Towards a High Excellence,Towards a High Excellence,High Equity Education SystemHigh Equity Education System

The Association for Achievement and Improvement The Association for Achievement and Improvement through Assessmentthrough Assessment

National Conference Brighton, Tuesday 21National Conference Brighton, Tuesday 21stst September September 20042004

Professor David HopkinsProfessor David HopkinsChief Adviser on School Standards, DfESChief Adviser on School Standards, DfES

Ambitious Standards

Devolved

responsibility

Good data and clear targets

Access to best practice and quality

professional development

Accountability

Intervention in inverse proportion to success

High High ChallengeChallenge

High High SupportSupport

Policies to Drive School ImprovementPolicies to Drive School Improvement

4

Distribution of Reading Achievement in 9-10 Distribution of Reading Achievement in 9-10 year olds in 2001year olds in 2001

300

325

350

375

400

425

450

475

500

525

550

575

Sw

eden

Net

her

lan

ds

En

gla

nd

Bu

lgar

ia

Lat

via

Can

ada

(On

tari

o,Q

ueb

ec)

Lit

hu

ania

Hu

ng

ary

Un

ited

Sta

tes

Ital

y

Ger

man

y

Cze

ch R

epu

blic

New

Zea

lan

d

Sco

tlan

d

Sin

gap

ore

Ru

ssia

n F

eder

atio

n

Ho

ng

Ko

ng

SA

R

Fra

nce

Gre

ece

Slo

vak

Rep

ub

lic

Icel

and

Ro

man

ia

Isra

el

Slo

ven

ia

Inte

rnat

ion

al A

vg.

No

rway

Cyp

rus

Mo

ldo

va, R

ep o

f

Tu

rkey

Mac

edo

nia

, Rep

of

Co

lom

bia

Arg

enti

na

Iran

, Isl

amic

Rep

of

Ku

wai

t

Mo

rocc

o

Bel

ize

Source: PIRLS 2001 International Report: IEA’s Study of Reading Literacy Achievement in Primary Schools

Percentage of pupils achieving level 4 or Percentage of pupils achieving level 4 or above in Key Stage 2 tests 1998-2004above in Key Stage 2 tests 1998-2004

Test changes in 2003

• Major changes to writing test/markscheme

• Significant changes to maths papers

50

55

60

65

70

75

80

1998 1999 2000 2001 2002 2003

English Maths

Per

cen

tag

e

2004

Key Stage 3 Test ResultsKey Stage 3 Test Results

* based on teacher assessment

0

20

40

60

80

100

2001%L5

2001%L6

2002%L5

2002%L6

2003%L5

2003%L6

2004 target

2007 target

English

Maths

Science

ICT*

GCSE: Percentage of pupils achieving GCSE: Percentage of pupils achieving 5+A*-C grades5+A*-C grades

40

42

44

46

48

50

52

54

1997 1998 1999 2000 2001 2002 2003Year

Pe

rce

nta

ge

45.1

46.3

47.9

49.2 50

51.652.9

PISA 2001: Mean Score in Student Performance PISA 2001: Mean Score in Student Performance on the Combined Reading Literacy Scaleon the Combined Reading Literacy Scale

Source: OECD, Programme for International Student Assessment (PISA)

300 320 340 360 380 400 420 440 460 480 500 520 540 560

Mexico

Luxembourg

Portugal

Greece

Poland

Hungary

Germany

Italy

Czech Republic

Spain

Switzerland

Denmark

United States

France

Norway

Austria

Belgium

Iceland

Sweden

Japan

United Kingdom

Korea

Ireland

Australia

New Zealand

Canada

Finland

Towards a High Excellence, High Towards a High Excellence, High Equity Education SystemEquity Education System

Source: OECD (2001) Knowledge and Skills for Life

• Low excellenceLow excellence

• Low equityLow equity

• High excellenceHigh excellence

• Low equityLow equity

• Low excellenceLow excellence

• High equityHigh equity

• High excellenceHigh excellence

• High equityHigh equity

• U.K.

• Belgium• U.S.

• Germany• Switzerland

• Poland

• Spain

• Korea

• Finland

• Japan• Canada

•M

ean

per

form

ance

in r

ead

ing

lite

racy

• 200 – Variance (variance OECD as a whole = 100)

420

440

460

480

500

520

540

560

60 80 100 120 140

Achieving the High Excellence, High Achieving the High Excellence, High Equity SystemEquity System

a b ca b c

National PrescriptionNational Prescription

Schools Leading ReformSchools Leading Reform

High High Excellence, Excellence,

High High EquityEquity

Personalised Learning

Real Clarity of PurposeReal Clarity of Purpose

• Personalised learning, enriched curriculum, whole child

• 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

Adding value to the learning journeyAdding value to the learning journey

All these …. whatever my background, whatever my abilities, wherever I start from

All these …. whatever my background, whatever my abilities, wherever I start from

I know how I am being assessed and what I need to do to improve my work

I know what my learning objectives

are and feel in control of my learning

My parents are involved with the school and I feel I

belong here

I enjoy using ICT and know how it can

help my learning

I can get the job that I want

I know if I need extra help or to be challenged to do better I will get the

right support

I know what good work looks like and can help myself to

learn

I can work well with and learn from many others as well as my teacher

I can get a level 4 in English and Maths

before I go to secondary school

I get to learn lots of interesting and

different subjects

Personalisation and Personalised Personalisation and Personalised LearningLearning

Personalisation has the potential to transform public services, but to unlock that potential the idea needs to involve the integration of two key, and contrasting, approaches:

• Teachers and educational professionals must deploy their knowledge and skills in a timely and effective way to provide a more differentiated ‘offer’ for the student.

