Progress 8 and Attainment 8 remain crucial measures of student progress by which schools are judged both nationally and regionally. Success in these measures, and their position in the national league tables is vital to how a school is perceived. The significance of the impact of these measures, raised concerns regarding methodology, and key discussions regarding the extent to which the system provides an accurate reflection of school and student performance, and does, in fact drive sector improvement, remains high on the agenda of priorities in all schools.
This Conference brings together leading national experts and practitioners who will address the key issues and implications of the recent changes Progress and Attainment 8 affecting schools.
The conference includes Keynote contributions from Jon Andrews (Director, Schools System and Performance, the Education Policy Institute), Dave Thomson (Chief Statistician, FFT), Billy Chan and Penny Crouzet from the Department for Education, as well as leading, current practitioners offering solutions to how attainment can be raised through successful, effective strategies and support systems.
The conference also gives opportunity to receive an update on the latest Progress and Attainment 8 landscape, understand further the relationship between Progress and Attainment 8 the new Ofsted Inspection Framework, find out more about the latest findings from the Department for Education, and discuss the positive impact Progress and Attainment 8 can have on a linear based curriculum and examinations.
BENEFITS OF ATTENDING
- Explore solutions to the impact of Progress 8 and Attainment 8 on the curriculum
- Understand the relationship between Progress 8 and Attainment 8 results and the new Ofsted inspection framework
- Find out more about why it’s not worth looking at the Open bucket in isolation from the ‘EBacc’ buckets
- Take away new approaches to robust tracking systems for excellent results
- Examine and devise solutions on key areas of student underperformance, including the Open Bucket
- Gain new leadership approaches to push forward improvements in attainment and individual progress through introducing new measures
|DATE||London | Friday 29 March 2019|
|WHO SHOULD ATTEND?||Headteachers and Principals
Deputy Heads and Assistant Heads
Senior Leaders in charge of results
Senior Leaders in charge of Teaching and Learning
Heads of Year 11
Educational Research Professionals
Heads of Department
Pupil Premium and Welfare Leads
Heads of PRUs
Introduction & Welcome
Jon Andrews, Director, School System and Performance, Education Policy Institute
Making Sense of What is Happening to Pupil and School Performance
Jon Andrews, Director, School System and Performance, Education Policy Institute
- How are pupils doing nationally? We will examine the latest trends in some of the headline performance measures, including how changes in accountability and qualifications are affecting subject choices and outcomes at GCSE
- Where does my school fit in? The variation in outcomes between different schools and how those relate to the characteristics of schools, including implications for the government’s floor standards and coasting schools
- How important is where a pupil lives? We will discuss what we know about regional disparities in outcomes and how that varies at different key stages
Achieving a Progress 8 Score of 1.22
Tony Quinn, Executive Principal, Saint Augustine’s Catholic High School
Since the introduction of the new measures over 3 years ago, Saint Augustine’s Catholic High school in Redditch has enjoyed marked success in Progress 8. Tony will discuss how he implemented bold leadership strategies that led to an outstanding score of 1.22, with the help of a dedicated and specialist teaching and support staff team, appreciative parents and carers, hardworking and responsive students and bold leaders at senior, middle and emerging levels.
OPTION STRAND 1
Option 1A: How Progress 8 Rewards Some Qualifications More Than Others
Dave Thomson, Chief Statistician, FFT
- The changing qualifications entered at Key Stage 4 and the impact on schools
- How the introduction of further reformed GCSEs could change the picture further
- Why it’s not worth looking at the Open bucket in isolation from the “EBacc” buckets
- Calculating Progress 8 to remove any incentive or disincentive to pursue particular qualifications.
