Quality Education for All, Shared by All International Seminar in Madrid 29 November – 1 December...
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Transcript of Quality Education for All, Shared by All International Seminar in Madrid 29 November – 1 December...
Quality Education for All, Shared by AllQuality Education for All, Shared by All
International Seminar in Madrid International Seminar in Madrid 29 November – 1 December 200429 November – 1 December 2004
• Professor David HopkinsProfessor David Hopkins• Chief Advisor on School Standards, DfESChief Advisor on School Standards, DfES
The Problem:The Problem:
• Link between social class and outcomes
• Within and between school variation
• Too many children insufficiently engaged by learning, leading to
• very poor participation rate at 17
The challenge is to put all this right….
1950 1960
11 plus dominated"Formal"
Professional control"Informal"
Standards and accountability
NLNS
1970 1980 1990 2000 2010
2003
Brief history of standards in primary Brief history of standards in primary schoolsschools
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 Distribution of Reading Achievement in 9-10 year olds in 2001 9-10 year 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
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
Reducing Turnaround Times for Failing Reducing Turnaround Times for Failing SchoolsSchools
26.9
36
25.326
28.9
23.822.6
26.6
21 21.1
29.2
19.720.8
27.5
19.4
21.6
27
16.3
22
24.322.7
20.9
23
19.5
15.916.7
13.2
0
5
10
15
20
25
30
35
40
Avera
ge N
o. o
f M
on
ths s
pen
t in
Sp
ecia
l M
easu
res b
efo
re
reco
very
1994/95 1995/96 1996/97 1997/98 1998/99 1999/00 2000/01 2001/02 2002/03
Schools entering Special Measures by Academic Year
Average Period of Time Schools Spend in Special Measures by Academic Year
Primary Secondary Special/PRU
These figures are based on a low number of schools coming out of Special Measures early, and will subsequently increase as more schools that entered during this academic period recover.(*As of September 2004)
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
Percentage of Pupils Achieving Level 4 Percentage of Pupils Achieving Level 4 or Above in Key Stage 2 Tests 1998-2004or Above 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 2 – Attainment by Free School Key Stage 2 – Attainment by Free School Meal bandMeal band
2002 Median Line1998 Median Line
0
10
20
30
40
50
60
70
80
90
100
Up to 8 % 8 - 20% 20 - 35% 35 - 50% 50% +FSM band
Pe
rce
nta
ge
ac
hie
vin
g l
ev
el
4 o
r a
bo
ve
Low FSM High FSM
Underperforming Schools - data for KS3-KS4Underperforming Schools - data for KS3-KS4
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Estimated 5A*C (from Pupil KS3 Data, Gender and School FSM)
Ac
tua
l 5
A*C
All Other Schools
Underperforming
Below 30% 5 A-C
Underperforming Schools are those in the lowest
quartile value-added for EITHER Capped Points
Score OR 5 A*- C
Towards a High Excellence, High Equity Towards a High Excellence, High Equity Education SystemEducation 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 equityU.K.
BelgiumU.S.
• GermanySwitzerland
Poland
Spain
Korea
Finland
JapanCanada
Mea
n p
erfo
rman
ce in
rea
din
g li
tera
cy
• 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
Five Drivers for ReformFive Drivers for Reform
• Personalised learning, enriched curriculum, whole child
• System wide focus on workforce reform and teacher professional development
• 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
The Five Components of Personalised The Five Components of Personalised LearningLearning
“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
Enhancing Professional Development Enhancing Professional Development through Workforce Reformthrough Workforce ReformWorkforce Reform is essentially about creating the conditions to deliver personalised learning:
• Teachers freed to focus on teaching and learning (released from tasks that don’t require their expertise)
• More professional support staff both in and outside the classroom (HLTAs, pastoral and business managers, cover supervisors) and the flexibility to deploy them
• Teacher promotion based on classroom practice through ‘teaching and learning reviews’
• Cutting edge ICT to revolutionise curriculum delivery and streamline “back office” systems
• Getting the culture right, willingness to re-examine existing models and working practices
The School as a The School as a Professional Learning Professional Learning CommunityCommunity
• Build in time for collective inquiry
• Collective inquiry creates the structural conditions for school improvement
• Studying data on classroom practice increases the focus on student learning
• Use the research on teaching and learning to improve school improvement efforts
• By working in small groups the whole school staff can become a nurturing unit
• Staff Development as inquiry provides synergy and enhanced student effects
New Relationship with SchoolsNew Relationship with Schools
David Miliband, Minister for Schools, in his North of David Miliband, Minister for Schools, in his North of England Speech, on 9England Speech, on 9thth January 2004 said: January 2004 said:
“If we want to make personalised learning the defining feature of our education system then we need to develop a new, more focussed and purposeful relationship between the Department, LEAs and schools.
• Strip out clutter and duplication• Align national and local priorities• Release greater local initiative and energy”
The Main ChangesThe Main ChangesSELF-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
Networks and InnovationNetworks and Innovation
Networks support educational innovation by:
• Providing a focal point for the dissemination of good practice and the agents of knowledge creation, transfer and utilisation.
• Keeping the focus on the core purposes of schooling in particular creating and sustaining a discourse on teaching and learning.
• Enhancing the skill of teachers.
• Building capacity for continuous improvement at the local level.
• Ensuring that systems of pressure and support are integrated, not segmented.
• Acting as a link between the centralised and decentralised policy initiatives.
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
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
The 5 Priorities from the 5 Year StrategyThe 5 Priorities from the 5 Year Strategy
• 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
POWERFUL LEARNING
EXPERIENCES