The Key Accountabilities in Governance John Clarke June 2013

1. The Key Accountabilities in GovernanceJohn ClarkeJune 2013

2. Making sure that you remain true to the purposes of education: - people who have the capacity to be happy and to sustain fulfilling relationships - people who know how to look after themselves and others - people who can succeed in an uncertain future 2. Making sure that a larger percentage of people can do these things than ever before

3. Attitudes for Life and Work in the 21st Century Being right Being adventurous Creating ideas Copying down Listening to teachers Discussing with peers Questioning things Accepting what you’re told Working alone Working with others Being active Sitting still Remembering facts Working out possible solutions Showing initiative Showing respect Following instructions Taking responsibility Self evaluating Being evaluated

4. Attitudes for Life and Work in the 21st Century Being rightBeing adventurous Creating ideasCopying down Listening to teachersDiscussing with peers Questioning thingsAccepting what you’re told Working alone Working with others Being activeSitting still Remembering factsWorking out possible solutions Showing initiativeShowing respect Following instructionsTaking responsibility Self evaluatingBeing evaluated

5. Preparation for Life and Work in the 21st Century 19th Century Clerk? 21st Century Creative Explorer? Being rightBeing adventurous Copying down Creating ideas Listening to teachersDiscussing with peers Accepting what you’re told Questioning things Working alone Working with others Sitting still Being active Remembering factsWorking out possible solutions Showing respect Showing initiative Following instructionsTaking responsibility Being evaluated Self evaluating

6. “I notice that Sir Michael Wilshaw’s last school helped 89% of its students to achieve 5 A*-C GCSEs including English and maths. I live in an area where there are many graduates and we have three secondary schools which are good or outstanding. They achieved 55%, 73% and 77% last year. Perhaps Sir Michael has a point. ****************, WinchesterThe Guardian, June 13, 2013

7. Rising Expectations • Focus on the Pupil Premium – ministerial (LibDem) • Performance of students on free school meals – ministerial (LibDem and Conservative) • Performance of students with high prior attainment - Ofsted • Performance of ‘poor’ students and pressure on ‘outstanding schools’ - Ofsted • Specific focus on the south-east, particular areas and particular authority areas – Ofsted and ministerial (LibDem and Conservative) • Watch the quintiles! • All meaning that if you’re doing now what you were doing 3 years ago you’re probably not doing enough.

8. What does PISA really tell us? • Shanghai, Korea, Finland, Hong Kong, Singapore, Canada, New Zealand, Japan and Australia all score statistically higher than UK in reading, maths and science (Shanghai and Singapore did not participate in 2006) • A large number of countries score statistically about the same and a large number worse than the UK • In science there are only 7 countries with a greater proportion of higher achievers than the UK • The UK has a relatively large proportion of under-achievers compared with the strongest countries.

10. The Hampshire Issue • Children whose prior attainment is described as ‘high’ make very good progress • Children whose prior attainment is in the middle range make about the same progress as made nationally • Overall, lower attaining children make poor progress against that made nationally • There is a close correlation between low attainment and eligibility for free school meals • Better in early years and primary than secondary but still an issue. ‘Gap’ at KS2 3 points wider than the gap nationally • ‘Gap’ varies from place to place in Hampshire.

11. FSM GCSE 2012 Attainment by District

13. One School System: 2013

14. How has this been achieved? • They believe they can do it and believe they can create the kind of schools that will achieve it • They work on the mindsets of children and adults • They don’t worry about children’s ‘intelligence’ or talent • They concentrate on the things that work and count most and they teach the children they have, not the ones they might have had • They work together, sharing data, challenging each other, spreading good ideas that ‘have the promise’ of working or have been shown to work • They have simple slogans that all understand

15. Belief

16. What kind of schools do we have?

17. ‘Intelligence’, Talent and Mindset

18. Alfred Binet (1857-1911) – Founder of the Intelligence Quotient

19. “Some recent philosophers have given their moral approval to the deplorable verdict that an individual’s intelligence is a fixed quantity, one which cannot be augmented. We must protest and act against this brutal pessimism. It has no foundation whatsoever.”Alfred Binet (1909) Les Idées Modernes sur les Enfants, Flammarion: Paris, quoted in Bill Lucas and Guy Claxton’s book, New Kinds of Smart

21. Fixed and Growth Mindsets

22. Success • Perseverance, sticking at it, going through the bad patches, bouncebackcapacity, • Having the support of someone else – someone on the same journey or someone who had already done what they were trying to do and were happy to offer guidance • Having the conditions to find space in their life to do it.

