sample pages - rsacademics€¦ · the traditional approach to cpd, particularly for leadership...
TRANSCRIPT
SAMPLE PAGES
8
rsacademics
9
ten trends 2015
A NUMBER OF FACTORS, INCLUDING INCREASED ECONOMIC PRESSURES, CONSTANTLY CHANGING REGULATORY FRAMEWORKS AND INCREASED PARENTAL EXPECTATIONS HAVE CAUSED SCHOOLS TO RE-EXAMINE
THEIR LEADERSHIP AND MANAGEMENT STRUCTURES AND SKILL SETS. ››
1
8
deputies, where each is responsible for a distinctive area of school life, can broaden experience and can be more meaningful and practical than just the experience of sitting at the SMT table.
Some heads will have a deputy sitting in on an initial meeting that the head opens and then hands over, for example, a meeting with a parent over a particularly tricky pastoral issue. This pattern can also be modelled elsewhere in the management chain, for example a form teacher sitting in with the year co-ordinator, or the deputy head seeing a teacher whose classroom performance is a concern in the presence of the head of department, who then takes over responsibility for supporting the improvement process.
The need to create systems for finding and developing talent is essential for successful leadership of schools in the future. As the role of school leaders becomes ever more complex and challenging, so the systems for finding and nurturing these talents and skills need to be developed and would benefit from greater clarity around competencies.
f
BENENDEN’S IN-HOUSE DEVELOPMENT PROGRAMME“�THE NEED TO CREATE SYSTEMS FOR FINDING AND DEVELOPING TALENT IS
ESSENTIAL FOR SUCCESSFUL LEADERSHIP OF SCHOOLS IN THE FUTURE.
HEADS WANT THEIR SENIOR TEAMS TO WORK MORE STRATEGICALLY −
WHAT DOES THIS MEAN?
1. Showing an interest in and understanding of the school’s changing environment, such as competition and stakeholder expectations, as well as of sector-wide and national issues that could have an impact.
2. Contributing to whole school issues, solutions and plans. Being able to step back from the day-to-day and ‘take stock’ of where the school is – for example in terms of strengths, weaknesses, opportunities and threats (SWOT).
3. Being able to think conceptually about longer term or broader issues – for example patterns and themes which could make a difference to the school’s success in the long term.
4. Being able to write and explain plans which describe longer term aims or values and operationalise these with practical steps to make progress and communicate effectively.
5. Embracing new ways of working and being a role model, adapting positively and managing change through involving others.
21
trend 1
The traditional approach to CPD, particularly for leadership roles, is normally to make use of externally-run courses, pursued alongside a teacher’s full time job; it can be a one or two year cycle, involving on-line work, some face-to-face sessions and school-based research that will have a real value for a school’s own strategic objectives.
Increasingly, however, schools are recognising the value of their own in-house training provision, which goes beyond traditional twilight sessions and INSET days. Benenden School is one such school.
Launched in 2013/14 the programme provides opportunities for senior leadership training and personal development experiences for all staff. It aims to help rekindle a joy in self-development and personal empowerment; a conscious move to go beyond CPD/compliance training and help colleagues gain a realistic understanding of the challenges of senior leadership, as well as enabling staff to gain some valuable hands-on experience.
The programme is still evolving and is gradually taking shape. It currently includes:
• a whole week in June (to coincide with internal exam week) and two days in the first week of the January term (again, coinciding with internal school exams)
• professional development breakfast club learning opportunities, e.g. “So you are interested in becoming a housemistress/So you want to be a head of department/what is it like to be a deputy head?”
• professional development evening lectures combined with staff drinks or supper
• ‘open house’ evenings, when staff interested in developing a pastoral career can go into boarding houses to learn more about how a house works.
• ad hoc working groups, to enable interested staff to gain a wide range of experience e.g. a newly formed Policy & Guidelines Committee.
Debra Price, Deputy Head, says that she has discovered there is a great appetite for high-quality training and that the current staff provides a tremendous resource as in-house trainers. Running the programme has been particularly well received and the school is hoping that, in the future, staff will create year-long personal development plans. The programme has also enabled what Debra calls ‘outside of the box’ opportunities, such as public speaking training, outward bound activities, staff singing and cookery (with the school chefs).
There has been little additional cost associated with running the programme – invigilation costs have increased to allow staff attendance during exam weeks and some additional hospitality costs – but Debra considers the benefits have outweighed these costs. Perhaps the biggest change has been a shift in attitudes towards CPD. Line managers have needed to be more flexible and open-minded and Debra says more and more staff want to participate and more and more staff are prepared to lead sessions.
As for the programme’s impact, one might consider it is too early to assess it. However, even though the programme is only in its second full year, two colleagues have progressed to deputy head posts outside of the school, with support from the programme; around ten staff have been able to expand their portfolios/remits as part of longer-term aspirations to more senior roles and a number of staff have benefitted from promotions as a result of the skills and experiences gained through the programme.
Today there are over 400 regulations within the ISI framework, in contrast to the early 1990s, when there were fewer than ten loose regulatory requirements. Even the Chief Inspector of ISI is concerned about the extent of regulation and its impact on schools and their governing bodies.
“�Regulation�is�a�major�cause�of�concern�for�schools�because�
for�many�it�seems�a�virtually�impenetrable�mass�of�
legislation,�statutory�guidance,�non-statutory�guidance,�
advice�and�‘best�practice’.” 2
Add to this the legal and charity commission requirements of governors and you might be forgiven for thinking this voluntary, unpaid position is far from an attractive proposition.
Most individual governors are very much aware of the extent of responsibility placed upon them in discharging their duties:
“�The�image�of�a�governor�has�changed�drastically�from�
someone�who�is�retired�and�just�turns�up�at�school�to�watch�
matches�and�doesn’t�do�much.�Now�when�I�tell�people�I�am�
a�governor�they�ask�‘why’?”�—Independent school Chair
of Governors ››
Governing a school has become a demanding and complex activity. The requirements are more challenging than ever; the level of accountability is great and recruiting governors can be difficult. However, what is clear is that almost all successful schools have
engaged and effective governing bodies.
