primary & secondary education
2

3rd Annual Progress and Attainment 8 in Schools Forum

primary & secondary education

08:45 - 15:45

Thursday 14 March 2019

Central London

This Forum provides participants with an excellent opportunity to examine successful methods of adapting and improving Progress 8 and Attainment scores. Attendees will gain insight from Ofsted and leading policy figures on the role that school inspections have on progression and attainment levels. In addition, best practice case studies will share guidance on how to adapt the Progress 8 process, maximise attainment to ensure high-quality outcomes for students and improve Progress 8 score.

Audience

This Forum is specifically designed for Schools, including:

  • Headteachers
  • Assistant Headteachers
  • Principals and Vice Principals
  • Governors
  • Heads of Year
  • Directors of Curriculum
  • Directors and Heads of Assessment
  • Heads of Curriculum
  • Heads of Subjects
  • School Standards Officers

This Forum is also open to Local Government to encourage debate.

Key Speakers Confirmed:
  • Lee Northern HMI, Specialist Adviser, Inspection Policy and Quality, Ofsted
  • Jon Andrews, Deputy Head of Research, Education Policy Institute (EPI)
  • Rob Campbell, Member of National Executive and Chair of Secondary Council, National Association of Headteachers (NAHT)
  • Frank Green, Former National Schools Commissioner, Department for Education (DfE) and Chair, Challenger Multi-Academy Trust
View the agenda and additional speakers

08:45

Registration, Refreshments and Networking


09:30

Chair's Welcome Address

Professor Sue Rogers, Pro-Director: Academic Development – Institute for Education, University College London (invited)


09:40

An Interview With the Department for Education: The Next Steps for Schools and Progress 8

Questions from the chair and attendees, topics to include:

  • What key lessons has DfE learnt on schools and Progress 8 two years on?
  • Examining the impact of the new GSCE grading system on Progress and Attainment 8
  • What are the next steps for the DfE in further supporting schools across the UK to ensure pupils progress to and achieve their full potential?

Peter Jackson, Head of the School Accountability Policy Team, Department for Education (DfE) (invited)


10:10

Morning Keynote: Improving Progress 8 and Attainment 8 Results Through Inspections

  • Outlining how Progress 8 can be reconciled with Ofsted school inspections as a method to ensure pupil progression and attainment are achievable
  • Examining how Ofsted take additional factors that affect the ability to progress into account when evaluating Progress 8 scores, including special needs and schools in deprived areas of the UK
  • Analysing the relationship between underperforming pupils and Progress 8 results, including how this impacts school inspections
  • Highlighting the next steps for Ofsted in tackling schools artificially boosting their progress 8 scores to improve their position in league tables

Lee Northern HMI, Specialist Adviser, Inspection Policy and Quality, Ofsted (CONFIRMED)


10:40

Key Supporter Session


11:00

Questions and Answers Session


11:20

Refreshments and Networking


11:40

Workshop: Effectively Supporting Schools to Improve Pupil Progression and Attainment

  • Outlining how schools can formulate a whole-school data approach to raise attainment and ensure pupils are effectively progressing in their education
  • Assessing insights on utilising data analysis to improve pupil progression and attainment
  • Sharing examples of how Ealing Council work with local schools to improve pupil development across the borough
  • Examining how schools can effectively track their pupils achievements

Angela Doherty, Quality and Partnerships Lead 11-19, Ealing Learning Partnership/Ealing London Borough Council (CONFIRMED)


12:40

Lunch and Networking


13:40

Afternoon Keynote Panel: Addressing the Challenges and Sharing Ideas to Improve the Progress 8 System

  • Assessing the major challenges schools have faced in the two years since Progress 8 has been implemented and possible solutions to overcome them
  • Debating potential solutions for adapting and improving Progress 8, including the role of Ofsted or School Leaders throughout this process
  • