Select Committee on Education and Skills Minutes of Evidence


ADVANCED SCHOOLS

Background

  The Advanced Schools programme is designed to improve standards and transform secondary education. The commitment from the White Paper, Schools Achieving Success, and Investment for Reform is to establish a network of 300 Advanced Schools by 2006. The aim is that our best secondary schools will lead the way in their local areas, using their experience for the benefit of the system, spreading their excellence and inviting other schools to work with them to raise standards, drive school improvement and test innovative ideas.

  Any secondary school that feels it fulfils the criteria may apply. Existing secondary Beacons will not automatically qualify but should be well placed to meet the application criteria.

  The Advanced schools programme has been developed to build on the lessons learned from the Beacon schools programme and will replace Beacon schools in the secondary phase, taking Beacon practice to the next level.

Selection and proposed activities of Advanced Schools

    —  Advanced schools will be selected from amongst the most successful and progressive secondary schools in the country.

    —  Advanced schools will be intensively collaborative schools; working with a group of schools to raise standards and share good practice.

    —  Advanced schools will work with low achieving schools and those in difficult circumstances in order to drive up standards and encourage excellence.

    —  They will be at the cutting edge of innovation, guiding schools towards improvements that will advance the secondary education system and deliver real gains in standards.

    —  They will link with higher education institutions to contribute to Initial Teacher Training.

    —  They will actively participate in research into educational strategies and pioneering experimental approaches to learning, to ensure that these ground-breaking techniques transform the secondary education system.

    —  Guidance about the criteria and application process is available on the website.

Latest Facts

    —  Initial applications and proposals are due by 31 January 2003

    —  The first group of Advanced schools will begin operation in April 2003.

    —  Core funding of up to £60,000 a year for three years for an agreed programme of activities will be made available to Advanced schools.

KS3 STRATEGY

  The Government has acted to address the widely recognised problem that too many pupils fail to make sufficient progress at Key Stage 3; and lose motivation and engagement. As many as 1 in 3 (200,000) pupils a year currently do not achieve the standard expected for 14 year olds. This year's results, although showing some improvements, reflect on the whole a similar picture to previous years. This supports the decision to introduce the Key Stage 3 Strategy.

  The aims of the Key Stage 3 Strategy are to raise standards for all pupils throughout Key Stage 3, by spreading excellent teaching and learning practices to every classroom. The strategy aims to raise standards for all 11-14 year old with the objectives that the majority should reach the expected standards in English, mathematics, science and ICT; should benefit from a broad curriculum; learn to reason and think creatively and logically; and take responsibility for their own learning.

  The strategy is designed to aims raise standards for all pupils. It also focuses on pupils who need extra support and who are falling behind their peers. The Strategy includes specific measures that will support improved transfer arrangements. A new transition package (worth £10,500 per secondary school) includes training and resources for: transition activities, literacy and numeracy summer schools, catch up programmes and additional support in the second and third years for pupils who still need it. Training and materials to support specific group of pupils—those from ethnic minorities; the gifted and talented and with special educational needs—are also being introduced.

  Last year, when we launched the strategy we advised schools that one way to manage its introduction was by focusing on years 7 and 8 in its initial stages. As the strategy moves into the second year, it is important that this focus is extended to include all years and the core subjects at Key Stage 3, particularly ensuring that improved standards are reflected in pupils' test results.

  The national results have improved by one percentage point from last year for English and mathematics to 66% and 67% respectively, while the results for science, at 66%, have stayed the same as 2001, following a rise of 7% in the previous year. These are modest, but welcome, improvements, particularly as the Strategy had only been underway for two full terms when the test were taken in May. Gender issues are significant at Key Stage 3, and there continues to be large gap between boys and girls performance in English, with girls being 17 percentage points ahead in 2002.

  The big task now is for schools to renew efforts in securing significant improvements for 2003 and beyond. It will be important for schools to focus on all years groups at Key Stage 3, and in particular raising standards for pupils in Year 9, taking the tests. Year 7 catch up and Year 9 booster programmes are being strengthened through improved materials, with catch up being supported by a new Year 7 test available from 2003. Improvements to English material will include addressing changes to the national curriculum test from 2003 and place emphasis on boys writing.

