C H I L D R E N A N D A D U L T S – L E A R N I N G A N D C A R I N G The Importance of Teaching The Schools White Paper 2010.

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Presentation transcript:

C H I L D R E N A N D A D U L T S – L E A R N I N G A N D C A R I N G The Importance of Teaching The Schools White Paper 2010

C H I L D R E N A N D A D U L T S – L E A R N I N G A N D C A R I N G overview “This White Paper signals a radical reform of our schools. We have no choice but to be radical if our ambition is to be world class. The most successful countries already combine a high status teaching profession; high levels of autonomy for schools; a comprehensive and effective accountability system and a strong sense of aspiration for all children, whatever their background. Tweaking at the margins is not an option”. David Cameron and Nick Clegg “Our schools should be engines of social mobility…(so) this White Paper outlines the steps necessary to enact whole system reform…at the heart of our plan is a vision of the teacher as our society’s most valuable asset” Michael Gove

C H I L D R E N A N D A D U L T S – L E A R N I N G A N D C A R I N G changed and changing landscape horizon shift power shift think ….. the 3 Rs reform review reduce

C H I L D R E N A N D A D U L T S – L E A R N I N G A N D C A R I N G key aims The key aims of the government’s plans for schools are to: raise the bar on teacher quality and support teachers to learn from one another and from proven best practice enhance teachers’ and leaders’ ability to improve behaviour free teachers from constraint and improve their professional status and authority raise standards set by curriculum and qualifications to match the best in the world increase freedom and autonomy, support a diverse system and give local authorities a strong strategic role hold schools to account for the results they achieve, including to parents by publishing more information support the school system to become self-improving ensure that school funding is fair, with more money for the most disadvantaged

C H I L D R E N A N D A D U L T S – L E A R N I N G A N D C A R I N G listen for: ‘no decision about schools without schools’ autonomy + responsibility + accountability maximising potential in -every classroom -leadership -all our schools

C H I L D R E N A N D A D U L T S – L E A R N I N G A N D C A R I N G teaching and leadership raise quality of new entrants to the teaching profession: –minimum 2:2 degree or equivalent from 2012 –expand Teach First (560 to 1,140 new teachers each year) –financial incentives to attract best graduates in shortage subjects –enable more talented career changers to become teachers –response to Browne Review and ITT review in new year teach Next and Troops to Teachers reform initial teacher training – expand and improve school-based routes; focus on core skills of teaching ask STRB to make recommendations on how to make pay and conditions framework less rigid invite the best HEIs to open University Training Schools national scholarship scheme to support subject expertise

C H I L D R E N A N D A D U L T S – L E A R N I N G A N D C A R I N G teaching and leadership - more remove three hour limit on classroom observations enable heads to deal more swiftly, effectively and fairly with under-performing staff review the teacher standards (including QTS) and code of conduct to make them clear, unequivocal and focussed on priorities National College to review the content of NPQH National College role to include training chairs of governors and leaders of children’s centres legislate to remove the duty on schools and colleges to cooperate with Children’s Trusts and abolish requirement for LAs to produce a Children and Young People’s Plan abolish expectations for self-evaluation forms (SEF), written lesson plans, use of Assessing Pupil Progress materials etc abolish central and local target setting for schools abolish the Financial Management Standard in Schools (FMSiS) and replace it with something simpler review all existing guidance to create a simple, definitive suite

C H I L D R E N A N D A D U L T S – L E A R N I N G A N D C A R I N G a national network of teaching schools create a national network of Teaching Schools – “truly among the best schools in the country” – designated by the National College in partnership with TDA. Teaching Schools will work with other schools in their partnership to: –provide and quality assure school-based ITT –ensure high quality professional development for teachers and leaders, including through middle leadership and CPD clusters –designate and deploy outstanding middle and senior leaders committed to supporting other schools (Specialist Leaders of Education) and review teacher designations –identify and develop talented leaders (succession planning) –broker peer support for new heads –(over time) help to deploy NLEs and LLEs in support of other schools locally

C H I L D R E N A N D A D U L T S – L E A R N I N G A N D C A R I N G behaviour increase and strengthen authority of teachers and headteachers to maintain discipline protect teachers from malicious allegations change current system of appeals panels for exclusions so they are quicker and pupils cannot be reinstated focus Ofsted inspection more strongly on behaviour and safety, including bullying improve quality of alternative provision and require local authorities to offer it full-time from September 2011 legislate for Pupil Referral Units (PRUs) to be self-governing and academies. Encourage new providers to set up alternative provision as free schools. Review ways to assess quality, with local authorities closing unsatisfactory provision trial new approach where schools have responsibility for ongoing education and care of excluded children, using money currently held by local authorities