The changing role of governors and
governance
24
rsacademics
25
ten trends 2015
Historically, being an independent school governor has been viewed as an honorary position, typically undertaken by retired professionals from the local area. However, it is no longer the case that governors can attend three or four meetings a year and enjoy the occasional celebration or high profile event in the school calendar. The Independent Schools Inspectorate (ISI) now requires governors (of whom there are 15,000 in the independent school sector) to be fully engaged in scrutiny and challenge across all aspects of their schools and, importantly, to be able to evidence this when required.
2 WHO WOULD WANT TO BE A GOVERNOR?
“�Governance�is�now�more��
demanding�and�more�multi-faceted�than�in�days�gone�by�–�the�result�of�a�mixture�of�political,�legislative,�
financial�and�social�pressures.�
–�Nigel�Richardson�1
THE IMPORTANCE OF THE CHAIR What is clear, however, is that the quality and calibre of the chair is critical to the effectiveness of the overall governing body. In some cases, where previously chairs had been ex-officio posts, we have seen changes made to the charter or governing statute to allow others to hold the position. Schools in this situation believe the effectiveness of governance to have increased as a direct impact of the post being held by individuals who have been selected – and often elected – suggesting that these new chairs are more able to engage with the school than their predecessors.
Whilst it is important to balance skills and experience on a board, chairs cannot overlook the critical need for governors to be able to devote sufficient time and energy to their role. Without knowing the school and its ethos or allocating time to undertake their duties, individual governors cannot hope to be as effective as is necessary to discharge their responsibilities. This has been defined as ‘governance agency’ 11 and is central to the effectiveness of governance.
“�Governance�agency�is�the�capacity�of�those�involved�in�
the�governing�of�a�school�to�act.�It�is�significant�and�can�
ameliorate�the�effects�of�low�governance�capital.” 12
Furthermore, the chair must make sure that all governors are appropriately trained and supported, to enable them to gain a detailed insight into the school.
The chair must also ensure that the head and bursar have regular, effective appraisals. There is a great variety of formats for appraisal and advice can be offered by all the main organisations, from the Headmasters’ and Headmistresses’ Conference (HMC) to AGBIS.
TRAININGAGBIS runs a programme of training, open to all governors, and also offers bespoke training for schools’ governing bodies. The value of this training was recognised by many of our respondents. However, it is evident that the education sector as a whole needs to think more deeply about how to support governors in schools. Many of those we interviewed indicated they had sometimes experienced difficulties in finding appropriate and timely training that engaged both new and existing governors.
With their extensive range of duties (i.e. as company director or charity trustee) and the duty of care placed upon them by the Education Act 2002, it is crucial that governors are sufficiently supported to enable them to meet these requirements as well as to monitor the proper day-to-day running of the school and strategic planning for its longer term.
“�Governors�have�to�know�a�lot�more�than�they�did�in�
the�past�–�you�are�expected�to�have�a�much�greater�
understanding�of�the�school�and�how�it�works.”��
—Governor and Chair of Education governing
sub-committee
EFFECTIVE GOVERNANCE “�Whilst�it�is�important�to�balance�skills�and�experience�on�a�board,�chairs�cannot�overlook�
the�critical�need�for�governors�to�be�able�to�devote�sufficient�time�and�energy�to�their�role.
32
“�...�it�is�evident�that�the��education�sector�as�a�whole�needs�to�think�more�deeply�about�how�to�
support�governors�in�schools.
33
trend 2
rsacademics ten trends 2015
This chapter explores the national context for ITT and teacher recruitment in the independent sector. It highlights the opportunities for independent schools and considerations that heads
and governors should have when reviewing recruitment practices and remuneration packages, to maintain a positive outlook for teacher recruitment in the coming years.
We review the impact of the expansion of British international schools on teacher recruitment and supply, as well as the potential consequences of school-initiated
curriculum change and Government-led curriculum reform. ››
The number of people predicted to embark on initial teacher training (ITT) in 2015 fell below Government targets for the third year in a row and so the forecast for the future numbers of
qualified teachers being sufficient is not looking good. This will impact on both the maintained and independent sectors as both will be seeking to recruit from the same pool.
3
39
6.4%2014
6.1%2013
5.7%2012
5.5%2011
5.2%2010
1.5%2012
6.8%2010
7.2%2011
7.3%2012
7.5%2013
3.6%2010
3.8%2011
4.0%20124.2%
2013
4.4%2014
7.7%2014
10.5%2010
10.5%2013 10.7%
2014
10.4%2011
10.4%2012
physicsbiology chemistry english maths further maths
1.4%2010
1.4%2011
1.6%2013 1.7%
2014
10.7%2014
9.6%2011
9.0%2010
10.4%2013
9.9%2012
PHYSICS
BIOLOGY
ENGLISH
MATHS
CHEMISTRY
FURTHER MATHS
47
trend 3
46
Aside from these subject areas, further analysis of the DfE trainee teacher recruitment figures over the last few years shows that a large number of other subjects are also failing to meet Government targets. These include:
• computer sciences
• geography
• music
• languages
• business studies
• religious education
• design and technology.
With the broad curriculum typically on offer in junior and senior phases of independent schools, the shortfall in all of these subject areas may mean independent schools face even more subject specific recruitment difficulties in the future. It is essential that independent schools are as attractive to potential applicants as possible and schools need to review how they achieve this. Furthermore continuing to offer teacher training for graduates, either as part of a PGCE programme or direct in school employment, will be vital to securing newly qualified teachers in the future.
