1. Quality Education for All, Shared by All International Seminar in Madrid 29 November – 1 December 2004 Professor David Hopkins Professor David Hopkins Chief Advisor on School Standards, DfES Chief Advisor on School Standards, DfES

2. The Problem: Link between social class and outcomes Within and between school variation Too many children insufficiently engaged by learning, leading to very poor participation rate at 17 The challenge is to put all this right….

3. 19501960 11 plus dominated "Formal" Professional control "Informal" Standards and accountability NLNS 19701980199020002010 2003 Brief history of standards in primary schools

4. 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 Challenge High Support Policies to Drive School Improvement

7. 4

8. Distribution of Reading Achievement in 9-10 year olds in 2001 300 325 350 375 400 425 450 475 500 525 550 575 Sweden Netherlands England Bulgaria Latvia Canada (Ontario,Quebec) Lithuania Hungary United States Italy Germany Czech Republic New Zealand Scotland Singapore Russian Federation Hong Kong SAR France Greece Slovak Republic Iceland Romania Israel Slovenia International Avg. Norway Cyprus Moldova, Rep of Turkey Macedonia, Rep of Colombia Argentina Iran, Islamic Rep of Kuwait Morocco Belize Source: PIRLS 2001 International Report: IEA’s Study of Reading Literacy Achievement in Primary Schools

9. GCSE: Percentage of Pupils Achieving 5+A*-C Grades 40 42 44 46 48 50 52 54 1997199819992000200120022003 Year Percentage 45.1 46.3 47.9 49.2 50 51.6 52.9

10. Reducing Turnaround Times for Failing Schools

11. PISA 2001: Mean Score in Student Performance on the Combined Reading Literacy Scale Source: OECD, Programme for International Student Assessment (PISA) 300320340360380400420440460480500520540560 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

12. Percentage of Pupils Achieving Level 4 or Above 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 199819992000200120022003 English Maths Percentage 2004

13. Key Stage 2 – Attainment by Free School Meal band 2002 Median Line 1998 Median Line 0 10 20 30 40 50 60 70 80 90 100 Up to 8 %8 - 20%20 - 35%35 - 50%50% + FSM band Percentage achieving level 4 or above Low FSM High FSM

14. Underperforming Schools - data for KS3-KS4 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 0%10%20%30%40%50%60%70%80%90%100% Estimated 5A*C (from Pupil KS3 Data, Gender and School FSM) Actual 5A*C All Other Schools Underperforming Below 30% 5 A-C Underperforming Schools are those in the lowest quartile value-added for EITHER Capped Points Score OR 5 A*- C

15. Towards a High Excellence, High Equity Education System Source: OECD (2001) Knowledge and Skills for Life Low excellence Low equity High excellence Low equity Low excellence High equity High excellence High equity U.K. Belgium U.S. Germany Switzerland Poland Spain Korea Finland Japan Canada Mean performance in reading literacy 200 – Variance (variance OECD as a whole = 100) 420 440 460 480 500 520 540 560 6080100120140

16. Achieving the High Excellence, High Equity System a b c a b c National Prescription Schools Leading Reform High Excellence, High Equity Personalised Learning

17. Five Drivers for Reform Personalised learning, enriched curriculum, whole child System wide focus on workforce reform and teacher professional development 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

18. Adding Value to the Learning Journey 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

19. The 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 Core Personalising the School Experience

20. Enhancing Professional Development through Workforce Reform Workforce Reform is essentially about creating the conditions to deliver personalised learning: Teachers freed to focus on teaching and learning (released from tasks that don’t require their expertise) More professional support staff both in and outside the classroom (HLTAs, pastoral and business managers, cover supervisors) and the flexibility to deploy them Teacher promotion based on classroom practice through ‘teaching and learning reviews’ Cutting edge ICT to revolutionise curriculum delivery and streamline “back office” systems Getting the culture right, willingness to re-examine existing models and working practices

21. The School as a Professional Learning Community Build in time for collective inquiry Collective inquiry creates the structural conditions for school improvement Studying data on classroom practice increases the focus on student learning Use the research on teaching and learning to improve school improvement efforts By working in small groups the whole school staff can become a nurturing unit Staff Development as inquiry provides synergy and enhanced student effects

22. New Relationship with Schools David Miliband, Minister for Schools, in his North of England Speech, on 9 th January 2004 said: “If we want to make personalised learning the defining feature of our education system then we need to develop a new, more focussed and purposeful relationship between the Department, LEAs and schools. Strip out clutter and duplication Align national and local priorities Release greater local initiative and energy”

23. The 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”

24. School Improvement Personalised Learning System Wide Reform Teaching and Learning

25. Networks and Innovation Networks support educational innovation by: Providing a focal point for the dissemination of good practice and the agents of knowledge creation, transfer and utilisation. Keeping the focus on the core purposes of schooling in particular creating and sustaining a discourse on teaching and learning. Enhancing the skill of teachers. Building capacity for continuous improvement at the local level. Ensuring that systems of pressure and support are integrated, not segmented. Acting as a link between the centralised and decentralised policy initiatives.

26. A Five Year Strategy for Children & Learners Putting people at the heart of public services

27. Key Principles for Reform Greater personalisation & choice Opening up services and new ways of delivery Freedom & independence A major commitment to staff development Partnerships

28. The 5 Priorities from the 5 Year Strategy 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

29. POWERFUL LEARNING EXPERIENCES