School effectiveness research

The CfBT have released a literature review into school effectiveness.

Findings:
- Schools account for between 5-18% difference in student attainment. However, teachers account for a larger proportion.
- Social and affective measures are interdependently linked to attainment and vice versa
- Feeling part of the school community is likely to have a positive effect on pupils, which poses problems for those groups which typically do not feel part of the school community
- Schools matter most for the underprivileged or under achieving students and effective or ineffective schools are especially effective or ineffective for these students

There are nine processes for effective schools:
1. Processes of effective leadership
2. Processes of effective teaching
3. Developing and maintaining a pervasive focus on learning
4. Producing a positive school culture
5. Creating high and appropriate expectations for all
6. Emphasising student responsibilities and rights
7. Monitoring progress at all levels
8. Developing staff skills at the school site
9. Involving parents in productive and appropriate ways

Whereas the ineffective school is found to have a lack of vision, unfocused leadership, dysfunctional staff relationships and ineffective classroom practice.

The report also has recommendations for schools serving disadvantaged communities (with a recommendation that they receive additional resources) and school improvement strategies.

Investigation into school partnerships

A year long study by the ASCL into school partnerships has found:

- There is a strong intellectual case for collaboration
- Lateral learning helps to spread ideas
- Collaborations can bring economies of scale, widen curriculum choice and ensure the broader welfare of students through working with other agencies
- Collaborations improve teaching and learning as well as the organisations leadership and management
- Outcome and opportunities for students are increased in line with the partnership's objectives

However, the author also noted that the benefits of partnership working are not evenly distributed and not always straight forward to assess.

They found the main barrier to partnership working is insufficient funding followed by transport, excessive meetings and the lack of a common timetable. There were also barriers around a conflicting inspection regime and the nature of local authority engagement. Whereas clarity of purpose, funding and a flexible model of working were seen as assisting the partnership to flourish.

Most partnerships involve at least six schools, with most schools being in 2 or 3 partnership initiatives. The main motivation behind partnership working is the drive to raise student attainment. 60% of partnerships are less than 3 years old and 90% of partnerships spend less than £100,000 on management and administration.

The report also highlights learning from the Private sector, federations, ICT, the 14-19 pathfinders and the extended schools services.

Impact of Extended Schools and Children's Centres

Ofsted have reviewed 30 Children's Centres and 32 Schools across 54 Local Authorities to find:

- over 75% of those examined provided good or better service overall
- All those examined integrated education and child care effectively
- Both extended schools and children's centres need to better reach new parents and children
- Strategic guidance from the local authority assisted the children's centre and extended school, however there was no assessment of whether the centre was providing value for money as monitoring was weak
- Those using the centres found them to be beneficial and take up was best when consideration was given to transport and integrating health service provision
- Uncertainties around the finances of multi-agency partners threatened services and staffing especially in children's centres

For Children's Centres:
- In 23 (of the 30 examined) children's centres children were seen to be making at least good progress in sessions observed, however, none of the centres monitored the long term progress of children
- There was a positive link between the senior staff having qualifications in education and the children's attitude towards learning and their enjoyment of learning

For extended schools:
- 13 (of the 32 examined) provided the full core offer
- All schools examined provided a varied menu of activities but they also found it difficult to offer year round care or to support families in finding provision
- A positive impact on the child's achievement and personal development was evident, this was greatest for the most vulnerable children
- The most effective are those which integrated the extended school into the whole school improvement plan
- There was some radical thinking in the application of multi-agency working

Best Practice in Post-16 Vocational courses

Ofsted have released five papers examining effective provision of post-16 vocational teaching and learning. The research was gathered by conducting over 100 visits to colleges which provided courses in business, administration and law; science; engineering and manufacturing technologies; construction; planning and the built environment; and agriculture, horticulture and animal care.

The best providers are those which:
- Have subject specialists, who have considerable experience in industry, technology and the relevant vocation
- Have strong links to local employers and business, this often results in sponsorship and/or donations
- Conduct continuous assessment of the students to ensure they are on the right track, have appropriate individual targets and swiftly identified and supported those at risk of falling behind
- Had good leadership and management

Some providers tailored the provision by offering learning on business premises.

