Board Residential October 18 2006. DAY 1 Introduction – Stephen Crowne.
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Board Residential
October 18 2006
DAY 1
Introduction – Stephen Crowne
Objectives for residential
• Update on the relationship with the DfES, transition arrangements, the new CIO role, delivery of the E-strategy.
• To look at the evidence and identify the need for change, the barriers to progress.
• To consider what this means for Becta’s work and where we put our effort. To agree a two phase approach.
• Identify what needs to be different about our work and about Becta for the future. What shape should Becta be?
Structure
• Progress to date
• Evidence
• Future Direction – Policy
• Future Direction – Technology (HP Team)
• E-Strategy
• Delivery – demand side, supply side, strategic initiatives
• Becta’s relationship with the department
• Becta’s partnerships
• Becta’s shape
Evidence – Vanessa Pittard
Capability and capacity of the workforce, providers and learners1.1 Leaders have the knowledge and skills to
ensure technology for learning can be harnessed for the benefit of learners
1.2 Institutions and providers plan and manage technology for learning effectively and sustainably
1.3 Practitioners exploit technology consistently to offer engaging and effective learning experiences
1.4 Practitioners, parents and learners can share and use information and data effectively for the benefit of learners
1.5 Improved learner capability in using technology to support their learning
Outcomes and benefits for learners and children
3.1 There is greater choice in learning opportunities and modes for all learners
3.2 Learners have increased motivation for and engagement in learning
3.3 Fewer learners under-perform or fail to succeed in education
3.4 An improvement in the quality of learning provision is accelerated
3.5 There is improved child safety and child protection
Efficiency, effectiveness & value for money across the system
4.1 Learning providers collaborate and share information and resources
4.2 The management and administration of learning and institutions is more efficient
4.3 There is a greater level of effective, learner-focused, assessment for learning
4.4 Practitioners collaborate and share good practice and learning resources
4.5 There is good use of information to support learner transitions between institutions and sectors
Fit for purpose technology & systems
2.1 All learners and practitioners have access to the appropriate technology and digital resources they need for learning
2.2 Every learner has a personalised learning space to enable them to learn when and where they choose
2.3 Technology-enabled learning environments are secure, supported and interoperable
2.4 There is a dynamic, vibrant and responsive technology for learning market that can meet the needs of the system
Fit for purpose technology and systems
Access Primary Secondary FE
Learner-computer ratio 6.2 3.6 4.4
Practitioner-IWB ratio 1.8 3.2 17% institutions provide in all or most rooms; 78% in some rooms
Online learning environment/ VLE
22% 50% 43% institutions VLE is main or frequently used platform
Broadband connectivity 8Mb+ 20% 56% 75%
Generally: Fairly rapid improvement to access and connectivity over last few
years
Practitioners’ ratings of content quality improving
Issues: Satisfaction with fitness for purpose of tools and resources still an
issue with practitioners
Embedding the online learner space – school leadership awareness and understanding low; FE adoption high, but sustained use low
Access to school networks from remote locations – only 7% primary and 29% offer upload and download
Interoperability of learning platforms and MIS still a problem for schools and colleges
Schools and FE – continued sustainability problems, ageing stock
Fit for purpose technology and systems
Capability and capacity of the workforce, providers and learners1.1 Leaders have the knowledge and skills to
ensure technology for learning can be harnessed for the benefit of learners
1.2 Institutions and providers plan and manage technology for learning effectively and sustainably
1.3 Practitioners exploit technology consistently to offer engaging and effective learning experiences
1.4 Practitioners, parents and learners can share and use information and data effectively for the benefit of learners
1.5 Improved learner capability in using technology to support their learning
Outcomes and benefits for learners and children
3.1 There is greater choice in learning opportunities and modes for all learners
3.2 Learners have increased motivation for and engagement in learning
3.3 Fewer learners under-perform or fail to succeed in education
3.4 An improvement in the quality of learning provision is accelerated
3.5 There is improved child safety and child protection
Efficiency, effectiveness & value for money across the system
4.1 Learning providers collaborate and share information and resources
4.2 The management and administration of learning and institutions is more efficient
4.3 There is a greater level of effective, learner-focused, assessment for learning
4.4 Practitioners collaborate and share good practice and learning resources
4.5 There is good use of information to support learner transitions between institutions and sectors
Fit for purpose technology & systems
2.1 All learners and practitioners have access to the appropriate technology and digital resources they need for learning
2.2 Every learner has a personalised learning space to enable them to learn when and where they choose
2.3 Technology-enabled learning environments are secure, supported and interoperable
2.4 There is a dynamic, vibrant and responsive technology for learning market that can meet the needs of the system
Capability and capacity of the workforce, providers and learners
Institutional Capability Primary (2004)
Secondary (2004)
FE(2006)
e-enabled 10% 14% 25%
