Secondary Education: Yorkshire and Humber

2017 / 2018 SECONDARY EDUCATION

A YEAR IN PERSPECTIVE

FOREWORDS The Rt Hon Theresa May MP The Rt Hon Damian Hinds MP The Rt Hon The Lord Blunkett

YORKSHIRE & HUMBER REPRESENTATIVES Leeds City Academy Allerton High School Leeds East Academy Newfield Secondary School Leeds West Academy Woodhouse Grove School Ryedale School Risedale Sports & Community College Scalby School Batley Girls’ High School Upper Batley High School

FEATURES Review of the Year Review of Parliament

e Rt Hon eresa May MP Prime Minister

British politics provides ample material for analysis in the That is why we have set an ambitious goal of lifting UK pages of The Parliamentary Review. For Her Majesty’s public and private research and development investment Government, our task in the year ahead is clear: to to 2.4 per cent of GDP by 2027. achieve the best Brexit deal for Britain and to carry on I believe that Britain can look to the future with our work to build a more prosperous and united country confidence. We are leaving the EU and setting a new – one that truly works for everyone. course for prosperity as a global trading nation. We have We have already made good progress towards our goal a Modern Industrial Strategy that is strengthening the of leaving the EU, so that we take back control of our foundations of our economy and helping us to seize the laws, money and borders, while negotiating a deep and opportunities of the future. We are investing in the public special partnership with it after we have left that is good services we all rely on and helping them to grow and for jobs and security. The EU Withdrawal Act is now on improve. Building on our country’s great strengths – our the statute books to provide legal certainty at the point world-class universities and researchers, our excellent of exit. We have reached agreement on protecting the services sector, our cutting edge manufacturers, our rights of EU citizens living here in the UK and British vibrant creative industries, our dedicated public servants citizens living in the EU, on an implementation period to – we can look towards a new decade that is ripe with give businesses time to prepare, and on a fair financial possibility. The government I lead is doing all it can settlement. We are now pressing ahead to reach an to make that brighter future a reality for everyone in agreement with the EU on our future relationship that our country. honours the result of the EU referendum and sets the UK on course for a prosperous future.

Getting the right Brexit deal is essential; but it will not be sufficient on its own to secure a more prosperous future for Britain. We also need to ensure that our Providing an education economy is ready for what tomorrow will bring. Our system that delivers the Modern Industrial Strategy is our plan to do that. It means government stepping up to secure the “skills our economy“ needs, foundations of our productivity: providing an education system that delivers the skills our economy needs, improving school standards improving school standards and transforming technical education. It is all about taking action for the long-term and transforming technical that will pay dividends in the future. education But it also goes beyond that. Government, the private sector and academia working together as strategic partners achieve far more than we could separately.

FOREWORD | 1 Foreword

e Rt Hon eresa May MP Prime Minister

FOREWORD | 1 Foreword Foreword

e Rt Hon e Rt Hon Damian Hinds MP e Lord Blunkett Secretary of State for Education Secretary of State for Education and Employment (1997-2001) and Co-Chairman, e Parliamentary Review

If you had asked me last year where would I most like to But in providing that education, I know that the most This summer has been a very unusual time for many opportunity and a relentless drive from the centre to work, I would not have hesitated: education. Nothing is important factor is the person at the front of the young people and their parents. Unusual, not because improve standards would be welcome. But for me, the truly more important than helping children to discover a love classroom. I want this to be a profession which draws of the nerve-wracking wait for examination results that “big” idea is to place further emphasis on lifelong learning. of learning and to leave school happy, well rounded and the best, most gifted and committed teachers and then takes place each year but because this is the first set of It is self-evident, not least in the responses from business, with all the qualifications they need for whatever they develops and keeps them. full results since the process was changed substantially. that a greater emphasis on technical education is needed. want to do. That is what England’s 450,000 teachers However, it’s clear too many teachers are having to Very simply, instead of A* to C grade as a judgment The so-called T Levels have proved extremely difficult are devoted to. cope with a workload that makes huge demands of of academic ability to move on to post-16 education, to scale up from a small pilot. The Apprenticeship Levy, I have spent my first months as education secretary visiting them before they even set foot inside the classroom. as opposed to a vocational route, a 1 to 9 scale is which is a good idea, has been handled with a degree of as many nurseries, schools, colleges and universities as Working with Ofsted, we are challenging excessive and now in place, with nine being akin to an A*, although stubbornness which beggars belief. Why not redistribute possible and seeing for myself the contribution offered unnecessary marking and data collection, as well as judgment on exact comparators is very difficult. the substantial underspend to those businesses willing and challenges faced by our early years professionals, reforming our accountability system to make sure good to implement positive change? Final exams, without the previous assessment process, teachers and lecturers. They are the ones in the front schools are not burdened by multiple inspections and will benefit those who have an extremely good retentive It is the world of tomorrow that both major political line of our drive to improve education for every child. multiple demands for data. This will free up teachers to memory. I did, when I undertook my own qualifications parties should be addressing. The development of do what they came into the profession to do: teach. My mission is for every child to have a world-class in my six-year battle to get the qualifications to go to robotics and the implications of geo-political change, not education and the chance to fulfil their potential, One of the most important ways government can university. Others aren’t so fortunate. least in the replacement of oil as a key driver of industrial whatever their background. Thanks to the hard work of improve education is to give great schools the freedom and transport needs, all bring very real challenges. So, in the Labour Party’s review of the present education heads and teachers we’ve made huge progress. to innovate and, then, to share their ideas and best system, there are many strands to pull together. My own At its simplest, we’re talking about a further wave of practice. I’m pleased this year’s Parliamentary Review Since coming into government in 2010, 1.9 million review on behalf of the previous leader of the Labour economic, industrial and social upheaval. We’ve all talked gives a platform to some brilliant and innovative schools. more children are being taught in good or outstanding Party back in 2014 was very much about how to reinforce a lot about this, but preparation for the seismic change schools - representing 86 per cent of pupils compared to I look forward to continuing to work with this whole partnership and collaboration, concentrating on standards which is coming is significant only by its absence.

66 per cent in 2010. Since the phonics screening checks sector so we can make sure every child, in every and action in the classroom rather than structures. While children aged 10 and 11 struggle with the exact Providing an education were introduced, 154,000 more six year olds are on classroom, can fulfil their potential.

The National Audit Office estimate that around £745 million name of a particular type of verb, the world is passing track to become fluent readers; and we have seen the system that delivers the

has been spent over recent years on academisation us by. In the post–Brexit era, it is a revolution not just attainment gap narrow by at least ten per cent at both

of schools. For some, this has resulted in the change in the delivery of the basics in the classroom, necessary “skills our economy“ needs, primary and secondary school. One of the most important needed, the boost required to bring about substantial as that is, but also a vision of the kind of education for We have reformed GCSEs, creating a new gold standard improvements. For the system as a whole, according to and throughout life, which liberates the talent of each improving school standards ways government“ can in qualifications, and A levels to better prepare students the Office for Standards in Education, fragmentation and individual, and addresses the economic needs of the and transforming technical for university. Record numbers of disadvantaged 18 year “improve education is to give “atomisation” has led to a very mixed picture. nation and the challenge of global competition. olds are now going to university for full-time study. education great schools the freedom In Labour’s manifesto for the election in June last year, Let us hope that both the Labour and Conservative These are real tangible achievements that we will build a promise was given that there would be a National frontbench can move beyond the structural tinkering on as we continue to improve the education that every to innovate Education Service. While this clearly cannot mean and political meddling, into something worthy of Britain child receives. centralising decision-making in Whitehall, equality of in the mid-21st century.

2 | FOREWORD FOREWORD | 3 Foreword

Th e Rt Hon Th e Lord Blunkett Secretary of State for Education and Employment (1997-2001) and Co-Chairman, Th e Parliamentary Review

This summer has been a very unusual time for many opportunity and a relentless drive from the centre to young people and their parents. Unusual, not because improve standards would be welcome. But for me, the truly of the nerve-wracking wait for examination results that “big” idea is to place further emphasis on lifelong learning. takes place each year but because this is the first set of It is self-evident, not least in the responses from business, full results since the process was changed substantially. that a greater emphasis on technical education is needed. Very simply, instead of A* to C grade as a judgment The so-called T Levels have proved extremely difficult of academic ability to move on to post-16 education, to scale up from a small pilot. The Apprenticeship Levy, as opposed to a vocational route, a 1 to 9 scale is which is a good idea, has been handled with a degree of now in place, with nine being akin to an A*, although stubbornness which beggars belief. Why not redistribute judgment on exact comparators is very difficult. the substantial underspend to those businesses willing to implement positive change? Final exams, without the previous assessment process, will benefit those who have an extremely good retentive It is the world of tomorrow that both major political memory. I did, when I undertook my own qualifications parties should be addressing. The development of in my six-year battle to get the qualifications to go to robotics and the implications of geo-political change, not university. Others aren’t so fortunate. least in the replacement of oil as a key driver of industrial and transport needs, all bring very real challenges. So, in the Labour Party’s review of the present education system, there are many strands to pull together. My own At its simplest, we’re talking about a further wave of review on behalf of the previous leader of the Labour economic, industrial and social upheaval. We’ve all talked Party back in 2014 was very much about how to reinforce a lot about this, but preparation for the seismic change partnership and collaboration, concentrating on standards which is coming is significant only by its absence. and action in the classroom rather than structures. While children aged 10 and 11 struggle with the exact Providing an education

The National Audit Office estimate that around £745 million name of a particular type of verb, the world is passing system that delivers the has been spent over recent years on academisation us by. In the post–Brexit era, it is a revolution not just of schools. For some, this has resulted in the change in the delivery of the basics in the classroom, necessary “skills our economy“ needs, needed, the boost required to bring about substantial as that is, but also a vision of the kind of education for improvements. For the system as a whole, according to and throughout life, which liberates the talent of each improving school standards the Office for Standards in Education, fragmentation and individual, and addresses the economic needs of the and transforming technical “atomisation” has led to a very mixed picture. nation and the challenge of global competition. education In Labour’s manifesto for the election in June last year, Let us hope that both the Labour and Conservative a promise was given that there would be a National frontbench can move beyond the structural tinkering Education Service. While this clearly cannot mean and political meddling, into something worthy of Britain centralising decision-making in Whitehall, equality of in the mid-21st century.

FOREWORD | 3 Andrew Neil

Economy thrives while politics divides

It’s been over two years since the state when it comes to the customs The Parliamentary Review last year, country voted to leave the European union, the Irish border, immigration is the resurgence of the two- Union, but Brexit continues to policy and the single market. Only party system in England, another hang over British politics like an recently, with the Article 50 deadline consequence of Brexit. At the 2017 all-encompassing dark, brooding looming, has some clarity emerged general election, the Leaver Right cloud, discombobulating established – and not always. I believe this collapsed into the Tories and the relationships and upturning widespread prevarication has added Remainer Left flocked to Mr Corbyn’s traditional verities wherever we look. to voter disillusion. Labour party. It is beyond strange that the two main parties should be doing Social class no longer largely Just as important, nearly all non- so well when many regard them determines how you vote in the UK. Brexit matters have been swept as weaker, less talented and more The latest polls suggest the Tories into a Brexit-induced Bermuda divided than they’ve been in living now enjoy a lead among working- Triangle. This is understandable. But class voters. They’ve always won it has added to the gulf between memory. But they got easily over 80 a chunk of working class votes – parliament and the people. per cent of the English vote between Disraeli called them his “Angels in them in 2017 and all polls since The impact of Brexit on the Marble” – but never a majority. suggest that is the new status quo. parliamentary process has been As for Labour, even under its generally unpredictable and often The fundamental parliamentary most left-wing leader ever, it now amusing. Left-wing Remainers now fact in this post-referendum era is garners considerable support among speak of the House of Lords as a that there is no majority for what the professional middle classes, bastion of democracy. Right-wing hardliners on either side of the Brexit especially in the major metropolitan Leavers sound increasingly like divide would like. So, when it comes conurbations. peasants with pitchforks, determined to determining the eventual shape to bring the whole edifice of the of Brexit, parliament is very much in The reason for this psephological upper house tumbling down. the driving seat, as the government seachange is Brexit. If you voted has found out the hard way. Leave, you are now more likely to Jeremy Corbyn, who’s spent his The problem is it’s not sure what vote Tory; if Remain, Labour. political career railing against the parliament wants that shape to be. iniquities of the market economy, Brexit is now the dividing line within now poses as the champion of Business might despair at what it Labour and the Conservatives. It splits business (up to a point). Brexiteer sees as an increasingly dysfunctional the cabinet and shadow cabinet, Tories regularly mutter anti-business political system. But it should backbenchers of both parties and sentiments in unprintable language. take comfort from the fact that their voters in the country. The Tory economics and politics are, for the divisions are more obvious to see Overarching all this turmoil and moment, going their separate ways. because they are the governing party uncertainty, as I explained in No matter how much you might and make big news. But Jeremy think politicians are mucking it up, Corbyn has managed to lose 103 the economy in general and business frontbenchers, often through Brexit- in particular continue to defy them. related resignations, which doesn’t quite have the impact of Boris Johnson I have thought for sometime that or David Davis walkouts, but must be business and the economy are in something of a record nevertheless. much better shape than established opinion would have it. There were Brexit has also induced something of signs in the early summer of 2018 rigor mortis on both frontbenches. that this was indeed the case. But, For nearly all of the past by the time you read this, you’ll have parliamentary year, cabinet ministers a much better idea if I’m right. Keep and leading Labour spokespeople your fingers crossed – not for my have been unable to answer the sake, but for the country’s! simplest questions on our post-Brexit Neil believes the two-party system is the new status quo 4 | ANDREW NEIL Review of the yearBESTPRACTICE REPRESENTATIVE 2018

Greening departs & Hinds extends hand to teachers

Mr Hinds arrived in his new department in January 2018 and was immediately faced with questions about some of the most contentious issues for schools: worries about funding, teacher shortages and whether he would pursue the expansion of grammar schools.

