New reforms to raise standards & improve behaviourNicky Morgan cemented the government’s...
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School Inspection Performance Government Initiatives IQ New measures to ensure every child leaves school with world-class qualifications in crucial subjects. • Bar raised so a ‘good pass’ grade at GCSE will match that of top-performing countries • Behaviour expert to develop new training that backs teachers and deals with low- level disruption in classrooms - which costs pupils an hour of learning a day • Schools to ensure every pupil studies core academic subjects Nicky Morgan cemented the government’s commitment to social justice with a raft of new measures to ensure every child leaves school with world-class qualifications in crucial academic subjects. The plans underline the government’s clear one- nation agenda - giving every child the chance to go to a great school, securing them a brighter future and giving families the assurance that their children are getting the very best education and opportunities. The move marks the final stage of reform to GCSEs and follows bold reforms to the education system - with more than a million more children now in ‘good’ or ‘outstanding’ schools than in 2010. The new measures will place our education system on a par with the best-performing countries, pushing expectations and aspirations of young people and ensuring they can compete with peers across the globe to secure the government’s vision of full employment. Speaking at King Solomon Academy in north London, where almost all pupils already study core academic subjects despite many coming from disadvantaged backgrounds, the Education Secretary will announce that: • pupils starting secondary school this September must study the key English Baccalaureate (EBacc) subjects of English, maths, science, history or geography, and a language at GCSE. This will make New reforms to raise standards & improve behaviour
Transcript of New reforms to raise standards & improve behaviourNicky Morgan cemented the government’s...
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New measures to ensure every child leaves school with
world-class qualifications in crucial subjects.
• Barraisedsoa‘goodpass’gradeatGCSEwillmatchthatoftop-performingcountries
• Behaviour expert to develop new trainingthat backs teachers and deals with low-leveldisruptioninclassrooms-whichcostspupilsanhouroflearningaday
• Schoolstoensureeverypupilstudiescoreacademicsubjects
Nicky Morgan cemented the government’scommitmenttosocialjusticewitharaftofnewmeasures to ensure every child leaves schoolwith world-class qualifications in crucialacademicsubjects.
Theplansunderlinethegovernment’sclearone-nationagenda-givingeverychildthechancetogo toagreat school, securing themabrighterfuture and giving families the assurance thattheirchildrenaregettingtheverybesteducation
andopportunities.
The move marks the final stage of reformto GCSEs and follows bold reforms to theeducation system - with more than a millionmore children now in ‘good’ or ‘outstanding’schoolsthanin2010.
The new measures will place our educationsystem on a par with the best-performingcountries,pushingexpectationsandaspirationsofyoungpeopleandensuringtheycancompetewith peers across the globe to secure thegovernment’svisionoffullemployment.
Speaking atKingSolomonAcademy in northLondon, where almost all pupils alreadystudy core academic subjects despite manycoming from disadvantaged backgrounds, theEducationSecretarywillannouncethat:• pupils starting secondary school this
September must study the key EnglishBaccalaureate(EBacc)subjectsofEnglish,maths, science, history or geography,and a language at GCSE. This will make
New reforms to raise standards & improve behaviour
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sure thatpupilsget the rigorousacademiceducation they need to succeed -whetherthatisgettingaplaceatuniversity,startinganapprenticeship,orfindingtheirfirstjob
• theachievementofalevel5onthenew1to9gradingscaleatGCSEwillbeconsideredthenew‘goodpass’thatwillbeusedtoholdthe government and schools to account.This is comparable to a lowB or highCundertheoldgradingsystemandraisesthebarforperformanceacrosstheboard
• a new school behaviour expert, TomBennett, will draw up plans to helpteachers dealwith low-level disruption inclassrooms.Ofstedhavefoundthatchildrenarelosinguptoanhouroflearningadaytotheproblem-thisstepwillbackteacherssothattheycangetonwiththeirjobandfocusonteaching
EducationSecretaryNickyMorgansaid:
As part of this government’s commitment tosocialjusticewewanteverysinglepersoninthecountrytohaveaccesstothebestopportunitiesBritainhastooffer-startingwithanexcellenteducation.
This means ensuring children study keysubjectsthatprovidethemwiththeknowledgetheyneedtoreachtheirpotential-whilesettinga higher bar at GCSE so young people, theirparentsandteacherscanbesurethatthegradestheyachievewillhelpthemgetoninlife.
Anditmeansgivingnewteachersthetrainingthey need to tackle low-level bad behaviourwhichunfairlydisruptspupils’learning.
EBacc
The EBacc was introduced in 2010 as fortoo long pupils, particularly those fromdisadvantaged backgrounds, were deterredfrom studying academic subjects.This closeddoorstotheminlaterlife.
Since its introduction the EBacc has stoppedthe long-term drift away from importantsubjectslikemodernlanguages.Theproportionof pupils entered into the EBacc has almostdoubled, rising from 22% in 2010 to 39% in2014.
