2016 / 2017 SECONDARY EDUCATION
A YEAR IN PERSPECTIVE
FOREWORDS Th e Rt Hon Th eresa May MP Th e Rt Hon Nick Gibb MP Lucy Powell MP
SOUTH OF ENGLAND REPRESENTATIVES Th e Astley Cooper School Plymouth School of Creative Arts Th e Warriner School Purbrook Park School Corfe Hills School Roundwood Park School Warblington School Blessed George Napier Catholic School Hounsdown School Tring School Selwood Academy
FEATURES Review of the Year Review of Parliament
©2017 WESTMINSTER PUBLICATIONS www.theparliamentaryreview.co.uk
Foreword
Th e Rt Hon Th eresa May MP Prime Minister
This year’s Parliamentary Review follows a significant deliver the next phase of high-speed rail, improve our year in British politics. It was a year in which our energy infrastructure and support the development of economy continued to grow, as the Government automated vehicles and satellite technology, building followed its balanced plan to keep the public finances a modern economy which creates the high-skill jobs of under control while investing to build a stronger the future. economy. It was a year in which we began to deliver At the same time, work needs to be done to build a on the result of the EU referendum by triggering Article fairer society – where people can go as far as their 50 and publishing the Repeal Bill, which will allow for a talents will take them and no one is held back because smooth and orderly transition as the UK leaves the EU, of their background. So we will continue to work to maximising certainty for individuals and businesses. ensure every child has the opportunity to attend a good And, of course, it was a year in which the General school. We will continue to invest in the NHS and reform Election showed that parts of our country remain mental health legislation, making this a priority. And divided and laid a fresh challenge to all of us involved we will work to address the challenges of social care for in politics to resolve our differences, deal with injustices our ageing population, bringing forward proposals for and take, not shirk, the big decisions. consultation to build widespread support.
That is why our programme for government for the So this is a Government determined to deliver the best coming year is about recognising and grasping the Brexit deal, intent on building a stronger economy opportunities that lie ahead for the United Kingdom and a fairer society, committed to keeping our country as we leave the EU. The referendum vote last year was safe, enhancing our standing in the wider world, and not just a vote to leave the EU – it was a profound bringing our United Kingdom closer together. We will and justified expression that our country often does continue to put ourselves at the service of millions of not work the way it should for millions of ordinary ordinary working people for whom we will work every working families. So we need to deliver a Brexit deal day in the national interest. that works for all parts of the UK, while continuing to build a stronger, fairer country by strengthening our economy, tackling injustice and promoting opportunity and aspiration. We will continue“ to work to
In the year ahead we will continue to bring down the ensure every child has the deficit so that young people do not spend most of their working lives paying for our failure to live within our “opportunity to attend a means. We will take action to build a stronger economy good school so that we can improve people’s living standards and fund the public services on which we all depend. We will continue with our modern Industrial Strategy,
FOREWORD | 1 Foreword Foreword
Th e Rt Hon Lucy Powell MP Nick Gibb MP Education Select Committee (Lab.) Minister of State for School Standards and Minister for Equalities
When we took office in 2010, too many children were Key Stage 3 remains weak in too many schools. And Education has rarely been out of the news in the last The gap between poorer children and their peers starts leaving primary school struggling with the basics of despite doubling the proportion of pupils taking the year with strong campaigning on school funding by pre-school, yet very little is being done to ensure all reading and arithmetic, the national curriculum was EBacc combination of academic GCSEs from one-fifth to teachers and parents having a big impact on the General children are ready for school. failing to ensure pupils left school with the knowledge two-fifths between 2010 and 2016, too few pupils are Election result. needed to be successful and artificial grade inflation had being given the opportunity to study English, maths, the Ministers must redouble efforts to ensure there are destroyed public confidence in national examinations. sciences, a humanity and a language to 16. A hung Parliament means that the Prime Minister’s plans enough good teachers in our schools. That means Reform was badly needed. for more grammar schools have been dropped. Ministers looking at pay. We won’t have world-class schools Government must now provide support and a stable have found additional funding for the National Funding without recruiting and retaining world-class teachers. The reforms have had a dramatic effect on England’s accountability framework to allow teachers and Formula although it is still not enough and does nothing schools. Teachers and headteachers were given headteachers to deliver even greater results for all to help with cost pressures now. Whilst government Fair funding will dominate the next few years and it’s increased powers to improve their schools; rigour was pupils, whatever their background and wherever they machinery is fixated on Brexit, school leaders may have unjustifiable that schools in Bradford or Knowsley get far re-introduced into the curriculum and examination live in the country. some respite from the initiative-itis of recent years. less per pupil than schools with similar intakes in Tower system; and standards were raised for pupils of all ages. Hamlets. However, some already high-performing areas We must share the evidence from the best free schools Schools across the country have lots of which to be will see increases. New funding needs to address need, Already, the fruits of our reforms are showing: and academies, so that all pupils can benefit from the proud, and the work you are doing is making a real to narrow the gap and boost attainment where there are effective curriculum and behaviour policies in these difference to the lives and prospects of children. Thank problems, not just allocate funding on an arbitrary formula. » This year, 147,000 more six-year-olds are on track schools. We must continue to support teachers and you. I know from talking to headteachers in Manchester to become fluent readers than in 2012 thanks headteachers in achieving the best for their pupils, the real pressures you face to achieve good results. We have debated education many times in Parliament to systematic synthetic phonics and the phonics as our reforms bed in. And we must maintain high School budgets are falling; teacher recruitment and this year, focusing Ministers’ minds on the particular screening check expectations for all pupils, of all backgrounds, whatever retention is a challenge; and changes to SAT and GCSE challenges schools face. I know that colleagues in » The GCSE attainment gap between disadvantaged their circumstances, because it is only when we do this assessment are yet to bed in. Parliament greatly welcome invitations and visits to pupils and their more affluent peers has shrunk by 7% that all pupils have the opportunity to succeed. schools so that MPs can see firsthand the work you since 2011, and There is excellent practice across the country, with are doing.
governors and schools leaders innovating and providing » There are almost 1.8 million more Good or a rich learning experience for children. Yet there are I hope we continue to see education in the news,
Outstanding school places. also pockets of persistent disadvantage where the gap so that school leaders, and parliamentarians, can
between rich and poor pupils is widening not narrowing. continue to work together to tackle the big issues But there is much more to do. We must continue to “ Even in high-performing schools, the gap can be stark affecting education.
Outstanding free schools, such as Michaela Community support teachers and between Pupil Premium children and their peers. School, Bedford Free School and the West London Boosting attainment“ for all Free School, are providing a high-quality, knowledge- “headteachers in achieving Boosting attainment for all, whilst narrowing the gap rich education for their pupils, but over one million the best for their pupils between disadvantaged pupils and their peers, should should be the major focus pupils still attend schools that are not yet rated as be the major focus of government through the school Good or Outstanding. Whilst the quality of schools years. Indeed, I would argue that tackling social mobility “of government through the has improved, Ofsted has highlighted that provision in across all life stages should be the focus of government school years social policy.
2 | FOREWORD FOREWORD | 3 Foreword
Lucy Powell MP Education Select Committee (Lab.)
