1 ADES Conference Educational Outcomes and the London Challenge Frankie Sulke 19 November 2015

2 Today….. Our Grand Endeavour… Our Grand Endeavour… A bit of context… A bit of context… Key features of success… Key features of success… Some thoughts on sustainability… Some thoughts on sustainability…

Our grand endeavour… Improving life chances and choices Closing the gaps

Our grand endeavour… Improving life chances and choices Closing the gaps Ambition for all our children

Our grand endeavour… It’s everybody’s business

6 London Wards by Rank of Index of Multiple Deprivation

London is more polarised than elsewhere …and 35% of pupils eligible for FSM cf 13% outside London …as many children living in poverty as there are children in Scotland

8 The London Challenge: vision London’s future depends at least in part on the success of its education systems Our task was to make it the world’s leading learning and creative capital city, knowing: –we must use all the world-class resources in London if we are to achieve this –we must make it increasingly the place where it can be demonstrated that the link between deprivation and worse educational outcomes can be broken

Meeting the pan- London Challenges Keys to Success Schools Key boroughs

Meeting the pan- London Challenges Keys to Success Schools Key boroughs 61% of secondary schools involved 28% of primary schools involved Every London Local Authority involved

Meeting the pan- London Challenges Keys to Success Schools Key boroughs 32 Local Authorities 2,502 schools 1,142,265 pupils

Meeting the pan- London Challenges Keys to Success Schools Key boroughs £80m

So how did we do?

Key success features? Hunger to improve No excuses and nowhere to hide Leadership, focus and collectivity Flexible, creative civil servants Spreading outstanding leadership – systems approaches Removing barriers to learning Money – and its use Driving ambition – radically challenging expectations and aspirations Data, data, data

Key success features? No excuses and nowhere to hide Data, data, data  Benchmarks and comparisons which make the difference – If Rathfern can, why can’t we?  Transparency and openness  Families of schools data  Collectively holding schools and professionals to account  Encouraging curiosity

Supply Support staff Admin Premises staff CleaningEnergy Learning Resources (non-ICT) Bought-in prof fees Highest performing schools vs lowest performing schools (top quartile vs bottom quartile)….. Biggest differences?

Supply 55% lower 1 Support staff 12% lower 7Admin 14% higher 6 Premises staff 4% higher 8 Cleaning 32% higher 3Energy 28% lower 4 Learning Resources (non-ICT) 15% higher 5Bought-in prof fees 42% higher 2 Highest performing schools vs lowest performing schools (top quartile vs bottom quartile)….. Biggest differences?

Key success features? Leadership, focus and collectivity Driving ambition – radically challenging expectations and aspirations Hunger to improve  Leadership works, even without power  How high are those expectations and aspirations? Use that data…  Ruthless focus on children’s outcomes and high quality teaching and learning  Use good people  Collectivity and joint responsibility, including collective zero tolerance for under- achievement, low achievement, poor pace of improvement, widening gaps

Key success features? Flexible, creative civil servants Money – and its use  Pragmatism over ideology  Decisions made by those who know best what is needed, based on evidence  If it’s not working…..

Key success features? Spreading outstanding leadership – systems approaches  Collective responsibility for children  Knowing schools and intervening before failure; using powers  Give the great headteachers more children… brokering solutions, including Federations (but…)  Hard decisions alongside strong support and development  Spreading practice that works

Key success features? Removing barriers to learning  Focus on accelerating every child’s progress (GIRFEC?) Yes they can!  Culture change – it’s everybody’s business

30 Our culture across the partnership: we all work for childrenwe all work for children all children are all of our concernall children are all of our concern all money is children’s money – make every penny countall money is children’s money – make every penny count we intervene early to make a difference - targeted children and families at risk of poor outcomes – go for the siblingswe intervene early to make a difference - targeted children and families at risk of poor outcomes – go for the siblings personal responsibility of all to integrate and share informationpersonal responsibility of all to integrate and share information no resignation from the teams around the child – ‘Don’t just refer on’no resignation from the teams around the child – ‘Don’t just refer on’ no wrong doorno wrong door we involve children and young people and their familieswe involve children and young people and their families

Children’s Centres and targeted family support Children’s Social Care Relationships Relationships Families and the community Early Intervention Services Schools, colleges, early years settings Schools, colleges, early years settings Other Local Authority – eg housing Health visitors, GPs Local VCS Police, YOS

And now?

o Gaps at the higher levels o Some key under-achieving groups – white working class, LAC o Year 12 drop out rates o Destinations o Resources shrinking o Massive population growth Not all in the garden is rosy…

o Gaps at the higher levels o Some key under-achieving groups – white working class, LAC o Year 12 drop out rates o Destinations o Resources shrinking o Massive population growth Not all in the garden is rosy…

o Ownership and understanding of the problems and continued hunger to improve o Transparency and data o Strong leadership strategies o Strong London collaboration - London Schools Excellence Fund; The Mayor’s Gold Club o Research and evidence based practice for high quality teaching and learning How to sustain accelerated improvement?

Teaching and learning toolkit

The Toolkit is a starting point for making decisions

Overview of value for money Cost per pupil Effect Size (months gain) £0£ £1000 Feedback Meta-cognitive Peer tutoring Pre-school 1-1 tutoring Homework ICT Outdoor learning Parental involvement Sports Summer schools After school Individualised learning Learning styles Arts Performance pay Teaching assistants Smaller classes Ability grouping Phonics

So what ? Outcomes, outcomes, outcomes

Together, you can make the difference