enthusiastic 39% 34% 50%
ambivalent 44% 41% 13%
late adopter 7% 11% 12%
Generally:
• SLICT - positive impact on leadership of technology in schools
• Leaders’ ratings of school workforce capability are high
• UK is higher than OECD average on range of indicators of learner digital literacy (e.g. searching for information frequently 65% vs 55%)
Issues:
• Still significant challenge for leaders in delivering successful change with technology
• 56% of school practitioners report need for CPD in ICT to perform their role; FE - practitioner e-learning skills gap
• Lack of commonly understood technology for learning competencies is a barrier to progress for both schools and FE
• CPL/Institution/Practitioner info sharing – very low base of technology and practice
Capability and capacity of the workforce, providers and learners
Capability and capacity of the workforce, providers and learners1.1 Leaders have the knowledge and skills to
ensure technology for learning can be harnessed for the benefit of learners
1.2 Institutions and providers plan and manage technology for learning effectively and sustainably
1.3 Practitioners exploit technology consistently to offer engaging and effective learning experiences
1.4 Practitioners, parents and learners can share and use information and data effectively for the benefit of learners
1.5 Improved learner capability in using technology to support their learning
Outcomes and benefits for learners and children
3.1 There is greater choice in learning opportunities and modes for all learners
3.2 Learners have increased motivation for and engagement in learning
3.3 Fewer learners under-perform or fail to succeed in education
3.4 An improvement in the quality of learning provision is accelerated
3.5 There is improved child safety and child protection
Efficiency, effectiveness & value for money across the system
4.1 Learning providers collaborate and share information and resources
4.2 The management and administration of learning and institutions is more efficient
4.3 There is a greater level of effective, learner-focused, assessment for learning
4.4 Practitioners collaborate and share good practice and learning resources
4.5 There is good use of information to support learner transitions between institutions and sectors
Fit for purpose technology & systems
2.1 All learners and practitioners have access to the appropriate technology and digital resources they need for learning
2.2 Every learner has a personalised learning space to enable them to learn when and where they choose
2.3 Technology-enabled learning environments are secure, supported and interoperable
2.4 There is a dynamic, vibrant and responsive technology for learning market that can meet the needs of the system
Efficiency, effectiveness and value for money across the system
Generally:
• Adoption of supporting systems growing e.g. secure shared areas, MIS networking
• Pockets of good practice, and evidence of growth, but no signs of rapid development in this area as a whole
Issues:
• Complexity of electronic returns for schools militates against the development of MIS to support learning
• When transferred between institutions, information not generally used to support decisions about learners
• Use of technology to support greater assessment for learning – very low base
• Big potential for streamlining of management and admin., but hurdle of systems integration high – schools and FE.
Capability and capacity of the workforce, providers and learners1.1 Leaders have the knowledge and skills to
ensure technology for learning can be harnessed for the benefit of learners
1.2 Institutions and providers plan and manage technology for learning effectively and sustainably
1.3 Practitioners exploit technology consistently to offer engaging and effective learning experiences
1.4 Practitioners, parents and learners can share and use information and data effectively for the benefit of learners
1.5 Improved learner capability in using technology to support their learning
Outcomes and benefits for learners and children
3.1 There is greater choice in learning opportunities and modes for all learners
3.2 Learners have increased motivation for and engagement in learning
3.3 Fewer learners under-perform or fail to succeed in education
3.4 An improvement in the quality of learning provision is accelerated
3.5 There is improved child safety and child protection
Efficiency, effectiveness & value for money across the system
4.1 Learning providers collaborate and share information and resources
4.2 The management and administration of learning and institutions is more efficient
4.3 There is a greater level of effective, learner-focused, assessment for learning
4.4 Practitioners collaborate and share good practice and learning resources
4.5 There is good use of information to support learner transitions between institutions and sectors
Fit for purpose technology & systems
2.1 All learners and practitioners have access to the appropriate technology and digital resources they need for learning
2.2 Every learner has a personalised learning space to enable them to learn when and where they choose
2.3 Technology-enabled learning environments are secure, supported and interoperable
2.4 There is a dynamic, vibrant and responsive technology for learning market that can meet the needs of the system
Outcomes and benefits for learners and children
Generally:
• The case is strong in all but child safety and protection (see ‘Killer Facts’)
• Motivation – evidence of general impact, but for the other outcomes, impact just in pockets
Issues:
• Networks and joint development of practice (e.g. learning from the leading edge) is limited
• Building recognised professional practices which are effective is challenging
• Supporting greater choice for learners – potentially confusing landscape? Roles of LAs, confederations, RBCs, industry providers?
