the million-pound not-so-free schools: book review: bailouts for the true cost of interrogating failing schools gove’s project school training page 3 page 11 page 20

SCHOOLSWEEK.CO.UK FRIDAY, JANUARY 26, 2018 | EDITION 127

PORTER: WHY TEACHERS SHOULD SWAP THEIR CLASSROOMS FOR CELLS PROFILE P16-17

SCHOOLS TOLD TO ‘GET THEIR ACT TOGETHER’

Trusts failing to comply with new Baker Clause requirement PICKING APART Leaders argue there’s been little promotion of new law 2017 GCSE EXAM

ALIX ROBERTSON DATA PAGES 3,6-7 @ALIXROBERTSON4 Investigates Page 5

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@TOM_MENDELSOHN @ALIXROBERTSON4 [email protected] [email protected] THE DIGITAL DEGRADING OF PISA JAN Jess Pippa TESTS Staufenberg Allen-Kinross DUBIEL SENIOR REPORTER REPORTER Page 10

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JESS STAUFENBERG Harrop Fold School which recently featured in WHO GOT WHAT? the Educating Manchester series on Channel 4. @STAUFENBERGJ GRANT RECIPIENT GRANT AMOUNT AWARDED Exclusive This ‘good’-rated school is struggling with a UFFCULME SCHOOL £213,000 An emergency government funding pot large financial deficit but is unable to secure CAMBRIDGESHIRE EDUCATIONAL TRUST £202,065 for schools “in danger of imminent failure” emergency funds to help. WOOD GREEN ACADEMY £172,789 handed out £2.6 million to 29 schools in the “It’s difficult because there’s this perception CHEADLE HULME HIGH SCHOOL £167,000 past year, Schools Week can exclusively reveal. you’re a good school and you don’t need UNITED LEARNING TRUST £150,000 But it hasn’t always helped: one school is the money,” said Drew Povey, the school’s ORCHARD HILL COLLEGE ACADEMY TRUST £149,206 in the process of closing down despite three headteacher. “But we do have real challenges ARTHUR TERRY LEARNING PARTNERSHIP (MULTI-ACADEMY TRUST) £144,275 separate handouts worth over £400,000 in and it would be great to apply for help with a CHEADLE HULME HIGH SCHOOL £136,000 total. chance of getting it.” DIOCESE OF CHELMSFORD VINE SCHOOLS TRUST £135,140 The emergency fund was established in Povey said large amounts of money should ASHLEY DOWN PRIMARY SCHOOL (BRISTOL PRIMARY TEACHING SCHOOL ALLIANCE) £107,085 April last year as part of the Department for be spent where pupils’ futures were at risk, CHEADLE HULME HIGH SCHOOL £100,875 Education’s Strategic School Improvement but warned it should not be withheld “until CORSHAM PRIMARY SCHOOL (PICKWICK LEARNING) £94,901 Fund, and can only be awarded under disaster struck”. RUSHEY MEAD ACADEMY (RUSHEY MEAD EDUCATIONAL TRUST) £74,900 “exceptional circumstances.” “There’s a feeling that money is thrown at THE DALES TEACHING SCHOOL ALLIANCE £70,000 Funds are only given to trusts supporting schools once the horse has already bolted,” he LION ACADEMY TRUST £68,445 either an ‘inadequate’-rated maintained said. LION ACADEMY TRUST £68,445 school that is not converting to academy United Learning also received £150,000 to PLYMOUTH CAST £62,700 status, or an ‘inadequate’ academy which is support Sedgehill School in south London. The LORETO GRAMMAR SCHOOL £61,680 not moving sponsor. trust was advised to apply for the emergency LION ACADEMY TRUST £60,975 Coasting schools are also eligible, as are funding after Sedgehill was put into special NORTHERN START ACADEMIES TRUST (SKIPTON GIRLS’ HIGH SCHOOL, previously ‘outstanding’ schools which have measures in 2016, according to a United NORTHERN LIGHTS TEACHING SCHOOL ALLIANCE) £51,160 fallen to ‘requires improvement’, or any school Learning spokesperson. EAST ANGLIAN SCHOOLS TEACHING ALLIANCE (BASED AT NOTRE DAME HIGH SCHOOL IN THE ST JOHN THE BAPTIST CATHOLIC MULTI-ACADEMY TRUST) £50,000 where “strong local intelligence” suggests it Sedgehill remains a maintained school as THE RUTLAND LEARNING TRUST £49,800 could drop to ‘inadequate’. it cannot find a sponsor, despite its close LEIGH ACADEMIES TRUST £40,175 Three separate grants of £167,000, £136,000 relationship with United Learning. The trust STUDLEY HIGH SCHOOL £38,354 and £100,875 were channelled to the Cheadle would not explain why a takeover has not TAUHEEDUL EDUCATION TRUST £37,000 Hulme High School to support the nearby taken place. PRINCE ROCK PRIMARY SCHOOL £32,229 Manchester Creative Studio, after a damning Taunton Academy in Somerset meanwhile THE SPONNE SCHOOL (THE SWAN TEACHING SCHOOL ALLIANCE) £30,000 Ofsted report plunged it into special measures. received £213,000 via nearby secondary CORSHAM PRIMARY SCHOOL (PICKWICK LEARNING) £19,791 Even though £403,000 has been spent academy Uffculm School in Devon. The on the school, the local regional schools school is now on its way to escaping special the emergency funding pot was a “good idea” said real-terms cuts to school budgets commissioner Vicky Beer warned parents measures. because exceptional circumstances can hit all meant more would be “pushed to the cliff last month she was running a consultation to Dan Moynihan, the chief executive of schools, particularly smaller ones with fewer edge”. consider closure, according to the Manchester Harris Federation, which has taken over resources. “Emergency funding may help here and Evening News. several underperforming schools but did not But Valentine Mulholland, head of policy at there, but what we really need is sufficient The situation contrasts with the fate of receive any additional funding, said he felt the National Association of Head Teachers, investment across the whole system,” she said.

FEWER SCHOOLS ARE 365 secondary schools fall below the floor... COASTING, AT LEAST

Fewer schools were labelled ‘coasting’ this boards, governors and inspections to “avoid SCHOOLS WEEK REPORTER year, according to the government’s latest data leaping to judgement on the basis of these @SCHOOLSWEEK release. performance tables”. Coasting schools are defined as having a More secondary schools have fallen below “They only tell us a limited amount about progress score of below -0.257 in 2017, and floor standards, according to new figures the true quality of a school. The qualifications below -0.256 in 2016, with fewer than 60 per from the Department for Education. system is undergoing significant change cent of pupils achieving five A*-C grades in This year 365 (12 per cent) secondary and there will continue to be turbulence in 2015, including English and maths. schools dropped below the standard for the summer 2018 with the next phase of new- Now, 271 schools (9.6 per cent) meet the 2017 exam series, compared with 282 last style GCSEs.” definition, a decrease on the 319 (11.3%) year (9.3 per cent) – an increase of 29 per The removal of writing assessments from defined as coasting in 2016. cent. key stage 2 scores also affected scores. The Department for Education said more The government said the increase was School leaders have already complained schools were caught under the label based on caused by a wider spread of Progress 8 scores about quirks in the progress score and the their 2017 results alone, but across the three last year – as more schools scored either very education department has committed to years fewer met all criteria for inclusion in the negatively and very positively. changing the methodology in the 2018 cycle. category. Changes to GCSEs, including the reformed London schools are least likely to fall below Where a school falls into the coasting 9-1 English and maths GCSE, caused the the floor standard, and secondary schools category, a regional schools commissioner or greater variance as top performers now in the north-west and north-east are most local authority will contact the school to look receive a ‘9’ score, as opposed to a top mark likely. at its context and consider what action, if any, of ‘8’ under the old GCSE system, elongating However, Nick Gibb (pictured), the should be taken. The school may be told to the difference between the best and worst schools minister, said the data shows that become an academy or be taken on by a new performers. teachers and pupils are “responding well” sponsor. Geoff Barton, the general secretary of these changes are the main reason why to the government’s “new more rigorous According to new guidance issued to the Association of School and College there has been an increase in the number of curriculum”. councils and commissioners this week, formal Leaders, accused the government of “once schools which are deemed to be below the “The attainment gap between the most intervention in coasting schools should happen again moving the goalposts” with its new ‘floor standard’ for Progress 8,” he said. disadvantaged pupils and their peers has “only in the rarest circumstances”. 9 to 1 grading system, which he said had “It is extremely unfair that more schools narrowed by 10 per cent since 2011, and more Last year, formal action was brought against complicated the way in which the headline find themselves in this situation because of disadvantaged pupils are studying the core only one school that met the definition, and measures of school performance are complex changes to the way in which this is academic subjects, ensuring they have the officials expect the likelihood of formal action calculated. calculated.” knowledge and skills they need to make the being required to remain “very low”. “As the DfE itself says in today’s statistics, Barton urged the government, trust most of their lives,” he claimed. 4 @SCHOOLSWEEK SCHOOLS WEEK FRIDAY, JAN 26, 2018 NEWS THREE NEW SCHOOLS NETWORK TRUSTEES RESIGN Warrington UTC enrages neighbouring schools by ‘poaching’ pupils

Three long-serving trustees of the New Schools ALIX ROBERTSON The Education and Skills Network, the free schools advocacy charity run @ALIXROBERTSON4 Funding Agency is now by Toby Young, resigned from their posts earlier attempting to claw back a this month, Schools Week can reveal. According to the NSN, they all resigned A university technical college in Cheshire combined debt of over £11 because they reached the end of their terms has infuriated local schools after it invited million from 39 of the UTCs still of office, and not due to the recent furore over its 2018 intake to start this month – a open in 2016-17. numerous offensive comments Young was found potential breach of the government’s school UTC funding is allocated based to have made. admissions code. on estimated student numbers, According to Companies House, Diana Berry, The pupils were due to join UTC so if their actual enrolment is Michael George and Barbara Harrison all Warrington, which offers science and lower than predicted they have had their appointments at the organisation engineering courses for 14- to 19-year-olds, to repay the excess money. terminated on January 9. in September, but it suggested they move in The schools which have lost Harrison, the former chief executive of the January instead, reportedly leaving it up to pupils to UTC Warrington could Girls’ Day School Trust and founder of The the children to inform their previous schools now be asked to return money Belvedere in Liverpool, the first independent sector academy, became a trustee of the NSN that they would depart at Christmas. to the government, as their in November 2009, a few months after its This decision to “poach” its new intake funding is also directly related to the number relationships between schools and incorporation. nine months in advance of the conventional of pupils they teach. the UTC.” George, the founder of wealth management start date has caused outrage in the local The UTC has been scolded by for its Jones has told the local newspaper, The firm MaxCap Partners, has served on the area, and the skills minster Anne Milton has “unwise decision” by one of its own founding Warrington Guardian that she found it NSN’s board since May 2012 and Diana Berry, a acknowledged “concerns” that the UTC’s members, Steven Broomhead, who is also “astonishing” that the UTC had recruited former director at auction house Sotheby’s and actions may be “in breach of the admissions chief executive of Warrington borough the pupils early “without approval from the current trustee at right-leaning think tank Policy code”. council. Department for Education”. Exchange, was appointed in August 2015. “We are taking this seriously and are in “Members” are effectively the owners “The actions of the UTC have damaged Young’s suitability to lead the NSN was called discussions with the UTC, the local authority of a UTC, involved in setting it up and many schools and will lead to yet further cuts into question after numerous offensive tweets and representatives from local schools,” she responsible for important decisions, in their budgets,” the MP said. came to light. However the organisation stood by him after he said in response to a written parliamentary but Broomhead did not mention his She has subsequently tabled questions to was forced to resign from his role at the question from Warrington North MP Helen involvement. the government, asking it to compensate the new universities regulator, the Office for Jones. “The council was very disappointed by schools that have lost money. Students. Filling pupil places has been a constant the unwise decision of the UTC and are In response, Nadhim Zahawi, a junior problem for UTCs. A Schools Week unimpressed by its educational principles,” minister at the DfE, wrote a letter on January investigation revealed last week that almost he said. “We have met with the UTC to 19, saying “no schools will lose funding in CARILLION BUILDING PROJECTS every UTC missed their recruitment targets discuss the matter and in particular how, the current academic year for those year 9 MAY NEED TO BE REPROCURED in 2016-17, meaning they were overpaid by in future, our young people’s interests pupils who have made an early transfer to the government. could be better served by developing good Warrington University Technical College”. A “small number” of school building projects run by Carillion may need to be reprocured, the education secretary has admitted. DFE BOARD MEMBER QUITS AMID CHARITY DINNER SEX SCANDAL In a letter to the parliamentary education committee, Damian Hinds said the construction the 21st century, allegations of this kind are FREDDIE WHITTAKER and outsourcing firm, which is going into still emerging,” said Milton, with the new @FCDWHITTAKER liquidation, is also still responsible for some education secretary Damian Hinds at her outstanding work on DfE building contracts, but side. that officials do not expect “significant issues” in David Meller, the organiser of the disgraced “Women have the right to feel safe getting the job done. Presidents Club charity dinner, has resigned wherever they work, and allegations of The education secretary’s letter has been issued in response to committee chair Robert as a non-executive board member for the this type of behaviour are completely Halfon’s demands for information about the Department for Education and is now unacceptable.” impact on schools of the collapse of Carillion, taking a leave of absence from the academy Departmental board members are which was announced last week. trust he founded. expected to stick to a code of conduct, Hinds said he was aware that councils and The Meller Educational Trust condemned which states that “adhere to the seven academy trusts had contracts with Carillion the alleged inappropriate behaviour principles of public life”, she said. for the delivery of a “small number of school of guests at the men-only dinner last The focus now turns to Nadhim Zahawi, building projects”, where work “may need to be Thursday, and said its chair would take his the new children’s minister, who also reprocured”. leave “with immediate effect”. attended the event. Opposition MPs have The DfE itself also has “a small number of However, it is unclear whether he demanded he be sacked as well. contracts” with the firm for the delivery of school remains a member of the trust, which runs He was asked to explain his actions to building projects, and Carillion companies David Meller would have had responsibility for fixing four schools and a university technology the prime minister’s office and he later defects in completed projects under warranty college. Meller “should not have any other roles in defended himself on Twitter, claiming arrangements, which it will now no longer be He is still listed on the chain’s website in education”. he left the event early because he “felt able to honour. all three of his prior capacities: member, His leave of absence from the trust was uncomfortable”. Carillion also held the contract for a “privately trustee and chair. announced that evening. “I did not see any of the horrific events financed” project to rebuild eight schools in the Meller resigned from his Department “The trust is absolutely committed to reported by the FT. I am shocked by them west Midlands, and work to demolish old school for Education role on Wednesday after equality of opportunity and respect for all and condemn them unequivocally,” he said. buildings is still outstanding, Hinds said. the Financial Times revealed allegations members of society,” said a spokesperson. Downing Street said it had full confidence However, the department “does not consider of sexual harassment by guests attending “We are appalled to hear reports of what in Zahawi, who was only appointed to the that there will be significant issues with a charity dinner at London’s prestigious happened at the Presidents Club dinner. brief earlier this month. completing the work requited”. Dorchester Hotel. “We, as trustees, wish to express our Since the FT’s investigation was published Carillion’s non-construction work in schools, which includes catering, cleaning and facilities He also stood down as chair of the sympathy to those women who have been on Tuesday night, a number of charities management contracts, will be financially government’s apprenticeships delivery so badly treated. David Meller is taking leave have announced they have returned supported by the government and all staff board. Both resignations were announced of absence as a trustee with immediate proceeds from the Presidents Club, which is “should continue to deliver public services to in the House of Commons on Wednesday effect. The trustees will continue to support now also under investigation by the Charity schools until alternative arrangements are put afternoon by the skills minister Anne the academies within the trust.” Commission. in place”. Milton. Speaking in Parliament on Wednesday, The organisers have announced that the “To date all schools have remained open and no During the debate, the shadow education Milton was also highly critical of the event. charity is to close, and no further events are significant issues have been reported.” secretary Angela Rayner told MPs that “It is quite extraordinary to me that in planned. SCHOOLSWEEK.CO.UK EDITION 127 FRIDAY, JAN 26, 2018 5 NEWS Baker Clause off to a stumbling start

ALIX ROBERTSON Two out of 10 ain’t good: Was the deadline fair? schools throughout the autumn term to @ALIXROBERTSON4 Our investigation During the course of the investigation, “explain how to comply with the new law Investigates Schools Week looked at the central Schools Week heard from some trusts and allow them sufficient time to prepare nly two of the 10 largest multi- websites of the 10 largest academy trusts that the January 2 deadline had been for its commencement”. academy trusts in England and the websites of a sample of 10 per difficult to meet as the Christmas period The DfE published information on its Ohave fully complied with cent of their schools to check if policy had been busy, and most schools had not website and communicated directly with their new legal duty to allow training statements had been published. The yet returned to school by then. school governors, head teachers and organisations the chance to speak to trusts were then contacted and asked Geoff Barton, the general secretary of careers leaders, Agnew insisted. Ministers pupils about technical qualifications and to provide the documents, along with the Association of School and College were also due to remind schools of their apprenticeships. evidence they had been published online. Leaders, defended the “slight delay”, given legal duty again in December. The so-called Baker Clause came into Of the 10 trusts investigated, only The the “tight timescale”. Since January 17, when Schools Week force on January 2, and requires all Kemnal Academies Trust (TKAT) and “The guidance was only published on began its investigation, the DfE has schools to publish a policy statement Delta Academies Trust responded with November 23 in the busy period before tweeted twice with the link to its new on their websites. But a Schools Week a copy of their statement and proof of the Christmas holiday,” he said. careers guidance. It had shared the same investigation has found that most large publication. Plymouth CAST provided “The policy statement has to include tweet on January 8 and 12. trusts have failed to meet that duty. its access policy document, which procedures for accommodating access Lord Baker, the former education is available on its trust website, but requests as well as details of the premises secretary behind the new law, is admitted it had not published it on the and facilities that will be provided, and THE LEGAL concerned enough to write to the sites of its two secondary schools yet. clearly this does require some thought government demanding for action. Ark Schools, Academies Enterprise Trust and planning.” VIEW The Baker Clause was introduced as an (AET), the David Ross Education Trust There are also conflicting reports over Caraline Johnson, head of amendment to the Technical and Further and Oasis Community Learning admitted how well the government promoted the education at the law firm Education Act, which was made law last that they had yet to comply with the new new duty. Bates Wells Braithwaite, May. It means every school must give legal requirements. Marcus Taylor, the chief operating said her firm had informed all training providers access to every pupil An Ark spokesperson said the trust officer of Plymouth CAST, told Schools its education clients about the Baker in years 8 to 13, so they can find out about was “in the process of finalising policy Week the trust felt the new requirements Clause requirement before Christmas. non-academic routes. templates” for schools. had “not been well advertised”. “Even though there was a bit of publicity According to the Department for “We hope to have this completed within “We are not aware of any official around it when the act was going through, it Education’s statutory guidance, schools the next couple of weeks,” they said. correspondence to parent multi academy kind of slipped off the radar,” she said. “Strictly needed to have published “a policy AET’s spokesperson said it was working trusts on the matter,” he claimed speaking, schools should have put something statement setting out their arrangements with schools to get the statement But in a response to a written question up on January 2.” for provider access”, which “should be published “as soon as possible”, while in early December, the academies If a school has not complied with the clause, made available on the school website” by DRET’s spokesperson said their trust was minister Lord Agnew said the she said, the first sign of trouble would be “for January 2. “close to finalising the policy, which will government had communicated with someone to make a complaint”. This must explain how to arrange be published shortly”. “It would be dependent on someone being access, which premises or facilities can The Harris Federation did not respond aggrieved about not having been able to find be used, and the grounds for granting or to Schools Week’s enquiries, though it”. Then it would go through the school’s refusing requests. we did find a document on one of its complaints procedure, and it would presumably When Baker prosed the changes in academy’s websites which appeared to be rectified, she said February last year he acknowledged the contain the relevant information. “If a school simply refuses to do it for a very move was likely to be “met with great United Learning and Ormiston long period of time, then obviously it’s a breach hostility in every school in the country”. Academies Trust did not respond, despite of statute and if it were an academy the ESFA Nevertheless, he told Schools Week this repeated requests for comment. would take action.” had been a “very, very poor start”. “I am going to write to [academies WHAT SHOULD SCHOOLS DO? minister] Lord Agnew about it. It’s really a matter for the government to chase them up,” he said, though he admitted he was not surprised. “We know that many schools will try to resist this, but it’s very important that it should be implemented more rigorously.” Robert Halfon, a former skills minister Schools should all now have a policy statement who now chairs the parliamentary that sets out how they will ensure education education committee, has also pledged to and training providers can access every pupil write to Agnew, and said trusts “must get in years 8 to 13, to inform them about technical their act together”. education and apprenticeships. This statement “Parliament has legislated for this WHAT IS OFSTED’S DUTY TO must be published and made available on the requirement for a very good reason – ENFORCE THE BAKER CLAUSE? school’s website. it’s vital that more is done to promote The DfE has full details on what should be included in its statutory careers guidance and technical education,” he said. access for education and training providers, “I shall be writing to the minister to In answer to a written question about what An Ofsted spokesperson told Schools Week which can be found here: http://bit.ly/2D8IUse establish what efforts the Department steps had been taken to ensure all schools were that the inspectorate “will continue to consider The document also includes a handy for Education have made to ensure aware of their responsibilities under the Baker careers guidance in line with the common template which schools can lift and adapt to academies publish these policy Clause, academies minister Lord Agnew said inspection framework and school inspection suit their needs. statements, and what actions they intend on December 6 that Ofsted would “take account handbook”. For an example of how one trust has to undertake to ensure academies up of this statutory guidance when developing its “In assessing the effectiveness of 16-to-19 implemented the Baker Clause requirements, their game and comply with the law.” approach to assessing careers provision”. study programmes, inspectors look at whether see the site of Rainham School for Girls, a The DfE did not respond to repeated Where statutory requirements are not learners are receiving high-quality, impartial member of The Kemnal Academies Trust, requests for comment. being met, it will be “considered for inclusion careers guidance that enables them to make which has included a provider access in the inspection report as a key point for well-informed decisions about their future statement in its careers policy: http://www.rainhamgirls-tkat.org/135/policies improvement”. plans.” 6 @SCHOOLSWEEK SCHOOLS WEEK FRIDAY, JAN 26, 2018 NEWS: MAT LEAGUE TABLES LARGE TRUSTS ARE MAKING BETTER PROGRESS & OTHER FINDINGS

The performance of multi-academy trusts up and down the country was under the spotlight on Thursday with the release of long-awaited (and occasionally overhyped) data. Trusts could be ranked on their Progress 8 score, which measures how much pupils have improved at secondary school, and on primary school pupils’ progress in maths, reading and writing. Schools Week has crunched the numbers and summed up some of the more interesting findings.

JESS STAUFENBERG 4. Fewer large, well-known trusts sit at the BEST & WORST PERFORMERS IN KEY @STAUFENBERGJ feet of the tables STAGE 2 WRITING PROGRESS OUTWOOD GRANGE 1. More than half of MATs fell below the Last year, Schools Week’s analysis showed ACADEMIES TRUST national average for Progress 8 some of the largest trusts were ranked at CENTRAL LEARNING 6.2 the bottom of the MAT performance table, PARTNERSHIP TRUST DILKES ACADEMY Although this finding doesn’t sound including Academies Enterprise Trust, 5.1 TRUST (CATALYST ACADEMIES TRUST) promising, the fact that 53 per cent of MATs Ormiston Academies Trust and E-ACT. 4.3 fell below the national average of all schools This year, the worst performers for progress for Progress 8 is actually an improvement on include the Wakefield City Academies Trust, 2016. which is in the process of handing over all 21 Two thirds of MATs were scraping below- of its schools, and Lilac Sky Academy Trust, average Progress 8 measures that year. which appears in the tables which began Moreover, 51 per cent were performing handing its schools to other trusts in the WORST “significantly below” the national average, a summer of 2016 and has now closed. 1 LILAC SKY ACADEMY TRUST -6.8 proportion which has now shrunk slightly to Some trusts that cropped up as poor 45 per cent. Progress 8 performers in 2016 did so 2 NINESTILES ACADEMY TRUST -4.6 again last year, including the Greenwood 3 CHULMLEIGH ACADEMY TRUST -4.3 2. At Key Stage 2 MATs improved their Academies Trust, which has 29 schools. writing progress, but maths has flatlined Others appearing for the second year in a BEST & WORST PERFORMERS IN KEY row were the Midland Academies Trust (four STAGE 2 MATHS PROGRESS A healthier 57 per cent of academy trusts schools), the Learning Schools Trust (three achieved writing progress scores in key stage schools), the Woodard Academies Trust (five ST BARNABAS CATHOLIC 2 that were above the national average – schools) and UCAT (six schools). BURNT MILL ACADEMY ACADEMY TRUST another improvement on 2016, when just 53 Among the worst progress performance at TRUST 4.6 per cent managed that. key stage 2, the Ninestiles Academy Trust, BEST 4 BOURNE EDUCATION But there was no change to the proportion of formerly headed up by regional schools TRUST MATs with above-average scores in maths, commissioner Christine Quinn, appeared 3.7 which stuck stubbornly at 49 per cent. again. Meanwhile, the Harris Federation in 3. A bigger proportion of MATs have bad London (33 schools) and Inspiration Trust in reading progress scores at Key Stage 2 East Anglia (10 schools), to which ministers regularly point as examples of good practice, Overall, the proportion of MATs with below achieved some of the best Progress 8 scores WORST average progress scores for reading has risen in the country. 1 LILAC SKY ACADEMY TRUST -6.2 from 54 per cent to years ago to 59 per cent Other large high-performing trusts include 2 THE BLYTH QUAYS TRUST -4.8 last year. Ormiston Academies Trust, with 32 schools, Less than a third of MATs, at 31 per cent, were Outwood Grange Academies Trust, with 3 ASKEL VEUR - DIOCESE OF TRURO -4.3 “significantly below average” for reading 22 schools, and Kent Catholic Schools progress at key stage 2 in 2016. But last year, Partnership, with 24 schools. BEST & WORST PERFORMERS IN KEY STAGE 2 that figure was higher at 33 per cent. However smaller trusts such as the Burnt READING PROGRESS Mill Academy Trust, which has seven schools, BURNT MILL ACADEMY and the Bourne Education Trust, which TRUST has 10 schools, also put in strong progress ORMISTON ACADEMIES 4.7 TRUST performances at key stage 2. BEST 4.3 THE FLYING HIGH TRUST BEST PERFORMERS FOR PROGRESS 8: 3.5

THE THINKING SCHOOLS ACADEMY TRUST 0.68 INSPIRATION TRUST WORST 0.55 HARRIS FEDERATION 0.54 1 NINESTILES ACADEMY TRUST -4.5 2 LILAC SKY ACADEMY TRUST -3.7

3 HABERDASHERS ASKES’ FEDERATION TRUST -3.4

4 DIOCESE OF LONDON 0.53 WORST PERFORMERS FOR PROGRESS 8: 1 HART SCHOOLS TRUST -1.21 5 DIXONS ACADEMY TRUST 0.53 2 THE MIDLANDS ACADEMIES -0.69 6 OUTWOOD GRANGE ACADEMIES TRUST 0.48 3 WAKEFIELD CITY ACADEMIES -0.54 4 UNIVERSITY OF CHESTER ACADEMIES TRUST -0.51 7 THE SECKFORD FOUNDATION FREE SCHOOLS TRUST 0.45 5 EASTERN MULTI-ACADEMY TRUST -0.5 6 ALDRIDGE EDUCATION -0.44 8 KENT CATHOLIC SCHOOLS PARTNERSHIP (KCSP) 0.36 7 GREENWOOD ACADEMIES TRUST -0.43 9 THE DIOCESE OF WESTMINSTER ACADEMY TRUST 0.31 8 FYLDE COAST TEACHING -0.41 9 WOODARD ACADEMIES TRUST -0.4 10 THE REDHILL ACADEMY TRUST 0.27 10 LEARNING SCHOOLS TRUST -0.4 SCHOOLSWEEK.CO.UK EDITION 127 FRIDAY, JAN 26, 2018 7 NEWS: LEAGUE TABLES A deep dive into Progress 8 and disadvantage

