Making Sense of Change

Report
Making sense
of change
Bill Watkin
2014
The rigour agenda
1.
KS 1, 2, 3, 4, 5 content and assessment
2.
National Curriculum & school curriculum
3.
Knowledge and skills
4.
Languages, Computing, Cookery
5.
Academies and curriculum freedoms
6.
EB, TB, IB, AB, NB
7.
Terminal exams or teacher assessment
8.
A world without data?
9.
Accountability: Ofsted, RSC, floor standards,
league tables
10. Governance
11. SEN and the new Code of Practice
12. Funding, finance, pay and performance
Admissions
• all schools to have the freedom to give admission priority for all children
attracting the pupil premium, the early years pupil premium and the
service premium. Academies and free schools currently have the option to
adopt such a priority, through the terms of their funding agreement.
• no requirement for admission authorities to include such a priority in their
admission arrangements. This will be an option open to schools, who may
adopt it if they wish
• primary schools which have a nursery now able to give priority in their
admission arrangements to disadvantaged children who attend the
nursery. This will allow schools with a nursery to provide continuity of
education for those children most in need of such support and stability,
whilst providing an implicit limit on the proportion of children who can be
prioritised, so that reception places remain available for other local
parents who may have been unable or unwilling to send their child to the
nursery
Pupil Premium
Increase funding announced as part of the assessment and accountability initiatives . . .
“This [recent announcement] is a further twist in the evolving purpose of the pupil
premium – once intended as an incentive to primary schools to admit more
disadvantaged children, then a compensatory payment for the additional costs
involved in meeting the needs of disadvantaged children, it is now more clearly a fund
to secure threshold levels of attainment”
Chris Husbands, Director, Institute of Education
“Policymakers talk interchangeably about the pupil premium being used to support
pupils who are falling behind, and it being used to support those who are on free
school meals”
IPPR, Excellence and Equity: Tackling Educational Disadvantage in England’s Secondary Schools
“Last year, only 23 per cent of low-attaining pupils at the end of primary school were
eligible for free school meals, and only 26 per cent of pupils eligible for free school
meals were low attaining”
IPPR
1. So, how do you choose to allocate the resource?
2. FSM for all pupils up to Y2 from 2014
Pupil Premium Download
The pupil premium rates for 2014-2015:
• primary schools - £1300
• secondary schools - £935
• looked after children - £1900
• Early years?
DfE pupil premium download available to schools through the Key to Success
website
• allows schools to quickly and easily identify the pupils that the pupil
premium allocation for 2013 to 2014 was based on.
• schools can also conduct a quick search to identify whether new pupils
that have joined the school have previously attracted the pupil premium.
DfE guidance for 2014 pupil premium summer schools programme
SEN: a new code of practice
Pupils and families to have more of a say
•
Each young person and family at the centre of discussions about the support offered. You should ask parents to share their
knowledge about how their child is developing, and involve them when writing school policies. It's up to you to consult them
so you can work out what is best for each pupil. Young people will also have new rights. When they reach 16, you should
normally consult them directly – their views will take precedence over their parents' views.
Education, health and care plans to replace statements
•
•
SEN statements and learning difficulty assessments (LDAs) will be replaced with education, health and care (EHC) plans taking
children and young people up to the age of 25. From September, new assessments of SEN will follow the new rules, and
support will be provided through an EHC plan.
Existing statements and LDAs will remain in force until all children and young people have completed the transition. Transfers
from statements to EHC plans should be completed within three years, so for pupils who already receive support, you'll need
to follow the old guidelines until September 2017.
School Action and School Action Plus to end.
•
Instead, there'll be a single school-based category for children who need extra specialist support. You should set out
interventions and expected outcomes for these pupils, and review progress each term. You must also inform parents when
pupils without an EHC plan receive special support.
Optional personal budgets for young people
•
•
Under the new system, young people and parents of pupils with an EHC plan can choose to hold a personal budget to buy in
the support identified. The money will come from the high-needs funding block and will not normally affect the school's
notional SEN budget.
By focusing on the outcomes of spending in your conversations with parents, you can retain some control over how money is
spent. Buying in bulk is cheaper, so if money from personal budgets is pooled, children will receive better quality support.
Teachers must make sure every pupil makes progress
•
Teachers more accountable for the progress of all pupils, even those supported by specialist staff. As part of performance
management, teachers should expect to be judged on how well they teach pupils with SEN. So you should check your teachers
know how to identify SEN and support pupils with different needs, particularly those needs they see more frequently. Ideally,
you'd also offer training to help with this.
SEND Code of Practice, 12 June 2014
• The Code of Practice, Special Educational Needs and Disability
Regulations: https://www.gov.uk/government/publications/sendcode-of-practice-0-to-25
• There is a short survey (15 mins.), The 0-25 SEND Code of Practice:
School Readiness, designed to help the Department for Education
understand school readiness to implement the new statutory
special education duties. The information is intended only for
internal use within the Department. The survey will close on Friday
4 July: https://www.surveymonkey.com/s/2WDMD2G
SEND survey
12 June 2014 – 04 July 2014
In your school, to what extent are the
following aware of the reforms ...
Aware that the law
No awareness of
Knows what Aware of the has changed and a
the change in law
is changing key elements new code developed
or the introduction
and when of the reforms but no knowledge of
of a new code
specific reforms
governors?
head/deputies?
the SENCO?
classroom teachers?
teaching assistants?
parents?
young people?
In your school, to what extent do/does ...
Engaged and
Understands key
Fully
looking for more
implications
information
your governing body understands the
statutory implications?
your head/deputies understand the key
implications on whole school
improvement?
SENCOs understand what they need do to
prepare the school for implementation?
classroom teachers understand the
implications for everyday classroom
practice?
parents understand the implications of
the reforms for their child?
young people understand how the
reforms will affect them?
Not engaged
Has your school ...
Fully
reviewed and revised its SEND policy in the
light of the SEND reforms?
ensured classroom teachers are aware that
they are accountable for the progress for
pupils with SEND?
engaged with parents to explain the
reforms and discuss their implications?
explained to young people what the
reforms will mean for them?
Making good
progress
Early stages
Not at all
Action: Has your school ...
Fully
ensured it meets the new statutory SEND
Information Regulations?
produced the school’s contribution to the
LA local offer?
developed the school’s processes for
putting in place SEN support using the
Graduated Approach?
reviewed the provision of each child with
SEND, engaging the child and parent in
decision making and planning?
reviewed how they will monitor and track
the progress and development of pupils
with SEND?
reviewed how they support pupils with
SEND in their transition to post 16
education and preparing for adult life?
Making good
progress
Early stages
Not at all
Roles and responsibilities in relation to the new
Code of Practice
(Lorraine Petersen, 2014)
The governing body
• Understand how the school identifies children with SEN and what happens
once a pupil has been identified
• Understand how SEN funding is allocated and spent, including who is
responsible for the spending
• Support the review process of the school's SEN policy and ensure that the
SEN provision reflects the changing needs of the school, its circumstances
and the law
• Develop good relationships in the school, especially with the headteacher
and the SENCO
• Nominate a governor with responsibility for SEN to meet with the SENCO
at least once per term
Roles and responsibilities in relation to the new
Code of Practice
(Lorraine Petersen, 2014)
The senior leadership team (SLT)
• Strong teaching and learning in every classroom, every day
• Accurate assessment and identification, especially for those pupils
identified with additional needs
• A well-designed curriculum that is accessible for all pupils
• Close tracking and rigorous monitoring of progress with robust and
evidenced interventions quickly put in place, monitored and
reviewed regularly
• A thorough evaluation of the impact of additional provision
(including alternative provision)
• Clear routes to gain specialist support
Roles and responsibilities in relation to the new
Code of Practice
(Lorraine Petersen, 2014)
The SENCO
• Manage the transition process
• Lead continuing professional development (CPD) for all staff, governors and parents
• Ensure that all pupils, including those with SEN or additional needs, receive their full
educational entitlement and have access to the whole curriculum
• Manage staff- other teaching staff and non-teaching staff- including timetabling,
delegation of tasks, advising, supporting and monitoring
• Manage interventions and develop alternative teaching strategies and individual
programmes where necessary
• Have a strategic overview of SEN and inclusion throughout the school, including
planning, policy writing, advising and supporting other staff
• Prepare and manage statutory assessment paperwork
• Organise, attend and co-ordinate the administration of annual reviews
• Meet with parents and carers
• Prepare referrals and attend meetings with other outside agencies
• Teach - in some cases whole classes, but often, small groups or 1:1
• Initiate and carry out assessments
• Manage the budget and resources, including the pupil premium grant, where
appropriate
KS4 qualifications
Key features of the new GCSEs
•
English Lang & Lit & Maths from 2015; other subjects from 2016 and 2017
•
Grading scale 1 – 9 and U
•
More difficult: content, test, pass mark – proper preparation for AL
•
Focus on knowledge based curriculum (cf ED Hirsch)
•
Extended writing; fewer bite-sized questions
•
No tiering, except in Maths, Science and MFL
•
Ebacc subjects: a fully linear structure. No modules, no coursework, no controlled
assessments, except 10% in Science for practical experiments
•
Other subjects: Ofqual to publish assessment requirements on a “subject-by-subject basis”
•
Exams the default method of assessment, “except where they cannot provide valid
assessment of the skills required”. Non-exam assessment decisions on a subject-by-subject
basis
•
Exams only in the summer, except English language and maths in November for Y12 only.