But his approach so far has focused Championing social on tackling some of the practical mobility in our state problems that have particularly schools had been put When the academic year began in annoyed teachers and that might have at the forefront of the the autumn of 2017, the lack of a agenda exacerbated staffing shortages. Though parliamentary majority meant that he has promised no extra money, he there would be no bold initiatives or major changes. has attempted to strike a teacher- friendly note. So, for the first time in many years, the autumn began without an education In his first major speech to the teaching secretary delivering a raft of new profession, at the Association of School measures for schools. That did not mean and College Leaders’ annual conference that the then-education secretary Justine in Birmingham, Mr Hinds promised to Greening had nothing to worry about cut back on unnecessary bureaucracy for schools. She was pressed relentlessly and to reduce workloads for teachers. by school leaders on two key questions: The underlying intention of Mr Hinds’ worries about school funding and claims message was that there would be no of shortages of teachers. more unnecessary changes or extra There were also reports of differences pressure on teachers. He wanted of opinion within government, with teaching to be a more attractive career questions about the university tuition fee and wanted to encourage more young review and speculation about the extent people to enter the profession and to of Ms Greening’s enthusiasm for the discourage current staff from leaving. promise to expand academic selection in Mr Hinds is also responsible for higher more grammar schools. education, and he will be increasingly When it came to the cabinet reshuffle in focused on the review into overhauling January, Ms Greening was replaced by the university tuition fee system. This will Damian Hinds, who writes the foreword report back in 2019, and there will be for this publication. intense political interest in the outcome.

Green light for more grammar school places

Grammar schools might be relatively Going into the general election in small in number, but they have always June 2017, the Conservatives were played a big symbolic role in arguments committed to ending the ban on over the direction of England’s school creating new grammar schools and system. promised to build a new generation

REVIEW OF THE YEAR | 5 THE PARLIAMENTARY REVIEW Review of the Year

of selective schools, adding to the agencies, with fees and charges on top existing 163. of salaries.

But the outcome of the election, with no Education secretary Damian Hinds has parliamentary majority for Theresa May’s publicly acknowledged the need to government, meant that the opening make teacher recruitment a priority. of new grammars was put to one side. But it is a long-term problem, with new The parliamentary arithmetic meant that teachers needing time to be recruited changing the law would not be possible. and trained. It is also a challenge that is shaped by the rest of the job market, While Justine Greening, the education with teaching traditionally tending to secretary, accepted that the ban on new become less popular as a career when selective schools would stay, there was employment levels are higher. less certainty about would happen to the rest of the grammar school plan. The House of Commons’ public The equivalent of seven accounts committee admonished the As well as building new schools, new grammar schools government for failing to respond there were proposals to allow existing ahead with the expansion of selective will be created over the to the problem in previous years and next five years grammars to expand or to set up places. He confirmed that there would for having allowed the recruitment branches on other sites. There had be £50 million per year that existing Workforces shrink at problems to keep deteriorating without schools as cash and already been a contentious test case, grammar schools could use to build intervening. “A crisis is brewing in staffing pressures clash potential recruits. And there were many in which the Weald of Kent Grammar capacity for extra places. English classrooms, but government stories from head teachers of advertising School in Tonbridge had been able to action to address it has been sluggish To bid for the money, schools would for staff and getting no suitable open an “annexe” in another town ten and incoherent,” said committee chair have to show that they were working candidates even applying. miles away. Meg Hillier. to make sure that disadvantaged Other grammar schools wanted funding youngsters were not being excluded Schools relying on temporary staff to fill In response the Department for to increase their intake on their existing from access to the new places. the gaps faced an additional financial Education said that 32,000 trainee sites. Even though there is a ban on new Mr Hinds said that funding more places cost, as well as the disruption of not teachers had been recruited and that grammars, many current grammars have in grammar schools would increase having permanent people in post to financial incentives had been offered been growing in size in recent years. choice for families and was part of the teach a subject. There was an annual to attract the “brightest and best” into government’s wider plans to create bill of over £800 million for using supply teaching. The decision on extra support for more good school places. grammars seemed to have been put on hold during the autumn, with The announcement was met with Ms Greening focusing on social mobility hostility by the opposition parties and Ofsted backs schools wanting to ban as the biggest challenge for England’s teachers’ unions. school system. The expansion of mobile phones Angela Rayner, Labour’s shadow selective places remained official policy, education secretary, accused the If head teachers want to ban mobile letting a few pupils spoil school for but there seemed to be no imminent Conservatives of being obsessed phones from schools, they have been everyone else,” she said. sign of it being implemented. with grammar schools and said that promised the full support of Ofsted’s Such problems with behaviour are being But her successor Damian Hinds, in an increasing selective places would do chief inspector, Amanda Spielman. exacerbated by mobile phones and announcement in May, decided to press nothing to improve social mobility. For many heads, teachers and parents, technology, she said. poor behaviour remains the “number one concern,” Ms Spielman told an “There’s no doubt that technology Head teachers struggle with recruiting education conference in June. This has made the challenge of low-level might include low-level disruption in the disruption even worse,” said the Ofsted teachers classroom, as well as bullying or other chief. serious examples of bad behaviour. This year’s school staffing census It is not simply a question of getting “I am yet to be convinced of the showed that the number of teachers enough teachers into the classroom, But Ms Spielman said that it had to be educational benefits of all-day access had fallen at a time when pupil numbers head teachers said repeatedly. It is about taken seriously, as poor behaviour could to Snapchat and the like – the place of were continuing to rise. The number of getting staff with the right specialist blight the chances of other pupils in mobile phones in the classroom seems state school teachers in England is at its skills. The quality of teaching staff is the class. “There is nothing kind about to be dubious at best.” lowest since 2013. as much of an issue as the quantity of

6 | REVIEW OF THE YEAR BESTPRACTICE REPRESENTATIVE 2018

agencies, with fees and charges on top of salaries.

Education secretary Damian Hinds has publicly acknowledged the need to make teacher recruitment a priority. But it is a long-term problem, with new teachers needing time to be recruited and trained. It is also a challenge that is shaped by the rest of the job market, with teaching traditionally tending to become less popular as a career when employment levels are higher.

The House of Commons’ public accounts committee admonished the government for failing to respond to the problem in previous years and for having allowed the recruitment Workforces shrink at problems to keep deteriorating without schools as cash and intervening. “A crisis is brewing in staffing pressures clash potential recruits. And there were many English classrooms, but government stories from head teachers of advertising action to address it has been sluggish for staff and getting no suitable and incoherent,” said committee chair candidates even applying. Meg Hillier.

Schools relying on temporary staff to fill In response the Department for the gaps faced an additional financial Education said that 32,000 trainee cost, as well as the disruption of not teachers had been recruited and that having permanent people in post to financial incentives had been offered teach a subject. There was an annual to attract the “brightest and best” into bill of over £800 million for using supply teaching.

Ofsted backs schools wanting to ban mobile phones

If head teachers want to ban mobile letting a few pupils spoil school for phones from schools, they have been everyone else,” she said. promised the full support of Ofsted’s Such problems with behaviour are being chief inspector, Amanda Spielman. exacerbated by mobile phones and For many heads, teachers and parents, technology, she said. poor behaviour remains the “number one concern,” Ms Spielman told an “There’s no doubt that technology education conference in June. This has made the challenge of low-level might include low-level disruption in the disruption even worse,” said the Ofsted classroom, as well as bullying or other chief. serious examples of bad behaviour. “I am yet to be convinced of the But Ms Spielman said that it had to be educational benefits of all-day access taken seriously, as poor behaviour could to Snapchat and the like – the place of blight the chances of other pupils in mobile phones in the classroom seems the class. “There is nothing kind about to be dubious at best.”

REVIEW OF THE YEAR | 7 THE PARLIAMENTARY REVIEW Review of the Year

schools that are not failing,” Mr Hinds Free school rules keep limit on faith schools told the conference. He told head teachers that “fear of When the Conservatives went into the being forcibly turned into an academy” general election last year they promised could contribute to “stress and anxiety” a change to the admission rules for for school staff. free schools that would have enabled But even if the current government is no the opening of more faith schools in longer such a cheerleader for academies, England’s state education sector. it still has to oversee a school system The manifesto promised to end the 50 in which academies are a prominent per cent cap on the proportion of places component. in free schools that could be allocated The long drive in support of academies on the grounds of religion. has changed the secondary school Government policy in The intention was for new free schools how they deal with both landscape in particular. Figures from to have a mixed intake and not to allow academies and non- academies and sometimes as part of the National Audit Office in February academy schools is due a school to draw all its pupils from a More than a third of chains known as “multi-academy trusts”. showed that 72 per cent of secondary state schools in England to change single religion. But it had been a barrier schools in England are now academies. It meant going back to a system that are faith schools The plan for the compulsory conversion that had discouraged some religious But in the primary sector, only 27 per predated free schools. of all schools into academies was denominations from opening free schools. cent of schools have become academies. controversial and short-lived, failing to The announcement from Mr Hinds Because there are many more primary The Conservatives, wanting more free convince Conservative backbenchers, as contained a number of unanticipated than secondary schools, this means that, schools and wanting to open the door well as facing strong criticism from the changes in direction. It meant that overall, 35 per cent of state schools are to more faith schools, decided that opposition parties and teachers’ unions. the Conservatives had ditched their academies. this 50 per cent cap was not serving a manifesto promise to change the The proposal for so-called “forced useful purpose and should be abolished. As the National Audit Office observed, rules for free schools. But it also academisation” was dropped after a The manifesto described the limit on this means that local authorities remain indicated that councils would be able matter of weeks, in a major U-turn. faith-based admissions as “unfair and responsible for many primary schools to open their own new faith schools, ineffective” and committed the party to But there still seemed to be a strong in their area but might have much less circumventing the free school model. replacing it. current behind the push for more involvement in secondary schools. It suggested that free schools would schools to become academies. High- no longer have a virtual monopoly on That in turn raises questions about So when a decision was announced in achieving schools were nudged towards strategic planning between local May 2018, it took many by surprise. opening new schools. leading groups of academies; when authorities and multi-academy trusts, schools appeared to be struggling, Mr Hinds announced against Keeping the restrictions might bar some with the National Audit Office calling they were also often steered towards expectations that the cap would stay new faith-based free schools, but the for more attention to be paid to how academy status as part of their recovery. in place. But he said that new faith announcement paved the way for a new to create an “integrated, efficient and schools could be created through local generation of faith schools to be set up But that had been the thrust of David effective” school system, in which authorities and become “voluntary by local authorities. The “voluntary aided” Cameron’s government’s approach academies and local authority schools aided” schools, and these could allocate classification of school, in existence since to schools. Under Theresa May there can work together. 100% of places on the basis of religion. the 1940s, was being revived. had never quite seemed to be as much With less pressure for schools to become enthusiasm for academies. academies, the split system between That impression was made clearer in local authorities and academies seems Less pressure for schools to become a speech by the education secretary to be a long-term arrangement. It is academies Damian Hinds to the National Association no longer a case of waiting for local of Head Teachers conference in Liverpool, education authorities to wither away, There can be few more-striking required all state schools in England to when he spoke of wanting to end the leaving a fully academised system in examples of how much education become academies, regardless of their use of academy status as a kind of threat their wake. policies can change than the approach quality or whether parents, governors or or punishment for schools. Instead – as the following Parliamentary towards academies. head teachers approved. “I want to move away from forced Review articles indicate – local authority It was only two years ago that Nicky Academies are state-funded schools academisation being seen as this schools and academies are both likely to Morgan, the then-education secretary, that operate outside of local authority punitive threat that can hang over be here for the foreseeable future. was pursuing a policy that would have networks, sometimes as standalone

8 | REVIEW OF THE YEAR BESTPRACTICE REPRESENTATIVE 2018

schools that are not failing,” Mr Hinds told the conference.

He told head teachers that “fear of being forcibly turned into an academy” could contribute to “stress and anxiety” for school staff.

But even if the current government is no longer such a cheerleader for academies, it still has to oversee a school system in which academies are a prominent component.

The long drive in support of academies has changed the secondary school Government policy in how they deal with both landscape in particular. Figures from academies and non- academies and sometimes as part of the National Audit Office in February academy schools is due chains known as “multi-academy trusts”. showed that 72 per cent of secondary to change schools in England are now academies. The plan for the compulsory conversion But in the primary sector, only 27 per of all schools into academies was cent of schools have become academies. controversial and short-lived, failing to Because there are many more primary convince Conservative backbenchers, as than secondary schools, this means that, well as facing strong criticism from the overall, 35 per cent of state schools are opposition parties and teachers’ unions. academies. The proposal for so-called “forced As the National Audit Office observed, academisation” was dropped after a this means that local authorities remain matter of weeks, in a major U-turn. responsible for many primary schools But there still seemed to be a strong in their area but might have much less current behind the push for more involvement in secondary schools. schools to become academies. High- That in turn raises questions about achieving schools were nudged towards strategic planning between local leading groups of academies; when authorities and multi-academy trusts, schools appeared to be struggling, with the National Audit Office calling they were also often steered towards for more attention to be paid to how academy status as part of their recovery. to create an “integrated, efficient and But that had been the thrust of David effective” school system, in which Cameron’s government’s approach academies and local authority schools to schools. Under Theresa May there can work together. had never quite seemed to be as much With less pressure for schools to become enthusiasm for academies. academies, the split system between That impression was made clearer in local authorities and academies seems a speech by the education secretary to be a long-term arrangement. It is Damian Hinds to the National Association no longer a case of waiting for local of Head Teachers conference in Liverpool, education authorities to wither away, when he spoke of wanting to end the leaving a fully academised system in use of academy status as a kind of threat their wake. or punishment for schools. Instead – as the following Parliamentary “I want to move away from forced Review articles indicate – local authority academisation being seen as this schools and academies are both likely to punitive threat that can hang over be here for the foreseeable future.

REVIEW OF THE YEAR | 9 THE PARLIAMENTARY REVIEW Highlighting best practice

Leeds City Academy

Students have the desire to succeed

Mrs Jackie Rose, academy principal any people advised against application to the role of principal of Leeds City Academy. ”It is a lost school” Mand “It can never be successful because the children have such low ability” were two of the whispered statements by existing head teachers within the Leeds borough. The decision to apply rested on one factor. The children deserved better.

REPORT CARD Eight different head teachers in five years, and a shocking Leeds City Academy local reputation. Numbers had dwindled to 240. It was time »»Executive principal: for radical change, and change that would make a lasting Andrew Whitaker difference to these children’s lives. »»Principal: Jackie Rose »»Founded in 2014 »»Based in Leeds Transforming a “lost” school

»»No. of students: 563 Leeds City Academy is part of the White Rose Academies Trust. The trust’s mission »»No. of teachers: 48 in partnership with our sponsors, Leeds City College, is to provide high-quality »»Ofsted: “Requires education to all students, as the future workforce of Leeds. Over the last two years improvement”, May 2017 we have been on a continual journey of academy improvement, transforming »»www.leedscityacademy.org.uk the culture to one of student-centred focus, high aspiration and pride. “Aspire together, achieve together” is our motto and encompasses the very heart of what we believe. The choice to use “together” twice is deliberate and powerful as it reflects the first observation of visitors to the academy. People comment on the “family” feel, and the warmth of the students, their openness and desire to learn. We have built a scaffold of success around this heart, while at the same time being outward facing in our quest to learn more, be better, and create the environment for unlocking the potential of our students.