ALIX ROBERTSON @ALIXROBERTSON4 Investigates UTCS SELECTIVE The range of Progress 8 scores for disadvantaged pupils For selective schools, Progress 8 scores for disadvantaged studying at UTCs spanned from a disappointing -2.08 at pupils ranged from -2.75 for Colyton Grammar School in The Department for Education released its revised GCSE UTC@harbourside to -0.05 at Humber UTC. Devon, to 1.34 for Westcliff High School for Boys Academy results for the 2016-17 exams on January 25, and Schools UTC@harbourside, a marine engineering specialist in Southend-on-Sea. Colyton had an overall score of -2.54 Week has taken a deep dive into the data to see how disadvantaged pupils fared at different types of schools. college in Newhaven, East Sussex, had 14 disadvantaged in 2017, a significant decline compared with its score of Pupils are defined as “disadvantaged” if they have been pupils at the end of key stage 4. Humber UTC, specialising 0.37 in 2016. Westcliffe had an overall score of 0.75 in 2017, eligible for free school meals in the past six years (from year in engineering and renewable energy and based in up on its 0.66 in 2016. 6 to year 11), if they are recorded as having been looked after Scunthorpe, had 24. Both UTCs have been open since A total of 37 selective schools recorded negative scores for at least one day, or if they are recorded as having been September 2015. for their disadvantaged pupils in 2017. The highest adopted from care. No UTCs had a positive Progress 8 score in 2017. In 2016, overall Progress 8 score for selective schools in 2017 was We explored their progress through the Progress 8 measure Heathrow Aviation Engineering UTC achieved a strong at The Tiffin Girls’ School in Kingston, which achieved results for four types of school promoted in the government’s Progress 8 score of 0.22 overall, and a progress score of an impressive 1.21, up on 0.72 in 2016. Its score for reforms. 0.24 for disadvantaged pupils. But in 2017 its score was disadvantaged pupils was a respectable 0.4, though it only Progress 8 was created as the headline indicator of school -0.31 overall and -0.24 for disadvantaged pupils. had seven pupils falling into this category. performance in 2016, and is used to determine whether a Leigh UTC also gained a positive Progress 8 score for school is above the floor standard or “coasting”. For the 2017 exam series, the measure has been calculated disadvantaged pupils 2016 at 0.02, though its overall SCHOOLS THAT STOOD OUT using a points system in which pupils jumping from a grade Progress 8 score was -0.09. In 2017 its score was -0.42 FOR DISADVANTAGED PUPILS B to an A are awarded 1.5 extra points, while the difference overall and -0.67 for disadvantaged pupils. between a G grade and F is just 0.5. All other grades are Overall, the DfE recorded 40 UTCs with 2,555 pupils at the PROGRESS 8 SCORES: separated by a score of one. end of key stage 4 in 2017, achieving an average score of Overall, there were 69,261 disadvantaged pupils at the end -0.86. of key stage 4 in 2017, compared with 458,598 pupils who were not disadvantaged. STUDIO SCHOOLS TOP UTC The average Progress 8 score for disadvantaged pupils was The Da Vinci Studio School of Science and Engineering 0.48, compared to 0.04 for all other pupils. was the lowest-performing studio school with a score of HUMBER UTC -2.4 for disadvantaged pupils, while De Salis Studio College had the highest result at 0.31. Da Vinci had to close last summer, and had 25 TOP FINDINGS: disadvantaged pupils at the end of key stage 4, while De Salis had six. The latter is based in Hayes and opened in September SELECTIVE SCHOOLS HAD THE WIDEST 2014. It also performed well in 2016, when it entered 29 per RANGE OF PROGRESS 8 SCORES FOR cent of its disadvantaged pupils for the EBacc – and 29 per TOP STUDIO cent achieved it. Its Progress 8 score in 2016 was 0.22. DISADVANTAGED PUPILS AT FLAGSHIP Four studio schools achieved positive Progress 8 scores SCHOOLS IN 2017, WITH A GAP OF 4.09 in 2017. The other three were Ikb Academy in Bristol, SCHOOL BETWEEN THE LOWEST AND HIGHEST Waverley Studio College in Birmingham and Studio West in West Denton, Newcastle. SCORES. THEY WERE FOLLOWED Studio West, Waverley Studio College and De Salis also DE SALIS STUDIO BY FREE SCHOOLS WITH 3.75, THEN recorded positive Progress 8 scores for disadvantaged COLLEGE pupils in 2017. STUDIO SCHOOLS AT 2.71 AND UTCS AT In 2016 three studio schools had positive scores overall, 2.03. but only one, Space Studio Banbury, had a positive score, of 0.03, for its disadvantaged pupils. TOP FREE There were 34 studio schools with 1,258 pupils at the end THE LOWEST PROGRESS 8 SCORE FOR of key stage 4 in 2017, and they earned an average score of SCHOOL DISADVANTAGED PUPILS AT FLAGSHIP -0.68. SCHOOLS WAS AT COLYTON GRAMMAR FREE SCHOOLS DIXONS TRINITY SCHOOL IN DEVON, WHICH SCORED Discovery School had the lowest Progress 8 score for ACADEMY disadvantaged pupils of any free school in England at -2.4, -2.75. while Dixons Trinity Academy had the highest at 1.35. Discovery is a technical school for 13- to 19-year-olds from THE HIGHEST PROGRESS 8 SCORE FOR Tyne and Wear, Northumberland and County Durham, focusing on science, technology, engineering and TOP SELECTIVE DISADVANTAGED PUPILS AT FLAGSHIP mathematics. Its Progress 8 score overall was -1.45, down SCHOOLS WAS AT DIXONS TRINITY on 2016 when it scored -0.8 and -1.22 for disadvantaged SCHOOL pupils. ACADEMY IN BRADFORD, WHICH Dixons had 38 disadvantaged pupils at the end of key ACHIEVED 1.35 (THE HIGHEST FOR stage 4, 36 of whom took part in the progress 8 measure. WESTCLIFF HIGH SCHOOL DISADVANTAGED PUPILS AT ANY TYPE Discovery had just eight. FOR BOYS ACADEMY Dixons Trinity Academy scored 1.22 overall this year and OF SCHOOL WAS 1.66 AT TAUHEEDUL did not have a Progress 8 score in 2016. ISLAM GIRLS’ HIGH SCHOOL, A A total of 29 free schools achieved a positive score overall, and 16 reached a positive score for disadvantaged pupils. In WATCH OUT FOR MAINSTREAM CONVERTER ACADEMY 2016 these figures were 10 and six. ABILITY BIAS IN IN BLACKBURN). Overall, the DfE recorded 53 free schools with 3,362 pupils PROGRESS 8 SCORES at the end of key stage 4 in 2017, achieving an average progress 8 score of 0.15. Expert Tom Perry warns of the impact of imperfect measures of prior attainment, on page 18 8 @SCHOOLSWEEK SCHOOLS WEEK FRIDAY, JAN 26, 2018 NEWS CONSULTATION LAUNCHED TO END TEACHER GOLDEN Ofsted grades RSC’s single-school trust ‘inadequate’ HELLO CLAIMS FREDDIE WHITTAKER Inspectors warned that safeguarding five categories: quality of teaching, outcomes SCHOOLS WEEK REPORTER @FCDWHITTAKER arrangements at the school are ‘inadequate’, for pupils and 16-to-19 study programmes. @SCHOOLSWEEK and said leaders did not ensure pupils were In response to safeguarding concerns, A single-school trust run by a regional safely travelling to, and arriving at, off-site the governors and senior leadership team An end date has been earmarked for teachers schools commissioner has been rated provision. have “taken immediate action” to address ‘inadequate’ by Ofsted for serious Governors have not effectively challenged the Ofsted inspectors’ views and findings. A to make golden hello claims to their school or safeguarding failures. leaders on “how to ensure that the comprehensive action plan has been agreed local authority. Martin Post has been accused of having curriculum develops pupils’ understanding and “changes are already underway, from The National College for Teaching and a conflict of interest relating to his role at about how to keep safe”. which progress can already be seen”, the Leadership has published a consultation on Verulam School in St Albans. “The governing body has not fulfilled its school said. its proposal to cease applications from August The RSC for north-west London and duty to ensure the safety of pupils,” the report Richard Kennedy, the school’s chair 31, 2019. south-central England, Post is one of three went on. of governors, and Post’s fellow trust members of the academy trust that runs the Angela Rayner, the shadow education member, said the report’s findings were The golden hello scheme, a financial school. He is responsible for the oversight secretary, has demanded answers from the “disappointing”, but the school “has a incentive for teachers of priority subjects of governance, which has been strongly government about the potential conflict of framework to build upon much of the in secondary schools, was for teachers who criticised in the Ofsted report. interest in this case. excellent work and good practice being began their eligible postgraduate initial However, as the RSC for the area, he is also In particular, the revelation raises questions carried out by staff and students”. teacher training (ITT) programme between responsible for intervening at failing schools about how Post’s department handles its “We are confident that Ofsted will welcome August 2000 and July 2011. and academies. dealings with the school, and whether he the changes we have made and will reinstate Inspectors raised specific concerns about would himself be involved in any future our overall ‘good’ rating when they return to In coming to the decision, the NCTL said Verulam’s governing body’s failure to ensure discussions about the potential rebrokering the school,” he said. “Importantly, teaching there was a “99% reduction in golden hello the safety of pupils after an inspection of the school to a new trust. The Department and learning, the sixth form and outcomes payments over the last four financial years”. several months ago, but details have only just for Education has so far declined to comment for students all remain ‘good’. Verulam will It added that “the vast majority of eligible come to light. on his position. receive a monitoring visit as soon as three teachers have already successfully claimed” Governors were told they had not done “The government has serious questions to months.” and there would be “reasonable opportunity” enough to ensure the school promotes answer about how this situation ever arose,” A DfE spokesperson would not comment on tolerance of others. According to inspectors, Rayner told Schools Week. “We urgently need Post’s involvement, but said the department for those with outstanding claims to make a pupils “often make derogatory and to know what steps the government will be was “working closely with the academy to submission before the proposed end date. homophobic comments to each other and taking to stop this happening again in deliver the improvements this school needs Figures within the consultation show that about teachers”. future. Ministers have created a school and its pupils deserve”. reimbursements of golden hellos has dropped According to the register of interests for system so fragmented that schools “We take the safeguarding of pupils from £20 million in 2010-11 to a mere quarter RSCs, Post has served as a member of the are increasingly unaccountable to the very seriously ‎and where Ofsted finds of a million pounds in 2016-17. single-academy trust that runs the school communities they serve and severe failings on this, action will be taken,” since 2007. conflicts of interest keep arising.” they said. The consultation will run until March 8, a The school was inspected last October and In a statement, the school pointed response is expected to be published later in given the lowest possible overall rating, but out that despite its overall rating, it had the month. the report has only just been published. been rated ‘good’ in three out of BROKEN PROMISES ON POST-16 AND SPECIAL NEEDS ENGAGEMENT

JESS STAUFENBERG After Schools Week reported this at the @STAUFENBERGJ time, the DfE claimed that the RSCs were communicating with SEND and post-16 The headteacher boards have been specialists on ways to improve their access ignoring post-16 and SEND experts in their to the boards, so they could “offer specific decisions on academisation – even though advice”. the government promised they would be Each board has eight spaces, included. encompassing four academy CEOs or The Department for Education said the headteachers elected by local academy boards, which advise the regional schools heads, two more appointed by the local RSC, commissioners on rebrokering and and another two “co-opted” by the rest of academy conversion, would seek “specific the board. Those who are co-opted should advice” from post-16 and special needs have specific expertise in a certain area. experts, but Schools Week understands Simon Knight, director of Whole School there has only been one meeting involving SEND, part of the London Leadership them – and many now fear they’re being Strategy, said it was “concerning” special deliberately sidelined. needs experts do not have automatic seats Dominic Herrington (pictured), the RSC on the boards. for London and the south-east, was praised His words were echoed by Jarlath by the Sixth-Form Colleges Association O’Brien, the director for schools at the Eden Meanwhile, Herrington tweeted in Portsmouth, was co-opted at the last for inviting post-16 academy principals Academy trust in Middlesex, who “strongly enthusiastically about his meeting with election in October. to discuss their expertise. However, the recommended” the boards speak to local post-16 experts on November 27, calling it A former member of a headteacher board, SFCA said this was the only such meeting it SEND experts. an “informative session.” who did not wish to be named, told Schools knew of, even though the “opportunity was The “complexities and subtleties” of James Kewin, the deputy chief executive Week the boards’ elections had produced invaluable”. special schools, as well as pupil referral of the Sixth-Form Colleges Association, said some “unrepresentative patterns” this This meeting in November was the result units and alternative provision, which the post-16 academy heads were asked “how year, and that not all sectors are properly of requests from the previous year from the take in excluded pupils, were “not always they might play an active role in the region’s represented. post-16 and SEND schools communities, appreciated.” community of schools”. “Regional schools commissioners are that a representative from each sector “These schools are educating some of our Herrington’s headteacher board is also appointed because of their extensive should have a reserved place on every most vulnerable children, and can also be one of the few with a co-opted SEND expert. knowledge of the education sector,” said headteacher board. very expensive provisions, so any decisions Alison Beane, the executive headteacher a DfE spokesperson, adding it was “not The government refused to make the about their future must be made with the of the Solent Academies Trust, which is unusual for them to engage with leaders additional spaces for experts compulsory. fullest possible information,” he insisted. a group of three special needs schools from across the education system.” When your pupils leave school, you want to ensure you’ve given them the best start in their career journey.

