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The Newcastle Commission . Peter Tymms CEM Centre Durham University. Outline. The origin of the research Initial findings/thoughts The datasets The value-added findings What has been successful elsewhere Ways forward. Origins of the research. A Promise Creation of the Commission.

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The newcastle commission l.jpg

The Newcastle Commission

Peter Tymms

CEM Centre

Durham University

Outline l.jpg

  • The origin of the research

  • Initial findings/thoughts

  • The datasets

  • The value-added findings

  • What has been successful elsewhere

  • Ways forward

Origins of the research l.jpg
Origins of the research

A Promise

Creation of the Commission

Initial thoughts and findings l.jpg
Initial thoughts and findings

  • Raw data show consistent differences between LEAs

  • For Newcastle we saw average results for young children but poorer results as they got older

We thought l.jpg
We thought …

  • Newcastle is below national average

  • We will find out where and by how much

  • Look at which LEAs are really good

  • Learn from them

  • Learn from other countries

  • Make recommendations

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Data Sources

  • Analysed several national datasets


    • PIPS

    • MidYIS

    • Yellis

    • National data bases KS1, KS2, KS3 & GCSE

  • Looked a value-added

An example l.jpg
An example

Average GCSE scores

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Details of LEA residuals

Cities in green; Neighbours in red

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  • Newcastle is doing well. Once prior achievement and home background are taken into account, there is no detectable difference between LEAs.

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  • Things could be better

  • If Newcastle is to stand out it must do something very different from other LEAs

  • What could that be?

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  • History is littered with educational initiatives that have had no impact.

  • Billions of pounds have been spent to no effect

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We tried to find

  • Cities have made a difference

  • Large scale projects have had a real impact

  • Concentration on projects that have been tightly evaluated.

  • Created an outline for the way forward

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Transforming Newcastle

  • Change will not be easy

  • Must involve changing classrooms

  • It will take a long time

  • Should be based on evidence

  • Innovations should be continuously monitored

  • Systemic evaluations

Examples l.jpg

  • Chicago

  • Thinking skills

  • Perry-preschool Project

  • Cumbria and reading interventions

  • Fife

  • Dishevelled project

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Next Steps


Commitment across the board

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Further Information

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