Raising Education Achievement and Breaking the Cycle of Inequality

This OECD report examined the two big strategic objectives which the government has for education policy (as outlined in the Public Sector Agreements). This report compares recent policy against international standards.

Key points:
- Whereas the UK often ranks very highly on certain measures of economic policy and outcomes, this is certainly not the case when it comes to educational standards.
- The test-dominated education system in the United Kingdom has pioneered the use of school benchmarking techniques and the use of targets to raise school quality. However, targets may have biased some national measures of education performance, and there is relatively little evidence of improvement in performance when evaluated using international tests of cognitive ability, such as PISA and PIRLS.
- Socio-economic background plays an important role in explaining education performance, and the government has tried to address this through the use of funding formulas which direct additional resources to areas with a higher proportion of pupils from deprived backgrounds. There has been some improvement in the most disadvantaged schools but pupils in the middle and lower half of the distribution continue to perform particularly poorly relative to students in countries with the best performing education systems.
- One explanation may be that local authorities and schools are not distributing deprivation funds as intended by the central government, resulting in outcomes which can be seen as inequitable. Stronger measures may be required to correct this imbalance.

The paper makes the following recommendations:
• Increase regular participation in quality early childhood education, and continue to target childcare services provided by Sure Start Children’s Centres to disadvantaged families. Sustained intervention once disadvantaged children have entered primary school will also be required, to ensure that the benefits of pre-school interventions are sustained.
• Continue to promote a focus on the acquisition of core literacy and numeracy skills for pupils at primary and secondary school.
• Ensure that the focus on core skills is not compromised by the goal of expanding the average number of years of schooling. Emphasise the role of core literacy and numeracy skills within the new Diplomas. Consider introducing a higher age for compulsory participation only for those students who have not already achieved a certain minimum standard of core skills by age 16.
• Evaluate returns to the new diplomas closely. When A-levels are reviewed vis-à-vis the new Diplomas in 2013, give serious consideration to moving towards a more unified framework of qualifications as originally recommended by the Tomlinson report.
• Ensure continued participation in international tests of cognitive ability, such as PISA and PIAAC.
• Reduce the focus on testing and targets and put more focus on supporting weak students and schools.
• Design all remaining targets in a way that limits the potential for gaming, by ensuring an interactive performance management system that captures the complexity of the education process. Ensure that remaining key performance measures are not based on targeted outputs.
• Encourage a public debate about whether the goal of the education system should be to make all schools high performers, and what societal values that would reflect.
• Consider ways of encouraging the highest quality teachers to move to the most disadvantaged schools – such as by giving bonuses for high quality teaching performance at such schools.
• Promote a national benchmark formula for local authorities to use in allocating funding between schools, while still permitting flexibility (i.e. deviation from the benchmark formula) to meet local needs.
• Promote the transition to a more efficient allocation of funds by providing standard procedures for taking deprivation-targeted funding out of the formula used to determine the Minimum Funding Guarantee.
• Evaluate the pros and cons of introducing a differentiated voucher system of funding (as in Chile) where pupils from poorer families receive vouchers that are valued more highly than those for the general population.
• Encourage more research into determining which resource mixes within schools are most successful at narrowing socio-economic gaps.

Jobs for youth, OECD

This OECD paper on youth employment offers an objective critique of recent government initiatives and policy.

Key points:
- Measures of youth labour market performance and indicators describing the transition from education to work over the past 15 years paint a mixed picture. On the one hand, there is evidence that youth labour market integration and career progression have improved considerably since the mid-1990s, however, other indicators paint a less rosy picture.
- In 2007, the youth unemployment rate was 14%, slightly above the OECD average, compared with just 11% in 2004. These figures hide significant differences between teenagers (16-19-year olds) and young adults (20-24-year olds).
- 13% of 16-24-year olds were neither in employment nor in education or training (NEET) in 2005 (the latest year for which comparable data are available), and many youth in this group are at high risk of poor labour market outcomes and social exclusion. This rate is just above the OECD average of 12% and has increased slightly over the past decade.
- The New Deal for Young People – has helped many youth return to work, sustainable employment outcomes have proved difficult to achieve and there are signs that the programme is no longer as effective as in the early days.
- In terms of the education system, the priority is to reduce early leaving from education and training.
- Provision of free early childhood education, which helps reduce early leaving from education and training particularly when interventions are sustained beyond the pre-school period, is lower in England than in many OECD countries.
- Raising the age of compulsory participation in education and training to 18 by 2015 has the potential to ensure that youth enter the labour market better prepared for work. However, the part-time learning participation option may bring in its wake some enforcement problems when job separation occurs.

