OUR AWARD-WINNING LEAGUE TABLES ARE BACK: Which schools triumphed this time? Page 3

SCHOOLSWEEK.CO.UK FRIDAY, JANUARY 22, 2016 | EDITION 54 teachers given who are the Joyce Matthews: secret briefing rscS? (no one leading all over at top uni really knows) the world

Page 2 Page 8 Page 12 How the comma is causing chaos

Continued on page 6 Primary teachers told symbol will be reintroduced to year 6 maths tests Pupils may struggle as UK is only country in Europe (and most of world) to use it

The humble comma, often misused in written thousands of children. SOPHIE SCOTT language, will make its mark in maths tests In an email to schools last week, the Standards @SOPH_E_SCOTT Investigates this year, causing potential problems for and Testing Agency announced that from May,

THE FESTIVAL OF SUMMER 2016 Over 120 speakers now confirmed.

@EDUCATIONFEST JUNE 23-24, 2016 FESTIVALOFEDUCATION.COM SEE PAGE 9 FOR MORE INFO. 2 @SCHOOLSWEEK SCHOOLS WEEK FRIDAY, JAN 22, 2016 EDITION 54 NEWS

SCHOOLS WEEK TEAM Cambridge briefs over test return Editor: Laura McInerney JOHN DICKENS Head designer: Nicky Phillips @JOHNDICKENSSW Exclusive Designer: Russell Hardman

Sub editor: Johnny Paige The University of Cambridge held a secret briefing for selected teachers this week over Senior reporter: Sophie Scott its plans to bring back entrance tests for Senior reporter: John Dickens many subjects, but will not publicise details of its decision until March. Senior reporter: Freddie Whittaker Schools Week has learned that university Reporter: Billy Camden officials met the group of hand-picked teachers in London on Tuesday. Photographer: Ellis O’Brien A source said they had been Cartoonist: Stan Dupp “confidentially briefed” on the university’s plans to bring back admission exams this Financials: Helen Neilly year – first revealed by this newspaper last Photo: Mario Sánchez Prada: http://bit.ly/1J4mYL3 via freeforcommercialuse.org Victoria Boyle April. A university spokesperson confirmed be run as a pilot for two years. Many pupils applying to the university in a statement that the group had met Not all faculties are believed to support Sales manager: Hannah Smith will need to sit the tests in schools from “to discuss the Collegiate University’s the changes. The student union has also Administration: Frances Ogefere Dell September before the deadline for 2017 developing plans to adapt its admissions previously raised concerns. entry applications in October. The test system” and representatives attended “from Many staff were reluctant to speak when scores will then be used to invite applicants a range of institutions”. contacted by Schools Week, but one said Contributors: Julie McCulloch for interview. Adding: “We are considering feedback colleges are ensuring the tests will not Marc Rowland But the university does not plan to and will announce any changes to our disadvantage applicants. provide teachers with a full outline of its admissions system in due course.” Sir Peter Lampl, chairman of the social Emma Hardy plans for the assessments until March. He refused to be drawn on any questions mobility thinktank the Sutton Trust, told Andrew Clapham Headteacher Allan Foulds, who is also regarding the selection of teachers at the Schools Week: “We would be concerned president of the Association of School group, or details of the test. at the reintroduction of entrance tests and College Leaders, said briefing a small The university currently uses scores at Cambridge, as this could present a group of teachers is a standard model of calculated from students’ performance in disadvantage for low and middle income engagement. their AS-levels to decide which applicants students.” He added: “We would expect the group are invited to interview. The University of Oxford already to be inclusive of the diverse group of Under new reforms brought in to uses subject-specific aptitude tests for schools we have. We would want to ensure toughen up the qualifications, AS exams many courses, taken in schools prior to that school leaders are briefed on what the became optional in September and scores interview. Managing director: Shane Mann university is doing.” no longer contribute to the overall A-level. Sir Peter said the introduction of tests And tweet us your thoughts @schoolsweek or A well-placed source told Schools Week Documents presented at a senior tutors’ at Cambridge could further expand the with the hashtag #schoolsweek the briefing was part of the university’s plan committee, and previously seen by Schools thriving market in private tuition. to “put informed teachers at the heart” of its Week, revealed how the university thought “Those parents who can afford additional subscribe changes. it was being forced into changing its “well- tuition and resources will be able to give For an annual subscription to Schools Week for Selected teachers were said to have been tried system”. their children a significant advantage over just £50 visit www.schoolsweek.co.uk and click chosen so university officials could hear Schools Week understands the new those who cannot.” on ‘subscribe’ at the top of the page. concerns and feedback before providing exams will vary by subject, but several The trust is due to publish a report that www.schoolsweek.co.uk others teachers with a broad outline of their subjects are planning a three-hour written will reveal further findings on admission or call 020 8123 4778 to subscribe plans next month. test. It is understood the entrance tests will tests at universities in the coming weeks. ADVERTISE WITH US UNREGISTERED SCHOOL PROPOSALS MET WITH DISMAY If you are interested in placing a product or job advert in a future edition please click on FREDDIE WHITTAKER those running valuable services in their children with out-of-school educational the ‘advertise’ link at the top of the page on @FCDWHITTAKER communities would be affected. activities, using 80,000 volunteers, and schoolsweek.co.uk or contact: She said: “Just this very morning, we had called for the government to use existing E: [email protected] The supply of volunteers who give “hours news around teacher recruitment. We are protections, such as Disclosure and Barring T: 020 81234 778 and hours of tremendous value” to pupils struggling to recruit the numbers that we Service checks. Disclaimer in out-of-school education settings could need. Schools minister Nick Gibb sought Schools Week is owned and published by Lsect Ltd. The views be decimated under new registration “Ofsted represents one of the most to reassure MPs that provision such as expressed within the publication are those of the authors named, and are not necessarily those of Schools Week, Lsect proposals, an MP and former teacher has significant pressures. Bring Ofsted into this Sunday schools and the Scouts would Ltd or any of its employees. While we try to ensure that the warned. setting, and we will decimate volunteers not be subject to registration, and added: information we provide is correct, mistakes do occur and we cannot guarantee the accuracy of our material. Caroline Ansell, the Conservative MP who give hour upon hour upon hour and “We think inspection should only happen The design of the printed newspaper and of the website is copyright of Lsect Ltd and material from the newspaper for Eastbourne and Willingdon, told give tremendous value to the young when there is evidence that certain should not be reproduced without prior permission. If you parliament on Wednesday that plans to people they engage with.” prohibited activities are taking wish to reproduce an article from either the printed paper or the website, both the article’s author and Schools Week force institutions and voluntary groups Conservative MP Sir place.” must be referenced (to not do so, would be an infringement on copyright). educating children for more than six hours Gerald Howarth warned The government has received Lsect Ltd is not responsible for the content of any external a week to register and face inspection against passing “massive more than 10,000 responses internet sites linked to. Please address any complaints to the editor. We are fully by Ofsted would put them under similar powers” to Ofsted, to “define to its consultation, including committed to the Press Complaints Commission’s Code of Practice. If you have a complaint which cannot be resolved by pressures to those experienced by teachers. both extremism and what those from many religious the editor, write to the Press Complaints Commission, Halton Her comments came during a debate on constitutes British values”, groups. House, 22—23 Holborn, London EC1N 2JD the government’s recent consultation into and said the proposals in The Catholic Education “unregistered schools”, aimed at tackling the consultation were Service said: “It is reasonable Learning & Skills Events, extremism and radicalisation through hopelessly broad. to expect any group which has Consultancy and Training Ltd forced registration, with a particular focus Second church estates responsibility for children in 161-165 Greenwich High Road on certain religious schools. commissioner Caroline their care for substantial periods of London SE10 8JA Ms Ansell claimed those who were Spelman said the time to be subject to reasonable T: 020 8123 4778 E: [email protected] radicalising children would not register Church of England regulation to protect children’s

their institutions under the proposals, but provided 500,000 Nick Gibb health, safety and welfare.” SCHOOLSWEEK.CO.UK EDITION 54 FRIDAY, JAN 22, 2016 3

NEWS: LEAGUE TABLES AWARD WINNING GCSE results see disadvantaged schools making the grade

League tables for schools and colleges were released yesterday by the Department for Education. Schools Week brings back its award- winning analysis, showcasing schools with high numbers of children from low income families.

SOPHIE SCOTT GCSEs - Our Alternative Take @SOPH_E_SCOTT Investigates BEST FSM PASS RATE: ALL NON-SELECTIVE SCHOOLS

isadvantaged pupils are once Telford and Wrekin, fourth overall, had a SCHOOL NAME RELIGIOUS LOCAL PASS FSM % % HIGH AVG 8 RATE PASS ABILITY GRADES again at the heart of Schools cohort of 72 per cent “high ability” pupils, CHARACTER AUTHORITY FSM AT KS4 RATE DWeek’s analysis of the GCSE results and 91 per cent of its FSM pupils made the START pupils received in 2015 – with a number benchmark. Archbishop Temple School Church of England Lancashire 87% 94% 11% 59% B

of schools making a new entry into our In contrast, just 24 per cent of the cohort Ark King Solomon Academy N/A Westminster 95% 93% 75% 33% B+ league tables. at Bethnal Green Academy were classed as Bethnal Green Academy N/A Tower Hamlets 90% 92% 78% 24% C+ The league tables (right) show the best “high ability” when they started year 10, performing schools in the country for but achieved outstanding results for those Thomas Telford School None Telford and Wrekin 89% 91% 13% 72% B+

pupils receiving free school meals (FSM), pupils, as mentioned above. Gunnersbury Catholic School Roman Catholic Hounslow 90% 85% 27% 52% B+ and were featured for the fi rst time in our Last year, 330 state schools fell Tauheedul Islam Girls’ High School Muslim Blackburn with Darwen 91% 85% 23% 29% B+ pages last year. below the 40 per cent “fl oor target” This year there are 14 diff erent schools of pupils achieving fi ve A*-C GCSEs, Bolton Muslim Girls School Muslim Bolton 83% 84% 32% 34% B-

in the tables, with six appearing in both. including English and maths, meaning Ripley St Thomas C of E Academy Church of England Lancashire 84% 84% 7% 54% B- Ark’s King Solomon Academy, in 330,475 children were being taught in La Retraite Roman Catholic Girls’ School Roman Catholic Lambeth 84% 83% 37% 40% B London, makes a strong comeback this underperforming schools. year, heading up the top of the table for This year, Schools Week’s analysis shows The Woodroffe School None Dorset 76% 83% 7% 47% B- schools with more than 20 per cent FSM an increase in the number of state schools intake from second place last year, and failing to achieve the minimum target – into second place overall from fourth last up to 387 – but fewer pupils are taught in BEST FSM PASS RATE: NON-SELECTIVE WITH 20% OR MORE FSM year. them – 307,100. SCHOOL NAME RELIGIOUS LOCAL PASS FSM % % HIGH AVG 8 The Bethnal Green Academy in Tower A DfE statement released on the morning RATE PASS ABILITY GRADES CHARACTER AUTHORITY FSM AT KS4 RATE Hamlets, a centre of media attention of the results said the government only START

after three of its pupils travelled to Syria, identifi ed 312 schools below the threshold. Ark King Solomon Academy N/A Westminster 95% 93% 75% 33% B+ appears for the fi rst time. It is not clear why there is this disparity. Bethnal Green Academy N/A Tower Hamlets 90% 92% 78% 24% C+ Both schools are in some of the most Of those underperforming schools, 60 deprived areas of the country with large per cent are academies, which is roughly Gunnersbury Catholic School Roman Catholic Hounslow 90% 85% 27% 54% B+

proportions of their pupils receiving free the same proportion of schools that are Tauheedul Islam Girls’ High School Muslim Blackburn with Darwen 91% 85% 23% 29% B+ school meals. Remarkably 93 and 92 per academies across the country. Bolton Muslim Girls School Muslim Bolton 83% 84% 32% 34% B- cent of their FSM pupils, respectively, This year 20 free schools had pupils take achieved the national benchmark of fi ve GCSEs, and 7 (35 per cent) did not meet the La Retraite Roman Catholic Girls’ School Roman Catholic Lambeth 84% 83% 37% 40% B