However, weaknesses in the use of ICT was found.

Leading for social inclusion

The NCSL have released a paper on effective leadership for social inclusion in which they find mixed results on how useful current leadership is in assisting social inclusion.

Amongst the recommendations:

- For policy they suggest changes to how schools are measured and reported on; extra curricula freedoms; reduction in conflicting policies.
- For practice there needs to be a strong vision around social inclusion which is translated into appropriate structures. A variety of staff motivation techniques are needed and effective leader selection is important.
- For leadership development the authors believe that leadership motivation skills are more important than leadership structures; training for leadership when under pressure is crucial as are context and succession.

Diversity in Primary schools

The Primary Review have recently released a useful thought-piece on diversity. The authors believe that the current constructions on diversity conceal as much as they reveal and mislead as much as guide. They advocate a new construction.

Stretching those gifted and talented

The DCFS and the National Academy for Gifted and Talented Youth have released a useful paper which explains the concept behind the gifted and talented initiative and it's possible application in secondary schools. The paper is structured around the key components for personalised learning.

The smallest school - the family

Many analysts compare us with the USA when it comes to poor rankings in global league tables. However, on a positive note, I attach a short paper which highlights a common trend to develop home-school relationships. This report summarises the main points.

Raising Attainment of Black boys and Black young men

The government's response to the REACH groups recommendations (REACH is an independent group commissioned by government that made five recommendations on how to improve the aspirations and attainment of Black males) has the following:

- Establishing a national role model programme and support for local groups
- Local Authorities should support the establishment of Black-led consortia on a local level
- Ensuring the many school initiatives are effective for Black pupils
- Ofsted and others should report on how well schools are satisfying race equalities duties

Static social mobility

A report commissioned by the Sutton Trust finds that social mobility (defined as the link between parental and siblings earnings) has remained constant since 1970 (this is in contrast to an increase in social mobility between 1958-1970). Looking at intermediate outcomes (educational attainment, as incomes cannot be monitored yet) it indicates a potential decline in social mobility. Whilst there is an increase in all social groups gaining a degree the increase is sharpest amongst the top 20% of the population. 44% of the richest 5th of the population gained a degree in 2002, as opposed to 10% of the poorest 5th.

More interesting, the study also found that being bright does not indicate scholarly success. Those who had high cognitive scores at age 3 but from poor backgrounds are likely to be overtaken within 4 years by their richer peers who had significantly weaker cognitive skills at age 3.

Curriculum, assessment and qualifications

The DCFS and DIUS together released their proposal about how to spilt the regulation and development of qualifications in England. There will be a new Office of the Qualifications and Examination Regulator which will be the "guardian across the assessment and qualification system". This body is to ensure standards remain high, value for money and operate mainly at a strategic level, although they could intervene into specific cases if needed. They will also regulate key stage tests and the moderation of assessment at key stage 1 and early years foundation stage.

The current QCA (Qualifications & Curriculum Authority) will reform to be the development agency for curriculum, assessment and qualifications.

Another international survey

The OECD PISA (Programme for International Student Assessment) report had a focus on science for 2006, but also considered maths and reading. The PISA considers the attainment of 15 year olds across 57 countries and examines Scotland, Wales and England separately and so all data relates to England:

Science:
- Seven countries had statistically significantly higher results than England
- England's average is statistically significantly higher than the average result for all countries
- On some aspects of science males out perform females

Maths:
- 18 countries had scores which were statistically significantly higher than England's
- The average for England is in line with the OEDC average
- Males out performed females

Reading:
- Seven countries had statistically significantly higher results than England
- This was around the OECD average
- Females outperformed males

Early years reform

Just a recap on the changes to the early years sector:

- Since October 2007 Local Authorities (LAs) have had a duty to provide information, advice training to all childcare providers
- DCFS published statutory guidance for LAs on the Early Years Outcomes Duty
- LAs are required to submit targets to DCFS by 31st January for raising standards of children that reach a good level of development at age five and for reducing inequality
- LAs must have completed its assessment of childcare sufficiency and ensure sufficient childcare for working parents and those looking for work by April 2008
- LAs must provide information and advice for parents about childcare and other services in their area by April
- LAs, NHS services and Job Centre Plus must work in partnership to improve all young children's outcomes and reduce inequalities by providing effective integrated services
- Ofsted's new early years inspection framework is published in April
- As from September the Early Years Foundation Stage becomes a requirement in all schools and registered early year settings
- Early years and compulsory Ofsted Childcare Registers take effect in September alongside the new early years inspection arrangements being in place

Impact of school leadership on pupil outcomes

The NCSL & DCFS are part way through a 3-year study into the impact school leadership has on pupil outcomes. This builds on a previous study by the NCSL (Leithwood et al). The new paper builds on the "7 claims" by testing them and adding extra details. A good read for those interested in the impact of school leadership (read report).

Building Schools for the Future - 1st annual report

PricewaterhouseCoopers published this report by contacting nearly 2000 head teachers, visiting 25 schools and using data and existing literature.

The main points:
- The vast majority of existing schools are now old (built before 1976) and are increasingly unsuitable for modern teaching and learning.
- The existing literature indicates that improved (new or refurbished) buildings contribute to pupil performance.
- There are high expectations of BSF with the majority of teachers believing that the BSF programme will support educational transformation.
- To drive this forward, the report shows that early and deep consultation is needed at all levels.
- Moving forward, there is scope to improve communication (particularly between local authorities and schools) and reduce complexity of management which is perceived as a barrier.

Education and Skills Bill, 2007

The bill went before the House of Commons on 28th Nov. 2007. The main focus of the bill was on the post-16 provision. Here are the main points:

- There is clarification for school governing bodies about their role in arranging for young people to work elsewhere.
- Learning and Skills Council are responsible for ensuring learning opportunities exist.
- Local authorities are responsible for ensuring young people are engaged with education and/or training post 16.
- Providers of post-16 provision must tell connexions if a young person leaves training so they can be supported by the connexions service.
- Employers taking on a young person (for more than 20hrs a week) has to be satisfied that they are attending training or education.
- The service of Connexions will transfer to Local Authorities, which should adhere to the Quality Standards for Information, Advice and Guidance (issued 31st Oct 2007). This along with careers advice in schools must be delivered impartially.
- Additional requirements are also placed on the local authority if the young person has special educational needs.
- The Learning & Skills Council will have to ensure that adults have the right to free basic numeracy and literacy education and that those between 19-25 have access to free training up to level 3.

Root and Branch Review of Primary Education to start

Ed Balls has written to Jim Rose setting out the review of the primary curriculum as announced in the 10yr Children's Plan.

The letter sets the priorities for the review:

- To best personalise learning, allow for creativity and flexibility
- To introduce compulsory language learning at Key Stage 2
- To ensure students develop personal skills at school
- To integrate the early years foundation stage and key stage 1 fully
- To ensure summer born children are not disadvantaged
- To ensure a smooth transition to secondary school and integration with the new secondary curriculum

Jim is to set out his priorities by 15th Feb. and release a provisional report by the end of October 2008.

Benefits of Action Research

The NFER, DCFS and Essex local authority have carried out a study of four schools to assess the impact of action research within schools. It finds that when action research is woven into the daily school activity it can have significant impact, by:

- Raising attainment
- Increasing the diversity of approaches to teaching and learning
- Increasing staff responsiveness to pupils
- Assisting staff and pupils to engage in deeper conversations about their learning
- Increasing the quality and amount of student feedback
- Increasing pupil enjoyment, motivation and Independence

They found that action research is effective when it has a clear focus on impact; has the support of the school leadership; has dedicated resources; is recognised as part of CPD (continuing professional development) and has mentor support.

Review of 14-19 pathfinders

Two papers have assessed the state of preparation for the 14-19 roll out:

The Nuffield review concludes that the forces of competition amongst schools exceeds the forces of collaboration and until this changes (and hence government policy alters) this is the main hindrance for the 14-19 expansion.

The National Audit Office report says that it is vital for a range of partners to work together and that least progress has been made in engaging employers.

Joined up service... anything new?