Education has rarely been out of the news in the last The gap between poorer children and their peers starts year with strong campaigning on school funding by pre-school, yet very little is being done to ensure all teachers and parents having a big impact on the General children are ready for school. Election result. Ministers must redouble efforts to ensure there are A hung Parliament means that the Prime Minister’s plans enough good teachers in our schools. That means for more grammar schools have been dropped. Ministers looking at pay. We won’t have world-class schools have found additional funding for the National Funding without recruiting and retaining world-class teachers. Formula although it is still not enough and does nothing to help with cost pressures now. Whilst government Fair funding will dominate the next few years and it’s machinery is fixated on Brexit, school leaders may have unjustifiable that schools in Bradford or Knowsley get far some respite from the initiative-itis of recent years. less per pupil than schools with similar intakes in Tower Hamlets. However, some already high-performing areas Schools across the country have lots of which to be will see increases. New funding needs to address need, proud, and the work you are doing is making a real to narrow the gap and boost attainment where there are difference to the lives and prospects of children. Thank problems, not just allocate funding on an arbitrary formula. you. I know from talking to headteachers in Manchester the real pressures you face to achieve good results. We have debated education many times in Parliament School budgets are falling; teacher recruitment and this year, focusing Ministers’ minds on the particular retention is a challenge; and changes to SAT and GCSE challenges schools face. I know that colleagues in assessment are yet to bed in. Parliament greatly welcome invitations and visits to schools so that MPs can see firsthand the work you There is excellent practice across the country, with are doing. governors and schools leaders innovating and providing a rich learning experience for children. Yet there are I hope we continue to see education in the news, also pockets of persistent disadvantage where the gap so that school leaders, and parliamentarians, can between rich and poor pupils is widening not narrowing. continue to work together to tackle the big issues
Even in high-performing schools, the gap can be stark affecting education. between Pupil Premium children and their peers. Boosting attainment for all, whilst narrowing the gap Boosting attainment“ for all between disadvantaged pupils and their peers, should should be the major focus be the major focus of government through the school years. Indeed, I would argue that tackling social mobility “of government through the across all life stages should be the focus of government school years social policy.
FOREWORD | 3 Andrew Neil Review of the Year
Return of the Two Party System A year of political upheavals… again
The BBC’s Andrew Neil gives his take Nationalist party and a resurgent The referendum, however, reversed The Government’s plans were not on the state of Parliament following Tory party representing the Union. the decline. The Brexit vote ended the thrown away exactly, but they had the June 2017 general election. Two-party politics was back north schism on the Eurosceptic Right as been put into the political equivalent of of the border. UKIP voters returned to the Tory fold; long-term cold storage. It was a year in which politicians and those on the Left of the Greens learned not only of the power of So we should have been prepared It wasn’t an outcome that many could and the Lib Dems flocked to Jeremy a referendum to overrule the will for something similar when Britain Corbyn’s more ‘Red Flag’ Labour have predicted. of Parliament – but of its power voted 52% to 48% to leave the offering. So, as in Scotland previously, At the beginning of the school year, in to change the party system in European Union in the June 2016 two-party politics was back with a September 2016, the Government set which they operate. Nobody saw referendum. At the time, we vengeance in England too. out its plans for re-shaping England’s this coming. But, in retrospect, remarked on the power of referenda school system. This consultative perhaps we should have, since we to overrule both the Commons But without one crucial element. Our Green Paper, ‘Schools That Work for had the fallout from the Scottish (where MPs were 65% pro-EU) historic two-party system regularly Everyone’, prepared the way for the referendum to guide us. and the Lords (probably 80% produced one-party government pro-EU). What we did not see was for the life of a Parliament. But our return of selection by ability, proposing In the autumn of 2014 the Scots how the Brexit referendum would new two-party system has produced a new generation of grammar schools. voted 55%-45% to remain part of the reconfigure English politics just a hung Parliament with no party The Queen’s speech, The ban on expanding selective United Kingdom. That was supposed as the Scottish referendum had having an overall majority. This following the June education, introduced in 1998, would election, made no This was another year of political to settle the matter of Scottish redrawn Scottish politics. knife-edge parliamentary arithmetic be abolished. mention of any upheavals. It meant that many of independence for a generation, until means the smaller parties may be education proposals The ambition was to create a new some Scottish Nationalists began So we were taken by surprise for a down – but they are not out. from the government the education policies and proposals regarding a generation as no more second time. In this year’s general set out by ministers and fiercely type of grammar school, intended to The Conservatives need an alliance than a couple of years. But in post- election – perhaps the single biggest debated were in the end swept away become ladders of opportunity to help with one small party (Ulster’s DUP) referendum elections to Holyrood act of self-harm a sitting government without ever getting beyond the bright youngsters from poorer homes. to be sure of a majority. Even then, and Westminster, it also recast the has ever inflicted on itself – almost drawing board. They would support families who could with the Tories and Labour divided Scottish party system. 85% in England voted either not afford to buy their way into the Conservative or Labour. The English over Brexit, no majority on any issue It was a curious case of big plans, catchment areas of the most successful Remember, Scotland had been one had not voted in such numbers for will be certain and on many votes false starts and then emergency schools. They would help those hard- stops. At the beginning of the year, of the first parts of the UK to throw both major parties since 1970, when the smaller parties will be pivotal in working families under-served by a determining many outcomes. education was in the headlines with off the British two-party system the post-war two-party system began state education system which seemed and replace it with a multi-party radical and controversial plans over to wane – and declined in subsequent So politicians return from to work in favour of the metropolitan choice of SNP, Labour, Tory, Green, the return of grammar schools. The elections to a point where barely their summer recess to a great middle classes. personal commitment of the Prime Lib Dem and even UKIP. But as the 65% voted Tory or Labour, parliamentary paradox: the two-party Minister Theresa May to improving There was much hostility to the plans constitutional issue took centre- encouraging some commentators to system has resurrected itself but rather social mobility meant a focus on – from teachers’ unions, opposition stage – and remained there even think the decline terminal. than bringing with it the stability and parties and education researchers, after the referendum – Scottish certainty of the two-party politics of reforming the education system and who contended that academic voters coalesced round a binary old, almost every major vote in the supporting the so-called ‘ordinary selection tended to become a form of choice: for or against independence. months ahead will be uncertain and working families’. social selection. Thus was a new two-party system unpredictable – and politics will be But when the election result left born of a centre-left Nationalist peculiarly unstable. Power will rest in neither party with a majority, the The claims and counter-claims party (the SNP) and a centre-right Parliament. Government will be able manifesto promises on education were smouldered through the winter and the Unionist party (the Scottish Tories). to take nothing for granted. No vote shelved. In the Queen’s Speech that spring – with the Education Secretary, will be in the bag until all the votes The other parties have not been followed the election, there was not a Justine Greening, arguing that these are counted. Westminster will have completely obliterated, especially single bill for education, which must would be a new type of grammar a new lease of life – perhaps even in Holyrood with its peculiar voting be the first time for many decades school and would not be a return a spring in its step. Our democracy system. But by the general election that an incoming government had to the past. Campaigners against might be all the better for it. of 2017 Scotland had become nothing in its legislative programme grammars lobbied hard, arguing that a battle between a dominant for education. the Government should have other Neil believes two referendums have redrawn the map of British politics. 4 | ANDREW NEIL Review of the YearSECONDARY EDUCATION
A year of political upheavals… again
The Government’s plans were not thrown away exactly, but they had been put into the political equivalent of long-term cold storage.
It wasn’t an outcome that many could have predicted.