  The contribution of headteachers is imperative in ensuring that the strategy is implemented successfully in their schools. Their commitment and strong leadership roles are key if we are to transform the Key Stage 3 results. We know that Headteachers are willing to show their commitment, as demonstrated from the Mori poll in July, which found that 93% strongly support the strategy.

14-19 POLICY

  The Green Paper 14-19: extending opportunities, raising standards was published in February 2002, and consulted widely on until the end of May.

The main proposals in the Green Paper were:

    —  Creation of new pathways of learning to meet pupils' needs and aspirations;

    —  Reforming the 14-16 curriculum in order to increase its flexibility through narrowing the curriculum and providing `entitlements' to subjects;

    —  Making high quality vocational options available to all students, which are highly recognised and offer the opportunity of entry to HE;

    —  Building parity of esteem between vocational and academic GCSEs/A Levels;

    —  Encouraging young people to progress at a pace that is right for them including accelerated and slower paced learning according;

    —  A new A distinction grade at A Level to stretch the most able;

    —  Creation of an overarching award to mark achievement at 19;

    —  Ensuring provision of systematic, high quality advice and guidance to help students acquire the skills to make choices at 14 and then plan, manage and review their progress throughout the 14-19 phase and beyond;

    —  Promoting increased collaboration between education providers;

    —  Using pathfinders to develop best practice in collaborative working.

  These proposals are designed to enable all pupils to fulfil their potential. We want to provide tailored programmes of learning that meet young people's individual needs and aspirations.

  These proposals will deliver a range of high quality, high status academic, vocational/technical and mixed options. This will help to ensure that schools offer something relevant and attractive to all pupils, not just the academically minded.

  The rationale for the policy is both social (reducing the likelihood of exclusion in later life, through raising young people's qualification levels and employability) and economic (meeting certain skills shortages; creating savings through preventing social exclusion).

14-19 PATHFINDERS

  A pathfinder programme is underway to test different models of collaborative working in different circumstances in order to secure greater choice of curriculum pathways. Pathfinders will:

    —  Test out a range of ideas and discover new ones

    —  Develop best practice in 14-19 education and training to guide the steps to and pace of a staged national roll out

    —  See how 14-19 policy will fit with other policies, identify barriers to a coherent 14-19 phase and design ways to overcome them

    —  Show that a coherent 14-19 phase can be achieved nationally in a variety of locations with different social circumstances and different mixes of schools and colleges.

TRAINING SCHOOLS

  Training Schools were established following the 1998 Green Paper: Teachers— meeting the challenge of change, to:

    —  demonstrate and develop best practice in initial teacher training

    —  explore and try out new approaches to train teachers; and

    —  carry out and use teaching research

  Training schools were also expected to build up and share good and developing training practice with other schools and partners within and outside their networks.

  Following two application rounds there are currently 82 Training Schools in place:

    —  61 secondary, 21 primary

    —  21 hold Beacon status, two are City Technology Colleges and 28 have specialist school status

    —  there are training schools in each Government region

Funding

  £9 million will have been invested in the programme to 2002-03, with schools receiving an average of £50,000 per annum

Progress to date

  The impact of the Training School programme has been:

    —  growth in initial teacher training activity

    —  an increase in the range and number of trainees undertaking teaching practice and other placements

    —  better quality placements and experiences for trainees compared to their peers

    —  improved use of technology to support initial teacher training activity

    —  the introduction of accredited mentor training and greater use of mentoring in schools

    —  wide ranging Continuing Professional Development activities and greater awareness of development opportunities available

Expansion

  By 2005-06, the total number of Training Schools is due to expand from 82 to some 260.

  The current application round closed in September 2002 and was open to all maintained schools (except those in special measures or serious weaknesses). There has been significant interest and demand far exceeds the 60 likely to be approved for 2003.

