Address for correspondence: King Edward VI Five Ways School Scotland Lane Bartley Green Birmingham B32 4BT
Edition 2
Acting General Secretary: bsindall@aol.com
THE GSHA NEWSLETTER Spring 2009
In this issue Interesting Practice GSHA Progress Report Post 16 CVA and Performance Tables Learning Achievement Tracker (LAT) Specialist Schools Support for Selective Schools Notes Enhanced Learning Dates for the Diary
Page 1 Page 2 Page 3 Page 5 Page 6 Page 6 Page 7 Page 8
Interesting Practice - “VT” Each future newsletter will include at least one article with a focus on interesting practice. What’s long, strong and surprisingly popular? The answer, you may be surprised to hear, is a vertical tutor group. Having both worked as heads of year we had thought of ourselves as strong advocates of the horizontal, year based pastoral system that still prevails in most schools in this country. However, we now look back on our move to a vertical system- within which tutor groups are equally comprised of students drawn from all year groups within the school- as one of the strongest school improvement measures that we have introduced to the school. Why set out on this process of turning upside down the conventional pastoral structure in schools? The answer is personalisation. For some time we had dipped out toe in the water of allowing students to take qualifications when they were ready rather when they had reached a particular age. Hence a group in Year 11 had taken an AS in Politics and an even smaller group had completed a GCSE in Latin during Year 9. We now felt ready to take the next step of the process. Whilst personalisation was the ‘carrot’ that draw us into vertical tutoring, we soon found that it was not the only benefit. Schools that operated the system pointed out that it provided an opportunity to replicate within school the principle of the extended family. Whilst changing social structures meant that many students were unable to experience this outside school, within school they would be able to experience the benefits of older student being supported by younger students. Many of us have created opportunities for younger students to be mentored by older ones. However, when this contact is experienced on a daily basis, the mentoring becomes much more profound and ultimately becomes embedded within the whole structure of school life. So that was it then. We decided to move to vertical tutoring and everything worked brilliantly. Well, not quite. The reaction to idea from the different constituencies within the school was, to say the least, mixed. Teachers seemed to regard the idea as yet another unnecessary set of changes. The suspicious reaction from staff appeared to suggest that we were disappearing from yet more Christmas card lists. However, we noticed a steady stream of staff who would quietly approach us when no-one else was about to say that they had experienced vertical tutoring and thought that it was a good idea. GHSA Newsletter Spring 2009 | Page 1
However, staff reaction was positively euphoric compared to that of students. Our pupils had grown used to the existing pastoral structure and certainly did not wish to change. We were both hauled before the student council and asked why we were implementing the new system in defiance of their wishes. Relationships became so strained that we even considered, all be it briefly, discontinuing with student council at all. Perhaps the lowest point, however, came during the final of the school debating competition. Andrew Kent, then in Year 7, stood up to speak on the motion ‘This House Believes in Vertical Tutoring’. To loud cheers from students and staff he proceeded to denounce ‘the new ideas that have been imposed on us by Dr Kent’. Clearly there was work to do at school and at home in order to win over hearts and minds to the new idea. How did we overcome this negative reaction? Our experience was that vertical tutoring is much better understood when it is experienced rather discussed as an abstract idea. Hence we decided to give teachers and students a few months to get used to the idea and then ask them whether they would like to switch back to the ‘old’ system. Hence in January 07 having begun the system in September 06) senior leaders visited every tutor group and asked the students if they would like to go back to the horizontal system. To our intense relief, almost no students wanted to return to horizontal groups. Amongst the reasons that they cited for preferring the new system were: • More friends in other year groups • A reduction in bullying • A greater sense of house identity The opportunity for younger students to be helped by older students (for example, when choosing options) The effect of this process upon parents has been interesting to observe. Student opposition in the summer meant that many parents were suspicious or hostile to the new structure. Human nature being what it is, we found that the boys were much slower to tell their parents that they had changed their minds and that they actually liked the new