Later to include other EB subjects?
Greater rigour . . .
• Geography
Fieldwork: schools will have to confirm that students have completed 2 pieces of fieldwork. Exam only, and
some questions will assess the knowledge and skills students learn from fieldwork. 5% for spelling, punctuation
and grammar.
• History
History will be an untiered GCSE, assessed entirely by exam. 5% for spelling, punctuation and grammar. In
GCSEs, weight given to British history will increase from 25 per cent to 40 per cent. Pupils will study three era:
medieval (500 to 1500), early modern (1450 to 1750) and modern (1700 to present day). At A-level, students
will cover a 200-year period instead of 100 as at present.
• Sciences (biology, chemistry, physics and double award science)
Science GCSEs will be tiered: foundation tier for grades 5 to 1 (or unclassified); higher tier for grades 9 to 4 (or
exceptionally, a 3) or unclassified.
Initial proposal that 10% should be allocated for practical assessment, but Ofqual has decided to consult again
before deciding how to assess practical skills
• Modern and ancient foreign languages
At GCSE, all questions will be asked in the respective foreign language. At A-level 25 per cent of marks will be
awarded for four equal skills: reading, writing, speaking and listening, giving more weight to speaking skills than
at present.
• English
In GCSE English language, the marks awarded for spelling, punctuation and grammar will go up from 13 per
cent to 20 per cent. In A-level English, pupils will have to study three pre-1900 works – including one
Shakespeare play – and one post-2000 work. Non-exam assessment will be cut from up to 40 per cent to 20 per
cent.
Legacy GCSEs
• DfE has confirmed that entries to the current GCSEs in English and maths
from 2016 or earlier will not count in performance tables in 2017.
• Schools may still enter pupils early for these ‘legacy’ qualifications, but if
they do pupils will need to either take the new GCSE in 2017 or progress
to a higher level qualification, such as an AS qualification, for their
achievements to count in tables.
• The exclusion of ‘legacy’ GCSEs from performance tables will apply only to
English and maths. As other GCSEs in all other subjects are reformed, they
will continue to count.
• This will allow schools to continue curriculum arrangements that allow
students to take exams in some subjects - for example, 1 of the 3 separate
sciences - before the end of year 11, having been properly prepared to do
so.
Proposed reforms to the GCSE offer
• Ofqual to discontinue GCSEs and A-levels in 24 subjects because they
overlap too much with other subjects.
• Later, more will be cut because market forces and the level of demand
from schools will influence which subjects survive.
• Exam boards will not be prepared to invest in low take-up subjects to
ensure they meet the tougher new requirements.
• "Subjects that attract few students may disappear, with exam boards
unlikely to invest in reforming them to the standard we require”
(Ofqual)
Overlapping subjects facing cut
GCSEs
A Levels
Digital communication
Science in society*
Applied science*
Environmental studies*
Human biology*
Applied art & design*
Humanities*
Economics and business*
Applied business*
Home economics (food, nutrition, health)*
Engineering*
Performing arts*
Film studies
Performance studies*
Quantitative methods*
Use of mathematics*
Expressive arts
Electronics
Catering
Home economics
Manufacturing
Engineering
Performing arts
Humanities
Applied science
Additional applied science
Environmental science
Environmental and land-based science
Human health
Physiology
*also AS-level
New GCSEs and A Levels
• Ofqual is proposing that all unreformed A-levels and GCSEs should
be withdrawn from 2017, with the last results coming out in 2018
• A number of arts-based and other subjects are to be reformed as
"rigorous, demanding and world-class new GCSEs and A levels" for
first teaching from September 2016
• These subjects will now come on stream at the same time as
languages, sciences and humanities
• New GCSEs in the 9 subjects will be re-designed “to the same high
standards as new GCSEs in the EBacc subjects” (content published
in June 2014)
New GCSEs and A Levels . . . from 2016
GCSE
A level
Art and design
Music,
Drama
Dance
Citizenship
Computer science
D&T
PE
Religious studies
Cookery & nutrition
Music
Drama
Dance
D&T
PE
Religious studies
Maths
Further maths
Languages
Geography
NB new A levels in art and design, business, computer science, economics, English
literature, English language, English language and literature, history, biology, chemistry,
physics, psychology, and sociology will be taught from September 2015. Content for these
subjects published in June 2014.
GCSE timetable
• 2015
English language, English literature and mathematics
• 2016
The sciences, history, geography, modern & ancient languages,
Religious studies, design & technology, art and design, drama, dance,
music, physical education, computer science, citizenship studies,
cookery & nutrition
iGCSE update
• Confusion about the place of iGCSE is not helped by the fact
that different boards are treated differently. From 2015, all
iGCSEs will be treated the same way (assuming they are on
the approved list).
• From 2015, when measuring the Ebacc performance, the
iGCSE will count
• When measuring Progress 8, the iGCSE will count, but only in
the ‘Other’ pot.
iGCSE
• From 2015, these level 1/2 (IGCSE style) qualifications will count in Ebacc
performance measures in the same way as other qualifications on the
EBacc list.
• In 2017, only the new GCSEs will count towards the English and
mathematics element of performance measures.
2014 –EBacc qualifications on list of non-GCSE qualifications
AQA Level 2 Certificate in Further Mathematics
WJEC Level 2 Certificate in Latin Language
WJEC Level 2 Certificate in Latin Language and Roman Civilisation
AQA Level 1/Level 2 Certificate in English Language
AQA Level 1/Level 2 Certificate in English Literature
WJEC Level 1/Level 2 Certificate in English Language
WJEC Level 1/Level 2 Certificate in English Literature
2016 (in addition to the above)
AQA Level 1/2 Certificate in Geography
AQA Level 1/2 Certificate in History
AQA Level 1/2 Certificate in Science: Double Award
AQA Level 1/2 Certificate in French
AQA Level 1/2 Certificate in German
AQA Level 1/2 Certificate in Spanish
AQA Level 1/2 Certificate in Biology
AQA Level 1/2 Certificate in Physics
AQA Level 1/2 Certificate in Chemistry
iGCSE
From 2017, DfE will only count new-style GCSEs in English and maths in official rankings.
It means iGCSEs in the subjects will not be included in their present form from that year.
In 2018, the first new exams in other core subjects (inc science, history and geography)
are introduced, with iGCSEs in these subject similarly being discounted.
The urgent impact is on those who have a 3 year KS4.
•
•
•
•
If your Y9 students started their KS4 programmes this September and study iGCSEs in
English courses, these will not be counted in the performance measures once this
cohort reaches the end of Y11 in 2017.
If your Y10 students start their KS4 programmes this September and study iGCSEs in
English courses, these will be counted in the performance measures once this cohort
reaches the end of Y11 in 2016.
If your Y8 students start their KS4 programmes next September (2015) and study
iGCSEs in any EBacc subjects, these will not be counted in the performance measures
once this cohort reaches the end of Y11 in 2018.
Any students who start KS4 from September 2016 onwards, and who study iGCSE
programmes in any EBacc subjects, will not have their iGCSEs counted in the
performance measures
If iGCSEs are reformed in line with the new more rigorous and demanding GCSE format,
this situation may change.
iGCSE
• candidates entering for Level1/Level2 Certificates for the first time in
November series will have their results reported in performance tables up
until the first year of awarding of the reformed GCSE in the same subject.
• candidates who take Cambridge Level 1/ Level 2 Certificate First Language
English in November 2014 and come to the end of KS4 in June 2015 will
have their November entry included in the 2015 performance tables.
• candidates who take Cambridge First Language English in November 2016
and end KS4 in June 2017 will not have their result included in
performance tables as 2017 is the first year in which the reformed GCSE
First Language English is to be awarded.
• in the first year of examination of a reformed GCSE subject, iGCSEs in that
subject will not be reported in the performance tables.
• examination providers can apply for performance table inclusion after the
first year of examining of the reformed GCSE. Successful application for
inclusion would mean an absence from performance tables for one year
only in any single subject.
English
• Combined English literature and language course will be scrapped.
• From 2015, compulsory standalone GCSE in language, with strong
incentives to choose English literature as a separate qualification.
• The best of English Language and English Literature will be doubleweighted, provided a pupil has taken both qualifications.
• The second best score of Literature and Language can be counted in the
‘open group’ of subjects, if it is one of the pupil’s highest scores in this
group.
• In the measure showing the % of pupils achieving a C+ in English and
maths, a pupil would have to achieve a C in either Literature or Language
to satisfy the English requirement (in 2016, a C in Combined English would
be sufficient).
• In the EBacc measure, a pupil must study both Language and Literature,
and achieve a C grade or better in at least one, to satisfy the English
requirement (in 2016, a C in Combined English would be sufficient).
English literature
• At least one Shakespeare play, a 19th century novel,
Romantic poetry and contemporary British fiction from
1914 onwards.
• Exam will also test “unseen texts” to encourage wider
reading
• Exam syllabuses – applying to schools in England – will
include “no fewer than 15 poems by at least five
different poets” and ensure that children cover a
minimum of 300 lines.