HAVE WE MADE THE TEACHER RECRUITMENT CHALLENGE HARDER?The creation of British international schools overseas has been a growing trend in recent years. All of these schools require appropriately qualified staff to deliver the British-based curriculum and some are arguing that we have made the challenge of recruiting teaching staff to UK-based schools tougher as a result. In fact our research suggests that currently there is no real drain of teachers from British-based independent schools to these overseas schools, with most schools citing only one or two staff leaving their school to work overseas in the last five years. This low-level migration by UK-based teachers to positions overseas is supported by the 2013 Independent Schools Teacher Induction Panel (IStip) tracking survey of its 2006/07 NQT cohort. Six years into their careers, only 4.6% of the 800 strong cohort were working in British schools overseas.11
However, when we asked heads to think about the future impact of international schools, they painted a somewhat mixed picture. Whilst a number of the heads we interviewed were unconcerned about the potential impact of overseas schools on their ability to recruit teachers, many others believed that there would inevitably be implications in the longer-term, particularly for younger staff who might be more attracted to work overseas for a period of time.
“�In�the�future�I�think�recruitment�of�staff�will�be�made�
harder�by�our�overseas�operations.�I�recently�inspected�
an�overseas�school�and�was�very�taken�by�the�youth�and�
ambitions�of�the�teaching�staff.�I�worry�that�this�will�be��
a�further�way�of�sucking�out�ambitious�young�teachers�
from�UK�independent�schools.”�—Head of a senior school
in an all-though school
“�Graduates�will�be�attracted�to�work�overseas��
because�of�the�level�of�debt�they�will�be�graduating��
with�and�it�now�seems�to�be�much�easier�to�transfer��
back�into�the�system�than�it�was�–�schools�are�more�
accepting�of�teachers�with�international�experience.”��
—Head of a girls’ senior school
Faced with this potential growing threat, being able to offer competitive and attractive staff recruitment and retention packages is likely to be even more important for British-based independent schools in the future.
Many argue that SMTs should recognise the added-value that a teacher can bring to a school community, having been based in an overseas school. Broadening horizons to consider teachers from schools overseas means the potential candidate pool is even greater. As long as the individual can demonstrate he or she has kept pace with curriculum and pedagogical developments, bringing an international experience will add a different dimension to pupils’ learning. A number of heads reported that they had recently recruited teaching staff who had worked in British schools overseas.
“�We’ve�recruited�more�British�teachers�from�abroad�than�
have�left�us�to�go�abroad.”�—Head of a co-ed boarding
school
�It is essential that independent schools are as attractive to potential applicants as possible and schools need to review how they achieve this.
STEM AND ENGLISH A-LEVEL ENTRIES AS % OF TOTAL NUMBER OF ENTRIES
�Six years into their careers, only 4.6% of the 800 strong 2006 IStip NQT cohort were working in British schools overseas.
58
rsacademics
PUPIL WELLBEINGOver the last 30 years there has been much research on the importance of wellbeing and its role in aiding learning and education outcomes. Indeed, in the last two or three years it has dominated the press to the extent that it is impossible to ignore it. Furthermore, wellbeing in young people was the focus of a recent global health summit.a The report presented at the summit called for “sweeping changes in the education of all children, so that ‘life skills’ are given the same attention as reading and writing” and proposed that all school-aged children should spend at least one hour per week “discussing their emotions, setting positive life goals, and learning how to cope with everyday pressures and social media”.1
The increasing focus on wellbeing is inevitable given the global context. Around 10% of the world’s children today suffer with a diagnosable mental health problem:
• approximately half of these are suffering from anxiety disorders
• the other half suffer from conduct disorder or attention deficit and hyperactivity disorder.2
“�These�children�are�unhappy�and�disturbed�–�the�quality�
of�their�experience�is�very�poor;�and�the�majority�of�
them�will�also�become�unhappy�adults.” 3
››
�Around 10% of the world’s children today suffer
with a diagnosable mental health problem.
�the increasing mentAl health challenges fAced by pup|ls and staff mean
that governors and school leaders have An even greater duty of care to ensure their
school is Appropriately resourced to support and
develop pupils and staff Al|ke.
4
a The World Innovation Summit for Health was held in Doha, Qatar in February 2015.
6968
trend 4
DEVELOP THE CURRICULUMThe PSHE curriculum now typically includes a broad range of topics and concepts:
• developing individual identity: understanding oneself
• relationships
• understanding how to live a healthy, balanced lifestyle
• identifying and managing risks
• diversity and equality
• human rights
• managing change
• resilience
• career choice, including enterprise, employability and economic understanding.
A number of schools have also developed their curriculum to include wellbeing and mindfulness. Tonbridge and Wellington College were two earlier adopters and case studies on their approaches can be found in this chapter. From our interviews, it was clear that schools had mixed views on the value of such curriculum developments. A number of heads felt that there was limited evidence as to the benefit of introducing specific wellbeing programmes, believing that their approach to the whole pupil was already sufficient.
“�Haven’t�done�much�in�terms�of�warm,�fluffy�stuff��
–�the�staff�are�already�switched�on.�As�far�as�‘wellbeing’��
is�concerned,�I’m�unconvinced�–�I�haven’t�seen�any�
empirical�evidence�that�it�makes�any�difference.”��
—Head of a co-ed day school
However, many heads we spoke to have already implemented or are considering implementing mindfulness as part of their overall wellbeing approach. Resilience was also cited as an area under review, with many schools already running such sessions.
TRAIN STAFF“�The�most�crucial�element�for�identifying�mental�health�
problems�as�early�as�possible�is�training�school�staff�to�be�
aware�of�the�signs�and�symptoms�of�poor�mental�health�
and�wellbeing.”�33
Our interviews showed wellbeing and mental health training for staff to be a high priority. Within the broader topic of safeguarding, wellbeing and mental health formed part of regular INSET training sessions, with many heads reporting that they used external speakers to facilitate sessions.
A number of schools have also implemented a mental health first aid training programme for staff. For example Bradfield College is working in partnership with MHFA England and is perhaps leading the way in this regard – around 65 staff at the College have received MHFA training.
