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Improving Schools in Wales: an OECD Perspective

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Improving Schools in Wales: an OECD Perspective Improving Schools in Wales: An OECD Perspective IMPROVING SCHOOLS IN WALES : AN OECD PERSPECTIVE FOREWORD- 3 FOREWORD Addressing the quality and equity of a country’s education system can help shape its future. A thriving education system will allow every student the opportunity to develop as an individual and will strengthen society’s capacity for economic growth and social well-being. In 2011, Wales embarked on a large-scale school improvement reform and introduced a range of policies to improve the quality and equity of its school system. The disappointing PISA 2009 results sparked a national debate on the quality and future of education in Wales which has resulted in a broad consensus on the need for change. From an international perspective, the performance of 15-year-olds in Wales on PISA is low overall, and there are too many students performing at low levels. The PISA 2012 reading and science assessments showed that almost one in five Welsh students did not achieve Level 2 which is considered the baseline of proficiency at which students begin to demonstrate competencies to actively participate in life. For mathematics this proportion was even higher, almost 30%. These levels are among the lowest in OECD countries. In addition, Wales has one of the smallest differences in mathematics performance of 15-year- olds between schools among OECD countries and a low proportion of high performers. Most of the differences in achievement in Wales occur within schools. This indicates that Wales’ school system is relatively inclusive but at the same time points out the challenge for schools to respond to the individual learning needs of students, which may vary considerably within schools and classes. The report Improving Schools in Wales: An OECD Perspective proposes a comprehensive strategy tor Wales to support equity and quality in its school system building on a comparative perspective. It draws upon lessons from PISA, high performers and successful reformers in education, and on the research and analysis of key aspects of education policy in Wales undertaken by the OECD-Wales Review Team (see Annex A). This report identifies the main strengths and challenges of the Welsh school system and provides a number of recommendations and policy options for further improvement with a longer term perspective. The report recommends that four areas are given priority: Ensuring that schools meet the learning needs of all their students; Building professional capital and collective responsibility throughout the system; Developing a coherent assessment and evaluation framework to promote improvement;and Defining a long term education strategy that builds on a select number of core priorities, is adequately designed and resourced and has appropriate governance and support structures. I hope that this report will support Wales and other OECD member and partner countries towards educational excellence. Andreas Schleicher Acting Director and Special Advisor on Education Policy to the Secretary-General OECD IMPROVING SCHOOLS IN WALES: AN OECD PERSPECTIVE -© OECD 2014 4 - ACKNOWLEDGEMENTS. ACKNOWLEDGEMENTS This report is the result of an analysis of Wales' context, policies and relevant international best practices to support school improvement. The complete process has involved a background report prepared by the Welsh government, an OECD pre-visit to define the key areas for review, and OECD team review visit to Wales in October 2013 (see Annex A and B) and many exchanges and consultation with different experts and stakeholders in Wales and internationally. The OECD review team (see Annex A) is indebted to the Welsh Department for Education and Skills (DfES) who under the leadership of the Minister of Education and Skills has supported this initiative. Special appreciation are due to OECD-Wales Education Policy Review Steering Group members Steve Vincent (Chair), Jo-Anne Daniels, Brett, Pugh, Phil Jones, Glynis Wilson, Ruth Meadows, Gwen Kohler, Richard Thurston and Glyn Jones for their guidance and support in conducting the review. We are also grateful to Neil Welch and Sarah Jarrold for co-ordinating and organising the review visit and to Neil who as the project coordinator managed the whole review process. We would like to further thank the authors of the Country Background Report which was extremely valuable to the review. We also wish to convey our sincere appreciation to the many participants in the review visit who provided a wealth of insights by sharing their views, experience and knowledge. The courtesy and hospitality extended to us throughout our stay in Wales made our task as enjoyable as it was stimulating and challenging. The OECD review team, authors of the report, was composed of Beatriz Pont who was also the project leader and co-author of Chapter 2, Marco Kools who was the coordinator of the report and author of Chapter 5, Juliana Zapata who was the main author of Chapter 1 and Chapter 2. The external experts on the team Andrew Hargreaves and Helen Timperley authored Chapters 3 and 4 respectively. The author team acknowledges the support from Barbara Ischinger, Director of the Department for Education and Skills, Andreas Schleicher, Deputy Director, and Richard Yelland, Head of the Policy Advice and Implementation Division, and that of Michael Davidson, David Istance and Claire Shewbridge who provided in-depth feedback and advice at critical stages of the drafting process of this report. Florence Wojtasinski provided administrative support, Sally Hinchcliffe edited the report and Lynda Hawe and Louise Binns organised the publication process. We are also grateful to other colleagues in the Directorate for Education and Skills and the Economics Department for the provision of data and information and for engaging with us in fruitful discussions. IMPROVING SCHOOLS IN WALES: AN OECD PERSPECTIVE - © OECD 2014 TABLE OF CONTENTS - 5 Table of Contents EXECUTIVE SUMMARY ........................................................................................................... 7 CHAPTER 1. SCHOOL EDUCATION IN WALES: STRENGTHS AND CHALLENGES .. 11 Introduction and background to the report .............................................................................. 12 A comprehensive school system with below-OECD average student performance ................ 17 An inclusive school system which needs to better address students’ learning needs .............. 21 A positive school climate with varying workforce quality ...................................................... 25 Increased focus on evaluation and assessment but lacking synergy between arrangements ... 29 Education as a public priority with a need to focus on long-term sustainability ..................... 32 Conclusion ............................................................................................................................... 36 References................................................................................................................................ 38 CHAPTER 2. SUPPORTING EQUITY AND QUALITY IN WELSH SCHOOLS ................ 43 Recommendation: Ensure that schools meet the learning needs of all their students .............. 44 Policy option 1: Set high expectations and promote the use of differentiated teaching .......... 56 Policy option 2: Simplify and stabilise the use of targeted funding for students ..................... 57 Policy option 3: Invest in support staff involved in improving teaching and learning ............ 58 References................................................................................................................................ 60 CHAPTER 3. BUILDING THE PROFESSIONAL CAPITAL FOR SCHOOLS TO DELIVER SUCCESSFUL CHANGE ........................................................................................ 65 Recommendation: Build professional capital and collective responsibility ............................ 66 Policy option 1: Raise the status of the profession and commit to initial teacher training ...... 82 Policy option 2: Ensure quality continuous professional development at all career stages ..... 83 Policy option 3: Streamline and resource school-to-school collaboration ............................... 84 Policy option 4: Continue to focus on developing the system’s leadership capital ................. 84 References................................................................................................................................ 87 CHAPTER 4. STRENGTHENING ASSESSMENT AND EVALUATION ........................... 91 Recommendation: Develop a coherent assessment and evaluation framework ...................... 92 Policy option 1: Ensure student assessments support learning for all and align to national objectives ............................................................................................................................... 107 Policy option 2: Simplify professional standards aligned to a vision of a Welsh teacher and leader ..................................................................................................................................... 108 Policy option 3: Build school evaluation processes that support school improvement ......... 108 Policy option 4: Strengthen evaluation and assessment competencies at all levels of the system .................................................................................................................................... 108 REFERENCES .........................................................................................................................
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