1 ADES Conference Educational Outcomes and the London Challenge Frankie Sulke 19 November 2015.

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ADES ADES ConferenceConference

Educational Outcomes and Educational Outcomes and the London Challengethe London Challenge

Frankie SulkeFrankie Sulke

19 November 201519 November 2015

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Today…..Today…..

• Our Grand Endeavour…Our Grand Endeavour…

• A bit of context…A bit of context…

• Key features of Key features of

success…success…

• Some thoughts on Some thoughts on

sustainability…sustainability…

Our grand endeavour…Our grand endeavour…

Improving life Improving life chances and chances and

choiceschoices

Closing the gapsClosing the gaps


Improving life Improving life chances and chances and

choiceschoices

Closing the gapsClosing the gaps

Ambition for all Ambition for all our childrenour children


It’s It’s everybody’s everybody’s

businessbusiness

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CamdenCamdenCamdenCamdenCamdenCamdenCamdenCamdenCamden IslingtonIslingtonIslingtonIslingtonIslingtonIslingtonIslingtonIslingtonIslington

Kingston Kingston Kingston Kingston Kingston Kingston Kingston Kingston Kingston upon Thamesupon Thamesupon Thamesupon Thamesupon Thamesupon Thamesupon Thamesupon Thamesupon Thames

WandsworthWandsworthWandsworthWandsworthWandsworthWandsworthWandsworthWandsworthWandsworthLambethLambethLambethLambethLambethLambethLambethLambethLambeth

Richmond upon ThamesRichmond upon ThamesRichmond upon ThamesRichmond upon ThamesRichmond upon ThamesRichmond upon ThamesRichmond upon ThamesRichmond upon ThamesRichmond upon Thames

Hammersmith Hammersmith Hammersmith Hammersmith Hammersmith Hammersmith Hammersmith Hammersmith Hammersmith and Fulhamand Fulhamand Fulhamand Fulhamand Fulhamand Fulhamand Fulhamand Fulhamand Fulham

WestminsterWestminsterWestminsterWestminsterWestminsterWestminsterWestminsterWestminsterWestminsterKensington Kensington Kensington Kensington Kensington Kensington Kensington Kensington Kensington and Chelseaand Chelseaand Chelseaand Chelseaand Chelseaand Chelseaand Chelseaand Chelseaand Chelsea

Waltham Waltham Waltham Waltham Waltham Waltham Waltham Waltham Waltham ForestForestForestForestForestForestForestForestForest

RedbridgeRedbridgeRedbridgeRedbridgeRedbridgeRedbridgeRedbridgeRedbridgeRedbridge

Tower Tower Tower Tower Tower Tower Tower Tower Tower HamletsHamletsHamletsHamletsHamletsHamletsHamletsHamletsHamlets

Barking and Barking and Barking and Barking and Barking and Barking and Barking and Barking and Barking and DagenhamDagenhamDagenhamDagenhamDagenhamDagenhamDagenhamDagenhamDagenham

NewhamNewhamNewhamNewhamNewhamNewhamNewhamNewhamNewham

HackneyHackneyHackneyHackneyHackneyHackneyHackneyHackneyHackney

HaringeyHaringeyHaringeyHaringeyHaringeyHaringeyHaringeyHaringeyHaringey

SouthwarkSouthwarkSouthwarkSouthwarkSouthwarkSouthwarkSouthwarkSouthwarkSouthwark

EalingEalingEalingEalingEalingEalingEalingEalingEaling

HounslowHounslowHounslowHounslowHounslowHounslowHounslowHounslowHounslow

LewishamLewishamLewishamLewishamLewishamLewishamLewishamLewishamLewisham

GreenwichGreenwichGreenwichGreenwichGreenwichGreenwichGreenwichGreenwichGreenwich

BexleyBexleyBexleyBexleyBexleyBexleyBexleyBexleyBexley

HaveringHaveringHaveringHaveringHaveringHaveringHaveringHaveringHavering

EnfieldEnfieldEnfieldEnfieldEnfieldEnfieldEnfieldEnfieldEnfield

BarnetBarnetBarnetBarnetBarnetBarnetBarnetBarnetBarnet

HarrowHarrowHarrowHarrowHarrowHarrowHarrowHarrowHarrow

BrentBrentBrentBrentBrentBrentBrentBrentBrent

HillingdonHillingdonHillingdonHillingdonHillingdonHillingdonHillingdonHillingdonHillingdon

