As results are announced keep the SATs in perspective - schools and children are much more than a test score

  Children’s author Michael Morpurgo, in a striking phrase, has referred to the SATs taken by 10 and 11 year olds as a ‘dark spider spreading fear in primary classrooms.’

Primary school headteachers were able to access their school’s results overnight and social media is buzzing with reactions.

The TES reports:

The government also published the tables which show how many marks are needed in each subject to reach a scaled score of 100, which is the “expected standard”.

This year pupils needed 26 out of 50 in reading, 57 out of 110 in maths and 36 out of 70 in spelling, punctuation and grammar (Spag) to reach the expected standard.

This compares to 21 out of 50 needed in reading last year, 60 out of 110 needed in maths and 43 out of 70 needed in Spag. The jump in the marks needed to pass the reading test comes after Year 6 teachers had reported that the reading test this year was “kinder” than it was in 2016.

The new tests were introduced last year and could not be compared with previous years. It would be a mistake to make too much of any comparison this year as leading experts suggest that the data is ‘too fragile’ to interpret with any confidence.


The TES reports Russell Hobby, General Secretary of the National Association of Headteachers:

Currently, the methods to hold schools to account aren’t as fair or reliable as they should be. Sats data only gives parents part of the picture when judging a pupil’s success or a school’s effectiveness.

At the moment, parents and schools know these results have to be taken with a pinch of salt. This can’t be right. Just looking at data misses the majority of the real work that schools do to help young people achieve their full potential.

Schools do need to be held to account but inspectors should look at more than just data. That way, when parents are reading Ofsted reports they can have more confidence that the report properly reflects how good the school actually is.

We are seeing the signs of a more balanced approach to the use of data by Ofsted, as expressed in a recent speech by Amanda Spielman, the chief inspector, in which she said, ‘Rather than just intensifying the focus on data, Ofsted inspections must explore what is behind the data, asking how results have been achieved.’

The issue of how results have been achieved is crucial.  Schools vary in their conduct of SATs and the amount of preparation. Concern about ‘teaching to the test’ in the last year of primary school, with a resulting narrowing of the curriculum and teachers and children feeling stressed by the pressure, has been widespread. Some schools hold special revision classes during the school holiday and others have endless practise tests.  Meanwhile children in private schools and those who are home-schooled escape the SATs completely.

Whatever one’s views we can probably all agree that schools and children are far more than a school. SAT results do not capture the many facets of a rich primary curriculum that will be familiar to many parents and that teachers struggle to provide despite all the pressure of SATs ‘success’.


 

Crest Academy principal looks forward to mixed classes in September and puts forward the school's '3 pillars' for success

 "I am the principal of a secular, non-denominational school that has a large majority of Muslim students. This does not make the school a Muslim school where segregation of gender should be pursued."

With Crest Academy due to switch to mixed aged classes in September the principal, Mohsen Ojja, has taken to the pages of the Times Education Supplement LINK to justify the change.

Some parents had protested at this decision and organised an on-line petition against it when it was annonunced in July.  LINK . However they do not appear to have gathered much support over the school summer holiday. 219 people had signed the petition bu July 10th and the total stands at 227 today. LINK

This is part ofwhat Mohsen Ojja wrote in TES last week:

Interestingly, whereas students and staff have been overwhelmingly supportive of the change to a co-educational model, parents have needed more reassurance and support. Many recognise that the move will help to ensure that our teaching and learning is of better quality and will provide a better education as a result. Others fully accept the importance of boys and girls learning and socialising together, so that they are properly prepared and have confidence when they leave us – be that for university, for work, or further training.

But there are some who feel the change is not what they signed up to: single-sex education. The onus is, of course, on us to work with the parents who have reservations about a co-educational model, and to be open and transparent about what the changes mean in practice, and how we transition to this new system.

I am proud to say that after a successful induction process, where we planned every aspect of the transition, the feedback from students and staff has been outstanding. And in a couple of weeks’ time, induction days in September will see us revisit our vision and values and start to work together.

With these measures in place, I am confident that we will be able to win over the vast majority of parents, and all the more so as the impact starts to flow through our results and enhances our students’ life chances.

For me, the status quo was simply not sustainable. Running two schools in parallel, split by gender, was tantamount to unhealthy segregation. The move to a single, multi-faith, proudly diverse school is the first important step to integration. Moreover, I am the principal of a secular, non-denominational school that has a large majority of Muslim students. This does not make the school a Muslim school where segregation of gender should be pursued. I have had to remind many parents that, in Islam, segregation of gender in education is not essential. Indeed, the large majority of schools in the Muslim world operate a co-educational model.

The most challenging part of this integration process is communicating to some parents that although parental choice plays an important part in children’s education, in isolation it does not always result in genuine educational value. In future, everything we do will be defined by three pillars: the improvement of student outcomes; the improvement of teaching and learning; and preparing our students to be successful in their lives beyond school and university.