The report provides a good, objective, introduction to recent policy in this area and the current planned changes to the 14-19 agenda.

Evaluation of the Child Trust Fund

The IPPR have evaluated the Child Trust Fund, which has been operational in the UK since September 2005. The government scheme gives a voucher to all parents to invest in any bank offering the Child Trust Fund (CTF) account. The amount of the voucher ranges from £250 to £500, based on parental income. If the parent does not open an account within a year the government will open one on their behalf. A further deposit is made by the government on the child's 7th birthday (again variable according to parental income). Parents can also add a further £1200 to the account each year. Upon reaching 18 the young person can spend the money as they wish.

The scheme is intended to encourage saving, both by parents and the young people.

Using official data from the first two and a half years of operation along with academic research, industry data and original research, the report draws some initial conclusions:

Regarding initial parental involvement:
• Parental involvement is relatively high but could be improved.
• 75% of all accounts are opened by parents, which compares favourably with similar products.
• Parents who fail to open an account are more likely to be on a low income.

Regarding impact on savings behaviour:
• The initial government investment encourages further contributions.
• Positive effects on savings behaviour are becoming evident, even amongst low income households.

Regarding investing in shares
• 80% of all CFTs are shareholder accounts
• Private sector participation is extensive

OECD Education at a Glance 2008

The Annual survey by the OECD found the following for the UK (note this refers to all education, including HE):

- Below average class sizes are afforded through an above average teaching load for teachers.

- The highest spenders on educational institutions are Denmark, Iceland, Korea and the United States, with at least 7% of GDP accounted for by public and private spending on educational institutions.

- The proportion of GDP spent on tertiary institutions in Belgium, France, Iceland, Mexico, Portugal, Switzerland and the United Kingdom is below the OECD average; these countries are among the OECD countries in which the proportion of GDP spent on primary, secondary and post secondary non-tertiary education is above the OECD average.

- For all levels of education combined, public and private investment in education increased in all countries by at least 8% between 1995 and 2005 in real terms and increased on average by 42%, with the UK increasing spending by more than 50%.

- The UK comes fourth out of 30 OECD countries for per-pupil funding in early years and enrolment is far above the OECD average.

- Teacher salaries at primary school level are above the OECD average.

- Secondary school class sizes are below the OECD average.

- The rate of increase for teacher salaries is above the OECD average.

- The UK has the highest private rate of returns to upper secondary education or post-secondary non-tertiary education.

- High completion rates of full degree courses which results in a flow of graduates that remains above the OECD average and the UK continues to be an attractive destination to foreign students, especially in science and technology subjects, and is only second to the USA overall.

- The UK has the 6th highest number of science graduates per 100,000 employed aged 25-34, placing us ahead of Japan and Germany.

HE; Academies; State Boarding Schools & New Schools

The DCSF are on a mission to have every university in the country supporting a local academy school. Currently more than half of the 88 universities are committed and a further 20 are developing towards supporting an academy.

For more and a full list of which academies and universities are involved click here.

The hope is that with the raising of the educational age to 17 by 2013 and 18 by 2015, that links to universities will encourage young people who had never considered a university education to stay on post 18.

The academic year 2008 witnessed the opening of over 180 new schools, including 51 new Academies (taking the total number of academies to 134). Many opened as part of the "Building Schools for the Future" programme, including a purpose-built multi-faith centre which will be used by all members of the community at Allerton High in Leeds.