The Primary Review has an interim report which examines the last four decades of shifting relationships between schools and other agencies. There have been changes over the years although the authors conclude that two assumptions have persisted:

- The role of agencies is to assist the "insufficient child" (although what constitutes insufficient has changed over the years)
- There has been a constant attempt to improve coordination between agencies

The impact of recent changes, such as extended schools, have yet to be tested and the barriers to cross-professional communication and collaboration are deep rooted.

Targeted Youth Support Interim Evaluation

The DCFS has commissioned a survey of 6 of the 14 targeted youth support pathfinders. They paint an image of wide variation in how the support is being designed, organised and delivered.

Key recommendations:
- Local authorities need to provide strong strategic support, backed by sufficient resources to
deliver the changes.
- Developing a shared and common vision early on in the process is important.
- Development teams need to recognise and address differences in understanding in
terminology.
- Development teams should divide their focus between the theoretical model and the
practical implications from an early stage.
- Development teams should consider use of vulnerability matrices.
- Practitioners should be engaged throughout the process

Raising participation age - benefits and challenges

Raising the participation age will affect those who would have left education at 16 most who are most likely to go onto work based training and the use of sanctions is not proven to have a desired effect. Finally a choice of pathways at 16 will be of most benefit to help the 16 year old chose to stay on... this report tells us nothing new.

The training of Teaching Assistants

The EPPI-Centre has conducted a review of the impact of training for Teaching Assistants, looking at the USA and UK. They found:

- Training is patchy and the impact of any training is little understood
- Policy on training for teaching assistants is un-coordinated
- Training does tend to raise awareness for the teaching assistant as well as developed their confidence, subject knowledge and instructional skills

To improve there could be more pre-service training and better induction preparation.

Family structure

The Primary Review have released another interim report on this topic found:

- Changing family structure pose a significant challenge for primary schools understanding and communication with families
- Many changes (such as increased flexi-working or shared family care) can have positive or negative effects dependent on the individual case
- Poverty reduction is needed
- Despite messages of a change in the relationship between parents and schools there is little difference

The experience of poverty

The NSPCC has coordinated research which interviewed 70 families in low income households from a mix of affluent and deprived areas.

Key recommendations:
- The risk factor checklist approach used to target interventions may hinder a holistic approach as it hides the complexity and uniqueness
- Poverty eradication and knowledge of the effects of poverty and social exclusion amongst professionals is needed
- Housing analysis need to be incorporated into planning
- Childcare is needed in all areas (not just the less affluent)
- Advice and information needs to be available from a range of sources
- Engaging parents with poor experiences and low expectations needs to be approached with care and patience
- Advocacy services are needed to support families in dispute with other services

Outside the school gates

The Primary Review is pressing on and Berry Mayall has released an interim report into the impact of what happens to children outside of school, key points:

- Government should counter-balance the negative media perception of children
- Poverty needs to be reduced and the status of children increased
- If early years is the way forward then a fully trained workforce is needed
- To build on what children know the teaching profession and curriculum needs reform
- There should be a full debate on the distinction between school and free time and the role of home and parents (with topics such as parenting classes included) in the "scholarisation" of childhood

CWDC Sector Skills Agreement Reports

The Children's Workforce and Development Council have analysed the skills needed for the 500,000 members (the majority of which are early years and childcare providers, 70%; and children & families social care, 15%). They found that besides the generic skills (literacy, numeracy, communication, interpersonal skills and ICT) the sector also needs skills to:
• ensure the safety of children and young people;
• raise aspirations and encourage children and young people to fulfil their potential;
• help individuals to work in multidisciplinary teams which make connections between
different agencies;
• prepare staff for work with children, young people and families.

Those in management roles need additional generic skills including:
• leadership and management;
• commissioning and negotiation.

The survey also found that qualifications are the highest barrier for people moving between jobs in the sector. The sector is overwhelmingly female although there is a higher proportion of men at managerial levels. Disabled people make up 1% (compared to 10% of the population as a whole) and BME workers are 8%. It was also difficult to obtain workforce data. The majority of the workforce are part-time and there are lower levels of pay comparable to similar sectors.