English language
• SP&G increasing from 12 to 20 per cent
• Candidates should
• Write effectively and coherently using Standard English
• Use grammar correctly and ensure written work features accurate
spelling and punctuation
• Read a range of literature from the 19th, 20th and 21st centuries in
preparation for an “unseen” text exam
• Familiarise themselves with non-fiction and other writing such as
essays, reviews and journalism (print and online)
Discounting in English
• GCSE English
• English language
• English literature
If a pupil’s first entry is in English language or English
literature, they would be on the language/literature pathway,
and a latter qualification taken in GCSE English would be
discounted, and would not count in the performance tables.
If a pupil takes GCSE English first, subsequent qualifications in
English language or English literature will be discounted.
Maths GCSE
• further maths GCSE (a level 1/level 2 certificate) can count for the maths
slot of progress 8, but not for either the EBacc or the non-EBacc category
• From 2015, significantly (c.1/3) more content
• Candidates to master essential concepts in greater depth. Syllabus
includes a new section on ratio, proportion and rates of change, as well as
requirement to learn key formulae by heart for terminal exam
• The syllabus will place a greater focus on “real world problems”, including
financial mathematics.
• greater challenge for the most able by thoroughly testing their
understanding of the mathematical knowledge needed for higher level
study and careers in mathematics, the sciences and computing.
• More content, plus double weighting in measures, will drive increased
curriculum time allocated to maths
Transition in maths
• Current Y10 will sit old GCSE in Y11 in Summer 2016
• Only one resit opportunity in November of Y12
• Then the new ‘fat’ GCSE will be introduced in Summer 2017
Sciences
• separate GCSEs in biology, chemistry and physics as well as a
combined science double award
• all contain explicit requirements for application of
mathematical understanding and, in physics, new
expectations for the recall and application of key formulae
• Tiered papers
Science – some rules . . .
1.
Core science and additional science count as separate subjects in the Ebacc section of the
Progress 8. They take two slots in the three allowed for Ebacc subjects.
2.
Core science taken at the end of Y10 (eg used to determine if a pupil is suited to additional
science) can count in Progress 8, but it doesn’t have to – it will count if it ends up being one of
the pupil’s best scores in the relevant slots at the end of Year 11 (early entry rules mean that a
second go at core science at the end of Y11 couldn’t count if pupils have entered core science in
Y10).
3.
Core science will discount as a first entry against triple science qualifications (Biology, Chemistry
and Physics) That means that if a pupil sits core science and then triple science the following
year the triple science will not count in the performance tables. The only combination that will
work for core science is if it is followed by additional science.
4.
To achieve the science element of EBacc, students need to achieve A*-C in core and additional
science or be examined in three of biology, chemistry, physics and computer science and
achieve A*-C in two of these subjects. Computer science has recently been added to this list.
5.
Further additional science is not an EBacc qualification and does not count towards the
achievement of the EBacc. It will not count as an EBacc subject in one of the progress 8 EBacc
slots. It can count in one of the other 3 slots.
6.
If a student gets A in History, A in geography and a BB in Double Award Science, but C in all
other subjects, one of the B grades in Science can be used for the Ebacc pot in Progress and
Attainment 8 and the other can be used in the general pot (i.e. can separate out the double B
grades)
BTEC Science
• BTEC Science (and all vocational alternatives) will last appear
in the 2016 tables - so the new Y10 in September will be the
last group to take it and have the results count in Progress 8.
• This has significant implications if you have a 3-year KS4 as
BTEC Applied Science results will not count in performance
tables for the Y9 cohort starting in September 2014.
Geography
• human and physical geography (including people and environment);
location and place knowledge; and geographical skills and fieldwork
• fieldwork studies in at least two contrasting environments beyond
the classroom and school grounds. Assessment of fieldwork will be
by means of an externally marked examination
• One option might be a letter, submitted to Boards and signed by
HT and head of geography, which states that fieldwork has taken
place beyond the classroom and school grounds.
History
• inspire students to deepen their historical understanding, think
critically, weigh evidence, sift arguments, make informed decisions,
and develop perspective and judgement
• ensure students hone essential skills, knowledge and understanding
in areas which do not lend themselves to assessment through
written examinations eg, one option is a requirement that students
undertake a historical investigation and conduct independent
research into a historical issue, event or process resulting in an
extended essay.
Modern Languages
• listening, reading, speaking and writing will be weighted equally
• Ofqual has announced that the assessment of the practical skills
of speaking and listening will contribute to the final grade.
• French, German and Spanish to be available from 2016; other
languages one year later (2017)
• Tiered papers
Technical Awards
Technical Awards for 14-16 year olds
2017 and 2018 Performance Tables: Technical Guidance for Awarding Organisations
Vocational Qualifications for 16-19 year olds
2017 and 2018 Performance Tables: Technical Guidance for Awarding Organisations
These two documents define the characteristics that vocational qualifications must meet to be eligible for
the 2017 and 2018 performance tables.
Key headlines from the 14-16 Document
• From the 2017 performance tables onwards, vocational qualifications for 14-16 year olds will be
reclassified as Technical Awards.
• NOT brand new qualifications, actually just a new way of referring to the approved qualifications.
Technical Award is a new term to describe all vocational qualifications that are included on the Key
Stage 4 performance tables. Next generation BTEC Firsts and BTEC Level 1 qualifications will remain
eligible for inclusion on the KS4 lists as Technical Awards.
From the 2017 performance tables onwards Technical Awards in any EBacc subject will not be included.
BTEC Applied Science qualifications come into this category. So, Year 10 in September 2014 will be the last
group whose BTEC Applied Science qualifications will contribute to performance tables.
KS5 qualifications
KS5 qualifications reform
“restore the reputation”
of A levels (SoS)
• Need to see improvements in both academic skills eg researching, essay-writing
and referencing, and wider skills eg problem solving, analysis and critical thinking.
• A levels will be fully linear, with end-of-course assessment covering knowledge
and understanding across the whole course.
• All the revised qualifications, except maths, in place by Sep 2014, for first teaching
in 2015.
• More exam questions requiring extended answers, fewer short-answer questions.
• Decoupled A/AS levels in the first tranche subjects are being
accredited now at Ofqual, ready for first teaching in September
2015. If any new Government wishes to change policy and to
recouple, then that can be done but it would take two years:
recoupling is not a simple task.
• So the choice for September 2015 would be
1.
keep our existing A and AS levels running for another two years,
with exam boards producing further assessments for those (whilst
also preparing new coupled qualifications using the new content
(so as to reap the benefit of the recent work on content)
2.
to allow the newly accredited decoupled qualifications to run for
two years while exam boards prepare coupled versions using the
new content and deal also with the known anomalies in coupling.
• By May 2015, schools will be preparing to teach the new, decoupled
qualifications with the new content that they contain.
Glenys Stacey, October 2014
Accountability
Secondary School Accountability
• To coincide with the reformed GCSEs, but
some changes could be earlier (2015/6)
• DfE gives schools information based on 2014
exam results to show how they would have
performed on the new measures.
• Incentivise schools to
a.
offer broad & balanced curriculum, inc EB
b.
Ensure high quality teaching in wide range of
subjects
c.
Focus on all pupils across ability range
• P8 and A8 to replace 5+A*-CEM
• Ebacc measure continues; schools to offer
Ebacc, only “as appropriate”
• No requirement to report KS3 data to parents
& DfE
Ofsted, January 2014
•
Teachers will no longer be judged on their teaching styles or have to match lessons to
the needs of individual pupils to achieve top grades.
•
Inspectors should also not automatically criticise teachers for talking too much or mark
them down if they do not lay on a range of different activities in the lessons.
•
Inspectors must not give the impression that Ofsted favours a particular teaching
style…they should not criticise teacher talk for being overlong or bemoan a lack of
opportunity for different activities in lessons unless there is unequivocal evidence that
this is slowing learning over time.
•
Inspectors should not necessarily expect that all work in all lessons is always matched
to the specific needs of each individual. Do not expect to see ‘independent learning’ in
all lessons and do not make the assumption that this is always necessary or desirable.
•
On occasions, pupils are rightly passive rather than active recipients of learning. Do not
criticise ‘passivity’ as a matter of course and certainly not unless it is evidently stopping
pupils from learning new knowledge or gaining skills and understanding.
•
Inspectors should not focus on lesson structure at the expense of its content or the
wide range of other evidence about how well children are learning in the school.
•
No-notice visits to schools where behaviour has been identified as a particular concern.
Inspectors will also focus more on culture and behaviour when inspecting schools.
Ofsted, February 2014
•
Inspectors should not give an overall grade for the lesson and nor should teachers
expect one.
•
If asked, inspectors will provide feedback to individuals on what they have observed,
including the evidence they have gathered about teaching.
•
They can share the grade for the evidence gathered about teaching, or other aspects,
with an individual teacher. In most instances, it should include evidence about what is
routine rather than one-off.
•
Inspectors must ensure that this feedback does not seem to constitute a view about
whether the teacher is a ‘good’ teacher or otherwise, or if they ‘taught a good lesson’
or otherwise. The feedback they give is confidential.
•
Teachers need to understand this too, as they often clamour to know what ‘grade’ they
got. It can be difficult to differentiate between a grade for teaching and a grade for the
teacher.