MertonMertonMertonMertonMertonMertonMertonMertonMerton

CroydonCroydonCroydonCroydonCroydonCroydonCroydonCroydonCroydon

SuttonSuttonSuttonSuttonSuttonSuttonSuttonSuttonSutton

BromleyBromleyBromleyBromleyBromleyBromleyBromleyBromleyBromley

London WardsRank of Index of Multiple Deprivation

1 to 9991,000 to 1,9992,000 to 3,9994,001 to 5,9996,000 and Over

London Wards by Rank of Index of Multiple Deprivation

London is more polarised than elsewhere

Income distribution of individuals in London across national quintiles - 2001

0.0

0.5

1.0

1.5

2.0

2.5

Bottom fifth Next fifth Middle fifth Next fifth Top fifth

National income quintiles (after tax and housing)

Mil

lion

s

…and 35% of pupils eligible for FSM cf 13%

outside London

…as many children living in poverty as there are

children in Scotland

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The London Challenge: visionThe London Challenge: vision

London’s future depends at least in part on the success of its education systems

Our task was to make it the world’s leading learning and creative capital city, knowing:

– we must use all the world-class resources in London if we are to achieve this

– we must make it increasingly the place where it can be demonstrated that the link between deprivation and worse educational outcomes can be broken

Meeting the pan-London Challenges

Keys to Success Schools

Keyboroughs



Keyboroughs

61% of secondary schools involved61% of secondary schools involved

28% of primary schools involved28% of primary schools involved

Every London Local Authority involvedEvery London Local Authority involved



Keyboroughs

32 Local Authorities 32 Local Authorities

2,502 schools 2,502 schools

1,142,265 pupils1,142,265 pupils



Keyboroughs

£80m£80m

So how did So how did we do?we do?

Key success features?Key success features?

Hunger to improveHunger to improveHunger to improveHunger to improve

No excuses No excuses and nowhere to and nowhere to

hidehide


hidehide

Leadership, Leadership, focus and focus and collectivitycollectivity


Flexible, Flexible, creative civil creative civil

servantsservants


servantsservants

Spreading Spreading outstanding outstanding leadership – leadership –

systems systems approachesapproaches



Removing barriers to Removing barriers to learninglearning


Money – and Money – and its useits use


Driving ambition – Driving ambition – radically challenging radically challenging

expectations and expectations and aspirationsaspirations



Data, Data, data, datadata, data


Key success features?Key success features?No excuses No excuses

and nowhere to and nowhere to hidehide


hidehide



Benchmarks Benchmarks and and comparisons comparisons which make which make the difference the difference – If Rathfern – If Rathfern can, why can, why can’t we?can’t we?

Transparency and opennessTransparency and openness Families of schools dataFamilies of schools data Collectively holding schools and Collectively holding schools and

professionals to accountprofessionals to account Encouraging curiosityEncouraging curiosity

SupplySupply Support Support staffstaff AdminAdmin Premises Premises

staffstaff

CleaningCleaning EnergyEnergyLearning Learning

Resources Resources (non-ICT)(non-ICT)

Bought-inBought-in

prof feesprof fees

Highest performing schools vs lowest performing Highest performing schools vs lowest performing schools (top quartile vs bottom quartile)…..schools (top quartile vs bottom quartile)…..

Biggest differences?Biggest differences?

SupplySupply

55% lower

1

Support Support staffstaff

12% lower

7

AdminAdmin

14% higher

6

Premises Premises staffstaff

4% higher

8

CleaningCleaning

32% higher

3

EnergyEnergy

28% lower

4

Learning Learning Resources Resources

(non-ICT)(non-ICT)

15% higher

5

Bought-inBought-in

prof feesprof fees

42% higher

2

Highest performing schools vs lowest performing Highest performing schools vs lowest performing schools (top quartile vs bottom quartile)…..schools (top quartile vs bottom quartile)…..

Biggest differences?Biggest differences?








Hunger to improveHunger to improveHunger to improveHunger to improve

Leadership works, even without Leadership works, even without powerpower

How high are those How high are those expectations and aspirations? expectations and aspirations? Use that data…Use that data…

Ruthless focus on children’s Ruthless focus on children’s outcomes and high quality outcomes and high quality teaching and learning teaching and learning

Use good peopleUse good people Collectivity and joint responsibility, including collective zero Collectivity and joint responsibility, including collective zero

tolerance for under- achievement, low achievement, poor pace of tolerance for under- achievement, low achievement, poor pace of improvement, widening gapsimprovement, widening gaps



servantsservants


servantsservants



Pragmatism over ideologyPragmatism over ideology Decisions made by those who know best Decisions made by those who know best

what is needed, based on evidencewhat is needed, based on evidence If it’s not working…..If it’s not working…..