At the beginning of the school year, in September 2016, the Government set out its plans for re-shaping England’s school system. This consultative Green Paper, ‘Schools That Work for Everyone’, prepared the way for the return of selection by ability, proposing a new generation of grammar schools. The Queen’s speech, The ban on expanding selective following the June education, introduced in 1998, would election, made no This was another year of political be abolished. mention of any upheavals. It meant that many of education proposals The ambition was to create a new from the government the education policies and proposals set out by ministers and fiercely type of grammar school, intended to debated were in the end swept away become ladders of opportunity to help without ever getting beyond the bright youngsters from poorer homes. drawing board. They would support families who could not afford to buy their way into the It was a curious case of big plans, catchment areas of the most successful false starts and then emergency schools. They would help those hard- stops. At the beginning of the year, working families under-served by a education was in the headlines with state education system which seemed radical and controversial plans over to work in favour of the metropolitan the return of grammar schools. The middle classes. personal commitment of the Prime Minister Theresa May to improving There was much hostility to the plans social mobility meant a focus on – from teachers’ unions, opposition reforming the education system and parties and education researchers, supporting the so-called ‘ordinary who contended that academic working families’. selection tended to become a form of social selection. But when the election result left neither party with a majority, the The claims and counter-claims manifesto promises on education were smouldered through the winter and the shelved. In the Queen’s Speech that spring – with the Education Secretary, followed the election, there was not a Justine Greening, arguing that these single bill for education, which must would be a new type of grammar be the first time for many decades school and would not be a return that an incoming government had to the past. Campaigners against nothing in its legislative programme grammars lobbied hard, arguing that for education. the Government should have other
REVIEW OF THE YEAR | 5 THE PARLIAMENTARY REVIEW Review of the Year
priorities for schools, such as tackling As the academic year ends, the changes giving way to a more low-key, funding problems. political landscape is filled with pragmatic approach. Until the next uncertainty, with big ideological political earthquake. But after all the sound and fury, the General Election was called, interrupting the plans for grammars before they had moved beyond the stage of a consultation. The Conservative The rise and fall of grammar schools manifesto set out the next stepping interpreted as a ‘new’ school. The stones, promising to end the ban on creation of new grammar schools was new grammar schools and to review an not lawful, but Mrs Morgan’s ruling admissions system based on ‘selection meant that a so-called ‘annexe’ to an by house price’. existing grammar was permissible. The Conservative manifesto had a raft This had stirred the grammar of other education policies. Universities Education Secretary supporters to call for a new wave wanting to charge maximum tuition Justine Greening of these local expansions. But this fees would have to play a role in of Jeremy Corbyn and Shadow had a difficult task in defending the would only be relevant in areas where sponsoring academies or helping free Education Secretary Angela Rayner government’s proposal there were already grammars and schools. Teachers would not have could not be put into practice. for grammar schools Mrs Morgan had made clear that this to pay back tuition fees while they Labour had proposed a National was not a signal that the floodgates remained in teaching. There would Education Service, as a counterpart were going to be open for a return be measures to encourage more free to the National Health Service. for selection. This was going to be the schools to be set up by faith groups. Mr Corbyn’s plans focused on a major Nicky Morgan, who exception rather than the rule. Free lunches for all infants were to be boost to school funding, picking up on was Education Secretary under Cameron, joined stopped and the money diverted back the concern about budget shortages The prospect of the return of grammar Theresa May’s arrival as Prime Minister in calls opposing the schools in England has been a long- in the post-referendum summer of to basic school budgets. that had been raised by headteachers. planned legislation that would introduce running saga, which this year seemed 2016 completely changed the debate. But the election result in June meant a Labour promised smaller class sizes, academic selection to come to a conclusion. Mrs May and her close advisers were sudden end to all these policies. better pay for teachers and free meals much more sympathetic to the cause for all primary pupils. There would Under David Cameron’s premiership, It was a curious vacuum. Because, even of bringing back academic selection also be a return for the Education Education Secretaries had put an though these plans were not going and soon this was revealed as a major Maintenance Allowance, which provided emphasis on increasing the number ahead, the Conservative Government theme for her administration. financial assistance to keep people in of academies and opening hundreds was still in power. Education Secretary education beyond the age of 16. of free schools. The talk had been of With Justine Greening as Education Justine Greening remained in place but ‘academisation’ and legislation had Secretary, the Government set out there would be no education legislation. The emphasis of schools’ policy would provided mechanisms that relentlessly plans to remove the ban on creating be switched from academies and free There was quiet confirmation that shifted more schools from local new grammars. It was not clear how schools to a more strategic role for bringing back grammars was officially authorities into academy trusts. The many new selective schools would be local authorities. dead. A written answer from Justine debate over grammars had always created, but there would no longer be a Greening conceded that the ‘ban on But none of these plans, either from evoked strong feelings, both for and legislative barrier. The ban on increasing opening new grammar schools will the Conservatives or Labour, show against, but under Cameron’s leadership selection by ability would be lifted. remain in place’. The plan to scrap free any immediate sign of progressing, the cause of returning to selection had Mrs May presented her support for meals for all infants was not going to caught in the political gridlock of a remained outside of the main thrust of grammars as part of a wider push on happen. But it remained uncertain as to government without a majority. Conservative education policy. Labour creating more good school places. She whether other manifesto ideas would and the Liberal Democrats had been Education policies can take many years argued that grammar schools had high still be pursued or else be quietly rolled consistently opposed. to develop and implement. They need attainment, including for disadvantaged into the long grass. enough political continuity to get When Nicky Morgan had been pupils, and were sought-after by If this electoral reversal stopped the from the concept to the classroom. Education Secretary there had been parents. When they offered examples Conservatives from implementing their But with the disruptions of two General some movement at the margins, when of excellence, it was absurd to actively plans, the result also gave no mandate Elections and a referendum in three it was decided that an existing grammar stop their expansion, said the Prime to the opposition. Labour failed to win years, any attempt to make headway school could open another campus Minister, particularly in areas that were a majority and the education promises with policy has struggled. in another town, without this being starved of good school places.
6 | REVIEW OF THE YEAR SECONDARY EDUCATION
As the academic year ends, the changes giving way to a more low-key, political landscape is filled with pragmatic approach. Until the next uncertainty, with big ideological political earthquake.
The rise and fall of grammar schools
interpreted as a ‘new’ school. The creation of new grammar schools was not lawful, but Mrs Morgan’s ruling meant that a so-called ‘annexe’ to an existing grammar was permissible.
This had stirred the grammar supporters to call for a new wave of these local expansions. But this would only be relevant in areas where there were already grammars and Mrs Morgan had made clear that this was not a signal that the floodgates were going to be open for a return for selection. This was going to be the Nicky Morgan, who exception rather than the rule. was Education Secretary under Cameron, joined The prospect of the return of grammar Theresa May’s arrival as Prime Minister in calls opposing the schools in England has been a long- in the post-referendum summer of planned legislation that would introduce running saga, which this year seemed 2016 completely changed the debate. academic selection to come to a conclusion. Mrs May and her close advisers were much more sympathetic to the cause Under David Cameron’s premiership, of bringing back academic selection Education Secretaries had put an and soon this was revealed as a major emphasis on increasing the number theme for her administration. of academies and opening hundreds of free schools. The talk had been of With Justine Greening as Education ‘academisation’ and legislation had Secretary, the Government set out provided mechanisms that relentlessly plans to remove the ban on creating shifted more schools from local new grammars. It was not clear how authorities into academy trusts. The many new selective schools would be debate over grammars had always created, but there would no longer be a evoked strong feelings, both for and legislative barrier. The ban on increasing against, but under Cameron’s leadership selection by ability would be lifted. the cause of returning to selection had Mrs May presented her support for remained outside of the main thrust of grammars as part of a wider push on Conservative education policy. Labour creating more good school places. She and the Liberal Democrats had been argued that grammar schools had high consistently opposed. attainment, including for disadvantaged When Nicky Morgan had been pupils, and were sought-after by Education Secretary there had been parents. When they offered examples some movement at the margins, when of excellence, it was absurd to actively it was decided that an existing grammar stop their expansion, said the Prime school could open another campus Minister, particularly in areas that were in another town, without this being starved of good school places.
