School performance indicators: measuring what we value

1. School performance indicators: measuring what we value John Holman Senior Adviser in Education The Wellcome Trust

2. Outline of my talk • What do parents want from their child’s school? • The Wellcome Trust Recommended Code of Governance • High level performance indicators (Element C of the Code) • Lucy Legard: a case study from North Yorkshire • Work in progress: benchmarks for science in a school • Questions and discussion

3. Outline of my talk • What do parents want from their child’s school? • The Wellcome Recommended Code of Governance • High level performance indicators (Element C of the Code) • Lucy Legard: a case study from North Yorkshire • Work in progress: benchmarks for science in a school • Questions and discussion

4. Outline of my talk • What do parents want from their child’s school? • The Wellcome Recommended Code of Governance • High level performance indicators (Element C of the Code) • Lucy Legard: a case study from North Yorkshire • Work in progress: benchmarks for science in a school • Questions and discussion

6. Pilot of the Recommended Code • In 21 schools in England, 2012 – 2104 • Primary, secondary, special, LA, academy ….. • All Ofsted categories

10. Outline of my talk • What do parents want from their child’s school? • The Wellcome Recommended Code of Governance • High level performance indicators (Element C of the Code) • Lucy Legard: a case study from North Yorkshire • Work in progress: benchmarks for science in a school • Questions and discussion

12. FFT/ NGA/ Wellcome Data Dashboard • By governors, for governors • Example

13. Outline of my talk • What do parents want from their child’s school? • The Wellcome Recommended Code of Governance • High level performance indicators (Element C of the Code) • Lucy Legard: a case study from North Yorkshire • Work in progress: benchmarks for science in a school • Questions and discussion

14. Pilot schools’ challenges with Element C • For a school that is struggling – it looks like the icing on the cake. Improving test and exam results must come first • Having time to get to grips with it • Can look rather nebulous, especially the performance measures • It leaves a lot to be decided by the individual school.

15. Outline of my talk • What do parents want from their child’s school? • The Wellcome Recommended Code of Governance • High level performance indicators (Element C of the Code) • Lucy Legard: a case study from North Yorkshire • Work in progress: benchmarks for science in a school • Questions and discussion • john.holman@york.ac.uk

16. How does science education in your school compare to the rest of the UK? Guideline questions for school governors

17. Guideline questions on science education • A set of questions to help governors think about science education in their school. • Several versions: • Secondary • Primary • Northern Ireland • Wales • Scotland (eventually!) • Possibly one for parents and pupils…

18. Five key areas • Secondary schools Teaching and teachers Results Choices Facilities Extracurricular

19. Choices • Triple science GCSE available? • Gender breakdown of science A levels? • Choices of science at A level? • Study science at university? • Vocational courses? • Careers advice?

20. The question • Each question will show: • Why asking that question is important • What the national benchmark is • How the school can improve

21. Example • What proportion of pupils chooses to continue with the three sciences (physics, chemistry and biology) and maths at A level?

22. Why is this important? • Pupils more likely to choose a subject for A level if it has been well taught. • Indicator for good teaching in the school. • A level is the gateway to university, and then to employment.

23. National benchmarks

24. Headlines • 14% A level students study biology. • 11% students study chemistry. • 8% students study physics.

25. Gender breakdown • 54% of A levels were taken by female students. • However, • 20% of physics A levels were taken by girls. • 48% of chemistry A levels were taken by girls. • 57% of biology A levels were taken by girls. • 39% of mathsA levels were taken by girls.

26. How can your school improve? • Some questions you might ask: • Do our teachers have up to date subject knowledge and teaching skills? Are they enthusiastic? • Are we spending too much time preparing for GCSE exams? • Are we doing enough interesting practical work?

27. Outline of my talk • What do parents want from their child’s school? • The Wellcome Recommended Code of Governance • High level performance indicators (Element C of the Code) • Lucy Legard: a case study from North Yorkshire • Work in progress: benchmarks for science in a school • Questions and discussion • john.holman@york.ac.uk

41. Do learners at this school achieve to their potential?

42. Are learners at this school inspired by their teachers?

43. Do learners at this school have high aspirations?

44. Do learners enjoy coming to this school?

45. Are relationships among learners good at this school?

46. Are learners at this school self-confident?

47. Do learners at this school have multiple opportunities to experience success?

48. Are learners from this school employable?

49. Does the school have good community relations?

50. Are learners taught in a healthy and safe environment?