The Key Accountabilities in

Governance

John Clarke

June 2013

1. Making sure that you remain true to the purposes of education:

- people who have the capacity to be happy and to sustain fulfilling relationships

- people who know how to look after themselves and others- people who can succeed in an uncertain future

2. Making sure that a larger percentage of people can do these things than ever before

Attitudes for Life and Work in the 21st CenturyBeing right Being adventurousCreating ideas Copying downListening to teachers Discussing with peersQuestioning things Accepting what you’re toldWorking alone Working with othersBeing active Sitting stillRemembering facts Working out possible solutionsShowing initiative Showing respectFollowing instructions Taking responsibilitySelf evaluating Being evaluated

Attitudes for Life and Work in the 21st CenturyBeing right Being adventurousCreating ideas Copying downListening to teachers Discussing with peersQuestioning things Accepting what you’re toldWorking alone Working with othersBeing active Sitting stillRemembering facts Working out possible solutionsShowing initiative Showing respectFollowing instructions Taking responsibilitySelf evaluating Being evaluated

Preparation for Life and Work in the 21st Century19th Century Clerk? 21st Century Creative Explorer?

Being right Being adventurousCopying down Creating ideasListening to teachers Discussing with peersAccepting what you’re told Questioning thingsWorking alone Working with othersSitting still Being activeRemembering facts Working out possible solutionsShowing respect Showing initiativeFollowing instructions Taking responsibilityBeing evaluated Self evaluating

“I notice that Sir Michael Wilshaw’s last school helped 89% of its students to achieve 5 A*-C GCSEs including English and maths. I live in an area where there are many graduates and we have three secondary schools which are good or outstanding. They achieved 55%, 73% and 77% last year. Perhaps Sir Michael has a point.

****************, Winchester

The Guardian, June 13, 2013

Rising Expectations

• Focus on the Pupil Premium – ministerial (LibDem)• Performance of students on free school meals – ministerial (LibDem

and Conservative)• Performance of students with high prior attainment - Ofsted• Performance of ‘poor’ students and pressure on ‘outstanding schools’

- Ofsted• Specific focus on the south-east, particular areas and particular

authority areas – Ofsted and ministerial (LibDem and Conservative)• Watch the quintiles!• All meaning that if you’re doing now what you were doing 3 years ago

you’re probably not doing enough.

What does PISA really tell us?

• Shanghai, Korea, Finland, Hong Kong, Singapore, Canada, New Zealand, Japan and Australia all score statistically higher than UK in reading, maths and science (Shanghai and Singapore did not participate in 2006)

• A large number of countries score statistically about the same and a large number worse than the UK

• In science there are only 7 countries with a greater proportion of higher achievers than the UK

• The UK has a relatively large proportion of under-achievers compared with the strongest countries.

The Hampshire Issue

• Children whose prior attainment is described as ‘high’ make very good progress

• Children whose prior attainment is in the middle range make about the same progress as made nationally

• Overall, lower attaining children make poor progress against that made nationally

• There is a close correlation between low attainment and eligibility for free school meals

• Better in early years and primary than secondary but still an issue. ‘Gap’ at KS2 3 points wider than the gap nationally

• ‘Gap’ varies from place to place in Hampshire.

FSM GCSE 2012 Attainment by District

District Percentage 5 A*-C incl English and mathsEastleigh 36%Winchester 36%

Fareham 34%Rushmoor 31%Havant 31%Hart 29%

Test Valley 29%East Hants 27%Basingstoke and Deane 26%

New Forest 21%Gosport 18%Hampshire 26%

One School System: 2013 School KS2 L4+ (En & Ma) 5 A*-C GCSEs (En & Ma) Conversion

A 77% 65% 84%B 62% 52% 85%C 66% 59% 89%

D 70% 65% 93%E 75% 72% 96%F 52% 50% 96%G 72% 71% 99%

H 58% 58% 100%I 55% 58% 105%J 52% 56% 107%

K 37% 48% 129%L 49% 60% 122%

Total 62% 62% 100%

How has this been achieved?

1. They believe they can do it and believe they can create the kind of schools that will achieve it

2. They work on the mindsets of children and adults3. They don’t worry about children’s ‘intelligence’ or talent4. They concentrate on the things that work and count most and they

teach the children they have, not the ones they might have had5. They work together, sharing data, challenging each other, spreading

good ideas that ‘have the promise’ of working or have been shown to work

6. They have simple slogans that all understand

Belief

What kind of schools do we have?

Descriptor of School

School Ethos Key Process

Talent Refineries School must provide opportunities for students to show what they can do

Ensuring good teaching and curricular coverage

Talent Incubators All students can learn but not all can achieve high levels

Drawing out what is within the student

Talent factories All students can achieve at high levels

Whatever it takes

‘Intelligence’, Talent and Mindset

Alfred Binet (1857-1911) – Founder of the Intelligence Quotient

“Some recent philosophers have given their moral approval to the deplorable verdict that an individual’s intelligence is a fixed quantity, one which cannot be augmented. We must protest and act against this brutal pessimism. It has no foundation whatsoever.”