10 | LEEDS CITY ACADEMY BEST PRACTICE REPRESENTATIVE 2018

The context of the academy is highly unique. Seventy-eight per cent of our students have English as an additional language and over forty per cent of these are either new to English or have very low competency English. Twenty per cent come from the Gypsy Roma community of Romania or the Czech Republic. Also unique is that less than half of our students are legacy students coming from local or English primary schools. Officially our Progress 8 score doesn’t count because of the high numbers of students who enter the academy in year 10 from Achieving together other countries. Mobility is very high, figures. Our student with cerebral palsy although as numbers have risen (240 achieved tremendous results because in 2015 to 563 currently) we are our new SENDCo had arranged for gaining more than we are losing. her to have the necessary access The new

In the early months when I joined arrangements to take her exams. principal and the academy, it was most definitely

From September 2016 we set inadequate, English teaching was “the trust have about real transformation under beyond poor, SEND practice was so the executive leadership of Andrew “ poor that children were reaching year taken decisive Whitaker. I had the freedom to 11 having had no access testing for appoint new senior leaders and finally action to exams. One student with cerebral palsy we had a team who shared the same had someone booked to do her hair strengthen the vision and fearlessness. Our journey to once a week, but no laptop to be able outstanding had begun in earnest. to access her lessons. The misuse of school resources was quite astonishing! We Ofsted set about unpicking and tackling each The journey to outstanding inadequate area until in June 2016 a Raising attainment through developing mock Ofsted review validated some teaching and learning became our positive movement. The unpublished key focus, with developing literacy phrase was “You have turned this tanker The joy of learning around in the dock, and it is beginning to head in the right direction.”

Within this desert, however, were oases of fantastic practice. In English as an additional language, in art and citizenship we had great GCSE results, indicating the potential of the students and the disjointed previous leadership that had allowed these gaps to develop.

The 2016 summer results revealed some significant positive movement. Maths results had risen by 27 per cent, our basics figure to 26 per cent from 19 and the green shoots were now there in black-and-white numerical

LEEDS CITY ACADEMY | 11 THE PARLIAMENTARY REVIEW Highlighting best practice

Our other teaching and learning strategies seek to draw upon the best national practice in core subjects. Our wider leadership group are outward facing in their quest to find the very best practice in similar school communities. One of our maths teachers writes the infamous website “Maths Bot”.

Reducing teacher workload

Fully aware that driving any school requires time and effort, we are committed to reducing workload Outstanding education for teachers, knowing that happy for outstanding learners teachers are more productive. a close second. In September 2016, Our marking and feedback policy is our executive principal, Andrew one example of that; cursory marking Whitaker, brokered a service level in student books but very careful agreement with Sir John Townsley, attention to the misconceptions within of the Gorse Academies Trust. This There is learning. These are then addressed in trust is “outstanding”. Suddenly we specific focus lessons. This has radically excellent had access to outstanding colleagues, reduced the time spent on marking. people who had already travelled on “support for We do not grade individual teachers, the journey we had now embarked nor do we expect written lesson plans. those who arrive upon. This early foray into their world Teachers are afforded the professional was daunting but valuable; even freedom to develop their own teaching at the school though many of the things they were style, as long as they are committed doing seemed beyond reach in the not speaking to developing their practice. Continual early days, there were branches we professional development sessions English and this could grasp onto and immediate ideas support this and staff are given one we could implement. quickly prepares lesson a week to observe and pinch One of these ideas was “red zone”. ideas from other colleagues. them to be New exam specifications require high We are on a mission. We are committed levels of student resilience, questions included in to our student community and the are tougher and concentration and challenges they and their families mainstream independence are essential. “Red zone” face. We have recently launched a aims to tackle these issues. All classes education. This is community hub, teaching English at Leeds City Academy require students

a good example to spend some period of the lesson in and providing valuable support and the “red zone” where they tackle a advice. Ofsted validated our work in

of the school’s silent independent learning task that May 2017 with a very positive Requires stretches their thinking and pushes Improvement judgment. Since then commitment“ to the boundaries of their learning like the 2017 results yielded a basics 4+ equality of a rubber band. Pitching it correctly is of 41 per cent, 27 per cent 5+ and a crucial; too far and the band will snap, Progress 8 score of 0.08. We will reach opportunity confidence destroyed. Just right and our goal of becoming an outstanding for all students gain the independent learning academy. I am extremely proud of the skills to succeed in exams, work alone contribution of our highly talented and not rely on the teachers’ constant teachers and support staff, “Aspiring help and support. Red zone is having a together and achieving together”. positive impact on student learning.

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Leeds East Academy

Green-pen reflection

Mrs Sarah Carrie, principal aving worked in the community of Seacroft for 18 years, I have always known that our students were capable of achieving excellence and that Leeds East Academy, under H REPORT CARD the right leadership, would be destined to provide an excellent Leeds East Academy standard of education for the community it serves. Thankfully »»Executive principal: Andrew for this school, with the arrival of Andrew Whitaker as executive Whitaker principal and the support of our sponsor, Leeds City College, this »»Principal: Mrs Sarah Carrie has happened and an exceptional team of staff and senior leaders »»Founded in September 2011 are now in place in the school. Both staff and students are as Leeds East Academy, proud to form part of the White Rose Academies Trust, whose formerly Parklands Girls High far-reaching ambitions have broken the historical cycle of poor School from 1960 academic achievement for pupils and transformed the quality of »»Based in Seacroft, Leeds the provision on offer to our wonderful, vibrant student body. »»No. of students: 834 »»No. of teachers: 61 »»Disadvantaged pupils: 69 per The initial stages of the journey to outstanding were expertly steered by Chris cent Stokes who was the principal of the school from November 2016 to the start of 2018. As vice principal of raising standards during this exciting time for the school, I »»EAL: 27 per cent was already a key part of the team who initiated and carried out the transformative »»2016 Progress 8 score: -0.74 changes, which saw the fortunes of this wonderful school change significantly. »»2017 Progress 8 score: +0.33 To now be principal at this pivotal point in the school’s journey is an absolute »»Currently the most improved privilege, and I feel destined, responsible and honoured to continue the journey I school in Yorkshire commenced as part of Chris’ team. »»www.leedseastacademy.org.uk Leeds East Academy serves the community of Seacroft in Leeds, which is one of the most deprived communities in the UK. The majority of students who attend attract the highest deprivation factors and some 69 per cent of the student population

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are classed as disadvantaged. Many of for the school, a vision that would our students come from single-parent see the school: not only achieve an households and in their lifetimes, they “outstanding” judgement from Ofsted have suffered some form of significant in 2019 but also be placed in the hardship or neglect. In recent years top 1 per cent of schools nationally a significant piece of work had been within two years. Setting this hugely conducted to improve the pastoral aspirational goal was arguably one There is a high care of pupils at Leeds East Academy; of the most important steps on our however, developing and improving journey to success. level of the quality of teaching and learning In order to drive the school forward at had been overlooked. The result of a rapid pace there was a strong need “consistency this was that teachers’ expectations to establish a culture of excellence of what students could achieve were across the and ambition. The establishment of low, students lacked aspiration and the LEA core values played a large school, which ambition, and the academic results part in saying what we would be were poor, meaning that the majority

ensures that about moving forward. Excellence, of students left with few, if any, GCSE punctuality, ambition, confidence,

qualifications. all pupils resilience, positivity and respect In September 2016, the school became the key words that were understand“ achieved its worst-ever GCSE synonymous with everything that we what is results and plummeted below the did at Leeds East Academy. At senior required of floor standard in both progress leadership level, we often would talk and attainment measures. With about how our decisions reflected our them Ofsted due imminently and the core values. Introducing the values disastrous consequences of receiving reinforced the behaviours we want our Ofsted an “inadequate” or “requires students to demonstrate, making our improvement” judgment all too clear, expectations explicitly clear. This has the need to take swift and decisive elevated the aspirations of our students action to radically reform this failing as they are able to engage with and secondary school had never been fully understand a set of principles, so great. After meeting with every which will not only support them to member of staff and all of year 11, do well in school but also in life. Both a bold new vision was put in place students and staff have embraced the Red Zone in action core values as they are at the heart of everything we stand for.

Alongside the establishment of our core values, we set about developing a strong student leadership programme. Students were not only put forward to represent the academy but also the trust, and through the creation of opportunities including visiting parliament, student leadership roles quickly became both highly desirable and highly regarded within the academy. These roles in themselves have created a highly important part of our journey and are instrumental in supporting us to further develop the quality of our provision, improve our results and significantly improve

14 | LEEDS EAST ACADEMY BEST PRACTICE REPRESENTATIVE 2018 the quality of teaching and learning. Through student voice activities our student leaders identified that there needed to be a greater focus on preparing pupils for the pressures and demands of the current examination system and “preparing for exam success” became priority four of our teaching and learning strategy.

We were able to further strengthen preparing our students for exam success through the establishment of an exciting partnership with the Gorse Academies Trust, an outstanding multi-academy trust in Leeds. Through this partnership we were exposed to a number of highly effective teaching Student leaders drive and learning strategies which had school improvement been proven to have an incredible two-year goal and place the academy impact on improving outcomes for in the first percentile nationally. It is students. “Red Zone” quickly became fully anticipated that in every single the centrepiece of our teaching and attainment and progress measure, learning strategy in school and is Leeds East Academy will exceed something that we attribute a great national averages this year, in spite deal of our success to. Red Zone is a of our Sig- (24.8) average point score Pupils are period of time in every lesson that is on entry. focused entirely on exam practice. Red Alongside our academic success, Leeds developing Zone takes place in all lessons, in all East Academy is now also excelling subjects and in all year groups. Work “resilience and in other non-attainment measures. completed during this time is entirely Attendance today currently stands at confidence. independent and is about assessing 95.2 per cent (90.9 per cent in 15/16), whether a student can apply what persistent absence is at 9.5 per cent They show they have learnt to real GCSE exam (26 per cent in 15/16), exclusions are questions. Red Zone created a feeling respect for one at 0.8 per cent (77 per cent in 15/16) of exam confidence in our students; and NEET is at 2.2 per cent (21 per another and are they were better prepared than ever cent in 15/16). In addition to this, for what they were going to face and becoming “ having recently been selected to write as a result had developed resilience to case studies for the regional school the unknown. increasingly commissioner on rapid improvement Under new leadership and the forging and cultural change, the academy ambitious and of a fantastic team of staff, Leeds has managed to shift an exceptionally positive East Academy is thriving and has poor reputation and has begun to be moved, in just one year, from being taken seriously for its now far-reaching Ofsted the worst-performing secondary achievements. The families of Seacroft school in Leeds with a Progress 8 and the surrounding areas now have a score of -0.74, to a school in the ninth school that they can be proud of. With percentile of schools nationally with 440 applications to join the academy in a validated Progress 8 score of +0.33. September next year, it is clear that the This is just the beginning and our community is fully behind the school current year 11 students are forecast on its journey to “outstanding”. to attain results that will achieve our

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Leeds West Academy

Christian Wilcocks, academy principal, visiting the Nurture Group in session

Our students want and deserve the very best ased in Rodley, within the inner west area of Leeds, Leeds West Academy is the largest of three secondary academies REPORT CARD Bof the White Rose Academies Trust (WRAT) sponsored Leeds West Academy by the Leeds City College Group. Since his appointment in »»Executive principal: Andrew September 2016, executive principal Andrew Whitaker has Whitaker strongly promoted school-to-school support to secure rapid »»Academy principal: improvement for some of the most deprived communities in the Christian Wilcocks north of England. Christian Wilcocks, principal of Leeds West, »»Founded in 2009 describes how the academy is benefiting from this association. »»Based in Rodley, Leeds »»Type of school: Secondary academy for students aged There is no single, magic initiative that has secured the improvement in outcomes 11-18 witnessed at Leeds West Academy in 2017. Indeed, the huge strides taken in the »»No. of pupils: 1,342 first year of its journey to becoming “outstanding” marks unfinished business for leaders, staff and students. Our drive stems from our students: an amazing group »»No. of teaching staff: 99 of young people, supported by a community who want and deserve the very »»Disadvantaged students: best. Our academy provides the grass roots of community transformation and we 50 per cent wholeheartedly accept the challenge that this vision represents. »»2016 Progress 8 score: –0.33 »»2017 Progress 8 score: 0.00 Underpinning the developments at Leeds West Academy is a determination to learn from the very best educators in the region, the UK and the rest of the »»Part of the White Rose world. Starting with local partnership, Leeds West Academy benefited strongly Academies Trust from genuine school-to-school support from its partnership with The Gorse »»www.leedswestacademy.org.uk Academies Trust (TGAT) – an eight-school-strong group of academies, all of which are characterised by outstanding performance. Colleagues at all levels engaged in collaborative continuous professional development, leadership progress, and working together on assessment and planning. Teacher training has been another

16 | LEEDS WEST ACADEMY BEST PRACTICE REPRESENTATIVE 2018 key feature of the partnership between easy-to-digest format. We take great TGAT and WRAT academies. Our care to ensure CPD is delivered by partnership in The GORSE SCITT a range of professionals from new (School Centred Initial Teacher entrants to the most experienced. Training) has brought huge benefits. We are more interested in how As one of the only SCITT providers well colleagues demonstrate highly We are more to be graded as “outstanding” by effective practice, than how long they Ofsted, Leeds West Academy has been have been teaching or whether they interested in both a beneficiary and a contributor are paid as leaders. As in any period to the supply of exceptional recruits “how well of change, the strongest practitioners to the teaching profession, many of emerged and before long, teachers colleagues whom are already teaching at Leeds from across the curriculum, and with West Academy. varying degrees of experience, stepped demonstrate up to lead opt-in CPD sessions. highly effective A vision of a culture of Considering the CPD programme professional confidence is voluntary, buy-in is widespread, practice, than

from Monday night “Opt-in CPD” to After a short period of leadership by our “Friday 15 Minute Forum” and how long they acting principal Ben Wheeler, who “Edubook Club”. have been initially started the academy on its improvement journey, I was appointed An inclusive approach teaching or“ principal and took up post in June 2017. The school had been judged as Our students arrive at school from a whether they “requires improvement” in a recent diverse community, so many bring are paid as Ofsted inspection (the 2016 Progress with them a whole host of personal 8 score was a seriously alarming –33) challenges that present barriers to leaders and staff confidence was extremely their learning and limits to their low. In 2017 Progress 8 delivered aspirations. Given these challenges, it a 0.00 score – slap bang average was abhorrent that the academy had – and we aim to achieve steady one of the highest rates of fixed-term improvement, knowing it will be a exclusion in the city of Leeds. The new challenging task. To do this, with the “Positive Behaviour” policy set out to support of a refreshed and augmented reduce radically fixed-term exclusion, Student parliament leadership team, I set about sharing a through a calmer and consistent – underpinning new vision – a culture of professional improvements that confidence, underpinned by matter to our students organisational clarity and a high degree of technical competence at all levels.

