raising standards - improving lives swlsep aspiring headteachers conference patrick leeson director...

Raising standards - improving lives

SWLSEP

ASPIRING HEADTEACHERS CONFERENCE

Patrick Leeson

Director Education and Care

Ofsted

15 0ctober 2010

Raising standards, improving lives

Context

It is no longer acceptable to use a child’s background as an excuse for underachievement.

The challenge for schools is to make a difference, to believe every child can succeed, to narrow the gaps and reduce the inequalities in outcomes and to provide the advantage where it is lacking.


Since 1990s continuous improvement in schools’ provision and a convincing argument for proportionate approach to inspection

However, wide variation between individual schools and concern about schools that decline between inspections

Rate of improvement in the performance of disadvantaged groups remains slow and is too variable

Previous inspection regime spent less time in classrooms; the new framework has a better balance between classroom observation and other sources of evidence

The new framework is raising expectations


Improving picture, more than 68% schools good or outstanding, (56% in 2009-10) but still too many satisfactory or inadequate

In nearly 30% schools achievement and progress is no better than satisfactory

More than half the schools that were satisfactory when last inspected remain no better than satisfactory at their latest inspection. Less than a third of satisfactory schools monitored last year are making good progress.

Schools with high proportions of pupils entitled to free school meals are more likely to be inadequate but a significant number buck the trend and are good or outstanding


School outcomes are related to advantage, 73% good and outstanding schools in most advantaged areas, 48% in most disadvantaged areas

Teaching only satisfactory in 37% of all schools inspected this year, 45% in secondary schools and 39% in primary schools

Currently 300 schools in special measures and 279 schools with a notice to improve

Nearly two thirds of local authorities have never issued a warning notice

Pupils’ well being is good or outstanding in 92% of schools but the development of skills for pupils’ future economic well being is the weakest of the 5 ECM outcomes. Literacy teaching is not prevalent in secondary schools

School Inspection Survey feedback

Well over 90% of schools that have responded to our post inspection surveys have reported that:

the lead inspector provided appropriate opportunities for the head/senior staff to engage productively with the inspection team

the inspection identified clear recommendations for improvements

inspection judgements about the school were fair and accurate

they would use the inspection recommendations to move the school/ teaching forward

Raising standards, improving livesKey features of the revised Framework

Pupils’ attainment and achievement

Higher expectations: a focus on different groups of pupils as well as individuals and a greater emphasis on attainment. More time spent in classrooms observing learning

The judgement about pupils’ learning and progress has high status. Schools receive credit for outstanding work to improve learning and progress – and attainment - in challenging circumstances

As now, pupils’ achievement and progress limit the overall effectiveness grade. Unless pupils achieve well, the school will not be judged better than satisfactory overall

Challenges

Within school variation is crucial

Schools who do not have deprived intakes need to help FSM children achieve more

Big differences in how well schools improve attainment among low income pupils

Depends on what happens inside school

And on wider factors Including working with other services

Looking beyond children who have obvious or acute problems

Most low income children don’t truant, cause problems or present clear issues

Quietly achieve much less than richer peers and are affected for the rest of their lives

Challenges

Closing Gaps in Educational Outcomes

UK has one of the steepest ‘socio-economic gradients’ Poorer children 8 months ‘behind’ richer ones by 5 Gap widens through primary and secondary school By 16: 21% of poorest 5th get 5 good GCSEs vs 75% of richest 5th Low qualifications=less likely to work, more likely to have low income Major factor driving poverty in adulthood

And for the next generation of children

Closing the Gap in Educational Outcomes

Only 6% of white boys on fsm go to university. Narrowing the educational gap narrows the opportunity gap in later life:

Closing the Gap


Progress from KS1 to KS4 highly variable for different groups. National variations are evident from an early age:

Attainment by ethnic group, 2009

0

10

20

30

40

50

60

70

80

WhiteBritish

Traveller IH Indian Pakistani Bangladeshi BlackCaribbean

Chinese

KS1

KS4

Social Class


DCSF statistical release, 15 December 2009


Secondary schools CVA: proportions of significant performers

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

1 2 3 4 5

Performance between LAs varies –

‘What is my chance of attending an effective school?’