However, there is still more to do to ensureallpupilsgetthechancetostudythesecrucialsubjectsandwewillworkcloselywithschoolleaders to achieve this. The government’sintention is that pupils starting secondaryschool this September (year 7)will study theEBacc when they reach their GCSEs, withpupilstakingexamsinthesesubjectsin2020.
MaxHaimendorf,headteacherofKingSolomonAcademysecondaryschool,said:
AtKingSolomonAcademy,webelieveindepthbefore breadth. This means prioritising rapidprogress in English andmathematics prior toGCSE.Whatever theirbackground,ourpupils
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gainafoundationforacademicexcellenceandare able to access all subjects, including theEBacc.
Alongside a fully rounded curriculum whichincludesparticipatinginafullstringorchestra,residential trips, qualitywork placements andperformingunabridgedShakespeareplays,ourpupils’ achievements in these qualificationsallow them to study from the full range ofsubjects at A level and keep open as manyoptionsaspossibleforuniversityandbeyond.
Goodpass
As part of the government’s plans to ensurepupils can compete with the top performersin the world and secure the best jobs a newgradingsystemisbeingintroducedfrom2017atGCSE to replace theA toU systemwith anew9to1scale.
Thiswillreflectthefactthatthegovernmentisalso introducingnewreformed,morerigorousGCSEsthatbringtheminlinewithotherhigh-performingcountries.
TheSecretaryofStateistodayannouncingthatunderthenewsystem,a‘goodpass’-currentlya C grade -will become a grade 5 under thenewscale.Thenew‘goodpass’iscomparabletoahighCorlowBunderthecurrentsystem–makingitcomparable to thestandardaimedfor by pupils in top-performing countriessuch asFinland,Canada, theNetherlands andSwitzerland.
The new grading system will also be moreresponsive to the needs of employers,universities and colleges andwill support thegovernment’s commitment to achieving fullemployment.Theywillbeabletosettheirgraderequirements for particular jobs or coursesmuchmoreaccurately.
Crucially, schools and teacherswill no longerbe judged on moving pupils over a narrowattainment borderline. The government willencourage schools to raise the attainment ofpupilsateverylevelbyreplacing5A*toCwithProgress 8 as the new headline performancemeasure-givingcredittotheprogressmadebyallpupils.
Toensureallstudentsbenefitfromthereformedqualifications the Secretary of State is alsoannouncing that only the new gold standardGCSEs will be included in the key stage 4performancetablesastheyareintroduced.
Tacklinglow-leveldisruption
The government has already made greatstrides inempowering teachers tocrackdownon bad behaviour, making clear teachers can
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use reasonable force to maintain behaviour,extendingtheirsearchingpowersandallowingteachers to impose same-day detentions. Butnow we are building on this work by givingnewteachersthetrainingtodealwithlow-leveldisruptionthatstopspupilslearning.
LastyearOfstedfoundchildrencouldbelosinguptoanhouroflearningadaybecauseoflow-leveldisruption,theequivalentof38dayslosteveryyear.
The inspectorate found children were havinga significant impact on the learning of othersby taking up teachers’ time by swinging onchairs, playing on mobile phones, makingsilly comments to get attention and passingnotes around class.While these are minor inthemselves, theycreatea streamofdisruptionthat can make teaching impossible and stopthose young people who want to get on andlearn.
Teachers tell us they are never trained todeal with this low-level disruption so todaythe Secretary of State is announcing furtherassistanceforschools,askingbehaviourexpertTomBennett to lead a new group to developbetter training for new teachers on how totackletheproblem.
Theaimisforallschoolstobeabletoreplicatethe work done by many heads and teachersacrossthecountrytotackletheproblem.
Hewill showcase theworkof schools likeStGregory’sCatholicScienceCollegeinHarrow
where the headteacher visits each class atdifferent times each day so that teachers canhighlight good work or flag inappropriatebehaviour.
Tom Bennett, school behaviour expert andDirectorofresearchED,said:
Behaviour has been the elephant in theclassroom for too long, and the amount oflearning time lost because of disruptionis a tragedy. At present training teachersto anticipate, deal with and respond tomisbehaviourisfartoohitandmiss-greatinsome schools and training providers, terribleinothers.
Parentsandchildrendeservesafe,calmlearningspaces, and teachers deserve to be equippedwithsensiblestrategiesthatmaximiselearning,safetyandflourishing. I’mdelighted to leadagroupwhichwillofferadviceondoingjustthat.
AndyPrindiville,headteacherofStGregory’sCatholic Science College in Brent, rated‘outstanding’forbehaviourbyOfsted,said:
AsaheadteacherImakecleartoallmystudentsthatnobodyhastherightthestopanyoneelsefrom learning. That is the problemwith low-level disruptive behaviour - it stops otherslearningandthatiscompletelyunacceptable.
Anything that can be done to prepare thoseentering the teaching profession to tackleunderlyingbehaviourissuesisalwaysgoingtobeagoodthing.