  Schools submitted four year plans against pre-set criteria. Successful schools will receive up to £55k per year for Secondary and up to £45k per year for Primary.

Next steps

  The White Paper commits to achieving better coherence across the diversity programmes and we are working together to align our key processes.

EXCELLENCE IN CITIES

Coverage

    —  Excellence in Cities covers 58 whole local authorities which together cover all the major cities in the country, with a further 24 local authorities involved in Excellence Clusters covering smaller pockets of deprivation beyond the cities.

    —  Over 1,000 secondary schools, and over 1,000 primary schools, benefit through the main programme and the Primary Extension Project respectively.

Content

    —  The main programme currently has seven strands: extended opportunities for gifted and talented pupils; Learning Mentors; Learning Support Units; City Learning Centres; more Beacon schools; more Specialist Schools; EiC Action Zones.

    —  EiC is designed to ensure a strategic approach across partnerships to the use of shared resources like CLCs, Beacon, and Specialist schools, and a targeted approach to the distribution of Learning Mentors and the location of Learning Support Units.

    —  In the Primary Extension Project and Excellence Clusters the strands are restricted to:

      —  Learning Mentors;

      —  Primary Learning Support Units;

      —  Enhanced opportunities for gifted and talented pupils. Excellence Clusters have the same and

      —  (in the case of Excellence Clusters) a tailored strand

  As well as the Primary Project Extension some EiC areas (13) benefit from a pilot scheme which intensifies support for low attaining primary schools through the use of specialist consultants, working to recognise specific needs and raise standards in literacy and mathematics.

Achievements

    —  GCSE performance tables for 2000 and 2001 show that on average results, in terms of five good GCSEs or equivalent, rose faster overall in EiC areas than elsewhere. Provisional results this year tell a similar story with nearly 80% of EiC Partnerships making further gains on these successes.

    —  Last year Key Stage 3 results in English and Maths were particularly encouraging—with EiC areas improving four times more on average than non-EiC areas in English. This year early indications are that EiCs (Phase 1 + 2 + 3 + Clusters) have again improved.

Expansion

  As a result of the Spending Round Excellence in Cities will be sustained to 2005-06 and there will be:

    —  further expansion of Excellence Clusters

    —  expansion of the EiC Primary Extension Project

    —  increases in funding for developments focused on EiC areas, which include:

      —  the new Leadership Incentive Grant

      —  additional funding for new and current behavioural improvement strategies and

      —  study support

EiC Excellence Clusters

    —  Clusters are designed to bring the benefits of the Excellence in Cities programme to smaller pockets of deprivation.

    —  Like Excellence in Cities, they focus on some of the most deprived areas of the country, using a structured programme designed to raise standards.

    —  Clusters benefit from extra resources to provide the three core strands of the Excellence in Cities programme:

    —  extended opportunities for gifted and talented pupils;

    —  access to full time Learning Mentors for pupils who need them in schools in the EiC areas;

    —  Learning Support Units to tackle disruption.

    —  A fourth strand of funding is available to target particular local issues, as identified by the schools in each Cluster.

    —  The first round of Clusters began operation in September 2001, with further Clusters in subsequent years.

    —  There are 12 Clusters in the first round. They are situated in: Coventry, Croydon, Dewsbury and Batley, East Lancashire (Burnley and Nelson), Huddersfield, Portsmouth, Shepway (Folkestone and Hythe), Tameside, Tilbury and Chadwell, Walsall, West Cumbria and West Lancashire (Skelmersdale)

    —  These Clusters started in September 2001, with the exception of Tilbury and Chadwell, which started in January 2002.

    —  In October 2001, Stephen Timms announced the second round of Excellence Clusters. These Clusters started in September 2002 and are situated in: Barnet, Bishop Auckland, Crewe, Derby, High Wycombe, Hillingdon, Lancaster, Milton Keynes, Norwich, Peterborough, Stockport and Wigan.