• Child safety and child protection – more evidence needed
Learners’ Views – Nicola Newman
Future Direction - Stephen Crowne
People journey through education
Pro
gre
ssio
n
Getting the Basics RightEveryone to have the basic foundation that will allow them to progress: to be literate and numerate, and
to be healthy and safe from harm.
Developing PotentialEveryone to have developed the skills and competences necessary to succeed and make a positive contribution in
21st century society, reflecting their own particular aptitudes and ambition.
Sustaining SuccessEnsuring we remain a prosperous, civilised society as we
face the challenges posed by globalisation, and by demographic and technological change.
Su
cc
es
s fe
ed
ing
ba
ck
into
a b
ette
r s
tart fo
r the
ne
xt g
en
era
tion
Education in England
Achievements
• Progress in primary schools – in every 100 children, 14 more achieve level 4 English at age 11 than in 1998.
• International studies show that primary pupils perform very well in reading and maths.
• GCSE results are on track to meet target of 60% of 16 year olds achieving 5A*-C in 2008.
• Capital investment up – from £1 billion a year in 1997-98 to £8.3 billion by 2007-08
• Funding up – between 1997-98 and 2006-07 real terms funding has increased by £1,440 per pupil (47 per cent)
Challenges
• Progress has slowed at primary level.
• Pupils’ progress dips during the first three years of secondary school.
• Not enough pupils get 5A*-C including English and Maths.
• Post-16 participation rates are lower than other countries – we are 20th in the OECD rankings.
• Too much variability between good and weak schools, and between groups of children within schools.
• Achievement gaps haven’t yet been closed.
The whole point is…
… our work is to improve outcomes for the people who use our services.
DfES
Local authorities
Schools
Pupils and parents
The whole point is…
… our work is to improve outcomes for the people who use our services.
DfES
Local authorities
Schools
Pupils and parents
Priorities for schools
NN
SS
WW EE
Raising standards
Improving the quality and relevance of the curriculum
Delivering choice and diversity
Closing achievement gaps
Raising standards
79
76
50
55
60
65
70
75
80
85
90
1997 1998 1999 2000 2001 2002 2003 2004 2005rev
2006early
2007 2008
% p
upils
ach
ievi
ng le
vel 4
+
English Maths
Key Stage 2: targets and progress
Key Stage 3: targets and progress
77
85
80
50
55
60
65
70
75
80
85
1997 1998 1999 2000 2001 2002 2003 2004 2005 2006Prov
2007
% o
f P
up
ils
Ac
hie
vin
g L
5+
English Maths Science
Raising standards
Raising standards
45.1 46.347.9
49.2 5051.6
52.953.7
35.637
38.640 40.7
42.1 41.9 42.644.3
56.3
60
34
39
44
49
54
59
64
1997 1998 1999 2000 2001 2002 2003 2004 2005rev
2006 2007 2008
% 1
5 ye
ar o
lds
achi
evin
g 5+
A*-
C
5+A*-C current 5+A*-C inc E&M current
5+A*-C required 5+A*-C inc E&M required
GCSE: results ahead of trajectory
Raising standards: KS3 2005
74% of pupils achieved Level 5 or above in 2005
65% of pupils achieved Level 5 or above in 2000
15% achieved Level 4, of which:
4% Absent
6% Stuck at Level 4
7% Slow Moving through Level 4
1% Fast Moving through Level 4
1% Regressed to Level 4
2% at Level 3
5% at Level 2 or below…each group needs different treatment
Key
PSA target for 2007 – 85% to achieve Level 5
or above
KS3 English 2005:
Closing achievement gaps
11% of looked after children got 5A*-C in 2005 (up from 7% in 2000).
It is progress, but the national average is rising faster and so the gap is widening.
Pupils on free school meals do worse than their peers at every key stage: 29.9% of pupils on free school meals get 5A*-C; almost twice as many (58.9%) non-FSM pupils do so.
Nearly half of pupils on free school meals live in areas that aren’t classed as deprived.
Although Indian and Chinese heritage pupils tend to do well; in other minority ethnic groups there is persistent underachievement.
Black boys are one of the groups that concern us at the national level, but different schools will have different priority groups.
Achievement gaps are a national priority. The detail will vary between schools – we should look at groups of pupils, and at the individual children who need the most support from ECM.
