2008 provisional National GCSE results

1. 2008 provisional National GCSEresults 16 October 2008

2. 2008 PSA target of 60% met and exceeded. Latest increase is the greatest since 1997

3. 2008 GCSE national results • National results for pupils at the end of key stage 4 in all schools • 47.2 per cent 5+ A* - Cs (inc English and mathematics) • 98.6 per cent any pass at GCSE • National results for pupils at the end of key stage 4 in the maintained sector • 47.9 per cent 5+ A* - Cs (inc English and mathematics) • 99.2 per cent any passes at GCSE

4. New PSA target sets a challenging trajectory (for all schools)

5. Standards in LA maintained schools improving faster than in all schools

6. A widening gender gap in science

7. Neither SATs nor SLTs in KS3 • No national targets at KS3 • Increased significance of APP for heads to monitor cohorts • Expert group will recommend new measures • Likely that national samples taken to track trends • Likely move to KS2-KS4 progress measure in 2011 • Pilot MGP schools will continue to collect TA data each term • Progress measures likely to appear in School Report

8. National Challenge:Key principles and processes • Schools lead their own improvement • A balance of action for rapid impact and capacity building • A focused, flexible, Raising Attainment Plan (RAP) developed and monitored by a RAP Management Group (RMG) • Six-week improvement cycles • Challenge, support and brokerage through the National Challenge Adviser (NCA) • Carefully tailored and mediated support rather than support saturation

9. National Strategies support programmes A menu of online resources setting out known good practice grouped into three programmes and divided into small, self-contained elements Stronger Management Systems Core Plus Leading Core Subjects

10. SMS • A programme to ensure leadership results in: • strong classroom practice through effective management • reduced in-school variation by improving consistency of practice at all levels

11. SMS – three themes and ten elements • 1 Developing and distributing leadership • Effective line management • Effective performance management • Professional development for impact • 2 Effective whole-school systems, policy and practice • Behaviour for learning • Assessment for learning • Effective identification and intervention • Quality standards in lesson planning • 3 Monitoring and evaluation for impact and improvement • Self-evaluation and good practice • Monitoring and evaluation focused on standards • Tracking pupils’ progress

12. LCS – two elements • Two additional elements to address specific areas: • -senior and subject leaders – developing support and challenge • -creating a positive environment for retaining teachers and middle leaders

13. The next stage of the DCSF School Improvement Strategy Schools where children should be making better progress

14. Gaining Ground Improving Progress in coasting secondary schools

15. Target group • Overall respectable performance at GCSE but unimpressive progress • Have not benefited from previous funded interventions • Those that aren’t currently supported by either National or City Challenge

16. LAs have a central role • Identifying coasting schools • Ensuring each one has an appropriate SIP • Facilitating the SIP to broker in high impact support • Stepping up the challenge where schools do not respond – using statutory powers where appropriate

17. Identifying coasting schools – quantitative indicators

18. Identifying coasting schools – qualitative indicators Criteria (?) Weak AfL, tracking and intervention Poor implementation of workforce agreement …….

19. Brokering high impact support – the offer

20. Delivery system

21. Timeline

22. Overcoming Barriers to Improvement • Strengthening AfL, the effectiveness of pupil tracking and its impact on planning for progression • Improving use of progression targets rather than threshold targets supported/challenged by SIPs • Improving the impact/effectiveness of leadership at senior/subject leader level • An end to uninspiring and inappropriate lessons • Challenge to raise low aspirations and expectations

23. Support • £25m package • Additional 4 days SIP time – to include additional training • Conference in spring for Heads, CoGs, parent governors and SIPs • Procurement of provider to facilitate school-to-school support • Targeted support to enhance pupil tracking • Extended study support • SMS and Core Plus versioned for this purpose

24. Timeline • Publication 13 Nov • LAs identify schools (and SIPs) – from 13 Nov – finalised once progress data released • Launch conference(s) March 09 • Additional SIP training summer 09 (possibly May)

25. GCSE and equivalent 5A*-C Trend National Birmingham 70 65 60 55 50 45 40 2002 2003 2004 2005 2006 2007 2008 Fig 1c. GCSE and equivalent trends, Birmingham compared to National, 2002- 2008