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* To continue to improve our levels of customer service, telephone calls may be recorded. 10 @SCHOOLSWEEK SCHOOLS WEEK FRIDAY, JAN 26, 2018 NEWS IN brief GOVERNMENT OPPOSES ‘HOLIDAY Wild disparity between PISA HUNGER’ BILL BUT BACKS RESEARCH The government will not support a draft law tests taken on paper and PC to force councils to provide free meals and activities for poor pupils in school holidays, but promised to research whether or not state ALIX ROBERTSON all the potential challenges of switching intervention is needed to prevent “holiday @ALIXROBERTSON4 to computer-based tests”, meaning that hunger”. “policymakers should take great care when Ministers say research to assess whether providing meals to disadvantaged pupils in Pupils taking international aptitude tests comparing the results across and within school holidays would be effective will begin have scored much worse since organisers countries obtained through different modes”. “immediately”, and funding is available for pilot switched from paper exams to a computer- This has serious implications for a test projects in some areas. But the government based system – and the new method makes which “has increasingly come to dominate opposed a bid by backbench MPs to force town comparisons highly unreliable, according to education-policy discussions worldwide”, halls to tackle the issue. new research. and for other assessments making a similar Science Study (TIMSS). Frank Field, the Labour MP for Birkenhead, The latest Programme for International switch. “TIMSS is going in the same direction,” who chairs of the all-party parliamentary Student Assessment (PISA) used computers A spokesperson for Ofqual refused to he said. “They are adopting on-screen group on holiday hunger, put forward a draft for the first time in 2015, making it much comment on what affect the research may assessment very rapidly, mainly because bill that, if passed, would place a duty on local harder to compare results with previous have on the future of testing in England, that’s what PISA did. I am worried about it.” authorities to make sure disadvantaged pupils years, even with adjustments made to pointing out that few general qualifications Andrew Harland, chief executive of are fed during school breaks. The research will investigate “how best to counteract the shift. are assessed using computers at present. the Exams Officers Association, said the ensure more children from disadvantaged UCL’s Professor John Jerrim made the Different results should be expected when news cast doubt on the reliability of the families benefit from healthy meals and revelations in his recent paper for the Centre changing from paper to computer-based assessment. enrichment activities during the holidays, for Education Economics, an independent testing, according to Tim Oates of Cambridge “Unless and until this sort of anomaly including through targeted pilots”. think-tank. Assessment, but this is only a problem if or questionable outcome can be resolved, NO PAY CUT FOR HEADS Between 2000 and 2012, PISA used a paper you claim to be “maintaining the exactly the it would seem unwise at the very least assessment, but in 2015, pupils in 57 out of same standard”. to change from written examinations to IN LONDON’S HARINGEY the 72 countries involved took the test on a “Different kids tend to pick up marks computer based examinations,” he told Labour Party activists in the London Borough computer. In 2018, 70 countries will use the differently when you change the mode of Schools Week. of Haringey insist they won’t cut pay for computer-based assessment. testing. Different skills are mediating the “At least at the moment everyone knows headteachers, despite press reports of a Looking at sample data for three ability to demonstrate what they know,” he and understands the outcomes of the plan to slash salaries of the highest-earning countries from a trial carried out by the said. traditional examination system. If the switch council employees. OECD, which runs the tests, Jerrim found “But the whole point of PISA is to gather is made to computer based assessments An article in last week’s Sunday Times about that pupils taking the test on computers cross-sectional data every few years on before there is understanding of the impact the selection of council candidates backed underperformed their peers by up to 26 a sample of 15-year-olds, and then make of those systems on the outcomes for the by the Jeremy Corbyn-supporting group points in Germany, up to 18 points in Ireland a claim that the country is improving or candidates, those decisions will be inevitably Momentum claimed activists had proposed a and up to 15 points in Sweden. deteriorating in certain ways. Comparing compromised and therefore probably plan to cut the salaries of council employees He also found that adjusting scores to years that used a different mode – that inaccurate.” earning over £60,000 by up to 40 per cent. account for the weaker performance on becomes an issue.” The OECD’s Yuri Belfali insisted that The article points out that headteachers computers was not a suitable solution. Oates has wider concerns about replicating progressing to computer-based delivery of would be among those worst affected because He concluded that the adjustments made the problems in other tests, such as the the PISA tests had been “appropriate” and almost all of them earn more than £60,000. to PISA results in 2015 “do not overcome Trends in International Mathematics and “inevitable”. However, Celia Dignan and Russell Dove, chairs of the Hornsey, and Wood Green and Tottenham constituency Labour Parties, which EEF PREDICTS ‘LITTLE OR NO HEADWAY’ IN CLOSING ATTAINMENT GAP BY 2021 cover the Haringey council area, said the claims are “simply false”. “We can inform members and supporters ALIX ROBERTSON The foundation suggested secondary that none of our branches has forwarded @ALIXROBERTSON4 schools should, for example, enter a proposal to cut Headteachers pay to disadvantaged pupils for the same number our upcoming Manifesto Conference. The Schools will make “little or no headway” of subjects as all other pupils, explaining implication that it will be debated there is in closing the attainment gap between that this would “reduce the forecast gap in simply untrue.” disadvantaged pupils and their better-off Attainment 8 scores from 10.8 percentage classmates over the next few years, the points to 8.8 in 2021”. NAHT: TEACHERS NEED AN Education Endowment Fund has warned. Sir Kevan Collins, the chief executive of IMMEDIATE 5% PAY RISE Based on last year’s key stage 2 results, the the Education Endowment Foundation, charity predicts that the gap between the insisted that closing the attainment gap is The headteachers’ union NAHT is demanding a Attainment 8 scores of the poorest pupils “our best shot at improving social mobility”. five-per-cent pay rise for all school leaders and and their peers will be 11 percentage points “We know the attainment gap is teachers. in 2021, just as it was in 2017. provide money for those services beyond not inevitable – in one in 10 schools The National Association of Head Teachers The same research predicts that the gap schools that support children, young people disadvantaged pupils’ outcomes exceed has asked the School Teachers’ Review Body in their Progress 8 scores will actually widen and families,” she said. the national average for all pupils – so to recommend a “significant increase” in pay, slightly, from 14.8 percentage points in 2017 The findings from the study, which used secondary schools can make some and an increase in school funding to pay for it, to 15.6 points in 2021, an increase of around key stage 2 results data to predict how the important headway in boosting outcomes insisting that a big rise is required to address 5.5 per cent. gap is likely to shift, were not all negative for the poorest students,” he said. the recruitment and retention crisis. Attainment 8 measures average however. A Department for Education spokesperson The union said teachers’ pay had fallen by achievement in GCSE across eight subjects, Improvements in primary schools over said ministers wanted all pupils to benefit 10.5 per cent in real terms since 2010, and while Progress 8 measures students’ the past few years mean the gap between from education that “inspires them to make school leaders are finding it “impossible” to progress between key stage 2 and key stage the proportion of disadvantaged pupils with the most of their lives, no matter where they offer attractive salaries. 4 in the same areas. at least a good pass in English and maths live or their background”. Since 2011, average pay rises for public Dr Mary Bousted, the joint general and all other pupils may reduce, from 24 “Last week, the education secretary sector workers have been capped at one per cent. However, in September the chief secretary of the National Education percentage points last year to 21.5 points in announced a package of measures secretary to the treasury Liz Truss wrote to the Union, claimed “the link between social 2021. to support underperforming schools, chair of the STRB, Dr Patricia Rice, to give her demography and educational destiny has The EEF report stressed that widening drive up pupil attainment, and create body the “flexibility” to recommend an average not been broken”. achievement gaps at GCSE level are not a more opportunities for young people – pay rise above the cap for 2018/19 in response “The government needs to address the foregone conclusion, as there is opportunity particularly in disadvantaged areas of the to growing pressure on the government. root causes of disadvantage as well as for secondary schools to make a difference. country.” SCHOOLSWEEK.CO.UK EDITION 127 FRIDAY, JAN 26, 2018 11 NEWS Research: The government is hiding the true cost of free schools

JESS STAUFENBERG own category. @STAUFENBERGJ Instead, Richmond assumes that legal Exclusive advice continues to account for around Free schools cost on average almost three 25 per cent of the overall costs of the times as much to open as the government programme, reaching around £900 million originally predicted, according to research over the past seven years. that lays bare the scheme’s full pricetag for He wants the DfE to “clearly separate out all the first time. the different forms of spending” so that both A new report written by ex-Department supporters and critics of the programme can for Education adviser Tom Richmond and make an informed judgment. His demand shared exclusively with Schools Week for transparency was echoed by both the established that the average cost of every Association for School and College Leaders free school opened between 2010 and 2017 and the National Education Union. was £8.6 million, far more than the £3 However Mark Lehain, the founder of million-per-school that had originally been Bedford Free School and the director of the planned, and much higher than the £6.6 Parents and Teachers for Excellence, said million figure quoted by the National Audit free schools had “never just been about Office in a 2013 report. meeting basic need” for school places. Over the past seven years, the government “It was about bringing in innovation,” has spent £3.6 billion setting up 422 schools. he said, pointing to Michaela Community A quarter of that has been spent on “hidden experts to keep a close eye on the schools’ several occasions in 2013, falling to the School, Dixons Trinity Academy and the costs” for lawyers of around £900 million, a Ofsted ratings and results as a better way to hundreds of thousands since then. Tauheedul education trust, all of which have figure which has been rolled up into overall gauge their true value for money, especially Legal fees went from almost £160 million performed well. capital costs until now. in light of the legal fees. in 2013-14, around a quarter of the total The process for setting up free schools Free school advocates have defended the Although data obtained under the Freedom spend for that year, to £3.3 million in 2014- now is also “much more efficient” than in programme, saying their value should not of Information Act shows that £235 million 15, just 0.4 per cent of the total spend. At the previous years, almost to the point where the just be judged on whether they improve was spent on legal advice for new free same time, general capital costs increased government is “too cautious” about costs, he results or create school places – but as schools between 2010 and 2017, Richmond from £537 million in 2013-14 to £733 million claimed. “innovators” in their own right. suspects the real bill is much higher, and is in 2014-15. “We mustn’t just look at the bottom line But Richmond, who has also worked as a being hidden in government records under The National Audit Office’s 2013 report of these new schools, but on what their researcher at the Policy Exchange think- general capital cost totals. on free schools stated that contractor costs influence might be on the wider system,” he tank, warned against “cherry-picking” He notes an “unusual pattern” in the were rolled into capital spending after 2014, suggested. particular schools as examples of good monthly breakdown of costs, which shows which has led to an assumption that legal The Department for Education was practice, and instead wants education monthly legal costs topped £20 million on costs are no longer being treated as their approached for comment.

SIR DAVID CARTER LAURA MCINERNEY NATIONAL CONTRIBUTING EDITOR SPEAKERS ANNOUNCED! SCHOOLS COMMISSIONER SCHOOLS WEEK

We are delighted to announce the first six speakers for the second Headteachers’ Roundtable summit. Across the day we will hold ten workshops focussing on funding, staff retention, accountability, system coherence and recruitment. Plus, we will have two keynote speakers to open and close the event.

Last year’s event was a sell-out with over 250 senior school leaders attending. RT. HON ROBERT HALFON MP TOM SHERRINGTON Early-bird tickets are available until the end of January - book now! CHAIR OF AUTHOR & EDUCATION EDUCATION SELECT COMMITTEE CONSULTANT

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Media partner Brought to you by 12 @SCHOOLSWEEK SCHOOLS WEEK FRIDAY, JAN 26, 2018 NEWS SPENDING PLANS RELEASED FOR THE NEXT SIX OPPORTUNITY AREAS

FREDDIE WHITTAKER & JESS STAUFENBERG

@SCHOOLSWEEK PA/WIRE

he new education secretary has set out how £36 million will be spent Tin six social mobility “opportunity areas” across England. Damian Hinds has now released delivery plans for the second wave of opportunity areas: Bradford, Doncaster, Fenland and east Cambridgeshire, Hastings, Ipswich and Stoke-on-Trent. These introduce the people appointed to chair the six partnership boards in those regions, and sets out what they will do with their money. A lot of the plans focus on school improvement, particularly in numeracy and literacy, and all six include proposals for “enterprise advisers” in schools, a policy already developed and funded by the Careers and Enterprise Company. The National Citizen Service will also expand its Damian Hinds work across all six areas. Hinds has also announced that a new awarded government funding, and the first funding are Maiden Erlegh in Reading, our young people need extra help, we can research school will be founded in Ipswich, set up by an early-years provider. Hamwic Education Trust on the south continue to make a difference to people’s as part of the opportunity areas reforms. Hinds also announced that £45 million in coast, Ebor Academy Trust in east Yorkshire, everyday lives and build a Britain that’s fit In his first major policy announcement growth funding has been allocated to “more Thomas Hardye MAT in Dorchester, Manor for the future,” said Hinds. since taking the role in early January, than 400” academy trusts. Multi-Academy Trust in Wolverhampton, The first wave of opportunity areas Damian Hinds handed £200,000 to However, the Department for Education Norfolk’s Inclusive Schools Trust and – Blackpool, Derby, Norwich, Oldham, Highfield Nursery School to found a has only named seven of the recipients SS Simon and Jude, which operates in Scarborough and West Somerset – research hub with the Kesgrave and of money from its MAT development and Knowsley and Salford in the north-west. were announced in late 2016 by Hinds’ Farlingaye teaching school alliance and the improvement fund, and said the others “By supporting good and outstanding predecessor Justine Greening, and their Springfield teaching school alliance. would be identified later in the month. schools to help others improve, and plans were published last October. The group is the 23rd research school The seven trusts confirmed as receiving focusing on disadvantaged areas where The second wave was named last July.

BRADFORD DONCASTER

The chair of the Bradford opportunity area considered. The chair of the Doncaster opportunity area • Careers advice – every school will have an partnership board is Anne-Marie Canning • Removing barriers to learning – the partnership board is Professor Chris Husbands enterprise adviser, and six schools and one (pictured), who is director of social mobility and Education Endowment Foundation will help (pictured), who is vice-chancellor of Sheffield college will get outreach staff to double the student success at King’s College London. promote evidence-based interventions on Hallam University and a former director of the number of poor pupils going into higher A former access officer at the University handwriting, teacher training and other Institute of Education in London. education. College Oxford, Canning is also a member of issues in 50 schools. Health partners will Formerly the head of the Institute of Education • Mentoring – a programme will be launched the Universities UK Ministerial Advisory Group, identify pupils with uncorrected eyesight at Warwick University, he has also been dean of for vulnerable pupils to raise school and has served as chair of the Russell Group problems across 80 schools. education and lifelong learning at the University attendance and increase their confidence. Widening Participation Association. of East Anglia. She says she grew up in one of the He says “too many children are being held poorest postcodes in Yorkshire and back based on where they live in the is determined to “make Bradford’s town” of Doncaster, and emphasised social mobility aspirations a that collaboration across the reality”. borough was central to the plan to turn their fortunes around. Priorities for schools in Bradford • Teaching and leadership – school Priorities for schools in Doncaster leaders will design master classes • Reading and maths – a new CPD to attract education professionals to programme will support good teaching, the city. Fifty leaders will start National and schools with low outcomes will get an Professional Qualification leadership education adviser. classes. • Teaching and leadership – the number • Reading – whole-school literacy training of Teach First placements in secondary will be available for nine primary schools, schools will be doubled, and 80 leaders and an English hub will be established in will be offered the National Professional the area. Qualification. • Careers advice – each school will have an enterprise adviser – a volunteer from the business world – and a primary school careers programme will also be SCHOOLSWEEK.CO.UK EDITION 127 FRIDAY, JAN 26, 2018 13 SPENDING PLANS RELEASED FOR THE NEXT SIX OPPORTUNITY AREAS

FENLAND AND EAST HASTINGS CAMBRIDGESHIRE The chair of the Fenland and East training to get a qualification in Careers The chair for the Hastings opportunity area teachers will be trained in the maths Cambridgeshire opportunity area partnership Education, Information, Advice and partnerships board is Richard Meddings mastery approach. board is Patricia Pritchard (pictured), who Guidance (CEIAG) and to act as “careers (pictured), a former finance chief to Standard • Mental health – a training programme also sits on the Oxford Diocesan Schools Trust champions”. Chartered, the banking and financial services will be available for all schools and will board. • Teacher supply – ten more Teach First company. identify mental health leads in each, She is a self-employed education placements will be made available, up to In September he was appointed as a non- while a parenting programme will also be consultant, who also works with the Woodard 100 school leaders will take the National executive director to TSB, with the Financial developed. Academies Trust, Woodard Corporation, the Professional Qualifications and 20 new Times reporting this places him in line to • Careers advice – every school will get an Church Schools of Cambridge Trust and the foundation teacher training places will be become chairman at the bank. enterprise adviser. Cambridge Centre for Sixth Form Studies. created. He had been a longstanding finance Pritchard says she wants the director at Standard Chartered, and opportunity area to “become a was considered a candidate to beacon of excellence for promoting become chief executive, but then social mobility and transforming the left in 2014 ahead of an overhaul of life chances of every pupil”. its business. Having lived in Hastings for more Priorities for schools in Fenland and than 20 years, Meddings said the East Cambridgeshire town’s educational outcomes are improving • Speaking and reading – at least 20 early- but it “still lags a long way behind other areas”. years educators will be trained with a focus on early speech, and at least five new Priorities for schools in Hastings breakfast clubs will open this year. • Reading – 15 target schools will be offered • SEND and mental health – mental health professional development including for first aid training will be delivered to one teaching assistants, and schools will have member of staff in each secondary school, access to more resources on teaching and four support centres will be set up for phonics. parents whose children have an Education • Maths – regular “teach meets” will see Health and Care Plan. teachers get together to learn about • Careers advice – each secondary school international evidence-based approaches, will get an enterprise adviser, as well as a STEM hub will be established and 24

IPSWICH STOKE-ON-TRENT

The chair of the Ipswich opportunity area attainment for the poorest pupils. Three The co-chairs of the Stoke-on-Trent opportunity one tuition for disadvantaged year 7 pupils. partnership board is Richard Lister (pictured), schools will participate in a research area partnership board are Dr Carol • Citizenship – improve access to the who is also the founding vice-chancellor at the project about transition between key Shanahan (pictured above) and Professor National Citizen Service extracurricular University of Suffolk. stages. Liz Barnes (pictured below). programme for the city’s poorest He was recently awarded an OBE in the • Careers advice – secondary pupils will Shanahan is the managing director pupils, and increase holiday provision Queen’s Birthday Honours for services to all get four “encounters” with the world of Synectics Solutions, a data company that keeps disadvantaged pupils on higher education over a career of nearly 40 of work, and a provider will deliver a which works with businesses to reduce track with learning. years. programme to support young people not risk, financial crime and meet regulatory • Careers advice – expand an “inspiring He has worked at the University of Suffolk in employment, education or training to requirements. females and males” event to half of the city’s since 2006, and previously worked at Brunel, return to those pathways. Barnes is the vice-chancellor and chief secondary schools, and making sure all Hull and Essex Universities. executive of Staffordshire University. secondary school pupils have four high- “We are determined to show that Before that she was deputy vice- quality encounters with employers. by working as a whole community chancellor at Sheffield Hallam we can transform opportunities for University and Derby University, after everyone,” he said. time spent at Teeside University in Newcastle. Priorities for schools in Ipswich “We will work to make sure that all Stoke-on- • Character – a delivery team will Trent’s children get a good start in life and grow support disadvantaged families to develop into happy, confident and successful adults,” they positive learning behaviours. said. • Teaching – up to 80 leaders will take the National Professional Qualifications Priorities for Stoke-on-Trent schools this year, and two will become National • Early years – engage parents with their Leaders in Education. children’s earning through a “parent • Improving attainment – an Ipswich ambassador” initiative. Deliver specialist evidence-based practice fund will provide support at 25 schools with low levels of grants to improve English and maths development in reception. • English, maths and science – “pupil premium catch-up reviews” with schools to make sure money is being used effectively, and one-on- 14 @SCHOOLSWEEK SCHOOLS WEEK FRIDAY, JAN 26, 2018 NEWS

EDITORIAL

Free by name, but definitely not by nature The inconvenience of identity First it was the free schools deciding disgrace, or twist? to drop the term from their official Back in 2016 Schools Week revealed It’s an unfortunate name for such a either very high or very low Progress 8 name. that multi-academy trusts were six costly project: “free schools”. They’re scores. Richmond goes on to work out, Then it was Colston Primary School times more likely to be named after free, of course, in the sense of being from multiple, confusing government in Bristol, which last year decided men than women, and that none were freer from local government control, datasets, that free schools have cost it needed a rebrand after protesters named after female founders. just like academies, but joyously free of three times as much as ministers pointed out it was named for the At the time, we took the view that charge they are not. initially imagined. When Schools Week infamous 17th century slave-trader only women should be used as a basis Are they, in fact, cheaper than spoke to a business manager this week, Edward Colston. for names for a while to even things alternative models? Free schools by they said one project cost £5 million, and And now the Meller Education Trust up. their nature have to make a case for why another £20 million. has to make an awkward decision: Perhaps it may simply be better for they should exist, and what they offer. And that’s the thing about free does it stick with the nomenclature of academy trusts not to be named after Many interesting models have been schools. There is no model, no its “absent” founder, who organised anyone at all. birthed of this necessity: last week’s benchmark, no measure for what they a charity event cancelled forever in paper mentioned School 21, a free should be like or cost. They operate on school with a curriculum entirely based extremes. That’s why they’re exciting, around pupil speech and debate. At the and also why they’re so infuriating. Blurred lines other end, Michaela Community School, Without wanting to mention Brexit, the As the government’s academisers-in- he’s also the top boss at a failing one. which treats the teacher as an absolute lack of clear information has been sure chief, regional schools commissioners His involvement with Verulam authority, is visited so frequently that way to sow division. understandably have their fingers in all School in Hertfordshire has raised onlookers are asked not to bug pupils By hiding the legal costs of the free sorts of pie. many questions. For example, what for their thoughts. This genuinely helps schools programme, the government While the RSCs have a wealth of does he do when the school’s new education seem like an exciting, vibrant continues to stoke that discontent. It knowledge and expertise to share, ‘inadequate’ rating and safeguarding sector. must pull the data together, with all there’s a clear conflict of interest that failures are inevitably discussed with BUT… In his admirably balanced report capital and advisor costs clearly laid out, should prevent them from serving in his RSC hat on? on p11, Tom Richmond, a former advisor for every free school project, including trust roles in their own region at the Clarification is needed, because to the DfE, looks at the facts, finding those that have closed, since 2010. It very least. right now, Post is both in charge of “a mixed picture” on academic results must publish this, and it must allow us to Martin Post, the RSC for north-west governance at a failing school and so far. Education Datalab has found see whether these schools do live up to London and south-central England, is in charge of clamping down on bad free schools are more likely to have their name. not only a top boss at a academy trust, governance at that very same school. @schoolsweek JO FRIDAY, JAN 26 2018 EDITION 127 BS

CALL 02081234778 OR EMAIL [email protected] TO SEE HOW WE CAN HELP YOU ADVERTISE YOUR VACANCIES

Principal Brighton Aldridge Community Academy

Looking for your next significant challenge in a “Everyone has the right to expect an exciting, engaging and relevant successful innovative, growing school? education, regardless of who they are,

Brighton Aldridge Community Academy is a thriving 11- or where they live.” 19 school rated Good by Ofsted (2016). The Academy’s Sir Rod Aldridge OBE much improved outcomes are matched by a significant rise in popularity; sixth form numbers have doubled and it is We are a values-driven organisation with a commitment to non- projected that Year 7 will be over-subscribed for the first time selective, inclusive schools, providing children and young people in September 2018. Our £30m campus close to Brighton and with an exceptional educational experience. Our goal is that, by Sussex Universities boasts superb sports facilities rarely seen in the age of 25, all Aldridge graduates will have experienced an the state sector. outstanding and enjoyable education and be able to sustain the As Principal you will be supported by the Executive Principal for life of their choice. our South East schools. However, the defining characteristic of You can find out more about our academies, support and our trust is that the primary leadership of each school comes resources on our website. from its Principal, who shapes the distinct identity of their school within the community and the MAT. If you are an experienced leader with a record of excellence and able to demonstrate passion, determination, creativity and Aldridge Education is a charitable trust working in different excellent team working skills we would like to hear from you. regions across England where the opportunities and prospects for young people are often most limited, and where the We offer a competitive salary depending on experience. We are introduction of our entrepreneurial approach to education can keen to consider professionals looking for their first headship or have most benefit. candidates with headship experience.

To apply, or to arrange a conversation with a member of our team, please visit http://aldridgeeducation.org/bacaprincipal

x

All posts are subject to enhanced DBS checks. FRIDAY, JAN 26 2018 @SCHOOLSWEEK JO BS

Are you an outstanding teacher looking for supply work?

Are you an outstanding teacher who would like to work but can’t we keep up to date with and actively offer low-cost (and often, commit to full time classroom job at the moment? free) continuous professional development for our supply teachers. We are actively seeking outstanding supply teachers for pre- Do you value your family life too much to be able to give up the booked work in North and West Yorkshire schools. We pay UPS1 whole of Sunday working? rate for every teacher we employ and you will benefit from a BUPA cash plan, because we think you are worth it. Perhaps you would like to take a step into supply but are worried about becoming out of the loop with best practice or about not If you are interested in working with us we would be delighted to being paid enough to take the risk. hear from you.

At Guaranteed Outstanding Supply Agency we marry outstanding 0800 6894974 teachers with schools who only want the best for their pupils even on a short-term basis. As members of our local teaching alliances [email protected]

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PRINCIPAL GORESBROOK SCHOOL, DAGENHAM RM9 6XW Salary: Competitive

A shared curriculum. Wider careers. Education with character.

Goresbrook is a school with an exceptional culture, brimming with potential for sustained You are ready to make your mark through this exciting role, supported by a trust with academic success. Since opening in September 2016 the secondary phase has established a national profi le and a strong track record of building successful schools. extremely high academic expectations and a unique ethos, epitomised by the ‘family To arrange an informal telephone discussion or visit to the school, please dining’ which takes place every lunch time. Thanks to its popularity in the local community, contact [email protected] or call 01832 864511. the school is well placed for year-on-year growth until the fi rst cohort of secondary students sit their GCSEs in 2021. Closing date: Midday on Friday, 9th February 2018. You will be a current Principal, or an outstanding Deputy looking for your fi rst Headship. To apply please go to http://www.unitedlearningcareers.org.uk/vacancies You have the drive and resilience to create a culture of excellence and to take the United Learning is committed to safeguarding and promoting the welfare of children. academy into its next phase of academic success. You will share the United Learning The successful candidate must be willing to undergo an enhanced disclosure through core values: Ambition, Confi dence, Creativity, Respect, Enthusiasm, Determination. the Disclosure and Barring Service.

Where teaching is better shared

United Learning comprises: UCST (Registered in England No: 2780748. Charity No. 1016538) and ULT (Registered in England No. 4439859. An Exempt Charity). Companies limited by guarantee. VAT number 834 8515 12. JO FRIDAY, JAN 26 2018 EDITION 127 BS

CALL 02081234778 OR EMAIL [email protected] TO SEE HOW WE CAN HELP YOU ADVERTISE YOUR VACANCIES

PRINCIPAL Competitive Salary Required from April 2018 or as soon as possible thereafter

We are seeking to appoint a Principal to lead our school through its next professional development. Studying with us gives students access to a range exciting phase of development. The position becomes available due to the of exciting careers in the many areas of future engineering, such as retirement of our current Principal who successfully steered the UTC advanced manufacturing, automation, robotics, programming, artificial through its opening and has established its early reputation for high intelligence and cyber security. quality academic and technical learning for 14-18 year olds. As Principal, you will be a passionate and school leader with the ability to

Scarborough UTC, with specialisms in engineering and computer science, inspire staff, students, parents, employers and our wider community. We are opened in September 2016 in a state-of-the-art new building with facilities looking for a leader with: and equipment to match. It is favourably positioned close to Scarborough town centre on a prestigious £47 million development, which alongside the • an expansive long-term vision for Scarborough UTC; UTC boasts a new university campus and Sports Village. The UTC is • the professional skills and characteristics to drive and implement that a school for 14-18 year olds with world-class sponsors such as GCHQ, vision; Plaxton, Unison Group, McCain, Deep Sea Electronics and the University of • a secure understanding of the ever-changing education landscape, Hull. These partners commit generous time and resources to ensure system leadership and capacity building in financially challenging times; our students receive a relevant and leading edge technical and academic • the ability to build, sustain and draw on effective business, employer, experience. An experience which accelerates their entry into careers in and community partnerships; engineering and computer science through preparation for related university • the ability to lead, manage, motivate, and inspire staff, students, parents, degrees or high level apprenticeships. Students study for approved Technical employer and higher education partners and the wider community; and Qualifications, GCSEs and A-Levels. Ours is a distinctive offer, delivered • a proven highly effective, open, and collaborative approach. through a challenging and applied curriculum. A programme of study which This is a career-defining opportunity for a current school leader to provide blends technical and academic routes with embedded employer projects and innovative and world-class provision, with the support of employers and university enrichment. academic partners, to meet the needs of all learners at the UTC. Our new Principal will build on current foundations and lead the UTC through its next phase of development and expansion. He/she will secure To find out more information, please visit www.leadscarboroughutc.co.uk. the best educational outcomes and employer experiences for all students, For an informal and confidential conversation, please contact Rachel Singer whilst providing them with clear progression routes for their careers and or Jo Fish at Navigate, our recruitment partners, on 0113 287 8445. FRIDAY, JAN 26 2018 @SCHOOLSWEEK JO BS

Head of Science

MPS/UPS plus TLR 1 Required for September 2018

An exciting opportunity has arisen for a candidate of exceptional We would love to hear from you if you: ability to lead the science team in this over-subscribed and successful Church of England high school. The post holder will inspire staff and • Want to work in a supportive and caring environment be committed to raising the achievement of our students • Are committed to enabling every student to achieve the very best The school has an existing reputation for high quality education with they can a relentless focus upon high expectations and aspirations. • Are an ambitious professional We are a friendly, dynamic and innovative school and pride ourselves on our commitment to ensuring student progress through high quality • Are a good/outstanding classroom practitioner teaching and learning provision for all. The successful applicant will share these values and play an active part in delivering on this Please e-mail [email protected] to request an application form commitment. and job description.

Closing Date: Monday 19th February 2018 at noon Interview date: To be confirmed

Saint George’s School is committed to safeguarding and promoting the welfare of children and expects all staff to share this commitment. The appointment is subject to satisfactory references, medical clearance and an enhanced DBS check.

JOIN TEAM TURNER Apply to be one of our Free School’s Founding Teachers!

Are you passionate about delivering a knowledge-rich curriculum? If you are interested in joining Team Turner please contact us at: Are you a specialist in one of the core EBACC subjects? [email protected] Are you committed to an inclusive academic approach to learning? For further information, please visit our website:www.turnerfreeschool.org The Turner Free School is looking for exceptional teachers to join our exciting new secondary Free School, which is opening in Folkestone in September 2018 to Year 7 students. Our goal is to set a Salary: On the MPS/UPS scales new standard in non-selective education through offering a rigorous knowledge-based curriculum, Closing Date for Applications: Friday 23rd February which will equip our students with cultural capital and enable them to thrive in education and in life. Ultimately, at the Turner Free School, we want every child to follow any dream, be able to The Turner Free School is part of Turner Schools, which is committed to giving a powerful achieve any goal and to be anything that they want to be! education to local families through schools where children thrive and knowledge matters. Turner Schools is committed to safeguarding children and promoting their welfare. It expects all staff and We welcome applications from excellent teachers, with a passion for delivering challenging, volunteers to share this commitment. Any appointment is subject to an enhanced Disclosure and inspiring and knowledge-rich lessons for all. We are looking for reflective practitioners, who are Barring Service (DBS) check, including checks against the barred list. Two references are required willing to work collaboratively, and who will go the extra mile to ensure success for our students. prior to commencement of employment. We are an equal opportunities employer.

As a founding member of the school, you will play a key role in establishing our curriculum, Join our mission #seachange expectations and ethos, and will have significant ownership over the delivery of your subject area. We are dedicated to continuous professional development in all areas, and will ensure that you receive high quality and effective training in order to support you in your role. For further information on Turner Schools, please visit www.turnerschools.com SCHOOLSWEEK.CO.UK EDITION 127 FRIDAY, JAN 26, 2018 15

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Behaviour guru calls energy drinks Terry Fish // @terryfish ‘child protection issue’ Oracy is key for early years and for Compulsory Saturday lessons disadvantaged pupils particularly Mark Kelly // @mark_kelly256 could ‘burn out’ teachers Banning energy drinks for U16s will be as Jon Brunskill // @jon_brunskill effective as banning sugar, cigarettes, etc – When done badly, traditional teaching does a waste of time and a futile publicity stunt indeed push out oracy, as children never reply of the week masquerading as policy action get a chance to speak. When done well, it provides the rocket fuel for great speech. Deborah Carr, Unions: Schools need more help handling complaints Compulsory Saturday lessons could As a teacher I already work weekends with ‘burn out’ teachers the amount of marking and planning I Ir8 Guy // @Ir8_Guy No, schools need more support to improve, Gary McVeigh-Kaye need to do. It is the lack of thought for the to reduce the amount of complaints As the father of an eight-year-old and young people here I am quite concerned the husband to my lovely wife, I’d say my about. They need to have time away from Free schools in £2m debt after getting family are far, far more important than any pupil numbers wrong of my students’ exam results. being in the modern factory of education and grow socially and emotionally, or we Neil Short // @neils46 Schools mustn’t stop teaching other are going to have more and more issues Yet another chapter in the free school religions financial fiasco! with mental health problems, behaviour Dave Crathorne problems, social skills, etc. Oracy ‘pushed out’ by strict traditional We have to teach all children to be teaching, says MP respectful of beliefs and opinions. Help Correction them to educate themselves to make their Janet Graves // @jk_graves own decisions, rather than follow the In Sameena Choudry's opinion piece last week, entitled It’s time to beat the gender pay gap, we said that Northern Education Trust was one of only I think I use more direct instruction now oppressive views that pebble-dash social two educational organisations with a gender gap in favour of women. It is in but encourage my students to speak about media and other press agencies. fact the Northern Schools Trust. The Northern Education Trust has not yet what I’ve explained more than ever. published its data.

It is beyond tedious to watch two ministers learning scales so kids can’t be creative without argue in public over the meaning of the knowing about the First World War. Obviously. word ‘skills’ when they could be fixing This is very cute if you’re into masturbatory education, writes Laura McInerney LAURA inter-ministerial argument, about which I’m sure there’s a bigger point to do with ne of my favourite questions to ask MCINERNEY progressives and traditionalism and all that people is this: “If you were invisible Contributing editor, Schools Week stuff that a small group of people like to Ofor the day, what would you do?” It bang on about. But let’s get real. At the exact always throws them off. Sometimes they ask time these speeches were happening, half me, and I’ve never had a good answer of my a million teachers were overseeing eight own. But this week, if I could’ve been invisible When Hinds says skills what he million children already learning a bunch of on Monday, I’d have dearly loved to be in the “knowledge” and practising a clutch of “skills”. room when schools minister Nick Gibb heard his boss, the education secretary Damain really means is knowledge, right? Hinds, praising “soft skills”. Schools don’t Gibb hates the “skills” word in the way that about them. No brown paper bag in the world saying they are not “just” taught he also most of us hate the words “SATs” or “Michael was big enough to stop that panic attack. implied that they “can” be taught. need ministers to Gove”. But education secretaries have an Merrily, Hinds continued: “The hard reality In my dreams of invisibility I see the exact lock horns over annoying habit of suggesting skills might be of soft skills is that actually these things moment that steam begins pouring out of quite important. around the workplace and these things around Gibb’s ears. But then, he grabs a pen. Because philosophy Justine Greening claimed she was leading character and resilience are important for what he remembers that the very next day at the a “skills revolution” at the Conservative anybody can achieve in life, as well as for the Education Forum, he also has a speaking slot. Party conference. Unfortunately, that same success of our economies. They’re not exactly And so it was that on Tuesday, in front of the Some of what they were doing is dictated week, we learned that Gibb had banned civil the same thing, character and workplace skills, same global audience, schools minister Gibb by what we know about curriculum (and we servants from using the word ‘skills’ in his but there obviously is some overlap.” finally let the word “skills” slip from his lips. In certainly need to know more) and some is correspondence because “he doesn’t believe Then, the kicker, the line that must’ve fact, 610 words of his 1,500-word speech were dictated by old habits. None of it is affected by they exist”, a source let slip. stabbed at Gibb’s heart. dedicated to skills, and to explaining precisely weird word-wars put on for show. Hinds went a step further. In a somewhat “I don’t suggest they can just be taught,” why, when the government says “skills”, it Schools don’t need ministers to lock horns confused speech at the Education World said Hinds, before pointing out they are also really means “knowledge-based skills”. Not over philosophy, they need them to stop Forum on Wednesday he not only said that he learned via ethos, extracurricular activities, “skills-based skills” or “21st century skills”, pratting about with cheap shots and nonsense, believes in “soft skills” – cue hyperventilation yadda-yadda. but skills that look a lot like “knowing maths”. and instead come up with actual solutions to from Gibb – but that “there is nothing soft” But the damage was already done, for in After all, musicians become proficient by actual problems and announce those. 16 @SCHOOLSWEEK SCHOOLS WEEK FRIDAY, JAN 26, 2018 PROFILE NATASHA PORTER

CATH MURRAY @CATHMURRAY_

Natasha Porter, CEO, Unlocked style school in London, she gave him a call. struggling to maintain a relationship with his Graduates Porter joined the founding team at the King daughter in year eight, until one of the officers Solomon Academy as head of English, and stayed suggested that he learn something she liked doing

each First is spawning. First there was for five years. Serving the most deprived ward in at school. So he took up maths, meaning they Frontline, which applied the model to London for child poverty, KSA was one of the first could talk quadratic equations on the phone and Tsocial care, and Think Ahead, focusing on no-excuses state schools in Britain, and managed even practice together when she visited. mental health. Then came Police Now. to pull off the kind of miracle that the high-profile These are the kind of transformational The latest spin-off to get off the ground is Michaela Community School is now looking to interactions that Porter wants her officers to Unlocked Graduates, which aims to train up the replicate. engineer. “brightest, smartest” graduates to work as prison Mossbourne Academy, established in a similarly Just as poor literacy is a huge problem in the officers for two years, during which time they deprived London borough in 2004 as one of Tony prison population, so is disengagement from write a dissertation, gain a masters and pump out Blair’s first “city academies”, had been widely education. While there are teachers doing a slew of new prison policy ideas. lauded for achieving a rate of five A*-C GCSEs at “incredible work” there, lots of inmates “can't read The charity doesn’t waste energy trying to 83 per cent. KSA smashed these results out of the and write properly; they're ashamed, they hated persuade recruits to stay for longer, however. In park: with a completely comprehensive intake, 93 school, the last thing they want to do is go and sit fact, it positively wants some to leave. per cent of their first cohort of pupils achieved five behind a desk in education”. “It sounds very counterintuitive,” explains CEO A*-C grade GCSEs including English and Maths. In theory, she points out, “you could have Natasha Porter, “but actually what we need are Bolstered by the success of the model, Porter Harvard delivering the best education, but if this people across society advocating for the prison left KSA in 2014 to try and have a wider impact guy doesn't get love, encouragement, support, and service.” on education policy, first through the Policy belief in his own ability”, he will never even make This organisation, like several of the above, is Exchange think-tank then in the Department for it to the education block. run by a former Teach Firster, who just happens Education itself. “Education's hard work. It's three-hour lessons. to be a devotee of the “no excuses” schools One accusation often lobbed at schools – They often don't have loo breaks. It's often movement, and who won three months of especially those of the no-excuses variety – is worksheet-based. They really lack resources,” she funding to write her business plan after pitching that they use exclusions too liberally, to improve says. the idea directly to Michael Gove. results. Porter insists that KSA didn’t exclude In short, the prison system isn’t set up to support But the real story begins much earlier. Privately pupils and it made staff “angry” to learn that this learning; it’s about “safety, decency, making sure educated, Porter was recruited to Teach First in was happening. that people are well looked after and cared for. 2006 as she was finishing up her English degree “We didn't have those conversations really,” she It's not about making sure they get educational at the University of Warwick. She was sent to a insists. “We very much tried to work with parents.” outcomes”. But this makes no sense from a policy school in Finsbury Park in north London, not far Excluded pupils from the past can feel like perspective, as even a mere interest in education from her own affluent home neighbourhood of “ghosts” to teachers, she says, in the sense that is a strong indicator that someone won’t reoffend. Highgate. This proved to be a eureka moment. they stay with you and you constantly wonder The solution, as she sees it, is to flood the prison She recollects “seeing children growing up very what happened to them. system with “smart superstars" who will focus on close to where I'd grown up, with completely different lives” – many of whom were cleverer and “much better behaved than I was” yet getting "EDUCATION'S HARD WORK. much worse exam results. “The only difference was that my family were wealthier than theirs,” she realised. IT'S THREE-HOUR LESSONS. THEY OFTEN Exam results weren’t the only injustice, however. She also witnessed “children falling into the DON'T HAVE LOO BREAKS" criminal justice system” for “doing things that my peers, when I was kind of an off-the-rails teen, were doing, but maybe getting away with because Many eventually end up in secure training getting inmates to engage with education. While they had powerful families”. centres or young offender institutes, and this society often views prison officers “as bouncers”, This awakening to injustice led Porter to become is where Unlocked Graduates will be working they are dealing with “incredibly complex, “obsessed” with a certain type of school then from next year – having started its work in adult challenging people, often with mental health emerging in the US, of which charter schools prisons. problems, with very low educational attainment. and the Knowledge Is Power Program (KIPP) are Founded in 2016, the charity received five years’ So we need the brightest, smartest people doing probably the best-known varieties. initial funding from the justice department – a that job.” It was witnessing the low expectations put package of support that began when she pitched It’s also about raising prestige: “There are already on children that got to her – attitudes among the idea directly to then-justice secretary Gove. prison officers doing these amazing things, what colleagues that these children had such complex The story goes that Porter, uninspired by her we want to do is partly shine a light on them, and problems at home that “we can't expect them fleeting foray into policy work, heard about partly bring in more people to learn from them.” to do well academically”. By contrast, she found Dame Sally Coates’ government-commissioned Being intelligent isn’t enough to pass the the KIPP ideology of teacher responsibility review of prison education and “showed up on recruitment process, however. It includes a and raising expectations of pupils’ academic her doorstep” begging to be involved. Unlocked roleplay, a group exercise and a “tag-team achievement “really empowering”. So when she Graduates was one of the Coates review’s key interview” between a prisoner and prison officer. read in The Evening Standard newspaper that Max recommendations, and it became Porter’s If they pass, they receive six weeks of intensive Haimendorf, whom she’d met through Teach First, mission. training where, in addition to the “nuts and bolts had been appointed headteacher of a new charter- She tells a story about an inmate who was of being a prison officer”, they learn about things SCHOOLSWEEK.CO.UK EDITION 127 FRIDAY, JAN 26, 2018 17

IT’S A PERSONAL THING

If you hadn't gone into education, what would you have done? A scuba dive instructor: I'm a trained rescue diver – I’ve been diving in the Maldives, the Great Barrier Reef and Egypt.

Favourite place in the world? It might have been Thailand back in the day. We used to go to little islands in the middle of nowhere because my dad was in student travel. A lot of it was still quite undiscovered, and we'd go on elephant rides through mountains and stuff. It was really cool.

What was your role in the family, growing up? I have a sister five years’ older, but I was both the brat and the boss. I was always the bossy one so my sister did what I wanted to do. We kind of switched roles.