A small proportion of schools (7% in 2004-05) have serious behaviour problems, but this affects wider perceptions – it is the top concern of parents and the public.
17% of pupils with special educational needs but no statement achieved 5A*-C, and only 7.1% of pupils with a statement did so.
Improving quality and relevance
Coming up:
• Literacy and numeracy – from revised frameworks for primary pupils to embedding functional skills in GCSEs.
• Key Stage 3 curriculum review – flexibility and space for catch-up and stretch.
• 14-19 in every area, including new specialised Diplomas.
• Subject-level developments in science, maths and modern foreign languages
• Sustainable schools – includes sustainable buildings and environmental action as well as the healthy schools initiative
Choice and diversity
- All schools can become Academies or Trust schools
Local authorities have a crucial new role, and a duty to promote choice and diversity
Single school / single partner
Single school / several partners
Schools working together
Families of schools / single partner
Families of schools / several partners
LA sponsored clusters
LA-wide trusts
Everyone should be able to choose a good local school for their children. We want to lead a system of strong and self-confident schools with their own distinctive ethos. - Secondary schools can specialise;
What does this mean in practice?
Ask:
• How do we improve and sustain our improvement?
• What should be our distinctive character?
• How do we build capacity?
• Who should be our long-term and strategic partners?
Great teaching and learning, good subject strength, great support, good data tracking, great ‘personalised strategies’, tackling poor behaviour and low level disruption.
Specialism, character and values, 14-19 offer, extended services, pupil voice.
Workforce reform, new technology, leadership and succession planning, parental engagement, collaboration.
Local authority, further education, university, school to school, others … federation and Trusts.
Schools taking charge of their own improvement
Top concerns for headteachers
Primary Heads Secondary Heads
Headteacher workload Senior manager workload
Lack of preparation time for new initiatives
Headteacher workload
Levels of bureaucracy Lack of preparation time for new initiatives
Extended schools Levels of bureaucracy
Senior manager workload Recruitment of quality teachers
Our role
This view of the world has serious implications for schools – the freedom to shape their improvement, and with it a responsibility to do so. We must also change our approach.
DfES
Set direction and priorities
Equ
ip th
e sy
stem
to d
eliv
er
Listen for what’s
working and where there
are problems
Efficiency and Productivity
Customer / Citizen Perceptions
Delivery Outcomes
System Reform Implementation
Capacity Measures
Performance Criteria
Delivery Outcomes
System Reform Implementation
Efficiency and Productivity
Capacity Measures
Customer / Citizen Perceptions
DELIVERY OUTCOMES
•On course to deliver Key Performance Indicators, particularly those which contribute to DfES PSA targets and delivery goals?
•Where are the concerns about performance and what is being done?
fficiency and Productivity
System Reform Implementation
Delivery Outcomes
Capacity Measures
Customer / Citizen Perceptions
EFFICIENCY and PRODUCTIVITY
•On course to deliver efficiency targets?
•Well run, delivering value for money?
•Where are the concerns about productivity/efficiency and what is being done?
Customer / Citizen Perceptions
System Reform Implementation
Delivery Outcomes
Efficiency and Productivity
Capacity Measures
CUSTOMER and STAKEHOLDER PERCEPTIONS
•What do customers think of the service provided?
•Where are there worries about reputation and what is being done?
Capacity Measures
System Reform Implementation
Delivery Outcomes
Efficiency and Productivity
Customer / Citizen Perceptions
CAPACITY
•Capacity to deliver KPIs?
•Where are the changes taking place and what is being done to ensure improvement?
System Reform Implementation
Delivery Outcomes
Efficiency and Productivity
Capacity Measures
Customer / Citizen Perceptions
SYSTEM REFORM
•Clear strategy which resonates with the DfES Group?
•Clear planning cycle with appropriate financial controls, governance arrangements and accountabilities for delivery?
System Reform Implementation
Delivery Outcomes
Efficiency and Productivity
Capacity Measures
Customer / Citizen Perceptions
OVERALL
•Overall performance assessment as an organisation
•Takes into account the five aspects of performance
•With particular weight given to delivery
The DfES Group
• Shared vision
• Shared understanding of end-user / front line
• Integrated system interface for end-users
• Close functional ties (FM, finance, comms, e-channels etc)
• Shared best practice
• Shared services
• Information sharing
• Integrated IT systems
• Staff interchange
• Working together on policy where relevant
Technology – HP Directors
Input from HP Research
Trends in access technology, storage management and manipulation of information to deliver learning content over the next three to five years
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