A*-C grades, including English and maths. minimum 40 per cent pass rate. Mossbourne Community Academy Roman Catholic Hackney 83% 80% 45% 42% B- Outwood Academy Ripon, where 79 per Schools were off ered the opportunity St Gregory’s Catholic Science College N/A Brent 80% 80% 28% 37% B cent of FSM pupils made the benchmark, to be rated on their Progress 8 score, came 10th in the high FSM intake table. It a measure that will become the main Harris City Academy Crystal Palace N/A Croydon 83% 79% 22% 52% B

made headlines in November when 40 of performance metric from next year and Outwood Academy Ripon N/A North Yorkshire 80% 79% 20% 30% C+ its pupils fainted during a Remembrance rates pupils’ relative performance across Source: DfE Day assembly. eight GCSEs. KEY: UP FROM LAST YEAR DOWN FROM LAST YEAR NEW ENTRY Schools minister Nick Gibb said in a Only 10 per cent of schools opted in. statement issued by the Department for Among those, 17 schools (5 per cent) would Education (DfE): “This government is be classed as underperforming. This is a SUPP: NUMBER SUPPRESSED IF FEWER THAN 5 PUPILS giving all young people, irrespective of much smaller rate than when using the FSM: FREE SCHOOL MEALS their background, a fair shot in life and we fl oor target measure. POINT SCORE*: A* — 58 C — 40 F —22 must not let up the pace of reform now.” Mr Gibb said schools and pupils were *USED TO CALCULATE TOTAL New to our league tables this year is the “responding to this government’s vital A — 52 D —34 G —16 POINT SCORE AND AVERAGE 8 inclusion of the ability of pupils when they reforms – leading to higher standards and GRADES B —46 E — 28 start key stage 4. Thomas Telford School in transforming young people’s life chances”. A-Levels: Institutions widely spread out for ‘value added’ The best-performing schools and colleges for “value added” are spread across the country more VALUE ADDED - A LEVEL VALUE ADDED - VOCATIONAL disparately than for GCSEs. Focusing on value added (VA) scores – the SCHOOL NAME LOCAL AUTHORITY VA SCHOOL NAME LOCAL AUTHORITY VA indicator that shows how much progress students have made between the end of key stage 4 and their post-16 study – institutions from Wiltshire to St Augustine’s Catholic College Wiltshire 0.50 King Solomon High School Redbridge 1.79 Rochdale are featured in both tables (right). Vocational courses appear to give the greatest Brampton Manor Academy Newham 0.45 Shirley High School Performing Arts College Croydon 1.52 added value, with a maximum VA of 1.39, while pupils studying A-levels had a maximum VA of 0.5. Malmesbury School Wiltshire 0.43 Whitley Academy Coventry 1.38 None of the schools and colleges featured in last year’s tables, for the same measures, appear in Rochdale Sixth Form College Rochdale 0.42 St George’s C of E Foundation School Kent 1.21 this year’s league tables. The government pointed out that more than Farmor’s School Gloucestershire 0.42 Vyners School Hillingdon 1.20 404,000 pupils last year stayed on for post-16 Source: DfE study, an increase of 6.4 per cent since 2010, What do you think? though this figure has been affected by the Email your thoughts to: [email protected] increase of the participation age to 18. 4 @SCHOOLSWEEK SCHOOLS WEEK FRIDAY, JAN 22, 2016 NEWS IN brief Head said students could Private school benefit audit not new, CC says ‘choose’ grades, minutes show

ANN MCGAURAN with local schools. I did not say I would allow The requirement for independent schools @ANNMCGAURAN to report “public benefit activities” is not Exclusive the girls to choose their predicted grades. I new despite media reports, the Charity am of the personal opinion that a predicting Commission says. The head of Watford Grammar School for procedure based on student preference The Telegraph reported a new Girls said she would let girls “choose” their would be neither ethical nor accurate.” requirement on independent schools to predicted A-level grades if other schools Having spoken with other schools, she But Ms Davidson added that in 2014, while annually audit the benefits offered to their were “manipulating results”, official minutes said: “This appears to be an issue in which attending a UCAS higher education adviser communities. show – raising questions about the role of we differ from others.” day at a university, she was “dismayed to But the watchdog confirmed the teacher predictions in university entrance. According to Dame Helen, one school hear school representatives declare they requirement has existed for some time, But head of the school, Dame Helen Hyde, allowed its students to discuss with teachers were currently elevating their grades to and guidance issued last year was merely then told Schools Week she “would not allow the changing of their predicted grade, ensure students for competitive courses in updated to give examples. the students at the school to ‘choose’ their “which might lead to the member of staff particular could get selected for interview”. David Goodhew, the head of Latymer Upper School in London, told Schools Week own (A-level) grades”. changing it”. The examining body Cambridge the reports were “a little misleading”, Minutes of a governing body meeting She said another school had given staff Assessment revealed last summer that just adding: “Schools have always been at the school reveal that members thought guidance to be generous in their predictions. under half of all predicted grades were required to report their public benefit universities were exerting a huge amount “The philosophy is that the students then incorrect. activities to the charity commission of pressure to get applications from A-level get offers and begin to build a relationship Universities still maintain that despite this, annually.” students with higher grades. with the university. Then if they miss a schools should attempt to provide accurate A Charity Commission spokesperson said: As a result, some schools were grade, they could be accepted anyway. predictions rather than ones favourable to “This does not change the requirement manipulating predictions to ensure their “In the few cases that this generous pupils’ admissions chances. for independent schools (along with all students made it through the first round of prediction is not sufficient, the head of sixth Lynsey Hopkins, the head of admissions charities) to report their public benefit selection, the minutes from last September form and the deputy head have overruled at the University of Sheffield and chair of activities.” claim. the member of staff.” the Russell Group Qualifications Network, Subsequent minutes show that the head In a third case, Dame Helen said a head said it would be worrying if schools based ‘Good pass’ rates to fall “feels that morally and professionally the of sixth form had adjusted predicted grades predicted grades on any other information: in new GCSE system school has to predict accurate grades for based on where the student applied and “It doesn’t serve our purposes at all to have students and she will hold firm on this”. grades expected for the course. inaccurate predictions.” She added: “I did not raise this subject. The assistant head for post 16 at Devonport She added: “There’s a big difference One in four pupils currently achieving a A governor told the board of governors High School for Boys in Plymouth, Sharon between a best-case estimate to present “good pass” in their GCSEs will no longer that she thought other schools allowed Davidson, told Schools Week that at her a student favourably on the one hand, do so in future, a report says. students to decide or negotiate their UCAS school, “the UCAS predicted grade is an and deliberate, unfounded, prediction The study by CentreForum and Education Datalab predicts a 23 per cent drop in predictions. honest, professional judgement provided by manipulation to secure what is likely to be good passes when GCSE exams move to a “I was surprised and said I would check the classroom teacher of the course”. an entirely unrealistic offer on the other.” numerical grade system, in which 9 will be the highest score, and 5 a good pass. Former schools minister David Laws, IMPROVING SCHOOLS? THERE’S AN APP FOR THAT, SAYS ARK now executive chair of CentreForum, said JOHN DICKENS the report showed there was no cause for Joshua Perry to Google’s cloud service, saying it would @JOHNDICKENSSW complacency in schools. Exclusive allow it to save £900,000. The new standard for GCSEs is based A total of 3,000 schools are now believed on expectations in world class education Successful academy chain Ark is launching to be using cloud-based services. systems. a new cloud-based service today to break However Mr Roberts said many schools The Department for Education said the report showed a “stark choice” in open the market for start-up education were still wary of using new services – education: “Either we prepare today’s technology companies, Schools Week can specifically those that involve the cloud – young people to compete with the best in exclusively reveal. because of privacy and security concerns. the world, or we don’t.” The Assembly service will store data from Assembly gathering all the data, it means Although the data is given to another school management information systems developers can build apps through the provider, schools remain the legal “data (MIS), which companies can then apply to platform – making it much easier to link to controller” and are legally culpable for any Wilshaw supports use for the creation of apps with “school the MIS. breaches by the provider. ban on full-face veils improvement at their heart”. Assembly will also launch its first public Jon Richards, Unison’s national Joshua Perry, the director of Assembly, product today: a free online tool for schools secretary for education and children’s said he wanted to address a “problem with to compare their performance against services, has said schools must be able to The chief inspector of schools, Sir Michael the quality of analytics across the education national benchmarks, including Progress guarantee sensitive data will be secure and Wilshaw has told BBC Newsnight that sector”. and Attainment 8. confidential. full-face veils may affect communication He added that potential developers have John Roberts, chief executive of the But Mr Perry said the platform has between pupils and teachers, and that schools could choose to ban them. been put off from creating applications that teachers’ union Edapt and a consultant for built-in security measures, such as secure The education secretary, Nicky Morgan can be used in schools because of the large education companies, told Schools Week sockets layer (SSL) which ensure data supported Sir Michael, saying that where costs associated with making them work on the new products represent a change in the passed from the school remain private. schools had “a clear uniform policy different systems. education technology market. He added that the platform’s terms and they want everybody to observe”, which “We’ve seen impressive online “It is generally moving away from the conditions are “clear and accessible”. included refusing to let pupils or teachers curriculum providers, quiz tools, model of the one size fits all software Schools can sign up to the platform, wear the full-face veil, the government gradebooks, learning platforms and solution for schools. More specialist developed in partnership with the NEON would support their decision. behaviour management systems, but one products are now going to appear.” Foundation, for free. The comments follow a week of of the common threads that unites start- Mr Roberts highlighted the success of Some apps will also be free, but others announcements from the government ups in ed tech is that they usually launch products, such as ClassDojo, which capture may charge for their use, as with mobile about anti-extremism and radicalisation without a link to the MIS. and allow teachers to share data on pupil phone app stores. Assembly says the apps initiatives. On Tuesday, Ms Morgan launched the Educate Against Hate website, “That limits uptake – and good behaviour, adding: “Anything we can do to will help schools visualise, expand and described as providing information to stop companies have folded because of this.” get innovation going and driving forward aggregate their data. the “spell of twisted ideologies”. Without an MIS link teachers must input in the ed tech market is really good.” A total of 70 schools in the Mathematics Ms Morgan said: “All of us must work to data manually, and it isn’t updated in real- Last year, the country’s largest academy Mastery programme have been trialling the protect children from the threat that Daesh time along with other valuable information, chain, AET, moved all its information service since last year with a gradebook app poses.” such as registers or grades. But with communication technology (ICT) services to input and analyse test data. SCHOOLSWEEK.CO.UK EDITION 54 FRIDAY, JAN 22, 2016 5 NEWS DESPAIR OVER CANCELLED BUILDINGS LINKED TO RESULTS

FREDDIE WHITTAKER @FCDWHITTAKER

Pupil performance fell at schools where the coalition government cancelled new school buildings, new research has shown. But it was the fall in morale that seems to have caused the spiral rather than the scrapped buildings. Analysis of data on the number of pupils achieving fi ve A* to C GCSEs at almost half of the schools that had Building Schools for the Future (BSF) funding withdrawn in July 2010 shows they stopped improving their scores between 2011 and 2012. The graph shows a dip of 12.5 per cent in the cumulative change in results for the schools by 2012. According to Peter Clegg, a partner in the Feilden Clegg Bradley Studios architecture fi rm, who has published the research in a new book, changes in pupil performance can be put down to a “hope Cumulative change in proportion of pupils achieving five A*-C GCSEs, normalised against the national average and anticipation value” of the new schools, especially in the deprived areas targeted sample of 310 was large, adding: “There is at the right-leaning thinktank Policy an “absolutely by BSF. nothing else we can deduce from it.” Exchange, was a government adviser when horrendous” The 310 schools which formed the basis His book, Learning from Schools, also the programme was scrapped. decision to scrap of the study were selected because they includes analysis of results from 75 schools He told Schools Week that a true estimate BSF, which he said had complete data available. that were rebuilt or had more than 80 per of a new buildings’ impact, or even the reversed years He said: “In the schools which were cent of their sites refurbished. promise of them, could only be achieved of work between promised new buildings and then had In these cases, despite a rise in by comparing those who lost BSF funding architects and that promise taken away again after the performance following the promise of new to ones with similar intakes that never school leaders policy changed, the data shows a reduction buildings, performance started to fall again received any funding. on how best to Peter Clegg in performance. That promise of a new two years after completion. However, he said the “anticipation eff ect” design new school school is extremely important.” Mr Clegg said: “There is a hope value, an shown by the analysis was an interesting buildings. Results dipped nationally in 2012, but anticipation value, which results in higher fi nding. He said: “There were all kinds of things only by a few percentage points. National performance. When you promise schools He said: “With a new building, it seems that were lost when BSF was scrapped. changes are accounted for in the analysis. new buildings, performance goes up. But possible that it is hope and anticipation “We had spent 10 years looking at what Mr Clegg, whose fi rm specialises in in fact, when they get new buildings, they that improved results – perhaps more so a new school should be and working with school buildings and worked on scores of do well for a while and then fall back down than the actual benefi t of a new building heads. But heads aren’t that interested BSF projects, accepted other elements may again, which is a shame.” when it arrived.” now because new buildings are delivered have aff ected performance, but he said the Jonathan Simons, head of education Mr Clegg said the government had made for them, not with them.” Exclusive SCHOOLS FORCED TO OUTSOURCE ICT NOW SPLASH CASH TO ESCAPE DEALS