C H I L D R E N A N D A D U L T S – L E A R N I N G A N D C A R I N G curriculum, assessment and qualifications review the primary and secondary National Curriculum to focus on core knowledge in traditional subjects make sure early years education is effective, building on Tickell review of Early Years Foundation Stage academies and free schools retain freedom to depart from National Curriculum, as appropriate ensure proper assessment of pupils, at ages 6 (reading check reported through RAISE Online), 11 and 16. Review key stage one and two (Lord Bew) testing, with new agency to oversee tests. Voluntary tests available at 14. Preference for end of course exams for GCSE. Minimise resits of modules at A level. introduce the English baccalaureate to encourage schools to offer a broad set of academic subjects to age 16, reported through tables reform vocational qualifications, including robustness compared to academic qualifications, following Alison Wolf’s review ask Ofqual to benchmark qualifications against the best in the world raise the Participation Age to 17 in 2013 and 18 in 2015

C H I L D R E N A N D A D U L T S – L E A R N I N G A N D C A R I N G the new school system restore for all academies their original freedoms ensure that the lowest performing schools (attaining poorly, in Ofsted category or not improving) are considered for conversion to academy partnered with strong sponsor or outstanding school. Extend Secretary of State’s power to close schools subject to Notice to Improve extend academies programme, opening it up to all schools: -primary and secondary schools – providing they work in partnership with a high performing school, or another sponsor -every outstanding school (or good with outstanding features) to commit to support at least one weaker school in return for academy status -special schools invited to apply in January 2011 support for schools to collaborate through academy chains and multi-school trusts and federations.

C H I L D R E N A N D A D U L T S – L E A R N I N G A N D C A R I N G the new school system - more support teachers, parents and other groups to set up free schools, especially in areas of deprivation with appropriate approvals process consult on changes to planning regulations to make it easier to secure land and premises for new schools support University Technical Schools and Studio Schools local authorities to have a strong strategic role, acting as a champion for parents and families, supporting vulnerable children and acting as a champion for educational excellence consult on a simplified and less prescriptive Admissions Code early in the new year so that a revised code is in place by July 2011

C H I L D R E N A N D A D U L T S – L E A R N I N G A N D C A R I N G accountability reform performance tables institute a new measure of how well deprived pupils do and introduce a measure of how young people do when they leave school require schools to publish comprehensive information online reform Ofsted inspection, with a new framework from autumn 2011, focused on: pupil achievement; the quality of teaching; leadership and management; and the behaviour and safety of pupils establish a new ‘floor standard’ for primary and secondary schools (35% 5A*-C inc Eng and Maths at GCSE and 60% L4 at KS2, both with progress below national average) make it easier for schools to adopt appropriate governance models, including smaller governing bodies.

C H I L D R E N A N D A D U L T S – L E A R N I N G A N D C A R I N G school improvement end requirement for every school to have a local authority School Improvement Partner (SIP) increase the numbers of National and Local Leaders of Education, from 1,154 to approximately 3,000 by 2015 and work with the College to ensure they are deployed, with Teaching Schools taking on a greater role over time publish ‘families of schools’ data from next year so that schools can identify from whom they can learn ensure schools have access to evidence of best practice, high-quality materials and improvement services

C H I L D R E N A N D A D U L T S – L E A R N I N G A N D C A R I N G school improvement - more ensure that schools below the floor standard receive support encourage local authorities and schools to submit applications to the new Education Endowment Fund for funding for innovative projects to raise the attainment of deprived children in underperforming schools establish a collaboration incentive, worth £35m each year, to financially reward schools which effectively support weaker schools and demonstrably improve their performance support a new market of school improvement services, as the national strategies and other field forces come an end.

C H I L D R E N A N D A D U L T S – L E A R N I N G A N D C A R I N G school funding introduce the pupil premium, which will amount to £2.5bn per year by the end of the spending review period consult, in spring 2011, on a new national funding formula, which will take into account the needs of vulnerable pupils, including those with complex special educational needs and those outside mainstream education increase transparency of current funding system end disparities between school and College funding at 16-18, bringing it into line with College funding replace (subject to legislation) the Young People’s Learning Agency with a new Education Funding Agency (EFA), with responsibility for direct funding of academies, free schools and all provision take forward the conclusions of the review of capital spending, securing better value for money expect schools to save at least £1 billion on procurement and back office spend by – with a focus on obtaining the services of a high quality business manager.

C H I L D R E N A N D A D U L T S – L E A R N I N G A N D C A R I N G a clear role for local authorities support parents and families through promoting a good supply of strong schools – encouraging the development of Academies and Free Schools which reflect the local community ensure fair access to all schools for every child use democratic mandate to stand up for interests of parents and children support vulnerable pupils – including Looked After Children, those with Special Educational Needs and those outside mainstream education support maintained schools performing below the floor standards to improve quickly or convert to Academy status with a strong sponsor, and support all other schools which wish to collaborate with them to improve educational performance develop their own school improvement strategies – encouraged to market their school improvement services to all schools, not just in their area.

C H I L D R E N A N D A D U L T S – L E A R N I N G A N D C A R I N G stepping up, stepping into ….