system. Hence one parent told us in very forceful tones during a parents evening that she didn’t care what we said, she knew that her son was completely against vertical tutoring. To her great credit, she rang back a few days later to say that she had spoken to her son and he now thought the new system was ‘quite good’ (a phrase which equates to ecstatic praise when used by a teenage boy). The experience of the Kent family was no different. Having been denounced by Andrew in the final of the school debating competition in July, time did produce a change in his attitude. As the Kent family was having its evening meal one January evening, Andrew now in Year 8 announced that he and his new friends in Years 7,9 and 10 ‘ couldn’t understand what all the fuss had been about vertical tutoring’. Ah, the fickleness of public opinion. Vertical tutoring is still very new to the school and as a result we are still learning. However, the benefits of the new system are already evident. Students were right to point towards a reduction in bullying. Year 7 students highlight examples of sixth formers in their tutor groups stepping in to ‘look after them’ if they feel they are being treated unfairly by another student. There is also no need to organise a peer mentoring programme, since the benefits are such a structure are delivered in a much more profound way through the vertical groups. Behaviour has clearly improved around the school. We now have far fewer fixed term exclusions and we have also noticed a reduction in the number of petty incidents at lunchtime and break. We feel that vertical tutoring has already moved us in the direction of the extended, cross age family ethos that we wish to develop within the school. Vertical tutoring is not always an easy road to travel down. However, our experience is that it does provide a richer experience for students whilst preparing the ground for the sort of cross age working that is implicit within personalisation. Peter Kent. Lawrence Sheriff School
GHSA Newsletter Spring 2009 | Page 2
GSHA Progress Report The growth of GSHA has been rapid and 80% of Grammar schools have become members. The scale of membership places GSHA in a strong position to speak on behalf of selective schools and to press the interests of the sector. In the transitional period before becoming fully constituted the focus has been on establishing the structures of the organisation and building links. In the future there will be a case for GSHA making a public response to issues that affect Grammar Schools but that must wait until we have an elected executive with a mandate from the membership. Admissions would certainly figure prominently in any current issues list and the links with the Sutton Trust reflect GSHA seeking to develop responses which are effective because they are grounded in evidence. Concern about post 16 CVA would also figure in the ‘current issues’ list of most headteachers. The Association will argue the case for change but the work with SSAT to develop effective performance indicators for selective schools has the potential to provide alternative and better indicators . Our capacity to promote the interests of Grammar Schools will be helped by the recent creation of 3 subcommittees: ’Curriculum’, ‘Policy’, and ‘Conference and Events’. The members are drawn from the Steering Committee but if any other member has an interest in serving on any of these committees please contact the General Secretary.
This article by Michele Chilcot ,Deputy Head of South Wilts Grammar, explains some of the flaws in post 16 performance indicators. Heads may find it useful when responding to the Ofsted consultation.
Post 16 CVA and Performance Tables The Post 16 CVA was published in the DCSF Achievement and Attainment Tables for all schools, in January 2009. This is the first time that school sixth forms, FE colleges and independent schools can be compared using the same value added criteria. This was run as a pilot from 2005. The DCSF model uses a ‘multilevel’ statistical model to produce an institution CVA score. The institution’s CVA score is an average of its students’ CVA contributions. To establish an institution’s CVA the CVA average for all students is added or subtracted from 1000. This score is then adjusted by a ‘shrinkage factor’ and published with a ‘confidence interval’. The shrinkage factor takes into account the size of an institution cohort and makes adjustments to ensure that data for smaller cohorts is not skewed by the results of a few. Adjustments were made to the calculations as a result of the findings from the pilots. ASCL recommended to the DCSF that this model be continued to be piloted for 2008-9. The CVA data published in January does not present Grammar Schools in a positive light. In fact if the figures are to be believed 62% of the 161 grammar schools included in this survey would fall with the bottom 40th percentile, with no grammar school represented in the top 5% of schools nationally. These figures are disturbing and require further investigation.
