1. Large Scale Reform in England – Personalisation and the role of Formative Assessment “Improving Learning through Formative Assessment” OECD International Conference Paris, 4 th February 2005 Professor David Hopkins Chief Advisor on School Standards, DfES

2. 19501960 11 plus dominated "Formal" Professional control "Informal" Standards and accountability NLNS 19701980199020002010 2003 Brief history of standards in primary schools

5. 4

6. 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

7. England showed largest increase of any country in TIMSS 03 maths PRIMARY: TIMSS Maths trend

8. Timss Science (primary)

9. 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

10. 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

11. 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

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

13. Personalised Learning - Definition An approach to teaching and learning that focuses on each students’ potential and learning skills Designing teaching, curriculum and school organisation to address the needs of all pupils A learning offer to all children that extends beyond the school context into the local community and beyond A system that is based on co-production and mutual ownership

14. 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

15. 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 Entitlement and Choice Organising the School for Personalised Learning Beyond the Classroom Inner Core Personalising the School Experience

16. CURRICULUM POWERFULLEARNINGEXPERIENCES TEACHING ASSESSMENT FOR LEARNING

17. Assessment for Learning - at the heart of personalised learning A systematic way of building a picture of each child which sparks a dialogue about their learning needs with others Continuous formative assessment Uses data and dialogue to diagnose the student’s learning needs Helps teachers adapt teaching and learning to individual pupil needs Provides structured and useful feedback, tailored to support and promote individuals’ learning Develops the skill of peer- and self-assessment so that pupils can take charge of their own learning

18. Assessment for Learning - a recurrent weakness Assessment and its application to teaching and learning remain comparatively weak areas. Weaknesses linked to limited subject knowledge Such knowledge includes a clear view of progress Good practice often does not spread Coursework and tasks often leave too little scope for independence and choice and so are insufficiently informative as to pupils’ progress In the best practice target setting influences planning and alters what teachers, pupils and parents do ‘Standards and Quality 2002/2003 – The Annual Report of Her Majesty’s Chief Inspector of Schools’ and Primary and secondary subject reviews for 2002/03

19. The Data Strand Using data intelligently to inform teaching and move individuals forward Establishing what data is most helpful to schools, how the data is made available and what tools and guidance are needed, use of the data for teaching and learning. The Pupil Achievement Tracker (PAT) software helps schools review their performance and analyse pupils’ past and current attainment so that they can tailor lessons and progression to each pupil’s needs. The Performance Data Framework will bring consistency across LEAs by setting out principles to govern data provided to schools.

20. The Teaching and Learning Strand The practical application of AfL in the classroom includes: formative assessment of written work, setting personal targets for redrafting peer and self assessment collaborative target setting self evaluation of own work classroom questioning techniques. It makes pupils partners in their learning, to help them judge their own work, reflect on how they and others learn and set future learning goals.

21. AfL and the National Strategies April to Aug 04 PNS Management guide (self-evaluation tool linked to Ofsted S4) KS3 generic folder and core training One of four optional whole school priorities for KS3 with 4 days’ consultancy and £1,000 additional funding (80% schools chosen AfL) 04-05 PNS: Excellence and enjoyment: Planning and assessment for learning Integral to the extended Primary Leadership Programme Part of the PNS Intensifying Support Programme KS3 subject development materials Pedagogy and practice: teaching and learning in secondary schools: self study unit Higher level teaching assistants guide New generic modules: Securing progression and Questioning and dialogue

22. The School as a Personalised Learning Organisation 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

23. New Relationship with Schools Single Conversation new School Standards Grant, combining most grants, from April 2006 bottom-up targets multi-year, academic year budgets from April 2006 enables improvement planning and budgetary planning for the medium term school’s SEF school’s development plan Exceptions report on student attainment and equity gaps value for money comparisons Data on pupil attendance Other data Inputs Outputs how well is the school performing? what are the key factors? what are the key priorities? how is school going to get there? head’s performance management report to heads, GB,LEA self assessment priority and targets action and support agreed package of support inc engagement with other schools recommendation on specialist schools resignation advice to GB on HT appraisal Focus

24. Personalised Learning, Building a New Relationship with Schools “ Giving every single child the chance to be the best they can be, whatever their talent or background, is not the betrayal of excellence; it is the fulfilment of it.” David Miliband, Personalised Learning, Building a New Relationship with Schools North of England Conference, January 2004