REVIEW OF THE YEAR | 7 THE PARLIAMENTARY REVIEW Review of the Year
The Government argued that in too The battle lines were drawn. The two flagship education policy – and with their many parts of the country families did sides seemed implacably opposed failure to secure a majority, the return not have access to schools that were – with both those for and against of grammars was wrecked on the rocks. likely to achieve high results and so the grammars saying they were acting in At the beginning of 2017, this re- push for grammars would be alongside the cause of promoting social mobility birth of grammar schools had seemed expansions in faith schools and – and both sides furiously contesting closer than at any time for 50 years. It academies supported by independent the claims of their opponents. schools and universities. This was the seemed to be in touching distance. A new focus of education policy. The more The battleground for deciding the few months later, before schools broke places created in such high-achieving outcome proved to be the General up for the summer holidays, it seemed schools, the more opportunities would Election. This was the Conservatives’ further away than ever. be available to help pupils succeed.
The new grammars would also have to be available to poorer families – Theresa May, on Schools campaign for better funding including those described by Downing assuming leadership, Street as ‘just about managing’ and experiment with new grammars, when looked to remove the There had been lobbying by teachers’ the rest of the school system was, in ban on creating new ‘ordinary working families’. There were grammar schools unions and local publicity about suggestions this would mean entrance their words, ‘cash starved’. the impact of funding shortages on individual schools. This had been systems relying on more than the raw 11- Former Chief Inspector of Schools, supplemented by regional organisations plus exam results, such as setting aside Michael Wilshaw, still playing an a number of places for disadvantaged outspoken role in education debates, of headteachers who had become adept pupils. The tests would have to be said bringing back grammars would users of media and social media to put ‘tutor-proof’ so that better off families undermine years of progress in out their messages over what they saw could not buy an advantage with many raising standards in mixed-ability as a damaging funding squeeze. expensive hours of private tutoring. comprehensives. There were also parents’ groups adding Not only would new grammars have He argued that for every grammar to this groundswell of concern over to be seen to have such inclusive school created with the highest school budgets and some governors admissions policies, this would also achieving 25% of pupils, it would A widespread campaign in West Sussex announced an mean changes for existing grammars. mean that three other schools would lead by teachers’ unions unprecedented one-day ‘strike’ as a They too would be expected to show have to be created without a top and allies has decried the The biggest education story to emerge protest over inadequate funding. shortage of funding for that being academically selective did not stream. He asked whether parents from the General Election, in terms of schools In one single, co-ordinated message, mean that they were socially exclusive. really wanted three quarters of local doorstep issues and public debates, was the question of school funding. There headteachers across the South of This was no longer an equivocation schools to become secondary moderns? were concerns that state schools were England sent a joint letter to the about whether a grammar school Former Education Secretary, Nicky suffering from cash shortages, with families of about two million pupils, ‘annexe’ was or wasn’t a new school. Morgan, also joined the critics of a reports of parents being asked to make telling parents that unless school This was a clear commitment to re- return to grammars, writing alongside contributions to cover budget shortfalls. budgets were improved, there would introducing the principle of selection former Liberal Democrat Leader, Nick be staff cuts, subjects dropped and by ability of a kind that no Government Clegg, and former Labour Shadow This should not have been a surprise fewer support services. had made for decades. Education Secretary, Lucy Powell, that to any of the political parties, expanding selection was not the way to because there had been a sustained, This very direct form of campaigning But there was strong opposition. push for social mobility. increasingly vocal campaign running put pressure on MPs and turned school Teachers’ unions had long been against through the year over what school funding into a major public debate. The Organisation for Economic Co- expanding academic selection, arguing leaders had called a ‘funding crisis’. operation and Development’s (OECD) Teachers and headteachers claimed that no matter what conditions were education chief, Andreas Schleicher, This was a claim rejected by the that their warnings were backed by applied for entry tests, grammar weighed in on the debate to say that Government, who said repeatedly that independent evidence. The National schools would always work to the the international evidence suggested school budgets had been protected. But Audit Office said that schools would advantage of wealthier families and that academic selection tended to school leaders, often important figures in face a £3 billion funding shortfall by would never be equitable. improve the chances of those who their local communities, were emphatic 2019–20. This would mean real-terms Headteachers were exasperated that were already rich – but without any that they faced an unsustainable real- cuts of 8% for schools, the public millions were being made available to improvement to overall standards. terms cut in budgets. spending watchdog warned.
8 | REVIEW OF THE YEAR SECONDARY EDUCATION
The battle lines were drawn. The two flagship education policy – and with their sides seemed implacably opposed failure to secure a majority, the return – with both those for and against of grammars was wrecked on the rocks. grammars saying they were acting in At the beginning of 2017, this re- the cause of promoting social mobility birth of grammar schools had seemed – and both sides furiously contesting closer than at any time for 50 years. It the claims of their opponents. seemed to be in touching distance. A The battleground for deciding the few months later, before schools broke outcome proved to be the General up for the summer holidays, it seemed Election. This was the Conservatives’ further away than ever.
Schools campaign for better funding
There had been lobbying by teachers’ unions and local publicity about the impact of funding shortages on individual schools. This had been supplemented by regional organisations of headteachers who had become adept users of media and social media to put out their messages over what they saw as a damaging funding squeeze.
There were also parents’ groups adding to this groundswell of concern over school budgets and some governors A widespread campaign in West Sussex announced an lead by teachers’ unions unprecedented one-day ‘strike’ as a and allies has decried the The biggest education story to emerge protest over inadequate funding. shortage of funding for from the General Election, in terms of schools doorstep issues and public debates, was In one single, co-ordinated message, the question of school funding. There headteachers across the South of were concerns that state schools were England sent a joint letter to the suffering from cash shortages, with families of about two million pupils, reports of parents being asked to make telling parents that unless school contributions to cover budget shortfalls. budgets were improved, there would be staff cuts, subjects dropped and This should not have been a surprise fewer support services. to any of the political parties, because there had been a sustained, This very direct form of campaigning increasingly vocal campaign running put pressure on MPs and turned school through the year over what school funding into a major public debate. leaders had called a ‘funding crisis’. Teachers and headteachers claimed This was a claim rejected by the that their warnings were backed by Government, who said repeatedly that independent evidence. The National school budgets had been protected. But Audit Office said that schools would school leaders, often important figures in face a £3 billion funding shortfall by their local communities, were emphatic 2019–20. This would mean real-terms that they faced an unsustainable real- cuts of 8% for schools, the public terms cut in budgets. spending watchdog warned.