JOHN DICKENS told Schools Week: “Inherently, schools do government’s investment, which he described clear that, particularly in the ICT system, @JOHNDICKENSSW not have the in-house legal experience to as a “transformative amount of money”. there were major concerns about the nature understand their position and are, in some He added: “A lot of schools ended up with a of the contract, the length of them, and the Schools tied in to ICT contracts as part of cases, being held to ransom to extend ICT phenomenal amount of kit, but at the end of potential overarching costs.” their Building Schools for the Future (BSF) contracts that are poor value and give very the fi ve years had a lot of old kit coming to the But Bob Harrison, who helped some of the makeovers now must fi nd extra cash for bad service.” end of its life. And the government won’t give private fi rms put together their bids and is an consultants to get them out of their poor The ICT contracts can run for up to 10 years them more money.” adviser to electronics giant Toshiba, said: “It’s value deals, an investigation by Schools Week – although schools had the option to leave He said schools have also struggled to get not as simple as ‘schools are being ripped has found. after fi ve years – and were often labelled as best use of the contracts because of a lack off’.” A majority of schools that were part of “one-size fi ts all”. of available advice following cuts in local He said many fi rms had had to put up the government’s £55 billion BSF school Ormiston Academies Trust has two schools authority legal staff. £2 million just to participate in the tendering rebuilding programme were forced to – Ormiston Horizon Academy and Ormiston Schools who do choose to leave the process – and needed to be prepared to not outsource their information communications Sir Stanley Matthews Academy – that pay contracts no longer have the capacity get it back. technology (ICT) to a private company as part nearly £300 per pupil under the contracts. to manage their ICT infrastructure, “Their incentive for doing that was that of the deal. The trust said it could slash the costs by he added, as ICT staff were either they would make the money back over But Schools Week has learned many nearly half by providing its own IT services. axed or transferred to the private 10 years.” contracts are poor value for money – with Stephen Moss, strategic director for company that won the contracts. The Department for Education said some suppliers over-charging for new ICT at Partnership for Schools, which was Malcolm Trobe, deputy general that schools have been given a range equipment by tens of thousands of pounds. responsible for helping deliver the investment secretary of the Association of guidance on how to get the best value The fi ndings follow a series of in schools, said: “The hope was that schools of School and College from contracts. investigations by Schools Week into the way would feel the managed service was offering Leaders, said: “When “Schools are free to work cash-strapped schools are being pushed into them good value. And they would be left to get these contracts were together to get best value on fi nancial ruin by soaring debts owed to private on with the teaching and learning.” being set up in the contracts and we know many fi rms. Mark Orchison, managing director He said schools had received around £1,500 fi rst place we tried to academies and academy of technology specialists 9ine Consulting, per pupil for new computers as part of the make it absolutely chains already do so.” Malcolm Trobe 6 @SCHOOLSWEEK SCHOOLS WEEK FRIDAY, JAN 22, 2016 NEWS Curriculum chaos adds to teachers’ workload DfE will count cost of using maths commas, schools say

SOPHIE SCOTT This point was also made by the @SOPH_E_SCOTT CONTINUED FROM FRONT Association of Maths Teachers when the maths curriculum was last redrafted in 2012. all children sitting their key stage 2 (KS2) tests The government was urged not to use the in May will be expected to understand the comma in thousands. comma as a way to separate numbers higher The DfE said the decision was made to than a thousand. support pupils in becoming familiar with However, headteachers, English as an numbers in different format and the use of Additional Language (EAL) specialists and a comma was not compulsory in an answer, science teachers are worried about the impact but that students should be encouraged to on pupils. use the comma correctly. The UK is the only European country to use All questions with numbers over a the comma for separating large numbers in thousand will, however, include commas. maths. Every other country uses the comma to Clare Jones, headteacher at Bignold denote a decimal mark – so what is written as Primary School in Norwich, where 22 1.2 in the UK is 1,2 in the rest of the continent. per cent of children are EAL, said: “It just The majority of African countries, almost goes alongside the whole way the DfE is all of Latin America and a number of Asian communicating changes to things as a countries also use the comma as a decimal whole. mark. “This was at the end of an email about One in every five primary school pupils is the KS1/2 tests and just announces that classed as EAL. They could be disadvantaged the comma should be used as a thousand because of the change. separator, and if another symbol is used it Dr Frank Monaghan, senior lecturer in should be marked as wrong.” education and language studies at the Open The national curriculum, updated last University, said: “It’s quite likely that EAL May, does not set out that commas should students will be disadvantaged by this odd be used as a separator in numbers higher imposition of the comma to separate groups than 1,000. of three digits and this smacks of Department Ms Jones added: “It’s just another thing for Education (DfE) whim rather than thought that has been thrown out there for teachers through reasoning.” to now do. It could be very problematic for a He added: “Respect for diversity and lot of children and comes halfway through common sense compromise are no longer the the year.” hallmarks of the DfE, I’m afraid.” The comma is used differently in Scientific standards, agreed by the computer programming – a subject pushed International Bureau of Weights and Measures by the government in its bids to replace ICT (BIPM), say that spaces should be used instead “Where pupils use a symbol other than commas in this way as on the continent they with computing science in the curriculum. of commas due to its different international a comma as a thousand separator in their are used as decimal points. Computer science teacher Alex Weatherall usage. answer, no marks will be awarded. Where a “The BIPM set standards for numbers in said: “Commas in numbers would not work But in the email, the STA wrote: “Where comma has been positioned incorrectly but the same way they set out how much a metre as most programming languages would numbers in test questions have four or more the correct digits are in the correct order the is or what mass a kilogram is. then treat them as a list of separate numbers. digits, commas will be used as thousands mark(s) will be awarded.” “Spaces in thousands works well. “Basically it’s a stupid idea to mandate it, separators for the 2016 mathematics tests Alby Reid, a science teacher at Reigate Unequivocally, there can’t be any argument especially given the different uses across onwards. Grammar School, said: “It is confusing using about this – commas are wrong.” Europe. Spaces would be much better.” FUNNY PHONICS LEAVE BLOGGER BAFFLED

arents and professionals have been left baffled The blogger has four children aged 8, 10, 13 and 15, were a number of possible different pronunciations of by a list of nonsensical words in a phonics book and said she could see how the emphasis on phonics some – ‘plere’ as in here, or there, or were? And some with no clear way to pronounce them. had increased over the years as each child had were strings of letters that I’ve never seen together in P An anonymous blogger, known by the learned to read. This has affected her youngest child’s any English word. I don’t know why the publishers pseudonym “itsmotherswork” recently shared an image enjoyment of reading. thought the list was necessary and it wasn’t very clear from a Project X Code book that her youngest daughter Speaking to Schools Week, the blogger said: “The book what it was for.” was reading. she brought home this time had quite a dull text, where Susan Godsland, a retired phonics teacher, told The words (pictured far right) include “cear” “ghermb” it was obvious that the story was reinforcing learning of Schools Week the words were misleading. and “guell”. Many commenters on social media were also certain phonemes (“aight” in straight and “eil” in unveil She said: “If the authors had used the GPCs actually confused about the correct pronunciation. and abseil). used in the phonics checks, they wouldn’t have chosen The phonics screening check, introduced in 2012, is “She read these fine, but then it had a list of complete those words because they contain GPCs usually not an individual, oral assessment of pupils that requires nonsense words at the end, and she simply rejected taught by that stage. them to read words and pseudo-words. Children are them outright, saying ‘they’re not words’. And she was “English spelling is contextually based: some spellings taught grapheme-phoneme correspondences (GPCs) right! never appear next to other spellings, such as the ‘mb’ such as the pronunciation of “ch” in different words. “I tried them out, and so did my 15-year-old, but there after ‘er’.” SCHOOLSWEEK.CO.UK EDITION 54 FRIDAY, JAN 22, 2016 7 Curriculum chaos adds to teachers’ workload

Exclusive SCHOOLS CUTTING KIDS Constant changes to assessment FROM KS2 RESULTS DUE make life miserable for teachers TO LACK OF ENGLISH Schools are having up to a third of their pupils’ key stage 2 (KS2) results removed Constant changes by the government to assessment submit the results of the writing assessments, unlike in the past. from the published league tables, Schools arrangements for this year’s end-of-primary key stage tests are A further slew of amendments were made to the guidance after Week has found. a “dog’s breakfast” and add to workload, teachers say, despite teachers came back from the Christmas holidays. Analysis of the KS2 results, published promises by the education secretary to reduce red tape. Ben Fuller, a lead assessment adviser at Herts for Learning, said last month, compared the number of Since January 5, the Department for Education (DfE) has updated the ARA was usually finalised at the start of the academic year. the Assessment and Reporting Arrangements (ARA) section on its He said: “It normally doesn’t get changed during the year, but pupils at a school eligible to sit the tests website eight times, making changes to almost 30 different parts this year when it came out it was already missing the teacher with those whose results were included of the documents, including bringing forward key dates. assessment moderation because that hadn’t been in the performance tables. Deputy headteacher Michael Tidd (pictured), decided by the DfE.” In three cases, more than 30 per cent who works at Edgewood Primary School in Earlier this month, Schools Week published of pupils had their results “disapplied” Nottinghamshire, said: “How teachers are a table created by Mr Tidd aiming to explain and struck from the final metrics. meant to keep up with all these changes is a the assessment criteria for children working mystery – and a mystery that’s all the more below the national curriculum standard, One reason for the high figure may puzzling given the government’s promise to having not been able to find an easy-to- be the proportion of pupils classed help temper workload problems by providing understand version from the DfE. as having English as an Additional adequate lead-in times for significant Mr Fuller added: “There have been a lot of Language (EAL). changes. changes and when these changes are being At Hazel Community Primary School “It’s a real dog’s breakfast, and a cause of made has caused problems.” in Leicester, the results of only 28 of much anxiety, particularly for year 6 teachers He also said there was information schools who are already dealing with other significant are still waiting for the DfE to confirm. The its 44 year 6 pupils are included in the changes to both the curriculum and assessment government has still not outlined the “expected” league tables. Data for the other 16 pupils arrangements, and are still waiting for significant standard that pupils must achieve in the KS2 SATs this is missing. Government data shows that information relating to the teacher assessment process.” summer, after the removal of assessment levels. All that is known 77 per cent of its pupils have English as In October 2014, the education secretary, Nicky Morgan and is they will receive a “scaled score”. an Additional Language. then-deputy prime minister Nick Clegg launched the Workload A government spokesperson defended the late changes: “With Similarly, at Ark Franklin Primary Challenge in a bid to find out what caused bureaucracy in the major changes to assessment we said we would have a lead- profession. in time but the most important thing is that there are better School, almost a quarter of pupils were In response, Ms Morgan promised to reduce the burden on outcomes for children. disapplied from the tests. teachers by making sure there were “minimum lead-in times “The assessment system was not fit for purpose. As we’ve gone A spokesperson said: “Ark Franklin is for significant curriculum, qualifications and accountability through the reforms some things have jumped out as a problem in an area with a great deal of mobility changes”. and we have had to change them, but we are getting there now.” and they have many children newly Last week, Schools Week reported how the DfE had amended the He said there were no plans for further dramatic changes, and arrived to the UK for whom English is due date for year 6 teacher assessment of pupils’ writing during urged teachers to wait for further proposals aimed at reducing the Christmas holidays. Teachers are now expected to submit data their work burden. not their first language. a month earlier. “We do take workload seriously, we have made announcements “There were 85 pupils in total who took The DfE said the change would allow more time for moderation. about digital apps this week with huge potential, and in coming their SATs at Ark Franklin last year. After Schools will not know if they are to be moderated when they weeks we will be saying more on this.” the tests, the school successfully applied to disapply 21 pupils who were newly arrived to the country, meaning the final reported numbers are from a cohort of 64.” FUNNY PHONICS LEAVE BLOGGER BAFFLED Not all schools with a high proportion of EAL pupils disapply their pupils, however. Richard Cobden Primary Ms Godsland said children should spend teaching School has all pupils included in its time learning “real words with real spellings”. Itsmotherswork added: “Nonsense words aren’t a results, despite 93 per cent of its cohort problem in themselves; all my children have enjoyed being classed as EAL, and 3 per cent books by Dr Seuss and Edward Lear. And what’s the having special educational needs (SEN). Gruffalo, if not a nonsense word brought to vivid Green Wrythe Primary School in life? Carshalton, Surrey, had one in five “My problem with this particular book is that children removed from its results. But children are reading for meaning. It’s possible to invest a nonsense word with meaning through the just 24 per cent of pupils were EAL and context it sits in. 3 per cent SEN. The school refused to “A list of nonsense words, especially when their provide an explanation. phonics learning value is dubious, as was the case Across the country, only 2,300 of last with these, has no meaning or interest for a child – year’s 572,850 pupils were disapplied as my daughter made clear.” from the tests. 8 @SCHOOLSWEEK SCHOOLS WEEK FRIDAY, JAN 22, 2016 NEWS Regional Schools Eight commissioners are now in charge of academies across the country and their powers are set to grow in the future.