• At the same time the system must build up the knowledge and confidence of students (and their parents) to take responsibility for their own learning.

The Five Components of Personalised LearningThe 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)

Assessment for Learning

Effective Teaching and Learning

Curriculum Enrichment and Choice

Organising the School for Personalised Learning

Beyond the Classroom

Inner CoreInner Core

Personalising Personalising the School the School ExperienceExperience

The School as a Personalised Learning The School as a Personalised Learning OrganisationOrganisation

PMDU claim that a school effective at Personalised Learning focuses on:

• Focus on leadership and management of teaching and learning

• CPD including peer observation and coaching

• Making full use of the Primary / KS3 Strategies

• Focusing improvement activity on evidence of performance

• Making use of workforce reforms and new technologies

• Networks and collaboration to support school improvement

New Relationship with Schools: PurposeNew Relationship with Schools: Purpose

David Miliband, Minister for Schools, 9 January 2004:David Miliband, Minister for Schools, 9 January 2004:

“a new relationship between DfES, LEA and schools that:

• strips out clutter and duplication

• aligns national and local priorities

• releases greater local initiative and energy”.

The Main ChangesThe 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 school’s 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 school’s 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”

School

School

Improvem

ent

Improvem

entPersonalised Personalised

LearningLearning

System Wide System Wide ReformReform

Teach

ing a

nd

Teach

ing a

nd

Learn

ing

Learn

ing

Core Principles – System Wide ReformCore Principles – System Wide Reform

• Be based on clear values – a commitment to the success of every learner

• Develop a system that is coherent for learners at every level

• Build front-line capacity by developing power and resources to the local level

• Establish an intelligent accountability framework

• Strengthen diversity, collaboration and innovation

• Develop local and regional capacity for professional support and challenge

Empowered leaders within a culture which enables

Professional judgment to be exercised to best meet the needs

of every child.

Pupils and parents have a strong voice and their needs are at the heart of the school

Personalised ‘tutorial’ where learners discuss progress and learning

needs with a consistent adult

Organising the School

Infrastructure to support networks and collaborations and the

sharing of good practice in place. New wider accountabilities from

Every Child Matters.

Parents and carers proactively involved and the

school leasing with local agencies and organisations

Work inside and outside the classroom valued

and developed cohesively

Networking and engaging with the community

Freedoms and flexibilities within the curriculum explicit and re-

engineered key stage strategies with tools and materials to

support AfL

Choice of learning goals across the curriculum with

minimum entitlements

Enquiry into subjects through self directed project based work

Enabling Curriculum

Choice

ITT and CPD equip staff in schools with the skills to match

teaching to the needs of learners

ICT enhances creativity, extends opportunities and

accommodate different paces

Lessons build on the learner’s knowledge and

multiple intelligence. Learning skills taught

explicitly.

Teaching, Learning and ICT

Fit for purpose systems are available to collect and make

intelligent use of data linking it to teaching and learning

Marking policies and schemes of work promote

formative assessment

Pupils have personal targets based on data and dialogue involving

learners, parents, teachers and mentors

Assessment for Learning

Learning SystemsLearning SchoolsLearning ClassroomsPERSONALISED

LEARNING

A Five Year StrategyA Five Year Strategyfor Children & Learnersfor Children & Learners

Putting people at the heart of public servicesPutting people at the heart of public services

A Five Year StrategyA Five Year Strategyfor Children & Learnersfor Children & Learners

Putting people at the heart of public servicesPutting people at the heart of public services

The Five PrioritiesThe Five Priorities

• 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

Key Principles for ReformKey Principles for Reform

• Greater personalisation & choice

• Opening up services and new ways of delivery

• Freedom & independence

• A major commitment to staff development

• Partnerships

Primary EducationPrimary EducationExcellence and Enjoyment for every primary childExcellence and Enjoyment for every primary child

• The best in the basics

• Better teaching & more personalised support for each child whatever their needs

• A richer curriculum

• Primary consultant leaders

• Extended schools offering wrap around childcare

• National system of primary networks

Independent Specialist SchoolsIndependent Specialist SchoolsMore choice for parent and pupils; independence for More choice for parent and pupils; independence for schoolsschools

• Guaranteed 3-year budgets for every school from 2006

• Universal specialist schools and greater freedom for all secondary schools

• A ‘new relationship with schools’

• 200 Academies by 2010

• ‘Foundation Partnerships’ and greater flexibility to combine school, college & work-based training

• Every secondary school to be refurbished or rebuilt over the next 10 – 15 years

Personalisation and ChoicePersonalisation and ChoiceEvery young person achieving their full potentialEvery young person achieving their full potential

• A smooth transition from primary to secondary

• Teaching based on knowledge of individual pupils (AfL)

• CPD and workforce reform focussed on teaching and learning

• Better management of behaviour and inclusion, step-change in school attendance with schools at the heart of their communities

• Improved vocational & work-based routes (14-19), with better & earlier employer involvement

• Every young person able to develop the skills they need for employment & for life

‘‘It is teachers who, in It is teachers who, in the end, will change the the end, will change the world of the school by world of the school by

understanding it.’understanding it.’

A quotation from Lawrence Stenhouse chosen by some teachers who had worked with him as an

inscription for the memorial plaque in the grounds of the University of East Anglia.