Collective responsibility for Collective responsibility for childrenchildren

Knowing schools and Knowing schools and intervening before failure; intervening before failure; using powersusing powers

Give the great headteachers Give the great headteachers more children… brokering more children… brokering solutions, including solutions, including Federations (but…)Federations (but…)

Hard decisions alongside Hard decisions alongside strong support and strong support and development development

Spreading practice that worksSpreading practice that works

Key success features?Key success features?Removing barriers to Removing barriers to

learninglearning


Focus on accelerating Focus on accelerating everyevery child’s progress (GIRFEC?) Yes child’s progress (GIRFEC?) Yes they can!they can!

Culture change – it’s everybody’s Culture change – it’s everybody’s businessbusiness

Specialist

Targeted

Universal

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Our culture Our culture acrossacross the partnership: the partnership: • we all work for childrenwe all work for children• all children are all of our concern all children are all of our concern • all money is children’s money – make every all money is children’s money – make every

penny countpenny count• we intervene early to make a difference - targeted we intervene early to make a difference - targeted

children and families at risk of poor outcomes – children and families at risk of poor outcomes – go for the siblingsgo for the siblings

• personal responsibility of all to integrate and personal responsibility of all to integrate and share informationshare information

• no resignation from the teams around the child – no resignation from the teams around the child – ‘Don’t just refer on’‘Don’t just refer on’

• no wrong doorno wrong door• we involve children and young people and their we involve children and young people and their

familiesfamilies

Children’s Children’s Centres and Centres and

targeted family targeted family support support

Children’s Children’s Centres and Centres and

targeted family targeted family support support

Children’s Children’s Social Social Care Care

Children’s Children’s Social Social Care Care

RelationshipsRelationships RelationshipsRelationships

Families and Families and the the

communitycommunity

Families and Families and the the

communitycommunity

Early Early Intervention Intervention

ServicesServices

Early Early Intervention Intervention

ServicesServices

Schools, Schools, colleges,colleges,

early years early years settingssettings

Schools, Schools, colleges,colleges,

early years early years settingssettings

Other Local Other Local Authority – Authority – eg housingeg housing

Other Local Other Local Authority – Authority – eg housingeg housing

Health Health visitors, visitors,

GPsGPs

Health Health visitors, visitors,

GPsGPs

Local Local VCSVCS

Local Local VCSVCS

Police, Police, YOSYOS

Police, Police, YOSYOS

And now?And now?

o Gaps at the higher levelsGaps at the higher levelso Some key under-achieving Some key under-achieving

groups – white working class, groups – white working class, LACLAC

o Year 12 drop out ratesYear 12 drop out rateso DestinationsDestinationso Resources shrinkingResources shrinkingo Massive population growthMassive population growth

Not all in the garden is rosy…Not all in the garden is rosy…

o Gaps at the higher levelsGaps at the higher levelso Some key under-achieving Some key under-achieving

groups – white working class, groups – white working class, LACLAC

o Year 12 drop out ratesYear 12 drop out rateso DestinationsDestinationso Resources shrinkingResources shrinkingo Massive population growthMassive population growth

Not all in the garden is rosy…Not all in the garden is rosy…

o Ownership and understanding of the Ownership and understanding of the problems and continued hunger to improveproblems and continued hunger to improve

o Transparency and dataTransparency and datao Strong leadership strategies Strong leadership strategies o Strong London collaboration - London Strong London collaboration - London

Schools Excellence Fund; The Mayor’s Gold Schools Excellence Fund; The Mayor’s Gold ClubClub

o Research and evidence based practice for Research and evidence based practice for high quality teaching and learning high quality teaching and learning

How to sustain accelerated How to sustain accelerated improvement?improvement?

Teaching and learning toolkitTeaching and learning toolkit

www.educationendowmentfoundation.org.uk

http://www.educationendowmentfoundation.org.uk/

The Toolkit is a starting point for making decisions

Overview of value for money

Cost per pupil

Effe

ct S

ize

(m

on

ths

ga

in)

£00

10

£1000

Feedback

Meta-cognitive

Peer tutoring Pre-school

1-1 tutoringHomeworkICTOutdoor

learning

Parental involvement

Sports

Summer schools

After school

Individualised learning

Learning styles

ArtsPerformance

pay

Teaching assistants

Smaller classes

Ability grouping

Phonics

So So whatwhat??

Outcomes, Outcomes, outcomes, outcomesoutcomes, outcomes

Together, you can Together, you can make the make the differencedifference

1 ADES Conference Educational Outcomes and the London Challenge Frankie Sulke 19 November 2015.

Documents

panlondon challengeskeys

london wards

gapskey success features

higher2key success features

datakey success features

success schoolskeyboroughs61

quartile vs

secondary schools involved28