Commissioners: what did But what did a cross-party group of MPs find during their several the big investigation reveal? month investigation into the role and its conflicts of interest?

LAURA MCINERNEY JUST ONE IN 10 THE DFE DOESN’T KNOW WHO THEY ARE AND @MISS_MCINERNEY 1 PARENTS KNOW 2 HOW WELL THE RSCS WHERE THEY WORK WHO THE RSCS ARE ARE DOING “It’s hardly surprising that most people MARTIN POST, have never heard of RSCs, and even those SOUTH CENTRAL who have are unclear about their role,” said Given that each commissioner is paid In a worrying chapter of the report, ENGLAND AND the chair of the parliamentary education more than £110,000, with some on the committee describes how senior NORTH WEST committee, Neil Carmichael, as he launched £140,000, the committee is concerned politicians, such as the junior schools LONDON a report on Wednesday into the working by evidence from PTA UK that fewer minister Lord Nash, kept saying that the of the government’s regional schools than one in 10 parents know who the RSCs were being held to account against commissioners (RSCs). commissioners are. a series of metrics. The eight commissioners were introduced It is not, however, a surprise. There is When the committee asked for evidence in 2014 as a middle tier between the almost no published information about of this the Department for Education SIR DAVID charitable trusts running academies and the commissioners. There is no clear list (DfE) were not forthcoming. CARTER, SOUTH- central government, which manages their of responsibilities, or aims. There is no “The DfE struggled to provide WEST ENGLAND, contracts. complaint mechanism for challenging or information on performance against KPIs NOW NATIONAL All has not gone well, with disparities in overturning decisions that could harm a [key performance indicators] within five SCHOOLS quality and approach irking school leaders. community. weeks of our requesting it,” the report COMMISSIONER. Last year, Schools Week revealed how There is no standard framework for states. Jenny Bexon-Smith, commissioner for east consultation or how they should make More than the missing data, though, Midlands and the Humber, had written to decisions. the committee worries that the metrics a school criticising it for allowing teachers DR TIM discretion over their lesson plans. In Ignorance might not be a problem if are too narrow as they focus only on COULSON, EAST November, Dominic Herrington, also an the role wasn’t becoming so powerful. academies, and some focus on the OF ENGLAND RSC, asked schools to send him evidence of Once the education bill passes through number of them rather than quality. AND NORTH teaching quality – or face a management parliament, RSCs will be able to: open One recommendation is that RSCs be EAST LONDON takeover. This led to the commissioners academies; close academies; force “held accountable” for pupil outcomes being described as a “shadow Ofsted”. academy trust takeovers of council across a whole area, similar to the way The cross-party education committee schools; turn up at schools; and put local councils are rated. Given the sought evidence and interviewed conditions on schools. growing powers of the RSCs, the move witnesses throughout the autumn, and If parents don’t like what a school is makes sense but would make RSCs very JANET RENOU, Wednesday’s report makes more than 20 doing, it will be the RSC they complain similar to councils, which could prompt NORTH recommendations for improvements. to if the school isn’t listening. The whole people to wonder if they are really needed Mr Carmichael added that the system needs to be clearer. at all. government’s approach so far on RSCs involved “acting first, thinking later”.

WHAT IS THE DIFFERENCE RSCS SHOULD STOP LONDON NEEDS ITS DOMINIC 3 BETWEEN OFSTED AND 4 MAKING DECISIONS 5 OWN RSC (AND MAYBE HERRINGTON, RSCS? NO ONE KNOWS! IN SECRET MANCHESTER TOO) SOUTH-EAST ENGLAND AND There is no clear delineation between At present there is no published The regions that RSCs work across SOUTH LONDON who is responsible for different parts framework for how decisions will be are unusual. No other government or of the school system. made by the commissioners. education organisation uses them. One Local councils retain responsibility Reasons for decisions are not public. of their most unique qualities is that for the safety of all children in their Neither is the advice or evidence the the boroughs of London are separated PANK PATEL, area, but they cannot force academies commissioners consider. into three other areas. WEST MIDLANDS to behave in a certain way. Witnesses said this lack of transparency For example, the east London and east Ofsted is able to fail a school for was a significant concern. Headteacher of England region goes all the way from poor safety, but it cannot take away Pamela Birch, who sits on the committee West Ham near the centre of London its operating contract or force a that advises one commissioner, said to Great Yarmouth, way up the Norfolk management takeover. she felt there was a great deal of coast. RSCs are supposed to be hands off, integrity to decisions but admitted that The committee recommends altering because academies are theoretically transparency would make people feel the bizarre set-up so that the regions freed from oversight, but they are the more comfortable. are the same as Ofsted and local VICKY BEER, only ones who can force academies The former national schools government regions. LANCASHIRE to behave a certain way or cancel commissioner, Frank Green, (David Carter Doing this would require a London AND WEST contracts. has now replaced him) said that more region to be established, with its YORKSHIRE Hence, there is confusion. detailed decisions would be available to own commissioner. The other Academies also now find they the public, but this has yet to happen. commissioners would simply be are being visited by RSCs, Ofsted, The committee recommends reshuffled. RSC office staff, people from the publishing a framework for decisions, Hints have also been dropped about Education Funding Agency, and so and publishing reasons for decisions. electing commissioners in the future. JENNY BEXON- on. Minutes could be kept confidential – A nod to the Conservative plan for SMITH, EAST The committee sensibly something many witnesses felt was northern devolution is also mentioned. MIDLANDS AND recommends everyone work together important for honest discussion – but Manchester has been suggested as a HUMBER to decide who is responsible for what, final reasons are made clear to the public, future region if greater powers are how information can be shared, and just as they are for most local council devolved to bodies in the city area, a how to limit the number of visits. planning decisions. move many would welcome. JUNE 23-24, 2016 ‘AN EVENT SO VITAL, SO ENJOYABLE, AND BURSTING WITH CPD.’

FIRST HEADLINE SPEAKERS ANNOUNCED

JOHN AMAECHI ANTHONY (A.C.) GRAYLING RT HON NICKY MORGAN MATTHEW SYED SIR CLIVE WOODWARD

SPEAKERS INCLUDE: SHAUN ALLISON, MARK ANDERSON, GREG ASHMAN, JILL BERRY, KALWANT BHOPAL, PAULA BOSANQUET, JON BRIGGS ANDREW CARTER, KATE CHEAL, STEVE CHINN, DAISY CHRISTODOULOU, KATE CHRISTOPHER, GUY CLAXTON, SUE COWLEY, CAROLINE CREABY, LEON CYCH, CAROL DAVENPORT, PEDRO DEBRUKYERE, RACHEL DENT, ADELE DEVINE, PATRICK DERHAM, DAVID DIDAU, TOM DONOHOE, JENNY FOGARTY, SAM FREEDMAN, TOBY FRENCH NANCY GEDGE, NIGEL GENDERS, RUTH GILBERT, TARJINDER GILL, ALI GOLDS, SEAN HARFORD, JOANTHAN HASLAM, LAURA HENRY, RYAN HOPTON, NEIL HUMPHREY, JOSHUA HUNT, JULIE HUNTER, MARTIN ILLINGWORTH, GERARD KELLY, RACHEL KELLY, NAUREEN KHALID, SIMON KNIGHT, EMMA KNIGHTS, STÉPHANIE LEFORT, NEIL LEITCH, BARNABY LENON, STEPHEN LOCKYER, ABBIE MANN, LYNN MCCANN, NICOLE MCCARTNEY, EWAN MCINTOSH LAURA MCINERNEY, KEVIN MCLAUGHLIN, LOIC MENZIES, DAVID MITCHELL, REUBEN MOORE, GARETH D MOREWOOD, IAN MORRIS, ANDREW MORRISH, STEVE MUNBY, VEENA NAIDO, CATRIONA NASON, FEARGHAL O’NUALLAIN, JUNE O’SULLIVAN, JO PENN, RICHARD PETTY, GEOFF PETTY, JOSÉ PICARDO, HELEN PIKE, ALEX QUIGLEY, OLIVER QUINLAN, MARTYN REAH, TOM REES, JOHN ROBERTS, CAROLYN ROBSON, MARY ROCHE NICK ROSE, MARC ROWLAND, TOBY SALT, KATHLEEN SAXTON, RALPH SCOTT, TOM SHERRINGTON, JONATHAN SIMONS, JULIA SKINNER, IESHA SMALL, DR STATHIS STEFANIDIS, PHIL STOCK, ERIC STOLLER, TIM TAYLOR, ANDY THARBY, JAMES THOMAS, SUMMER TURNER, CHRIS TWEEDALE, SAMANTHA TWISELTON, CHARLOTTE VERE, IAN WARWICK, SHAMAYIM WATSON, ANDREW WATSON, KATHRYN WESTON, DAVID WESTON, JAMES WILLIAMS, JODIE WILLIAMS, ROB WOOD, CLIVE WOODWARD, PETER WORLEY, TIM WORRALL….MORE SPEAKERS TO BE ANNOUNCED... SAVE 20% ON TICKETS BOOKED BEFORE MARCH 1

BROUGHT TO YOU BY MEDIA PARTNER @EDUCATIONFEST FESTIVALOFEDUCATION.COM 10 @SCHOOLSWEEK SCHOOLS WEEK FRIDAY, JAN 22, 2016 NEWS

EDITOR’S COMMENT @miss_mcinerney | [email protected]

In a week when the government is What went surprisingly unnoticed probably wouldn’t even know. It’s not of the education committee this week intent on talking about extremism, it was the confusion over responsibility as if cops routinely check out reception should help to resolve this, but only if is notable the education department for the schools. A recent parliamentary class teachings (and nor should they). the government listen. doesn’t appear to have learned from report said there was no evidence that We are therefore in a mess. One hopes they will, and so avoid its biggest anti-radicalisation issue of a systematic radicalisation plot really Conservative politicians wanted future collisions. the past few years: the Trojan Horse existed in the Birmingham schools, but “free” schools. Academies are Unfortunately, as investigations. let us imagine it had and it had been in supposedly “autonomous”. But the Sophie Scott’s rather Beginning in 2014 after a letter an academy: who would be responsible fact is that children are precious and brilliant investigation was sent to ministers tipping them for resolving it? governments must be seen to be into primary reforms of a an “islamic hardline plot” to take Ofsted doesn’t have the power to helping them. this week shows, over schools, the ensuing months take a school away from the people So Nicky Morgan created regional education reforms of inspections, sackings, stories, and operating it. A local authority can’t tell schools commissioners to be her have a tendency to whispers led to a lot of speculation an academy what to do. An RSC doesn’t eyes and ears. The problem is no one falter. We can only about the rights of religious groups to have responsibility for safeguarding. knows what they should be doing, or live in hope that educate children within particular moral Involving the police is perhaps even who they are. this one frameworks. necessary but without intelligence they The sensible recommendations won’t..