The tiered CPD programme ensures teachers could access training that is relevant to their professional needs

Highly focused continuous professional development (CPD), relentlessly focused upon the four key teaching and learning “non-negotiables”, paved the way for more consistent standards. The tiered CPD programme ensures teachers can access training relevant to their needs, in a short,

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An academy serving an area of significant disadvantage means we have to take close care of our resources to ensure appropriate support reaches those students who need it the most. The development of Pupil Premium Pathways at Leeds West Academy revolutionised our approach to our deployment of resources and support. Students were allocated to discrete Pupil Premium Pathways (Pathway 1 to Pathway 4) depending on their individual circumstances. By identifying specific barriers, personalised strategies for each The “Friday 15-Minute student were developed and securely Forum” shared with teachers and support approach to behaviour management. staff through our in-house ANT In 2016-17, Leeds West reduced its rate by 50 per cent and, in 2017-18, System. Initially designed to enable a we are forecasting a further 60 per collaborative approach to meet the cent reduction. It is not, however, students’ specific learning needs, the simply the behaviour policy that has ANT System allowed colleagues from supported this reduction in days lost across the academy, dynamically to to education. The investment in a access strategies that were proven best new Nurture Group for September to support individual students, but 2017 has started to have a profound that also contribute to the database of impact: targeting support at the most personalisation strategies. The result vulnerable young people and those is a system that seamlessly supports The staff are most at risk of exclusion. effective personalisation for all students – at the touch of a button.

key in the The Nurture Group, built upon the six principles of nurture as advocated Our most recent endeavour aims to

“success of The ensure Leeds West Academy is at by The Nurture Group Network, has the forefront of educational research Nurture Group “ proven a lifeline for young people from all year groups. Students receive and developments in teaching – they are role focused intervention in a purpose- and learning. Our Performance models to our built room while remaining an active Management priorities require all part of their mainstream classes. colleagues to engage in practice-based young people The intervention is tailored to each research throughout each academic individual, providing whatever help year. This research project can be is needed to remove any barriers driven from their own identified areas to learning. The staff are key in the of professional development, or success of The Nurture Group – they simply a strong professional interest are role models to our young people. in a particular aspect of pedagogy. Food is shared at breakfast and social Either way, we are anticipating this times, the students cook and eat will have a significant impact on together, providing regular opportunity securing our joint vision shared with for social learning. Our investment in the White Rose Academies Trust: a this provision has been instrumental in culture of professional confidence, that driving down our reliance on external will deliver sustainable outstanding providers to deliver effective support to outcomes for our students. some of our most vulnerable students.

18 | LEEDS WEST ACADEMY BEST PRACTICE REPRESENTATIVE 2018

Ryedale School

Students enjoying learning

Mark McCandless, executive head teacher, and Domenica Wilkinson, secondary director roud to be outstanding, determined to improve” is the mantra Ryedale School has adopted since being judged as “outstanding” in March 2012. The former deputy “P REPORT CARD head teacher and assistant head teacher are now executive RYEDALE SCHOOL head teacher and secondary director, respectively, and provide » Executive head teacher: stability and consistency to the school’s leadership team. A Mark McCandless highly skilled and committed team of staff, supported by strong » Secondary director: governance, has seen Ryedale continue to develop and prosper Domenica Wilkinson within an increasingly challenging educational climate. This is » Founded in 1953 evidenced by the high numbers of out-of-catchment families » Based in North Yorkshire choosing Ryedale School as a first preference and the increasing » Type of school: Rural demand for places, driven by consistently high performance, comprehensive school for which saw Progress 8 scores of 0.43 in 2015, 0.42 in 2016 and students aged 11-16 0.6 in 2017. The school’s aspiration is to deliver the very best » No. of students: 704 educational provision and be in the top five per cent of schools » Federated with feeder primary schools in the country in terms of progress. » Strategic partner of the Yorkshire Teaching School The vision statement we formed in 2013 cemented our firmly held belief that Alliance prioritising teaching and learning, in conjunction with upholding high expectations » 2017 data: 85 per cent basics and maintaining traditional values, was the key to our school’s success. We have 4-9 and 67 per cent basics 5-9 ensured, since then, that the delivery of great educational provision is at the » 2017 Progress 8 score: +0.6 heart of all decision-making, rather than attempts to satisfy perceived Ofsted requirements. We focus on the key areas of staffing, students, teaching, learning » www.ryedaleschool.org and standards, and try to do the simple things really well; it is to this methodology that we attribute our success.

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»VISION STATEMENT been growing our own staff, primarily through recruiting high-calibre, skilled Ryedale School is committed to combining the very best educational graduates with a passion for teaching provision with high expectations and traditional values. In doing so, we and supporting them along the challenge and support students to both fulfil their academic potential Assessment Only route into teaching. and become exemplary young people, of whom we can all be proud. Knowing our students well is key This unites us in our commitment to “Aspire and Achieve”. to supporting their progress and maintaining our strong community ethos. Staffing and students Our staff provide a phenomenal amount of time for extracurricular activities that We only appoint staff who both buy develop close relationships and, most into our vision statement and are importantly, the students’ appreciation demonstrably the best available for the of school life and learning. We allow our roles we seek to fill. We believe that students to attend extracurricular events investing in your staff is crucial; as such, during the school day and encourage we have prioritised development in this involvement through our house system.

Our open- area through a high-quality continuous

door policy professional development (CPD) We provide students with a clean, tidy programme, with a focus on leadership and stimulating learning environment; at all levels. We have been very careful in return, students display both a “supports the “ to consider the impact of any policy genuine loyalty to the school and pride culture of staff change on staff wellbeing, and have in its successes. We spend a great deal learning from given departments the autonomy to of time with our students instilling the plan, mark and give feedback in the importance of manners, kindness and each other way that best suits them. treating others with respect. Students at Ryedale know that working hard As a leadership team, we recognise the and being a good person is valued over importance of securing high standards examination results. of behaviour across the school. This enables staff to focus on teaching Teaching, learning and quality lessons and helps to maintain standards high staff morale. Recruitment in such a rural area can be a real challenge, Teaching and learning within the so, over the last four years, we have school is built on evidence-based Over a quarter of our research. Our professional learning students receive musical programme enables staff to access tuition in school Yorkshire Teaching School Alliance sessions, as well as using in-house expertise to hone practice through a continual focus on the components of teaching and learning.

Formal lesson observations are not part of our quality assurance. Our open-door policy supports the culture of staff learning from each other; feedback from learning walks and video analysis is developmental, not judgmental. The focus on input also runs through our appraisal cycle – staff are not given numbers as targets based on student outcomes, a policy they very much appreciate.

20 | RYEDALE SCHOOL BEST PRACTICE REPRESENTATIVE 2018

GCSE food preparation Year 7 county rugby and nutrition champions

Maintaining high expectations additional classrooms. We have since and standards is central to a well- appointed four additional teachers and established culture. This is upheld and now have over 700 students on roll. modelled consistently by leadership at all levels within our school, and We have also made the strategic decision valued heavily by students and parents. to seek to establish a federation with We recognise the importance of our local feeder primary schools. We having a consistent leadership team believed this would serve to strengthen presence, both around the school further our educational offer, collectively, site and in lessons. Staff pick up on and would enable the local area to fulfil misdemeanours quickly to support the motto of this partnership: “Stronger standards with regard to personal Together”. We believe in driving conduct. Having high aspirations for forwards, and, in keeping with this, We can now students of all abilities is integral to a leap of faith is sometimes required. look forward, our target-setting process, but the We kept to an ambitious schedule, shared belief between students and and successfully established the Ryedale “positively, to their teachers that these targets are Federation in July 2016 with three feeder achievable is absolutely paramount. primary schools: Helmsley Community our future as a Primary School, Kirkbymoorside school and as “ Growing the school Community Primary School and Sinnington Community Primary School. a part of the As a result of changes which saw the This formal partnership is already introduction of a pupil number threshold paying dividends, both educationally Ryedale for sparsity funding, the school found and financially, and gives us greater Federation itself in a precarious financial position collective confidence in traversing the with its numbers on roll hovering ever-changing educational landscape. around 600. In July 2015, following these changes, we made the decision Strong governance and leadership were to grow the school to 700-750 pupils, needed to successfully drive through so that we could safeguard and grow these key decisions. We can now look our staffing structure while continuing forward, positively, to our future as to develop the educational provision for a school and as a part of the Ryedale students. We knew this would require Federation. We are proud of our significant expansion of existing facilities, school’s performance, but are absolutely and, in April 2018, moved into our determined to improve further, and we £1.7 million state-of-the-art building relish the challenges ahead. which provided the school with nine

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Scalby School

A bright future for Scalby School

Michael McCluskie, head teacher calby School is a coeducational 11-16 comprehensive school in the north of Scarborough with an average ability cohort. STwenty per cent are categorised as “disadvantaged”, meaning they receive, or have received, free school meals. The school is in one of the government’s designated “opportunity REPORT CARD areas” which is to benefit from £6 million of extra funding to Scalby School boost social mobility. While more can be done at Scalby to close »»Head teacher: Michael the gap between disadvantaged students and their peers, the McCluskie school has significantly improved the educational outcomes for »»Deputy head teacher: Chris Robertson these students in the last three years. Former head teacher and »»CEO of Scalby Learning Trust: now CEO of Scalby Learning Trust, David Read, here chronicles David Read their “improvement journey”. »»Founded in 1942 »»Based in Scalby, Scarborough In 2017, the school posted its best-ever overall GCSE results. Indeed, its Progress 8 »»Type of school: Co-educational score of 0.58 placed Scalby in the top 10 per cent of schools nationally and meant comprehensive academy for that students achieved over half a GCSE grade more per student than a school students aged 11-16 performing at the national average. Of greatest satisfaction, however, were the results for disadvantaged students. Firstly, disadvantaged students gained a positive »»No. of students: 1,000 Progress 8 score of 0.05 per cent, which means that on average a disadvantaged »»No. of staff: 125 student at Scalby achieved half a GCSE grade higher per qualification than the »»www.scalbyschool.org.uk national average for disadvantaged students, placing the school in the top 12 per cent for this measure. Furthermore, 60 per cent of Scalby’s disadvantaged students achieved at least a grade four in English and mathematics – only slightly below the national average for all students irrespective of background. Of note, in GCSE English, 68 per cent of disadvantaged students gained at least a grade four, which was above the national average for all students.

22 | SCALBY SCHOOL BEST PRACTICE REPRESENTATIVE 2018

Closing the gap

It is important to state that while Scalby has been a popular, oversubscribed school for many years, with headline examination results above national averages, it has not historically been as successful with disadvantaged students as it has in the last two years. Indeed, in 2014, there was a 39 per cent gap between the number of disadvantaged students gaining five or more GCSEs including English and mathematics and the rest Developing the culture of the cohort. and character of Three waves students inside and Our improvement began with the 2015 outside of the classroom appointment of one of our assistant Chris consequently produced a head teachers, Chris Robertson, detailed plan to address each of these Leadership and to a new role of achievement co- issues, linked to the pupil premium ordinator with the daunting task budget. The plan had a three-wave management of simultaneously improving results structure, which is often used in overall while closing the gap between “are outstanding. schools. Wave one was provision disadvantaged students and the rest. that all disadvantaged students Chris started by visiting other schools Senior leaders would receive in the classroom. The that had been successful in “narrowing fundamental part of this was that are extremely the gap” and the main piece of advice

all teachers were expected to mark gathered was to identify the specific well focused disadvantaged students’ work first barriers to learning in our school when they collected books in and, and have “ context, then plan to address them. where necessary, provide additional achieved much Subsequent data analysis of the 2014 verbal feedback to them afterwards. results showed that attendance was an Teachers were also expected to ensure since the last issue for some disadvantaged students. that they included disadvantaged Low reading ages was another students in any classroom discussion inspection problem for a number of students. to keep them regularly involved. As a Ofsted We also looked at where teachers teacher at the time, this seemed like a were successful with disadvantaged gimmick, though I applied it the same students when other teachers were Success is not only about not. This revealed two things which, examination results on reflection, were unsurprising. Firstly, the more successful teachers tended to have excellent personal relationships with their students, and, secondly, they thought carefully about how to engage all students when planning lessons. Conversations with disadvantaged students further showed that many did very little revision at home, and conversations with their parents revealed that many did not realise how much home study was required in order to be successful in examinations.

