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Reproductions Supplied by EDRS Are the Best That Can Be Made from the Original Document DOCUMENT RESUME ED 465 826 UD 034 968 TITLE Schools Extending Excellence: EiC Annual Report, 2000-2001. INSTITUTION Department for Education and Skills, London (England). REPORT NO DfES/0232/2002 ISBN ISBN-1-84185-614-2 PUB DATE 2002-00-00 NOTE 39p. AVAILABLE FROM DfES Publications, P.O. Box 5050, Sherwood Park, Annesley, Nottingham NG15 ODJ, England, United Kingdom. Tel: 0845-6022260; Fax: 0845-6033360; e-mail: [email protected]; Web Site: http://www.standards.dfes.gov.uk/excellence. PUB TYPE Reports Descriptive (141) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS Academic Achievement; Academic Standards; Educational Change; *Educational Improvement; Elementary Secondary Education; *Excellence in Education; Foreign Countries; Gifted; Mentors; *Partnerships in Education; Program Evaluation; Student Needs; *Urban Schools IDENTIFIERS United Kingdom ABSTRACT The Excellence in Cities (EIC) program was introduced in the United Kingdom in 1999 to improve school achievement. It involves partnerships between the government, local education authorities, and local schools, and it works to transform and improve secondary education. This report describes how EIC has begun to transform the educational experience of city children in 48 Phase 1 and Phase 2 local education authorities where the program has been implemented for 2 years and 1 year, respectively. It examines emerging statistical data, preliminary findings from independent evaluation of the program, and illustrative case studies emerging from EIC partnerships and their schools. The following six sections are included:(1) Excellence in Cities: The Story So Far;(2) Meeting Individual Pupil Needs: The Three Key Strands Learning Mentors, Learning Support Units, and Provision for the Gifted and Talented;(3) Strengthening School Provision: From City Learning Centres to Beacon and Specialist Schools;(4) The Primary Extension Project;(5) Making a Difference: Measured Impact; and (6) Action for the Future. (SM) Reproductions supplied by EDRS are the best that can be made from the original document. schools extending excellence A PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY .gleip TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) U S DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) NZ?' This document has been reproduced as received from the person or organization originating it 0 Minor changes have been made to improve reproduction quality Points of view or opinions stated in this document do not necessarily represent official OERI position or policy ...416.11 1 0 NMI BLE Contents Foreword 3 Section 1 Excellence in Cities: The story so far... 5 Section 2 Meeting Individual Pupil Needs: The three key strandsLearning Mentors, Learning Support Units, and provision for the Gifted and Talented 11 Section 3 Strengthening School Provisionfrom City Learning Centres to beacon and specialist schools 19 Section 4 The Primary Extension Project 29 Section 5 Making a difference: Measured impact 32 Section 6 Action for the future 36 Foreword We introduced the Excellence in Cities (EiC) programme in 1999 at a time when standards in many city schools had been too low for too longa reflection of the lack of recognition of their need for additional resources and support over many years. The Excellence in Cities programme has changed that picture beyond all recognition. Standards in Excellence in s. Cities schools are rising faster than in other schools. Improvements in Key Stage 3 tests last year were stronger in EiC schools than elsewhere, with an improvement 4 times greater for English. The percentageneeds have been neglected in the past, of pupils gaining 5 or more good GCSEs orhelp from Learning Mentors for children equivalent has risen faster in EiC schools who are facing barriers to learning, than others, especially where there are and work in behaviour and basic large proportions of deprived pupils. skills in Learning Support Units for disruptive pupils. The programme has done this through very substantial new resources; a new We are also investing in the infrastructure partnershipbetween Government, local of city schools. We have put in place a education authorities, and their schools; network of City Learning Centres with state and education tailored to the needs of of the art technology, increased the individual pupils. It gives new opportunities number of Specialist and Beacon schools to gifted and talented children whose in EiC areas and enabled over 100 small groups of schools to develop their own support staff, Learning Mentors, and pupils solutions to shared problems through themselves. Nor could we have achieved Excellence in Cities Action Zones. so much without EiC co-ordinators, and local authorities themselves who have The goal remains the samenothing been key to the new partnerships. less than the transformation of secondary education in our cities so that city children There is much that is still to be done to and their parents can expect and gain transform education in our cities. We have as much from their schools as their laid the foundations but the full value of the counterparts elsewhere. programme will only be realised when it is fully embedded and when: The progress city schools are making has encouraged us to expand the programme the Gifted and Talented programme has in successive years so that it now covers gone beyond the identification of pupils 58 authorities, some 1000 secondary and the provision of enrichment activities schools and over 1 000 primary schools to make a real and sustained impact on where there are new opportunities for the curriculum across the whole school; gifted and talented children, as well as Learning Mentors and Learning Support support through Learning Mentors and Units are a full part of pastoral and Primary Learning Support Units. behavioural systems in every school; and We have introduced Excellence Challenge all aspects of the programme reflect and for those over sixteen. Excellence sustain the initial vision of Excellence for Challenge builds on the success of the all our city schools and their children; Gifted and Talented strand, increases parents feel confident in city schools. aspiration and will widen participation in Higher Education. Excellence in Cities has been introduced with speed and commitment. I am delighted that we have come so far and so fast. It would not have been possible ESTELLE MORRIS without the education and commitments of Secretary of State schools and their headteachers, teachers, for Education and Skills Excellencein Cities: The story sofar... INTRODUCTION What this report covers Last year we reported on the fulfilment Implementation of the first of these of the initial 13 pledges made in the announcements as well as the continuation Excellence in Cities Launch document of the programme in Phase 1 authorities and progress on the main strands of the forms the core of this report which covers programme in the 25 local authority the period between September 2000 and areas where Excellence in Cities had September 2001. been implemented. In this report we describe how Excellence We also reported the announcement of: in Cities has begun to transform the educational experience of city children in The second phase of EiC expansion the 48 Phase 1 and 2 authorities where from September 2000 to include a the programme has been implemented further 23 authorities and a Primary Pilot for two years and one year respectively. (now called the Primary Extension The programme is ambitious. To make Project) covering over 1000 primary it possible the Government is currently schools in the phase 1 EiC authorities. investing some 2200 million which is set The third phase of expansion of the to rise to over 2300 million by 2003-4 programme from September 2001 In judging the success of the programme to include ten more authorities and this report looks at the emerging statistical through Excellence Clusters smaller data, preliminary findings coming through pockets of deprivation outside from the independent evaluation of the the major cities and. programme and illustrative case studies Excellence Challenge (also from emerging from EiC partnerships and September 2001) to widen participation their schools. and to extend opportunities for Gifted and Talented students post 16. Excellence in Cities: The story so far.,.. We also look at: successful Learning Support Units are taking disruption out of the classroom emerging issues; and and improving behaviour; policy development. opportunities for gifted and talented Successes so far young people are improvingalthough more needs to be done to maximise the Excellence in Cities strand impact in the classroom; infrastructure is firmly in place across all Excellence in Cities partnerships progress continues to be made in with completion of the final roll-out of strengthening EiC schools as institutions through thR Fir, Action EiC Action Zones and City Learning Centres on target; Zone, City Learning Centre, and Specialist and Beacon school the core valueshigh expectations, strands and there are encouraging diversity, networking and extending early findings from the research opportunityare informing the work consortium evaluating the programme. of all partnerships; through Excellence in Cities, BUT FIRST... partnership working between secondaryThe way we were schools and their local authorities has We have travelled a very long way since become an increasing reality; Excellence in Cities was first
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