Questions raised over south-west free schools after dire results released

FREDDIE WHITTAKER Elsewhere across the country in the same Professor Howson said: “I fear some Cornwall, had a pass rate of just 28 per @FCDWHITTAKER period, the proportion of “high quality” studio schools may be used as places to cent. Fears about the quality of free schools in free schools are all higher, with most areas send pupils at 14 some schools want to It opened with just 60 pupils and in some parts of England have been raised rating over 70 per cent. move on. See the UTC in the West Midlands May last year the school announced that after government statistics showed The education statistician John Howson that closed last summer as an example.” it was no longer “financially viable”. It has regional variations in the proportion of told Schools Week the variation could be UTC and studio schools were introduced since merged with Camborne Science and “high quality” schools in each area. down to low “absolute numbers” in those to provide a more vocational, hands- International Academy. Figures published in the parliamentary regions, leading to a situation where one on route for learners. They specialise RSCs also advise ministers on free school education committee’s report into the or two inspection results could make a big in a specific career or skill area, such as applications and on whether approved regional schools commissioners show that difference to overall figures. engineering or tourism. projects are ready to open. The RSC just 56 per cent of free schools, university But he also expressed fears about the Regional schools commissioners have responsible for the West Midlands is Pank technical colleges and studio schools in the quality of provision in some free schools, a duty to monitor the performance of free Patel, while the south-west is still under south-west, inspected between 2011 and especially studio schools and university schools in their regions, and take action the oversight of Sir David Carter, who 2013, were rated good or outstanding. technical colleges, which have seen when they are underperforming. has recently been announced as the next The proportion of “high quality” problems with recruitment, and pointed GCSE results released yesterday show national schools commissioner. free schools is a government-chosen to the recent closure of the Black Country how a free school opened in 2012, St He will replace Frank Green at the end of performance target. UTC as an example. Michael’s Catholic secondary in Camborne, this month. SCHOOLSWEEK.CO.UK EDITION 54 FRIDAY, JAN 22, 2016 11 COMMENT

READERS’ WE WANT TO HEAR FROM YOU @SCHOOLSWEEK [email protected] email tweet WEBSITE REPLY WWW.SCHOOLSWEEK.CO.UK Ofsted clamps down on schools advertising ‘mocksted’ ICT teachers struggling with transition results to computing Kevin Hewitson, Northampton Education is a business, albeit by the back door, and we should not be surprised by reply of the week business strategies and practices being employed in education. Marketing is just one Ian Taylor, Bristol of those practices. I would conclude that £11k is a good investment. Given that pupil funding can range from £4k to £8K per pupil the ROI makes it worth it. Even if the statement is pulled if it has attracted say 3 students on min funding it’s been worthwhile. Let’s face it, the DfE will never admit that it has ever made a mistake. When it says there have been 15,000 The feminism A-level debacle shows how biased we are hours of training for teachers that averages out at less than about ‘best thinkers’ one hour per school over all England’s schools. Just about Lynne Duval @Lynnestaff s enough time for the trainer to say “good morning everyone”. Amazing we are still having to fi ght for women not to be written out of history So we will have thousands of ICT teachers who will not be able to teach Computer Science, and at the same time they School effi ciency tool criticised as ‘dodgy’ metric will not be allowed to teach GCSE or A Level ICT, a subject Ross Bowell @mcrossieb which is several times more popular with students than Gov.UK page content looks half-hearted - what can we rehash/bodge to meet Computer Science. government commitment? And I applaud that pragmatism. You could not make this up! Gove was ‘despised’, says Nicky Morgan’s new But then the DfE thinks anyone can teach. No mental health tsar qualifi cations are required to be a teacher. So how hard can it be to teach Computer Science? You only need degree level Stephen Rayner @SRayner11 computing to teach it so obviously anyone can teach it. Not a political cheap shot but a serious and disturbing point about ignorance of One things is for sure at the end of all this. It will be the young people and their learning teachers’ fault that they cannot teach Computer Science Jim Adams @jim1902adams because the government did its bit by putting in a whole In 18 months NM has achieved the impossible. Making Gove seem not so £1.5 million per year for 3 years for training! bad after all. Given the slagging off the profession has had for 5 years, Government spends £3m in scramble to get 400 ‘master’ and the low pay, anyone who has degree level Computing is computing teachers hardly likely to go and be a school teacher. A 3 year Computing degree needs about 5000 hours of John BH @PutneyDebates study, so the government has provided enough training Small change, relative to some of their other waste. But a waste, nonetheless. budget to train the equivalent of 3 teachers for 8,000,000 Councils charge £6k ‘penalty fee’ to schools for academy school students. Yes, that sounds like enough Nicky Morgan. conversion

RogerOThornhill @ROTSchools “We expect councils to support schools converting to academies”. Why? It’s your reply of the week programme DfE - you pay for it.

Christian Bokhove @cbokhove receives a schools week mug! Understandable. DfE response very concerning.

Contact the team Correction DO you have a story? To provide feedback and suggest stories please email In last week’s edition (‘£100,000 funding boost for [email protected] and tweet using trust’, Edition 53, Jan 15, 2015) we said that a private However big or small, if you have information or a story you think @schoolsweek equity fi rm, Impetus-PEF, was providing a our readers would be interested in, then please get in touch. For multi-academy trust with £100,000 of funding. To inform the editor of any errors or issues of press releases make sure you email our news email account, and Impetus-PEF is a charitable foundation, concern regarding this publication, email don’t be afraid to give us a call. [email protected] with Error/ funded by many private equity fi rms, and Concern in the subject line. also receiving some government grants. [email protected] Please include the page number and story headline, 020 3051 4287 and explain what the problem is. 12 @SCHOOLSWEEK SCHOOLS WEEK FRIDAY, JAN 22, 2016 PROFILE “IT’S THE QUALITIES OF DEVELOPING OTHERS, CHALLENGING, QUESTIONING, BUILDING TRUST, BEING HUMAN”

ANN MCGAURAN @ANNMCGAURAN

Joyce Matthews, leadership development specialist

hat will Joyce Matthews do next? The school leadership development specialist and samba Wplayer is thinking about her next possible career move. Could she see herself as an adviser at the Department for Education? “Yes – I’d be chief questioning offi cer. I’d go in and cause trouble!” She quickly adds: “I’m very nice. Honestly – very meek.” Her latest book, Invent a Job for Teachers: How to create JOYCE MATTHEWS a job worth leaving school for, encourages teachers to imagine themselves in their next role. “Chief questioning offi cer” Matthews does have a ring to it. Open, feisty others to lead, to being more about me.” and down to earth, this practitioner in neuro linguistic Matthews believes the qualities that make a good leader programming would also bring a dose of Glaswegian are the same as those that make a good facilitator or Matthews started in the nursery when her mother returned humanity to the higher echelons of policy making. coach. “It’s the qualities of developing others, challenging, to teaching. As a former head of PE, she’d get the department into questioning, building trust, being human.” As the youngest of three sisters, she learned the essential shape too. The idea of her coaching a leadership dodgeball She tells me that 80 per cent of all learning is modelling. art of standing up for herself. “I was always having to stand team that featured Nicky Morgan, Nick Gibb and Lord Nash It’s obvious that she was observing, imitating and seeking my corner and fi ght my place and from when I was tiny makes me chuckle. out role models right from the start. I can remember if you were off ered a biscuit my sisters Matthews has also worked as an advisory teacher, Matthews was born near Glasgow, and was always would say ‘Joyce doesn’t want one.’ So I had to fi nd a voice lecturer, mentor, coach and partnership development interested in sport. “I wanted to be [Olympic gold medal pretty quickly!” manager for the Newcastle School Sport Partnership. She gymnast] Olga Korbut. I saw her and I wanted to be a Matthews was hardworking, but unafraid to be diff erent. is a National College of School Leadership (NCSL) certifi ed gymnast.” “I would like to think I kept my head down but there was lead facilitator with 28 years’ experience in developing and She did gymnastics with her father Jack – no club could always that little bit of rebellion. There was the time I was facilitating learning in the education sector. take her on as they didn’t have the coaching infrastructure. dancing at a school show and dyed my hair purple. We Her leadership mentoring and coaching assignments Her father, an accountant who had been a “great gymnast were at the Edinburgh Festival and I thought ‘this is it – I’d for the NCSL and others have taken her to Brunei, China, during his time in the army”, fi led down an old metal better be seen’.” Canada, Zambia and Japan in just the last two years. On the swing for her to use. “He ran with me as well. He taught me At secondary school – Park Mains High in Renfrewshire– day we meet she is facilitating at training organised by the everything.” Matthew’s biggest infl uence was a PE teacher in her University of Nottingham, which has a campus at Ningbo Matthews decided at seven that she wanted to be a PE fi rst year, Miss Falconer. “She was young, dynamic and in China, for a group of headteachers from Guangdong. teacher like the tracksuited woman who moved into the enthusiastic and I think she saw potential in me. She was “They are a great bunch of deep thinking principals – we house next door. “She wore a beautiful tracksuit with the one who told me at 13 you need to join the hockey club. can also learn a lot from their system.” tapered legs– blue with a white stripe down the side. She Thirty-seven years later I’m still playing. My gym knickers She is managing director of her own company and has was lean, she was elegant. She had an Avengers Purdy are older than some of the girls on our team! I now play for clearly enjoyed her many assignments here and abroad: “I haircut. A role model. I thought ‘I want to be Olga Korbut. I Peebles hockey club, who are a great team.” get to learn, I get to meet lots of interesting people, and I can’t quite be her – so I’m going to be Mrs Thompson.’” Her years at Dunfermline College of Physical Education get to travel.” Her mother Margaret was a primary teacher and taught – where she got a 2.1 in human movement studies – sound Matthews is also the author of three other books – all her working life, apart from 11 years off to raise her three joyful. “I absolutely loved it. I loved learning and playing #Unschoolleaders, Inspiring #Unschoolleaders and The daughters, while her uncle was a headteacher. Matthews’ sport.” School Leader’s Guide to Outstanding Writing. “I’ve written mother taught in a “very rough primary school where It was here that she met her future husband Stephen, about leading others, so I can learn it inside out. I think they used to remove the children’s shoes before they a police offi cer. “I’m at this PE college and these four the theme has evolved from me working out how to help belted them so they wouldn’t run home”. This was where boys walk into the dining room – in their shorts – and I SCHOOLSWEEK.CO.UK EDITION 54 FRIDAY, JAN 22, 2016 13

IT’S A PERSONAL THING

Does your family think you’ve lost your Glasgow accent – are you ever tempted to make it stronger when people annoy you? They don’t think I’ve lost it because I always have it on at home, but I do hear myself using more “Weegie” words or phrases when I’m stressed or annoyed.

How did sport make you the person you are today? It gave me the opportunities to learn about myself and what I’m capable of, and I haven’t fi nished playing yet.

Your house is on fi re – what two items would you grab? Son Crawford’s Masters graduation from Oxford University, 2015 My laptop and my hockey bag. Everything else I need is in my head and my heart. Playing hockey for her former team - What’s your idea of a perfect day, and who would you Sunderland Games spend it with? Club Hockey match in the morning, cuddle up with a book in the afternoon, meal out with family and an evening dancing to ’80s music with my Weegie friends. A perfect combination of friends, family and me time.