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»BEING THE BEST WE CAN BE at waves two and three, and, if so, what. In short, there was a provision At Scalby School, we pride ourselves on being a learning community plan for every disadvantaged child in where students make progress across all of their subjects every day the school. This was also reviewed every and where teachers participate in weekly professional development half-term when the performance data activities to improve their practice. for each student was produced and We practise our leadership skills at all levels of our school life; our their provision amended accordingly. students have responsibilities to lead improvements for our school community and our staff have opportunities to demonstrate their Other key action areas leadership skills, ready for the next step in their careers. The other key actions were to increase We are relentless in our ambition to ensure that all of our students the staffing of the attendance team, and all of our staff are challenged and supported so that they can maximise their potential. which led to improved numbers in school and the introduction of a new Above all, our curriculum ensures that we develop the culture and literacy development programme to character of our students. We believe these social attributes are just as address issues such as low reading important as academic qualifications in preparing our young people to ages, enabling students to better be responsible citizens, who contribute positively to our community. access examination courses. The This is what “being the best we can be” means at Scalby School. leadership team also made explicit to both year 11 students and their as everyone else and it certainly did parents, through an information make me think more carefully about evening, the importance of home how I planned for and worked with the study prior to examinations coupled

Behaviour and disadvantaged students in my classes. with information on revision The SLT then monitored lessons techniques. Following these actions,

safety are regularly to ensure that this approach the summer of 2016 saw a significant was being consistently applied. improvement in results both overall “good. Students“ and for disadvantaged students, At wave one, we purchased all the have positive which were improved upon again in materials for practical lessons for 2017 as we refined our three-wave disadvantaged students, such as food attitudes to plan; we developed our after-school for those studying catering, using the classes for underperforming students learning pupil premium fund to do so. The and directed them to these with fund was also used to buy revision Ofsted parental support. materials for final-year students. Wave two provision involved additional The school is rightfully proud of the offerings to groups of students, such improvements it has made in raising as revision classes after school. Wave the educational outcomes for our three involved personalised individual disadvantaged youngsters. It shows support for students, such as a reading how a school can improve significantly improvement programme or a personal with skilled, committed individuals mentor, either from a local employer such as Chris Robertson and a detailed or senior member of staff who would evidence-based strategy. This can also contact parents as required to only work, however, if the plan is establish a constructive relationship applied consistently by everyone and with the family. the leadership team are relentless The leadership team created a in ensuring that it is. This makes spreadsheet with data relating to for continual hard work and an every disadvantaged student, to assess unremitting focus, but when staff see their individual needs. It was decided the students’ faces on results day, all Scalby School: a whether they required just wave one the effort is worth it. learning community provision or needed to access provision

24 | SCALBY SCHOOL BEST PRACTICE REPRESENTATIVE 2018 Upper Batley High School

The school of choice for high-achieving boys

Sam Vickers, head teacher he Batley buzz” – that’s the slogan of the eponymous Upper Batley High School (UBHS), whose presence in the “Tregion is unique in that they are the only all-boys school in their local authority. They are an aspirational and forward- thinking learning community dedicated to educational success. While striving for excellence in everything they do, they are committed to securing great futures and the best life chances REPORT CARD for every young man in their care, no matter their background. Upper Batley High School To describe this school’s goals and modus operandi in greater »»Head teacher: Sam Vickers detail, the following article is written by its head teacher, »»Founded in 1959 Samantha Vickers. »»Based in Batley, West Yorkshire »»Type of school: Boys’ Key areas secondary academy »»No. of students: 643 We know that every learner, with their different talents, skills and ambitions, has the potential to excel. It’s vital that we act on this, so as to help in promoting »»We effectively educate tomorrow’s successful men economic development and enabling our community to contribute successfully to society as a whole. Tackling the poverty of aspiration, therefore, is an essential part »»www.ubhs.co.uk of our work.

Respect, too, is at the heart of all that we do. Mastering this area is key to becoming a successful young adult, ready to face the opportunities and challenges of today’s world. Respect for learning, respect for self and respect for others – all of this shapes who we are, and we are particularly proud of our commitment to, and celebration of, community cohesion.

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here. We believe in a “can-do” culture and in every member of our learning community being the best that they can be.

We have a clear, shared vision for our school, and our great team of staff, governors and parents work hard to ensure our vision becomes a reality as we “educate tomorrow’s successful men”. We develop leadership opportunities at all levels, with staff actively contributing their ideas in developing new ways of working to continually move our school forward. It is a real team effort here at UBHS.

A broad but focused education

Bespoke, engaging curriculum We deliver a great educational

Since October 2014 we have been experience for our learners, and through some rapid changes. With a we have some of the best pastoral “ new head teacher, a revised staff team care there is in Kirklees, if not the and a rapid transformation in terms of country. Our learners come from a Ofsted success has come great GCSE local, tightly knit community which A beacon of outcomes for our learners and a vastly deserves a school that is outstanding improved community perception of in every way. Our shared goal is to success our school. Our numbers have risen deliver this over the coming years. We “ significantly, as has the number of are committed to developing skills, parents listing us as their first choice. independence and resilience in our We are now the first choice school for learners, so that they will be successful high-achieving boys. We are highly both academically and personally. ambitious about what we can achieve Good learners know what to do, even Cutting-edge careers – so to speak – when they don’t know guidance what to do! As has been wisely said before: Education is the most powerful weapon you can use to change the world.

In 2017 we have achieved strong results under the new measures (9-1 grading system) and achieved the PSHCE charter mark for our excellent work in PSHCE (personal, social, health and citizen education), as well as receiving local and national recognition for our work on careers education. In 2016 we were afforded the title of a “beacon of success” school for the excellent progress our learners made, and we are proud to be listed in the northern powerhouse report. We have seen rapid improvements in

26 | UPPER BATLEY HIGH SCHOOL BEST PRACTICE REPRESENTATIVE 2018 our GCSE results over the past three years, achieving Progress 8 above the national average in 2016; indeed, we were included in the “Top 100 Most Improved Schools in the UK” for our rapid progress. Many of our departments now achieve above the national averages.

Our career pathways programme is cutting edge and runs across all five year groups. We were awarded the careers charter mark award in 2017.

We are immensely proud of the high calibre of staff we have on our team with one LLE (local leader of education) and eight SLEs (specialised leaders of education) – all accredited by the National College for Teaching and Leadership. I am the education leader for the More In Common #Yorkshire group, established following the tragic murder of our late Parents highly MP, Jo Cox. recommend our school The young men at UBHS are a joy to to others Teaching for the real world work with. They are creative, lively, energetic and have a lot to say; they The purpose of this group is to inspire our staff team each and every continue the great work that Jo started day. Learners say they feel safe at our and to ensure that our area continues school and enjoy coming here. Parents to grow and thrive as part of her are very supportive of our work and legacy. We organise major community would recommend our school to events such as The Great Get Together, others. We work together to ensure the Big Iftar, the Step Into The Future our learners achieve and succeed. A Walk and also participate in the Run parent recently said: “My son would The school is a “ for Jo and the Jo Cox Way cycle ride. not have become the person he is Additionally, some of our boys have today if it wasn’t for the excellent harmonious trained as “dementia friends” to support he received at UBHS.” Our support people who need help, or who “community in school is like a good family, where we are lonely within our community. Most all support each other, and all push which to learn recently, a group of boys raised their each other to be our best every day. own funds in order to travel to India to teach STEM in two schools. The We offer an open invitation to visit our institutions at which they taught were school and see first-hand the passion, schools for the visually and hearing dedication, drive and determination impaired, and the trip was a huge our whole school community shares success and constituted a life-changing in our pursuit of excellence. If one experience for our learners. One of were to visit, an ethos of hard work, the Ofsted comments we are most ambition and high aspiration would proud of goes as follows: “the school immediately become apparent. You is a harmonious community in which can really feel the Batley buzz. to learn”.

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Allerton High School

A harmonious school community

Elaine Silson, head teacher llerton High has always been about ”enabling young people to achieve success.” No individual element of Atheir practice is revolutionary; long-term commitment to enhancing provision and a team effort involving all stakeholders have led to a sustainable improvement in outcomes. Allerton High has been placed in the top ten per cent of all schools

REPORT CARD nationally for attainment and progress since 2015. Allerton High School

»»Head teacher: Elaine Silson Our intake is broadly average. However, GCSE outcomes are well above national »»Type of school: Co- average. In 2015, 79 per cent of our students gained five GCSE passes at A*-C educational community school including English and maths; this increased to 84 per cent in 2016. Accountability for students aged 11-18 measures changed in 2016 but our continued success is impressive. »»No. of students: 1,359 Disadvantaged students’ attainment is in line with national average for non- »»Designated ”Leading Edge” disadvantaged students despite the gap on entry. Furthermore, all ability groups status since 2015 and the majority of individuals make significantly positive progress, demonstrating »»www.allertonhigh.org.uk our commitment to enabling all its young people to achieve success.

There are seven key factors behind Allerton’s success.

1. An outstanding curriculum perfectly matches students’ needs. There is a broad, balanced curriculum in years 7 and 8 encompassing core, EBacc, arts and practical subjects, with appropriate differentiation to support those who struggle. In year 9, students select ”gateway to GCSE courses” spending more time on areas of interest; in year 10 students complete one GCSE with additional time. This allows students to experience the demands of GCSE before they take all subjects at the end of year 11. By combining year 10 and 11 classes for option

28 | ALLERTON HIGH SCHOOL BEST PRACTICE REPRESENTATIVE 2018 subjects, we can offer a wider variety Key Measure 2016 2017 of courses. We deliver vocational % English & maths 85%*A-C 63%A-C and Level 1 courses for some and % EBacc (achieved) 45% 50% ”enrichment” stretches our most independent learners, providing Progress 8 +0.47 +0.88 the opportunity to complete the Disadvantaged Progress 8 +0.51 +0.86 Duke of Edinburgh qualification, leadership awards or the extended groups, where teachers can hone their project qualification. knowledge in aspects of teaching and learning and lead others so we can 2. Excellent systems of care, implement an idea across the whole guidance and support. school. For example, on a key piece On arriving at the school, I had to of work every half-term, we now use re-build an approach to discipline the acronym PINS to provide effective in school which rewarded good feedback: behaviour, systematically tackled low level disruption and provided alternative P – positive comment education for those who presented I – improvements which need to be made an unacceptable level of challenge to N – the next step the student is “ teachers. Our Positive Behaviour System expected to take and Teachers don’t is now consistently applied, regularly S – the student showing improvements. reviewed and modified to make sure it give up on remains fit for purpose. 4. A relentless focus on maximising “you here the progress of every individual. Strong pastoral support ensures students feel safe, happy and valued, A deputy head and assistant head Ofsted 2018 which, in turn, gives them the forensically track and analyse confidence to thrive academically. each student’s progress alongside their attitude to learning data. We have a diverse school community Importantly they then work with where faith is important: we achievement team leaders and acknowledge everyone’s beliefs in curriculum leaders to plan strategic, our ”Celebration of Festivals”, where timely, wide-reaching interventions. year 7 students showcase key events The nature and quantity of in their own as well as different intervention varies but includes religions. Parents, visitors and students timetabled subject intervention, look at costumes, taste traditional conversations with students and food and examine artefacts and their 21st-century learning significance. This helps students facilities to understand the importance of respecting different cultures and values. This can be corroborated by a quotation from a previous Ofsted inspection, which stated that ”there is an impressive level of tolerance and respect” at Allerton High School.

3. An ongoing dialogue about best practice so teaching is as good as it can be. We have developed an agreed framework for the Allerton lesson to support staff new to teaching and have introduced teacher development

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Everybody matters at Allerton High parents, small-group assemblies, We have strong links between senior individual pastoral support and and middle leadership as well as using after-school study support until the “Teaching Leaders” programme students are on track and feeling provided by Ambition School more confident. Leadership to support identified talent. Pupils make All of this has helped us to expand the 5. Incisive use of data and self- reach of our senior team and ensure excellent evaluation activities to tackle in- we have a widespread commitment to school variation. “progress as a really moving our agenda forward. We monitor provision carefully via result of systematic self-evaluation activities, 7. A strong sense of student voice excellent which, alongside thorough analysis to increase student engagement. of student progress, allows us to It is important for students to feel part teaching, a formulate “raising achievement plans” of the organisation and we value their which will secure rapid improvement. contributions. They have excellent well- We effectively share internal strengths insight and make real decisions;

considered and outstanding practice to support students chose to have a rainbow- development and everyone works coloured school when we moved

curriculum together in a sustained way to bring into our new accommodation; they about change. Governors have decided not to introduce blazers and and by they “ willingly provided additional resources the junior leadership team has recently themselves to support this work. worked on the introduction of a new rewards system. focusing so 6. An investment in staff to ensure leadership has impact. The fact that so many of our young well in lessons We nurture our own teaching people choose to progress to our Ofsted, 2018 talent by offering opportunities for equally successful sixth form and so staff to lead projects, facilitate our many external applicants apply to it teacher development groups or take demonstrates how we offer excellent a secondment to the senior team provision where everyone matters. in readiness for their next step.

30 | ALLERTON HIGH SCHOOL BEST PRACTICE REPRESENTATIVE 2018 Newfield Secondary School

At Newfield we are curious and have a thirst for knowledge

Emma Anderson, head teacher ewfield School serves a diverse community in the south of Sheffield. They celebrate a rich culture and truly Ncomprehensive mix of students with over 30 heritage languages and dialects being spoken by its families. Historically, there were places available in each year group, which meant REPORT CARD Newfield Secondary School managing large numbers of in-year starters and transience. As »»Head teacher: Mrs Emma the school’s reputation has grown recently, so has the number Anderson of families opting for Newfield as their first-choice school. Now »»Founded in 2014 all year groups are full, and the school has a waiting list. Head »»Based in Sheffield teacher, Emma Anderson, explains how the school has worked »»Type of school: relentlessly to move from a “special measures” to a “good” Comprehensive secondary judgement by Ofsted in all categories in March 2017. Newfield school for students aged School now delivers the education its students deserve. 11-16 »»No. of students: 1,007 »»No. of staff: 118 Leadership »»Pupil premium: 41 per cent »»Ofsted: “Good", March 2017 Benefiting from being part of the Mercia Learning Trust and strong leadership at »»Part of the Mercia Learning all levels, Newfield School began another phase of school improvement. In 2015, Trust I was appointed as co-head teacher along with Dean Webster. We had both been »»www.newfield.sheffield.sch.uk working as deputy heads within the trust and so combined our skills and local knowledge to lead the school under a new and innovative structure.

