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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
Outline

  • The origin of the research

  • Initial findings/thoughts

  • The datasets

  • The value-added findings

  • What has been successful elsewhere

  • Ways forward


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Origins of the research

A Promise

Creation of the Commission


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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





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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

    • ASPECTS

    • PIPS

    • MidYIS

    • Yellis

    • National data bases KS1, KS2, KS3 & GCSE

  • Looked a value-added


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An example

Average GCSE scores


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Average

Newcastle


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Details of LEA residuals

Cities in green; Neighbours in red


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Conclusions

  • 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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But

  • 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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NB

  • 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



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Examples

  • Chicago

  • Thinking skills

  • Perry-preschool Project

  • Cumbria and reading interventions

  • Fife

  • Dishevelled project


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Next Steps

Finances

Commitment across the board


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Further Information

www.newcastle.gov.uk/education

Look at the “New Additions” window


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