    —  In October 2002 David Miliband announced the third round of Clusters. These will start in September 2003. They are situated in Ashford, Bexley, Boston, Chesterfield, Grantham, Gravesend, Harlow, Havering, Maidstone, Northampton, Scunthorpe, Spalding and Swindon.

SCHOOLS FACING CHALLENGING CIRCUMSTANCES AND LEADERSHIP INCENTIVE GRANT

    —  We are committed to raising standards in all of our schools and to narrowing the achievement gap between our highest and lowest performing schools. We need the best heads for the toughest schools. So much in any school depends on the quality of the head and the senior management team. So much more depends on them in schools which serve the poorest communities.

    —  Some schools facing challenging circumstances already have this kind of "transformational" leadership. Leadership teams have pushed through changes that lead to dramatically higher standards.

    —  The new Leadership Incentive Grant will enable us to invest in leadership reform. 1,400 schools will each receive around £125,000 in each of the next three years. Funding will be targeted on schools in our cities and other secondary schools facing challenging circumstances. This includes schools with less than 30% five GCSEs at grades A*-C and those with more than 35% of pupils eligible for free school meals.

Facts and figures

    —  25% or more of their pupils should achieve five A*-C grades at GCSE (or equivalent) by 2006.

    —  In 2001, the number of schools where less than 25% of pupils achieved five good passes at GCSE fell to 372. 155 schools achieving 25% or less in 2000, exceeded the target in 2001.

    —  Action to support schools with low levels of GCSE attainment began with 70 pilot schools in December 2000 and was extended to all schools with 25% or less five GCSES at A*-C from April 2001. £210 million funding is available in 2002-03 to LEAs and schools from the Standards Fund School Improvement Grant to help schools to improve. 15% of this is earmarked for schools causing concern. Secondary schools with high levels of free school meals or low levels of attainment at KS4 and schools in special measures will receive up to £70,000. Schools will decide how best to spend these additional funds to raise levels of attainment at Key Stage 4.

Background

  Schools can access a range of support including advice and good practice (for example, "Narrowing the Achievement Gap" a CD Rom featuring case studies of schools successfully tackling particular challenges), a pilot Trainee Head scheme to develop effective leaders for schools facing challenging circumstances and a new pilot scheme working with four LEAs to improve pupil's literacy skills. Ofsted monitoring helps schools to identify priorities for improvements and provides valuable evidence for policy development. The Schools facing extremely challenging circumstances action research project is currently in its planning stages and aims to learn about what works in the most difficult of circumstances.

  In this years Spending Review, the Chancellor announced a new Leadership Incentive Grant and allocated £175 million for each of the next three years. This money will go direct to 1,400 secondary schools who will each receive around £125k for three years.

LEADERSHIP INCENTIVE GRANT: SUMMARY

    —  1,400 mainstream secondary schools—all EiC plus those in danger of missing floor targets—will receive £125k pa LIG for three years from April 2003. Non-EiC schools will receive an extra £50k to facilitate partnership building.

    —  Prime purposes: raise quality of leadership at all levels [aiming to be "transformational"] and raise attainment of all pupils.

    —  Schools will be categorised through discussion between LEA and school's SMT/GB according to the level of autonomy they have in drawing up and implementing their plans. CASS will adopt LEA role in Academies.

    —  Four levels: full autonomy [1], light touch [2], support from LEA and Consultant HTs [3], and major intervention [4]. Where disagreement occurs between school and LEA, another LEA [nominated by DfES] will decide.

    —  Level 3 schools cover a wide range: from making some progress to complacent and coasting.

    —  All Level 3 and 4 schools will be required to work with Consultant HTs. The involvement will depend on their needs.

    —  Level of autonomy determined by all schools undertaking with LEA a standardised process linking examination performance and leadership.

    —  LIG Assessment Tool is designed to aid self- and peer-assessment [a key aspect of the process].

    —  Collaboration is key. EiC partnerships/Clusters/EAZs will have to agree plans for collaboration and submit brief, strategic summaries to DfES. Non-EiC groups will agree similar plans with their LEAs—DfES EAs will provide monitoring.

