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.

Raising standards, improving lives  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

Raising standards, improving lives  Improving picture, more than 68% schools good or outstanding, (56% in ) 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

Raising standards, improving lives  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 lives Key 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

Closing Gaps in Educational Outcomes Progress from KS1 to KS4 highly variable for different groups. National variations are evident from an early age:

Closing Gaps in Educational Outcomes

 Social Class Closing Gaps in Educational Outcomes DCSF statistical release, 15 December 2009

Closing Gaps in Educational Outcomes 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)

Closing the Gaps in Educational Outcomes  Twelve Outstanding Secondary Schools – Excelling against the Odds (2009)

Closing the Gaps in Educational Outcomes  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

Closing the Gaps in Educational Outcomes  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

Closing the Gaps in Educational Outcomes 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.

Closing the Gaps in Educational Outcomes  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 21 st c learning that is not bound by place