REVIEW OF THE YEAR | 9 THE PARLIAMENTARY REVIEW Review of the Year
The Institute for Fiscal Studies said that money – such as in the big cities – were sure that for two years schools would funding. The extra money for two years schools faced falling budgets for the unsurprisingly unenthusiastic, while have budgets that were protected in would not make up for the real-term first time in two decades and another some of those who had previously real-terms. cuts already imposed. £3.7 billion would be needed for school felt seriously underfunded still felt not Headteachers offered a cautious The announcement on school spending budgets to maintain current levels enough was being changed. There was welcome to the funding announcement was made to the House of Commons in of spending. still backbench grumbling from MPs as a ‘step in the right direction’. They the last week before parliament broke up who were facing local pressure. Although school funding came to be were pleased that there seemed to be for the summer. It promised a temporary seen as a single campaign – there were Headteachers saw the new proposals a recognition from Ministers that there reprieve in the worries about funding and two distinct parts to this question. as shuffling around an inadequate was a genuine problem. But there were it showed that ministers were listening. There was the debate over the overall amount of overall funding. Russell accusations from the National Union But it is unlikely to be the end of the size of the school budget – and there Hobby, General Secretary of the National of Teachers that this was only ‘smoke matter, with more tough decisions was a separate debate about how it Association of Head Teachers, said that a and mirrors’ and that switching around about money lying ahead for both was allocated to individual schools. change in distribution would not tackle Angela Rayner, budgets was not a substitute for extra school leaders and the Government. a ‘fundamental lack of investment’. Shadow Education The overall budget, which was over Secretary, has £40 billion in 2016–17, was defended The arguments over funding continued pressured the into the General Election. The government to increase by the Government as running at school budgets Teachers’ pay does not break the public record levels. But headteachers argued Conservatives promised that no school would lose out from the funding formula, that it had failed to keep pace with sector pay cap with plans to release money by scrapping additional costs, such as rising numbers universal free meals for infants. But sector workers might this year begin to of pupils and higher employer charges Labour wanted to make school funding escape the long shadow of the financial for National Insurance. one of their key messages, promising an crisis. There were apparent signals, But a much thornier question was how even more significant increase in school including from within the Government, it was divided. For many years there budgets, with a pledge of £20 billion in that it might be time to take off the had been complaints that there were investment by 2022. shackles and offer some more extensive unacceptable differences in the level With neither side achieving a majority in increases to staff in schools, the health of funding in different parts of the the election, it meant that both funding service and emergency services. country and that these anomalies had plans were put on hold – while schools But after much debate about ‘will they to be resolved. A school in Barnsley were still campaigning about their need or won’t they’ lift the pay cap, the only receives half the per pupil funding for extra cash. Headteachers wrote a response from Ministers to the School of a school facing similar challenges in letter to MPs demanding answers on Teachers’ Review Body report was that Hackney in East London. what was going to happen next. pay would still be kept at 1%. The But trying to unpick this, within the Would the Treasury loosen the purse Government was sticking to its guns context of limited overall budgets, was strings and find extra money for over public sector pay and teachers The public sector immensely difficult. schools? Would this become an example pay cap has created would not be the first to breach it. of showing that the Government was tension between the There are more than half a million Education Secretary Justine Greening According to the National Union of listening to a public mood that seemed Government and those teachers in England and Wales and grasped this nettle in December 2016, in education Teachers, the successive years of below- to be less willing to accept more cuts their pay has been capped for the past when she issued a new National inflation increases had left teachers with and austerity? There was intense seven years, as part of restraints on pay Funding Formula. This proposed a a 13% real-terms pay cut. This was speculation whether there would be a affecting more than five million public different allocation of funding, intended difficult for individual teachers, who shift in attitudes to public spending. sector workers. to resolve historic unfairness, but with had seen their earnings falling against a phased, transitional approach, which But when Ms Greening’s announcement This began with a pay freeze in 2010 inflation. But there was a wider challenge would limit the increases and decreases on funding came in July it was another which lasted two years, after which the for the profession, with such a stagnation for individual schools. kind of balancing act. There would be pay limit became a series of 1% increases, in pay being seen as exacerbating another £1.3 billion put into school with teachers’ pay grinding along as part problems with staff recruitment. Although there was a widespread budgets over two years, but it would of the process of austerity and efforts to recognition that such a reform was not be new money. Instead it would Heads have been complaining bitterly improve the public finances. needed, there was only a lukewarm be taken from other budgets, including about what they see as a ‘recruitment reception for the proposed new free schools, and be reallocated to core After the June election there was crisis’, particularly in some shortage arrangements. Those who would lose spending. It would be enough to make widespread speculation that public subjects, such as science, maths and
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sure that for two years schools would funding. The extra money for two years have budgets that were protected in would not make up for the real-term real-terms. cuts already imposed.
Headteachers offered a cautious The announcement on school spending welcome to the funding announcement was made to the House of Commons in as a ‘step in the right direction’. They the last week before parliament broke up were pleased that there seemed to be for the summer. It promised a temporary a recognition from Ministers that there reprieve in the worries about funding and was a genuine problem. But there were it showed that ministers were listening. accusations from the National Union But it is unlikely to be the end of the of Teachers that this was only ‘smoke matter, with more tough decisions and mirrors’ and that switching around about money lying ahead for both budgets was not a substitute for extra school leaders and the Government.
Teachers’ pay does not break the public sector pay cap
sector workers might this year begin to escape the long shadow of the financial crisis. There were apparent signals, including from within the Government, that it might be time to take off the shackles and offer some more extensive increases to staff in schools, the health service and emergency services.
But after much debate about ‘will they or won’t they’ lift the pay cap, the response from Ministers to the School Teachers’ Review Body report was that pay would still be kept at 1%. The Government was sticking to its guns over public sector pay and teachers The public sector pay cap has created would not be the first to breach it. tension between the There are more than half a million According to the National Union of Government and those teachers in England and Wales and in education Teachers, the successive years of below- their pay has been capped for the past inflation increases had left teachers with seven years, as part of restraints on pay a 13% real-terms pay cut. This was affecting more than five million public difficult for individual teachers, who sector workers. had seen their earnings falling against This began with a pay freeze in 2010 inflation. But there was a wider challenge which lasted two years, after which the for the profession, with such a stagnation pay limit became a series of 1% increases, in pay being seen as exacerbating with teachers’ pay grinding along as part problems with staff recruitment. of the process of austerity and efforts to Heads have been complaining bitterly improve the public finances. about what they see as a ‘recruitment After the June election there was crisis’, particularly in some shortage widespread speculation that public subjects, such as science, maths and
REVIEW OF THE YEAR | 11 THE PARLIAMENTARY REVIEW Review of the Year
languages. The prospect of another it to over £25 billion. This pay lift will This is all part of the culmination of year with a real-terms pay cut has been have to come from existing budgets, long years of planning for curriculum seen as making it even more difficult adding to the pressure on school and exam changes. The new grades to bring bright young graduates into finances. If there had been a pay rise are a signal for a new type of the profession. keeping up with inflation, let alone qualification. These are meant to be a real-terms increase, it would have more rigorous, with less coursework These concerns were raised not only by meant a much more substantial slice of and a greater emphasis on final exams. the teachers’ unions. The pay review extra funding. In maths, there is significantly more body itself highlighted some serious content than the previous version of concerns about the implications for Headteachers said they wanted to see the GCSE. recruitment, saying that there were a more generous pay deal than had already ‘substantial pressures’ and that been offered, but they warned that any There are also changes being phased targets for recruiting new teachers had pay rise had to be accompanied with in at A-level, being separated from been missed for five years in a row. adequate funding. They wanted to see AS-levels and decided by final pay addressed alongside the bigger exams rather than coursework or The review body said there was a picture of an improved funding deal. continuous assessment. ‘real risk that schools will not be able to recruit and retain a workforce The pay review body’s report What effect the change The outcomes of such changes will of high-quality teachers to support acknowledged that ‘many schools will in exam style will have be intensely scrutinised and there on boys and girls’ grades It will also mean that a GCSE awarded pupil achievement.’ face both real-terms reductions in the will be attention for any unintended is one of many questions in England will be graded in terms of level of per-pupil funding and growing that remains to be consequences. Will the new ultra-high The topic of pay was interlocked with cost pressures. Difficult choices may be answered numbers, while GCSEs in Wales and grade 9 at GCSE become the preserve funding, not just for the Department inescapable’. In such circumstances, Northern Ireland will still keep with the of independent schools and only a few letter grades. for Education, but even more widely in even though better pay is needed for top state schools? How will the change terms of the economic path to be taken recruiting and retaining good staff, the Apart from the unfamiliar change in exam style affect the results of girls by the Government after losing its review body says ‘some schools will to number grades and being slightly and boys? How will changes to A-levels majority. Would there be less emphasis find it challenging to implement any Schools have argued counter-intuitive to have a scoring affect entrance to university? And on austerity or would the focus remain pay uplift at all’. that the lack of pay system working downwards from 9, will there be acceptance of the new on keeping down public spending? increases is leading system by employers and the wider In the end, teachers were not the to a recruitment there will be other adjustments. After the election result, the prospect general public? first to go through the public sector crisis, particularly in of continued belt-tightening seemed to STEM subjects In the old alphabetical system, a pay limit and ministers imposed be becoming increasingly unappetising. grade C had become established as a Such changes to exams are the another year of a 1% pay cap. The widely-used measure of a pass. When latest point in a long, slow process, Even the modest pay round that Government argued that it was a fair people spoke of a ‘good’ GCSE, it following years of upheaval to the was announced – only adding a few deal for teachers and the taxpayer. was understood to mean a grade C curriculum and course content. There pounds a week to the starting salary But teachers’ unions complained of and above. But the new numerical will still be another couple of years of for teachers – was forecast to mean an a failure to address the recruitment system will have two forms of a pass implementation of the new GCSEs and extra £505 million on the Department shortage and the need for teachers to – with a 4 being seen as a ‘standard’ A-levels and presumably readjustments for Education’s overall pay bill, taking be adequately rewarded. pass, while a grade 5 will be seen as still to come if there are any teething a ‘strong’ pass. problems or unexpected turbulence in the results. It is also going to become much more GCSEs changing to a new type of grading difficult to achieve the very highest But this is beginning to put in place grade. While As and A*s became the ideas for a more robust exam This will be the first year for a new way other GCSEs to be phased in to use this increasingly widely awarded, the system, scrapping the modules and of grading GCSEs. Instead of students numerical system over the next couple grade 9 is going to be a rarer sighting, coursework, that had been proposed being awarded A*s or As or Bs and all of years. It will mean that for a while available to only the extremely able. six or more years ago. It has taken this the way through to G, there will be a both the numerical and alphabetical The intention is to have a system of long to reach the new-look GCSEs new calibration introduced, with the systems will work alongside each other. grades that gives a more detailed and it will take a few more years still impression of a student’s ability, with to see how they will be established. By number 9 as the pinnacle and then But eventually it will mean the end of going down to 1 as the lowest. a more differentiated scale than the then, no doubt, it will be time for the using letter grades of the kind that outgoing system of letters. next upheaval. This will at first only be for maths and have been used for GCSEs since they English language and literature, with were introduced in the 1980s.