GHSA Newsletter Spring 2009 | Page 3
Total number of Percentiles grammar schools Top 5% 0 Next 20% 11 Next 15% 17 Next 20% 32 Next 15% 34 Next 20% 52 Bottom 5% 15 Total 161 What factors are calculated into the post 16 CVA? CVA scores 1033.1- 1102.7 1014.7- 1033.1 1006.2- 1014.7 995.6- 1006.2 986.4- 995.6 964.1- 986.4 918.0- 964.1
Percentage of grammar schools 0.0 6.8 10.6 19.9 21.1 32.3 9.3 100
It needs to be recognised that this is not a calculation of contextual value added as at KS4, but instead is a measure of value added based on prior attainment. The only other variables which are taken into account are gender, and the volume and type of level 3 qualifications studied. The following factors covering different aspects of prior attainment have been selected for inclusion in the CVA model: Average uncapped KS4 point score GCSE English Language grade GCSE maths grade Volume of GCSE attempts at KS4 Volume of Applied GCSE and other KS4 qualification attempts Attainment of English and maths skills at Level 2 Number of GCSE A/A* grades achieved Some of the above factors have been included to provide elements of student differentiation Variables (Student Characteristics) Gender along with the volume and type of qualifications studied at level 3, is included. These are not independent and a change in one can result in a change in another. The significance of these can be seen when data is entered into the “Post 16 Ready Reckoner 2008”. The template for this can be found at the DCSF Achievement and Attainment Tables 2008 website http://www.dcsf.gov.uk/ performancetables/16to18_08/documents.shtml) Points to consider when looking at the Post 16 CVA In all value added calculations to date Grammar Schools have performed well. Why therefore is this calculation placing 62% of grammar schools in the bottom 40th percentile, when it is a value added measure? Although the KS4 average uncapped point score has the largest weighting as a coefficient, is the inclusion of all the other GCSE calculations creating a double counting effect? Level 3 qualifications – for example, AS levels taken in Year 11 (or earlier) included in the achievements in the KS4 Tables are excluded from this explanatory factor. (Technical Guide to Post-16 Contextual Value Added 2008 Model DCSF) “At Key Stage 5, national data show that students who choose to attempt higher volumes of study achieve on average better grades than those deciding to do less. Reflecting this, the post-16 model produces higher CVA ‘predictions’ for those who attempted larger learning programmes” (Technical Guide to Post-16 Contextual Value added). i.e. students taking four A levels are expected to gain higher grades than those taking three! GHSA Newsletter Spring 2009 | Page 4
Student outcomes are primarily dependent on their own prior attainments but are influenced by the prior attainments of their peers in the institution. The CVA model includes a factor for the averaged prior attainment (based on student KS4 average points score) over all CVA students in a school or college. Therefore a student in a centre where the average institution attainment at KS4 is high will be expected to achieve higher results than where this is not so. A few large negative student CVA scores can result in an institutions overall CVA score being negative Students enter a wide variety of qualifications of different types and sizes at level 3. All volumes of qualifications are converted to a ‘size’ relative to an A level. Thus, an A level has a volume of one, an AS level a volume of a half, and an IB Diploma a volume of five. (Technical Guide to Post-16 Contextual Value Added 2008 Model DCSF). Does this benefit some qualifications more than others? Is it easier to attain a positive CVA score if you study the IB than the traditional A level pathway? The pilot has shown that General Studies does not easily fit within the model and has therefore been credited with only a “half” score Some qualifications can lower the average KS4 uncapped score. The Junior Sport Leadership Award is accredited as 0.25 of a qualification. Therefore a student who gained all A* grades could have their average KS4 uncapped score reduced by 0.25 if they were awarded the JSLA. Are there other qualification that have this effect? When students are “high attaining” i.e. those achieving mainly A* grades, any grade lower than an A grade at A2 can have a negative effect on their overall CVA. The following candidates each had a KS4 average uncapped GCSE score of 57.478, with an institutional score of 51.061 Candidate 1 achieved 3 A grades at A2 and 1 B grade, with two other A grades at AS including general studies. This candidate CVA score was negative 30 (due to taking an extra subject!) Candidate 2 achieved 4 A grades at A2 and an A grade at AS general studies This candidate achieved zero CVA Candidate 3 achieved 4 A grades at A2 and two A grades at AS one in general studies This candidate achieved a positive CVA value of 5.899