•
Evidence gathered directly or indirectly about individual teachers by inspectors should
never be used by the school for performance management purposes.
•
Inspection is about evaluating the quality of education provided by the school, by
considering a range of evidence, and not about evaluating, individually or collectively,
the performance of teachers through short lesson observations.
Ofsted, September 2014
•
The amount of guidance has been considerably slimmed down – everything is now contained in the
handbook, framework and safeguarding documents with no subsidiary or additional guidance
documents as before.
•
As announced earlier, there will be separate, graded judgements on EYFS and 6th form in every report.
•
As expected, lessons will no longer be graded for quality of teaching.
•
The curriculum will be the subject of closer scrutiny “to ensure that it is appropriately broad and
balanced to help prepare young people for life in modern Britain”.
•
Some additional guidance on evaluating assessment post-levels eg inspectors will “talk to leaders about
the school’s use of formative and summative assessment and how this improves teaching and raises
achievement”.
•
Achievement of the most able pupils will get a separate paragraph in the report.
•
The role of governors is exemplified in more detail.
•
Some interesting turns of phrase reflecting recent events among the criteria for “inadequate”, eg
“Leaders and governors, through their words, actions or influence, undermine the promotion of
tolerance of and respect for people of other faiths, cultures and lifestyles, and so do not support and help
prepare pupils positively for life in modern Britain” (leadership and management) and “there are serious
weaknesses in the overall promotion of pupils’ spiritual, moral, social and cultural development or their
physical well-being, so that pupils are intolerant of others and/or reject any of the core values
fundamental to life in modern Britain” (overall effectiveness).
Ofsted, October 2014
Lesson planning
• Ofsted does not require schools to provide individual lesson plans to
inspectors. Equally, Ofsted does not require schools to provide previous
lesson plans.
• Ofsted does not specify how planning should be set out, the length of
time it should take or the amount of detail it should contain. Inspectors
are interested in the effectiveness of planning rather than the form it
takes.
Self-evaluation
• Ofsted does not require self-evaluation to be provided in a specific
format.
Grading of lessons
• Ofsted does not award a grade for the quality of teaching for any
individual lessons visited and it does not grade individual lessons. It
does not expect schools to use the Ofsted evaluation schedule to grade
teaching or individual lessons.
Ofsted, October 2014
Lesson observations
• Ofsted does not require schools to undertake a specified amount of
lesson observation.
• Ofsted does not expect schools to provide specific details of the pay
grade of individual teachers who are observed during inspection.
Pupils’ work
• Ofsted does not expect to see a particular frequency or quantity of
work in pupils’ books or folders. Ofsted recognises that the amount
of work in books will often depend on the age and ability of the
pupils.
• Ofsted does not expect to see unnecessary or extensive written
dialogue between teachers and pupils in exercise books and folders.
Ofsted recognises the importance of different forms of feedback
and inspectors will look at how these are used to promote learning.
Ofsted, October 2014
Evidence for inspection
• Ofsted does not expect schools to provide evidence for inspection beyond that set
out in the inspection handbook.
• Ofsted will take a range of evidence into account when making judgements,
including published performance data, the school’s in-year performance data and
work in pupils’ books and folders. However, unnecessary or extensive collections
of marked pupils’ work are not required for inspection.
• Ofsted does not expect performance- and pupil-tracking data to be presented in a
particular format. Such data should be provided to inspectors in the format that
the school would ordinarily use to track and monitor the progress of pupils in that
school.
• Ofsted does not require teachers to undertake additional work or to ask pupils to
undertake work specifically for the inspection.
• Ofsted will usually expect to see evidence of the monitoring of teaching and
learning and its link to teachers’ performance management and the Teachers’
Standards, but this should be the information that the school uses routinely and
not additional evidence generated for inspection.
• Ofsted does not require schools to provide evidence for each teacher for each of
the bulleted sub-headings in the Teachers’ Standards.
Statutory provisions
• Ofsted will report on any failure to comply with statutory arrangements, including
those relating to the workforce, where these form part of the inspection
framework and evaluation schedule (Part 2 of the ‘School inspection handbook’).
Regional Schools Commissioners . . .
proposed powers
1. Encourage would-be academy sponsors to come forward.
2. Approve or reject applications to become academy sponsors
3. Decide which existing academy sponsor should expand, and which should not.
4. Decide on actions to be taken in underperforming academies, short of deciding
to close a school.
5. Recommend a sponsor for a particular school which the DfE has targeted for
turning into a sponsored academy.
6. Encourage schools to convert to academy status.
7. Approve the funding agreement
8. Approve significant changes to open academies, eg changes to the age range of
their pupils.
9. Discuss with DfE applications to set up free schools, and oversee approved free
schools prior to, and in the initial phase after, opening.
North
Jan Renou
Lancashire and West Yorkshire
Paul Smith
East Midlands and the Humber
Jenny Bexon-Smith
West Midlands
Pank Patel
East of England and North East
London
Dr Tim Coulson
South West
Sir David Carter
North West London and South
Central
Martin Post
South East and South London
Dominic Herrington
Headteacher Boards
east of England and north-east London
Elected
•Caroline Mary Bronwyn Haynes (Tendring
Technology College)
•Stephen Munday (Comberton Village College)
•Debbie Rogan (The Wickford CoE & Briscoe Primary)
•Margaret Wilson (The King John School)
Appointed
•Rachel De Souza (Inspiration Trust)
•Steve Lancashire (Reach2 Academy Trust)
Co-opted
•Roy Blatchford (National Education Trust)
•Mark Jeffries (Mills and Reeve LLP)
north of England
Elected
• Zoe Carr (Town End Academy)
• Chris Clarke (Queen Elizabeth School)
• Nick Hurn (Cardinal Hume Catholic School)
• Lesley Powell (The Academy at Shotton Hall)
Appointed
• Les Walton (Northern Education Trust)
• Andrew Bayston (Harrogate High School)
Co-opted
• Wendy Heslop (Cramlington Learning Village)
east Midlands and the Humber
south-central England and north-west London
Elected
• Chris Beckett (The Deepings School)
• Hugh Howe (Beauchamp College)
• Christine Linnitt (Holywell Primary School)
• Geoff Lloyd (Tuxford Academy)
Appointed
• Chris Abbott (Hunsley Trust)
• Andrew Burns (Redhill Academy)
Elected
• Richard Edwards (Nicholas Hawksmoor Primary
School)
• Sir Michael Griffiths (Northampton School for Boys)
• Claire Robins (Sir John Lawes School)
• Teresa Tunnadine (The Compton School)
Appointed
• Dame Alison Peacock (The Wroxham School)
• Kate Dethridge (Churchend Primary)
south-west England
Elected
• Dave Baker (Bradley Stoke and Abbeywood
Community Schools)
• Lorraine Heath (Uffculme School)
• Lisa Mannall (Trenance Learning Academy)
• Roger Pope (Kingsbridge Community College)
Appointed
• Nick Capstick (The White Horse Federation)
• Brian Hooper (Ambitions Academies Trust)
Lancashire and west Yorkshire
Elected
• Jane Acklam (Moor End Academy)
• Pamela Birch (Hambleton Primary School)
• Martin Shevill (Ossett Academy and Sixth-Form)
• Alan Yellup (Wakefield City Academy)
Appointed
• Sir Iain Hall (The Warrington Leadership Academy)
• Sir Michael Wilkins (Outwood Grange Academies)
west Midlands
Elected
• Mike Donoghue (John Taylor High School)
• Billy Downie (The Streetly Academy)
• David Andrew Seddon (Baxter College)
• Sally Yates (Deanery CoE Primary School)
Appointed
• Sir Mark Grundy (Shireland Academy)
• Linda Davis (Wistaston Academy)
Co-opted
• Peter Rubery (Fallibroome Academy)
south-east England and south London
Elected
•Rhona Julia Barnfield (Howard of Effingham)
•Ian Bauckham (Bennett Memorial Diocesan)
•Andrew Carter (South Farnham)
•Denise Shepherd (Rochester Grammar)
Appointed
•Nikki King (Isuzu Truck UK Ltd)
•Angela Barry (The Woodland Academy Trust)
League tables
1.
Progress 8
2.
Attainment 8
3.
The percentage achieving C+ in English and maths; and progress in each
4.
The percentage achieving C+ in the English Baccalaureate subjects
5.
