raising ambitionfor all in schools

first steps: A NeW ApprOACH fOr OUr sCHOOLseNd Of yeAr repOrt

END OF YEAR REPORT

As our report made clear, UK school systems have for too long tolerated a long tail of under-achievement, the economic cost of which is huge. Last year, we set out a roadmap of the steps needed to achieve real change, based on experience globally. If we could raise the levels of attainment in our schools to those of the very best in Europe, we could add 1% to GDP every year. This equates to £8trn over the lifetime of a child born today.1 While our competitors continue to move up the international league tables of educational performance, England appears to be going backwards.2

The government has rightly made addressing this problem a priority in England’s schools. It has accelerated its programme of decentralisation, with 3,364 academies3 and 174 free schools4 now open across the country, and ministers have continued with their programme of reforms to the assessment and examination systems. This includes changes to the national curriculum, to assessment and accountability frameworks and to GCSEs, A-levels and vocational qualifications. However, concerns about performance in our schools remain as acute as ever. Many have come to share our view that the change process – while essential – is not as transformational as it could be.

In particular, we appear to be stuck in a cycle of endless exam reform, which does little to address the underlying issues our report identified. To give the current government credit, they have identified the pressing need to give schools more autonomy in order to change this, but questions must remain about how far this autonomy is real given the relatively slow changes to the accountability framework. The new “best eight” measure will address issues of focus on the C/D borderline at GCSE. It remains the case, however, that the focus of the system – driven by the centre – will be on narrow definitions of success at 16, rather than on wider outcomes at 18, including attitudes and behaviours as well as exam results.

This cannot be acceptable. With the economy forecast to grow at 1.4% this year – and 2.4% next – the state of our education system should be seen as a barometer of how well-prepared the country is to capitalise on this projected growth.5 It must be a priority for all of us – business as well as government and schools themselves – to deliver the step-change which will ensure that all young people are fully equipped with the knowledge, skills, attitudes and attributes they need to succeed in work and life.

In this update, we review what has been done so far - and what still needs to be done to achieve the change we need.

Much has happened since the CBI launched ‘First steps: A new approach for our schools’ in November 2012.

Characteristics, values and habits that last a lifetime

The system should encourage young people to be

This means helping to instil the following attributes

Determined Grit, resilience, tenacity

Self-control

Curiosity

Optimistic Enthusiasm and zest

Gratitude

Confidence and ambition

Creativity

Emotionally intelligent Humility

Respect and good manners

Sensitivity to global concerns

78% of employers rate attitudes as the most important factor when recruiting new sta�7

⅔of heads in England have no experience of leadership outside education, 3/4 of heads in the best systems in Canada do8

Progress against the recommendations made in First steps

1first steps: A new approach for our schools, CBi, November 2012 2OeCd skills Outlook 2013: first results from the survey of Adult skills, OeCd, October 2013 3http://www.education.gov.uk/schools/leadership/typesofschools/academies/b00208569/open-academies 4https://www.gov.uk/government/news/new-school-year-sees-number-of-free-schools-double 5UK economic forecast, CBi, November 2013 6the National Curriculum in england¸ dfe, september 2013 7Changing the pace: CBi/pearson education and skills survey 2013, CBi, June 2013

step ONe: develop a clear statement of the outcomes that all schools should deliverThe best school systems start with a clear idea of what should be delivered. Everything they do is then aligned to meet this goal. This has not been the case in the UK. We redesign exams and expect them to change the system, rather than changing the system and using exams to accredit it. There has been too much focus on process and outputs – and not enough on outcomes.

Rigour in exams matters – we back the government strongly on this – but it needs to be set in context. That is why businesses talk about young people who are rigorous, rounded and grounded: set up for success in work and life. The eco-system of a school should foster academic success, but also go beyond it to the development of the behaviours and attitudes that really set young people up for adult life (see table below). Employers want young people who are enthusiastic, confident, creative and resilient – not just exam robots.

The new “best eight” measure for exam performance will help ensure a focus on every child, but only a shift to more narrative reporting by Ofsted on other areas of school performance can deliver real change, so that heads are held to account on both academic performance and the school’s wider eco-system. The effect of this, in time, will be to shift the focus of the accountability system to understanding the DNA of a school – not just its exam results – and empower more heads to take the lead. In our work, we found the best heads were too often rebels against the incentives that are set up by central government. We need to change this, so that the system rewards and encourages the innovation that will make a real difference to children’s lives.

step tWO: empower school leaders

and teachersDecentralisation and

delegation of powers to schools is the right approach and frees heads and teachers to deliver real improvements.