26. GCSE and equivalent 5+A*-C inc. Eng & Maths Trend Birmingham National 50 45 40 35 30 25 2002 2003 2004 2005 2006 2007 2008

27. GCSE and equivalent 5+A*-C inc. Eng & Maths by Gender Trend 55 50 45 40 35 30 25 2005 2006 2007 2008 Birmingham Boys Birmingham Girls National Boys National Girls

29. Table 2. Pupil Performance 2008: Comparison with Core Cities and Statistical Neighbours (Provisional Results)

32. Fig 4b. Trends and Targets for Students Achieving 5 or more GCSE and equivalent A*-C Grades including GCSE English and Maths TARGET TRENDS 70% 60% 49% 50% 47% 45% 42% 41% Percentage 39% 40% 37% 30% 20% 10% 0% 2004 2005 2006 2007 2008 2008 2009

36. One-to-one tuition

37. ‘Because every child should leave primary school able to read, write and count, any child who falls behind will not be left behind – but will now have a new guaranteed right to personal catch up tuition.’ • Gordon Brown, September 2008

38. Why one-to-one tuition? • Ensuring the right support is in place for all children, regardless of class or social background is important in closing the attainment gap. For those who can afford it, individual tuition has always been the preferred method of additional support for pupils not achieving their potential.

39. Session objectives • To outline the rationale for one-to-one tuition • To summarise the approach adopted in the Making good progress (MGP) pilot • To start to consider the role of local authorities in a roll-out programme

40. Tuition in the MGP pilot • One-to-one • 10 hours (plus funding for 2 hours liaison) • Minimum of one hour per session • Out-of-school hours • Delivered by a qualified teacher • Have agreed targets (with the class teacher) for the work of the pupils • Part of the overall provision for intervention

41. MGP selection criteria • Pupils who have entered key stage below age-related expectations • Pupils who are falling behind trajectory during the latter stages of a key stage • Looked after children who need this support • * This selection must not exclude pupils because they are considered harder to reach and/or are considered to have behaviour issues.

42. The process • Next steps for pupils identified using the Assessing pupils’ progress (APP) criteria • Clear targets agreed between the teacher and the tutor • Programme shaped around pupil’s needs • Informal liaison between teacher and tutor during sessions • Targets amended during the sessions as the pupil’s needs change

43. MGP: delivery of tuition • Schools have found: • a variety of people to deliver tuition • a wide range of places to deliver tuition • a range of times to deliver tuition

44. The myths • An hour is too long • Pupils would prefer one-to-two or -three • Pupils will not want to stay after school or have sessions at the weekend • Young pupils will be too tired at the end of the day • Pupils will be stigmatised • You can’t send a tutor to the pupil’s home • A good classroom assistant or HLTA could deliver the tuition

45. Response from pupils (1) • Pupils: • are overwhelmingly positive about the experience • are unfazed by one-to-one contact even if delivered by an unfamiliar adult • find that the hour flies by • say tuition is fun because of the wide range of activities used

46. Response from pupils (2) Pupils: are able to identify what they need to improve know they are improving because they are more confident and get better marks in class see tuition as a privilege value being able to shape the sessions and like that tuition is tailored to their needs

47. Pupils’ comments • ‘Sometimes your teacher can be scary but my tutor is just my friend who knows more than me so I can ask more questions.’ • In class, I’m scared people will make fun of me when I don’t know things.’ • ‘There’s just her and you, so you can have all her time, she can help you when you are stuck.’ • ‘The time goes really quickly because you are enjoying yourself.’ • ‘I felt special.’

48. Response from parents • Parents are extremely supportive of the offer – some have attended sessions • Evidence that the tuition passport is engaging parents in their children’s learning • Some parents report significant changes in their children’s attitudes to learning

49. Response from tutors • Find the sessions intense but rewarding • Are confident about range of teaching and learning strategies required • Recognise the benefit of being able to intervene at the point of misconception • Are clear that the pedagogy for one-to-one tuition is different from that for whole-class teaching

50. Impact – confidence,self-esteem and motivation • Following tuition, pupils are more willing to have a go, ask questions, put their hands up, etc. • Teachers report seeing the transfer of skills from tuition to the classroom • Focus now is on monitoring whether the initial impact seen in tutored pupils is sustained