CHILDREN AND ADULTS – LEARNING AND CARING
The Importance of
Teaching
The Schools White Paper
2010
CHILDREN AND ADULTS – LEARNING AND CARING
overview
“This White Paper signals a radical reform of our schools. We have
no choice but to be radical if our ambition is to be world class. The
most successful countries already combine a high status teaching
profession; high levels of autonomy for schools; a comprehensive
and effective accountability system and a strong sense of aspiration
for all children, whatever their background. Tweaking at the margins
is not an option”.
David Cameron and Nick Clegg
“Our schools should be engines of social mobility…(so) this White
Paper outlines the steps necessary to enact whole system
reform…at the heart of our plan is a vision of the teacher as our
society’s most valuable asset”
Michael Gove
CHILDREN AND ADULTS – LEARNING AND CARING
changed and changing landscape
• horizon shift
• power shift
think ….. the 3 Rs
• reform
• review
• reduce
CHILDREN AND ADULTS – LEARNING AND CARING
key aims
The key aims of the government’s plans for schools are to:
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raise the bar on teacher quality and support teachers to learn from one
another and from proven best practice
enhance teachers’ and leaders’ ability to improve behaviour
free teachers from constraint and improve their professional status and
authority
raise standards set by curriculum and qualifications to match the best in
the world
increase freedom and autonomy, support a diverse system and give
local authorities a strong strategic role
hold schools to account for the results they achieve, including to parents
by publishing more information
support the school system to become self-improving
ensure that school funding is fair, with more money for the most
disadvantaged
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listen for:
• ‘no decision about schools without schools’
• autonomy + responsibility + accountability
• maximising potential in
every classroom
leadership
all our schools
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teaching and leadership
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raise quality of new entrants to the teaching profession:
– minimum 2:2 degree or equivalent from 2012
– expand Teach First (560 to 1,140 new teachers each year)
– financial incentives to attract best graduates in shortage
subjects
– enable more talented career changers to become teachers
– response to Browne Review and ITT review in new year
teach Next and Troops to Teachers
reform initial teacher training – expand and improve school-based
routes; focus on core skills of teaching
ask STRB to make recommendations on how to make pay and
conditions framework less rigid
invite the best HEIs to open University Training Schools
national scholarship scheme to support subject expertise
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teaching and leadership - more
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remove three hour limit on classroom observations
enable heads to deal more swiftly, effectively and fairly with
under-performing staff
review the teacher standards (including QTS) and code of
conduct to make them clear, unequivocal and focussed on
priorities
National College to review the content of NPQH
National College role to include training chairs of governors and
leaders of children’s centres
legislate to remove the duty on schools and colleges to cooperate
with Children’s Trusts and abolish requirement for LAs to produce
a Children and Young People’s Plan
abolish expectations for self-evaluation forms (SEF), written
lesson plans, use of Assessing Pupil Progress materials etc
abolish central and local target setting for schools
abolish the Financial Management Standard in Schools (FMSiS)
and replace it with something simpler
review all existing guidance to create a simple, definitive suite
CHILDREN AND ADULTS – LEARNING AND CARING
a national network of teaching
schools
create a national network of Teaching Schools – “truly
among the best schools in the country” – designated by
the National College in partnership with TDA. Teaching
Schools will work with other schools in their partnership to:
– provide and quality assure school-based ITT
– ensure high quality professional development for teachers
and leaders, including through middle leadership and CPD
clusters
– designate and deploy outstanding middle and senior leaders
committed to supporting other schools (Specialist Leaders of
Education) and review teacher designations
– identify and develop talented leaders (succession planning)
– broker peer support for new heads
– (over time) help to deploy NLEs and LLEs in support of other
schools locally
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behaviour
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increase and strengthen authority of teachers and headteachers
to maintain discipline
protect teachers from malicious allegations
change current system of appeals panels for exclusions so they
are quicker and pupils cannot be reinstated
focus Ofsted inspection more strongly on behaviour and safety,
including bullying
improve quality of alternative provision and require local
authorities to offer it full-time from September 2011
legislate for Pupil Referral Units (PRUs) to be self-governing and
academies. Encourage new providers to set up alternative
provision as free schools. Review ways to assess quality, with
local authorities closing unsatisfactory provision
trial new approach where schools have responsibility for ongoing
education and care of excluded children, using money currently
held by local authorities
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curriculum, assessment and
qualifications
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review the primary and secondary National Curriculum to focus on core
knowledge in traditional subjects
make sure early years education is effective, building on Tickell review of
Early Years Foundation Stage
academies and free schools retain freedom to depart from National
Curriculum, as appropriate
ensure proper assessment of pupils, at ages 6 (reading check reported
through RAISE Online), 11 and 16. Review key stage one and two (Lord
Bew) testing, with new agency to oversee tests. Voluntary tests available
at 14. Preference for end of course exams for GCSE. Minimise resits of
modules at A level.