The slimmed down national curriculum is one

example of how maintained schools are being given more freedoms to determine how they teach, which allows professionals to deliver the engaging lessons that can really enthuse young people. The government should continue its programme of decentralisation of control to all schools in England. However, this will only become truly meaningful when accompanied by real reform of Ofsted, as set out above.

The role of good teaching and good leadership cannot be overstated. We should be open to the idea of leaders from outside education coming into our schools and must offer better professional development to teachers and help build a culture of continuous improvement in the classroom. We should also be more vocal in championing the role and importance of school governors. This autumn the CBI will be publishing a report looking at the impact of strong leadership and governance in schools, calling for action from both government and business to help drive up standards.

Whilst some schools focus on developing the whole child, many do not. The new national curriculum highlights the importance of promoting “the spiritual, moral, cultural, mental and physical development of pupils”, but in itself this is not sufficient.6 We need a clear statement of outcomes which incorporates the behaviours and attitudes that the school system should develop in young people. We also need an accountability framework and inspection regime which incentivises schools to deliver these agreed outcomes.

32%choose vocational routes in the UK, compared to 70% in other parts of Europe11

69% of employers want to see primary schools focusing on literacy and numeracy10

step tHree: Close the attainment gap at primaryChildren who fall behind at and before primary level struggle to catch up in secondary school, leading to a lifetime of lower achievement and fewer opportunities.9 There must, therefore, be greater focus on ensuring no child falls behind – through raising the standard and accessibility of childcare and addressing the performance drift between the ages of seven and twelve that First steps identified.

The extension of free childcare places to the least well off and new proposals for tax-free childcare are a step in the right direction. The focus must, however, be on delivering high-quality, structured childcare and ensuring it is accessible for all families, particularly those from disadvantaged backgrounds. We need quality – as well as quantity – to ensure no child starts school already significantly behind his or her peers. We need to view the childcare debate as being at least as much about child development as parents’ labour market participation. In key localities, government may need to spend more to achieve a step-change – a childcare version of the pupil premium would be a good step.

Improving performance in primary schools is fundamental to achieving the

step-change we need. A simplified national curriculum and a

renewed focus on driving up literacy and numeracy is absolutely the right approach. The new target of ensuring that 85% of children are “secondary-ready” – as

opposed to the current 60% – and the new progress measures

aimed at raising levels of attainment for all pupils reflect an ambition to drive up standards in primary schools. However, this needs to be matched by a commitment to develop the wider behaviours and attributes that will help children in secondary school and beyond. Academic success and holistic development at primary school are not in opposition, if teachers have the space to prepare lessons that deliver both. Again, this requires an accountability system that encourages this kind of behaviour.

step fOUr: Align the curriculum and examinations at secondary with the desired outcomesExpectation and ambition for young people should run through everything a school does. The curriculum and exam system drive behaviour in later secondary so must be aligned to the outcomes we seek.

For business, this means increasing the quality and rigour of qualifications at 18 – both academic and vocational – and retaining maths and English in all pathways. As the participation age rises to 18 in 2015, the role of exams at 16 will change - they should become a way-marker on the route to 18, not an end in themselves. Again, the accountability system needs to change to reflect this.

As part of this change, we must have a high value route to higher skills at 18 for all learning interests and styles. This means delivering a gold-standard vocational route that gives young people real choice.

The recent changes announced to GCSEs in England, in particular the move away from modularisation towards a more linear system, represent the right approach as they allow young people to step off the exam treadmill and encourage more in-depth and engaging learning. The increased focus on English and maths, including the requirement to continue studying these core subjects for pupils who do not gain a good GCSE and the new proposals for post-16 maths qualifications, are also welcome.

The introduction of the new Tech-Level qualification may go some way towards delivering the gold-standard vocational qualification we seek – but the jury is still out on how rigorous and respected these will be. Perception is all important with qualifications – to employers, parents and pupils themselves – and consideration should be given as to whether new vocational qualifications should share the prestigious, well-recognised and well-respected A-Level brand.

8first steps: A new approach for our schools, CBi, November 2012 9too young to fail, save the Children, October 2013 10Changing the pace: CBi/pearson education and skills survey 2013, CBi, June 2013 11Changing the pace: CBi/pearson education and skills survey 2013, CBi, June 2013 12tomorrow’s Growth: New routes to higher skills, CBi, July 2013

Improving performance in primary schools is fundamental to achieving the step-change we need.