The percentage of pupils who continue in education, employment or
training during the year after they finished their key stage 4
qualifications (may be introduced at a later date)
• New tables scheduled for the 2016 exams, but possible for schools to opt
into the new system one year early, in 2015
P8 and A8
English slot (double weighted)
• Best result of English Language and English Literature counts
• English Language or English Literature on its own not double weighted
• Lowest result of English Language and English Literature can count in an open slot
• GCSE English can count on its own
Maths slot (double weighted)
• Only Ebacc qualifications can contribute
• Linked pair GCSEs ‘applications of maths’ and ‘methods in maths’. Grades added together (not best
grade doubled)
• Other ‘maths’ qualifications (e.g. free-standing maths, pure maths, statistics..) can count in an open
slot ONLY if there is no maths
EBacc slots
• Any Ebacc science, humanities (history or geography) or language can count
• No stipulation about the types of Ebacc subjects which can count (e.g. could all be science or
languages)
• Double Award science can take up two slots (the only double award that can do so)
Open slots
• Lowest result of English Language and English Literature can count
• Maths qualifications that are not part of the EBacc can count but only if the maths slot is not filled
• Asset Languages at level 3 can count but only if the pupil does not have a GCSE in the same language
• One graded music exam can count either alone or alongside GCSE music
Progress 8 – measuring prior attainment
• Effectively will use the same method as in current Value added
• Restricted to KS2 results in English and maths
• Teacher assessments continue to be substituted where pupils
are below the level of the test
• Pupils with assessment scores in only one subject will have this
score used as the baseline
• Pupil will be excluded from Progress 8 if they have no KS2
assessment (but not Attainment 8)
• Fine level used instead of current fine points (worked out in
same way as points using test marks; Fine level = Fine points / 6)
2014 ‘shadow’ results
Schools will be shown their Attainment 8 and Progress 8 scores based
on 2014 exams in early 2015
• Attainment 8 score
• Attainment 8 score converted to an average grade per subject
• Progress 8 score with 95% confidence intervals
These results will not be published in performance tables but will help
prepare schools for change in accountability system and inform
decision whether to opt in in 2015
Pupil / school ready reckoners will be made available showing how
measures are calculated
Progress 8 and pupils with no KS2 test results
Pupils working below the level of the test
• use KS2 teacher assessments in cases where pupils have been unable to access
the end of KS2 tests (inc teacher assessments at Level 1 and 2).
[section G of the Guide to value added key stage 2 to 4 in 2013 shows how this works
now and DfE plans to continue with a similar approach]
Pupils without a test score in reading or maths or both
• Some pupils can have their teacher assessment used. If a pupil has assessment
information for one subject only, this one subject will be used as the baseline.
Pupils who have no KS2 assessment
• (eg those arriving from abroad) will not be included in the Progress 8 (and will not
be included in the denominator when calculating the school average
• will be included in the Attainment 8, unless they have arrived from a non-English
speaking country in Year 10 or Year 11.
[school to show to Ofsted etc their progress using robust in-house assessments of
when the pupil arrives, and then looking at the progress to GCSEs]
What if a pupil does not fill all 8 boxes…?
Pupil 1
(expected)
B
B
B
B
B
B
B
B
B
B
10 X 6
60
- 10
Pupil 1
(actual)
C
C
C
C
C
C
C
C
C
C
10 X 5
50
Pupil 2
(expected)
B
B
B
B
B
B
B
B
B
B
10 X 6
60
- 1.0
- 15
Pupil 2
(actual)
C
C
C
C
C
C
C
C
C
0
9X5
45
Pupil 3
(expected)
F
F
F
F
F
F
F
F
F
F
10 X 2
20
- 1.5
+ 12
Pupil 3
(actual)
C
C
C
C
D
D
D
0
0
0
4X5
3X4
32
+ 1.2
Non cognitive skills & learning outside the classroom
Achievement beyond formal qualifications
1. System of high profile awards for
schools that excel in nonqualification activities, is under
consideration, following the
Singapore model
2. Character, resilience, mindfulness,
employability
Character
• Schools should teach pupils resilience and how to be “rounded and
grounded”.
• Any school failing to do this should not be rated outstanding, even if
it achieved impressive results.
• Work experience: rather than “all the schools in an area trying to
send out the entire year group for the same two weeks in June”,
they could instead link with businesses to do virtual tours or halfday visits.
• “By character I mean resilience, humility, emotional intelligence,
team spirit, someone who will go the extra mile,”
• It is not only the disadvantaged who need help, but also G & T
pupils whose schools had focused on pushing them academically, at
the expense of helping them to develop social attributes.
John Cridland, director-general of the CBI
National Curriculum
National Curriculum
• Knowledge-based content (cf the Core Knowledge Sequence – ED Hirsch)
• Programmes of Study : slim, set out what should be taught by end of key
stage, allowing schools and teachers greater freedom to develop their
own curricula
• Level descriptors removed:
“Schools will be able to introduce their own approaches to formative
assessment, to support pupil attainment and progression. The assessment
framework should be built into the school curriculum, so that schools can
check what pupils have learned and whether they are on track to meet
expectations at the end of the key stage, and so that they can report
regularly to parents…we will provide examples of good practice which
schools may wish to follow…Ofsted’s inspections will be informed by
whatever pupil tracking data schools choose to keep.”
• Teachers to develop school-level curriculum (and post on website)
The School Information (England) (Amendment) Regulations 2012
Amendment of the School Information (England) Regulations 2008
Regulation 10
“Schedule 4Specified information to be published on a school’s website
1. The name, postal address and telephone number of the school, and the name of a person to whom enquiries should be addressed.
2. Either—
(a)the determined admission arrangements for the school in relation to each relevant age group at the school, including any arrangements for selection, any
oversubscription criteria and an explanation of the process of applying for a school place; or
(b)information as to where and by what means parents may access that information in the local authority’s composite prospectus published on their website.
3. Information as to where and by what means parents may access the most recent report about the school published by her Majesty’s Chief Inspector of
Education, Children’s Services and Skills.
4. The school’s most recent key stage 2 results as published by the Secretary of State under the following column headings in the School Performance Tables
published on the Department for Education’s website:
(a)“% achieving Level 4 or above in English and Maths”;
(b)“% making expected progress”;
(c)in relation to English, “% achieving Level 5 or above”; and
(d)in relation to Maths, “% achieving Level 5 or above”.
5. The school’s most recent key stage 4 results as published by the Secretary of State under the following column headings in the School Performance Tables
published on the Department for Education’s website:
(a)“% achieving 5 + A* - C GCSEs (or equivalent) including English and Maths GCSEs”;
(b)“% achieving the English Baccalaureate”; and
(c)“% of pupils making expected progress”.
6. Information as to where and by what means parents may access the School Performance Tables published by the Secretary of State on the Department for
Education’s website.
7. The following information about the school curriculum—
(a)in relation to each academic year, the content of the curriculum followed by the school for each subject and details as to how additional information relating
to the curriculum may be obtained;
(b)in relation to key stage 1, the names of any phonics or reading schemes in operation; and
(c)in relation to key stage 4—
(i)a list of the courses provided which lead to a GCSE qualification,
(ii)a list of other courses offered at key stage 4 and the qualifications that may be acquired.
8. The measures determined by the head teacher under section 89 of the Education and Inspections Act 2006 (determination by head teacher of behaviour
policy)(4).
9. The amount of the school’s allocation from the Pupil Premium grant(5) in respect of the current academic year; details of how it is intended that the
allocation will be spent; details of how the previous academic year’s allocation was spent, and the effect of this expenditure on the educational attainment of
those pupils at the school in respect of whom grant funding was allocated.
10. The report prepared by the school under section 317(5)(a) of EA 1996 (duties of governing bodies in relation to special educational needs(6)).
11. The school’s charging and remissions policy determined by them under section 457 of EA 1996(7).
12.
A statement of the school’s ethos and values.”
http://webarchive.nationalarchives.gov.uk/20130903181219/http://www.legislation.gov.uk/uksi/2012/1124/made
7.
The following information about the school curriculum
(a)in relation to each academic year, the content of the curriculum
followed by the school for each subject and details as to how additional
information relating to the curriculum may be obtained;
(b)in relation to key stage 1, the names of any phonics or reading schemes
in operation; and
(c)in relation to key stage 4—
(i)a list of the courses provided which lead to a GCSE qualification,
(ii)a list of other courses offered at key stage 4 and the qualifications that
may be acquired.
http://webarchive.nationalarchives.gov.uk/20130903181219/http://www.legislation.gov.uk/uksi/2012/1124/made
No NC Levels
“levels have become too abstract, do not give parents meaningful
information about how their child is performing, nor give pupils
information about how to improve”
“levels have detracted from real feedback and schools have found it
difficult to apply them consistently – the criteria are ambiguous and
require teachers to decide how to weight a huge array of factors”
DfE
Myth: Schools are banned from using curriculum levels.
Fact: As part of our reforms to the national curriculum, the current
system of “levels” used to report children’s attainment and progress
will be removed from September 2014.
Levels are not being banned, but will not be updated to reflect the
new national curriculum and will not be used to report the results of
national curriculum tests.
Key stage 1 and key stage 2 tests taken in the 2014 to 2015 academic
year will be against the previous national curriculum, and will continue
to use levels for reporting purposes.
DfE
• “ Schools will be expected to have in place approaches to formative
assessment that support pupil attainment and progression. The
assessment framework should be built into the school curriculum,
so that schools can check what pupils have learned and whether
they are on track to meet expectations at the end of the key stage,
and so that they can report regularly to parents. Schools will have
the flexibility to use approaches that work for their pupils and
circumstances, without being constrained by a single national
approach.”
The "level 4b"
myth
We were told
new Y6
expectations
would be
similar to
Level 4b.
A direct
comparison
suggests not:
How will Ofsted make
inspection judgements
in a world
without levels?
Ofsted judgements in 2014-5 . . .
post-levels
• 2015 KS1 and KS2 national tests will be the last to be reported on
against levels.
