Oct 16 2015

APPG for Education meeting on the usefulness of the term “Coasting Schools”

Education APPG

The APPG for Education met to discuss the term “coasting schools”

In our second meeting of this Parliament, the APPG for Education was delighted to host Nick Gibb MP, Minister of State for Schools, and Dame Vicki Paterson, Executive Headteacher of the Brindishe Schools, a federation of three state primary schools in London, for a discussion on the usefulness of the term ‘coasting schools’.

Vice Chair Danny Kinahan MP introduced the speakers and subject matter before inviting Nick Gibb MP to speak. The Minister explained how ‘academisation’ can be a good way of improving results in schools and that the Education and Adoption Bill would increase the power of the Government to deal with ‘coasting schools’ – those schools which are not necessarily failing on measures of attainment, but are not ensuring that pupils reach their potential. He outlined the definition of coasting schools for both primary and secondary schools, and the process which schools would undergo once defined as coasting.

Dame Vicki Paterson, who has been teaching for 34 years, spoke about her background in education and the challenging schools that she had turned from ‘requiring improvement’ to ‘outstanding’ as a headteacher. She explained that in one school, that would probably now be termed as ‘coasting’, there existed a culture of complacency which had to be tackled. She identified within that school certain ‘ideologies’ that needed to be changed to bring about improvement.

Dame Vicki welcomed the notion of ‘coasting schools’, and said we should be looking at all schools to see how they can improve. She said that it was positive that the coasting schools definition would take into account school performance over three years, and both progress and attainment of students. She concluded that children and their learning must be the focus in any changes to the school system.

Danny Kinahan MP asked Nick Gibb MP to outline the timeline that would be attached to improving coasting schools. Mr Gibb said that there would be no set timeline, and that Regional School Commissioners would be able to assess what they thought was the best approach for individual schools. Andrea Jenkyns MP added that it is important that parents and local school communities were involved in the decisions taken to improve schools.

Dame Vicki Paterson spoke about the importance of having the right resources in classrooms – the right furniture and equipment – in boosting both staff and student morale. Danny Kinahan MP then asked the Minister how many schools were likely to fall under the coasting schools definition. The Minister replied that it was likely to be hundreds.

Nick Gibb & Dame Vicki

Dame Vicki Paterson and Nick Gibb MP

The meeting was then opened up to questions from the floor. Some of the contributions included a comment from a representative from the Association of School and College Leaders that her organisation was happy that the coasting schools definition would be a separate judgement from that made by Ofsted. She asked what type of intervention would be made for schools which had showed that they could be improved without academisation. Nick Gibb MP replied that a whole range of measures would be available to these schools, and the Regional School Commissioner would lead in deciding which route should be taken.

A representative from Prospects highlighted the risk of people being confused between Ofsted judgements and the definition of coasting schools. The Minister said that both Ofsted and the coasting schools measures would help schools work towards the same aim. Dame Vicki Paterson added that if schools are getting it right for children, they are getting it right for Ofsted.

At the end of the discussion, Danny Kinahan MP was formally elected Chair of the APPG for Education, to replace Nic Dakin MP who becomes a Vice-Chair. In addition, Andrea Jenkyns MP became a Vice-Chair of the Group.

Feb 19 2015

Crossrail Roundtable on the Future of Skills With a Tour of Crossrail’s Tunnelling and Underground Construction Academy

Thursday 12th March, 9:30-11:30am

TUCA, Lugg Approach, Ilford, E12 5LN

Crossrail has invited the APPG for Education to attend a roundtable discussion on the future of skills, and to tour their Tunnelling and Underground Construction Academy (TUCA).

The discussion will be attended by other APPGs, employers, school representatives, as well as TUCA advisory board members. The session will explore:

  • Sector skills gaps and shortages
  • The business case for employer investment in skills
  • The role of apprenticeships and traineeships
  • Closing the gender gap
  • The role of public procurement and the supply chain
  • Engagement with schools and young people

If you would like to attend this member-only event please RSVP to [email protected] to book your place.