    —  LEAs will have to show how they will collaborate with other authorities.

    —  Progress and level of autonomy will be reviewed annually.

    —  Evaluation will be based on a narrow range of criteria linked to attainment, T&L and the quality of leadership [as assessed by the LIG Assessment Tool].

    —  LEA staff and potential Consultant HTs [in the first instance nominated by their LEAs and NCSL] will be trained by DfES and NCSL in January. There will also be training for EiC staff.

    —  A range of support to enable schools to deliver necessary improvement is being arranged. It includes guidance for planning, deploying staff, organising the curriculum and pedagogy.

    —  Further funding to strengthen leadership will be available from April 2004 in the shape of the Leadership Reserve: proposals for its use will need to be put to HMT and No 10 in the course of the next few months.

SCHOOLS CAUSING CONCERN

Categories

  Through Ofsted inspection there are four categories recognised. These are schools requiring special measures, schools with serious weaknesses, schools with inadequate sixth forms and underachieving schools. LEAs are also under duty to monitor their schools, recognise when they are causing concern and challenge and support with intervention in inverse proportion to success.

Policy

  The Department's role is to develop and implement policy on schools causing concern and help reduce the number of schools requiring special measures or judged to have serious weaknesses. We encourage the use of a wide range of strategies and consideration of the use of intervention powers by LEAs. These are to add additional governors and/or take back a school's delegated budget or replace the governing body of school with an interim executive board. Consideration will also be given to the use of the Secretary of State's powers to add additional governors, replace the governing body or close a school. New guidance has recently been sent to LEAs.

  Policy is that schools in special measure or with serious weaknesses should be turned around in two years or closed. A school may also be given a Fresh Start, a school closed and a new school opened on the same site, though this is an option of last resort.

Progress

  The White Paper Schools Achieving Success recognised that there has been significant progress in tackling failure in schools and the numbers of schools in special measures and judged to have serious weaknesses continues to fall. There currently 50 secondary schools in special measures compared to 88 secondary schools in summer 1998 and there are 80 with serious weaknesses.

New Measures

  It was recognised, however, that any failure is unacceptable and more could be done to turnaround schools as quickly as possible and ensure those with serious weaknesses do not decline and require special measures. The new measures in the Education Act 2002, which came into force in September and October, allow LEAs to use intervention powers at an earlier stage for schools in special measure and those with serious weaknesses. The Secretary of State's powers have also been extended to cover schools with serious weaknesses.

  LEAs and schools are also encouraged to take partners and the Secretary of State has powers in the Act to require them to take partners where they have not done so and if it seems this will allow for more rapid and sustainable change. We are currently funding 11 partnerships to inform this policy and pilot some school improvement strategies. These partnerships range from fairly loose arrangements to full federation.

PART FOUR

FUNDING TO SUPPORT INITIATIVES RELATING POST-ELEVEN EDUCATION

  "Details of funding for each type of school, including per pupil funding where there is a difference"

SCHOOL DIVERSITY PROGRAMMES
ProgrammeFunding Tasks/ResponsibilitiesBasis for Funding
Specialist Schools£150K capital (inc. £50K sponsorship)

£123 per student p/a recurrent
Capital development

Supports an objective and target based development plan in the specialist curriculum
Funding is both an incentive and designed to meet costs of development and implementation of school plans, community outreach and maintenance of capital assets.
Advanced Schoolsup to £60K p/a

(Schools in receipt of the Leadership Incentive Grant will not get additional funding for Advanced activities)
Advanced schools will lead the way in their local areas, using their experience for the benefit of the system, spreading their excellence and challenging other schools to work with them to transform secondary education, drive school improvement and test out innovative ideas. Funding will support costs of associated activities.
Training Schools£55K p/a to secondary schools

£45K p/a primaries

(These apply to schools admitted into the programme from Sept `03—previously funding varied depending on proposals).
To develop and disseminate practice in ITT and continuing teacher training, and undertake research in ITT and CPD Funding meets costs of associated activities
Extended Plus Schools£162K start-up funding

