I’m a big fan of Southend United – but it would be wrong to compare them with Manchester United. Yet, that is exactly what parents are encouraged to do under the present examination-based school assessment system.
Like all football supporters, I like to think our team is the best. Indeed, I remember a glorious evening in November 2006 when ‘The Shrimpers’ defeated Manchester United 1-0 in the League Cup. It was an evening I will never forget.
The Shrimpers went on to experience a rapid decline with one catastrophe after another eventually leading to relegation from the Football League. However, more recently – under strong management and a new Board of Directors – the club is showing signs of improvement. It isn’t where it wants to be, but it is in a stronger position to improve. The results are better and there is enthusiasm for a brighter future… but, still, we should not be compared with a Premier League team.
Fairer Schools Index: See where your local schools rank with our interactive guide
Education and Skills Adviser to Northern Powerhouse Partnership, Frank Norris MBE
Secondary schools are often judged by parents, carers and the government based on their annual examination results. Each pupils’ exam grades are punched into a computer with all the other pupils and a score is created that determines the amount of progress they appear to have made against all other pupils with a similar starting point. This calculation makes no allowance for any other factors such as the level of pupil mobility (number of pupils joining during their secondary school) or how welcoming the school is for pupils with a wide range of learning needs and those with a troubled past.
The use of this pupil progress measure is significant because it can make some schools appear to be performing better than they actually are. This can be helpful in securing a strong Ofsted outcome and can be used to attract new staff and new pupils. On the flip side, a low score can lead to school governors and trustees deciding that a shift to an academy trust is in the pupils’ best interests.
But, the government’s measure is like comparing Southend United to Manchester United. They both play football and want to achieve highly, but the clubs are rightly broken down into leagues, with sides playing against teams more closely aligned in terms of resources, fan base and quality of players. Southend United currently play in the National League and are desperate to one day play in the Premiership. Unlikely, I know, but let us dream.
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To be promoted they must gain more points in a season than other clubs in their league. The club wants to play at a higher level, but it must first show it is capable of this by being better than similar clubs. It is the same with schools. They need a progress measure that takes into account some of the important contextual measures that affect performance. This is not suggesting they shouldn’t want to be ambitious and want to be the best in the country – but their first target is to be better than those facing similar challenges.
The Fairer Schools Index, produced by the Northern Powerhouse Partnership, takes into account some of those contextual issues facing schools. It shows that some, particularly in London, appeared to be benefiting from the government’s current measure. When context is taken into account other schools – especially some in the most disadvantaged areas of the North and Midlands – appeared to perform better.
There are a few schools who perform well using both methods. I would argue these need an independent evaluation of their work so that the sector can better understand how this is being achieved. I am not sure Ofsted is sufficiently independent to conduct this work.
Why is all of this important? The government is currently developing a Report Card to help parents and carers better understand what a school is doing well and what it is trying to improve. This is much needed after the government decided to instruct Ofsted not to judge schools with a single summary grade. This followed the tragic death of Ruth Perry, a Primary headteacher in Reading who took her own life after receiving an ‘inadequate’ grade from the inspectorate.
What has replaced the single grade are five sub-grades. This is a small improvement, but the Report Card has the chance to enable parents and carers to judge what they feel is important. This should help them in selecting the right school for their child. Clearly, examination results will appear on the Report Card – but it is important that those using this information understand what it is actually telling them, and takes into account the context of the school and the area it serves.
Focusing purely on results, without contextual information, might suggest that everyone should support Manchester United when in fact, The Shrimpers are for me the best team to support. The Shrimpers may not win the Champions League, but it is improving against formidable odds. I want to see a data system for schools that gives greater credit to those doing well in the face of some of the greatest challenges.
‘Up the Shrimpers!’