introduce the English baccalaureate to encourage schools to offer a broad
set of academic subjects to age 16, reported through tables
reform vocational qualifications, including robustness compared to
academic qualifications, following Alison Wolf’s review
ask Ofqual to benchmark qualifications against the best in the world
raise the Participation Age to 17 in 2013 and 18 in 2015
CHILDREN AND ADULTS – LEARNING AND CARING
the new school system
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restore for all academies their original freedoms
ensure that the lowest performing schools (attaining
poorly, in Ofsted category or not improving) are considered
for conversion to academy partnered with strong sponsor
or outstanding school. Extend Secretary of State’s power
to close schools subject to Notice to Improve
extend academies programme, opening it up to all
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primary and secondary schools – providing they work in
partnership with a high performing school, or another sponsor
every outstanding school (or good with outstanding features)
to commit to support at least one weaker school in return for
academy status
special schools invited to apply in January 2011
support for schools to collaborate through academy chains
and multi-school trusts and federations.
CHILDREN AND ADULTS – LEARNING AND CARING
the new school system - more
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support teachers, parents and other groups to set up free
schools, especially in areas of deprivation with appropriate
approvals process
consult on changes to planning regulations to make it
easier to secure land and premises for new schools
support University Technical Schools and Studio Schools
local authorities to have a strong strategic role, acting as a
champion for parents and families, supporting vulnerable
children and acting as a champion for educational
excellence
consult on a simplified and less prescriptive Admissions
Code early in the new year so that a revised code is in
place by July 2011
CHILDREN AND ADULTS – LEARNING AND CARING
accountability
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reform performance tables
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institute a new measure of how well deprived pupils do and
introduce a measure of how young people do when they leave
school
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require schools to publish comprehensive information online
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reform Ofsted inspection, with a new framework from autumn
2011, focused on: pupil achievement; the quality of teaching;
leadership and management; and the behaviour and safety of
pupils
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establish a new ‘floor standard’ for primary and secondary
schools (35% 5A*-C inc Eng and Maths at GCSE and 60% L4
at KS2, both with progress below national average)
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make it easier for schools to adopt appropriate governance
models, including smaller governing bodies.
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school improvement
• end requirement for every school to have a local
authority School Improvement Partner (SIP)
• increase the numbers of National and Local Leaders
of Education, from 1,154 to approximately 3,000 by
2015 and work with the College to ensure they are
deployed, with Teaching Schools taking on a greater
role over time
• publish ‘families of schools’ data from next year so
that schools can identify from whom they can learn
• ensure schools have access to evidence of best
practice, high-quality materials and improvement
services
CHILDREN AND ADULTS – LEARNING AND CARING
school improvement - more
• ensure that schools below the floor standard receive
support
• encourage local authorities and schools to submit
applications to the new Education Endowment Fund
for funding for innovative projects to raise the
attainment of deprived children in underperforming
schools
• establish a collaboration incentive, worth £35m each
year, to financially reward schools which effectively
support weaker schools and demonstrably improve
their performance
• support a new market of school improvement
services, as the national strategies and other field
forces come an end.
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school funding
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introduce the pupil premium, which will amount to £2.5bn per year
by the end of the spending review period
consult, in spring 2011, on a new national funding formula, which
will take into account the needs of vulnerable pupils, including
those with complex special educational needs and those outside
mainstream education
increase transparency of current funding system
end disparities between school and College funding at 16-18,
bringing it into line with College funding
replace (subject to legislation) the Young People’s Learning
Agency with a new Education Funding Agency (EFA), with
responsibility for direct funding of academies, free schools and all
16-19 provision
take forward the conclusions of the review of capital spending,
securing better value for money
expect schools to save at least £1 billion on procurement and
back office spend by 2014-15 – with a focus on obtaining the
services of a high quality business manager.
CHILDREN AND ADULTS – LEARNING AND CARING
a clear role for local authorities
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support parents and families through promoting a good supply of
strong schools – encouraging the development of Academies and
Free Schools which reflect the local community
ensure fair access to all schools for every child
use democratic mandate to stand up for interests of parents and
children
support vulnerable pupils – including Looked After Children, those
with Special Educational Needs and those outside mainstream
education
support maintained schools performing below the floor standards
to improve quickly or convert to Academy status with a strong
sponsor, and support all other schools which wish to collaborate
with them to improve educational performance
develop their own school improvement strategies – encouraged to
market their school improvement services to all schools, not just
in their area.
CHILDREN AND ADULTS – LEARNING AND CARING
stepping up, stepping into ….