Where do you see yourself living in future and for what reasons: city or country? City, for choice of opportunities. I can always choose to visit the countryside when I fancy a break. Above: Skiing in Lake Louise, Canada, 2014

Primary 1 at Mearns Street Primary School in Greenock - third row from the front, the end child on the right nearest JOYCE MATTHEWS the teacher.

say to the girls: ‘I’ll have the one with the black eye.’ That was it. He’d been playing rugby at the weekend and was With one of the Playing tag rugby with sons Crawford (left) and Sinclair rather battered and bruised. He was doing a postgraduate principals in Brunei Graduation day at the University (right) diploma.” of East Anglia, 1992 She began her teaching career as a head of PE at North Axholme Comprehensive in Crowle, Scunthorpe. While Curriculum vitae head of PE at Northgate High School in Dereham, Norfolk, she saw a notice for a philosophy (teaching) degree at the Born: May 1965 Career University of East Anglia and signed up. “I got pregnant in Education 1987 – 2001 Head of girls’ PE at positions in the middle of it. I love a challenge! I graduated with my son 1970 – 1971 Mearns Street Primary School, Greenock Scunthorpe and Norfolk Crawford [now 24] on my hip.” 1971 – 1977 Bishopton Primary School, Bishopton, 2001 – 2005 Advisory teacher for PE in Newcastle Crawford is doing a doctorate in history at Hull University, while Matthew’s other son Sinclair is 21 and a Renfrewshire 2003 – 2006 Visiting lecturer for BA (with QTS), ski instructor. Both play rugby league at international level. 1977 – 1983 Park Mains High School, Renfrewshire Northumbria University She got involved with samba drumming because Sinclair 1983 – 1987 Dunfermline College of Physical 2003 – 2011 Partnership development manager, played in a samba band when he was younger. “I used to Education. Degree in human movement Newcastle School Sport Partnership take him to gigs and stand in the audience and you can’t studies 2011 – 2013 Lead facilitator for middle leadership keep your feet still. He left and I joined!” 1990 – 1992 University of East Anglia. Degree in development programme, National Ms Matthews is also a member of an improvisation group. “I saw they had advertised a weekend course and I philosophy of teaching College for School Leadership thought ‘I’m going to try it and push myself.’ I did one show Plus training as a neuro linguistic 2011 – present Managing director, Joyce Matthews that was a competition where the audience votes. It was programming practitioner, lead facilitator Limited – School Leadership Development scary, but it was great.” and in online facilitation and tutoring 2012 – present Operational associate for international How she fi nds the time is anyone’s guess, but she has assignments, National College for also joined a creative writing group. I predict her next book Teaching and Leadership will be another essential read. 14 @SCHOOLSWEEK SCHOOLS WEEK FRIDAY, JAN 22, 2016 OPINION JULIE MARC MCCULLOCH Primary leadership specialist at ROWLAND the Association of CEO of the National Education Trust School and College Leaders Here’s how to make the Partnering up is the pupil premium work We shouldn’t judge disadvantaged pupils better, so their support can be increasingly purely by the academic achievements of personalised. future for academies students in the best schools, but if used well, the premium is the way to lift barriers In 2011, two thirds of primary academies Leadership into “hard” federations (groups of to learning There is a need were standalone – but by 2015 65 per cent maintained schools with shared governance) were in a multi-academy trust. For many found that schools in federations performed ccording to the Fabian Society, the to think about schools, outcomes have improved because better than schools with apparently similar number of children in poverty will success beyond they support each other characteristics that had not federated. Aincrease from 2.5 million today to However, not all partnerships are as 4.4 million by Christmas 2030. Whether that he government’s academy programme effective as others, according to studies terrifying prediction comes to pass remains narrow academic is growing fast. Sixty five per cent of by the Sutton Trust. Its investigations to be seen, but we can be certain that child outcomes Tsecondary schools and 18 per cent into the impact of academy chains on poverty is not going away. The challenge of of primaries now operate outside of local low income students, Chain Effects and tackling educational disadvantage continues. authority control, with their numbers set to Chain Effects 2015, found “very significant There should be no let-up in our efforts. If analysis of the barriers an individual swell rapidly over the next few months. variation in outcomes … both between and At the same time, social policy in areas pupil faces shows parents are not reading at Increasingly, however, those schools such as housing do not make things easier. home to children, it should flag up that the aren’t operating as standalone institutions, Neither do budgetary challenges in schools. child needs to receive even more support in but are finding new and effective ways of While things are not going to become easier, being read to at school. This is what the pupil working together. Back in 2011, two thirds It is shared educational disadvantage can be overcome. I premium is for. of primary academies were standalone, with accountability that believe this because over the last three years I If a school is experiencing high turnover only a third being part of a group. By the spent time in schools doing precisely that. among staff, that is a significant barrier end of 2015, the picture had flipped, with 65 makes a difference, History is littered with examples of poor for disadvantaged pupils. It’s no good per cent of primary academies now forming leadership leading to devastating outcomes spending funding on catch-up intentions, part of a multi-academy trust (MAT). The rather than the for the disadvantaged and vulnerable. Some ICT hardware or music lessons if there is greater size and capacity of most secondary of the worst come from maritime history. a different teacher in class each month. If schools means that the picture here is less type of school Read about the Medusa, the Amphitrite or the recruitment and retention is a challenge, pronounced, but the trend is heading in Batavia for starters. offer excellent continual professional the same direction, with close to half of within chains”. It identified five chains Similarly, school leadership plays a critical development; increase non-contact time secondary academies now part of MATs. that are promoting high attainment for role in tackling educational disadvantage. used to plan and evaluate approaches to So what do we know about the effects of disadvantaged pupils. It is crucial school leaders ensure everyone maximise impact on disadvantaged learners. these changes on England’s schools? It’s fair However it also found that some chains understands their role in making school a One area where there could be significant to say that the jury is still out on the effects of were highly ineffective, and were failing to great place to learn for all: from the school improvement is in primary-secondary academisation per se. Last year’s education improve the prospects of their disadvantaged reception to midday supervisors to governor transition. If a pupil in year 6 has received select committee report into academies and pupils. The reasons for these differences meetings. The same applies whether the intensive support throughout primary free schools put it baldly: “Current evidence weren’t always clear, but the authors note school has 2 per cent or 72 per cent of pupils school, the secondary school has got to does not allow us to draw conclusions on that the groups with the best outcomes for from disadvantaged backgrounds. have this information. Both phases have to whether academies in themselves are a disadvantaged pupils had two things in The most effective schools benchmark take responsibility for continuity of care, positive force for change.” common: they had been running schools for outcomes for disadvantaged pupils against otherwise the learner suffers. The same report was at pains to point out a number of years, and had expanded slowly. the very best schools. Last autumn, I spent There is a need to think about success with that “academisation is not always successful So what does all this tell us? It’s still early some time at Burnt Mill Academy in Harlow. the pupil premium beyond narrow academic nor is it the only proven alternative for a to attempt to draw any lasting conclusions This school never talks about “expected outcomes. If a pupil achieves age-related struggling school. Both academies and state- on the effects of the significant structural levels of progress” or says “you should see expectations at the end of primary but that maintained schools have a role to play in changes taking place in English schools. The the attainment on entry”. They benchmark only lasts two terms at secondary, it can’t be system-wide improvement.” evidence so far, though, suggests that, done against the highest performing London considered a success. While five A*-C grades, So far, so mixed. Where things get more right, formal partnerships can help schools to schools and expect to outperform them. including English and maths, may open a interesting, though, is if we look at the effectively navigate these choppy waters. The term “closing the gap” should be door, it doesn’t necessarily mean a student emerging evidence about partnerships. It is shared accountability that is most confined to the past. Our focus should be will have the confidence or connections to Another education select committee likely to make a difference, rather than any attainment for all. Closing the gap puts maximise those hard won achievements. report, this time focused on school advantage or disadvantage in school types. limits on what disadvantaged pupils can It is important to remember that success partnership and co-operation, found The reason is simple but profound. As the achieve. It assumes they can only do as well may look very different for some young significant evidence for the benefits of formal head of a school that had recently joined as the average score of their more fortunate people with multiple barriers to learning. I collaborations between schools, describing a Mat put it: “We are accountable for each peers. Further, the terminology discourages would never suggest we should have low them as “an increasingly important part of a other, and therefore it is imperative we schools from doing the most important thing: expectations for young people with special self-improving or school-led system”. Eighty support each other to improve.” improving the quality of teaching every pupil educational needs, but we need to look at seven per cent of headteachers and 83 per ASCL, together with the National receives each day. the catastrophic employment statistics. For cent of chairs of governors interviewed by Governors’ Association and the education In the early days of the pupil premium, every young person, success with the pupil the authors described partnership with other law firm Browne Jacobson, has produced one of the mistakes made – extra funding for premium should be about opportunity and schools as “critical to improving outcomes guidance, Forming or Joining a Group children on free school meals – was treating independence. for students”. of Schools: staying in control of your disadvantaged pupils as a homogenous These things take time. The pupil premium Interestingly, the benefits of collaboration school’s destiny, to help school leaders and group. Increasingly, secondary schools are can create time to support disadvantaged aren’t confined to multi-academy trusts. A governors to explore the potential of formal using their pupil premium to create time pupils and creates an opportunity to do more report by the National College for School collaboration between schools. to get to know their disadvantaged pupils with more. TOMORROW’S TEACHING, TODAY

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To view individual blogs visit www.schoolsweek.co.uk/reviews BOOK REVIEW

bravery. He was doing something so much A Generation of Radical Baker, all of the authors have spent most of harder than anything most people ever have their careers as administrators or academics Educational Change: Stories to do. He got up to face it – I could barely look rather than classroom teachers. It’s a self- at him in case he saw me cry when he was from the field enclosed and self-congratulatory group, doing his best not to … Stephen – take care. convinced of its own rectitude, and drawing Edited by Richard Pring and We’re proud of you and we’ll be there when much of its “evidence” from the writings you need us.” Martin Roberts of other group members, or even from the Publisher: Routledge authors’ own previous publications. From Ch-ch-ch-changes in education ISBN-10 1138941913 their sanctuary of impervious left liberal in England righteousness, the group looks out with ISBN-13 978-1138941915 Mike Treadaway horror and disgust at the antics of the nasty Reviewer Anthony Radice: head of rightwing reactionaries that have spoiled After being lured to read this by the catchy English and father of five their fun, and the foolish electorate that title tribute to the brilliant David Bowie I insists on repeatedly voting them into office found myself becoming frightened. I fear that There is also an aloof refusal to engage with teachers are not aware of the consequences This is a rather disparate and anecdotal the example of the independent sector, to of changes to testing. More schools will collection of musings on education over which so many of these ignorant, reactionary become “failing”. No teacher, governor or the last 40 years. The things most of the parents have fled, especially in London. How head wants to face the dire, demotivating and contributors have in common are an odd that they should insist on doing so, even Our blog reviewer of the week crushing consequences of being deemed to adherence to progressive ideas (Plowden is while the ILEA was creating such a wonderful, is Emma Hardy, former primary be failing. “It’s very unlikely that any schools always mentioned with warm approval); a “locally accountable” system. school teacher and union think that they have ‘got it made’ but I do contempt for those outside the professional The honourable exception in amongst organiser @emmaannhardy wonder if they are aware of the changes and fold, particularly politicians and the all the stifling self-referential self- challenges which will come over the next apparently clueless ordinary parents to whom congratulation is Tim Oates, who delivers few years. In particular, the new ‘expected they appeal; and a dislike of a brief and stimulating chapter standard’ will be far more challenging: government interference, which on the importance of stability in Broadly equivalent to level 4B or above in is connected in their minds with assessment, in order to be able Education. What’s it all for? reading, writing and mathematics at Key nasty rightwingers who want to to measure the impact of reform. By @EddiePlayfair Stage 2 Grade 5 or higher at Key Stage 4 … specify what schools teach. Unlike the other contributors, he When the new Grade 5 standard is introduced Ordinary folk are actually engages directly with key Some have called this a pointless debate. I in place of the current C grade standard, we conspicuously absent from ideas, instead of avoiding them have referred to it in the past as a discussion calculate that the percentage of children who the book in general, which by simply sticking political labels that can only be had with a couple of bottles secure this “good pass” level in English and breathes the rarefied air of the onto opponents, or pretending of red wine to take away the pain of the Maths will initially fall by around 23 per cent, chosen few, those champions that the debate does not exist. endless circling debate. Twitter is filled from 58 per cent to 35 per cent.” of “local accountability” who I avoided reading education with people claiming that any answer With test changes like these happening, did whatever they liked in the books for years because they all given that is not about making people is it any wonder the curriculum diet for our heady days before they were actually held seemed to be like this: detached, academic, cleverer must be wrong. If we don’t have children is narrowed and our belief in the accountable, in any meaningful or direct jargon infested, and above all, determined to a collective agreement on the purpose true purpose of education is forgotten? way, to the parents on whose children they prevent a breakout of dangerous common of education, how can we ever decide if inflicted their noble ideals. sense in the sanctuary of the education our education system is effective? Here The Narrows Overall, the book is critical of the top-down theocracy. Eddie Playfair offers his contribution to the @Sue_Cowley approach to educational reform, lamenting If you want to enter the priesthood of education select committee investigation what it sees as the indifference of government educational administration, perhaps you’d into the purpose of education. I loved this Our beliefs about the purpose of education to “professional opinion and serious benefit from learning some of its mystical part: “Education has to help us join the world will affect our reaction to the narrowing of research”. But for all their faults, politicians language by reading books like this. If, on while opening up the possibility of changing the curriculum to ensure children pass tests. are aiming to represent the views of ordinary the other hand, you’re interested in actually it for the better.” Some teachers will see other subjects as people, while the priesthood of professional promoting learning in the classroom, secondary to a secure grounding in maths administrators and academics has no such don’t bother. Do it for yourself instead. In On going into care. And being brave. and English, but at what age can you accountability. This cry of pain from the a refreshing, if brief, departure from the @Headguruteacher sacrifice the entitlement to a broad and comfortable professional class is unlikely to ivory tower, Pring notes the phenomenon of balanced education? How are the year 2 find much sympathy with ordinary people. teachers using social media for professional There are few blog posts now that make me teachers feeling in your school? How are But then, they’ll never read it anyway. development in positive tones. cry, but reading this moved me. Tom always you feeling after reading the Datalab blog? Aimed at “aspiring headteachers and policy More typical of the contributors’ attitudes, writes with such respect and such genuine Here, Sue highlights some of the many makers”, the tone of the book is that of an however, is Peter Wilby’s dismissal of the warmth and this post is no exception. When problems in getting children to resit SATs internal discussion between initiates, not a “poorly informed comment” of blog writers, our students don’t always follow the mythical in year 7. “Why on earth would we decide broader appeal to the population at large. One unless they be his allies, of course, as in the line of progress and schools are condemned to compound problems of transition by wonders whether it would be considered by case of the Local Schools Network, who I can only conclude that politicians and adding the stress of a test they must ‘pass’ some of the contributors a distasteful sort show an admirable determination to support the media forget that life happens to our after less than 100 days at a new school? The of demagoguery even to attempt to appeal local bureaucrats in their efforts to criticise students. The way Tom recounts the reaction biggest reason why this idea is so worrying to those not initiated into the labyrinthine the creation of schools such as Katharine of staff when this pupil leaves reminds us is because of what will happen to the mysteries of modern public education. Birbalsingh’s Michaela Free School. that schools are more than just places to curriculum for these children. I can already The title suggests that the book aims to NEXT WEEK learn, they are places of support and love imagine the interventions, the narrow set of report what is actually going on in schools. The Rise of the Robots’ too. “And then the taxi came. Time to go. subjects, and the after school classes. What The “field” suggests the arena of battle. by Martin Ford We said goodbye. And, once he’d left, we all kind of way is this to inspire children as they Nonetheless, with the exception of one Reviewed by: Matt Hood crumbled. It wasn’t his sadness – it was his begin a new chapter?” journalist, and, of course, the venerable Lord SCHOOLSWEEK.CO.UK EDITION 54 FRIDAY, JAN 22, 2016 17