Together we promised that all decisions we made would be for the benefit of our students. Our focus was resolutely core business and our priorities were simple: that we deliver high-quality learning, meet students’ needs and that we have high

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Results confidence to manage behaviour, to be supported by senior colleagues and 2015 2016 2017 to recognise those students who were P8 - 0.33 0.85 working hard and being good citizens 56.9% 67.9% Attainment 41.6% in our school and wider communities. (5 A*-C EM) (5 A*-C EM) (Standard pass in EM) We worked hard with all stakeholders and “held the line” at all times, which expectations of each other – students, meant courageous conversations with staff and families. A culture of zero some of our families. Our behaviour tolerance for low standards and policy has transformed the climate for accountability shared by all was quickly learning in our school and we now see established. Everyone in the school the rapid progress our students make. held the same belief and this common Put simply, teachers are able to teach ethos and value set remains at the

and more learning takes place. Other heart of all we do. schools in our trust and beyond have

now developed their own behaviour Getting the climate for policies based on the Newfield model. Newfield is in “ learning right the top two We have a great team of teachers Uncompromising “per cent of and support staff at Newfield and commitment our job was to ensure that they could Visitors to our school comment on the the country focus on great learning experiences calm and welcoming atmosphere. This and not waste time dealing with is simply down to positive relationships poor behaviour. To make further with all who work with us at Newfield. improvement, low-level disruptive There is a real sense of “team” here behaviour needed to be systematically and genuine care for each other. We tackled. Time was taken to research believe in doing things because they good practice in other schools across make a difference and if they don’t the country and to design a system make a difference we just don’t do and policy that was easy to use and them. We do not expect our teachers to understand, consistently applied and mark books, for example. We do expect met the needs of our students in our Newfield students and that teachers provide quality feedback context. Implementing our Consistent families regularly donate and respond quickly to address to our local food bank. Discipline Model gave staff the We are considerate and misconceptions or to really develop value our community. depth of understanding and cognition.

Our support staff and pastoral teams provide additional support and that “wraparound” care that some of our young people really need. Subject- specialist teaching assistants, SEND teaching assistants and pastoral staff with specific expertise in safeguarding and well-being are all vital in ensuring the achievement of our students.

Staff go over and above to support our young people and our students respond to this and recognise the effort made to support them. Our results over the last two years have significantly improved and place us in

32 | NEWFIELD SECONDARY SCHOOL BEST PRACTICE REPRESENTATIVE 2018

Newfield School the top two per cent of the country re-evaluated our core values and have for the progress made by our students. set these as the bedrock of our next

We are also proud of the fact that stage of improvement. Put simply, attainment gaps between cohorts are we believe that achievement (in all closing significantly and the progress its forms) leads to opportunity and of our pupil premium cohort remains choice. We want to develop and among the best in the city. broaden our offer to our students Achievement “ so that they have the same life leads to Teaching and learning focus chances as those peers with the greatest of advantage. Our Newfield “opportunity With an improved climate for learning, Diploma will not only develop our we can concentrate on the core students academically; it will also and choice business of learning and teaching. provide a range of enrichment Educational and organisational research and extracurricular activity that informs our work. Time is given to staff complements the curriculum. We to really get to grips with new GCSE serve fabulous young people and their specifications and to design a curriculum families and want only the best for and assessment cycle to support this. each and every one. Opportunities to work collaboratively We succeed through with colleagues within the trust and dedication and relentless ambition the city have been our recent focus. We are honing our priorities so that we have elements of pedagogy that are common to all lessons – an emphasis on reading (technical and pleasure), revision of knowledge, low stakes quizzing to consolidate, clear routines and pride in work are typical.

What next?

I am very proud to lead Newfield School. There are so many moments when our students and staff bring joy to every day. But there is still so much to do here. We have recently

NEWFIELD SECONDARY SCHOOL | 33 THE PARLIAMENTARY REVIEW Highlighting best practice Woodhouse Grove School

Woodhouse Grove School

Headmaster, James Lockwood oodhouse Grove School is a coeducational independent school in Apperley Bridge in West Yorkshire. W Headmaster James Lockwood, who began teaching in 1996, explains that whilst he retains a strong passion for learning, he has learned a lot about the importance of effectively marketing Woodhouse Grove School since becoming head teacher. REPORT CARD WOODHOUSE GROVE SCHOOL This marketing strategy has enriched the school as a learning environment by attracting talented and motivated new students. » Headmaster: James Lockwood » Founded in 1812 » Based in Apperley Bridge, Implementing a fresh marketing strategy was one of the first things I sought to Leeds, West Yorkshire accomplish on arriving at Woodhouse Grove. The result of this has not only been » Type of school: Co-educational beneficial to the school by increasing awareness, interest and enrolment, but it independent day school for has also been extremely valuable to us as an educational organisation. Key to our children aged 3-18 marketing was to ascertain the Woodhouse Grove “brand” and locate our unique » No. of students: 1,050 selling point. We interviewed pupils, staff, current and potential parents and examined what we offered our pupils. We considered our aims on a day-to-day » A member of HMC and the level and in the long term, and we talked long and hard about what we as a school Methodist Independent School stood for. We eventually were able to distil everything down to the question, why Trust (MIST) Woodhouse Grove? » Boarding available for children aged 11-18 Why Woodhouse Grove? » www.woodhousegrove.co.uk Because of the Grovians that fill the school and who go on to fill the world. These are not independent school clones, built in an exam factory, unable to think outside the gilded box. These are individuals who have been offered a truly all- round education; who are focused, well balanced, well mannered, self-confident

34 | WOODHOUSE GROVE SCHOOL BEST PRACTICE REPRESENTATIVE 2018 and unpretentious. They emerge from Public examination results may not school with the personal skills to take determine, ultimately, whether one their place in society, as responsible is fulfilled or successful in life, yet and decent adults, able to make a they are the benchmark by which an difference in a positive way. They are individual creates future opportunity. the best version of themselves. That is It is my aim that every student be what it means to be able to say… confident and proud of their academic I am Grovian. achievements and is encouraged and supported to believe that there is no Why Woodhouse Grove? The answer ceiling to their academic achievement. fills our halls, our classrooms, our theatre, our playing fields, our chapel, Our commitment to each child’s learning journey and the recognition Pupils are confident our boarding houses. The answer can and articulate be found in hospitals and courtrooms, of individual responses to different teaching methods mean staff know offices and on the West End stage, just how far the most able can be in fighter plane cockpits and in stretched, and how to support those laboratories, in the UK and around the needing extra help in the most globe. effective way. Our results speak for

The concept of a holistic education, themselves: based on each individual child, is

»»A third of all A level grades are A or rooted in the commitment of our staff A* to the highest standards of teaching »»Over the last five years, the average Education“ and learning for every student number of UCAS points realised per here. With just over 700 pupils in should be a candidate has been the equivalent of the senior school, on a 70-acre site, three A grades or better “liberating we are a small enough school that every member of staff knows every »»95% of our sixth formers go to the force student. We offer every student the university of their choice, including Oxbridge. opportunity to take part in activities of their choosing and enjoy learning We are aware that university is not for in small class sizes. Woodhouse Grove everyone. Unlike other independent is also large enough to offer a wide- schools, where careers advice focuses ranging curriculum, supplemented on university choice, at Woodhouse by a broad variety of co-curricular Grove we have a strong and proven activity. At Woodhouse Grove, we track record of providing a high level of believe that education should be a informed individual support regarding liberating force. the increasingly large number

A wide-ranging A shared set of values curriculum

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these values enables us to provide an all-encompassing educational journey with the future success and happiness of our students at its heart.

A previous Grove headmaster once stated that: “Education is about preparation for good citizenship.”

At Woodhouse Grove, we nurture qualities that allow students to leave school able to thrive, both professionally and personally, in the fluid, ever-changing and let-go world of the 21st century. Emotional intelligence, reaction to failure, leadership, perseverance, resilience and the ability to improvise and adapt on A holistic education one’s feet are increasingly important. of alternative options available. “Soft skills” – personal attributes that We advise on vocational courses and enable individuals to interact effectively apprenticeship opportunities that and harmoniously with other people may be better suited to an individual – are best inculcated in schools that “Pupils work enthusiastically student’s strengths and requirements. are based in communities, such as and collaboratively with the Grove. teachers and with each other, At the Grove we are opening an indicator of the ethos and doors and offering choices The Independent Schools Inspectorate expectations of their vibrant highlighted this in their most recent school community.” Recent Woodhouse Grove leavers have inspection in March 2017. gone on to a project management “Pupils at all ages are confident As an experienced head, I am acutely apprenticeship with Bombardier and articulate. They are as aware of the huge financial and and an aerospace engineering confident in conversation organisational challenges independent apprenticeship with BAE Systems. We with adults as they are with schools face. In many larger schools, want to be more than just a school. their peers. Expressing views this has led to head teachers operating We are a learning community and, as and opinions is a regular part more like the chief executive of a large in any community, our success lies in of school life.” company, and by necessity they are the adoption of a shared set of values, forced into the background. This is not “Pupils across the school are faithful to our Methodist heritage. As my approach. open, friendly and highly part of our branding and marketing confident. They are energetic process, we distilled these down as The “business” of Woodhouse Grove and busy, without being follows: will always be rooted in the people pressurised, because they that make up our community, the Grovian Values know they are supported and building of relationships between staff encouraged by staff to ‘have »»Inquisitive & Curious and pupils, and the value placed on a go’.” »»Enterprising & Resourceful the individual.

Independent Schools »»Kind & Generous This is what makes the Grove such a Inspectorate Report 2017 »»Honourable & Respectful special place: »»Committed & Resilient We are all individuals, yet we are Understanding that everything we part of something incredible. offer our students, be it academic, We are Grovian. sporting or in the arts, is rooted in

36 | WOODHOUSE GROVE SCHOOL BEST PRACTICE REPRESENTATIVE 2018 Risedale Sports & Community College

Risedale students presenting their cheque to St Johns Community Centre

Principal Colin Scott and Lt Col Joe Jordan, Catterick Garrison commander and Risedale ituated in Catterick Garrison, North Yorkshire, Risedale governor Sports & Community College has one of the largest Sproportions of students from families in the services (over 40 per cent) of any secondary school in the UK. Colin Scott, principal of Risedale College, explains that as a result tenacity has become an integral part of the school’s ethos, something that has been successfully bought into by students, staff and REPORT CARD parents alike. Students at the college come from a variety of RISEDALE SPORTS & COMMUNITY backgrounds which Colin says has shaped a diverse, nurturing COLLEGE and broad learning environment. »»Head teacher: Colin Scott »»Founded in 1953 Risedale has been on a nine-year journey of improvement leading to a “good” »»Based in Catterick Garrison, judgment by Ofsted in 2015. Justifiably proud of this accomplishment, our staff North Yorkshire are by no means complacent. We work diligently to better ourselves, and our staff »»Type of school: Secondary consistently seek to effect positive change among our students. In September 2016 school serving both military Risedale welcomed its new principal, Colin Scott, whose passion, determination and and civilian children dedication to the school has galvanised the efforts of teachers and students alike. »»No. of employees: 68 Historically, Risedale has not always had the best reputation. One of the toughest »»Stonewall Schools Champion opinions to change has been the view of parents, who themselves went to »»www.risedale.org.uk Risedale many years ago. By celebrating success in the news and social media and by actively increasing community engagement, we have managed to change people’s perception of Risedale for the better. In 2017, our school population grew by 10 per cent and our year 7 intake increased by a third. Parents are now making Risedale their first choice, as we are becoming a cornerstone of the local community.

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We are invested in the development of Our mission statement the next generation of our community; Risedale Sports & Community College – committed to nurturing we often take on students who have and sustaining a positive future for all, through an inclusive and been rejected elsewhere. exceptional learning journey. By fostering close and supportive Our aims relationships with our parents/carers, we are able to work together on »»To ensure everyone exceeds their potential improving student attendance and »»To shape our curriculum to meet the future aspirations of our children progress. We have coined “coffee »»To learn from failures and celebrate success breaks”, where parents are invited to meet the principal and other parents, »»To always be a force for resilience and excellence where they are encouraged to discuss issues and concerns pertaining to the Our military connection is part of everyday running of the school. We Risedale’s distinctive character. Staff wanted to break down the formality support all students emotionally of the usual parent/teacher meetings, and academically. Military moves, or allowing parents to see Risedale in transition, mean that we have a high a more favourable light and to feel admission turnover, but as a school included. Moreover, these meetings we are confident in assimilating new allow parents the opportunity to ask students here. Students empathise and questions and to learn more about their child’s education. As a result, care for each other, as many know a new parent teacher association is what it’s like to be “the new kid” being formed and parents are invested and are accepting of new entrants. in utilising the school as a positive Our population is diverse and we outlet for their community. Risedale offers an always accept new applicants, even exciting and engaging when excluded from other schools, We believe that our students should education, delivered by dedicated staff who regardless of the negative impact enjoy a rounded and challenging are passionate about on our own performance statistics. experience at Risedale, in order to supporting everyone to achieve their aspirations

38 | RISEDALE SPORTS & COMMUNITY COLLEGE BEST PRACTICE REPRESENTATIVE 2018

In just one year »»Attendance rose by two per cent »»Progress 8 score rose by 0.18 »»Fixed-term exclusions are down to just ten per cent of previous levels »»No compulsory redundancies despite challenging budget »»School population increased by ten per cent »»Reinvigorated Armed Forces Covenant resulting in even stronger military ties

Our school is a supportive and happy place to learn and achieve together equip them as compassionate and Moving forward, it is expected that thoughtful citizens of the future. Risedale will expand to accommodate Students and staff work directly within up to 800 students over the next the community, in tandem with local decade as the population of Catterick institutions such as the police, military, Garrison increases. We have a strong fire service, doctors’ surgeries and and supportive governing body, with care homes. In 2016-17 the school members from military and civilian raised over £4,000 for local charities, backgrounds, and are ready to tackle demonstrating how our students challenges head on. Our focus will place value on altruism and wider remain on equipping staff with community action. personalised CPD programmes that are fit for purpose and utilising every staff Our facilities and curriculum are member’s skills to offer our students expanding, enabling us to teach a the very best experience we can. diverse range of subjects. We have now moved to a 30-period-per-week timetable with 50-minute lessons, I am proud to be a governor at Risedale affording us greater flexibility for option subjects in years 10 and 11. Sports & Community College as I This approach gives students frequent “strongly feel that this school is a contact with key subjects, resulting in young people deepening their positive focus for all families within the knowledge, skills and understanding. garrison community, whether civilian or We have an extensive programme of extracurricular activities, e.g. the military. Being a governor allows me to Duke of Edinburgh’s Award, as well help my local community school in “ its as cultural experiences at the theatre and art galleries, something that has vision, direction and support for all, previously been lacking. This has ensuring the strongest possible ensured that our young people’s experiences broaden their horizons and outcomes for our young people experiences.