23. Almost no one puts their success down to………. • They are gifted in that area • They are talented in that area • They are more ‘intelligent’ than other people.

24. Exasperated Art teacher (to the 12 year old Bradley Wiggins): Bradley, what are you going to do when you grow up?Wiggins: I’m going to wear Yellow in The Tour, MissArt Teacher (laughing): No. What are you really going to do?

25. Potential We shouldn’t talk about it. We can’t know what a child is capable of in the longer term. It’s arrogant to assume we can. It sets ceilings on achievement and, in doing so, sets ceilings on attainment. “I was the last person who should have won an Olympic Gold Medal” David Hemery, 2012

26. Darwin and Tolstoy were considered ordinary children. Ben Hogan, one of the greatest golfers of all time, was completely uncoordinated and graceless as a child. The photographer, Cindy Sherman, who has been on virtually every list of the most important artists of the 20th century, failed her first photography course. Many of our greatest actresses were advised to give it up for lack of talent …………………….……………………………….and so on.

27. The things that count and the things that work

28. We know what doesn’t work • School Uniform • Block scheduling or timetabling • Grouping by prior attainment or ability • Teaching assistants • Performance pay http://www.suttontrust.com/research/toolkit-of-strategies-to-improve-learning/

29. We know what works Effective feedback Meta-cognition and self regulation strategies, teaching ‘bouncebackability’ Peer tutoring and peer assisted learning Early intervention One to one tutoring

30. Feedback – questions for each school • Do we have a common understanding of what effective feedback is? • How would we develop such an understanding? • How often have we worked on feedback as a staff, as a department, as a team? • To what degree is feedback a feature of our performance management system? • What is the extent of our parental engagement around feedback?

31. “If children are slow to learn then what they should learn first is not the subjects ordinarily taught – however important they may be. They should be given lessons of will, of attention, of discipline. Before exercises in grammar they need to be exercised in mental orthopaedics. In a phrase, they need to learn how to learn ”Alfred Binet (1909) Les Idées Modernes sur les Enfants, Flammarion: Paris, quoted in Bill Lucas and Guy Claxton’s book, New Kinds of Smart

32. Resilience – questions for each school • What do we do to allow lower attaining students – and some others – to develop an attitude of ownership? • What do we do to foster levels of persistence in low attaining students and an ability to stay with a situation until it can be learned? • What do we do to foster the emotional strength in students that can allow these things to happen? • What do we do to help students to build cognitive strategies that give them the capacity to plan systematically.

33. Hampshire Hundreds Project 2012-14 50 schools 900+ of pupils 100+ teachers in year 1 Sponsored by the Education Endowment Fund (£141,000) Externally evaluated by the London School of Economics Working on the Hattie/Sutton Trust interventions and building on the rapid improvement for ‘vulnerable’ young people at Quilley.

34. Promoting Alternative Thinking Strategies– in the Early Years A programme running in Aldershot: • One school and twelve settings with about 600 children and links with children’s centres • Sets out to build resilience and self regulation • Supports a growth in self esteem and emotional awareness • Chosen because evaluations are strong in achieving what we want to achieve. A programme also running in East Hants.

35. A Different Approach to Personal Education Plans 1107 children in care in Hampshire Results improving in KS2 but only marginally in KS4 New PEP guidance tries to get deeply into an analysis of each child’s needs Programmes with children in care who do not succeed usually need to focus on ownership, self regulation, resilience and raising self esteem This guidance is not just for children in care – it’s how to go about switching on switched off young people, facing them with their own lives.

36. This is the agenda – more so for Hampshire than many other places – and arguably more difficult for HampshireOfsted has now caught up with the agenda. Many schools in the county are ‘whatever it takes’ schools but far from all Spend the Pupil Premium wiselyDon’t become boiled frogs