What can be done?

Early experience

Attitudes and relationships

Activities outside school

What makes a difference in a child’s world?

Recurring theme across studies

Children from less advantaged backgrounds felt less in control at school

Strong belief in importance of education But lack of confidence in ability to do well School perceived as coercive and controlling Lack of positive learning relationships with adults

Research focusing on excluded children highlighted importance of building the right relationships

Attitudes and relationships

Key elements of the social gap in educational experiences and outcomes

Different relationships with teachers and other adults Different learning experiences outside school Feeling less involved, in control and confident

Need to improve engagement of disadvantaged children in learning

Create learning atmosphere with better adult-student relationships

Broader issues: access and funding

Activities outside school

Closing the Gap

The evaluation schedule for schools Teaching and assessment

Inspectors should evaluate:

how well teaching promotes learning, progress and enjoyment for all pupils

how well assessment is used to meet the needs of all pupils

Leadership and management of teaching

Inspectors should evaluate:

how effectively leaders and managers realise an ambitious vision for the school, have high expectations of pupils and secure support from others

how well the school uses challenging targets to raise standards for all pupils and to eliminate any low attainment among particular groups

how well leaders and managers at all levels drive and secure improvement, ensuring high-quality teaching and learning

Closing the Gaps in Educational Outcomes

Twenty Outstanding Primary Schools – Excelling against the Odds (2009)


Twelve Outstanding Secondary Schools – Excelling against the Odds (2009)


Learning is personalised and flexibly accommodates learners’ differences.

Learners regularly experience choice and control over their learning.

Schools ensure learners are engaged in their learning and feel valued.

The system ensures that all students develop a solid foundation of basic skills (primarily literacy, numeracy and ICT) irrespective of socio-economic background.

In addition to knowledge acquisition, the curriculum provides a holistic approach to the development of skills, values and attitudes for 21st century living.

Learning is supported in and out of school

Focus on learning in and out of the classroom


Teachers use a variety of student-centred constructivist learning strategies.

Project-based, interdisciplinary and collaborative approaches complement conventional teaching methods.

A wide variety of techniques is used to assess mastery and application of the full 21st century curriculum.

Peer and self assessment is incorporated into the overall approach to assessment. All students and teachers have access to a high standard of ICT resources (hardware, software, content and support) both within and beyond school

Focus on learning in and out of the classroom


Focus on learning in and out of the classroom Teachers and students are able to choose between a variety of flexible, engaging environments that reflect students' interests, promote collaboration and authentic project-based work.

Resource decisions are focused around maximising learning outcomes for all children. Leaders build and sustain effective relationships with other providers of children's services, community, private sector and other partners.

Schools work as learning communities through the promotion of collaboration.

The system is explicitly committed and ambitious to overcoming existing inequalities.


Gathering, synthesizing, and analyzing information.

Working autonomously to a high standard with minimal supervision.

Leading other autonomous workers through influence.

Being creative and turning that creativity into action.

Thinking critically and asking the right questions.

Striving to understand others’ perspectives and to understand the entirety of an issue.

Communicating effectively, often using technology.

Working ethically, firmly based in both your own society and the planet as a whole.Focus on learning 21st century skills

Breaking the link between education,disadvantage and place

What can we conclude? High expectations and aspirations for all but also high values with moral purpose to overcome inequalities Child-centred focus that builds confidence, enthusiasm, attachment to learning, emotional resilience, develops opportunities, listens and respects, builds relationships Determined support to individuals and groups to close gaps Consistency in teaching, stability and relentless focus on high quality learning across time and space, in and out of school Partnerships – inside and outside the school to enhance learning opportunities and impact on outcomes Engagement with and support for parents and carers High quality planning, with outstanding assessment practice at its core A curriculum that can deliver all of these A focus on 21st c learning that is not bound by place

raising standards - improving lives swlsep aspiring headteachers conference patrick leeson director...

Documents

satisfactory schools

schools good

outstanding schools

schools achievement

secondary schools

schools provision

individual schools

primary schools