Favourite book Middlemarch, by George Eliot. Because Dorothea is a legend. She marries this disgusting guy at the beginning because she thinks to be a good Christian when she's 12 that it's all about pain, but basically in the end, she's this kickass single woman. She's in love with a guy but she's like “I'm not gonna marry you cos I'd have to give up all my property. And I'm the boss.” It's a great book.

like trauma, attachment issues and special needs. While education in the youth estate is flood the nation’s youth prisons, and it’s why she They continue to receive training throughout the compulsory, attendance is “extremely low”. So recently put out a call for more teachers to apply. year from experienced prison officers, because if the young people aren’t getting to education, Having been a “tearaway teen” herself – getting they’re the experts. she wants to hire staff who will bring it to them. expelled and bouncing from school to school – “Teachers are heroes,” she emphasises, “but One of her officers set up a series of highly she describes going through a seismic change in prison officers literally save lives. They cut people popular quizzes over Christmas, in response to her late teens, when she decided to sort herself down from ligatures. When a good prison officer prisoners revealing that they took drugs when out, leading to a belief that people can always goes on a landing, self-harm can go down, there was nothing else to do. This is the kind change. suicide can go down on that landing, because the of entrepreneurial spirit, driven by a passion “I believe in redemption”, she declares – a prisoners can feel safe.” for education, with which Porter now wants to succinct description of her mission. 18 @SCHOOLSWEEK SCHOOLS WEEK FRIDAY, JAN 26, 2018 OPINION TOM TOM RICHMOND PERRY Former adviser to the Teaching fellow, University of Department for Education Birmingham

The incredible hidden costs The 'phantom' grammar of seven years of free schools school effect of Progress 8

There’s not enough evidence yet to see billion. Given the climate of austerity The school progress measures were a step the national average. whether free schools have worked, says that has gripped the DfE since 2010, this in the right direction, but in their current Next, we encounter the terrifying Tom Richmond, but what we do now know is a phenomenal amount and equates to form they can only partially correct for “phantom” effect, which is about as exciting is quite how expensive the project has approximately £8.6 million spent on each. intake ability, writes Tom Perry as statistical terminology gets. The handy been Unsurprisingly, a large chunk of this funding thing about averages is that a lot of the has been consumed by capital costs such as s we have known for decades, and the pupil errors cancel out. A relationship that hen Toby Young, the director of construction, project management and land data clearly shows, raw attainment has broken somewhat in the pupil scores the New Schools Network, said purchase. Much smaller amounts were spent Ascores such as schools’ GCSE results will only break down a little in the school Wlast summer that free schools on property and technical advice for these say more about schools’ intakes than their averages. This means that the school-level were “the most successful education policy projects. performance. The progress measures – KS2-KS4 relationship is just what is left over of the post-war period”, I must admit to despite numerous limitations – were a step in from an incomplete correction of the pupil raising an eyebrow. Having been a teacher the right direction. scores. Researchers have known about this twice, an adviser to the Department for The total sum of Progress 8 compares pupils’ KS4 scores for some time and have been wrestling with Education, and a researcher on education only to those with the same KS2 scores. This how to measure the effect of pupil clustering and skills for almost a decade, it struck me as money spent on enables like-for-like comparisons between by ability – at its most extreme in grammar a rather peculiar claim. pupils and helps level the playing field for schools – without falling for phantoms (i.e. To judge whether any education policy free schools up to schools. results caused by statistical error). has succeeded or failed, there are two But what happens when the KS2 scores we fundamental questions that one should April 2017 was over use to form KS4 expectations contain are pose. First, what has it delivered? There is unreliable? The conventional answer is that In the extreme, little to be gained by supporters or critics £3.6 billion some schools will be “lucky”, taking more cherry-picking individual free schools that pupils who underperformed at an earlier the KS2 scores do support their pre-existing views. Instead, However, it is the money spent on legal stage and caught up. The hope is that these we should evaluate them as a whole, and the advice that is most astonishing. In the errors will cancel out when looking at whole evidence thus far has been mixed. Having early stages of the programme, the DfE was cohorts. not predict KS4 analysed Ofsted reports and examination sometimes spending over £20 million in a My research, recently published in Research results, both the Education Datalab and the single month on legal costs. Expenditure Papers in Education, shows that this is not scores at all Education Policy Institute have concluded on legal advice was so rampant at this time the case. If we have imperfect measures that it is hard to draw firm conclusions about that it was consuming 25 per cent of all the of prior attainment, we get an incomplete What we didn’t know was the extent to the performance of free schools, largely money being ploughed into free schools. A correction for ability. We end up with some which this affects the progress scores, because we do not have much data on them. change in accounting procedures in 2014 middle ground between the original KS4 until now. Ability bias is inevitable to While some have produced sparkling results, means that legal costs now appear far lower scores – which are strongly correlated with some extent: measures are not perfectly it is easy to find examples of dismal failures than they once were. Even so, if we assume intake prior attainment – and a perfect reliable and, crucially, these measures along the way. So we can’t yet be sure what that (as was the case up to March 2014) these school value-added score for which intake only correct for pupil scores. Should we be the project has delivered. costs consumed a quarter of all spending on ability doesn’t matter. We have known that scared? I used reliability estimates based on This brings us to the second consideration free schools, the total expenditure on legal value-added measures are correlated with Ofqual research, ran simulations using the in judging the success of a policy: how much advice since 2010 would now be £900 million ability ever since Professor Stephen Gorard National Pupil Database and found that KS2 did it cost? Given the high-profile nature of – something that the DfE, the National Audit found a “surprising correlation” between measurement error produces a serious ability free schools, you might think this would be Office and the Public Accounts Committee them and attainment in the first ever English bias, complete with a “phantom grammar a relatively straightforward answer. On the may all wish to reflect on. school value-added measure back in 2004. school effect” which is eerily similar to that contrary, financial information on these Almost £1 billion a year is now being What was harder to understand was why. seen in the actual data. schools is extremely hard to locate, which poured into free schools and this is likely to Let me introduce you to some monsters Like most stories, we now need a plucky makes it difficult to give a fair assessment grow. Supporters may choose to label this as which explain the problem. protagonist and a plan. The solution is of whether any benefits they might deliver money well spent, while critics will claim it First, the dreaded “shrinking expectations” simple, we adjust for school average prior have been worth the investment. I recently as precious money wasted. My new report (technically, regression attenuation attainment as well as prior attainment on took it upon myself to find out how much does not aim to settle the debate over these bias). Progress 8 expectations rely on the a pupil-by-pupil basis. This is in keeping money free schools have received and what schools’ value for money, rather to provide relationship between KS2 and KS4 scores. with the clear principle behind the progress the money has been spent on. Through a an additional lens through which to view the As error increases, this relationship breaks measures: schools should be judged by the combination of desk-based research, Excel costs and benefits of the programme both down as pupils of different ability levels get progress their pupils make rather than the spreadsheets, Freedom of Information now and in the future. By monitoring the mixed up. In the extreme, the KS2 scores starting points of their pupils. We just need requests and a lot of persistence, I found the examination results and Ofsted ratings of do not predict KS4 scores at all and our best to add that schools should not be advantaged answers to both questions. What I uncovered free schools in the coming years ,at the same expectation is the national average. With or disadvantaged by the average prior was surprising, and in some cases simply time as scrutinising the overall expenditure, normal levels of error, we end up somewhere attainment of their intake any more than that staggering. we can hopefully move closer to working in the middle – a twilight zone if you will – of individual pupils. The total sum of money spent on free out whether the last seven years has been where the relationship moderately breaks Now all we need is that plucky protagonist. schools up to April 2017 was over £3.6 worthwhile. down and the expectations shrink a little to But beware! There are some politics lurking… SCHOOLSWEEK.CO.UK EDITION 127 FRIDAY, JAN 26, 2018 19 OPINION

The UK’s dogmatic approach to teaching looked at two different approaches to learning reading does a disservice to the different to read. One was a developmental approach, ways and speeds at which young children JAN starting with stories and introducing phonics learn, writes Jan Dubiel when children were ready, and one was much more regimented about the whole-class fsted’s recent Bold Beginnings report DUBIEL teaching timetable. was controversial for several reasons, As children got to five or six, those who’d Head of national and international not least because it appeared to been taught all at once were better at O development, Early Excellence suggest that the core purpose of the reception decoding and reading, and by the time they year is learning how to read. got to seven or eight they were more or less Literacy is important, but as an early-years level. But by the time they got to 10 or 11, the specialist, I believe there are lots of things at Reception shouldn't only developmental group were outperforming the that age that are just as important as learning directly taught children by up to eight months to read. in terms of their skills. In many countries, children don’t start the be about learning to read This shows that educators trying to do too formal process of decoding print until they’re much at an early stage can have the opposite seven. In England it starts at four or five, and effect of what they’re aiming for. we have globally unusual expectations of of decoding are primed to be successful. We commissioned a review of all the children’s decoding skills at a very young age, Learning to read is a complex process, and available early-years research, when we were even though psychologically and cognitively, one of the aspects it starts with understanding Educators trying to do producing our Hundred Review in 2017, it is quite a complex process. is language – it’s dependent on being read to, and identified five aspects that are universal Much research exists to suggest that a talked to, and listened to. It starts with things too much at an early throughout every study. These are personal delayed start to formal decoding tends to like being able to hear and replicate different social emotional development, physical be more successful, which is the approach sounds, and ultimately culminates at the stage can have the development, language, self-regulation, and taken by countries like Denmark, Finland, point where a child can say what makes an “s” executive functioning. Everyone agrees at Singapore and China. sound and what makes a “t” sound. opposite effect of what least that these are the main things that make That’s not to say children don’t read Decoding writing requires visual a real difference in terms of getting good earlier, because of course there’s a bell discrimination, and starting to understand they’re aiming for academic outcomes. curve of development, and there will that print has meaning. So there’s a whole So I’m not saying that it’s completely always be children who are cognitively and journey up to the point where a child is ready because they don’t necessarily have all those inappropriate to teach phonics in reception. experientially prepared, and will pick it up to learn the phonetic code, because they are at experiences in place, it’s not as effective. So It will be right for some children, but for really quickly. a point in their development, understanding from a policymaker’s point of view, early others, practitioners will need to focus on the But the real concern is that government and experience where they’re able to years is inconvenient because there is a preparatory skills that lay the groundwork for expectations of early literacy are putting understand how it fits with everything else. wide spectrum of what a “typical” level of being able to decode. Early-years practitioners downward pressure on some children who The worry is that we might try to leapfrog all development looks like. need the training, the freedom and may not be developmentally ready and need a this valuable foundation and go straight into There’s an interesting American research professional self-belief to guide each child’s range of experiences before the technicalities attempting phonics with young children. But project called ‘Moving up the grades’, which learning as they are ready.

#EDUCATIONFEST EDUCATIONFEST.CO.UK

21-22 JUNE 2018

Where those who inspire, find their own inspiration.

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TICKETS AVAILABLE ACROSS TWO DAYS YOU AND YOUR COLLEAGUES WILL LARGE DISCOUNTS ARE AVAILABLE FOR GROUP HAVE ACCESS TO 100’S OF INSPIRATIONAL SESSIONS BOOKINGS. OVER 800 PEOPLE ATTENDED THE 2017 SAVE 20%! FROM LEADING EDUCATIONALISTS AND THOUGHT FESTIVAL THROUGH A GROUP BOOKING. GET SET FOR BOOK BY END OF JANUARY LEADERS FROM ACROSS THE UK AND BEYOND. SUMMER 2018 AND BOOK YOUR SCHOOL, COLLEGE OR ORGANISATION TICKETS TODAY. 20 @SCHOOLSWEEK SCHOOLS WEEK FRIDAY, JAN 26, 2018 REVIEWS TOP BLOGS OF THE WEEK To view individual blogs visit www.schoolsweek.co.uk/reviews

his lesson, and traces its roots to an excessive focus on generic approaches Teacher education in England: A in universities. While reference is made to teaching. He highlights the lack of critical interrogation of school-led to those involved in ITE who are based in “disciplinary substance” in the application training other contexts, and while the data includes of assessment for learning, and introduces (for example) interviews with school-based By Tony Brown coordinated blog posts from teachers mentors, the primary focus is on those who seeking to bring an evidence-based Published by: Routledge work in the university context. perspective to AfL in science. Reviewed by Sam Twiselton, Director, The conflicts faced by people in this role When this column went to press, two are examined in depth and will resonate for had been published: Rosalind Walker Sheffield Institute of Education many who are similarly positioned. The loss sought to define what learning in science of certain income will be familiar to many, really is and Niki Kaiser had examined the as will the need to diversify and sometimes Harry Fletcher-Wood is associate threshold concepts students experience as Published during a period of great flux in abandon expertise that is held dear in dean at the Institute for Teaching their understanding of science changes. English initial teacher education, this timely @HFletcherWood Each post makes a fascinating and valuable order to develop new, more flexible and contribution, sharing considered responses book documents the complex implications of potentially more generic ways of working, from teachers. Even more valuable is the the changes we’re experiencing, and the diminishing collaboration sophisticated approach to collaboration situating them within a broader between providers as the Why did a small, badly designed which brings these teachers’ experiences international context. competition becomes experiment make me change my and understanding together as a coherent This is important, as ITE more cut-throat. discussion. teaching forever? systems around the world There is also a well- @Waldenkent are (as the author points rehearsed discussion Can you be a great leader without out) so very different. It is on the conflict between It was obvious to Ben White that his technical expertise? also true that questions being research-active “students had suspect ideas about note- Art Markman are being asked about the and evidence-based in the taking”, but he was more surprised to discover that he had “some deeply ingrained Markman begins by describing the “broad best models for preparing teacher educator role, and assumptions about it”. assumption in society and in education that future teachers across the the challenges when there White was worried that thinking had been the skills you need to be a leader are more globe. The English context are so many other competing detached from writing, and studying was or less transferable. If you can inspire and itself is currently far from demands on their time. not leading to learning. He conceived “a motivate people in one arena, you should be settled, and as we face This brings me to my biggest simple experiment” to “prove to my students able to apply those skills to do the same in the inevitability of more point of dissonance with the just how futile their approach was”, in which another venue.” For example, leaders need to change, particularly in the book. While these challenges be able to motivate themselves and others, one class would write notes and another face of a teacher recruitment crisis, are real, and the complexity of would study the same topic with challenging communicate, think critically, and so on. it is important to learn lessons from recent the teacher- educator role well documented, questions; and a test checked what they He shows that effective communication years. they are not new and are not necessarily remembered the next day. depends on the content: “Doctors talking It is also important to understand that confined to university-based ITE. Although “I predicted that transcription would to patients must communicate information the book is written from a very particular this is acknowledged, it doesn't consistently presumably not add much to pupil learning differently than politicians reacting to a though it would slow the lesson down,” natural disaster.” perspective, that of university-based teacher- come through. The author implicitly he writes. “Thus I would expect the group When we teach leadership, he argues, educators. I will come back to why this attributes these challenges to the school-led learning in this way to cover less ground and we need to “be more explicit that domain matters. movement in a way that does not mesh with remember no more of it than the class which expertise matters. Just because a person Much of what is discussed is familiar and my experience. didn’t waste time writing neat copies of their is successful at running one kind of resonates with my own findings during the I would also like see more about the positive notes booklets.” However “things did not go organisation does not mean that they are Carter Review of ITT in 2014/15, in which implications of putting schools at the heart as expected”. likely to have the same degree of success I was an expert advisor. The more extreme of ITE. In the Carter Review we saw so many running an organisation with a different He says penny dropped when a student challenges to ITE – documented in great examples of how much more effectively from the non-note group was surprised mission.” detail – illustrate the dangers of a system that theoretical and practical knowledge can be they remembered nothing about the lesson: is fragmented, often very varied in content integrated when the school context is more “I remember the lesson, remember talking Starting at a new school and delivery, and emphasises training than the place where placements happen. about Schaffer and Emerson and the video. @jo_facer and practice potentially at the expense of This necessarily requires schools to take more It was really good, I just can’t remember anything in specific.” I’ve always enjoyed Jo Facer’s honest, theoretical understanding. These challenges ownership than in traditional models but Reflecting honestly about why his “smugly practical and inspiring approach to writing are made explicit and discussed at some – importantly – some of the best examples developed attempt to weed out pointless and teaching, so it was a pleasure to read length. The risks of a system that spreads of school ownership are not in models writing [was] scuppered by its own results”, her suggestions on what to do when starting expertise so thinly across so many different that would be technically labelled (through White highlights his own biases about a new school as a senior leader. Her advice providers were apparent in some (though not allocations methodology) as “school-led”. what makes good learning, and notes how includes asking the “stupid questions”. For the majority) of our visits, and the resultant The book acknowledges some of this but not valuable and enjoyable an experiment can be instance, “where do I stand for playground danger of diluting subject knowledge – as thoroughly and explicitly as I would have duty?”, because sooner or later people will in improving teaching. particularly in the secondary phase – is liked. look to you and you need to be getting it something we warned against in the report. I would have also liked more focus on the AfL in science a symposium: right. Think about what you would change, There is also a very interesting and well- student-teacher and employing-headteacher @AdamBoxer1, @Rosalindphys, with the “fresh eyes” you bring (but don’t argued thread throughout the book that perspective. Having said this, the book is an @chemDrK push it) and she recommends escalating “like a newbie”. I look forward to reading examines the implications of these changes important read and should help avoid some Adam Boxer describes a difference of her continued reflections on teaching and at their most extreme for the roles, knowledge of the highlighted pitfalls in future policy opinion with a senior colleague observing leadership at her new school. base and skill-sets of teacher-educators based making and implementation. SCHOOLSWEEK.CO.UK EDITION 127 FRIDAY, JAN 26, 2018 21 Week in Westminster Your regular guide to what’s going on in central government

