Leading Edge, my ar *e!

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.

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…

Leading Edge Email: July 2010I 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.

My return email: 29 August 2010Hi Dominic

I'm afraid our strategies did not have the impact we hoped.

Sorry not to be able to help.

Sincerely

John

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%

C

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?

LITERACY & NUMERACY

BIG 8 & THECURRICULUM

OUTSTANDING TEACHING

PROGRESSREVIEW

INTERVIEWS

When we know what we want…

…we have to make it happen!

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

2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 201645

50

55

60

65

70

75

80

Huntington School: %age 5A*-C EM

The Key Issue 2013

How we will become a truly great school

DS1: How we will all become great teachers

DS2: How do we create a genuine Growth Mind-set in School?

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.

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.

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.

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.”

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.

Control vs Treatment

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

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

11th June 1 INTRO 11th June 1 INTRO

Thurs 13th 2 REGISTER Weds 12th 2 REGISTER

Fri 14th (ABS) 3 STRUCTURE Thurs 13th 3 STRUCTURE

Tues 18th 4 SPaG Tues 18th 4 SPaG

Fri 21st 5 MINI-TASK (UNAIDED, TIMED)

Weds 19th 5 MINI-TASK (UNAIDED, TIMED)

Tues 25th 6 GROUP TASK 1 Tues 25th (PP) 6 ONE-TO-ONES / GROUP TASK 1

Thurs 27th 7 GROUP TASK 2 Weds 26th 7 ONE-TO-ONES / GROUP TASK 2

Thurs 27th 8 ONE-TO-ONES / GROUP TASK 3

2nd July 8 GROUP TASK 3 2nd July 9

Thurs 4th 9 Weds 3rd 10 PLANNING

Thurs 4th 10 PLANNING Thurs 4th 11 WRITING ASSESSMENT

Thurs 4th 11 WRITING ASSESSMENT

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?

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.

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

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

OutcomesAssessment criteria

Control Group average gain

Treatment Group average gain

Difference Effect size Effect size

Writing 1: Content, genre conventions, style / phrasing, vocabulary (jargon), register, techniques

1.00 1.34 0.34 0.35 Moderate 4 months

Writing 2: Effective structure (internal and external) 0.93 1.03 0.10 0.07 Low

1 month

Writing 3: Accurate spelling of complex words, range of punctuation (including complex) used accurately

0.38 0.48 0.10 0.12 Low2 months

Educated intuition?

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?

KS4 Hits

Attained 5 A*-C grades with E & M

with lower than 60% chance FFT…

KS4 Misses

Missed 5 A*-C grades with E & M

with higher than 60% chance FFT…

Hits vs Misses

• 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

Kavanah, 62%

GM: 2.75

Thomas, 65%

GM: 2.88

Toni, 77%

GM: 4.75

Samantha, 38%

GM: 4.5

Timothy, 46%

GM: 5.25

Matty, 11%

GM: 3.25

Ben Goldacre

…work towards making evidence-based practice the everyday,

unarguable routine – starting now!

Building Evidence Into Education

Now we recognise that being a good doctor, or teacher, or manager, isn’t about robotically following the numerical output of randomised trials; nor is it about ignoring the evidence, and following your hunches and personal experiences instead. We do best, by using the right combination of skills to get the best job done.

aka…educated intuition?

Transformational…?• Teachers spend no more than 4 hours a day in

the classroom, and take 2 hours a week for "professional development".

• All teachers must have a masters degree, which is fully subsidised.

• Teachers are selected from the top 10% of graduates, not the bottom 30%.

• Develop the R&D arms of Teaching Schools. • Provide systematic HE-based research

support.

Transformational…?

Teachers are effectively given the same status as

doctors and lawyers…

Tom Bentley

Change your structures to accommodate your core purpose,

rather than contort your core purpose to fit within your existing

structures.