The Learning Achievement Tracker (LAT) The analysis of the Post 16 CVA is in its infancy and there are still many unanswered questions, notably why 62% of the 161 grammar schools in this survey fell within or below the 40th percentile nationally. The CVA model is a retrospective tool and is another statistical post 16 measure along with the LAT, ALIS and ALPS. The latter three provide an institution with an overall score, but in addition provide more detail subject level breakdowns. Although both ALIS and ALPS are commercial packages and therefore do not have access to the full national cohort, the LAT, published by the LSC, on behalf of OfSTED does and as with the post 16 CVA uses a multilevel statistical measure to derive a value added score. The LAT along with the post 16 CVA is capping out for the most able. As the LAT is not published in a national context, it is difficult to compare institutions and findings. However, what we find difficult to accept as an institution is how a student who attained a grade A at A2 can achieve negative value added on the LAT for a subject. This is a concern not only because it appears unjust, but also because for 2008/09 Ofsted will continue to use the LAT alongside other VA measures to support judgements about learners’ progress. Consultation with schools and colleges is currently taking place with a view to using the LAT directly as a primary VA measure. The full consultation document is titled “Measuring the progress of students on advanced qualifications using the learner achievement tracker value-added measure” (www.ofsted.gov.uk/ publications/080231). The consultation period ends on the 2nd March 2009. Depending on the outcomes of the consultation, OfSTED propose to end the current pilot in July 2009 and aim to begin using LAT VA outputs from September 2009 without the need for additional value-added data. GHSA Newsletter Spring 2009 | Page 5
Specialist Schools and Academies Trust – support work for Selective Schools As colleagues are aware, the SSAT’s Educational Outcomes publication last year did not include analysis of examination results for Selective Schools. It has been a conscious policy of the SSAT to address this issue, which has led to the part-time secondment of Julian Metcalf to work with grammar schools affiliated to the Trust. Data on grammar schools will be included in this year’s Educational Outcomes. The Trust is also keen to develop its link with the GSHA. A small group of Headteachers met before Christmas in Millbank to identify areas they would like the Trust to offer further support on. This has led to specific workshops at the Gifted and Talented Conferences on 18th and 26th March including a specific ‘break-out’ sessions run by Sue Mordecai. The other key area schools have asked for more specialist support is on frameworks for evaluating GCSE performance in grammar schools: Professor David Jesson will lead a workshop on 25th March in London to focus on frameworks for 5 or more and 8 or more A/A* grades . Details of this have been emailed to all Head Teachers. In the summer term the SSAT will run an initial series of workshops for grammar schools based around schools’ specialisms, leading into a full programme of events for the next academic year, including at the SSAT’s annual conference in the autumn. Should you require further details, or wish to contact Julian, please do so on: Julian.Metcalf@ssatrust.org.uk or on 07595 779901.
Notes Interesting Practice Survey With all that takes place in schools before Christmas most ‘Interesting Practice’ forms were returned throughout January. The returns are now being processed and cross-referenced to enable the very considerable amount of information to be easily explored in the members section of the website. Thank you to all members who completed a return. The intention is to keep the section up to date. If you have not made a return, and have practice or experience that could be of interest to other members, then please send brief details to the General Secretary.
