Board Residential

1. Board Residential October 18 2006

2. DAY 1Introduction – Stephen Crowne

3. Objectives for residential • Update on the relationship with the DfES, transition arrangements, the new CIO role, delivery of the E-strategy. • To look at the evidence and identify the need for change, the barriers to progress. • To consider what this means for Becta’s work and where we put our effort. To agree a two phase approach. • Identify what needs to be different about our work and about Becta for the future. What shape should Becta be?

4. Structure • Progress to date • Evidence • Future Direction – Policy • Future Direction – Technology (HP Team) • E-Strategy • Delivery – demand side, supply side, strategic initiatives • Becta’s relationship with the department • Becta’s partnerships • Becta’s shape

5. Evidence – Vanessa Pittard

7. Fit for purpose technology and systems

8. Fit for purpose technology and systems Generally: • Fairly rapid improvement to access and connectivity over last few years • Practitioners’ ratings of content quality improving Issues: • Satisfaction with fitness for purpose of tools and resources still an issue with practitioners • Embedding the online learner space – school leadership awareness and understanding low; FE adoption high, but sustained use low • Access to school networks from remote locations – only 7% primary and 29% offer upload and download • Interoperability of learning platforms and MIS still a problem for schools and colleges • Schools and FE – continued sustainability problems, ageing stock

10. Capability and capacity of the workforce, providers and learners

11. Capability and capacity of the workforce, providers and learners Generally: • SLICT - positive impact on leadership of technology in schools • Leaders’ ratings of school workforce capability are high • UK is higher than OECD average on range of indicators of learner digital literacy (e.g. searching for information frequently 65% vs 55%) Issues: • Still significant challenge for leaders in delivering successful change with technology • 56% of school practitioners report need for CPD in ICT to perform their role; FE - practitioner e-learning skills gap • Lack of commonly understood technology for learning competencies is a barrier to progress for both schools and FE • CPL/Institution/Practitioner info sharing – very low base of technology and practice

13. Efficiency, effectiveness and value for money across the system Generally: • Adoption of supporting systems growing e.g. secure shared areas, MIS networking • Pockets of good practice, and evidence of growth, but no signs of rapid development in this area as a whole Issues: • Complexity of electronic returns for schools militates against the development of MIS to support learning • When transferred between institutions, information not generally used to support decisions about learners • Use of technology to support greater assessment for learning – very low base • Big potential for streamlining of management and admin., but hurdle of systems integration high – schools and FE.

15. Outcomes and benefits for learners and children Generally: • The case is strong in all but child safety and protection (see ‘Killer Facts’) • Motivation – evidence of general impact, but for the other outcomes, impact just in pockets Issues: • Networks and joint development of practice (e.g. learning from the leading edge) is limited • Building recognised professional practices which are effective is challenging • Supporting greater choice for learners – potentially confusing landscape? Roles of LAs, confederations, RBCs, industry providers? • Child safety and child protection – more evidence needed

16. Learners’ Views – Nicola Newman

17. Future Direction - Stephen Crowne

18. Success feeding back into a better start for the next generation Sustaining Success Ensuring we remain a prosperous, civilised society as we face the challenges posed by globalisation, and by demographic and technological change. Developing Potential Everyone to have developed the skills and competences necessary to succeed and make a positive contribution in 21st century society, reflecting their own particular aptitudes and ambition. Progression Getting the Basics Right Everyone to have the basic foundation that will allow them to progress: to be literate and numerate, and to be healthy and safe from harm. People journey through education

19. Education in England Challenges • Progress has slowed at primary level. • Pupils’ progress dips during the first three years of secondary school. • Not enough pupils get 5A*-C including English and Maths. • Post-16 participation rates are lower than other countries – we are 20th in the OECD rankings. • Too much variability between good and weak schools, and between groups of children within schools. • Achievement gaps haven’t yet been closed. Achievements • Progress in primary schools – in every 100 children, 14 more achieve level 4 English at age 11 than in 1998. • International studies show that primary pupils perform very well in reading and maths. • GCSE results are on track to meet target of 60% of 16 year olds achieving 5A*-C in 2008. • Capital investment up – from £1 billion a year in 1997-98 to £8.3 billion by 2007-08 • Funding up – between 1997-98 and 2006-07 real terms funding has increased by £1,440 per pupil (47 per cent)

20. The whole point is… … our work is to improve outcomes for the people who use our services. DfES Local authorities Schools Pupils and parents

21. The whole point is… … our work is to improve outcomes for the people who use our services. Pupils and parents Schools Local authorities DfES

22. Priorities for schools Raising standards N Delivering choice and diversity Closing achievement gaps W E S Improving the quality and relevance of the curriculum

23. Raising standards Key Stage 2: targets and progress

24. English Maths Science 85 85 80 80 75 70 % of Pupils Achieving L5+ 65 60 55 50 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 Prov Key Stage 3: targets and progress Raising standards 77