85% of businesses have links to schools and colleges12

step five: encourage and incentivise business engagementThere are many ways in which business can support schools – from setting up UTCs, to sponsoring academies, supporting teachers and helping young people manage the school-to-work transition.

And business can do more. But it is important that government encourages business-school collaboration and that schools are incentivised to, and rewarded for, engaging with industry. For example, the commitment from Ofsted to focus more on careers provision when inspecting schools should encourage schools to build links with business to ensure that young people are better informed about the realities of the labour market. However, the removal of the requirement for schools to provide work-related learning to every pupil at key stage 4 is a backwards step - and will reduce the exposure that young people have to the world of work. We know that exposure to the workplace – such as through quality work-experience – is the single, most important contribution to getting young people ready for work.

We know that exposure to the workplace – such as through quality work-experience – is the single, most important contribution to getting young people ready for work.

Must try harder!For more information contact:Grace Breenpolicy advisert: +44 (0)20 7395 8047e: grace.breen@cbi.org.uk

ACtiON COMMeNtsGrAde

Develop a clear statement of

the outcomes that all schools

should deliver:

- A school system that delivers

rigorous, rounded and grounded

young people.

- An accountability framework which

incentives schools to deliver the

outcomes we want.

The current system delivers rigour – but does little to encourage the

development in young people of the wider behaviours and attitudes required

for success in work and life.

The current accountability and inspection framework has created perverse incentives which allow too many pupils to fail and has encouraged some schools to “game” the system. Government’s reforms to date - while inching

in the right direction - will not address this. School leaders and teachers will

not believe in the devolution of authority until the accountability framework

changes.

DEmpower school leaders and teachers:

- Accelerate the programme of

decentralisation of control to

all schools.

- support the development of

teachers and promote the

importance of governors.

The increase in academies and free schools, and the commitment to fund

more UTCs and studio schools, shows real determination to continue with

the programme of decentralisation. But the government must take more of a

leadership role in promoting the CPD of teachers, in championing the role of

governors and in ensuring that governing bodies become more effective. B

Close the attainment gap at primary:

- promote high-quality, structured childcare.

- increase the focus on maths,

english, computing and science.

- raise aspirations and expectations

of all children.

The extension of free childcare places and moves to increase accessibility

are important steps. But we need more focus on child development – and focussed spending in the hardest hit areas. A childcare version of the

pupil

premium would be a good step.

The changes to the primary curriculum, including the increased focus on

numeracy and literacy, and the introduction of computing, will be welcomed

by business. And the new “secondary ready” targets and progress measures

are a clear indication of an ambition to drive up standards. We must, however, move quickly to a position where we expect all our children to succeed at primary.Further progress requires changes to accountability, and the adoption

of more

narrative reporting by Ofsted.

C+Align the curriculum and examinations at secondary with the

desired outcomes:

- increase the quality and rigour

of exams.

- drive up numeracy and

literacy skills.

- deliver a gold-standard

vocational qualification.

The changes to GCSEs, such as the removal of modular assessment, will

increase rigour and confidence in the examination system. And the increased

focus on maths and English is to be welcomed. We would, however, like to

see compulsory study of maths and English for all until 18. The value of high

stakes exams at 16 must also be questioned as the participation age rises

to 18 (in 2015). There is a still a worrying presumption that GCSEs, A-Levels and a 3 year

degree are the “best” route to success for young people. We want to see

more effort put into developing a gold-standard vocational qualification: Tech-

Levels are a step in the right direction, do not yet go far enough.

C+Encourage business engagement:

- promote business-school

relationships.

- incentivise schools to work more

with employers.

Businesses are increasingly involved in supporting schools and colleges,

but can do more.The government should incentivise schools to work more

with business. As a first step, ministers should restore the requirement for school

s to provide work-related learning at key stage 4.

More work also needs to be done on ensuring schools provide good careers

information, advice and guidance as provision, although never great, has

been getting worse. Business involvement is key to ensuring a relevant and

inspiring careers service.

B-

OvErAll COmmEnts:

Some progress has been made in key areas. But, overall, ministers must try harder. Government needs to tackle the fundamental issue –

specifying the outcomes we all want and then ensuring that schools are held accountable for how they deliver these outcomes via new-style

Ofsted narrative reports and inspections. These should be equally rigorous, just more broadly-based than the current system. Without this, the

piecemeal tactical changes we have seen over the last twelve months willl fail to deliver – for the economy, for business and, most importantly,

for young people themselves.

repOrt CArd