Towards a High Excellence,Towards a High Excellence,High Equity Education SystemHigh Equity Education System
The Association for Achievement and Improvement The Association for Achievement and Improvement through Assessmentthrough Assessment
National Conference Brighton, Tuesday 21National Conference Brighton, Tuesday 21stst September September 20042004
Professor David HopkinsProfessor David HopkinsChief Adviser on School Standards, DfESChief Adviser on School Standards, DfES
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 9-10 Distribution of Reading Achievement in 9-10 year olds in 2001year 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
Percentage of pupils achieving level 4 or Percentage of pupils achieving level 4 or above in Key Stage 2 tests 1998-2004above 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 3 Test ResultsKey Stage 3 Test Results
* based on teacher assessment
0
20
40
60
80
100
2001%L5
2001%L6
2002%L5
2002%L6
2003%L5
2003%L6
2004 target
2007 target
English
Maths
Science
ICT*
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
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
Towards a High Excellence, High Towards a High Excellence, High Equity Education SystemEquity Education 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 equity
• U.K.
• Belgium• U.S.
• Germany• Switzerland
• Poland
• Spain
• Korea
• Finland
• Japan• Canada
•M
ean
per
form
ance
in r
ead
ing
lite
racy
• 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
Real Clarity of PurposeReal Clarity of Purpose
• Personalised learning, enriched curriculum, whole child
• 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
Personalisation and Personalised Personalisation and Personalised LearningLearning
Personalisation has the potential to transform public services, but to unlock that potential the idea needs to involve the integration of two key, and contrasting, approaches:
• Teachers and educational professionals must deploy their knowledge and skills in a timely and effective way to provide a more differentiated ‘offer’ for the student.
• At the same time the system must build up the knowledge and confidence of students (and their parents) to take responsibility for their own learning.
The Five Components of Personalised LearningThe Five Components of Personalised Learning
“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
The School as a Personalised Learning The School as a Personalised Learning OrganisationOrganisation
PMDU claim that a school effective at Personalised Learning focuses on:
• Focus on leadership and management of teaching and learning
• CPD including peer observation and coaching
• Making full use of the Primary / KS3 Strategies
• Focusing improvement activity on evidence of performance
• Making use of workforce reforms and new technologies
• Networks and collaboration to support school improvement
New Relationship with Schools: PurposeNew Relationship with Schools: Purpose
David Miliband, Minister for Schools, 9 January 2004:David Miliband, Minister for Schools, 9 January 2004:
“a new relationship between DfES, LEA and schools that:
• strips out clutter and duplication
• aligns national and local priorities
• releases greater local initiative and energy”.
The Main ChangesThe Main Changes• SELF-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
Core Principles – System Wide ReformCore Principles – System Wide Reform
• Be based on clear values – a commitment to the success of every learner
• Develop a system that is coherent for learners at every level
• Build front-line capacity by developing power and resources to the local level
• Establish an intelligent accountability framework
• Strengthen diversity, collaboration and innovation
• Develop local and regional capacity for professional support and challenge
Empowered leaders within a culture which enables
Professional judgment to be exercised to best meet the needs
of every child.
Pupils and parents have a strong voice and their needs are at the heart of the school
Personalised ‘tutorial’ where learners discuss progress and learning
needs with a consistent adult
Organising the School
Infrastructure to support networks and collaborations and the
sharing of good practice in place. New wider accountabilities from
Every Child Matters.
Parents and carers proactively involved and the
school leasing with local agencies and organisations
Work inside and outside the classroom valued
and developed cohesively
Networking and engaging with the community
Freedoms and flexibilities within the curriculum explicit and re-
engineered key stage strategies with tools and materials to
support AfL
Choice of learning goals across the curriculum with
minimum entitlements
Enquiry into subjects through self directed project based work
Enabling Curriculum
Choice
ITT and CPD equip staff in schools with the skills to match
teaching to the needs of learners
ICT enhances creativity, extends opportunities and
accommodate different paces
Lessons build on the learner’s knowledge and
multiple intelligence. Learning skills taught
explicitly.
Teaching, Learning and ICT
Fit for purpose systems are available to collect and make
intelligent use of data linking it to teaching and learning
Marking policies and schemes of work promote
formative assessment
Pupils have personal targets based on data and dialogue involving
learners, parents, teachers and mentors
Assessment for Learning
Learning SystemsLearning SchoolsLearning ClassroomsPERSONALISED
LEARNING
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
The Five PrioritiesThe Five Priorities
• 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
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
Primary EducationPrimary EducationExcellence and Enjoyment for every primary childExcellence and Enjoyment for every primary child
• The best in the basics
• Better teaching & more personalised support for each child whatever their needs
• A richer curriculum
• Primary consultant leaders
• Extended schools offering wrap around childcare
• National system of primary networks
Independent Specialist SchoolsIndependent Specialist SchoolsMore choice for parent and pupils; independence for More choice for parent and pupils; independence for schoolsschools
• Guaranteed 3-year budgets for every school from 2006
• Universal specialist schools and greater freedom for all secondary schools
• A ‘new relationship with schools’
• 200 Academies by 2010
• ‘Foundation Partnerships’ and greater flexibility to combine school, college & work-based training
• Every secondary school to be refurbished or rebuilt over the next 10 – 15 years
Personalisation and ChoicePersonalisation and ChoiceEvery young person achieving their full potentialEvery young person achieving their full potential
• A smooth transition from primary to secondary
• Teaching based on knowledge of individual pupils (AfL)
• CPD and workforce reform focussed on teaching and learning
• Better management of behaviour and inclusion, step-change in school attendance with schools at the heart of their communities
• Improved vocational & work-based routes (14-19), with better & earlier employer involvement
• Every young person able to develop the skills they need for employment & for life
‘‘It is teachers who, in It is teachers who, in the end, will change the the end, will change the world of the school by world of the school by
understanding it.’understanding it.’
A quotation from Lawrence Stenhouse chosen by some teachers who had worked with him as an
inscription for the memorial plaque in the grounds of the University of East Anglia.