What research are you working on? RESEARCH CORNER – dinner ladies, chairs of governors, We’ve been looking at what “outstanding” headteachers – what they told us was means. We started off to try and pin down that the really important parts of being what it meant. We found that part of that outstanding didn’t feature anywhere in the is the word outstanding equals Ofsted, and Ofsted common inspection framework. interestingly that was for both teachers and What’s unique about this particular students. Q&A approach is that no one is actually talking The research emerged from two separate ANDREW about the emotion of inspection. People projects. One was in the further education think there are other things about being and skills sector: that was quite a large-scale CLAPHAM outstanding: trust, empathy, relationships, project. We spoke to 30 diff erent colleges, fun, understanding, intuition – all of these we’d framed FE practitioners to be action PRINCIPAL LECTURER, SCHOOL OF EDUCATION, NOTTINGHAM TRENT UNIVERSITY parts are absolutely vital for outstanding researchers, and they sent back to us their practice, but as I said, don’t feature understanding of what outstanding was. anywhere in the inspection framework. The other bit was looking at one Legitimation, performativity You can understand why, because how is outstanding school in a lot of detail. We an inspector going to go and see whether interviewed students. We also interviewed and the tyranny of a those things are there or not? people in the offi ce. For instance one of the premises managers told us that he knew if a ‘hijacked’ word What do you hope its impact will be? lesson was outstanding or not! So he might I’m a policy sociologist, so I look at be outside in the corridor fi xing a light bulb inspection as a policy and I see how people or something, and he would know if it was says outstanding is and what our informants claim for outstandingness. enact that, and not implement it. There’s an outstanding lesson just by listening to the say outstanding is. a nuance there between the two. I look conversations, the tone, and the interactions Of course, there are loads of similarities, What’s the main message? at how people enact it in their day to day between students and teachers – which was a lot of the things in the common That this word “outstanding” has, in many work, and that can be students as well as interesting. inspection framework like attendance and cases, as one of our informants told us, been teachers. I am hoping that a report like this behaviour and all those things, they come hijacked by the inspection narrative. will infl uence policy, and enable inspection You say this research is interesting, up obviously, but there’s a tranche of vital When we dug a little deeper, we found to take account of these hard-to-measure why is that? emotional elements that just don’t feature in out that what year 9 and year 10 pupils were emotional aspects of outstanding practice. The headline fi nding is that there’s a the common inspection framework. And the telling us what they thought outstanding Recommended study: Stephen Ball’s work disconnect between what the inspection argument is that this kind of negates any was, plus a whole range of other people on performativity. A week in Westminster Your regular guide to what’s going on in central government

The spreadsheet gives all expenditure named after the government’s newly auditor, looking at currency, didn’t have over £500 on a government procurement launched anti-extremism website. We something to do with the DfE suddenly thursday: card (so not standard things bought like to imagine the bods paid to come deciding to bring back commas in maths No more Chris Wormald! The much-loved centrally or planned in advance). up with that name sitting round a table teaching (see page 6). He wouldn’t just chief of the Department for Education Most things are quite dull – legal … “Being rad is sad” … no … um … “Hate decide something like that on a whim (DfE), and favourite of this column, is books, computer equipment – but on mate?” Helpfully the phrase “educate now, would he? to become the chief of the Department December 8 a transaction of £804.96 against hate” was ready to lift off the shelf of Health. We grieved in the offi ce by is described as being for “external as it has been used for many years in sharing our favourite of his moments: meeting facilities for a senior civil LGBT circles, with an entire programme wednesday: including the time he defended the DfE dedicated to it in America. No doubt they servant workshop, no internal facilities Lest anyone be concerned that Christmas party at which senior civil will be glad of the confusion the UK’s new available”. Given the DfE’s offi ces are the radicalisation is not a real threat, fear not, servants wore hats with “new year’s website will now cause. size of a small palace this seems unlikely MP Jim Shannon has another enemy for resolutions” written on (which happened unless someone forgot to book the room, Elsewhere, at the World Education you to worry about. to involve cutting people’s jobs - erk). but then I guess we don’t know the size of Forum, Nick Gibb gave a speech and used During a parliamentary debate to Don’t worry though, we already shot the civil servants. scientifi c evidence (read: the work of a discuss the inspection of unregistered an email over to some health journos to few select psychologists) to show how Even more curious is that the education establishments (page 2), such mention his large taxi fare bills. everything he thinks is correct. transaction was paid to “My Donate”. A as Sunday schools and madrassas, he said Aw, bye bye Wormald. We’ll miss you. quick check on Companies House reveals There was one weird bit where he that new measures would mean Ofsted no business listed with that name. BT changed from talking about the wonders inspectors visiting bell-ringing classes operates a charitable giving website of education technology for homework and Sunday schools. “They’ll be sitting with the same name. Which leaves the to suddenly suggesting web-based at every corner with their black shirts on friday: question: which charity charged £804.96 learning was the least eff ective form of waiting to do the business.” to a super-sized gaggle of civil servants instruction. Shrug? Dunno. Pub? Blackshirts is the nickname of the for a meeting room? He also mentioned hanging out with 1930s British Union of Fascists. Quite the a former accountant who became a remark. monday: teacher. Week in Westminster wonders if Nick Gibb, who used to be an accountant, I spy with my little eye a rather weird line tuesday: CHECK OUT @SCHOOLSWEEK FOR LIVE wishes he had become a teacher. Also in the DfE’s latest budget release. TWEETS OF WESTMINSTER EVENTS Today was Educate Against Hate day, we pondered if Gibb’s years spent as an 18 @SCHOOLSWEEK SCHOOLS WEEK FRIDAY, JAN 22, 2016 School Bulletin Minerva Primary Academy pupils demonstrate the fi rst aid skills they have learned during the Bristol biker SkillForce Junior Prince’s Award student from Bristol has been ranked seventh in the AUK and 22nd in the world for trial bike riding. Victoria Payne, 17, attends King’s Oak Academy and rides for the Malcolm Rathmell Sport team and competes in races across the country and Europe. She also rides for the Great Britain Youth Squad, dedicating more than 10 hours per week to practising, plus gym work.

Victoria has ridden since x the age of six and her most notable achievement to date was winning the 2014 British Awards scheme goes national Championship youth class. n awards scheme to help To mark the launch, pupils at “I think it’s brilliant to be schoolchildren become self- Minerva Primary Academy in Bristol seventh in the UK, I have trained Aconfi dent and resilient has been showed some of the fi rst aid skills they are and worked hard for this,” Victoria launched nationally. The SkillForce Junior learning as part of the award project. The says. “I would like to thank Prince’s Award scheme comprises 40 demonstration included working in small my family and my sponsors hours of activities that include teamwork groups on resuscitation mannequins and for their endless support and challenges and community projects. practising the recovery position. encouragement.” It is delivered in schools by SkillForce Principal Peter Hallam says: “We are Thomas Taylor, Victoria’s tutor Victoria Payne displays her trial bike riding skills instructors, who are predominantly ex- thrilled to be the fi rst school in at King’s Oak Academy says: “Staff and students at King’s Services personnel. Bristol to launch the SkillForce Junior Oak are immensely proud of So far, the scheme has reached more than Prince’s Award, which is enabling our Victoria’s achievements and wish x 3,000 pupils from Yorkshire, Birmingham pupils to develop qualities and skills her continued success with her and London and is now being off ered across that will support them for the rest of trial bike riding career.” the country. their lives.”

MONEY MANAGING FEATURED Students’ app could save a life SCHEME EXPANDS life-saving app developed by three pupils from Suff olk for use Funding for a Ain schools across England is now fi nancial education available on the iTunes app store. programme that The fi rst aid platform, called Fab, short helps primary for First Aid Buddy, was devised by year schoolchildren to manage money and learn 11 students Gemma Marsh, Ned Nettleton how to save has been expanded. and Alfi e Sagon at Ormiston Sudbury The £500,000 funding for LifeSavers, Academy. It is designed to be a pocket fi rst a joint Church of England and Young aid assistant for children that demonstrates Enterprise fi nancial education programme, basic triage principles for all minor injuries was announced by the Treasury last week, in a simple, concise and easy to use format. meaning it can expand beyond the pilot The app also caters for the inclusion of scheme currently underway. an emergency number which will alert the The programme uses a three-stranded parent or guardian of a child at the same approach, which includes practical, hands- time as presenting a fi rst stage treatment on transactional learning about money synopsis. With a bright colourful interface, through school savings clubs; values-based the students hope it will be easy to locate fi nancial education resources and training on a phone in an emergency. for teachers; and off ering support for Fab team member, Gemma says: parents, carers and the wider community to “I’ve been doing life saving at my local help children learn about money. swimming pool for the last eight years and LifeSavers is being used in six primary during that time, I have learned basic fi rst schools in Bradford, Nottinghamshire and aid to be able to deal with incidents like south east London but will now be rolled out choking, resuscitation and how to deal From left: Alfi e Sagon, Gemma Marsh and to a further 120 schools. Ned Nettleton show off their Fab app with diff erent types of casualties. Young Enterprise chief executive Michael “I feel it is better for young people to be Ormiston Sudbury Academy headteacher, professional tool. We are very proud of Mercieca said: “I would like to thank the prepared and know about these things Caroline Wilson says: “I am extremely their achievement.” Treasury for this generous funding towards as they can often happen to children and impressed by the app our students Jon Rashid, head of 3D development the LifeSavers project. young people.” produced. They researched rigorously to at Gaia Technologies, says: “We believed “Young Enterprise is delivering this The group’s idea was brought to life fi nd a gap in the market of fi rst aid support right from the start that this was a well project, working with the Archbishop’s Task after Gaia Technologies and Ormiston and supplied an exceptional product to fi ll thought-through proposal and were happy Group on Responsible Credit and Saving, so Academies Trust ran an app development that gap. to provide technical support throughout this extra funding means we can reach more competition across its 27 secondary “They worked hard to perfect the the process. Hopefully this will be the fi rst than 40,000 primary school children with schools. platform, the result being a highly of many more such projects.” this rewarding opportunity.” SCHOOLSWEEK.CO.UK EDITION 54 FRIDAY, JAN 22, 2016 19 MOVERS & SHAKERS Your weekly guide to who’s new and who’s leaving