And: “But now that point about submitted a request to the regulator asking When the news broke of another sleaze Monday: international global perspectives helps for its contingency plans in the event of the scandal, WiW was shocked – SHOCKED – to highlight the way in which exams and queen’s death. to discover that a non-executive director Exams watchdog Ofqual released its board qualifications – the most important things Protocol states the queen must be buried of the Department for Education with meeting papers today. Brilliantly, on the you take with you into life – but they are exactly nine days after her death, and that an academy trust named after him was final page, it stated that attendees agreed, not the whole picture when it comes to day must be a national holiday – even involved. We are still not over this shock, “subject to some minor redactions”, that the what we will achieve outside the realm of closing the stock exchange. and neither is David Meller apparently, as papers would be openly published. But you qualifications, which matters a great deal All this is fine if it happens in most he hasn’t resigned from his academy trust, only reach that part after skipping over four as well.” months of the year, but what if it coincides merely taking a “leave of absence”. Do we fully redacted pages and four half-redacted But perhaps his best turn of phrase was with a GCSE maths exam? think that, like us, he’s having a sit-down to pages. There are only 11 pages in total... when he said: “There is no practical limit to Ofqual wrote back at the time saying recover from the surprise of it all? We can It was also the day of the new education the educational world.” it had no plans for dealing with such a only sympathise. secretary Damian Hinds’ first big speech. There’s a man who never tried to get circumstance – OH NO! The DfE’s press office was super excited and silence from pupils with a bee in the room. But the latest guidance includes a sent out a preview of what he was going to thursday: paragraph on “widespread national say. Unfortunately, he either didn’t know GCSE results day, sort of. The government disruption” stating that government what they were hoping he’d say, or he Tuesday: has now made it so complicated to departments will communicate with forgot to take his notes to the stage with Ofqual was on the radar again today understand school results that no one in everyone should such an event transpire, him, because, as eagle-eyed Janet Downs at after it released guidance about the steps Westminster is really able to understand and “regulators will provide advice to the Local Schools Network pointed out, the schools should take if exams are seriously whether schools are good, bad or government departments on implications quotes did not end up in his speech. disrupted. somewhere in between. Helpfully, the DfE for exam timetables”. Instead Hinds dropped gems like this: This was possibly prompted by the has put out lots of positive-sounding stats. We hope they now have advice to provide “Well with all the things that are changing situations from last year such as Grenfell But they would, wouldn’t they? Are they on what exactly should happen in this in the world I believe there are some things and the Manchester Arena bombing, which correct? *Looks down forlornly at ludicrous unlikely event. that don’t change, apart from, they may affected pupils due to sit exams. calculations* We’ve got no idea. just be more important than ever they have But Week in Westminster has an CHECK OUT @SCHOOLSWEEKLIVE FOR been”. alternative theory: a few months ago, we wednesday: LIVE TWEETS OF WESTMINSTER EVENTS FLY ON THE WALL

Where do you read your copy of Schools Week? What would you do if you were editor of Schools Week for a day? At the office and home. I’d question the capacity of the politicians to understand the chaos, stress and wasted time they create by continuous change, penny- Which section of the paper do you enjoy the most? pinching, and obsession with data. All of it – especially the courage to challenge the system. Name Richard Levinge Favourite memory of your school years? Age 60 If you could wave a magic wand and change one education policy, Our English teacher asked us to bring in our favourite music, and related Occupation Chair of which would it be? it to literature. governors and director of School funding – we should index it to school costs as a minimum. Ease Training If you weren't working in education, what would you be doing? Location Gloucestershire Who is your favourite education secretary of all time? Investigative journalism – I would love to write for Private Eye. Subscriber since None. Get rid of the ideologues and put in an educationalist, and make September 2016 long-term plans with a strategy not focused on election timings and MP What new things would you like to see in Schools Week? job retention. A section for governors, who are willing volunteers under significant pressure. What is your favourite story or investigation reported in Fly on the Wall is a chance for you, the subscriber, to tell us Schools Week? If you could be a fly on the wall in anyone's office, whose what you love (and hate) about The opaqueness of the academy system, and the continued would it be? Schools Week, who you’d lack of guidance to schools about the format of conversion. Ian Hislop’s [the editor of Private Eye] like to spy on and, of course, what the world of education What do you do with your copy of Schools Week once would look like if you were in you've read it? charge… I recycle it. PA

We’d love to hear from you – email [email protected] or submit an entry at surveymonkey.co.uk/r/flyonthewall 22 @SCHOOLSWEEK SCHOOLS WEEK FRIDAY, JAN 26, 2018 School Bulletin If you have a story you’d like to see featured in the school bulletin, email [email protected]

Maths teaching the Chinese way FEATURED

wo teachers from Shanghai have been leading classes at a TBirmingham primary school as part of a DfE-funded programme to develop maths teaching in England. A meteorite from Mars (Credit: STFC) Mingming and Wang Fei spent two weeks at Slade Primary School running maths mastery lessons, which were BRING THE MOON TO each observed by over 50 UK teachers, headteachers and representatives THE CLASSROOM from the DfE and National Centre for Excellence in the Teaching of Schools can borrow meteorites from Mars and Mathematics (NCETM). pieces of the Moon in a free scheme established “It’s to deepen our understanding of by the Science and Technology Facilities Council. how we can take what works in places The ‘Borrow the Moon’ kit includes lunar like Shanghai, and how we can adapt samples collected by NASA astronauts in the that and make that appropriate for our Pupils with Mingming and Wang Fei late 1960s and early 70s during manned space curriculum,” explained Clare Williams, Headteacher Helen Hastilow (left) welcomes sure that all children are moving through missions, as well as meteorites from the red the teachers with Clare Williams (right) the school’s strategic maths leader. “We’re the national curriculum at broadly the planet, which children will be able to handle. looking really carefully at how they same pace,” Williams said. “It’s not an easy The STFC has been working with the National represent mathematical concepts, and the thing to do in a school and it takes time. Space Academy to update the kits, which now way they design their lessons.” If you’ve always taught classes in ability include teaching materials, online resources and The teachers’ visit came as part of the groups with different work for different videos for primary and secondary pupils. DfE’s China-England Teacher Exchange children, it’s a very big shift to go to paired “It is not often they will be able to see close-up, programme, which is coordinated by ability groups where the children are and actually touch, such important fragments NCETM. Slade Primary was selected as September through the programme, and learning from each other.” of science history,” said Dr Brian Bowhser, one of 70 host schools in the UK. lead maths lessons in Chinese schools. CEO of the STFC. “Samples like these are vital “You can’t progress in China as a teacher The school has already been in teaching us more about our solar system, unless you’ve participated in hundreds implementing elements of the Chinese allowing us to turning theories into fact.” of hours of CPD, and had lots of open teaching approach over the last two years, The STFC is the only authorised source for the lessons. They then start to mentor other giving staff more CPD opportunities, loan of the Apollo lunar samples to educational or teachers and do more open lessons. It’s a and scrapping ability setting in favour of scientific organisations. very good model of development really,” mixed-ability groups across all subjects. To apply to loan a kit, visit: http://www.stfc. explained Williams, who was selected as “We don’t label our children – we teach ac.uk/public-engagement/activities-for-schools/ one of 70 teachers to visit Shanghai last the whole class together. We try and make Celebrating the guests' arrival borrow-the-moon/ Beating FGM through theatre critically acclaimed play about female genital mutilation (FGM) in Britain is Atouring secondary schools to educate pupils on the issue. The play Cuttin’It tells the story of two British- Somali teenage girls who have both experienced FGM, and will visit schools in London and Birmingham. Each school visit includes a pre-show workshop and a post-show Q&A with year 9 and 10 pupils exploring the law surrounding FGM, the different types, and the impact on health, all led by Young Court, the inclusive programme

arm of the Royal Court Theatre. Life lessons: Rob Harknett takes a class Young Court staff received training from Solace Women’s Aid and Louise Williams, Bringing history to life a clinical nurse specialist at the women’s division of University College Hospital, 77-year-old has gone back to his So far, the in order to prepare for the sessions. former primary school to teach school has “Using theatre as a tool has been an A pupils about school life in the 1940s. uncovered a exciting way to engage young people in a topic Rob Harknett was a pupil at Roydon punishment that can sometimes feel inaccessible,” said Primary School in Essex between 1945 and book from

Ellie Fulcher, one of the organisers. “The work 1953, and shared pictures and anecdotes 1954, An old punishment book is essential in teaching young people about from his time at the school with current photos of the female body, exploring gender stereotypes pupils during a history lesson. generations of school football teams and and external pressures in their lives as well as His visit came as part of a school project log books to feature in the corridor display. learning about FGM.” exploring the school’s 140-year history: “Children today would not believe what The show’s original run received four- and headteacher Michael Clark is now hoping life at their school was like back then. It’s five-star reviews, with The Times calling it a to display a timeline through the corridors amazing how different it is in such a small “searingly potent and devastatingly powerful” documenting the school’s past since it was period of time, while some things are still A poignant scene production. built in 1877, along with stories from the the same, like the things we teach,” said Main: Actress Tsion Habte who plays Iqra community. Harknett, who still lives in the area. SCHOOLSWEEK.CO.UK EDITION 127 FRIDAY, JAN 26, 2018 23

ANNA EMMA MYATT Your weekly guide to who’s new OWNER Head of school, Forest Principal, Iceni Hall School Academy Hockwold

START DATE: January 2018 STEPHEN PLUME START DATE: January 2018 PREVIOUS JOB: Associate head, Forest Hall Principal, Iceni PREVIOUS JOB: Head of school, Iceni Academy School Academy Methwold Hockwold

INTERESTING FACT: At 16, Anna had the option INTERESTING FACT: Emma learned to swim in to train as a ballet teacher, but chose to become START DATE: January 2018 the sea, and swam her first mile aged 10. She a school teacher. once saved her friend from drowning, but PREVIOUS JOB: Associate principal, nearly drowned herself eight years ago when Iceni Academy Methwold she crossed a channel.

INTERESTING FACT: Stephen is one of the UK’s ZEBA leading experts on sausages. Nicknamed the RACHEL CLARKE “Sausage King” by the press, he gets invited MCFARLANE Deputy head around the country to meet sausage makers and Director of education (academic), King butchers to feature on his blog services, Herts for Edward’s School Witley www.sausagefans.co.uk Learning START DATE: January 2018 START DATE: April 2018

PREVIOUS JOB: Head of English and academic PREVIOUS JOB: Principal, Isaac Newton enrichment, King William’s College Get in touch! Academy

INTERESTING FACT: Zeba is a former journalist If you want to let us know of any new faces at the top INTERESTING FACT: Rachel set up Going for specialising in energy and economics. of your school, local authority or organisation please Great, a programme designed for leaders let us know by emailing [email protected] of schools rated ‘outstanding’ by Ofsted, to develop and learn from each other and support the schools around them.

CAREERS, EDUCATION AND LIFESTYLE MAGAZINE FOR 14-19S FUTURE IS A NEW, FREE MAGAZINE AND WEBSITE FOR 14-19 YEAR OLDS. IT’S PACKED WITH TOPICAL AND HELPFUL INFORMATION AROUND CAREERS, FURTHER AND HIGHER EDUCATION, APPRENTICESHIPS AND MORE.

A careers, education and lifestyle magazine dedicated entirely to 14-19s, published five times a year - regionalised and, ideally distributed through your secondary school. SUPPORTING THIS MAGAZINE IS AN EXCITING AND TOPICAL WEBSITE: FUTURE-MAG.CO.UK If you’d like your students to receive Future is brought to you by specialist PR and Future Magazine please email marketing firm EMPRA - in touch with what [email protected] for more information. works in the sector and what readers want to see. 24 @SCHOOLSWEEK SCHOOLS WEEK FRIDAY, JAN 26, 2018

Jobs in schools, colleges and education; leadership, FIND YOUR management, teaching and administration NEXT JOB We’ve made finding your next role easier.

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How to play: Fill in all blank squares Spot the difference SCHOOLS WEEK Sudoku challenge making sure that each row, column and 3 by 3 box contains the numbers 1 to 9 to WIN a Schools Week mug Last Week’s solutions 6 7 4 3 Difficulty: 3 EASY 6 8 3 2 7 4 5 9 1 9 3 2 1 5 9 2 1 6 8 3 7 4 7 4 1 9 5 3 6 2 8 5 2 7 6 4 2 7 5 1 6 8 3 9 1 4 9 8 1 6 8 7 3 9 2 4 5 7 2 5 3 9 3 5 8 4 2 1 6 7 8 7 4 3 2 1 9 5 6 8 9 4 7 2 1 6 4 9 5 7 8 3 8 3 5 9 6 8 7 4 1 2 1 7 9 2 Difficulty: EASY

Difficulty: 6 4 7 3 8 2 9 1 5 2 7 9 MEDIUM 3 5 8 9 1 7 4 6 2 4 6 1 2 9 4 5 6 7 8 3 6 1 2 5 4 8 3 7 2 5 1 9 6 7 2 5 9 2 1 5 8 6 9 3 7 4 7 9 6 1 4 3 2 5 8 5 1 7 2 8 6 1 2 7 4 5 3 9 8 1 7 3 9 7 2 5 3 8 6 4 1 5 3 4 6 9 1 8 2 7 3 8 1 6 1 2 5 6 4 Solutions: Difficulty: Next week MEDIUM Spot five differences. First correct entry wins a mug. Tweet a picture of your completed spot the difference using @schoolsweek in the tweet.