A study of the supply found:
• The large number of qualifications available needs to be reduced as the current
provision is confusing for employers and potential new entrants to the sector.
• There is a wide range of non-accredited training undertaken in the sector.
• Delivery of learning/training provision is not always sufficiently flexible to meet
employer needs in terms of time, location, relevance etc.
• Funding for training and development needs to be simplified and clarified in order
to maximise the impact and effectiveness of investment.
• In order to ensure the sector develops the skills it needs there is a need to
improve the data on current skills / qualifications held.

Phase 3 Children's Centres

The DCFS have released guidance on the expansion of Children's Centres. The aim is that by 2010 there will be 3,500 Children's Centres. This builds on phase 1&2 which provided Children's Centres to the 30% most deprived neighbourhoods.

As the expansion is now focusing on less deprived areas the guidance calls for less intensive provision, however a universal and integrated service must still be offered which suits local needs.

Impact of Poverty on primary education

JRF and Save the Children have published a paper based on a survey of 220 primary school children from a range of religious and socio-economic backgrounds.

Key findings:
- Children from all backgrounds felt that education was important. Younger children are more likely to feel that learning is fun whilst older children associate learning with positive career prospects, however older children in disadvantaged schools are less likely to describe learning as fun.
- Children from all backgrounds expressed a desire to be involved in their learning and to have "learning by doing".
- All children had relatively high aspirations of their future but children in advantaged schools aspired to higher paying professional jobs.
- Boys as young as 8 are becoming disenchanted with school and starting to disengage.
- Only children in disadvantaged schools felt worried about their safety travelling to and from school and had concerns about school vandalism.
- Children in disadvantaged schools were considerably more aware of the costs associated with schooling.
- Residential trips by students posed a significant cost, even for the relatively well off parents.
- Children in better off schools see extra curricular activities as "normal" whereas those in poorer schools see them as optional extras.

Children's Centres - reaching the hardest

Esmee Fairbairn Foundation and Capacity have created a paper which identifies methods employed by Children's Centres which are successful in engaging parents:
- Good consultation with the community and hence secured trust.
- Effective monitoring and evaluation.
- Providing a personalised approach and appropriate support at different levels of progression.
- The leaders have expertise and knowledge and full understanding of poverty and disadvantage.
- Developed links with Job Centre Plus, employers and training providers to enable parents to progress to employment.

"Revolutionary shift in workforce culture"

The words of Ofsted in their report on workforce modernisation which found that the requirements of the Children's Act and National Agreements were being met and that teachers are now spending more time on teaching and learning. However, the impact of the reforms has not being effectively evaluated at the school level and slower progress is being made in allowing strategic leadership and headship time largely because of confusion about what "dedicated headship time" meant.

Birth penalty

The Centre for the Economics of Education has complied a report on the effects on being a summer baby. Those born in the summer tend to do worse throughout their academic career and although the effect declines as the child grows there is still an impact at age 16 & 18. This is true for several subgroups sampled, although those on free school meals tend to do worse still. Starting school earlier has a modest difference and so the authors suggest changing the assessment regime and instruments to recognise the difference, something which by coincidence is likely to occur under the personalised learning agenda.

Engaging BME parents

The DCFS commissioned a research project to explore how children's services can effectively engage BME parents. The results are largely unsurprising: BME parents are likely to be disproportionally affected by barriers to access; staff made assumptions on BME parents; parents are keen to be involved but often it fails to happen; engagement with fathers tends to be especially difficult and that the BME label itself is not helpful as it encourages a view of a single group. The conclusions points to a mixed picture, if we are to create holistic children's services, we need to be clearer about what and how to effectively engage all parents.

Diplomas, diplomas...

In October the DCFS announced that they would delay the review of A-levels (planned for 2008) until 2013 so that they could allow time for diplomas to become the "qualification of choice" amongst older children. A Diploma Development Partnership is to start to specify the content for the 17 new diplomas early in 2008. Subscribe for 14-19 updates.

Ethnic Minority Achievement Programme Newsletter

National Strategies Ethnicity, Social Class and Achievement programmes released their first termly newsletter in October. The content has a focus on recent activities by the National Strategies team, updates of resources and many case study examples.