These new schools includes 5 new "all through" academies, schools which provide a seamless primary and secondary education, taking the total of such schools to 14, with a further 5 in development.

Additionally, the DCSF have announced two new academies will eventually take boarding students, with a focus on those students from the armed services in Lincoln and Salisbury Plain.
This comes on top of additional funds aimed to expand the places at state boarding schools aimed at vulnerable children, such as those looked after by the local authorities.

DCSF Customer Perception Survey

BMG (commissioned by the DCSF) have undertaken this customer perception survey by interviewing 1000 respondents across the UK (a sample designed to be broadly representative of the general public). The survey is structured on the 6 Department Strategic Objectives which the DCSF have.

Key points:

- 65% believe it is very important that 3-4 year olds attend some form of pre-school.

- 80% believe that bullying is a problem in schools, to some degree. Females being more likely to assert this claim.

- The majority of respondents feel that all situations are safe for young people during the day, although opinion is divided when considering situations for young people at night.

- The majority of general public respondents feel that the current quality of publicly funded education is good, with a minority rating any stage as poor to any degree.

- Respondents were most likely to rate the current quality of university or higher education as good as almost nine in ten gave a positive rating here (87%). This is followed by the younger education stages as nurseries, pre-schools and early learning were rated positively by 85%, while 84% feel that the quality of primary education is good. 6th Form colleges or Further Education colleges were felt to provide good quality education by 81%. Secondary schools were most likely to be rated as very or quite poor, by a third of general public respondents (34%), although still the majority of respondents rate secondary schools as good (66%).

- The majority of respondents feel that pupil behaviour is generally good (30%) or acceptable (40%), while around a quarter (27%) feels that it is poor.

- Seven in ten respondents agree that England is a good country for children to grow up in, while just over a quarter disagree that this is the case.

The impact of programme led apprenticeships

This Ofsted survey evaluates programme-led apprenticeships (PLA) and their impact on improving participation and achievement. Programme-led apprenticeships provide an important alternative to the more traditional employer-led apprenticeship route for young people who have found it difficult to gain employment or for those who require an initial period of planned training before taking up employment. This report looks at the different methods of delivering programme-led apprenticeships and evaluates their success.

The Learning and Skills Council published "A Strategy for programme-led apprenticeships in England for 2007–2010 in July 2007". This report also looks at the implementation of this strategy.

Key points:
- Learners on PLAs were better prepared for their apprenticeship and were more likely to achieve their full apprenticeship framework in a shorter time period where PLAs were well-designed and provided an initial period of planned training which included elements of the apprenticeship framework.
- Employers were positive about the initial period of planned training that learners on PLAs had undertaken prior to becoming employed. It enabled employed apprentices to settle more quickly into their work roles.
- Too few further education colleges had converted their programme-led full-time vocational courses to ensure there was progression to an employed apprenticeship.
- Work placements, as part of a programme-led apprenticeship, gave a valuable opportunity for young people to start an apprenticeship where there were insufficient employers offering apprenticeships or where they needed work experience prior to being employed. But learners who spent too long on a work placement, without the prospect of securing employment, lost motivation and were more likely to leave their programme.
- The low level of payment available for learners on PLAs is a potential deterrent for those on work placements. There were examples of learners on PLAs working for 30 hours a week and receiving no payment.
- Insufficient use was made of PLAs as a progression route from Entry to Employment.
- Learners’ views on PLAs were mixed. Learners on PLAs who were completing an initial period of planned training were generally more positive than those on work placements.

The report also contains recommendations for the Learning & Skills Council, Government Departments, Skills Sector Councils and Learners and Providers.