£93K per year thereafter
Schools will develop a range of services, including as a minimum childcare, health and social care, study support and adult and family learning Start up and ongoing costs eg costs of community development manager, capital adjustment costs etc.
AcademiesVaries. Capital grant from DfES and up to £2m contribution from sponsor. Recurrent funding from DfES as for maintained schools. Replace an existing school(s) facing challenging circumstances, where other forms of intervention or support have not worked or as part of a wider reorganisation; or establish a new school in a disadvantaged area where there is need for additional school places. To raise standards for their own pupils and, through outreach work, to help raise standards for pupils at other local schools. Capital grant meets costs of new build or refurbishment of existing buildings. Recurrent funding comparable to local maintained schools in similar circumstances with a specialism.


Other Initiatives Relating to Secondary Education

14-19 pathfinders
£10m is available in 2002-03. The programme is jointly funded by DfES and the LSC. Supports testing of new ways of working including increased collaboration between institutions in different circumstances; development of best practice in 14-19 education and training and identification of barriers to a coherent14-19 phase and solutions. Extension of collaboration in innovative ways. Pathfinders must show added value, contribute to the evaluation process and share good practice in return for additional funding.
KS3£25K—32K per secondary school per year Professional development to improve teaching and learning in KS3, inc. additional teaching and support to pupils attaining below their peers Cost of school improvement activities
Excellence in Cities (EiC)Secondary—£143 per pupil for G&T, LM, LSUs strands and training and evaluation.

EiC EAZ—300k pa

CLCs—£1.2m capital build, £150k capital redevelopment fund and £220k running costs

Primary EiC—£211 per 5-10 pupil for G&T, LM and LSU running costs

See footnote
To transform urban secondary education in our major cities where standards have been too low for too long. The programme also includes the Primary Extension Project. EiC partnerships are required to effectively deliver the EiC plan approved and raise attainment levels in doing so. Funding is provided based on the entitlement of Free School Meals and pupil numbers.
Excellence Clusters£140 per pupil To provide the benefits of the EiC programme to schools in areas outside of the EiC initiative which experience smaller pockets of deprivation. Funding is provided based on the entitlement of Free School Meals and pupil numbers.
Leadership Incentive Grant£125K a year for three years to 1,400 schools

Funding to schools commences next financial year
To support schools to:

Develop leadership for transformation

Speed up the pace of improvement in teaching and learning

Collaborate with other schools to strengthen the wider school system
Schools identified for the grant will be in EiC areas, excellence clusters, education action zones, and will include schools facing challenging circumstances outside of these areas.
SFCC£70K p/a secondary in non EiC areas

£20K p/a in EiC and EAZ areas

Schools in EAZs receive an extra £30K from the partnership
Must have a "raised attainment plan" which is cleared with the LEA before funds are released to the school Cost of school improvement activities
Special Measures£70K p/a Must have a post-Ofsted plan agreed with the LEA. Funding goes to the LEA but need not be pass-ported to the school As above


  Footnote: This column identifies the costs of the main EiC strands, excluding funding of additional Beacon and Specialist schools which are accounted within the relevant national programme.

DIVERSITY IN SECONDARY EDUCATION

PART FIVE

PQ from Mr David Chaytor MP

Written Reply: Wednesday 17 July 2002

  Mr David Chaytor (Bury North): To ask the Secretary of State for Education and Skills, if she will list the specialist schools for which progress reports were submitted in September (a) 2000 and (b) 2001, broken down by (i) local education authority, (ii) specialism, (iii) status of the school, (iv) the total number of applications for places, (v) the number and percentage of pupils selected by aptitude, (vi) the number and percentage of pupils with statements and (vii) the number and percentage of pupils receiving free school meals. (68173)

MR MILIBAND:

  The information requested is provided in the attached tables[1], except that we do not hold information on pupil application numbers for individual schools or the actual number of pupils selected on the basis of aptitude.

Data on Free School Meals and Pupils with statements relate to the 2001 School Census.


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