Quality Education for All, Shared by All International Seminar in Madrid 29 November

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Quality Education for All, Shared by
AllInternational Seminar in Madrid 29 November
1 December 2004

• Professor David Hopkins
• Chief Advisor on School Standards, DfES

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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.

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Brief history of standards in primary schools
11 plus dominated
Standards and
Professional control
"Formal"
accountability
"Informal"
NLNS
2003
1950
1960
1970
1980
1990
2000
2010
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Policies to Drive School Improvement
Intervention in inverse proportion to success
Ambitious Standards
High Challenge High Support
Devolved responsibility
Accountability
Access to best practice and quality professional
development
Good data and clear targets
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Distribution of Reading Achievement in 9-10 year
olds in 2001
575
550
525
500
475
450
425
400
375
350
325
300
Italy
Israel
Latvia
Belize
France
Greece
Iceland
Cyprus
Turkey
Kuwait
Norway
Sweden
England
Hungary
Bulgaria
Germany
Slovenia
Morocco
Lithuania
Scotland
Romania
Colombia
Argentina
Singapore
Netherlands
New Zealand
United States
Czech Republic
Hong Kong SAR
Slovak Republic
Moldova, Rep of
International Avg.
Macedonia, Rep of
Russian Federation
Iran, Islamic Rep of
Canada (Ontario,Quebec)
Source PIRLS 2001 International Report IEAs
Study of Reading Literacy Achievement in Primary
Schools
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GCSE Percentage of Pupils Achieving 5A-C Grades
54
52.9
51.6
52
50
49.2
50
47.9
48
Percentage
46.3
46
45.1
44
42
40
1997
1998
1999
2000
2001
2002
2003
Year
10
Reducing Turnaround Times for Failing Schools
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PISA 2001 Mean Score in Student Performance on
the Combined Reading Literacy Scale
Finland
Canada
New Zealand
Australia
Ireland
Korea
United Kingdom
Japan
Sweden
Iceland
Belgium
Austria
Norway
France
United States
Denmark
Switzerland
Spain
Czech Republic
Italy
Germany
Hungary
Poland
Greece
Portugal
Luxembourg
Mexico
300
320
340
360
380
400
420
440
460
480
500
520
540
560
Source OECD, Programme for International Student
Assessment (PISA)
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Percentage of Pupils Achieving Level 4 or Above
in Key Stage 2 Tests 1998-2004
English
Maths
80
75
70
Percentage
65
60
55
50
1998
1999
2000
2001
2002
2003
2004

• Test changes in 2003
• Major changes to writing test/markscheme
• Significant changes to maths papers

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Key Stage 2 Attainment by Free School Meal band
100
90
80
70
60
Percentage achieving level 4 or above
50
40
30
20
10
Low FSM
High FSM
0
Up to 8
8 - 20
20 - 35
35 - 50
50
FSM band
2002 Median Line
1998 Median Line
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Underperforming Schools - data for KS3-KS4
100
Underperforming Schools
All Other Schools
are those in the lowest
90
quartile value-added for
Underperforming
EITHER Capped Points
Score OR 5 A- C
80
Below 30 5 A-C
70
60
Actual 5AC
50
40
30
20
10
0
0
10
20
30
40
50
60
70
80
90
100
Estimated 5AC (from Pupil KS3 Data, Gender and
School FSM)
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Towards a High Excellence, High Equity Education
System
560
High excellence Low equity
High excellence High equity
Finland
540
U.K.
Canada
Korea
Japan
520
U.S.
Belgium
500
Switzerland
Spain

• Germany

Mean performance in reading literacy
480
Poland
460
Low excellence Low equity
Low excellence High equity
440
420
60
80
100
120
140

• 200 Variance (variance OECD as a whole 100)

Source OECD (2001) Knowledge and Skills for Life
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Achieving the High Excellence, High Equity System
National Prescription
Schools Leading Reform
a b
c
Personalised Learning
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Five 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

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Adding Value to the Learning Journey
I get to learn lots of interesting and different
subjects
I know what my learning objectives are and feel
in control of my learning
I can get a level 4 in English and Maths before I
go to secondary school
I know what good work looks like and can help
myself to learn
I know if I need extra help or to be challenged
to do better I will get the right support
My parents are involved with the school and I
feel I belong here
I can work well with and learn from many others
as well as my teacher
I know how I am being assessed and what I need to
do to improve my work
I can get the job that I want
I enjoy using ICT and know how it can help my
learning
All these . whatever my background, whatever my
abilities, wherever I start from
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The Five Components of Personalised Learning
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)
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Enhancing Professional Development through
Workforce Reform

• Workforce Reform is essentially about creating
  the conditions to deliver personalised learning
• Teachers freed to focus on teaching and learning
  (released from tasks that dont 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

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The School as a Professional Learning Community

• 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

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New Relationship with Schools

• David Miliband, Minister for Schools, in his
  North of England Speech, on 9th 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

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The Main Changes

• SELF-EVALUATION
• continuous, searching, objective how students
  progress and how core systems are working
• INSPECTION
• short and focussed review of the fundamentals of
  a schools 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 schools 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

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School Improvement
Teaching and Learning
Personalised Learning
System Wide Reform
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Networks 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.

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Key Principles for Reform

• Greater personalisation choice
• Opening up services and new ways of delivery
• Freedom independence
• A major commitment to staff development
• Partnerships

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The 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

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