Participation in HE

This report by the DIUS presents an analysis of the relationship between prior attainment and
young participation by gender, socio-economic class and ethnicity

• Historically, women had been under-represented in Higher Education. By 1992, however, the Age Participation Index suggested that young women’s participation rates had caught up with those of men. The 2005/06 Higher Education Initial Participation Rate figures showed a 7.2 percentage participation gap in favour of women - a gap which appears to continue to widen.
• This gender gap does not appear at the point of entry to Higher Education, and can be observed early on in the educational system. In 2007, 65% of girls achieved 5+ A*-C GCSEs or equivalent, compared to 55.8% of boys. Girls are also more likely to stay on in full-time education at age 16 (82% of girls and 72% of boys). They are more likely to be entered for A levels, more likely to pass them, and also more likely to do better than boys.
• For young people (18-19 year olds) who are English-domiciled and who did not attend an independent school in Year 11, we find no conclusive evidence of a gender difference in the likelihood of participating in HE - once prior attainment is controlled for and hence, efforts to reduce the gender gap in HE participation should predominantly be aimed at increasing the relative attainment of young men prior to HE.
• We find that young people from ethnic minority backgrounds are overwhelmingly more likely to enter HE compared to White people with the same prior attainment. In the case of young people who were eligible for FSM, we find that prior attainment explains the vast majority of the gap in participation compared to non-FSM pupils. In both cases this suggests that something else affects the likelihood to participate in HE, over and above prior attainment.

Assessing the potential of e-learning to support re-engagement amongst young people

This BECTA study highlights a range of systemic aspects concerned with supporting young people who are not in education, employment or training (NEET) and suggests a number of improvements in systems and practices. The research has also identifies some gaps in the data for this group and highlights the need for more information in order to ascertain the size and nature of the ‘NEET problem’.

Key points:
- the population of young people who are NEET is far from homogenous and includes a wide range of young people including those with serious problems, those who lack skills, those who have poor relationships and attitudes, as well as gap year students and those who are simply temporarily between courses or jobs.
- There is a clear case that ICT has a place in supporting young people 16- to 18-years-old who are NEET. However, the development of the implementation of appropriate support practices will not be simple. It is made more difficult because of the wide variety of differences that exist across the population of young people who are NEET. No single ‘one size fits all’ solution will be effective.

External factors for school success

This Audit Commission report from November 2006 focuses on the external factors to school success, rather than the internal ones. It also offers examples of practice and tools to assess effectiveness. Drawing on research from 12 councils, serving deprived areas, the authors concentrate on regeneration and renewal; social housing; community safety; arts, sports and recreation; and youth services.

Key points:
- School improvement and renewal are inseparable issues from neighbourhood improvement and renewal, particularly in the most disadvantaged areas.
- Community safety partnerships and agencies can work with schools to help tackle crime and antisocial behaviour, both in and out of school, thus contributing to neighbourhood renewal and supporting high aspirations and educational achievement in school.
- Housing conditions affect children’s health and ability to learn; and the profile of housing stock in an area affects the intake of a whole school and very often the performance of its pupils.
- Arts, sports and recreation services can support schools in many ways. They may provide additional facilities or resources to deliver the curriculum. They may help build children’s confidence and self esteem in a different context from the classroom, and give disaffected young people a more constructive alternative to crime and antisocial behaviour.
- Making effective use of both universal and targeted youth services can help to foster more successful schools, through linking young people to wider opportunities for personal and social development, and helping to tackle the root causes of underachievement and disaffection through individual support.

L2 & L3 Attainment

The data from the DCSF is tracking the Puplic Service Agreement to ensure consistent increases in the number of young people attaining level 2 (5 good GCSEs*) and level 3 (2 A-levels*) qualifications.
* Or equivalent.

Key points:
- 73.9% of 19yo's have level 2 qualifications.
- 48.0% of 19yo are qualified to level 3.
- Whilst closing the gap, the Yorkshire and Humber region continues to have the smallest proportion of 19yo's obtaining level 2 (69.9%, England average: 73.9%).
- For level 3 qualifications, the North East has the lowest proportion of 19yo's (41.6%, with Yorkshire and Humber on 42.8%, England average: 48.0%)

Childhood wellbeing

The DCSF and other government departments have worked together to produce this report into childhood wellbeing by asking parents and children.