• In 2014/15, most schools will have historic data expressed in NC
levels (except for Y1)
• Ofsted will find that schools are tracking attainment and progress
using a mixture of measures for some, or all, year groups and
subjects.
• Schools can teach the National Curriculum content in any order,
even where it is written for separate year groups (though there is
an expectation that the new history national curriculum is taught
chronologically)
• Inspectors will not expect to see a particular assessment system in
place and will recognise that schools are still working towards full
implementation of their preferred approach
In 2014/15, inspectors will
1. continue to use a range of evidence to make judgements, inc
 test results
 pupils’ work
 pupils’ own perceptions of their learning
2. spend more time looking at the range of pupils’ work to consider what progress
they are making in different areas of the curriculum
3. talk to leaders about schools’ use of formative and summative assessment and
how this improves teaching and raises achievement
3. evaluate how well pupils are doing against relevant age-related expectations as set
out by the school and the national curriculum (where this applies)
4. consider how schools use assessment information to identify pupils who are falling
behind in their learning or who need additional support to reach their full
potential, including the most able
5. evaluate the way schools report to parents and carers and assess whether reports
help parents to understand how their children are doing in relation to the
standards expected
Leadership and management
inspectors will usually consider how well:
• a suitably broad and balanced curriculum and the system of
assessment set out what pupils are expected to know, understand
and do, and by when
• the assessment system is linked to the school’s curriculum
• information about what is taught in the curriculum is shared with
parents and carers, including by meeting the legal requirement to
make curriculum information available on the school’s website
• the school uses detailed formative and summative assessment to
ensure that pupils, teachers and parents know if pupils are
achieving the expected standard or if they need to catch up
• assessment information, including test results, is used by leaders
and governors to improve teaching and the curriculum for all pupils.
Accuracy of assessment
inspectors will usually consider how well:
• any assessment and testing are used to modify teaching so that pupils
achieve the expected standards by the end of year or key stage
• assessment draws on a range of evidence of what pupils know, understand
and can do in the curriculum, for example, through regular testing
• teachers make consistent judgements and share them with each other eg
within a subject, across a year group and between adjacent year groups
• leaders ensure the accuracy of assessment through internal and external
standardisation and moderation
• governors assure themselves of the rigour of the assessment process
• schools adopt the best practice of working together to moderate
assessment and to develop common understanding of attainment and
share records at points of transfer
Progress
inspectors will usually consider how well:
•
pupils’ work shows that, where possible, they have the knowledge, understanding
and skills expected for their age
•
all pupils are set aspirational targets and that they are on track to meet or exceed
them by the end of each key stage
•
Assessment is used to ensure that all pupils make the expected progress and
that more able pupils do work that deepens their knowledge and understanding
•
progress in literacy and mathematics is assessed by drawing on evidence from
other subjects in the curriculum, where this is sensible
•
pupils’ strengths and misconceptions are identified and acted on by teachers
during lessons, and more widely, to:

plan future lessons and teaching

remedy where pupils do not demonstrate knowledge or understanding of
a key element of the curriculum

deepen the knowledge and understanding of the most able.
English
Age 5/6:
Read using phonics, recite poetry by heart in class, learn alphabet, ensure
left-handed pupils get help
Age 6/7:
Write joined up words
Age 7/9:
Use dictionaries for meaning
Age 7/11: Spell 200 complex words, including “mischievous”, “privilege”, “yacht” and
use thesaurus to develop vocabulary
Age 11/14: Read two Shakespeare plays – up from one at moment – pre-1914
literature and study two authors each year; practise public speaking and
debating
Age 14/16: Lit: At least one Shakespeare play, a 19th century novel, Romantic poetry
and contemporary British fiction from 1914 onwards
Lang: SP&G increasing from 12 to 20%. Write effectively and
coherently using Standard English
OUT: Prescribed lists of authors
Maths
Age 5/6:
Count to 100, use simple fractions, tell the time
Age 6/7:
Add and subtract three-digit numbers
Age 8/9
Master 12 times tables, convert decimals and fractions
Age 10/11:
Introduction to algebra
Age 11/14:
Probability, reasoning with algebra, geometry and
rates of change
Age 14/16:
Fat maths
OUT: Using calculators at primary school in favour of mental arithmetic
Science
Age 5/6:
Basic experiments with paper, elastic, foil, fabrics etc
Age 6/7:
Introduction to reproduction in animals
Age 8/9:
Building simple circuits with bulbs, buzzers etc
Age 10/11: Evolution and inheritance, importance of diet and exercise / effect of drugs
Age 11/14: Human reproduction, Periodic Table, climate change
Age 14/16: Separate GCSEs in biology, chemistry and physics as well as a combined
science double award. All contain explicit requirements for application of
mathematical understanding and, in physics, new expectations for the
recall and application of key formulae
OUT: Non-science topics such as caring for animals
NC: Art
Age 7/11:
Mastery of drawing, painting and sculpture, maintain
sketchbooks, focus on great artists from history
Age 11/14:
Range of multimedia techniques and history of artistic,
architectural and design movements
OUT: Vague references to “develop creativity and imagination”
NC: Citizenship
Age 11/14:
Introduction to political system, voting, monarchy,
criminal/civil law and managing personal finance
Age 14/16:
British links to Europe/Commonwealth, ethnic diversity in
UK, lessons on debt, insurance, savings and pensions,
chance to volunteer in local community
OUT: Mandatory teaching about ‘economic citizenship’, inequalities and
topical issues
NC: Computing
Age 5/7:
Basic programming and debugging, online safety, storing
information
Age 7/11:
Designing programmes for complex problems, using internet
search engines
Age 11/14:
Coding and solve practical computer problems
OUT: Lessons in using word processing packages
NC: Design and Technology
Age 5/14:
Cooking lessons throughout primary and secondary, including
nutrition, preparing dishes, understanding seasonality and developing
cooking techniques
Age 5/7:
Cutting, shaping, joining and finishing using construction materials
and textiles
Age 7/11:
Using mechanical systems such as gears, pulleys, cams and levers and
building circuits incorporating switches, bulbs, buzzers and motors
Age 11/14:
Work with hi-tech devices such as 3D printers, laser cutters,
robots and microprocessors
September 2014 - As part of the School Food Plan, cookery will become statutory at KS3
OUT: Lessons in talking about what pupils “like and dislike when designing and making”
and conceptual nature of D&T
Cooking and nutrition
Pupils should be taught how to cook and apply the principles of nutrition and healthy eating.
Key stage 1
 use the basic principles of a healthy and varied diet to prepare dishes
 understand where food comes from
Key stage 2
 prepare and cook a variety of predominantly savoury dishes using a range of cooking
techniques
 understand seasonality, and know where and how a variety of ingredients are grown,
reared, caught and processed
Key stage 3
 cook a repertoire of predominantly savoury dishes, feed self and others
 become competent in a range of cooking techniques:
• selecting and preparing ingredients
• using utensils and electrical equipment
• applying heat in different ways
• using taste, texture and smell to use seasoning & ingredients well
• adapting and using their own recipes
NC: Geography
Age 5/7:
Names of oceans, continents, world map, countries of UK,
weather seasons and fieldwork around school environment
Age 7/11:
Countries of world, counties and cities of UK, physical
geography including volcanoes, reading Ordnance Survey
maps
Age 11/14:
Climate change and use of satellite technology
OUT: Lessons on European Union
NC: History
Age 5/7:
Study of famous individuals to compare life in different
periods, eg. Elizabeth I and Queen Victoria, William Caxton
and Tim Berners-Lee, Mary Seacole and Edith Cavell
Age 7/11:
Britain from Stone Age to 1066, Ancient Greece and one
non-European society, eg. early Islamic society
Age 11/14:
Britain from 1066 to present day, including Empire, Victorian
Britain, world wars, Cold War, creation of NHS
OUT: Lessons on skills, concepts and historical processes
NC: Modern and Ancient Languages
Age 7/14:
Compulsory language of any kind, removing previous
requirement to learn from list of either French, German,
Italian, Mandarin, Spanish, Latin or Ancient Greek
Age 7/11:
Appreciate song, poems and rhymes in foreign tongue,
understand basic grammar, hold simple conversations
Age 11/14:
Initiate conversations, read range of stories, poems and
letters, translate material into English
OUT: Translation did not feature and languages not compulsory in primary
schools
NC: Music
Age 5/7:
Singing and playing tuned/untuned instruments
Age 7/11:
Play and perform in solo and ensemble context, introduction
to great composers
Age 11/14:
Extended use of tonalities, different types of scales and
other musical devices
OUT: References to exploring ideas and feelings about music through
movement and dance
NC: PE
Age 5/7:
Master basic movements (run, jump, throw, catch etc),
introduction to team games
Age 5/11:
Swim 25 meters, perform range of strokes, lifesaving
techniques
Age 7/11:
Competitive games such as football, netball, rounders,
cricket, hockey, basketball, badminton and tennis
Age 11/14:
Analyse past performances to improve, take part in
competitive sport outside school
OUT: References to creativity and theory in PE
Statutory teaching of religious education
and sex and relationship education
Key stage 1
Key stage 2
Key stage 3
Key stage 4
Age
5-7
7-11
11-14
14-16
Year groups
1-2
3-6
7-9
10-11
Religious
education
Sex and
relationship
education
✓
✓
✓
✓
✓
✓
All state schools are also required to make provision for a daily act of collective worship
and must teach religious education to pupils at every key stage and sex and
relationship education to pupils in secondary education.