RISEDALE SPORTS & COMMUNITY COLLEGE | 39 THE PARLIAMENTARY REVIEW Highlighting best practice Batley Girls’ High School

Batley Girls’ school leaders, parents and governors celebrate Student Citizenship Awards atley Girls’ High School, serving the Batley and Dewsbury communities, has a very strong track record of challenging Bpoverty of aspiration, strengthening community cohesion REPORT CARD and responding to local and national challenges through a Batley Girls’ High School proactive approach to critical thinking. It has an above average »»Co-head teachers: Julie Haigh number of students from disadvantaged backgrounds, a and David Cooper high percentage of girls for whom English is not their main »»Founded in 2012 language, and attainment at entry is below the national average. »»Based in Batley, West Yorkshire However, progress scores at GCSE are consistently significantly »»Type of school: Secondary above average for all students and in the top 10 per cent or academy significantly above average for disadvantaged ones. Elaborating »»No. of students: 1,271 pupils on this are the two co-heads, Julie Haigh and David Cooper. »»No. of staff: 88 teaching staff and 110 associates »»Students from an Asian, Indian The school is passionately committed to securing the best possible academic or Pakistani background: outcomes, but also deep and transformational character-based education. We 89.16 per cent are national leaders in careers education, information, advice and guidance. Our »»Pupil premium: 34 per cent work in this field featured as one of eight case studies of good practice nationally »»www.batleygirls.co.uk in the Ofsted Key Stage 3 curriculum survey 2015, and we also have a case study published on the Careers England website.

Batley has two equally ranked head teachers. Julie links to the achievement deputy head, staffing, finance and timetable, while David links to the teaching and learning deputy head, transition, sixth form and careers and represents the school in the Leeds Wider City Region Enterprise Partnership (LEP). They also work jointly on shaping the “character education” and “critical thinking” agendas for

40 | BATLEY GIRLS’ HIGH SCHOOL BEST PRACTICE REPRESENTATIVE 2018 the school. This system illustrates the Our students have also represented central tenet of developing distributive their views in parliament and through Deeper, reflective and sustainable leadership throughout our partnership with “The UK in a practice enables the school. Changing EU”. We are recognised as a beacon of good practice and “well-considered

Securing strength in leadership our co-heads have represented the has been achieved by honing decision-making UK education system at a European opportunities to enable our staff, at Parliament conference in Strasbourg, and embraces a all levels, to develop initiatives and where they were asked to share the strategies to improve the school. We school’s strategies on engaging young genuine “ have embedded a deep, reflective people in discussion of controversial willingness to culture and have a leadership issues. Our commitment to spiritual, structure that is “flatter” than is moral, social and cultural education consider the views typical nationally. Deeper, reflective means that we are continually building practice enables well-considered our school as a community through of others decision-making and embraces a open and democratic dialogue on all genuine willingness to consider the the major contemporary debates. Our views of others. Our senior leadership guest lecture ensures that our students team have the autonomy to lead and are challenged by cutting-edge have ownership of strategy; this, in academic research, while events such turn, has led to the development, as “East Meets West” confirm that we with passion, of their expertise and Batley Girls’ High School bring a global, faith-based dimension has a strong visual arts knowledge base. Our teachers and to our work. culture which underpins leaders are encouraged to be risk- its transformation as a takers and our staff actively engage school with and lead our in-house continuing professional development (CPD) programme, with an endless drive for school improvement and personal growth. Leading a School Direct teaching alliance enables us to train and secure the next generation.

This approach is also reflected in the student leadership culture of the school. We empower our students with the autonomy to actively lead initiatives and become key change agents within the school and wider community. Whether this is through working with local higher education institutions to construct degree programmes, leading on our charity initiatives, sitting on interview panels, or making key decisions through our school council, we involve students at every possible opportunity.

We have built a strong capacity to cover national priorities by delivering workshops for staff, students and parents, and have featured on the BBC’s Sunday Politics.

BATLEY GIRLS’ HIGH SCHOOL | 41 THE PARLIAMENTARY REVIEW Highlighting best practice

learning and seizing opportunities to get out of the classroom to learn, such as our “Big Day Out”. Enrichment opportunities such as humanities visits, Debrett’s visits, student work experience placements to the Department of Business, Energy and Industrial Strategy (BEIS) and our award-winning research initiatives, we believe, are transformational.

We never assume that stereotypical life experiences of children feature Batley Girls’ High School’s in the lives of every student. Thus, annual Question Time event we seek to enhance their experience has had a significant impact Our curriculum model is designed to through such provision as supporting on the level of debate in the school achieve breadth and balance in an learning about the gothic genre increasingly academic environment. by visiting Whitby and the Abbey, We have an open structure where understanding coastal erosion by the English Baccalaureate is available visiting the seaside, ensuring a deeper to all and, in addition to academic understanding of the arts and culture Enrichment and vocational GCSE courses, we through our international and British offer enrichment without formal visits – in short, by providing real opportunities examination in a range of character- world connectivity to our learning at building programmes, including every possible turn. “such as leadership, salon services (vocational humanities visits, training) and “Food for Life”. Our We recognise the challenges posed Progress 8 scores are in the top by Social Emotional and Mental Debrett’s visits, quintile nationally for all and for Health (SEMH) issues and are disadvantaged students. We believe seeking to build on current strengths student work we are striking the right balance with within our school. We intend that placements to our curriculum. However, as always, our partnership research project we constantly look to improve. We with Leeds Beckett University, and the Department invest heavily in Key Stage 3 and our work across the local HUB (17 have worked hard to build a strong primaries and 3 secondaries) will, of Business, foundation for learning here while still by prioritising early intervention Energy and securing outcomes for older students. through a coherent, multi-agency approach, lead to significant Industrial With a cohort that has a middle-to- improvements, particularly in early low ability skewed intake, it has been years and primary. We plan to secure

Strategy (BEIS) vital to accelerate progress in English, a stronger platform for students’

and our award- mathematics, science, modern success by providing early proactive languages and the humanities. support. Proactive, rather than English and mathematics progress winning research “ reactive, practice is a key strategic scores are now consistently in the driver in all that we do. initiatives, we top 20 per cent – significantly believe, are above average. In terms of the We were rated “outstanding” by humanities and modern languages, Ofsted 2013/14. For us it is the quality transformational we are now also well above average. of what we do, day in, day out, and Underpinning this achievement is a how that transforms lives, which is drive to secure excellent teaching and our measure. learning through mastery, embedding

42 | BATLEY GIRLS’ HIGH SCHOOL ReviewBESTPRACTICE REPRESENTATIVE of 2018 Parliament

A game of Chequers

The white paper that emerged after the Chequers summit focused on four key areas: economic partnership, security partnership, future areas of cooperation and the frameworks needed to enforce any eventual agreement. It contained details on the “facilitated customs arrangement”, whereby the UK would collect tariffs on behalf of the EU. It called for the end of the free movement of people but laid out plans for EU citizens to come here without visas for “paid work in limited and clearly defined circumstances”. As regards benefits and social security, The cabinet gathered it advocated “reciprocal” arrangements at the prime minister’s with the EU. country residence On Sunday, July 8, Britain was awash of Chequers in with sunshine and optimism. England A “joint institutional framework” would Buckinghamshire for a football fans were preparing for their be established to interpret UK-EU crunch meeting first world cup semi-final in nearly thirty agreements. In the UK, this would be years, while some Scots were hurriedly overseen by our courts and in the EU buying the chequered shirts and flags of it would be overseen by theirs. Some England’s opponents, Croatia. And the cases would be referred to the European weather, the hottest summer since the Court of Justice, though it would be seventies, was keeping everyone in good unable to resolve disputes between a UK spirits. In other words, it was the perfect and an EU court. time for a political crisis. The white paper also confirmed that While Gareth Southgate’s team spent we will exit the European Union at 11 their Saturday doing battle with Sweden, o’clock in the evening on March 29, Theresa May’s spent theirs battling 2019, which will be midnight central each other. Late on Sunday evening, European time. after another day of disagreements, the In her foreword for The Parliamentary results of the crucial cabinet meeting Review, the prime minister suggests that at Chequers (the prime minister’s grace a Brexit on these terms would mean we and favour country residence) began “take back control of our laws, money to materialise. The most significant and borders.” of these was the resignation of David Davis as secretary of state for exiting the In his resignation letter, Mr Davis took European Union. a different stance: “In my view the inevitable consequence of the proposed Mr Davis found himself unable to policies will be to make the supposed support a proposal that would see control by Parliament illusory rather the UK maintain a common rulebook than real.” with the EU for all goods. This would mean a co-operative arrangement with If the Brexit secretary’s departure threw EU regulators and very little room for the government into a spin, it was divergence. nothing compared to what came next.

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On Monday afternoon, with the ink on Davis’ letter not yet dry, Boris Johnson announced that he was following suit. The meaning of the meaningful vote For two years, pundits had speculated about the imminent departures of undermine the prime minister’s the Brexit and foreign secretaries. negotiating position because it seemed Now they were both gone within 24 to foreclose the possibility of Britain hours. In his letter, Mr Johnson said walking away with no deal. Mr Davis the prime minister was leading the UK now offered another compromise that into a “semi-Brexit” with the “status of would, he said, ensure that there would a colony”. be a ministerial statement and a motion to the House of Commons in the event Jeremy Hunt, who had just become of no deal, but the key point was that the longest serving health secretary in his plan would not offer MPs a chance history, was chosen to replace him, with to instruct ministers – because the culture secretary Matt Hancock moving motion that would be put down would to the Health Department. Mr Davis not be amendable. was replaced by Dominic Raab. Further resignations included Steve Baker, Maria But Mr Davis added that the procedural David Davis, the details were far less important than Caulfield and Ben Bradley. then-Brexit Secretary, the expressed mood of the House of It was under this cloud that Gareth warned that the Lords In June, seven months on from his amendment could Commons in a moment o f crisis, and Southgate’s Three Lions took on, success in attaching a “meaningful vote be used by some to amendment” to the EU (Withdrawal) Bill he warned that the Lords amendment and were defeated by, Croatia. After frustrate the process of President Trump’s trip in the Commons, the former attorney- could become a mechanism for which, from both a sporting and a to the UK added to the leaving the EU general Dominic Grieve was still fighting frustrating Brexit. political point of view, it was fair to say to their proposals on the Customs political drama of an the same cause on the same bill. As part of the elaborate legislative that England had been chastened by and [the] Trade Bill she is accepting already hectic month dance, Mr Grieve had put down a new chequers. that the Chequers deal is now dead in before the summer recess In what proved to be the final round of the amendment. But now a compromise the water.” long parliamentary battle over the bill, MPs If Mrs May was in need of a brief had been offered, he dropped it: were considering changes made in the reprieve, she was unlikely to get one Two days later, Mr Johnson decided “Having finally obtained, with a little Lords, which included a tougher version with Donald Trump arriving for his long- to deliver a resignation speech in the more difficulty than I would have of the meaningful vote than Mr Grieve’s awaited UK visit. Amid huge protests, House of Commons, in which, while wished, the obvious acknowledgement original. In earlier rounds of consideration Mr Trump decided to give an interview praising the prime minister for a number of the sovereignty of this place over the he had accepted a compromise proposal with The Sun, in which he lambasted of things, he contrasted her Lancaster executive, I am prepared to accept the from the government, only for the Mrs May’s Brexit negotiations and House speech of January 2017 with government’s difficulty, support them consensus around it to break down when suggested that Boris Johnson would what was agreed at Chequers, speaking and accept the form of amendment they Downing Street presented an analysis make “a great prime minister”. This was favourably of the former and less so want.” of what it would mean that seemed far followed by a characteristic backtrack, of the latter. where he said he would support weaker than Mr Grieve had thought. Labour’s shadow Brexit secretary, Sir Shortly before The Parliamentary Review Keir Starmer, hoped that MPs would whatever stance the “incredible” Mrs That in turn prompted the Lords to replace went to print, Johnson’s former cabinet still vote for the Grieve amendment: May took on Brexit. the compromise with a beefed-up version colleague, the trade secretary Liam Fox “Standing back, that looks like common – and this was what MPs, for the second No sooner had the president left than said he believed a “no-deal” Brexit sense. It is unthinkable that any prime time in a week, were now considering. Mrs May was back in the bear pit of was now odds-on. As the following minister would seek to force through parliament. On the Monday, her customs articles demonstrate, parliamentary The issue remained the narrow but a course of action that would have bill faced a series of amendments from intransigence makes it incredibly difficult potentially crucial question of what significant consequences for many years the pro-Brexit European Research Group, for agreements to be reached. With no leverage MPs would have in the event which the majority in [the House of two of which were accepted by the clear majority for any one Brexit plan, that either parliament rejected the Brexit Commons] did not approve of… the government and each passed with a a “no deal” scenario ma y well become deal between the UK and the European idea that that is how we would achieve majority of just three votes. a reality. Union or no deal was reached at all. an orderly Brexit is for the birds.” Should there be a vote in the Commons The first of these called for the UK to Whatever happens, it’s likely that 2019 In the end, six Conservatives voted to instruct ministers on what to do next? refuse to collect duties for the EU unless will see an MP address parliament and for the Grieve amendment, while four member states did likewise. The second compare what was agreed at Chequers The day before, peers had voted in Labour MPs defied their party whip and compelled us to have an independent with whatever is agreed, or not agreed, favour of plans to give MPs a greater voted with the government. And later regime for VAT. Labour MP Stephen with Brussels on March 29 as the central say – a move that David Davis, the that evening, peers accepted the bill – Kinnock responded: “By capitulating European clock strikes twelve. then-Brexit secretary, warned could which allowed it to become law.