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This is all part of the culmination of long years of planning for curriculum and exam changes. The new grades are a signal for a new type of qualification. These are meant to be more rigorous, with less coursework and a greater emphasis on final exams. In maths, there is significantly more content than the previous version of the GCSE.
There are also changes being phased in at A-level, being separated from AS-levels and decided by final exams rather than coursework or continuous assessment.
What effect the change The outcomes of such changes will in exam style will have be intensely scrutinised and there on boys and girls’ grades It will also mean that a GCSE awarded will be attention for any unintended is one of many questions in England will be graded in terms of that remains to be consequences. Will the new ultra-high answered numbers, while GCSEs in Wales and grade 9 at GCSE become the preserve Northern Ireland will still keep with the of independent schools and only a few letter grades. top state schools? How will the change Apart from the unfamiliar change in exam style affect the results of girls to number grades and being slightly and boys? How will changes to A-levels counter-intuitive to have a scoring affect entrance to university? And system working downwards from 9, will there be acceptance of the new there will be other adjustments. system by employers and the wider general public? In the old alphabetical system, a grade C had become established as a Such changes to exams are the widely-used measure of a pass. When latest point in a long, slow process, people spoke of a ‘good’ GCSE, it following years of upheaval to the was understood to mean a grade C curriculum and course content. There and above. But the new numerical will still be another couple of years of system will have two forms of a pass implementation of the new GCSEs and – with a 4 being seen as a ‘standard’ A-levels and presumably readjustments pass, while a grade 5 will be seen as still to come if there are any teething a ‘strong’ pass. problems or unexpected turbulence in the results. It is also going to become much more difficult to achieve the very highest But this is beginning to put in place grade. While As and A*s became the ideas for a more robust exam increasingly widely awarded, the system, scrapping the modules and grade 9 is going to be a rarer sighting, coursework, that had been proposed available to only the extremely able. six or more years ago. It has taken this The intention is to have a system of long to reach the new-look GCSEs grades that gives a more detailed and it will take a few more years still impression of a student’s ability, with to see how they will be established. By a more differentiated scale than the then, no doubt, it will be time for the outgoing system of letters. next upheaval.
REVIEW OF THE YEAR | 13 THE PARLIAMENTARY REVIEW Review of the Year
the context of the wider economy, emphasised other factors, such as regardless of the changing demands of trying to address concerns over Schools warn of teacher shortages classroom numbers. teachers’ workload and cut unnecessary paperwork. Such measures are seen as A career in teaching is traditionally seen Along with funding, the most recurrent a way of reducing the numbers who as a safe haven in times of recession, with concern raised by school leaders has might leave the profession. been about difficulties with recruiting applications rising when the jobs market teachers. In particular there have is tighter. But when the cycle turns, There could also be more ambitious been warnings in secondary schools and more jobs are available, teaching projects to encourage applications. about the lack of teachers for subject usually finds it more of a struggle to During the election campaign, the specialists, such as science, maths, recruit. The response to this might be Conservatives promised that they would computing or modern languages. to find ways to make teaching a more allow teachers not to pay back their attractive option, but this becomes more tuition fees as long as they remained This isn’t a new problem. But this year difficult when pay has been restrained in the profession. Such relief on tuition the warnings seemed to become more by public sector limits. Teachers have fees would potentially save teachers insistent and MPs on the education faced successive years of wage restraint tens of thousands in repayments, select committee complained that there and the School Teachers’ Review Body providing a financial incentive to enter didn’t seem to be a clear strategy on specifically highlighted concerns that teaching and then to stick at it as a how to stop the problem getting worse. Recruiting teachers for if pay continues to slip behind it will long-term career. In February, the cross-party committee STEM and language departments has become increasingly difficult for schools of MPs highlighted ‘significant teacher up with a rapidly increasing number When this will be implemented remains of pupils. There has been a population become increasingly to find and keep the right staff. shortages’ and said that there needed difficult for schools uncertain, but its proposal suggests an to be more effective efforts to improve boom in the secondary school age group, With little flexibility over pay, the awareness of the need to make teacher the recruitment and retention of staff. requiring more classes, schools and Department for Education has recruitment a priority. teachers. This shows no sign of slowing Earlier in the school year, a ministerial down, with the latest forecasts published answer had revealed that about a third in the summer showing that secondary of teachers who qualified in 2010 had school numbers will rise by a fifth in the Pisa tests reveal international comparisons left the profession by 2015. In terms of next decade. This will mean providing staff numbers, retaining existing staff places and teachers for more than half a a ranking of about 70 countries had become as important as attracting million additional secondary school pupils. and education systems, showing new recruits. comparative standards among 15-year Recruitment also has to keep up with the olds in maths, science and reading. The struggle to find an adequate turnover of staff, replacing teachers who supply of good teachers was claimed are leaving the profession or reaching With economic performance being linked by headteachers as having direct retirement. Every year 30,000 new to education standards, governments consequences for standards. For subjects teachers are required for the staff/pupil around the world have become quietly such as maths and physics, it was not ratio just to stand still. A report from obsessed with how well their countries acceptable to rely on cover teachers the National Foundation for Educational score in the Pisa tests and whether they without in-depth subject knowledge. Research showed that those most likely can climb up towards the powerhouses Depending on temporary, supply staff to leave teaching were among those at the top of the rankings. Run by the was seen as a poor substitute for who were most needed. Maths, science Paris-based Organisation for Economic permanent, specialist teachers. Singapore achieved the and language teachers had particularly highest score in the Pisa Co-operation and Development (OECD), But while school leaders spoke of a high rates of leaving teaching within five tests This was the equivalent of World Cup the Pisa rankings have become the ‘teacher shortage crisis’, ministers could years of qualifying, further compounding year for education systems across the predominant international measure of point to record numbers of teachers the staff shortages in these subjects. developed world, as the results of the education systems. in schools. The government has been Maths teachers were about twice as international Pisa tests were published When the latest results were published running a £1.3 billion recruitment likely to leave as PE teachers. – which once again showed the UK in December, the highest achieving campaign and they could say that it as a middle-ranking performer and Figures in March showed a drop in countries were once again in Asia. had been successful, with no sign of making little progress on the last round students accepting places on teacher Singapore was the highest scoring of any reduction in staffing levels, despite of tests three years ago. training courses, suggesting no all – coming first in all three subject the warnings of teachers’ unions. immediate end in sight for recruitment These exams – the Programme for areas. The city state, which only gained But this is a difficult, moving target. The problems. But it is also a reminder International Student Assessment, but independence in 1965, had overtaken rising number of teachers has to keep that teacher recruitment operates in usually known as ‘Pisa tests’ – provide the world in school standards.