Implementing the new curriculum: resources
•
The National College has produced an online tool to help schools to review and
develop their curriculum.
http://apps.nationalcollege.org.uk/resources/modules/curriculum/Home.html
•
TES Connect has a national curriculum section with a wealth of free materials. There
are resources to support teachers to plan for change across the curriculum and
practical hints and tips on how to implement the new programmes of study in each
subject. http://community.tes.co.uk/national_curriculum_2014/b/default.aspx
•
Our expert groups, set up to provide support to teachers implementing the new
curriculum, have developed guidance across all subjects.
http://www.expertsubjectgroups.co.uk/
•
Commercial publishers are bringing a wide range of new materials to the market for
the new curriculum. The trade bodies for the sector are BESA and the Publishers’
Association.
•
The Arts Council England has developed a central database housing materials to
inspire creative teaching across the sciences, languages and humanities as well as for
dance, art and design, music and PE.
http://www.nfer.ac.uk/CulturalEducationResources/
New Primary Curriculum
The final programmes of study will be introduced in primary schools from September 2014. The drafts, published on 9 October, include:
Higher standards in maths
• Pupils will be expected to be able to add, subtract, multiply and divide fractions in primary school so they can progress to more
advanced topics like algebra when they go to secondary school. These four operations were not in the primary curriculum before. The
proposed change is consistent with expectations in the high-performing education jurisdictions of Singapore and Hong Kong.
• By age nine, pupils should know their times tables up to 12x12. This is in line with expectations in the high-performing jurisdiction of
Massachusetts. Currently pupils only need to know up to 10x10 by the end of primary school.
• By age seven, pupils should know “number bonds” up to 20. These are simple addition and subtraction facts that pupils should be able
to recognise and use instantly (eg 9+9=18 or 16-7=9).
Higher standards in English:
• Pupils will be taught to read fluently through systematic phonics. There will be a much stronger emphasis on reading for pleasure.
• There will be a focus on spelling – for instance, there will be a list of words that all children should be able to spell by the end of primary
school. There is currently no such list in the National Curriculum.
• There will be a focus on grammar – for instance, children will be expected to understand how to use the subjunctive and correct use of
the apostrophe – for example, not using it to indicate plurals such as “I went to buy some apple’s” or using “it’s” as a possessive.
• There will be an expectation that pupils master formal English through poetry recitation, debate and presentation.
Higher standards in science:
• There will be a greater focus on the acquisition of scientific knowledge with new content on the solar system, speed and evolution.
• There will be an increased focus on practical scientific experiments and demonstrations, similar to the approach taken in Alberta and
Massachusetts.
Additionally, there has been a consultation on the plan to introduce foreign languages from age seven at the start of Key Stage 2 (93% in
favour!). There will be no other changes to the structure of the Primary Curriculum. The Government will maintain the requirement for the
teaching of art and design, design and technology, geography, history, ICT, music, and physical education across all the primary years.
Programmes of Study for these subjects will be much shorter than the drafts for English, maths and science. This will give teachers much
more freedom in these areas.
Levels and level descriptors will be removed and not replaced.
Low attaining pupils
• Pupils who are not able to access the relevant end of key stage test will
continue to have their attainment assessed by teachers.
• Retain P-scales (unchanged) for reporting teachers’ judgements.
• Pupils working above the P-scales but below the level of the test: DfE to
provide information to enable teachers to assess attainment in the context
of the new national curriculum.
• Given the very diverse nature of this group of pupils, data need to be seen
in context to give a clear picture of school performance. Robust inspection
of teacher assessments of low attaining pupils will show if pupils are
making appropriate progress.
• DfE will consider whether to move to external moderation of P-scale
teacher assessment as part of the further work on moderation.
The least able
• Current access arrangements and adjustments for NC tests to continue
• Schools to adapt teaching so that all pupils access all NC subjects
• New NC test will examine full PoS (Y3–6); most will sit test even if cannot
‘pass’
• For others, teachers continue to use revised P-scales (aligned to new NC)
• Ofsted will consider performance of least able
• Published data to include least able group, though with sensitivity to
individuals
• Special schools and PRUs use same KPIs but floor standards do not apply
Interpreting exam answers
1.
The first cells were probably . . . ?
Lonely
2.
What do the following chemical equations stand for – HCOONa
Matata
3.
Write an example of a risk:
This
4.
Give a brief explanation of the meaning of hard water:
Ice
5.
Where was the American Declaration of Independence signed?
At the bottom
6.
What is the main reason for divorce?
Marriage
7.
Brian has 50 slices of cake. He eats 48. what has he now?
Diabetes
8.
What is a vibration?
There are good vibrations and bad vibrations. Good vibrations were discovered in the
1960s.
Question
What have you done so far to prepare for
teaching the new National Curriculum? What
more are you going to do?
Primary
Summary of reforms 1
New assessments will reflect the more challenging national
curriculum
• more challenging tests that will report a precise scaled score
at the end of each KS
• detailed performance descriptors available to inform teacher
assessment at the end of KS1 and KS2. Directly linked to the
content of the new curriculum
• improve the moderation regime to make teacher assessments
more consistent
Summary of reforms 2
New accountability system will reflect the raised
expectations of primary schools.
• a target of 85% to achieve the new standard ("Over time we
expect more and more schools to achieve this standard")
• a new floor standard, based on progress from reception to
the end of KS2, using a new baseline test in reception. A
school will fall below the floor only if pupils make poor
progress and fewer than 85% of them achieve the new
expected standard
• schools to publish progress and attainment information on
their websites so that parents etc can make judgements
Assessment overview
Different approaches to assessment for different age groups:
1.
the existing statutory two-year-old progress check undertaken in early
years settings
2.
a short reception baseline that will sit within the assessments that
teachers make of children during reception
3.
a phonics check near the end of year 1 (and year 2, if necessary)
4.
a teacher assessment at the end of KS1 in maths; reading;
and writing. Informed by pupils’ scores in externally-set but internallymarked tests (writing will be partly informed by the grammar,
punctuation and spelling test); and teacher assessment of speaking and
listening and science;
5.
national tests at the end of KS2 in: maths; reading; grammar,
punctuation and spelling; and a teacher assessment of maths, reading,
writing, and science.
Floor standards, 2014
• The English grammar, punctuation and spelling test will again not be
included in the floor standard calculation in 2014.
• 65%+ of children attain level 4 in reading, writing and mathematics, or
children make above the median progress in any of reading, writing or
mathematics
A school will be considered above the floor if it meets
either the progress or attainment floor standards…
Progress standard from 2016 to 2022
•
Until the first cohort taking the reception baseline reach the end of KS2 in 2022, progress will
continue to be measured from KS1 to KS2.
•
Progress measures will be based on value-added in each of reading, writing and maths. Each
pupil’s scaled scores in each area at KS2 will be compared with the scores of pupils who had the
same results in their assessments at KS1.
•
For a school to be above the progress floor, pupils will have to make sufficient progress in all of
reading, writing and mathematics. For 2016,DfE will set the precise extent of progress required
once key stage 2 tests have been sat for the first time
Attainment standard from 2016
•
The proportion of pupils reaching the new expected standard in all of reading, writing and
maths. To reach the new expected standard, each pupil will be required to attain a scaled score
of 100 or more in the tests in each of reading and mathematics, as well as being assessed by
their teacher as reaching the new expected standard in writing.
•
A school will be above the floor if 85% of pupils reach the new expected standard in each area.
Implementing your school’s approach to pay (DfE)
Main points
•
Schools need to review their pay and appraisal policies from September 2014 to clarify their approach to
making performance-based pay decisions for the leadership group.
•
Schools need to ensure that their pay policies are clear that performance-related progression will provide the
basis for all decisions on pay – for classroom teachers and leaders – in September 2015.
•
Schools should consider and set out in their pay policies how pay decisions for those on the maxima of pay
ranges in September 2015 will take account of performance in applying any uplift to the national framework.
•
All pay decisions must be made on objective criteria so that there is no discriminatory effect on any teacher
or group of teachers with a particular protected characteristic under the Equality Act 2010.
•
It is up to each school to decide for itself how best to implement the arrangements and develop its policies
accordingly.
•
No single approach will suit all schools.
•
School appraisal policies need to continue to reflect the links between performance and pay.
•
Schools are free to withhold progression pay without any requirement to initiate or consider capability
proceedings.
•
Pupil weighted numbers continue to provide the basis for determining individual pay ranges.
•
Schools now have increased flexibility to decide how they wish to reward their leadership teams to reflect
individual performance and the challenges of the post.
•
There is no need to reassess the pay or allowances of existing headteachers or leadership teams in
September 2014. The pay of those in post will only need to be reviewed when there are significant changes
to responsibilities.
•
The principles underlying the core non-pay conditions remain unchanged.