BRADFIELD COLLEGE: MENTAL HEALTH FIRST AID FOR SCHOOLS
Launched at Bradfield College’s 2014 conference “Towards a Talking School”, the Mental Health First Aid (MHFA) for Schools and Colleges course aims to:
• teach practical skills that can be used every day
• give deeper understanding to the complex issues relating to young people and mental health
• help people recognise the signs and symptoms of mental health problems
• enable a young person to access appropriate professional help.
“�At�Bradfield�we�intend�for�all�our�staff�to�have�
access�to�the�course�and�for�it�to�be�mandatory�
�for�any�staff�in�major�pastoral�roles.�With�almost�
half�our�staff�through�the�course�to�date,�we�are�
already�seeing�significant�improvements�in�the�
care�and�support�we�can�offer�our�students.”�—�
Keith Collins, Second Master, Bradfield College34
“�When�a�child�presents�with�symptoms�of�physical�
illness�or�disease�we�don’t�ignore�them�–�we�act�
quickly�and�appropriately.�Why�should�it�be�
any�different�for�mental�ill�health?�In�the�same�
way�that�every�school�and�college�will�have�one�
or�more�physical�first�aider,�there�should�be�
trained�mental�health�first�aiders�too...�ignoring�
the�early�stages�of�mental�ill�health�in�children�
we�are�sitting�on�a�ticking�time�bomb�of�distress�
and�potential�loss�of�life.”�—Poppy Jaman, CEO
MHFA35
MHFA is lobbying the Government recommending that mental health first aid training is made mandatory in schools.
�Wellbeing and MentAl health trAining for stAff
is A high prioritY.
�our research found thAt mental health serVices in independent schools Were being eXtended
to include school clinical psYchologists.
STATE SCHOOLS:
THE EMERGING LANDSCAPE These changes are of note to the leaders of
independent schools, not just in terms of the need to stay abreast of education policy, but also with respect to the opportunities and implications such policy presents to their strategies. This section aims to provide an outline of the key trends relating to the ‘structure’ of the state school sector, and an overview of how some independent schools are responding now and may respond in the future.
››
However, the seeds of the changes we are witnessing today go back almost a decade before the Act, to the early reforms of New Labour’s education team. Since 2000, the philosophy at the heart of both the New Labour and Coalition Governments has been the notion that education policy is a means by which they can drive social change, and that defining both the nature of school governance and the curriculum is a key responsibility of politicians, rather than professionals.
80
rsacademics
81
ten trends 2015
a Academies Act 2010 is available at: www.legislation.gov.uk
“�SINCE 2000, THE PHILOSOPHY
AT THE HEART OF BOTH THE NEW LABOUR AND COALITION GOVERNMENTS HAS BEEN THE
NOTION THAT EDUCATION POLICY IS A MEANS BY WHICH THEY CAN
DRIVE SOCIAL CHANGE.
5STATE
SCHOOLS:
THE STATE SCHOOL SECTOR HAS UNDERGONE SIGNIFICANT CHANGE SINCE THE COALITION GOVERNMENT CAME TO POWER, MOSTLY – BUT NOT EXCLUSIVELY – AS A RESULT OF THE ACADEMIES ACT 2010. a
92 93
SPONSORSHIPAs few will have failed to notice, given the significant interest from the media, some independent schools are engaging with academies by sponsoring them, either to help establish a new school or to consolidate a relationship with an existing one.
At the end of 2014 there were 673 approved academy sponsors, including 11 independent schools. Although the DfE does not publish a list of sponsors by type, these include:
• Girls’ Day School Trust (sponsor of Belvedere Academy)
• New Hall School (sponsor of Messing Primary School)
• Berkhamsted School (co-sponsor of Wren Academy)
• Brighton College, Eton College, Caterham School, Forest School & Highgate School (co-sponsors of the London Academy of Excellence)
• Wellington College (sponsor of the Wellington Academy)
• Sevenoaks School (co-sponsor of Knole Academy)
• Westminster College (co-sponsor, with the Harris Federation, of the Westminster Sixth Form)
• Benenden (co-sponsor of John Wallis Church of England Academy).
Whether through formal sponsorships or less formalised partnerships, the impact of these relationships can be significant, although – as one would expect – the significance is proportional to the commitment. One fascinating example highlights how independent school sponsors can positively extend their competitive influence in the private sector through their successful engagement in a state school. Consider this press release from the London Academy of Excellence following its outstanding results in the summer of 2014.
FIRST EVER SIXTH FORM FREE SCHOOL GETS THE BEST EVER RESULTS BY A SIXTH FORM COLLEGE IN THE UK
The London Academy of Excellence is the first sixth form free school in England. It was set up by eight leading independent schools, including Eton, Highgate, Brighton, Forest, City and Caterham, and has also been generously supported by HSBC. It opened two years ago in the London Borough of Newham in order to improve the record of university entry in the borough. In 2010, before LAE opened, there were only three children in the borough who secured a place at Oxford or Cambridge universities. In 2011 only 39 Newham sixth formers from Newham schools secured places at Russell Group universities.
This year at least 68 of LAE’s first cohort of sixth formers have secured places at Russell Group universities and five are going to Oxford or Cambridge. LAE teaches mainly the most difficult, facilitating A levels, the A levels that the top universities have said are preferred to secure a place on the most competitive courses. 39% of LAE’s sixth formers secured AAB in at least two facilitating subjects, this compares to 2.7% of Newham sixth formers and 10.4% nationally in 2012, and is a percentage that last year would have put it top of all the sixth form colleges around the country. LAE secured an A*/A percentage of 43% and A*/B of 71%, results that better even some well-known independent schools such as Ampleforth and Millfield.5
93
trend 5
HEAD OF WELLINGTON ACADEMY FORCED OUT BY GCSE RESULTS
It was meant to be the shining example of a new wave of state academies sponsored by private schools. But in a blow for the Education Secretary, Michael Gove, the founding head of Wellington Academy has been forced out after disastrous GCSE results. Andy Schofield left the Wiltshire school last week after what were described as ‘unacceptable’ results.
