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Keynote - National Union of Teachers

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The Legacy of the
London Challenge
Merryn Hutchings
Emeritus Professor
Institute for Policy Studies in Education,
London Metropolitan University
Project team members: Sumi Hollingworth,
Ayo Mansaray and Anthea Rose, IPSE; and
Charley Greenwood, Coffey International
The Legacy of the Challenge
The legacy in schools in London
пЃ¬
attainment
пЃ¬
Ofsted judgements
пЃ¬
strategies and practices
Legacy activities
пЃ¬
national
пЃ¬
London
What more could be done to benefit
from the lessons of the Challenge?
The legacy in London schools:
attainment
London primary and secondary schools
now perform better than schools in
any other region
Percentage of secondary pupils reaching the
expected level, 2013, by region
National figure
Percentage of pupils eligible for Free School
Meals, by region
40
35
30
25
20
15
10
5
0
Percentage of FSM pupils achieving GCSE
5A*-C inc. English and maths, by region
FT GCSE score
Attainment at GCSE 2012, using the FT GCSE
score and IDACI deprivation ranking, by region
poorer
Deprivation ranking
richer
Source: Cook 2013
Other pupil groups that do better in London
than elsewhere
п‚Ў
Not eligible for FSM
п‚Ў
White
п‚Ў
Minority ethnic
п‚Ў
With SEN
п‚Ў
Without SEN
п‚Ў
With EAL
п‚Ў
English first language
Percentage of schools below the floor
target 2005-13
PRIMARY
SECONDARY
25
35
30
20
25
15
Outside
London
10
London
15
20
10
5
5
0
0
2005
2013
2005
2013
Legacy in London schools: Ofsted
judgements (as at 31/08/13)
Secondary
Is the London Challenge
responsible for London’s success?
Possible other factors:
 Pupil factors – higher aspirations?
 Teacher factors – pay, age?
п‚Ў Teach First
п‚Ў Sponsored academies
Conclusion: London Challenge is the
main factor responsible
Was the Challenge responsible?
the views of school leaders
Interviewees identified school changes initiated by the
Challenge which contributed to higher attainment:
п‚Ў
Becoming more outward looking, ongoing and new
partnerships
п‚Ў
Developing more effective processes and structures
п‚Ў
Stronger focus on teaching and learning
п‚Ў
Having higher expectations of pupils
п‚Ў
Development of coaching skills
п‚Ў
Teachers’ careers, energy and enthusiasm
п‚Ў
Gaining awareness of what to do to improve further
п‚Ў
Becoming more comfortable with external scrutiny
Why was the London Challenge
successful?
•
•
•
•
Recognition that genuine improvement takes time and
involves reviewing all aspects of school practice
Working at area level, tackled issues specific to
London
Central team of expert advisors, plus coordination and
administration
Using the strengths of the leaders and teacher to
support and coach others
•
Support for schools to become more outward looking
•
Different strategies for schools at different stages
•
Bespoke solutions
•
Ethos of support and encouragement, moral purpose
Legacy activities:
London
The London Leadership Strategy
пЃ¬
пЃ¬
Continues some programmes
developed during the Challenge
Has developed new programmes to fit
current needs (e.g. Securing Good)
Legacy activities: national
п‚Ў
Greater Manchester and Black Country Challenges
(2008-11)
п‚Ў
Teaching Schools
п‚Ў
National Leaders of Education (NLEs)
п‚Ў
Organisations – e.g. Challenge Partners
п‚Ў
п‚Ў
п‚Ў
Strategies used by e.g. some LAs, dioceses and
academy chains
New regional and local Challenges being set up
Schools and areas turning to London for support
and advice
What more could be done to benefit from
the lessons of the London Challenge?
Recent research for Ofsted showed that heads and
other stakeholders would like to see:
п‚Ў
п‚Ў
п‚Ў
п‚Ў
Coordination/administration at area level, and
financial support for this
A process to identify schools with the greatest
support needs and to provide advisor and some
funding for these
Wider adoption of Challenge strategies for
Satisfactory and Good schools
Improved information for heads about what is
available
/continued
What more could be done? (continued)
п‚Ў
п‚Ў
п‚Ў
п‚Ў
п‚Ў
п‚Ў
Review of geographical distribution of Teaching schools
and National Leaders of Education
The balance between competition and collaboration
reviewed
Recognition in Ofsted framework of value of school-toschool support
Monitoring the school improvement support provided by
academy chains
Recognition that school improvement takes time, and
focusing on short-term improvement in results may be
counter productive
Stronger recognition of the importance of an ethos in
which school are supported and encouraged
Further information in:
Hutchings, M., Greenwood, C., Hollingworth, S., Mansaray, A.
and Rose, A. with Minty, S. and Glass, K. (2012) Evaluation
of the City Challenge programme, Research Report 215, DfE.
https://www.education.gov.uk/publications/eOrderingDownlo
ad/DFE-RR215.pdf
Hutchings, M. and Mansaray, A. (2013) A review of the
impact of the London Challenge (2003-8) and the City
Challenge (2008-11), Research paper for Ofsted’s �Access
and achievement in education 2013 review’, Ofsted.
http://www.ofsted.gov.uk/resources/access-andachievement-background-papers
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