Summary of changes
The main changes (introduced in 2013) from the previous system are:
• removing pay progression based on length of service and linking all
pay progression to performance
• giving schools the option of increasing individual teachers’ pay at
different rates based on their performance
• replacing the threshold test for progression from the main to the
upper pay range with new simpler criteria
• creating a new pay range for leading practitioners whose primary
purpose is to model and lead the improvement of teaching skills
• giving schools more freedom to determine starting salaries of
teachers new to the school
• removing the obligation on schools when recruiting to match a
teacher’s existing salary.
The appraisal and pay determination cycle
Autumn term
• All objectives to be finalised. If agreement cannot be reached, they are set by the
appraiser.
• Performance is monitored as set out in the school’s appraisal policy (such as through
observation and ongoing professional dialogue between the relevant parties).
Spring term
• Performance is monitored as set out in the school’s appraisal policy.
Summer term
• Performance is monitored as set out in the school’s appraisal policy.
Summer/autumn term
• At the end of the appraisal year, teachers receive an appraisal report which includes
(amongst other things) an assessment against their objectives and the relevant standards
and a recommendation on pay.
• Headteachers need to ensure moderation of initial recommendations with a view to
putting individual pay progression recommendations to governing body for agreement
and so as to account to them overall for the effective operation of links between pay and
performance.
• Review and update pay and appraisal policies as necessary in the light of experience.
• Governing body to determine what provision should be made in the school’s budget for
discretionary pay awards and progression.
• Appraisal objectives are set for the next appraisal period.
Setting the pay of school leaders
Summary of changes
The main changes from the previous system are:
•
a simplified framework for leadership pay and greater autonomy for schools to set
leadership pay in the light of the school size, context and challenge;
•
a simple approach to help governing bodies to set pay when appointing new
headteachers, requiring them to assess the particular challenges and
circumstances of their school and judge the extent to which these, together with
the skills they are looking for, need to be reflected in the determination of a head’s
individual pay range;
•
formal headroom above the current leadership maximum to incentivise and
reward headteachers taking on some of the largest and most challenging
leadership roles;
•
removing spine points and fixed differentials - to provide greater flexibility for
governing bodies to manage the performance and reward of school leaders, with
individual decisions on pay progression to be made according to performance.
Role of the governing body
The changes are designed to enable governing bodies to exercise their
judgement at the local level on the appropriate levels of pay for school
leaders, according to the challenges and needs of the school.
The governing body’s role in relation to leadership pay is to
• set the appropriate level of pay for the role;
• consider and adopt pay and appraisal policies, including the criteria for
pay progression;
• assure themselves that appropriate arrangements for linking appraisal
to pay are in place and can be applied consistently, and that pay
decisions can be objectively justified;
• approve salaries and the award of performance pay in line with the
school’s pay policy;
• identify and consider budgetary implications of pay decisions and
consider these in the school’s spending plan.
PRP
• Schools introduce guidelines from September 2013, showing how pay
rises will be tagged to performance; salary changes from September 2014
• Schools free to define “performance”; could be linked to exam results,
pupil progress, classroom behaviour, participation in extra-curricular
activities
• Ofsted to ensure salaries are tied to teaching standards
• Schools to decide . . .
 what data to collect
 How to ensure transparency and objectivity
 How to afford the additional costs
 Whether to go for a time-defined bonus or a salary raise
 How to ensure leaders are properly able to communicate the decisions
 Whether to reward the individual or the team
Question
How will PRP work for you?
Summary: Primary
• Gradually from 2016 but pending developments in some areas
• Reception. The introduction of a new teacher-based assessment (models
under development) to create a baseline for measuring progress
• KS1. Continuation of teacher assessments in reading, writing, speaking
and listening, maths, and science and including now grammar,
punctuation and spelling, using new performance descriptors
• KS2. Continuation of externally set national tests with results reported to
pupils and parents as a scaled score against for example local and national
average
• Floor target. A new more demanding floor target (85% rather than 65%) of
pupil progress or attainment from reception to the end of KS2 in reading,
writing, maths
• Low-attaining pupils. To continue with teacher assessments as currently
Summary: Secondary
•
from 2016 but schools can opt in for 2015
•
Four current measures and potentially five with a revised floor standard
•
Progress 8. A value-added measure reflecting the progress made by a pupil between
the end of primary KS2 and the end of KS4. Progress will be recorded across 8 subjects:
English and maths (double-weighted where both Englishs achieved, 3 EBacc
qualifications and 3 other subjects such as vocational, creative and other academic
subjects)
•
Attainment 8. A school’s average grade across the those same eight subjects
•
English and maths. The % of pupils achieving a C grade or above in each
•
EBacc. The % of pupils who achieve good grades in these designated subjects (science,
computer science, history geography and languages)
•
Destination. Not easy to collect and at present only available in experimental form as a
% of numbers progressing on to further/higher education, training or employment
while further development work on the data is completed
•
Floor standard. Changing from five A*-Cs to pupil progress across the 8 subjects. Where
pupils make an average of half a grade less progress than expected across the 8
subjects, the school will be considered to have fallen below the floor standard and
potentially subject to intervention and/or inspection
Summary: Post 16
•
gradually from 2016 but pending developments in some areas
•
More complex than primary and secondary measures because of the diversity of routes and qualification
types available but broadly adopting two key measures
•
1. Five headline measures of progression covering attainment; retention; English and maths where required;
destinations
•
Progress. The emphasis will be very much on learner progression. For academic qualifications this will be the
difference between a learner’s prior attainment at 16 and their attainment at age 18. A similar approach is
proposed for progress in Applied Qualifications although more work is needed first on the robustness of the
data while things become more complicated for the yet to be started Tech Levels where a combined
attainment and completion measure is proposed
•
Attainment. For academic subjects this will show the average point score across all entries expressed as an A’
level style grade. For Applied, Technical and L2 qualifications, the attainment measure will also show the
average point score across all entries but expressed as a vocational grade such as D or M
•
Retention. This will be based on the proportion of students who complete the core qualification aim of the
16-19 programme
•
English and maths. This will be reported separately and the Government is considering developing a progress
measure that can better reflect the contribution of a provider who has helped a learner from a low starting
point
•
Destination. Further development needed. Consultation likely later this year
•
‘Recognised’ substantial vocational qualifications at L2. A full list to be published this autumn
•
Further work will also be undertaken to see how far performance measures can be applied in work-based
settings such as apprenticeships and how far online learning such as MOOCs should be recognised in future
performance measures
Summary: Additional measures
•
The Tech Bacc. Remaining as a measure to recognise performance in three areas: an
approved L3 Tech Level qualification; an approved maths qual and the Extended
Project
•
L3 Maths achievement. Intended to show the % of learners who have progressed from
an A*-C grade at GCSE to a recognised L3 maths qual
•
AAB achievement in facilitating A’ levels This has now been reduced to achievement
in two rather than three such subjects for entry to ‘top’ universities
•
A’ level attainment. This will show the average grade of students taking A’ level only
(no AS) programmes and will be based on points scored in the best 3 divided by 3
•
Achieving at a higher level of learning. Potentially an important measure for many
schools as it will show the % of learners who gain a higher qual than at KS4 and where
significantly “moving from an academic L2 qual at age 16 to a substantive VQ at L2
would also be counted as progress”
•
Attainment in quals below L3. This will be added once the data has been developed
•
Substantial quals at L2. Included as both a headline and a wider measure to show the
uptake of L2 VQs
•
Traineeships. Performance measure yet to be developed
•
Progression Internships for special needs. A measure to be used to show how many
young people with special educational needs have completed such programmes
Labour position . . .
1.
Networks of challenge and collaboration, following the London Challenge model
2.
Directors of School Standards (DSS) x40 – 80: raise standards and intervene where necessary
3.
National Baccalaureate, focusing on both academic subjects and high class technical qualifications
whilst at the same time nurturing young peoples’ character, resilience and well-being; English and
maths to 18 for all
4.
End the employment of unqualified teachers and make sure that ITT is preparing teachers properly
5.
Regular CPD for all to revalidate expertise in order to keep teachers’ skills and knowledge up to date
6.
A framework of new career pathways, with the opportunity to progress whilst staying in the
classroom
7.
new tests for pupils at the ages of five and 11 will be introduced
8.
Primary teachers will face tough new checks on their performance
9.
Introduce a national post-level system of measuring schools
10.
Support independent league tables, inc stats on sport, music and other extra-curricular activities
11.
all apprenticeships to last for at least two years and be of equivalent standard to GCSEs
12.
re-couple AS and AL
Lib Dem position . . .
1.
"age-appropriate" sex education should be taught in all schools, inc
academies, from the age of seven
2.
PSHE, inc sex education, should also include instruction in citizenship
and financial literacy. It should be a "curriculum for life“
3.
triple the early years pupil premium
4. An independent Education Standards Authority, which would:
• Control curriculum content and prevent short-term political changes
• Provide an objective measure on standards
5.
Keep the academy school system, allow more free schools to open.
6.
Protect education budgets
7.
Extend free meals to all pupils in primary school
8.
Allow Ofsted to inspect academy chains
Conservative position . . .
1. Compulsory setting by ability for all – no Ofsted Good
or Outstanding otherwise
2. Compulsory Ebacc for all – no Ofsted Good or
Outstanding otherwise
3. Seating Plans
4. Lesson planning is a waste of time
Contact details
Bill Watkin
[email protected]
07834 36 77 46

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