Statistics and Spin The recent Times Educational Supplement headline, ‘State School Pupils Lose the 11+ race’, was a prime example of spin. The research that was being reported showed that 85% of pupils in selective school come from the state primary schools and the findings might also have justified the headline, ‘State School Pupils Dominate Entry to Grammar Schools’ The research found that in 42% of selective schools draw between 15-25% of their intake from private schools. It is not unreasonable, therefore, to suppose that a similar percentage of schools take less than the 15% average The research speculates that the private sector coach for the 11+ and that therefore its pupils do better. A more prosaic explanation could be that the percentage of pupils attending private schools varies across the country as does the distribution of Grammar Schools. All sectors of education share an interest in issues of access and well constructed research can inform responses when it produces conclusions grounded in analytical evidence rather than superficial speculation. GHSA Newsletter Spring 2009 | Page 6
The Landsdowne Club - a home away from home After we approached them before Christmas, The Landsdowne Club in London has agreed to offer Honorary, free membership to all GSHA members and will be writing to you over the next few months. It is a well resourced meeting place and can be very useful for meetings. Look it up, you will be impressed. Please call Shaun Fenton at Pates or Barry Sindall for more details.
Future Activities? It would be helpful to know if there is any interest in working together to plan: • •
Some Grammar school sports festivals such as rugby 7’s, netball, or regional representative sides. Grammar School Arts events such as a choral/orchestral event or an art exhibition at a high quality venue.
Let either the General Secretary or your regions Steering Committee representative know if you are in favour.
Enhancing Learning On 14th October 2008, Dr Challoner’s Grammar School hosted a conference on ‘Enhancing Learning in the Grammar School Curriculum’, the first of its kind directly aimed at senior leaders from selective schools. The keynote speaker was Professor Guy Claxton, one of the leading thinkers on learning and the author of numerous books including ‘Building Learning Power’ and ‘What’s the Point of School?’ Professor Claxton’s thought provoking address was followed by a series of workshops led by staff and students from the school aimed at giving colleagues an insight into the work Dr Challoner’s has been undertaking to use ‘learning power’ to transform the experience of our students. The conference was attended by around 80 delegates from grammar schools as far apart as Lancaster and Plymouth. The response of delegates was fantastic, illustrated by the comments on the evaluation forms which included: ‘Inspiring, stimulating and energising’; ‘thoroughly excellent – informative, well organised, thought provoking and timely’; and ‘a five star conference’. Perhaps most tellingly, one colleague commented on how refreshing it was not to have to take the ‘grammar school lepers’ bell’ to an event!’ For us, organising a conference while the school was in session was an interesting challenge to say the least! However, it was really exciting to be able to debate core issues of learning with like-minded colleagues from similar schools and the day was a great fillip to our staff and students. Hopefully it will provide a model for future events aimed specifically at grammar schools. If you missed the conference and would like to find out more, there is useful information on the website www.buildinglearningpower.co.uk. Dr Mark Fenton Headmaster, Dr Challoner’s Grammar School
GHSA Newsletter Spring 2009 | Page 7
Dates for the Diary March 3rd GSHA Conference on Admissions- Lansdowne Club London The House of Commons Reception for Grammar School Heads. March 18th (Leeds) March 26th (London) SSAT Gifted and Talented Conference (Grammar schools will be presenting and showcasing. The event is for SLT and G&T coordinators. Further details at www.schoolsnetwork.org.uk/achievement)
March 25th SSAT Workshop Performance Indicators for Selective Schools (London) GSHA is committed to working with SSAT to develop appropriate indicators. Initial KS2- 4 data for each school will be available at the workshop. Heads are encouraged to send a representative.
April 21st GSHA Seminar Dinner- UCAS (Corpus Christi College Oxford 6:15PM). Please contact the General Secretary if you wish to attend this event.
June 26th GSHA Annual Conference (Skinners Hall, London). Further details will be sent to members before the end of the spring term
Please do pay your subscriptions. All monies payable to King Edward VI Five Ways School. GHSA Newsletter Spring 2009 | Page 8