Option 1B: Creating an Effective Curriculum Model in a Climate of Accountability
Emma Hollis-Brown, Education consultant and Ofsted Inspector
- Explore the principles of effective curriculum design for breadth and depth
- Examine the role of middle leaders in promoting pupil progress across key stages
- Understand the link between effective careers guidance and pathways to progression
- Develop understanding of the principles of effective quality assurance to meet the demands of Progress 8
Implementing Robust Data and Tracking Systems to Maximise Progress and Potential of all Pupils
Danny Bullock, Assistant Principal, Leeds West Academy
- Systems – implementing staff support systems to understand the needs of pupils and make an impact on progress
- Transition – understand the needs of pupils and how starting points are utilised as they move through the academy
- Pupil Premium Pathways – how student contextual data can be used a lever to best support disadvantaged learners
- Attainment and achievement tracking we use in our setting
How Progress 8 and Attainment 8 are Creating Progress in Schools
Billy Chan and Penny Crouzet, Department for Education
- How Progress 8 and Attainment 8 are leading to progress in schools
- How the DfE are working with Ofsted to assist schools in improving further
- Expectations and intentions for 2019 and beyond
Director of School System and Performance
Education Policy Institute
Jon has worked in the Department for Education since 2003, firstly as a statistician, and since 2016, leading the Department’s Revenue Funding Analysis Unit. In this role he has managed a broad portfolio of high profile analytical work including work for the National Funding Formula, the 2015 Spending Review, and the education white paper, Education Excellence Everywhere. Jon has also been responsible for research and statistics in relation to child poverty (including for the Government’s first child poverty strategy) working across Whitehall, with local authorities, lobby groups, and national and international experts.
Saint Augustine’s Catholic High School
Tony has been a teacher for 28 years, 17 of these as a senior leader in a range of educational settings in the West Midlands including faith, single sex, socially deprived white working class and highly diverse inner city dimensions. He has been the substantive headteacher of two secondary schools in Birmingham and Redditch and is currently Executive Principal of three secondary schools in Worcestershire, Birmingham and Coventry, while supporting another two in his capacity as an NLE. The outstanding graded Saint Augustine’s achieved an Unvalidated Progress 8 score of + 1.22 for 2018.
Dave is Chief Statistician at FFT with over 15 years’ experience working with educational attainment data in local government, higher education and the commercial sector. He has extensive experience of working with schools and school improvement professionals in using data to raise attainment. He also leads on the statistical development of analyses in the FFT Aspire system. He has developed value added indicators of pupil progress for FFT and DfE, evaluating different approaches to measuring value added, supporting schools and school improvement professionals to take action based on data analysis.
Assistant Principal for Inclusion
Leeds West Academy
Danny is Assistant Principal for Inclusion at a challenging inner city school in Leeds. He is working at changing the culture and strategy to improve the outcomes for students, with a strong focus on disadvantaged and students with special educational needs. His work with on Pupil Premium Pathway has been commended by Ofsted in a recent inspection. The school has recently overseen a year of significant change with the creation of an additional needs team, implementation of a Nurture provision and a platform for understanding the needs of all learners.
Emma Hollis – Brown
Education consultant and Ofsted Inspector
Emma has wide ranging experience of teaching and learning, working in a range of institutions (11-18) specializing in delivering curriculum solutions in English, Literacy and the Performing Arts and leading high performing faculties to success. Since 2004 she has developed a career in teacher training, leadership challenge and inspection and advisory work, supporting curriculum innovation and collaborative quality assurance. In 2011 she established her own training and consultancy company delivering a range of contracts across public and private sectors. She is a full qualified and badged Lead Ofsted Inspector (schools and ITT remits) and has led a number of quality assurance reviews of primary and secondary schools.
Policy Lead Secondary Accountability
Penny joined DfE from the Department of Health in March 2017, and is the policy lead on Secondary Accountability. She has previously worked for the Education Select Committee, a local authority and Ofqual.
Head of Accountability, Curriculum and Qualifications Analysis and Research Unit
Billy joined DfE from DWP in October 2018, and heads up the ACQ Analysis & Research Unit. He has worked as an economist in the civil service since 2007.