Navigating Student Outcomes: Macro and Micro Evaluation Strategies in Education Improvement

1. Leading Edge, my ar*e! A tale of huge investment to raise standards which proved to be of little benefit and what we did next to know how to secure improved student outcomes: the macro and micro of evaluating what works.

2. Huntington School • 2007: 59% 5 A*-C GCSE grades E&M • 2008: 60% 5 A*-C GCSE grades E&M • 2009: 57% 5 A*-C GCSE grades E&M • 2010: National Strategies Raising Achievement Plans (RAPs) in English, Mathematics and MFL…

4. Leading Edge Email: July 2010 I am looking for schools that can tell their story at the next round of events in focussing upon Medium to Longer term strategies for maximising achievement at Key Stage 4. I was very impressed with their KS4 Maths and particularly English interventions to raise achievement. Their head is very good - John Tomsett, and asked them to come up with new strategies this past year to raise achievement. Leadership is very strong at this school and John has put in place a number of whole school training days to create the right culture.

5. My return email: 29 August 2010 Hi DominicI'm afraid our strategies did not have the impact we hoped.Sorry not to be able to help.SincerelyJohn

6. Huntington School • 2007: 59% 5 A*-C GCSE grades E&M • 2008: 60% 5 A*-C GCSE grades E&M • 2009: 57% 5 A*-C GCSE grades E&M • 2010: National Strategies Raising Attainment Plans (RAPs) in English, Mathematics and MFL… 55%

7. C

10. Nov 2010: The crux of the issue Why do some students think, when they have seven hours of English lessons in Years 10 and 11 a fortnight, that ten one hour lessons, one a week leading up to the examinations, held after school when they and their teachers are tired, will suddenly transform them from D grade students to C grade students and make up for their lack of effort in their seven hours of lessons a fortnight over the past 18 months?

11. LITERACY & NUMERACY OUTSTANDING TEACHING PROGRESS REVIEW BIG 8 & THE CURRICULUM INTERVIEWS

12. When we know what we want… …we have to make it happen!

15. Huntington School • 2007: 59% 5 A*-C GCSE grades E&M • 2008: 60% 5 A*-C GCSE grades E&M • 2009: 57% 5 A*-C GCSE grades E&M • 2010: 55% 5 A*-C GCSE grades E&M • 2011: 63% 5 A*-C GCSE grades E&M • 2012: 65% 5 A*-C GCSE grades E&M • 2013: 74% 5 A*-C GCSE grades E&M

17. The Key Issue 2013 How we will become a truly great school

18. DS1: How we will all become great teachers DS2: How do we create a genuine Growth Mind-set in School?

19. Long Term Success Criteria • High level of satisfaction (90%+) in student voice feedback and parental feedback on ParentView for quality of teaching in the school; • 60% of lesson observations will be outstanding; 40% of lesson observations will be good; • Universally Sig + for attainment and progress in the annual RAISEonline; • Universally Sig + for attainment and progress in the annual LAT.

21. Ben Goldacre If teachers really want to force all education ministers to follow the evidence, there is one thing they can do today: work towards making evidence-based practice the everyday, unarguable routine – starting now.

22. Gove earlier this week… Later this week the brilliant Tom Bennett – teacher, blogger, behaviour guru and free thinker – is bringing together other teachers at the RESEARCH ED 2013 Conference to debate how to use the most rigorous evidence to improve teaching itself. Some of the most impressive names in the profession – such as Tom Sherrington, Joe Kirby and Daisy Christodoulou will be speaking.

26. We have a question… “I would like to know if one-to-one oral feedback has an impact on writing outcomes in Year 9 English at Huntington school.”

27. Isolating the variable… You should be looking to isolate the variable you are interested in (in this case the nature of feedback) by keeping everything else as similar as you can.

28. Control vs Treatment Control Treatment Year 9q 29 students “Top” set Interim written task Final assessment task Co-planning Moderated assessments • Year 9r • 29 students • “Top” set • Interim written task • Final assessment task • Co-planning • Moderated assessments

31. A query… The difference between control and intervention will be 10 minutes oral feedback, as part of a feedback week on writing (3 hours) midway through the scheme of learning. Is this enough to see a demonstrable difference on outcomes?

32. An assessment measure? • Our own KS3 writing sub levels for: • Writing 1: Content, genre conventions, style / phrasing, vocabulary (jargon), register, techniques; • Writing 2: Effective structure (internal and external); • Writing 3: Accurate spelling of complex words, range of punctuation (including complex) used accurately.

33. An assessment measure? • 5c = 1 • 5b = 2 • 5a = 3 • 6c = 4 • 6b = 5 • 6a = 6 • 7c = 7 • 7b = 8 • 7a = 9

34. An assessment measure? William: • Pre-test scores • W1: 3 (5a) • W2: 6 (6a) • W3: 5 (6b) • Post-intervention scores • W1: 6 (6a) +3 • W2: 6 (6a) 0 • W3: 5 (6b) 0

37. Outcomes

38. Educated intuition?

39. What did we learn? • Our educated intuition was right; • We will change our practice; • It cost over £1,000 in cover costs to undertake; • We would need to invest heavily to replicate this in any meaningful way school-wide; • Should we leave the research to the experts and find ways to access their research more effectively, rather than undertake our own in schools?

44. KS4 Hits Attained 5 A*-C grades with E & M with lower than 60% chance FFT…

45. KS4 Misses Missed 5 A*-C grades with E & M with higher than 60% chance FFT…

46. Hits vsMisses • Number: 21 • GM Mean: 4.02 • Median: 4.13 • Highest: 5.25 • Lowest: 3.13 • Absent: 2 • Number: 23 • GM Mean: 3.77 • Median: 3.88 • Highest: 4.75 • Lowest: 2.25 • Absent: 6 1 = FIXED 6 = GROWTH

47. Kavanah, 62% GM: 2.75

48. Thomas, 65% GM: 2.88

49. Toni, 77% GM: 4.75

50. Samantha, 38% GM: 4.5