44 | REVIEW OF PARLIAMENT BESTPRACTICE REPRESENTATIVE 2018

The meaning of the meaningful vote

undermine the prime minister’s negotiating position because it seemed to foreclose the possibility of Britain walking away with no deal. Mr Davis now offered another compromise that would, he said, ensure that there would be a ministerial statement and a motion to the House of Commons in the event of no deal, but the key point was that his plan would not offer MPs a chance to instruct ministers – because the motion that would be put down would not be amendable. But Mr Davis added that the procedural David Davis, the details were far less important than then-Brexit Secretary, warned that the Lords In June, seven months on from his the expressed mood of the House of amendment could success in attaching a “meaningful vote Commons in a moment o f crisis, and be used by some to amendment” to the EU (Withdrawal) Bill he warned that the Lords amendment frustrate the process of could become a mechanism for leaving the EU in the Commons, the former attorney- general Dominic Grieve was still fighting frustrating Brexit. the same cause on the same bill. As part of the elaborate legislative In what proved to be the final round of the dance, Mr Grieve had put down a new amendment. But now a compromise long parliamentary battle over the bill, MPs had been offered, he dropped it: were considering changes made in the “Having finally obtained, with a little Lords, which included a tougher version more difficulty than I would have of the meaningful vote than Mr Grieve’s wished, the obvious acknowledgement original. In earlier rounds of consideration of the sovereignty of this place over the he had accepted a compromise proposal executive, I am prepared to accept the from the government, only for the government’s difficulty, support them consensus around it to break down when and accept the form of amendment they Downing Street presented an analysis want.” of what it would mean that seemed far weaker than Mr Grieve had thought. Labour’s shadow Brexit secretary, Sir Keir Starmer, hoped that MPs would That in turn prompted the Lords to replace still vote for the Grieve amendment: the compromise with a beefed-up version “Standing back, that looks like common – and this was what MPs, for the second sense. It is unthinkable that any prime time in a week, were now considering. minister would seek to force through The issue remained the narrow but a course of action that would have potentially crucial question of what significant consequences for many years leverage MPs would have in the event which the majority in [the House of that either parliament rejected the Brexit Commons] did not approve of… the deal between the UK and the European idea that that is how we would achieve Union or no deal was reached at all. an orderly Brexit is for the birds.” Should there be a vote in the Commons In the end, six Conservatives voted to instruct ministers on what to do next? for the Grieve amendment, while four The day before, peers had voted in Labour MPs defied their party whip and favour of plans to give MPs a greater voted with the government. And later say – a move that David Davis, the that evening, peers accepted the bill – then-Brexit secretary, warned could which allowed it to become law.

REVIEW OF PARLIAMENT | 45 THE PARLIAMENTARY REVIEW Review of Parliament

Parliament approves a third runway at Lessons from the collapse of Carillion Heathrow airport “The Carillion papers identify clear and compelling problems with the Fifty years after the Wilson government many winners, not least the shareholders business in the months leading to its set up the Roskill Commission to of Heathrow Airport Ltd, but it risks collapse,” she told the House. “… examine options for London airport making losers of many, including the although Carillion had been rated as expansion, MPs backed a planning communities in which thousands of ‘amber’, owing to its performance document that endorsed a third runway people will lose hundreds of homes.” against contracts with the Ministry of for Heathrow with a resounding Some of the most wounding criticism Defence and the Ministry of Justice, it majority: 415 votes to 119. came from Conservatives, notably the was not until after Carillion issued a Transport secretary Chris Grayling laid former transport secretary, Justine profit warning in July last year that the out his case: “All five of London’s main Greening, whose Putney constituency is government downgraded it to ‘red’. It airports will be full by the mid-2030s, directly under the Heathrow flight path. The Carillion collapse therefore appears that the government and Heathrow is full today. We are exposed government was not aware of Carillion’s financial Another Conservative, Greg Hands, outsourcing flaws The government was accused of failing to seeing business leave the UK and go distress until that point. In November resigned as trade minister in order to tackle the problems at the public sector to airports like Frankfurt, Amsterdam last year, officials recommended a and Paris, which have made additional keep his election promise to vote against mega-contractor Carillion as the company provisional ‘black’ rating for Carillion capacity provision... We are losing those the Heathrow expansion. headed for collapse. The chair of the – that information has come directly connections to other countries, and Commons’ powerful financial watchdog, The short debate ended up with a from the papers that we have published the public accounts committee, Labour’s we are losing the investment that goes majority of 296 voting in favour. In Meg Hillier, told MPs that a confidential – but following representations from around those connections.” the end, eight Conservative MPs voted risk assessment of the company had the company, the Cabinet Office did But there was considerable resistance. against the government and Labour was shown rising concern about the finances not confirm that designation. Carillion Labour’s shadow transport secretary, split almost in half, with slightly more of the company, which provided collapsed less than two months later.” Andy McDonald, warned that the Labour MPs supporting the expansion key public services, including school Heathrow expansion would “generate than opposing it. The committee now planned to hold maintenance and prison management. more hearings on the relationship The collapse cost thousands of jobs between the government and strategic and left the government to pick up suppliers because, she said, some big Tributes to Tessa Jowell in a debate on those functions. The government’s risk contractors were now “too big to fail”. assessments were released to the public Carillion itself had continued to believe cancer treatment accounts committee and, after holding that it would receive a government When former Labour culture secretary hearings on them, Meg Hillier delivered a bailout right up to the moment of Tessa Jowell was diagnosed with a statement giving her committee’s verdict. collapse in January. brain tumour, she launched a personal campaign to highlight the need for better cancer treatment. The result was two emotional debates in the Lords and Airstrikes on Syria the Commons, with speeches from her When the prime minister ordered eyes and their bodies surrounded by a many friends in both houses. British forces to take part in airstrikes chlorine-like odour, and children gasping The Commons debate was opened by against chemical weapons held by the for their lives as chemicals choked their Labour MP Sarah Jones, who was part of Assad regime in Syria, she came to lungs.” Such an atrocity was “a stain on the team working for Lady Jowell on the the Commons after the Easter recess our humanity,” she added. bid to hold the 2012 Olympics in London. to defend her decision – and ran into She did not believe that evidence on Lady Jowell watched with her family in Tessa Jowell was hailed criticism for not seeking parliamentary the scale available could be falsified, as an inspiration during the under-gallery of the Commons. approval in advance. and she said that the Syrian regime the need for collaborative, resourced her battle with cancer was seeking to cover up the atrocity by There was praise for Lady Jowell from and unflagging devotion to the effort She said that the attack was a response searching refugees, in case they tried to the then health secretary, Jeremy Hunt, to tackle that curse. [Sarah Jones] said to the use of chemical weapons by pro- who said that she left two great legacies that you loved this place. I hope that it is Assad forces, which had left up to 75 smuggle out samples of the chemicals and – unusually – the Speaker, John blindingly obvious to you, Tessa, that we people dead. She said that the images that had been used – it was clear that Bercow, intervened from the chair: “As love you.” In her seat in the gallery, Lady of the suffering were “utterly haunting: only President Assad’s regime had the capability to carry out such an attack. somebody who is living with cancer you Jowell was visibly moved. She died a few innocent families seeking shelter in have shone a light on a cruel curse and weeks later, on May 18, 2018. underground bunkers found dead with The prime minister also defended the foam in their mouths, burns to their legality of the UK action: Russia had

46 | REVIEW OF PARLIAMENT BESTPRACTICE REPRESENTATIVE 2018

Lessons from the collapse of Carillion

“The Carillion papers identify clear and compelling problems with the business in the months leading to its collapse,” she told the House. “… although Carillion had been rated as ‘amber’, owing to its performance against contracts with the Ministry of Defence and the Ministry of Justice, it was not until after Carillion issued a profit warning in July last year that the government downgraded it to ‘red’. It The Carillion collapse therefore appears that the government exposed government was not aware of Carillion’s financial outsourcing flaws The government was accused of failing to distress until that point. In November tackle the problems at the public sector last year, officials recommended a mega-contractor Carillion as the company provisional ‘black’ rating for Carillion headed for collapse. The chair of the – that information has come directly Commons’ powerful financial watchdog, from the papers that we have published the public accounts committee, Labour’s Meg Hillier, told MPs that a confidential – but following representations from risk assessment of the company had the company, the Cabinet Office did shown rising concern about the finances not confirm that designation. Carillion of the company, which provided collapsed less than two months later.” key public services, including school The committee now planned to hold maintenance and prison management. more hearings on the relationship The collapse cost thousands of jobs between the government and strategic and left the government to pick up suppliers because, she said, some big those functions. The government’s risk contractors were now “too big to fail”. assessments were released to the public Carillion itself had continued to believe accounts committee and, after holding that it would receive a government hearings on them, Meg Hillier delivered a bailout right up to the moment of statement giving her committee’s verdict. collapse in January.

Airstrikes on Syria

When the prime minister ordered eyes and their bodies surrounded by a British forces to take part in airstrikes chlorine-like odour, and children gasping against chemical weapons held by the for their lives as chemicals choked their Assad regime in Syria, she came to lungs.” Such an atrocity was “a stain on the Commons after the Easter recess our humanity,” she added. to defend her decision – and ran into She did not believe that evidence on criticism for not seeking parliamentary the scale available could be falsified, approval in advance. and she said that the Syrian regime She said that the attack was a response was seeking to cover up the atrocity by to the use of chemical weapons by pro- searching refugees, in case they tried to Assad forces, which had left up to 75 smuggle out samples of the chemicals people dead. She said that the images that had been used – it was clear that of the suffering were “utterly haunting: only President Assad’s regime had the capability to carry out such an attack. innocent families seeking shelter in underground bunkers found dead with The prime minister also defended the foam in their mouths, burns to their legality of the UK action: Russia had

REVIEW OF PARLIAMENT | 47 THE PARLIAMENTARY REVIEW Review of Parliament

blocked a UN resolution to establish an independent investigation into the latest Acknowledgements attack. She said that to argue that the UK could only act with a UN resolution Senior Editors: Ross Hindle, Craig Wilmann, Rt Hon David Curry was to accept a Russian veto on British and Joshua Jackson foreign policy. She said that military action was justified to prevent further Journalists: Th omas Wilson, Andrew Neil, Bill Winter, Andrew Barlow, Nikolaus Cox, Mark D’Arcy, Scott Challinor, Sean Coughlan, gas attacks – there was no alternative Dave Lee, Tony Harrington, Jon Masters, Beth Stevenson and course of action and the attacks were Robyn Wilson necessary and proportionate. Designers: Constantin Nimigean and Andreea Cioran Labour leader Jeremy Corbyn responded that the prime minister was accountable Copy-editors: Jonathan Sherrington, James Patrick Th omas, Rupert to parliament, not to the US president, Douglas and Full Media and added that Britain needed a War Photograph procurement: Jonathan White Powers Act to transform what he called a “now broken convention” into a legal Westminster Publications is also grateful to the following people: obligation. People marching Daniel Yossman, Jamie Oglesby, Lord Pickles, Lord Blunkett, against the Assad There were angry shouts when he The Scottish National Party’s Westminster regime in London Rt Hon Th eresa May, Rt Hon Chris Grayling, Rt Hon Damian Hinds, said that the UK action was legally Rt Hon Gavin Williamson CBE, Rt Hon Esther McVey, Rt Hon Claire leader, Ian Blackford, reminded Mrs May questionable, and he questioned Perry, Tracey Crouch MP, Dr Tristram Hunt, Paul Everitt, Julian that she led a minority government, whether the government could be sure Davids, Professor Ted Baker, Ian Wright, Brian Berry, Adam Mansell, adding: “It was perfectly possible for that the chemical attack was the work Chris Atkin, Liz Field, Josh Terry, Frank Lampard, Julia Hartley House to have been recalled in advance Brewer, Rt Hon Michael Gove, Sir Nick Clegg, William Graves, of the Assad regime. He called for a of the Saturday morning airstrikes.” Marcin Bulka, Hannah Riding, Devina Lavji, Fern Hall and John diplomatic solution to end the war and Hammersmith the refugee crisis it had caused. Lib Dem leader Sir Vince Cable agreed with this and asked if there might be Images in this publication have been reproduced courtesy of Senior Conservative Kenneth Clark backed more airstrikes, in light of President Alamy and Flickr. the government’s action, but he queried Trump’s comment that it was “mission the lack of parliamentary debate before accomplished”. the event, given that President Trump had announced his intention to strike against But the prime minister would not be the Assad regime well in advance. drawn on that.

The last word

This edition of The Parliamentary Review the opening pages of this publication, has overseen yet another extraordinary that those operating at the micro year in British politics. Cabinet ministers level of the British economy are not have departed, Commons debates have only working tirelessly, they are also raged long into the night and, at times, it achieving great things. The articles has felt like little has been achieved. From from this year’s Review representatives our standpoint, it is clear that this has exemplify this. not been caused by a lack of trying. The A country is not a perfect blueprint members of parliament with whom we put into action: it is the sum of millions have crossed paths, from all parties and of autonomous parts. Individuals none, have each been working incredibly who motivate their staff, inspire their hard to further what they feel is in the students or simply do their job to the best interests of the constituency, and COPYRIGHT © WESTMINSTER PUBLICATIONS 2018 best standard they can muster. And, the country, they serve. All rights reserved by Westminster Publications. No part of this publication may be reproduced, stored or transmitted in any form or by any means though there are always adjustments without prior written permission from Westminster Publications. Westminster Publications warrants that reasonable skill and care has been used And, though the political realm has and improvements to be made, it is our in preparing this publication. Notwithstanding this warranty Westminster Publications shall not be under liability for any loss of profi t, business, been a source of frustration for many, conviction that British parts are in fine revenues or any special indirect or consequential damage of any nature whatsoever or loss of anticipated saving or for any increased costs sustained by the client or his or her servants or agents arising in any way whether directly or indirectly as a result of reliance on this publication or of any error or it is clear, as Andrew Neil observes in working order. defect in this publication. Westminster Publications shall not in any circumstances be under any liability whatsoever to any other person for any loss or damage arising in any way as a result of reliance on this publication.

48 | REVIEW OF PARLIAMENT Acknowledgements

Senior Editors: Ross Hindle, Craig Wilmann, Rt Hon David Curry and Joshua Jackson

Journalists: Th omas Wilson, Andrew Neil, Bill Winter, Andrew Barlow, Nikolaus Cox, Mark D’Arcy, Scott Challinor, Sean Coughlan, Dave Lee, Tony Harrington, Jon Masters, Beth Stevenson and Robyn Wilson

Designers: Constantin Nimigean and Andreea Cioran

Copy-editors: Jonathan Sherrington, James Patrick Th omas, Rupert Douglas and Full Media

Photograph procurement: Jonathan White

Westminster Publications is also grateful to the following people:

Daniel Yossman, Jamie Oglesby, Lord Pickles, Lord Blunkett, Rt Hon Th eresa May, Rt Hon Chris Grayling, Rt Hon Damian Hinds, Rt Hon Gavin Williamson CBE, Rt Hon Esther McVey, Rt Hon Claire Perry, Tracey Crouch MP, Dr Tristram Hunt, Paul Everitt, Julian Davids, Professor Ted Baker, Ian Wright, Brian Berry, Adam Mansell, Chris Atkin, Liz Field, Josh Terry, Frank Lampard, Julia Hartley Brewer, Rt Hon Michael Gove, Sir Nick Clegg, William Graves, Marcin Bulka, Hannah Riding, Devina Lavji, Fern Hall and John Hammersmith

Images in this publication have been reproduced courtesy of Alamy and Flickr.

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