Critics of the concept of British values complain that it is too amorphous and lacking in precision. It defies a tick-box approach, and is undoubtedly not something that the consultants can rack up billing-hours for (though I am sure they will try). Ultimately, the concept of British values is about a set of positive behaviours that celebrate the cultural richness of this country. With our structural changes in place we can now start living and breathing those behaviours at the Crest Academy. We will then, hand on heart, be able to say that we are educating our young people to the very best of our ability, in the broadest sense.

Financial management of Brent schools in the spotlight again

Brent headteachers getting ready for the start of the new term were greeted with further press coverage of alleged school financial mismanagement at the weekend. The Times Education Supplement of September 1st  had extensive coverage of the situation in the borough LINK.  The situation had already been extensively covered here in July LINK and I returned to it later in the month LINK

The TES quotes Clive Heaphy as warning that academy conversions could make things worse:

Clive Heaphy, Brent Council’s finance director, argues that the current vast expansion of academies is going to make the problem much worse.

“Inevitably there is a recipe there for difficult times ahead and potentially for some mismanagement issues and possibly some fraud issues,” he told TES, adding that increased autonomy for local authority schools had already made it much harder for town halls to guard against them misusing public money.

“I still retain personal accountability for schools’ finances and yet I see less and less data and have fewer and fewer levers to be able to do anything about it,” Mr Heaphy said. “There is very little action in reality you can take.”

On academies he said: “The only watchdog over them is the Department for Education itself. We have no relationship with them, but who does?”

The TES reveals details about the amount of debt accumulated by two Brent primary schools through exploitative financing arrangements:

Furness Primary is being sued by a finance company for £301,083 plus interest calculated at £14,579 in April and still rising. But Brent Council said the equipment involved was worth just £9,150 when it was sold off by the finance company in February.

Kensal Rise Primary is being sued by the same company for £287,000. Both schools have made counterclaims for money they say they have already paid “in error” - £805,000 in the case of Kensal Rise. The same school has also received a more recent claim from a second finance company for £253,000.

Brent says schools have been tempted into such deals by offers of up to £15,000 “cash back” a quarter from equipment suppliers that make initial lease repayments appear more favourable than the real long-term cost. Clive Heaphy, the authority’s finance director, said that primary heads were not always “business savvy” and cannot always “see through” such offers.

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Schools in crisis - assurances needed from Children and Families

There's lots happening regarding schools in Brent at the moment so it is a bit of a surprise to see that no report from the Children and Families department has been tabled for the Executive Meeting on May 21st LINK

Brent Council was featured in the Times Education Supplement on May 4th LINK in an article entitled 'Financial scandal continues to plague Brent Council'. This was followed up a front page story in the Brent and Kilburn Times this week.

The TES links four stories of financial mismanagement commencing with the Copland High School allegations of unlawful bonuses which has resulted in the arrest and bailing of seven staff and a governor , the sacking of the head of Furness Primary for 'serious mismanagement' and the suspension of the head of Kensal Primary for 'alleged breaches of financial regulation'. They are joined by Malorees Junior School this week where it is claimed that the school spends 101% of its budget on staffing compared with the 80-85% of most schools and is heading for a deficit of £0.25m within the next two years.

The TES states:

The school's chair of governors, Brent councillor Patricia Harrison, resigned in April after parents called for her departure and accused her of incompetence. One letter from a parent said the governors at Malorees Junior had "spectacularly failed the children in this school, their families and can only have left the teaching and support staff feeling vulnerable, professionally bruised and demoralised".

Presumably the Children and Families Department is undertaking some kind of investigation which will establish the facts of the matter. It should also ask why Brent Council's monitoring and auditing processes, despite the Copland case now being three years old, still seem to fail  to unearth such problems and deal with them quickly. It appears that the Malorees staff will suffer the consequences with teachers being reduced from 16 to 12 and others losing their allowances. Councillors surely need to know how the quality  educational provision will be maintained in this situation.

Another matter deserving of  discussion is the possible academy conversion of four more Brent high schools and the teaching unions' threat of strike action to secure secret ballots of staff and parents over the issue. The financial consequences to the overall education budget of such a move is a matter of great concern, particularly as the Council has warned schools about the flat budget settlements to be expected over the next three years. The possibility of Brent Council forming a partnership with a free school provider to create a new school in Brent should also be reported on.

Diminishing school budgets and the withdrawal of the authority from provision of all but core educational services have put also put the future of the borough's School Improvement Service in the balance. It is quite likely that the Service will not exist in its present form by April 2013.  This will impact on monitoring of the quality of teaching and learning in our schools. Schools in danger of failing may not in future be quickly identified and remedial action taken.

It would be disastrous if cuts in experienced staff that have already hit the financial management section of Children and Families and may have contributed to the situation of Malorees and other schools, are compounded by cuts that will reduce the school improvement expertise that has raised standards across Brent.

There has rightly been a sharp focus on the provision of additional school places to cater for the increase in the borough's pupil population and this has been led by the Major Projects and Regeneration Department. Children and Families need to be assuring councillors and the public that the urgent and serious  issues outlined above are under control and  receiving the attention they deserve.