loreat Education Academies Trust in the summer. (Feat) has appointed Janet Hilary as Ms Stokes joined the school as a supply Fits fi rst chief executive. teacher but swiftly made her way up through Ms Hilary, the current executive the ranks of assistant head of year, head of principal of the trust, will begin the year, head of lower school, head of pastoral position from 1 February. and then head of education. The trust’s founder and current She says her fondest memories are from managing director, James O’Shaughnessy, being a classroom teacher and head of becomes a senior adviser as he pastoral systems and sharing breakthrough balances his role at Feat with his new moments with pupils. responsibilities as a member of the House Janet Hilary Kate French Debbie Stokes “I’ve had some sad cases including a child of Lords. Kate French has been appointed as the full- To achieve this, Ms French says the trust who had an alcoholic mother who knew Ms Hilary has been a head for the time lead for welfare, inclusion and special will have a lot of engagement with other they were going to die eventually and how last 20 years, including at national educational needs and disability (SEND) at agencies as well as taking part in a families they have managed to get through,” Ms training school St George’s CE School in The Education Fellowship. and schools together project. Stokes says. London, Battersea. She says she is a “true The role is the fi rst of its kind at the multi- Ms French has worked in a range of schools “I also took a disabled child on a ski trip believer” in character education “and that academy trust and will involve Ms French across Northampton and Wellingborough for which I thought was amazing. He was is why Floreat is such a natural home for overseeing the day-to-day operation of the 23 years. wheelchair bound and taking him away and me”. Fellowship’s SEND policy. She completed a degree in education at watching him skiing and enjoying being As chief executive, Ms Hilary says she Ms French will also manage inclusion for the University of Northampton and then a the same as everybody else was an absolute will create a group of “truly world class” students with additional educational needs, masters at the University of Leicester. highlight.” schools by training inspirational teachers lead the development of diff erentiated A national leader in education, Ms Stokes in-house and working in close partnership learning across all academies, as well as Debbie Stokes, current principal at once gained a National Teaching Award with parents. mentoring individual teachers who require Greensward Academy in Essex, has for community contribution following a Ms Hilary says she is also passionate development and training in classroom skills. announced her retirement after 32 years at nomination from a parent. about encouraging more women to She says: “We recognise that for some the school. She studied science at York St John take the top jobs in education. She ran children there are barriers that we need The 65-year-old will step down from the University before completing a master’s in a national conference for empowering to break down, whether they are social, top role, which she has held since 2008, education at Anglia Ruskin University. women in school leadership in 2015. emotional, cultural barriers, which stop them “I’m here and reaching back to bring all learning and this role is there to breakdown If you want to let us know of any new faces at the top of your school, local authority or organisation please let us know by emailing [email protected] of the others with me,” she says. those barriers.”

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Terms and conditions apply - [email protected] please contact us for details 20 @SCHOOLSWEEK SCHOOLS WEEK FRIDAY, JAN 22, 2016 jobs

Are you ready to take HEADTEACHER PART OF the next step in your career? Salary: Group 7 – up to £100k WILLIAM HOWARD SCHOOL, BRAMPTON, CUMBRIA Part of the William Howard Trust, leading the way We are looking for Talented in education in North Cumbria, William Howard School is a popular and oversubscribed school Professionals to join our team It is a vibrant and inclusive community where students and staff are valued, encouraged and supported to fulfil their potential. Primary, Secondary & Special Opportunities We are looking for an outstanding headteacher, with the passion and Come along to our Recruitment Event on Saturday 6 February vision to lead and develop the school on its journey to outstanding. 10am - 1pm at the Nottingham Playhouse

Transform Teaching School Alliance is a Joining a Transform school is an important Download our application pack at www.williamhoward.cumbria.sch.uk dynamic and innovative partnership of 50 step in building a long and successful career member schools in and around Nottingham, in teaching. If you are serious about your Closing date for applications Friday, 5 February 2016 Nottinghamshire and Derby. professional journey you can be assured that we will help you achieve your full potential. Our schools currently have positions for N QTs, classroom teachers and leaders in both We are offering free and confidential career Primary and Secondary schools for a September coaching on the day with help and advice 2016 start. from our member schools on completing your application, finding the right school and We like to do things differently at Transform; we position to take you to the next stage are an inclusive partnership that is passionate in your career. about finding the right people and delivering a professional development & support programme that nurtures our teachers to ensure the very best outcomes for children.

• Meet over 25 schools • A taste of the Transform with vacancies Professional Journey for teachers • Free and confidential and leaders TO ADVERTISE CALL career coaching • Free lunch and refreshments • Advice and support to • Workshops for N QTs and applicants HANNAH ON complete your application for Teacher Training 020 3432 1394 For further information and to register your interest please contact the [email protected] Transform Tea m on 0115 982 5090, visit www.transformteachingschool.co.uk WWW.SCHOOLSWEEK.CO.UK or just turn up on the day.

HEADTEACHER Hanover Primary School, Islington

SCHOOL GROUP: SIZE 3 SALARY: L18 – L24 (£65,325 - £74,518) PER ANNUM SALARY NEGOTIABLE FOR OUTSTANDING CANDIDATE. START DATE: SEPTEMBER 2016

This is an exciting opportunity for an excellent leader to build on the work which has already been • A school building that was completely refurbished in 2011-12 done in the school to drive our focus on high achievement. You will be ambitious for the school, be • In a great location – situated in the heart of Islington by the Regents Canal, we are close to the able to build good relationships, and embrace the vibrancy and inclusiveness we value. City and have excellent transport links

You will: If you believe you have the vision, drive, determination and enthusiasm to grasp the opportunities • Lead the school community this role offers, we would love to hear from you. • Value every child’s achievement • Have a proven track record of school improvement Visits to the school are welcomed and encouraged. Please contact our School Business Manager, • Proactively lead the development of teaching and learning so that it becomes outstanding Mel Burrows on (0207) 689 8949 to arrange a suitable date. • Have an understanding of current changes in education and future direction, including governance structures To apply, please click here or apply online via www.islington.gov.uk following the jobs link. If you • Continue existing and develop new partnerships with other schools require assistance, please email Schools’ HR on [email protected].

Why Hanover could be the school for you: • A richly diverse school with a strong community ethos Closing date: Noon, Monday 1st February • A supportive governing body and good infrastructure of staff and team leaders • A ‘Good School’ that wants to be better Interview: 8th and 9th February 2016

Hanover Primary School is committed to safeguarding and promoting the welfare of children and young people, and expects all staff and volunteers to share this commitment. SCHOOLSWEEK.CO.UK EDITION 54 FRIDAY, JAN 22, 2016 21 jobs

Assistant Headteacher The Garden School, Hackney £62,000 - £67,500

We are interested in hearing from candidates with experience of successful middle or senior leadership gained in special education who have

• Experience as an outstanding classroom practitioner for pupils with autism and learning difficulties in a special educational setting

• Recent proven experience of leading, motivating and inspiring individuals and teams in such a setting

The successful candidate will have

• A thorough knowledge and track record of leading the development and delivery of an outstanding curriculum for primary and secondary students with complex needs and autism.

• The ability to analyse data to evaluate the performance of pupil groups, pupil progress and plan an appropriate course of action for whole school improvement.

• An understanding of the Early Years Foundation stage curriculum

• The leadership, professionalism, inter-personal and communication skills to motivate and inspire class teachers.

• The proven ability to work collaboratively in a multi professional team to secure successful outcomes for children and young people.

We can offer

• A talented, hard-working and supportive school team

• A purpose built school with excellent facilities and a friendly working environment

• An exceptional opportunity to develop your career in school leadership

• A comprehensive induction programme and excellent opportunities for CPD. At The Garden we are committed to safeguarding and promoting the welfare of children and we expect all staff to share this commitment.

For this post pre-employment checks will be carried out, references will be sought and successful candidates will need to undertake an enhanced CRB check. We welcome applications from all sections of the community, regardless of gender, race, religion, disability, sexual orientation or age.

Closing date for applications: Friday 29th January 2016 Interviews: Week beginning Monday 8th February 2016 Applications and enquiries to: [email protected] 22 @SCHOOLSWEEK SCHOOLS WEEK FRIDAY, JAN 22, 2016 jobs

HEAD TEACHER GLENESK SCHOOL, EAST HORSLEY, SURREY

Founded in 1925, Glenesk is the only independent Pre-Preparatory school in East Horsley, Surrey. A small school, where every child is known and nurtured, we place an emphasis on developing both a child’s character and academic abilities.

We are now looking to recruit a Head Teacher to lead this thriving, community focused school on to further success.

Closing date for applications is 09:00 am 05 February 2016 Post to commence September 2016 Attractive remuneration package provided

If you would like to apply for the above post, an application form and further information can be downloaded from www.cognitaschools.com

Cognita Schools is committed to safeguarding and promoting the welfare of children and young people and expects all staff, volunteers and other third parties to share this commitment. Safer Recruitment practice and pre-employment background checks will be undertaken before any appointment is confirmed.

Parnwell Primary School Deputy Headteacher (L6 – L10) Start Date: Easter 2016

We are seeking to appoint an experienced, enthusiastic and ambitious Deputy Headteacher to join our friendly team and deliver a high quality education from Easter 2016.

The Governors are also offering a generous relocation package to the right candidate.

Application Deadline: 31st January 2016

For more details and to apply, please visit:

teachpeterborough.co.uk/school/parnwell-primary-school Or contact Rebecca Ims on 01733 349182 or [email protected] SCHOOLSWEEK.CO.UK EDITION 54 FRIDAY, JAN 22, 2016 23

HEAD TEACHER, HALTON

Apply by: 12noon on 28th January 2016. Location: Widnes, Halton, Cheshire. Starting date: September 2016 Contract type: Full Time Salary: Group 3 school Contract term: Permanent

Lunt’s Heath is an outstanding Primary School located in Widnes, Cheshire. It is a popular, happy and friendly school where children enjoy learning and are

given every opportunity to reach their full potential.

Our aim is to provide a safe, secure and stimulating environment where children feel valued and respected and are motivated to become independent and confident

learners and thinkers and who will become responsible, trustworthy and caring members of society. We seek to appoint an enthusiastic and inspirational Head Teacher to

continue to develop the ethos of this school, which has an excellent reputation.

Due to the retirement of our highly successful Head Teacher, this is an exciting opportunity to lead a thriving and high achieving school which has an effective

senior leadership team in place. Our new Head Teacher will build on our success, but will bring their own vision and experience to enable the school to continue

to grow and develop.

THE PUPILS, STAFF, GOVERNORS AND PARENTS ARE LOOKING FOR * a caring, supportive environment between staff and children;

SOMEONE WHO WILL: * an inspirational, forward looking leadership team and dedicated, experienced staff;

* have a background in teaching but also a proven track record in leadership and managerial * supportive governors and parents;

ability; Responsible to the Governing Body and the Local Authority

* strive to maintain the special nature of our school. Salary: Group 3 school, in the range of L18-L23.

* continue to provide our pupils with a happy, safe and secure environment For an application form, please call the school office on 0151 423 3322. Informal visits to

* offer a reassuring presence to maintain all the qualities that make us an ‘outstanding’ school school are encouraged, please call the office as above.

(Ofsted 2014);

AT OUR SCHOOL YOU WILL FIND: Closing date: Thursday 28 January at 12noon.

* happy, bright, well balanced and enthusiastic children; Shortlisting: 1 February 2016. Interviews: 10/11 February.

Safeguarding statement: We are committed to safeguarding and promoting the welfare of children. We follow safer recruitment practices and appointments are subject to an enhanced DBS check.

To apply, please call: 0151 423 3322

TO ADVERTISE CALL HANNAH ON 020 3432 1394

[email protected] WWW.SCHOOLSWEEK.CO.UK 24 @SCHOOLSWEEK SCHOOLS WEEK FRIDAY, JAN 22, 2016

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