Alfred Binet (1909) Les Idées Modernes sur les Enfants, Flammarion: Paris, quoted in Bill Lucas and Guy Claxton’s book, New Kinds of Smart

Fixed and Growth MindsetsFixed Mindset Growth MindsetIntelligence is static Intelligence can be developedLeads to a desire to ‘look smart’ and so leads to a tendency to:

Leads to a desire to learn and therefore to a tendency to:

avoid challenges embrace challengesgive up easily when presented with obstacles

persevere despite obstacles

see effort as fruitless see effort as a path to masteryignore useful feedback learn from criticismbe threatened by others’ success

be inspired by others’ success

Success

• Perseverance, sticking at it, going through the bad patches, bouncebackcapacity,

• Having the support of someone else – someone on the same journey or someone who had already done what they were trying to do and were happy to offer guidance

• Having the conditions to find space in their life to do it.

Almost no one puts their success down to……….

• They are gifted in that area• They are talented in that area• They are more ‘intelligent’ than other people.

Exasperated Art teacher (to the 12 year old Bradley Wiggins): Bradley, what are you going to do when you grow up?

Wiggins: I’m going to wear Yellow in The Tour, Miss

Art Teacher (laughing): No. What are you really going to do?

Potential

We shouldn’t talk about it. We can’t know what a child is capable of in the longer term. It’s arrogant to assume we can. It sets ceilings on achievement and, in doing so, sets ceilings on attainment.

“I was the last person who should have won an Olympic Gold Medal” David Hemery, 2012

Darwin and Tolstoy were considered ordinary children. Ben Hogan, one of the greatest golfers of all time, was completely uncoordinated and graceless as a child. The photographer, Cindy Sherman, who has been on virtually every list of the most important artists of the 20th century, failed her first photography course. Many of our greatest actresses were advised to give it up for lack of talent …………………….……………………………….and so on.

The things that count and the things that work

We know what doesn’t work

17. School Uniform18. Block scheduling or timetabling19. Grouping by prior attainment or ability20. Teaching assistants21. Performance pay

http://www.suttontrust.com/research/toolkit-of-strategies-to-improve-learning/

We know what works

1. Effective feedback2. Meta-cognition and self regulation strategies, teaching

‘bouncebackability’3. Peer tutoring and peer assisted learning 4. Early intervention5. One to one tutoring

Feedback – questions for each school

• Do we have a common understanding of what effective feedback is?

• How would we develop such an understanding?• How often have we worked on feedback as a staff, as a

department, as a team?• To what degree is feedback a feature of our performance

management system?• What is the extent of our parental engagement around

feedback?

“If children are slow to learn then what they should learn first is not the subjects ordinarily taught – however important they may be. They should be given lessons of will, of attention, of discipline. Before exercises in grammar they need to be exercised in mental orthopaedics. In a phrase, they need to learn how to learn ”

Alfred Binet (1909) Les Idées Modernes sur les Enfants, Flammarion: Paris, quoted in Bill Lucas and Guy Claxton’s book, New Kinds of Smart

Resilience – questions for each school

• What do we do to allow lower attaining students – and some others – to develop an attitude of ownership?

• What do we do to foster levels of persistence in low attaining students and an ability to stay with a situation until it can be learned?

• What do we do to foster the emotional strength in students that can allow these things to happen?

• What do we do to help students to build cognitive strategies that give them the capacity to plan systematically.

Hampshire Hundreds Project 2012-14

• 50 schools• 900+ of pupils • 100+ teachers in year 1• Sponsored by the Education Endowment Fund (£141,000)• Externally evaluated by the London School of Economics• Working on the Hattie/Sutton Trust interventions and building on

the rapid improvement for ‘vulnerable’ young people at Quilley.

Promoting Alternative Thinking Strategies – in the Early Years

A programme running in Aldershot:

• One school and twelve settings with about 600 children and links with children’s centres

• Sets out to build resilience and self regulation• Supports a growth in self esteem and emotional awareness• Chosen because evaluations are strong in achieving what

we want to achieve.

A programme also running in East Hants.

A Different Approach to Personal Education Plans

• 1107 children in care in Hampshire• Results improving in KS2 but only marginally in KS4 • New PEP guidance tries to get deeply into an analysis of each

child’s needs• Programmes with children in care who do not succeed usually

need to focus on ownership, self regulation, resilience and raising self esteem

• This guidance is not just for children in care – it’s how to go about switching on switched off young people, facing them with their own lives.

This is the agenda – more so for Hampshire than many other places – and arguably more difficult for Hampshire

Ofsted has now caught up with the agenda.

Many schools in the county are ‘whatever it takes’ schools but far from all

Spend the Pupil Premium wisely

Don’t become boiled frogs