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Secondary Headteachers Conference 2007

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Title: Secondary Headteachers Conference 2007


1
  • Secondary Headteachers Conference 2007
  • Graham Badman
  • Managing Director

2
Where have we come from?
3
School still at the bottom of tables
  • The Ramsgate School, in Ramsgate, Kent, produced
    the worst GCSE results in England last year and
    this year in a repeat performance just 4 of
    pupils achieved five A-C grades - the national
    average is 52.9.
  • Autumn 2003

4
School comes bottom in GCSE class
  • Montgomery School, in Canterbury, was the
    bottom-ranked school overall, with only 4 of its
    pupils achieving five or more A to C grades in
    2004.
  • Autumn 2004

5
Where have we come from?
  • A number of secondary schools were in Special
    Measures or Serious Weaknesses or there was a
    fear they would be on the next inspection
  • 21 schools below floor targets
  • 53.9 of students with 5 A-C grades at GCSE
  • 4.5 of students leaving education with no
    qualifications

6
Where are we now?
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Where are we now?
  • No school below 2007 floor targets and on track
    to meet 2008 floor target
  • No school in category
  • Tremendous number of schools implementing
    elements of the Kent Secondary Strategy
  • Eight Local Planning Forums were successful and
    will be piloting diplomas in 2008 or 2009
  • Almost 50 of Schools/Colleges and Academies are
    participating in the Kent Vocational Programme
    involving 4000 students
  • Innovation at Key Stage 3

15
What will make the next difference?
16
Dipso, fatso, bingo, asbo, Tesco
17
The challenges facing young people
  • Globalisation has caused major change in the
    nature and demands of employment
  • Consumerism linked to identity, confidence and
    social acceptability
  • Increasing use of technology and communications
    networks
  • The changed and changing nature of society

18
The challenges facing young people
  • Changing family patterns and models - 40 of
    mothers spend some time as single parents -
    frequently leading to unsettling changes in young
    peoples lives such as housing, financial
    difficulties and the need to change schools
  • Aspirations of parents for children
  • The influence of friends and peers
  • Use of leisure time - British teenagers spend
    more time with their peers and less time with
    parents than young people in many other European
    countries
  • How young people respond to risks and challenges
    supported by resilience and social/emotional
    skills

19
  • China now has the largest higher education system
    in the world it awards more university degrees
    than the USA and India combined
  • The 5 of the population with high IQs is greater
    than the population of the UK
  • China is now the worlds top exporter shipping
    45b worth of goods in August, up 55 in one year
  • China has almost replaced the US as the worlds
    biggest consumer. Their use of steel is twice
    that of the US

20
OECD of students expecting to complete
different levels of education
21
Childrens Use of Mobile Phones (2005)
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24
15 year olds who drank alcohol 10 times or more
during the last 30 days
25
15 year olds who are heavy users of cannabis
26
15 year olds who smoked 1 or more cigarettes in
the last 30 days
27
The Changing Face of Poverty
  • Increasingly, the link is being made between
    poverty and obesity as high fat, high sugar food
    is cheaper and more readily available than
    healthier alternatives
  • The hallmark of poverty today isnt the gaunt
    feral look prevalent in Victorian photographs,
    but type two diabetes and an expanding waistline

28
Indicators of disadvantage
  • No parent in the family is in work
  • Family lives in poor quality or overcrowded
    housing
  • No parent has any qualifications
  • Mother has mental health problems
  • At least one parent has a long-standing limiting
    illness, disability or infirmity
  • Family has low income (below 60 of the median)
  • Family cannot afford a number of food and
    clothing items
  • Families and Children Study (Social Exclusion
    Task Force ) March 2007