The academy receives funding and guidance from Wellington College, the £30,000-a-year Berkshire independent school where the historian and Tony Blair’s biographer, Dr Anthony Seldon, is Master.
Mr Schofield, who helped to set up the academy which opened in 2009, was said to have paid the price for GCSE results in which the number of student receiving five A* to C grades dropped by 10 per cent in 12 months – falling from 47 to 37 per cent this year.
Dr Seldon has taken over as the executive head of the academy while remaining Master of Wellington College. Dr Michael Milner, currently the college’s Director of Studies, has been appointed acting principal of the academy.6
But it’s not a risk free move. Another example shows that the potential for negative impact is similarly high when things go wrong. SCHOOL-LED IMPROVEMENT
Politicians acknowledge the importance of school-led improvement in the state system and this is at the heart of the academies programme. Independent schools, along with other sponsoring organisations and trusts, have stepped up to be part of this across the country. For example:
In 2009, Lewisham Council’s Head of children and young people approached Colfe’s School, a leading private school in South London, to ask its Head, Richard Russell, if the school could support school improvement in the area. The idea was initially for Colfe’s to run a federation of schools but, after a series of discussions, Mr Russell agreed to work informally with Catford High School, a struggling community school with a poor local reputation. The partnership focused initially on leadership, with Colfe’s nominating six people to its partner’s governing body. These included two retired deputies from HMC schools and a lawyer, as well as Mr Russell himself. Colfe’s also agreed to offer two sixth-form scholarships to pupils from the now rebranded school, which – as Conisborough College – adopted a version of Colfe’s stag insignia. The partnership continues to flourish, with joint sports teams, shared teacher training activities, pre-exam booster, trips and gifted & talented events. The sixth form scholarship scheme has now been in place for three years, and has seen four Conisborough College students graduate from Colfe’s, all of whom are now studying at Russell Group universities, including one now reading Classics at Fitzwilliam College, Cambridge.7
“� ...SOME INDEPENDENT SCHOOLS ARE
ENGAGING WITH ACADEMIES BY SPONSORING THEM, EITHER TO HELP ESTABLISH A NEW
SCHOOL OR TO CONSOLIDATE A RELATIONSHIP WITH AN EXISTING ONE.
“� THERE IS SIGNIFICANT REGIONAL VARIATION
IN THE OPPORTUNITY FOR AND IMPACT OF SCHOOL-LED IMPROVEMENT.
EDTECH WHY IS IT
EXCITING? WHY IS IT IMPORTANT?
96
rsacademics
97
ten trends 2015
“�...THE FACT WE ARE NOT YET LIVING IN SPACE OR MOVING AROUND IN SLEEK CHROME
DRIVERLESS VEHICLES IS PROOF ENOUGH THAT WE CAN TAKE MOST
TECHNOLOGISTS’ CLAIMS WITH A PINCH OF SALT.
6
And yet, looking around, it is undeniable that what we used to call ‘high technology’ now plays an important role in so many aspects of our lives, and that the pace of development and adoption is increasing. Most workplaces and working practices are now unrecognisable from their equivalents 50, 30, even 20 years ago. Indeed, many of the jobs people do in those workplaces did not exist until new technologies enabled them. ››
There are as many anecdotes about how technology will change our lives beyond all recognition as there are obsolete devices on rubbish tips. The fact we are not yet living in space or moving around in sleek chrome driverless vehicles is proof enough that we can take most technologists’ claims with a pinch of salt.
101
trend 6
Innovative pedagogical approaches are not only having an impact on the practice of teaching and the experience of learning; they are also driving a movement to reinvent the concept of ‘school’ entirely. Contemporary methods like project-based learning, for example, challenge traditional ideas about timetabling and bell-schedules, as well as the layout of the classrooms themselves. For many, they also expose ‘traditional’ approaches to curriculum as out of date, and suggest that subjects are no longer best taught separately but should instead be ‘mashed’ together to reflect real life.
Other more global innovations are also challenging the very idea of ‘school’. For example, the availability of Open Education Resources (OER). OER are freely accessible documents and media with open licences enabling democratic unlimited use for teaching, learning, research and assessment. Such innovations challenge ideas about the ownership of knowledge, and the means by which it is distributed. Their use is increasingly a matter of policy in universities, where OER licensing practices like Creative Commons – which enables a user to freely copy, remix and share material – blur the concept of ‘plagiarism’, and redefine the relationship between the educational institution and the publishing industry.
One of the more fundamental challenges to the current model of schooling relates not to the delivery of material, but to the way technology can improve how children are taught. The flipped lesson as described above, for example, involves what is known as ‘blended learning’, where technology is used alongside traditional methods in the teaching and learning process. The 2010 US-focused report Keeping Pace with K-12 online learning: an annual review of policy and practice 2 suggests that this mix both enriches and personalises the student experience, making the curriculum more relevant and credible for tech-savvy students, and therefore more engaging.
Of course, schools do not need to ‘flip’ lessons in order to make use of online resources. The effective use of virtual learning environments and the referencing of online material as a matter of routine in resource guides both encourage students to broaden their horizons when carrying out research or revision. There is no shortage of choice – new resources, apps and online courses appear every day. Indeed, one of the key challenges for schools that want to recommend digital resources is keeping up with the pace of change. For example, the rapid growth in popularity of massive open online courses (MOOCs) for university-level study has spawned interest in open courses for school-level study.
A NEW ROLE FOR SCHOOLS
“�ONE OF THE MORE
FUNDAMENTAL CHALLENGES TO THE CURRENT MODEL OF SCHOOLING RELATES NOT TO THE DELIVERY OF MATERIAL,
BUT TO THE WAY TECHNOLOGY CAN IMPROVE HOW CHILDREN
ARE TAUGHT.
rsacademics ten trends 2015
115114
A FOCUS ON
LONDONTHE NATURE OF THE POPULATION, THE DENSITY
OF THAT POPULATION AND THE ECONOMIC IMPACT AND
PROSPERITY OF LONDON MAKES IT UNIQUE IN THE UK.