Key points:
- Although initially those taking part in the research thought the components of a happy childhood were obvious, on reflection many decided that it was an important topic which needed discussion.
- Some parents found discussions uncomfortable as they did not want to pass judgement on others and they also felt both huge responsibility and powerlessness.
- There was a lot of consensus within each discussion group and across the sample.
- Parents felt it was difficult to apply the term good childhood to childhood today as they associated the term closely with their own upbringing which was very different.
- Wellbeing was interpreted as being physically well, or having the essentials in life, rather than having a sense of nurturing. Happy childhood was another difficult term as happiness was seen as temporary; content childhood was seen as a better term.
- Both parents, children and young people recognised the 5 ECM outcomes as crucial to a content childhood. Safety was felt to be very important, economic wellbeing as not so important, and being healthy was rarely mentioned.
- The influence of family was felt to be a fundamental factor in a content childhood.
- There was also agreement on what undermined conditions for a good childhood, including, an unsafe environment, financial pressure and lack of quality family time.

Narrowing the gap

This Local Government Association commissioned research completed by the NFER examined the literature to find effective strategies in reducing delivering the 5 Every Child Matters outcomes for vulnerable children.

Key findings:
- strategies promoting children’s health, safety and economic stability all help to provide the necessary conditions to support effective and enjoyable learning and raise achievement
- interventions to remediate disadvantage and narrow the gap in outcomes for vulnerable groups need a long-term focus
- interventions which adopt an holistic and joined-up approach dealing with the range of obstacles and negative influences holding children back are the most effective
- interventions that focus on the whole family and involve children learning and working with their parents/carers are some of the most effective
- interventions need to build upon the positive elements and experiences of children’s and family lives and take account of value and belief systems.

Social care professionals in extended schools

This NFER research briefing examined the role of social care professionals within extended schools from the view of service users and professional groups.

Key findings:
- both social care and education professionals reported that through the school environment they could provide an appropriate environment for social care provision
- integrating social care into extended schools required a shift in working practices for both agencies and, in the early stages, led to challenges in adapting to a new culture
- the benefits are seen as significant and the challenges are felt to be negotiable
- The three main benefits highlighted were:
- earlier identification of needs and quicker access to service;
- a better understanding between social care and education colleagues; and
- offering a more coherent support package

The researchers conclude that linking social care professionals and extended schools is a successful way of integrating services and an effective response to ECM. It also assists the shift in working practices towards joint initiatives. It aids preventative work and can ease the pressure of workload for social workers. There is the opportunity for further research into the longitudinal impact of social care professionals in extended schools.

Teacher Training & the best teachers

A report by the Institute for Public Policy Research reflects on the economic, social and political trends and changes to the role and expectations of teachers within the last 20 years before going on to illustrate how the difference between a good and a bad teacher can equate to 1 GCSE grade and that whilst a focus does exist on poorly performing teachers there is concern about how to improve those teachers who are deemed "uninspiring".

Teaching of psychological skills are important, but the professional development for teachers to develop skills in this area is weak.

Within limitations, the authors suggest certain characteristics which make an effective teacher. These include high levels of literacy and the teachers academic ability, which affects student attainment more than any other measure.

The authors state that teacher training should be more contextually specific and personalised the individual needs.

Amongst the headlines on the BBC and others include:
- That the current intake of teachers does not reflect the brightest graduates (in the UK it is the top 30% of graduates, whereas in other countries it is the top 10% or even 5%).
- Part of the reason for failing to attract the best is the lack of continued professional development (pay was found to have no effect).
- 1 years training is inadequate.
- 5 days teacher training per year is inadequate (suggest it should be 20).
- The role of school based mentors can be better developed.

The report also notes how different skills are needed to teach vocational subjects, something to become more prevalent with the changes at 14-19.

Click on image to hear an interview with the report's author and a leader from the NUT (from Radio 4's Today, 6-5-08)



Click on BBC News to see their report (6-5-08)

Leading for social inclusion

This NCSL study looked at leadership issues in relation to social inclusion, through a series of six case studies in three areas showing high levels of disadvantage.

