ‘brain’ of leaders
Trust wide CPD
Moderation and assessment
between staff who share the
accountability for outcomes in the
same trust
Enrichment offer for children can be
broader
Clear evidence that MATS are
finding it easier to recruit staff
Characteristics of Successful MATs
19
Ofsted found that these stronger trusts tended to share a
set of common characteristics, including:
an ability to recruit and retain powerful and
authoritative executive leaders, with a clear vision
for bringing about higher standards
a well-planned, broad and balanced curriculum that
equips pupils with a strong command of the basics
of English and mathematics, as well as the
confidence, ambition and team-work skills to
succeed in later life
a commitment to provide a high-quality education
for all pupils, in a calm and scholarly atmosphere
investment in professional development of teachers
and the sharing of knowledge and expertise across
a strong network of constituent schools
a high priority given to initial teacher training and
leadership development to secure a pipeline of
future talent
clear frameworks of governance, accountability and
delegation
effective use of assessment information to identify,
escalate and tackle problems quickly
a cautious and considered approach to expansion
Intelligent Design : Intelligent Collaboration
The majority of the new MATS being set up are made up of local schools
working together with similar values
Leaders working together to improve education for whole communities not
just single schools
Growing the system with care & improving it strategically
Move debate away from academies v maintained schools to designing one
dynamic school system
More accountability driven governance structures that are built around a
wider range of professional skillsets
RSC only intervening when standards are not good enough.
20
Intervention as a 6 stage process?
Stage 1 Analysis
• What does data and other intelligence
tell us?
• Can we draw the right conclusions
from this?
Stage 2 Diagnosis
• What are the deep seated issues that
require intervention?
Stage 3 Commissioning
• Who are we going to invite to do the
work?
• Who will lead the due diligence on the
system leaders?
• Who will ensure that the school being
supported understands what is being
commissioned?
Stage 4 System Delivery
Have we got system leaders that can
deliver the improvement that the
diagnosis suggests we need?
How do we know they can deliver what
is needed? Evidence of track record?
Stage 5 Accountability
• Who are we holding to account? What
do we do if the support is ineffective?
• The delivery team & The school being
supported are accountable
• Discontinue the work of the system
leader
• Further intervention with the school that
resists support
Stage 6 Sustainability
• Can the school continue to improve on
its own or not?
For more information
Contact us by email
Opportunity Areas: opportunity.areas@education/gov.uk
Northern Powerhouse Review: [email protected]
RSC North: [email protected]
RSC East Midlands and Humber: [email protected]
RSC Lancashire and West Yorks: [email protected]
Visit the websites
www.gov.uk/government/news/education-secretary-announces-6-new-
opportunity-areas
www.gov.uk/government/publications/northern-powerhouse-schools-
strategy-an-independent-review
https://www.gov.uk/government/organisations/schools-commissioners-group