THE PRESSURE THE CAPITAL IS UNDER TO SUSTAIN THIS
UNIQUE ACTIVITY IS GREAT AND IS ONLY SET TO INCREASE,
AS THE FOLLOWING CONTEXT HIGHLIGHTS.
››
7
It is hard to see how the market for independent schools in the capital will be anything other than buoyant in the future, but there are challenges that London schools need to face:
AFFORDABILITY: For schools in the outer London Boroughs, affordability is critical to sustaining pupil numbers. Bursary provision for these schools needs to be a focus.
FACILITIES INVESTMENT: This continues to be an important feature of the London and Southern regions. Demonstrating an ability to keep pace with facilities on offer at schools within a commutable distance will be important to London day schools. Planning related issues are reported as ever more concerning.
INVESTMENT IN THE LONDON MAINTAINED SECTOR: A renewed focus on enabling selective grammar schools to grow and the increase in academy and free schools in London; this imminent investment presents a potential threat to the independent sector.e
CHAINS AND INVESTMENT-BACKED GROUPS: Given the large number of smaller, prep schools in London, there is the potential for further consolidation amongst groups, as investment-backed groups look to expand their portfolios and ‘cash in’ on the demand for private education. Chains look ripe for further development and could pose a threat to stand-alone and proprietor schools.
Finally, the growth in stand-alone private GCSE/Sixth Form colleges is likely to represent growing competition for schools with their own sixth forms. n
133
trend 7
QUESTIONS TO CONSIDER:Do the school’s current selection criteria and process of admitting new pupils reflect the school’s current needs? Do they reflect recent and projected changes in the London market?
Could the school adapt its approach to admissions to differentiate itself from others?
Have parents and pupils been asked how they feel about the approach to admissions taken by the school and its competitors? In light of this, how might the prospective pupil and parent experience of the school be improved?
How is the school catering for the growing number of international families in London?
Does the school’s strategic development plan reflect the projected changes in London?
Has the governing body considered the opportunities for expanding the school, e.g. by opening another school campus elsewhere in London?
Do the governors ensure they are aware of local chains and their capacity to expand?
Have the governors/SLT recently analysed the potential threat of the evolving local state school market?
How does the school ensure it is aware of developments in close-to-London schools which have more capacity for facilities development?
Are the governors fully aware of issues involving teacher recruitment and retention in London? What can be done to address these issues?
Does the school wish to recruit more pupils who live in London? How would this help the school meet its long-term strategy? Has a coherent marketing plan been developed which could support this strategy? As a part of this plan, have potential feeder schools that could support this strategy been identified and analysed?
Is it likely that there will be an increase in the demand for weekly boarding from families living in Greater London? If so, is this a demand the school wishes to tap? How?
How does the school currently engage with those families with school-age children who are moving out of London and will soon be commuting to work from homes near the school?
FOR SCHOOLS OUTSIDE OF LONDON:
Around 20% of the boarding schools we surveyed consider London to be a very important source of boarders. The majority of these schools are in the wider South East region, although the London market was also considered important by schools in the South West and East of England. Prep school heads are also expanding the number of potential secondary schools they might recommend:
“�I�am�seeing�more�students�from�London�–�we�are�50�
minutes�out�of�London�by�train.�We�are�starting�to�see�
more�people�looking�to�my�school.�Traditional�prep�
schools�are�now�looking�around�because�schools�in�
London�are�increasingly�selective.” —Head of a SE
boarding school
The weekly boarding market – within an hour to an hour-and-a-half (maximum two-hour) commute of London – also seems to be benefiting from the London market:
“�We�are�just�going�into�weekly�boarding�–�this�is�aimed�
at�London�–�because�we�think�the�London�situation�
is�not�sustainable;�people�will�have�to�look�outside�of�
the�M25.�There�are�lots�of�children�who�can’t�get�into�
schools�in�central�London,�but�who�can’t�travel�more�
than�two�hours.”�—Head of a SE co-ed boarding school
On the other hand:
“�I�think�there�is�a�reluctance�to�look�further�afield��
–�the�M25�seems�to�act�as�a�physical�barrier.”��
—Head of a SE co-ed day school
For parents choosing day schools, there seems to be a greater willingness to relocate away from London, either because they are seeking a different lifestyle or because their children are unsuccessful in securing places at London day schools:
“�We�pick�up�families�who�are�relocating�out�of�London.”�
—Bursar of a SE co-ed prep school
HOW FAR DOES THE LONDON MARKET STRETCH? FUTURE FOR LONDON INDEPENDENT SCHOOLS
e Grammar schools in London boroughs have already expanded the number of places available and there are another three grammar schools that have announced plans to increase intakes at year 7 and in once case at Sixth Form.
8
rsacademics ten trends 2015
135134
IN THE LAST TWO YEARS THE ISC CENSUSES HAVE REPORTED SMALL INCREASES IN THE NUMBERS OF BOARDERS AT ISC SCHOOLS.
Commenters have been quick to conclude that the reason boarding numbers have held up is the influx of overseas boarders. Our interviews with heads, however, suggest that there are other reasons why they have been able to sustain or even increase boarding numbers.
››
FROM 1987 UNTIL 2000 THERE WAS A YEAR-ON-YEAR DECLINE IN BOARDING.
FROM 2000 THE NUMBER OF BOARDERS REMAINED ALMOST STATIC...
136
trend 8
Many of the heads we interviewed have undertaken reviews of their boarding offers in recent years and the changes that have been implemented can be categorised under three main headings:
• creating more flexible boarding arrangements
• adapting more creative pricing strategies
• developing and upgrading boarding facilities.