Feb 13 2015

APPG for Education Meeting on “Does science education equip our young people for the workplace?”

Speakers Andrew Miller MP, Amanda Spielman, Chair of Ofqual, and Katherine Mathieson of the British Science Association were joined by Nick Dakin MP, Baroness Howe and a range of stakeholders for a round table discussion of science education provision.

Speakers Andrew Miller MP, Amanda Spielman, Chair of Ofqual, and Katherine Mathieson of the British Science Association were joined by Nick Dakin MP, Baroness Howe and a range of stakeholders for a round table discussion of science education provision.

On 27 January 2015 the APPG for Education was delighted to host a meeting on the question of whether science provision in schools equips our young people for the workplace. The Group was addressed by Andrew Miller MP, Chair of the Commons Science and Technology Select Committee, Amanda Spielman, Chair of Ofqual, and Katherine Mathieson, Director of Programmes at the British Science Association.

Nic Dakin welcomed everyone to the meeting and introduced the speakers.

Katherine Mathieson (KM) talked about science being at the heart of British culture and learning. The work of the British Science Association (BSA) was introduced, including the organisation of British Science Week and the CREST Awards, for example.

She talked about how not enough was being done to encourage the take up of STEM subjects and how the BSA allowed students to gain an insight into subjects not otherwise available to them.  The 21st Century science curriculum should encourage pupils to continue science subjects to A Level, not just to GCSE.

Part of the problem is the very early specialisation in the UK Education system in which science needs to be seen as a more basic fundamental to education.  David Willetts MP has stated that there is concern that employers are looking for a better mix of skills and this is being stifled by narrowing of subject choices.  Scotland for example allows for a greater focus on creativity through the Curriculum for Excellence and taking 5 Highers.

The challenge for Science departments was over-coming the assumption that science is just for scientists.  KM stressed the importance of practical work in making the subjects interesting and attractive.  In 2011 over half of state schools had no girls taking Science A Level.

Dominic Savage asked if teaching science was expensive and therefore an inhibitor.  KM stated that she was not best placed to answer that but having taken the CREST awards with grants into less well-off schools the opportunity was not taken up widely.  She thought it was about confidence in the subject.  Nic Dakin stated that as an English teacher, he always saw the relevance of science across teaching.

Andrew Miller (AM) believes there is a necessity to engage more effectively with students to encourage science take-up.  The Royal Society of Chemistry is gathering information on primary school teachers’ qualifications – he believes at best 12% have a science degree.  Initial teacher training has some rather off-putting sections.  Additionally the importance of classroom practicals was emphasised again; without them the students might as well be watching experiments on television.

The Commons Science and Technology Committee held an evidence session on Ofqual’s proposals. It is the Committee’s view that the current proposals would not have the excitement built into practical experiments and that alternatives need to be considered.  Click here for evidence and further information on this inquiry.

Amanda Spielman agreed with both KM and AM.  She believes the new science qualifications will give a more holistic approach to science learning and that practical science will have a role to play.   The new curriculum will allow teachers to think about what they are teaching and what is required to progress to the next stage.  However, she believes that schools have to take responsibility to ensure that competencies are reached by pupils and this is partly through practicals.  The roundtable events held did not bring any new ideas to the table.

Baroness Howe asked if things were different in academies.  Andrew Miller said that a wide number of employers stated that students did not have practical skills and schools were not going beyond the structures currently in place to teach such skills.

Other points raised were:

  • This presents an opportunity to re-focus practical learning and deepen students’ knowledge
  • There is a need for joined-up thinking between Ofqual/Ofsted/DfE and Awarding bodies to help teachers, as messages differ from body to body
  • It is vital to get more STEM teachers into primary school teaching
  • It was recommended that those present looked at the following video: http://www.ocr.org.uk/qualifications/by-subject/science/positive-about-practical/

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