Impact of High Performing Specialist Schools

PricewaterhouseCoopers have published this interim report, on behalf of the DCSF, on High Performing Specialist Schools (HPSS). Specialist schools are those which are recognised as being a centre of excellence in their chosen specialism (such as a curriculum subject or for Special Educational Needs). Since 2004 Specialist Schools have had the chance to apply to become High Performing. This implies that they gain a second specialism (i.e. a second curriculum and/or vocational subject as specialism) or that they take part in the Leading Edge Partnership Programme; become a Training School; take part in the Raising Achievement Transforming Learning Programme; or Youth Support Trust School Leadership Programme.

This report evaluates the success of the HPSS only, as opposed to evaluating the success of the Specialist School Programme in general.

Key points:
- Schools are optimistic that the HPSS option is contributing positively to raising pupils’ aspirations and attainment. A small number of interviewees (mainly those schools with a SEN HPSS option) emphasised the importance of assessing the impact upon achievement as well as attainment, as this was important for pupils with Special Educational Needs;
- Approximately one-half of interviewees believed that recruitment and retention of staff had improved as a result of the school taking on the high performing role;
- Schools were generally positive about the opportunities that the programme has provided to enhance and extend training and development opportunities for staff. Approximately four-fifths of headteachers indicated that training and development opportunities have improved as a direct result of involvement in the programme;
- Staff workload has increased in two-thirds of the schools visited (in particular for the Director of Specialism(s) and class teachers), but this was not generally resented by staff; as interviewees suggested that job satisfaction has simultaneously improved. A large number of interviewees suggested that workload peaked during the planning stage and the early implementation of the specialism and that it would reduce as the programme was being implemented;
- Over 90% of headteachers believed that curricular choice and personalised learning opportunities for pupils have improved as a result of the HPSS option;
- Many HPS schools are collaborating effectively with partner primary schools, but the outreach activities with local secondary schools, the wider community and local businesses are less well developed. Many of the examples of best practice in terms of collaboration with local secondary schools and businesses exist in training schools and schools with a vocational specialism; and
- Over one-half of interviewees believed that HPSS contributed specifically to the achievement of wider Government objectives, including the 14-19 agenda, the workforce remodelling agenda, extended schools and Every Child Matters.