It seems that those schools that have experienced growth in the numbers of boarding pupils have clearly identified the role that boarding plays within the school’s offer. This means that the school has clarified to current and prospective parents whether it is, for example, truly a full boarding school or whether it is a school which offers a more flexible approach to boarding, enabling pupils to board for one night per week or more.
We spoke to some heads who have either introduced or re-introduced mandatory Saturday school and done away with flexible boarding, thereby placing full boarding at the core of the school’s operation. Other schools have moved away from Saturday school and ramped up flexible boarding options in an attempt to encourage day pupils to participate in boarding, thereby placing boarding as an ancillary offer to the school’s mainly day-focused operation. In both scenarios, the schools concerned have reported a growth in boarding numbers.
“�THOSE SCHOOLS THAT HAVE EXPERIENCED
GROWTH IN THE NUMBERS OF BOARDING PUPILS HAVE CLEARLY IDENTIFIED THE ROLE THAT
BOARDING PLAYS WITHIN THE SCHOOL’S OFFER.
KEY FACTS 1
• There are 438 independent boarding schools (39% of all ISC schools).
• 68,453 pupils boarded at ISC schools in 2013 (13.4% of the total pupil numbers).
• The majority of boarding schools have over 75% day pupils; only 10% of ISC schools are predominately boarding and there are only 11 ISC schools that are 100% boarding.
• Boarding numbers nationally saw a 1.0% increase in both 2013 and 2014.
• Types of boarders: 83.7% are full boarders, 8.4% weekly boarders and 7.9% flexi-boarders.
• Over a third of all sixth form students board and of these 90% are full boarders.
• There were 24,391 non-British pupils whose parents live overseas at ISC schools in 2013 (representing 4.8% of the total ISC pupil population).
• In 2013/14 there were 4,453 British pupils with parents living overseas and 4,514 British pupils whose parents serve in HM Forces at ISC boarding schools.
• Fewer than 3% of boarders at ISC schools are junior boarders,a of whom fewer than 50% are full boarders.
• Boarding at ISC schools supports a £2.2 billion gross value added contribution to the British economy, 52,100 jobs and £840 million in tax revenue for the Exchequer.2
a We define ‘junior boarding’ as pupils in year 6 or below.
137
rsacademics ten trends 2015
161160
getting complicated:
The 11+/13+ debate
9
nce upon a time there were ‘public schools’ that educated boys, had a large number of boarders
and started at the age of 13. Boys entering them were invariably offered a place conditional upon their performance at Common Entrance which they took in the summer term of their final year of prep school, a boys-only school which often went from age seven or eight to 13. It was almost unheard of for a boy to fail Common Entrance since he only sat it for one school. The agreement – between the two headmasters, the parents and, just occasionally, the boy himself – that a boy should sit for a particular senior school was almost as good as wining a place.
››
o
164 165
trend 9
Prep schools have had to adapt, to develop new strategies for success, to communicate their strengths and to emphasise their distinguishing characteristics.
“�We’ve�had�to�up�our�game�and�accentuate�the�positives�of�
staying�for�years�7�and�8.�We�have�created�a�‘senior�school’�
(years�4�to�8)�within�a�prep�school.�We�hold�open�evenings�
for�parents�where�we�emphasise�the�importance�of�years�7�
and�8.”�—Head of a stand-alone prep school
Prep schools have also had to review and revise their basic shape and structure. Indeed, it is remarkable just how many prep schools have changed their business model, and how much, even in the last 15 years.
We randomly selected 200 schools in membership of IAPS, as recorded in the Independent Schools Year Book from the year 2000, and then established how many of these had changed by September 2015 in terms of their age-range and in terms of their ownership or status (i.e. being attached to a senior school or being a stand-alone and autonomous school).
The results are striking: 75 of the 200 schools had changed in terms of their structure or status. The most frequent changes which had taken place were as follows:a
In parallel to these changes, there have been three very significant steps taken by senior schools:
FOR 13 TO 18 SCHOOLS TO REDUCE THEIR ENTRY AGE TO 11:
Although this move has not been widespread, it has nonetheless taken place in several schools over the last 20 years or so. Interestingly, two significant 13-18 schools have recently announced that they will be admitting children at age 11 in future: St John’s School (Leatherhead) and Epsom College. In addition, King’s College School, Wimbledon has also announced that its senior school will be admitting boys at 11 from 2016.
FOR 11 TO 18 SCHOOLS TO REDUCE OR EVEN ELIMINATE THEIR 13+ ENTRY AND RELY INSTEAD ON THEIR 11+ ENTRY:
This trend has also been apparent for a number of years and has contributed to an increase in the number of day pupils joining boarding schools (as UK boarders joining at 13 have declined in number the shortfall has been more than made up by day pupils joining at 11). It has also been a trend in day schools which, for pastoral, financial and academic reasons, have wanted to admit pupils two years earlier. Examples of 11-18 day schools which have reduced or eliminated their 13+ entry in recent years include Latymer Upper School, Kingston Grammar School and Highgate School.
FOR SCHOOLS WITH A 13+ ENTRY TO INTRODUCE PRE-TESTING, WHEREBY A CHILD IS OFFERED A CONDITIONAL OR DEFERRED PLACE BETWEEN 12 AND 30 MONTHS PRIOR TO ENTRY AT AGE 13:
This is at the heart of an on-going debate about 13+ entrance methods and the role of Common Entrance. We consider this in more detail on the following pages.