25. Raising standards GCSE: results ahead of trajectory

26. Raising standards: KS3 2005 KS3 English 2005: 65% of pupils achieved Level 5 or above in 2000 74% of pupils achieved Level 5 or above in 2005 15% achieved Level 4, of which: 1% Regressed to Level 4 6% Stuck at Level 4 7% Slow Moving through Level 4 1% Fast Moving through Level 4 2% at Level 3 Key PSA target for 2007 – 85% to achieve Level 5 or above 5% at Level 2 or below …each group needs different treatment 4% Absent

27. 11% of looked after children got 5A*-C in 2005 (up from 7% in 2000). It is progress, but the national average is rising faster and so the gap is widening. Closing achievement gaps Pupils on free school meals do worse than their peers at every key stage: 29.9% of pupils on free school meals get 5A*-C; almost twice as many (58.9%) non-FSM pupils do so. Nearly half of pupils on free school meals live in areas that aren’t classed as deprived. A small proportion of schools (7% in 2004-05) have serious behaviour problems, but this affects wider perceptions – it is the top concern of parents and the public. Achievement gaps are a national priority. The detail will vary between schools – we should look at groups of pupils, and at the individual children who need the most support from ECM. Although Indian and Chinese heritage pupils tend to do well; in other minority ethnic groups there is persistent underachievement. Black boys are one of the groups that concern us at the national level, but different schools will have different priority groups. 17% of pupils with special educational needs but no statement achieved 5A*-C, and only 7.1% of pupils with a statement did so.

28. Improving quality and relevance Coming up: • Literacy and numeracy – from revised frameworks for primary pupils to embedding functional skills in GCSEs. • Key Stage 3 curriculum review – flexibility and space for catch-up and stretch. • 14-19in every area, including new specialised Diplomas. • Subject-level developments in science, maths and modern foreign languages • Sustainable schools – includes sustainable buildings and environmental action as well as the healthy schools initiative

29. Single school / single partner Single school / several partners Schools working together Families of schools / single partner Families of schools / several partners LA sponsored clusters LA-wide trusts Choice and diversity Everyone should be able to choose a good local school for their children.We want to lead a system of strong and self-confident schools with their own distinctive ethos. - Secondary schools can specialise; - All schools can become Academies or Trust schools Local authorities have a crucial new role, and a duty to promote choice and diversity

30. What does this mean in practice? Schools taking charge of their own improvement Great teaching and learning, good subject strength, great support, good data tracking, great ‘personalised strategies’, tackling poor behaviour and low level disruption. Ask: • How do we improve and sustain our improvement? • What should be our distinctive character? • How do we build capacity? • Who should be our long-term and strategic partners? Specialism, character and values, 14-19 offer, extended services, pupil voice. Workforce reform, new technology, leadership and succession planning, parental engagement, collaboration. Local authority, further education, university, school to school, others … federation and Trusts.

31. Top concerns for headteachers

32. Listen for what’s working and where there are problems Set direction and priorities DfES Equip the system to deliver Our role This view of the world has serious implications for schools – the freedom to shape their improvement, and with it a responsibility to do so. We must also change our approach.

33. Performance Criteria Delivery Outcomes System Reform Implementation Efficiency and Productivity Capacity Measures Customer / Citizen Perceptions

34. DELIVERY OUTCOMES • On course to deliver Key Performance Indicators, particularly those which contribute to DfES PSA targets and delivery goals? • Where are the concerns about performance and what is being done? System Reform Implementation Delivery Outcomes Capacity Measures Efficiency and Productivity Customer / Citizen Perceptions

35. EFFICIENCY and PRODUCTIVITY • On course to deliver efficiency targets? • Well run, delivering value for money? • Where are the concerns about productivity/efficiency and what is being done? System Reform Implementation Delivery Outcomes Capacity Measures fficiency and Productivity Customer / Citizen Perceptions

36. System Reform Implementation Delivery Outcomes Capacity Measures Efficiency and Productivity Customer / Citizen Perceptions CUSTOMER and STAKEHOLDER PERCEPTIONS • What do customers think of the service provided? • Where are there worries about reputation and what is being done?

37. System Reform Implementation Delivery Outcomes Capacity Measures Efficiency and Productivity Customer / Citizen Perceptions CAPACITY • Capacity to deliver KPIs? • Where are the changes taking place and what is being done to ensure improvement?

38. SYSTEM REFORM • Clear strategy which resonates with the DfES Group? • Clear planning cycle with appropriate financial controls, governance arrangements and accountabilities for delivery? System Reform Implementation Delivery Outcomes Capacity Measures Efficiency and Productivity Customer / Citizen Perceptions

39. System Reform Implementation Delivery Outcomes Capacity Measures Efficiency and Productivity OVERALL • Overall performance assessment as an organisation • Takes into account the five aspects of performance • With particular weight given to delivery Customer / Citizen Perceptions

40. The DfES Group • Shared vision • Shared understanding of end-user / front line • Integrated system interface for end-users • Close functional ties (FM, finance, comms, e-channels etc) • Shared best practice • Shared services • Information sharing • Integrated IT systems • Staff interchange • Working together on policy where relevant

41. Technology – HP Directors

42. Input from HP Research Trends in access technology, storage management and manipulation of information to deliver learning content over the next three to five years