29
Proportion of working age population with no
qualifications
30
Employment rates 2006
31
The Poverty Premium
The Poverty Premium (Save the Children) 2007
32
Household debt-to-income ratio in South East
England 1982 - 2006
33
Social Class and Development
34
Hidden rules among classes
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The cost to the child
  • Children from the 5 most disadvantaged
    households are more than 50 times likely to have
    multiple problems at age 30 than those from the
    top 50 of households
  • 63 of boys whose fathers go to prison are
    eventually convicted themselves
  • 61 of workless couple households live in poverty
  • 60 of children in the lowest reading attainment
    group at age 10 had parents with low literacy
    scores
  • Children who experience parental conflict and
    domestic violence are more likely to be
    delinquent and to commit violence and property
    offences

37
The cost to society
  • A family suffering from depression, alcohol
    misuse, domestic violence, short periods of
    homelessness and being involved in criminality is
    estimated to cost the state 35k - 80k per
    annum, increasing to 55k - 115k if the wider
    costs to the economy and society are included
  • The cost of caring for a Looked After Child is
    between 36k - 48k per year but increases to
    67K when the Youth Offending Service is involved
    and almost 300k for a child in a specialised
    placement
  • Anti-social behaviour costs the public
    3.4billion a year
  • The annual cost of school exclusion is estimated
    at 406million
  • The additional costs of NEETS at age 16 - 18 has
    been estimated at around 8.1billion

38
How to prepare young people for the challenge
  • Succeed in education and continue participating
    in learning until the age of 18
  • Take part in activities that develop their
    resilience and the social and emotional skills
    they need for life, and to enjoy their leisure
    time
  • Make a real contribution to society, using their
    energy and dynamism to bring about change
  • Be emotionally and physically healthy and able to
    cope with the demands of adolescence and becoming
    and adult
  • Grow up in a safe and supportive environment
  • (Aiming high for young people a ten year
    strategy for positive activities
  • July 2007)

39
Protective factors
  • Protective Factors
  • Personal characteristics such as high
    intelligence, good social skills and positive
    temperament qualities
  • Relationship and parenting variables which
    provide children with a secure relationship, with
    a warm empathic adult within the family or
    community
  • A social environment that reinforces and supports
    positive efforts made by the child
  • Controlling the level of exposure to stress and
    knock on effects
  • The promotion of self confidence and self esteem
    by establishing harmonious and affiliative
    relationships
  • The opportunity of undergoing positive
    experiences

40
Best Practice or Next Practice
  • Learning and innovation go hand in hand.
  • The arrogance of success is to think that what
    you did yesterday will be sufficient for
    tomorrow.
  • (William Pollard)

41
Best Practice or Next Practice
  • Education leaders are beset on all sides by
    conflicting priorities
  • Raise standards and foster creativity
  • Focus on learning but also attend to the needs of
    the whole child
  • Be future focused but also ensure that the
    imperatives of todays demands are met
  • What are the key priorities in this context at
    this point in time?
  • How many priorities can be sustained at any time?
  • Educational leaders should focus on those
    strategies which will optimise learning for their
    young people and their communities

42
Best Practice or Next Practice
  • Challenges
  • Sound evidence of best practice?
  • Transfer of practice across classrooms, schools
    or site - the degree to which education
    professionals are capable of becoming true
    lifelong learners who are not just capable of
    critiquing and adapting their practice in the
    light of evidence but are actually hungry to do
    so
  • Next practice
  • Emergent innovations that could open up new ways
    of working - are much more likely to come from
    thoughtful, experiences, self-confident
    practitioners trying to find new and more
    effective solutions to intractable problems

43
Power to Innovate
  • The power to innovate allows the Secretary of
    State to suspend or modify education legislation
    that may be holding back innovative approaches to
    raising standards
  • Applications must show that
  • the proposal has the potential to contribute to
    raising educational standards
  • Consideration has been given to the likely effect
    on all pupils and students who may be affected
  • The project would not have a detrimental effect
    on those with special education needs
  • Full consultation has taken place with all those
    likely to be affected and their views taken into
    account