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the context of the wider economy, emphasised other factors, such as regardless of the changing demands of trying to address concerns over classroom numbers. teachers’ workload and cut unnecessary paperwork. Such measures are seen as A career in teaching is traditionally seen a way of reducing the numbers who as a safe haven in times of recession, with might leave the profession. applications rising when the jobs market is tighter. But when the cycle turns, There could also be more ambitious and more jobs are available, teaching projects to encourage applications. usually finds it more of a struggle to During the election campaign, the recruit. The response to this might be Conservatives promised that they would to find ways to make teaching a more allow teachers not to pay back their attractive option, but this becomes more tuition fees as long as they remained difficult when pay has been restrained in the profession. Such relief on tuition by public sector limits. Teachers have fees would potentially save teachers faced successive years of wage restraint tens of thousands in repayments, and the School Teachers’ Review Body providing a financial incentive to enter specifically highlighted concerns that teaching and then to stick at it as a if pay continues to slip behind it will long-term career. become increasingly difficult for schools When this will be implemented remains to find and keep the right staff. uncertain, but its proposal suggests an With little flexibility over pay, the awareness of the need to make teacher Department for Education has recruitment a priority.
Pisa tests reveal international comparisons
a ranking of about 70 countries and education systems, showing comparative standards among 15-year olds in maths, science and reading.
With economic performance being linked to education standards, governments around the world have become quietly obsessed with how well their countries score in the Pisa tests and whether they can climb up towards the powerhouses at the top of the rankings. Run by the Paris-based Organisation for Economic Singapore achieved the highest score in the Pisa Co-operation and Development (OECD), tests This was the equivalent of World Cup the Pisa rankings have become the year for education systems across the predominant international measure of developed world, as the results of the education systems. international Pisa tests were published – which once again showed the UK When the latest results were published as a middle-ranking performer and in December, the highest achieving countries were once again in Asia. making little progress on the last round Singapore was the highest scoring of of tests three years ago. all – coming first in all three subject These exams – the Programme for areas. The city state, which only gained International Student Assessment, but independence in 1965, had overtaken usually known as ‘Pisa tests’ – provide the world in school standards.
REVIEW OF THE YEAR | 15 THE PARLIAMENTARY REVIEW Review of the Year
At independence, it had been a country education system, there seemed to with a poor, often illiterate population, be little tangible proof that it had with few skills for the jobs market. been effective. But it had pursued a sustained focus In England, Pisa results in 2010 on education as a cornerstone of and 2013 could be claimed by economic prosperity Now it had been Conservative ministers as the overhang lauded as having the best-educated of a system created by the previous young population in the world. Labour administration. But after three The success was attributed to a successive Conservative education relentless and systematic approach to secretaries, and rafts of changes to the improving school standards and to the education system, responsibility was quality of its teachers, who are recruited much more firmly on the shoulders of from among the top graduates and the current Government. then given much professional training The National Association of Head during their careers. Teachers described the outcome Japan, Taiwan, South Korea, Vietnam as evidence of a ‘lost decade’ for and Hong Kong were also successful. England’s education system. The Although the previous top performer, headteachers blamed an excessive the Chinese city of Shanghai, was political focus on school structures now included in a wider measure of rather than standards – with so much four Chinese provinces, this collective attention having been paid to issues Chinese entry was still among the such as trying to change schools into high achievers. academies or to put them into academy trusts. From the Pisa results, the Among Western countries, Estonia, heads argued that such administrative Finland and Canada all performed well. changes did not seem to have The UK came 15th in science, 22nd translated to higher standards. in reading and 27th in maths, but The National Union of Teachers argued the scores showed little significant that there needed to be more attention Andreas Schleicher, improvement on three years ago, Director of Education paid to immediate problems, such as when the results were dismissed as for the OECD, was tackling a shortage of teachers. evidence of ‘stagnating’ standards. critical of the UK’s performance in the When the results were broken down Teach First, a charity which recruits tests into the separate education systems, graduates into teaching, said the results England was ahead of Northern Ireland, were a case of ‘must try harder’ for Scotland and Wales. the UK’s education systems, after little substantial progress in the tests since But the results for the UK were less the previous results were published than inspiring – described by the in 2013. OECD’s Director of Education, Andreas Schleicher, as ‘flat in a changing world’. The Pisa rankings had been published at the time when grammar schools While countries such as Singapore, seemed to be destined to return and South Korea and Vietnam seemed to Schools Minister, Nick Gibb, suggested be in a hurry to improve and racing that creating grammar places could be ahead, the UK seemed to be running the way to boost results in future. In on the spot. retrospect, the grammar plan proved This prompted a spate of soul searching to be a dead end rather than a way out in the UK about what was going – and in three years Ministers will have wrong. After years of initiatives and to find another reason to explain the reforms promising to improve the success or disappointment in results.
16 | REVIEW OF THE YEAR SECONDARY EDUCATION The Astley Cooper School
Headteacher Edward Gaynor and students celebrate a successful he Hemel Hempstead Gazette’s headline in September 2011 Ofsted inspection was ‘Academy plans on the scrapheap’. In July 2016 Tthe same newspaper’s front page headline said ‘Astley Cooper’s Got Talent’. The two ‘splashes’ give a punchy summary of the school’s fortunes over the past few years.
Astley Cooper’s problems had led to its designation as a national challenge school and Ofsted had never rated it higher than Satisfactory. In 2011, Hertfordshire REPORT CARD County Council and the Governing Body were in negotiations to convert the school into an academy, sponsored by the Swedish education company Kunskapsskolen. »»Headteacher: Edward Gaynor An experienced headteacher, I was initially seconded to the school as the interim »»Location: Hemel Hempstead, head for a year. Astley Cooper was, according to one of the senior advisers, the Hertfordshire school that ‘parents didn’t send their children to…’ »»Foundation School
Within the first couple of weeks of taking up the post, I was informed that »»425 students there would be no capital funding to convert the school and Kunskapsskolen »»48% Pupil Premium had withdrawn its offer. It was a school that remained in limbo. The staff were »»37 Teaching Staff understandably concerned about the school’s future and how this would be seen »»27 Support Staff publicly, particularly as the local press were usually critical of the school. »»Ofsted rating: Good I was determined to create a better relationship with the press and prepared a press statement saying that, while the plans to turn the school into an academy would not go ahead, I saw this as ‘an opportunity to make a fresh start with the public perception of the school.’ Unfortunately, these good intentions resulted in the ‘Scrapheap’ headline above.
There was work to be done.
