Board Residential October 18 2006. DAY 1 Introduction – Stephen Crowne.

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 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
























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.

























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



Capacity Measures


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


Delivery Outcomes

Capacity Measures


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?



Delivery Outcomes


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


Delivery Outcomes



CAPACITY

•Capacity to deliver KPIs?

•Where are the changes taking place and what is being done to ensure improvement?


Delivery Outcomes


Capacity Measures


SYSTEM REFORM

•Clear strategy which resonates with the DfES Group?

•Clear planning cycle with appropriate financial controls, governance arrangements and accountabilities for delivery?


Delivery Outcomes


Capacity Measures


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

Board Residential October 18 2006. DAY 1 Introduction – Stephen Crowne.

Documents

purpose technology

evidence vanessa pittard

leadership of technology

understood technology

low base of technology

low fe adoption high

colleges schools

e strategy