44
The Tipping Point in Education and Skills
  • Personalised learning
  • The learning theory goes back thirty years that
    for each individual in each domain of learning
    there is a zone of proximal development - or
    achievable challenge - in which learning can
    occur
  • Effective teaching focused on building directly
    on what the individual pupil knows and takes him
    or her to the next level of attainment
  • Real learning is achieved through focused
    teaching (rather than personalised learning)
    which aligns competence and challenge for each
    individual pupil
  • Precise and timely diagnostic assessment in
    classrooms
  • (Ken Boston, 2007)

45
Personalised Learning
  • taking a highly structured and responsive
    approach to each child and young persons
    learning in order that all are able to progress,
    achieve and participate. It means strengthening
    the link between learning and teaching by
    engaging pupils and their parents as partners in
    learning.
  • (2020 Teaching and Learning Review)

46
Personalised Learning
  • Improving the offer
  • There is a need to embrace the social and
    emotional as much as the structural and factual.
    It would provide a more personalised solution to
    the diverse needs and experience of young people
    - neither one nor two sizes fits all.
  • (Beverley Hughes - Young People Now Conference
    2007)

47
Gateways to Personalised Learning (Hargreaves)
  • Personalising learning rather than personalised
    learning
  • Curriculum
  • Learning to Learn
  • Workforce Development
  • Assessment for Learning
  • School Organisation and Design
  • New Technologies
  • Pupil Voice
  • Advice and Guidance
  • Mentoring and Coaching
  • Personalised learning is not a set of techniques
    but rather a culture that supports learning

48
Key concepts
  • Learned optimism
  • Resilience
  • Capability in families and communities

49
Key ingredients of resilience
  • Schools can
  • Offer children positive role models of helpful,
    caring adults
  • Monitor childrens well-being on a daily basis
  • Provide children with opportunities to build
    their self esteem and thereby enable them to be
    able to cope with adversity
  • Provide a secure base through routines and
    rituals - the hallmark of the school as a social
    institution
  • Provide non-stigmatising access for children and
    their parents to help and support

50
Key ingredients of resilience
  • Schools can
  • Be a gateway to opportunities in adulthood -
    positive school experience has a considerable
    impact on promoting the life chances of children
    and young people that will persist even after
    they have left school
  • Have a positive effect on an individuals mental
    health
  • Be a resource to parents and communities -
    involvement with their childs academic and
    extra-curricular activities can help otherwise
    isolated parents to become part of adult networks
  • Serve as a buffer for children against some of
    the worst effects of socio-economic disadvantage

51
The team around the child/family
Reaching Out Think Family (Social Exclusion Task
Force) Cabinet Office
52
So what might a curriculum for Trusts look like?
  • It wont just be for Trusts. It will make a
    reality of Local Governments power of
    well-being, influence and inform the whole of
    economic, environmental and social policy
  • Centre around concept of learned optimism which
    will pervade all multi-disciplinary training. It
    will challenge the nature of professions and lead
    to a new meta language for action not explanation
  • It will provide a new language of discourse that
    bridges the gap between the casual and the formal
  • It will inform the development of Childrens
    Centres so that children never lose their
    curiosity

53

So what might a curriculum for Trusts look like?
  • It will inform teachers views of themselves as
    role models, the norms they portray and predicate
    school organisation
  • It will be centred on family learning seeking the
    positive influence of parents on children and
    children on parents
  • The crucial need for cognitive development and
    emotional stability will be central to the
    commissioning framework
  • It will provide mechanisms that deal with or
    influence both income and physical conditions.
    For example
  • Nutrition
  • Housing
  • It will define strategies to prevent progression
    into the criminal justice system not use it

54

So what might a curriculum for Trusts look like?
  • It will provide and use information and data for
    individuals, communities and the services that
    support them
  • It will induce capability and resilience in both
    individuals and communities
  • It will be outcome driven
  • Immediacy will be the key component
  • Its success will be judged by the community
    served who will have a voice in both
    commissioning and decommissioning of services

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