Helping Schools Succeed Vol2 Cover:Helping Schools Succeed Vol1 Cover 5/3/08 19:16 Page 1 Helping Schools Succeed: A Framework for English Education The past few decades of education reform have been tumultuous. Since 1997 alone, we have had six education ministers in three differently named departments. Numerous public bodies have been created, many of them surviving just a few years. We have seen hundreds of reviews, tens of plans and several ‘agendas’ – each one creating its own bureaucratic trail. We argue that England’s struggles stem from the absence of a clear, coherent, educational vision. There is little internal logic in the way goals and incentives are aligned; far too much central government intervention; and far too little trust in teachers as Helping Schools professionals. Drawing on research from abroad and in England, we argue that the solution lies in the development of a ‘tight, loose, tight’ framework: clear vision from the centre; the Succeed freedom for schools and teachers to achieve the vision as they see fit; and comprehensive accountability mechanisms to ensure the vision is achieved. A Framework for English Education This framework would support schools in achieving excellence Chris Davies and Cheryl Lim edited by Sam Freedman by harnessing the best of competitive and collaborative practices. It would safeguard equity by emphasising the role of local authorities as defenders of their constituents’ right to a quality education. Finally, more autonomous schools would help to professionalise teaching, while creating genuine diversity in the system. Chris Davies and Cheryl Lim edited by Sam Freedman £10.00 ISBN: 978-1-906097-20-2 Enriching the education Policy Exchange of individuals around the world Policy Exchange Clutha House 10 Storey’s Gate London SW1P 3AY www.policyexchange.org.uk Helping Schools Succeed Vol2:Helping Schools Succeed Vol2 5/3/08 18:58 Page 1 Helping Schools Succeed A Framework for English Education Chris Davies and Cheryl Lim Edited by Sam Freedman Policy Exchange is an independent think tank whose mission is to develop and promote new policy ideas which will foster a free society based on strong communities, personal freedom, limited government, national self-confidence and an enterprise culture. Registered charity no: 1096300. Policy Exchange is committed to an evidence-based approach to policy development. We work in partnership with aca- demics and other experts and commission major studies involving thorough empirical research of alternative policy out- comes. We believe that the policy experience of other countries offers important lessons for government in the UK. We also believe that government has much to learn from business and the voluntary sector. Trustees Charles Moore (Chairman of the Board), Theodore Agnew, Richard Briance, Camilla Cavendish, Richard Ehrman, Robin Edwards, Virginia Fraser, George Robinson, Andrew Sells, Tim Steel, Alice Thomson, Rachel Whetstone. Helping Schools Succeed Vol2:Helping Schools Succeed Vol2 5/3/08 18:58 Page 2 About the authors Chris Davies she graduated with an MSc in Independent Consultant. Graduated from Comparative Social Policy from Oxford Exeter University with an Upper Second University in 2006. Prior to that, she stud- in Classics and holds a PGSE and an MSc ied psychology and sociology at Wesleyan in Education Management. He has 30 University in America. Cheryl also has a years experience in the state education sec- background in gender advocacy work. tor including 12 years as a Headteacher in two London primary schools as well as Sam Freedman nine years experience in a Local Authority Head of the Education Unit, Policy both as an adviser and, until recently, Exchange. He achieved a first class degree Assistant Director. He is currently work- in History from Magdalen College, ing on a range of educational projects and Oxford. After completing a Masters degree research. Chris founded and now man- in International History in 2004, Sam ages, part-time, the Lambeth e-Learning joined the Independent Schools Council as Foundation. a researcher. He left three years later as Head of Research, having also completed a Cheryl Lim second Masters degree in Public Policy and Research Fellow specialising in education, Management at Birkbeck. Sam joined Policy Exchange. A former Rhodes Scholar, Policy Exchange in September 2007. © Policy Exchange 2008 Published by Policy Exchange, Clutha House, 10 Storey’s Gate, London SW1P 3AY www.policyexchange.org.uk ISBN: 978-1-906097-20-2 Printed by Heron, Dawson and Sawyer Designed by SoapBox. www.soapboxcommunications.co.uk 2 Helping Schools Succeed Vol2:Helping Schools Succeed Vol2 5/3/08 18:58 Page 3 Contents Acknowledgements 4 Foreword 5 Executive Summary 7 Introduction 9 1 First ‘Tight’: Vision 12 2 Mediating the ‘Loose’: Governance and Organisation 23 3 Mediating the ‘Loose’: A New Deal for Teachers 32 4 Mediating the ‘Loose’: Safeguards 44 5 Second ‘Tight’: Accountability 58 Conclusion 73 Indexed List of Proposals 75 www.policyexchange.org.uk • 3 Helping Schools Succeed Vol2:Helping Schools Succeed Vol2 5/3/08 18:58 Page 4 Acknowledgements The authors would like to thank our fun- Martin Johnson, Association of ders, the Sutton Trust and Cambridge Teachers and Lecturers Assessment. We are particularly grateful to Paul Kinsella, Head Teacher Sylvia Green, Bene’t Steinberg and James Phil Leyland, Head Teacher Turner for their committed assistance; Sir Bruce Liddington, Schools Amanda Spielman, William Atkinson and Commissioner Cllr Kathy Tracey for their insightful cri- Mark Logan, Edison Schools tiques of our work; and Sam Freedman for Roger Lounds, Head Teacher whipping this report into shape. We are Neil McIntosh, CfBT also indebted to James O’Shaughnessy Melody Moran, Head Teacher who was a major driving force behind this Dr Dan Moynihan, Harris Federation project. Professor John Nelson, University of As with our companion study, ‘Helping Aberdeen Schools Succeed: Lessons from Abroad’, this Peter O’Dowd, Head Teacher report benefited greatly from the input of Tom Peryer, London Diocesan Board numerous individuals and organisations. We of Schools thank all those named, and unnamed, for Stewart Plowes, Head Teacher the generous gift of their time and expertise: Ryan Robson, Sovereign Capital Steve Sinnott, National Union of Sir Michael Barber, McKinsey and Co. Teachers Neville Beischer, Head Teacher Eleanor Sturdy, Education Consultant Steve Belk, The Learning Trust Dr Irenka Suto, Cambridge Assessment Dianne Bohan, Head Teacher Sir Cyril Taylor, founder and former- Professor Tim Brighouse chairman, SSAT Cllr Paul Carter, Kent County Richard Thornhill, Head Teacher Council Sir Mike Tomlinson, Chief Advisor for Evelyn Chua, Head Teacher London Challenge Giles Drew, Head Teacher David Torn, Teacher John Dunford, Association of School Professor Peter Tymms, Durham and College Leaders University Emily Dyer, Policy Exchange Ben Ullmann, Policy Exchange Anthony Edkins, Head Teacher Sir Michael Wilshaw, Head Teacher Paul Edwards, Head Teacher Alan Wood, The Learning Trust Kate Frost, Teacher Maureen Gould, Head Teacher The views expressed in the report are those Barbara Harrison, Girls’ Day School Trust of the authors, and not necessarily of the Helen Jeffery, Head Teacher people we interviewed. 4 Helping Schools Succeed Vol2:Helping Schools Succeed Vol2 5/3/08 18:58 Page 5 Foreword by Chris Davies My introduction to Headship in a London and its unmanageable assessment and borough was less than auspicious. Four reporting arrangements, the delegation of years into a deputy headship and twenty school budgets, Grant Maintained schools, minutes into a French lesson with a class of Ofsted, the publication of test and exami- 12 year olds the Head interrupted the les- nation data, fresh start schools, academies, son and offered to cover my class so that school choice frameworks and much more the borough’s chief inspector could discuss besides. with me something I would no doubt find Cries for structural reform, became of interest. “Standards not Structure” (early Blair) Surprise turned to amazement when it reverting to “Back to Structure after all transpired that the chief inspector wanted (Academies and Trusts)” (late Blair) and me to consider stepping in as Head now look like becoming “Standards!” teacher in one of the borough’s schools again. The history of educational system where the authority had not been able to development has been a roller coaster. For recruit a satisfactory candidate through all the effort, we are still left with consider- the usual means. My amazement deep- able uncertainty over the real level of ened when she replied to my enquiry as to improvement, both in absolute terms and when she might need a response with relative to improvement in competitor “Well, I thought if I took a turn around countries or in our own independent sec- the playground…” The decision was only tor. marginally complicated by the fact that I Government ministers may talk about had never heard of the school, we were the best generation of teachers ever, the within a week of the end of term and the best examination results ever and generally post had to be filled for the start of the just stopping short of reassuring us that next term. “everything is for the best in this best of So it was that I started, age 32, as Acting possible worlds”. However, it would appear Head of a 500+ First and Middle school in that those who have the means are not yet the early 1980s in a