Key findings & recommendations:
- Social inclusion is complex and interpretations differed, however three perspectives where common across all schools, although given different priority weighting:
• focus on achievement
• focus on barriers to achievement
• focus on socialisation and capacities

- It is a mixture of the leadership and context which together dictate which perspective dominates.
- There is no list of things leaders should do to induce social inclusion, rather the context will demand different leadership skills and approaches. For example a school with a weak learning environment will benefit from an inward looking approach which fosters a school ethos rather than an approach which looks to the community.
- Government policy should remove the contradictions which exist limiting the implementation of social inclusion.
- There should be greater freedom to adapt the curriculum by schools.
- Although other outcomes, such as the Every Child Matters outcomes, are now being monitored by ofsted, published data relies only on attainment.
- Distribution of leadership within schools will assist further.
- A clear school vision, linked to inclusion, should be articulated and pursued by the leader.
- Views of and approaches to social inclusion should also ideally be translated into different measures and assessment of impact.

Successful transition: primary - secondary school

This DCSF research brief asked parents, local authorities, schools and children on the primary-secondary transition.

Key findings:
- A range of practices were employed by schools which helped to support children's transitions including: the use of ‘bridging materials’; the sharing of information; visits to schools; distribution of booklets; talks at the schools; taster days and other joint social events.
- Most children (84%) said they felt prepared on entry to secondary school. Many believed that their family and/or teachers helped them to prepare by addressing worries, reassuring and encouraging them, explaining what to expect and how secondary school works, and by giving advice and tips on how to cope at their new school. However 16% did not feel prepared when they changed schools, but only 3% of children were worried or nervous a term after starting their secondary school.

- The data analysis revealed five aspects of a successful transition. A successful transition for children involved:
~ developing new friendships and improving their self esteem and confidence
~ having settled so well in school life that they caused no concerns to their parents
~ showing an increasing interest in school and school work
~ getting used to their new routines and school organisation with great ease
~ experiencing curriculum continuity.

- Children who felt they had a lot of help from their secondary school to settle in were more likely to have a successful transition. This included help with getting to know their way around the school, relaxing rules in the early weeks, procedures to help pupils adapt, visits to schools, induction and taster days, and booklets.
- If children had experienced bullying at secondary school, had encountered problems with dealing with different teachers and subjects or making new friends, then they also tended to experience a negative transition.
- Low SES (socio-economic status) has been found to have an association with less positive transitions for children.

New Every Child Matters Framework

The DCSF have released a new Every Child Matters (ECM) outcomes framework. The framework links all of the outcomes to the Public Service Agreements (set by HM Treasury) and the National Indicator Set. The major themes from these were to increase attainment for all and to close the gap between children from disadvantaged background and their more affluent peers.

Key points:

- The majority of indicators relate to the outcome "enjoy and achieve", which includes a strong focus on school attainment

- Few indicators relate to "make a positive contribution" and "achieve economic well-being", but these relate to big government challenges, such as reducing child poverty and integrating housing and transport policy

Extended Diplomas

The DCSF is to accept the advice of the Expert Advisory Group and also offer Extended Diplomas. These will be designed to challenge the most able students by having added depth and breadth to studies along with a strengthen core of English and maths. They should also offer more opportunity for research intensive and independent study. The DCSF will release a strategy for the 14-19 qualifications soon.

The Extended Diplomas are scheduled to be available as from 2011.

Some commentators believe that the introduction of the Extended Diploma makes the whole scheme too complicated.

NFER Survey into schools view on 14-19 changes

The NFER Annual Survey had a section on changes to the 14-19 curriculum.

Key points:
- There was a link between certain types of school and the levels of preparedness, schools with high proportions of students qualifying for free school meals, large schools and comprehensive schools tended to report better preparation.
- The main challenges faced by schools were around working in collaboration and partnership with other schools, colleges and employers; uncertainty or lack of funding to allow changes to the curriculum; and the practicalities of implementing the curriculum including timetabling.
- With regard raising of the participation age the main concerns were curriculum related; funding related; staffing related and that young people would be forced to stay in education against their wishes.