THE ASTLEY COOPER SCHOOL | 17 THE PARLIAMENTARY REVIEW Highlighting best practice
The school had a longstanding senior and wrote that ‘students [were] leadership team, strength in its disappointed that improvements are Performing Arts specialism and some not always acknowledged by the local really engaging young people – the community’ and that ‘the school’s
lifeblood of a school. However, a good reputation is spreading’.
number of departments were drifting By this stage we had begun to work and there was an unspoken culture of with Roundwood Park School (RPS) “ low expectations. This was exemplified in what would become a highly by what can only be described as a sin rewarding education improvement A school is as bin, a dark room with individual booths, partnership that benefited both tucked away in the bowels of the good as its schools in a number of ways. Science department, where misbehaving “staff children were sent to repent. The immediate benefit to us was the appointment of a talented middle In the next year – by which time my leader at RPS to Assistant Headship. headship had been made permanent Alexandra Gray was seconded to – the leadership team undertook Astley Cooper for two days a week, a major staff restructure, which worked closely with individual staff, involved the departure of 12 staff, led engaging training sessions and set reflecting in part previous overstaffing, up a coaching programme. She also appointed new leaders in the core acknowledged good practice at our subjects, closed the sin bin and created school and shared it with staff at RPS. an Inclusion Centre. Despite these Alex was to be followed by another positive changes the school still faced newly appointed Assistant Headteacher significant challenges: the quality of from RPS and both of them gained teaching varied too much and a two valuable experience as new senior day local authority review graded us leaders working in a very different type as Inadequate. We were placed on its of school. register of schools causing concern. This was the beginning of a series of Two weeks after that review, we important partnerships that would turn had an Ofsted inspection and were us into a far more outward-looking fortunate to have an experienced school. In collaboration with two other senior inspector who, despite grading local secondary schools – Adeyfield We believe that the us as Requires Improvement, could opportunity to experience and Longdean – and the Co-operative new activities outside see what we were trying to achieve College, we founded the East Dacorum the curriculum enriches the quality of education Co-operative Learning Trust, the first at Astley Cooper co-operative education trust in West Hertfordshire. The three schools work together to provide a wider range of opportunities for our young people. Our partners in the trust include RPS, Herts for Learning (HfL), the Hemel Hempstead Rotary Club and the University of Hertfordshire.
No school is an island. We have benefited greatly from working openly with our partners in the Trust and with Kay Leach, a School Effectiveness Adviser from HfL, who has supported us through three Ofsted inspections, two HMI monitoring visits and a
18 | THE ASTLEY COOPER SCHOOL SECONDARY EDUCATION
Deputy Headteacher Matt Stevens and Key meeting with an official from the DfE local business partners to identify the Stage Leader Deb Cansick in discussion who recognised that the school was on skills students need to start a successful with Year 11 students an ‘upward trajectory.’ apprenticeship.
A school is as good as its staff. We The overall quality of teaching is good have been fortunate to retain a and continues to improve, thanks to number of highly committed staff, the resilience and determination of including our three Key Stage Leaders, hard working staff who have risen to who manage the students’ pastoral all the challenges we have faced. Our welfare, have established a thriving recent examination results were the student council and know our tight- best in the school’s history, our Ofsted knit community very well. Assistant inspection in 2016 graded us as Good Headteacher Brett Daddow runs the for the first time, student numbers rewards system and leads our work on are rising and we have finally been Learners feel safe and inclusion, behaviour and attendance; removed from the local authority’s are happy at school. They told inspectors register of schools causing concern. the students now take a greater pride that, ‘You come to in their appearance and attendance, school to learn’ and There is still work to be done. We look which at its worst was 88%, has ‘Being at Astley Cooper forward to it with confidence. is about doing the very improved to 95%. best you can do’ Ofsted, June 2016 We have also recruited a number of talented new staff who have brought a fresh perspective to the school. Matt Stevens joined us as Deputy Headteacher in 2013 and brought with him invaluable experience of working in inner city academies. An outstanding colleague, Matt’s focus has been on raising aspirations and refining the analysis of data to enable students to know exactly where they are and where they need to be in order to achieve their potential. He enrolled us in the PiXL (Partners in Excellence) Club and is setting up a work-based learning programme to link us with
THE ASTLEY COOPER SCHOOL | 19 THE PARLIAMENTARY REVIEW Highlighting best practice
The Warriner School
Our culture for learning has at its heart students acting responsibly
Dr Annabel Kay, Headteacher he Warriner School is unusual in that we have a 120 acre farm on site, making it the largest school farm in the Tcountry. We also have a highly-successful Area Resource Base for Autism on site and our reputation for nurturing students with Special Education Needs and Disabilities (SEND) means that we have a higher than average numbers of students with complex needs. In 2011, although an Ofsted Good school, there were many areas that needed reassessing and refocusing.
REPORT CARD We had a significant issues with low-level disruption in lessons. The rural nature of Headteacher: Dr Annabel Kay »» our large catchment means that many children are geographically isolated and view »»Location: Near Banbury in school as the centre of their social lives. To address this we introduced behaviour North Oxfordshire for learning (B4L) which was based upon students being ready to learn with »»Age range: 11–18 sanctions being put in place for those who did not have the necessary classroom »»Number of pupils on role: equipment and a higher sanction for those who were disrupting the learning of 1,294 (Disadvantaged 142) others. Initially this resulted in alarmingly large numbers of detentions and a certain amount of parental unhappiness. Two years on, we felt that the system needed »»Number of teachers: 80 refreshing and that our emphasis was too focused upon the negative aspects of behaviour.
Our ethos
What emerged was our Culture for Learning that we based upon our core principles, the three Rs:
»»Responsible – being in the right place at the right time, looking after each other, doing the right thing, catching up work if absent
20 | THE WARRINER SCHOOL SECONDARY EDUCATION
»»Respectful – be polite and courteous Raising aspirations through We achieved to all, treat others with dignity, effective role models respect the school environment and In 2013 we opened our doors to significant community, listen to and act on our first sixth form students. Prior to instructions “improvements this we suffered from a lack of these
»»Ready – be on time, look smart, academic role models which meant in students be fully equipped, have homework that some students did not aspire to
completed to a good standard, be achieve at the highest level – instead outcomes by ready to learn. they made do with ‘good enough’. reviewing“ all Furthermore, staff did not have These behaviours are at the heart of experience of A Level teaching so were all that we do and apply to staff and that we do not always adept at supporting the students alike. We have been able to most able to achieve the top grades. – nothing was shift from focusing upon what children Since opening the Sixth Form, we have are doing wrong, to what they should sacred benefited hugely from the calming be doing, right. The whole school influence of the older students, are able community is now aligned with this to recruit highly-qualified staff more culture and the quality of learning in readily and are far better-equipped to lessons has improved as a result. support those students who wish to follow an academic pathway. Making feedback effective Marking is hugely time consuming and Our Academy so must have impact. We have made In August 2015 we formed a Multi- significant changes to our marking Academy Trust (MAT) with three policy by placing much greater emphasis of our feeder primary schools. Our upon the dialogue between teachers overarching vision is to set up a family and students. We introduced FAR: of like-minded local schools which success-based feedback is given (F), collaborate in order to share what we meaningful, developmental actions are do well, so that all our children receive given (A) to which the students respond the best education. The values that (R). Whilst there is still work to do, we underpin all that we do are: have seen significant improvement in Students are the engagement of students with their »»Excellence – doing the right things encouraged to work independently feedback and marking has shifted from for the right reasons ticks and bland comments such as ‘well »»Collaboration – working together for done’ and ‘good effort,’ to effective the benefit of all our children two-way conversations about learning »»Trust – sharing our challenges so that and progress. we can support each other to improve Students are supported in being Raising standards ready to learn The Senior Leadership Team, whose job it is to ensure that the right bespoke interventions are being targeted where they can have the most impact, has been restructured around the formation of Raising Standards Leads in each key stage; up to this point the approach was a little random. We now also have champions who shine a spotlight on our vulnerable groups such as the most- able, boys, disadvantaged students and those with special educational needs.
THE WARRINER SCHOOL | 21 THE PARLIAMENTARY REVIEW Highlighting best practice
Our school improvement model is based upon collaboration and operates in the following way:
Strategy The strategy is MAT wide strategy implemented contextualised for is developed across all schools each school as appropiate