“�Four�years�ago�we�opened�a�nursery�and�this�has�been�
the�driver�for�us�filling�up.�We�used�to�have�a�double-form�
entry�in�reception�which�wasn’t�filling�up�during�the�
recession.�Now�we�have�one-form�entry�at�nursery�and�
take�up�to�20�children,�which�has�taken�the�pressure�off�
filling�reception�places;�all�of�our�nursery�pupils�go�through�
to�reception.”�—Head of a stand-alone prep school
“�When�I�started,�I�was�given�the�job�of�retaining�years�7�and�
8�and�making�the�school�properly�co-ed.�Retention�of�years�
7�and�8�was�always�going�to�be�difficult.�In�Christmas�2010�
every�single�year�6�parent�told�me�they�were�not�going�to�
stay�for�years�7�and�8.�We�spent�the�Easter�term�talking�to�
year�3,�4�and�5�parents�about�their�intentions.�We�needed�
confirmation�from�year�5�parents�that�they�were�going�to�
stay�but�they�couldn’t�give�me�this,�so�we�made�the�decision�
to�stop�at�11+.�We�gave�parents�a�15-18�month�lead�up�
to�the�change�and�kept�parents�involved.�We�had�some�
damage�–�we�lost�some�parents�who�wanted�years�7�and�
8�–�but�we�quickly�filled�up�the�school�and�now�have�390�
pupils,�whereas�in�our�13+�state�we�had�350�pupils.”��
—Head of a stand-alone prep school
THE RESPONSE FROM PREP SCHOOLS THE RESPONSE FROM SENIOR SCHOOLS
23 SCHOOLS had either established a nursery or lowered the age of entry to a pre-existing nursery, say from 4 years to 2 years, or from 2 years to 6 months
16 SCHOOLS had established a pre-prep department (i.e. lowered their age of entry from 7 to, say, 4)
12 SCHOOLS had reduced their leaving age from 13 to 11
10 SCHOOLS had closed
9 SCHOOLS had been stand-alone prep schools but were now subsumed into an all-through school, either on their previous site or, in some cases, on a new site near the senior school
7 SCHOOLS had merged with other stand-alone prep schools, or with other junior schools which were already part of an all-through school
2 SCHOOLS had raised their leaving age to 16
a The total is more than 75 because four schools had made more than one of the changes listed above; for example they had been acquired by a senior
school and lowered their age of entry.
“�It is remarkable just how many prep schools have changed their business model, and how much,
even in the last 15 years.
Affordability
rsacademics ten trends 2015
173172
10
According to a recent report, average private school fees have quadrupled since 1990 (£2,988
in 1990 to £12,700 in 2014). This equates to an annual inflation of 6.2% while the consumer price
index (CPI) inflation over the same period averaged 2.5%.1 ››
ARE INDEPENDENT
SCHOOLS PRICING THEMSELVES OUT
OF �MARKET?
191190
trend 10
Furthermore, international research has shown no relationship between class size and learning outcomes:
“�Among�wealthier�economies,�those�that�prioritise�the�
quality�of�teachers�over�smaller�classes�tend�to�show�better�
performance.”�38
• Average state funded school pupil-teacher ratio in 2012 was 17.7:1 compared with circa 19:1 in 2000.b
• Weighted pupil-teacher ratio in ISC schools in 2013 was 10.9:1 compared with 12.2:1 in 2000.
Perhaps the time has come for independent schools not only to increase in size, but to put aside the claims regarding class sizes and pupil/teacher ratios in order to drive down costs and be affordable?
“�Parental�expectation�is�a�big�challenge:�people�want�
better�results,�small�classes,�great�facilities�and�the�best�
teachers�and�all�those�things�cost�money.�You’ve�either�got�
to�increase�class�sizes�or�increase�pupil�numbers.�However�
there�is�a�point�when�you�cannot�continue�(either�for�
physical�or�ethical�reasons)�to�sustain�such�growth,�without�
substantially�changing�the�nature�of�the�school.”��
—Head of a boys’ only day school
The schools’ operating costs have also been subject to significant inflation in recent years, in particular with regard to the costs of utilities and, of course, staff salaries. Typically, pay scales are based upon automatic incremental progression (see chapter on teacher supply). As a consequence many schools continue to find it challenging to generate the recommended level of investment surplusc usually seen as necessary for healthy development (10% for day schools and 12% for boarding schools).39
Annual benchmarking surveys for the sector provide commentary on the financial performance of independent schools each year and a 2014 report highlighted that, whilst the sector average for operating surplus (i.e. the surplus from fees) was at a record high of 8.2%, the reason for this was most likely to be cautious pupil number planning and hold-back on discretionary expenditure.
From our interviews, it is clear that heads and bursars have reviewed (and continue to review) all aspects of spending. The top three areas of focus have been service contracts, energy/utility contracts and support staff costs (see chart opposite).
“�Class�size�–�particularly�in�senior�school�–�may�have�
to�rise.�Some�of�the�inclusive�aspects�may�have�to�be�
additional�options�that�parents�can�buy�into�–�maybe�we�
will�have�to�strip�down�what�independent�schools�offer�
–�e.g.�removing�catering�provision…�we�need�to�start�
thinking�the�unthinkable…�[our]�only�real�lever�is�staffing�
cost.�There�is�very�little�correlation�between�class�size�and�
attainment.”�—Head of a prep school in an all-through
school
The importance of small class sizes is a hailed by many independent schools as a key selling point when it comes to the perceived value of the offer [of a place]. Yet only 15% of parents polled by ISC in 2012 said that smaller classes or smaller pupil-teacher ratio was a factor in their choice.
IS THE DEMISE OF SMALL CLASSES INEVITABLE? COST REDUCTION
“�THE IMPORTANCE OF SMALL CLASS SIZES IS HAILED BY MANY INDEPENDENT SCHOOLS
AS A KEY SELLING POINT WHEN IT COMES TO THE PERCEIVED VALUE OF THE OFFER.
c The investment surplus is made up of the surplus from fees (operating surplus), trading surplus (the surplus made from trading activities) and fundraising surplus (surplus from donations and appeals)
b Based upon analysis of House of Commons Library historical statistics
Academic staff restructuring/review
Support staff restructuring/review
Service contracts
Energy contracts
Procurment discount from key suppliers
Changed financial / investment products
No reviews carried out
FOCUS OF COST REVIEWS OVER LAST FIVE YEARS
%. OF SCHOOLS
50%
69%
72%
78%
53%
28%
6%
0% 40%20% 60% 80%10% 50%30% 70%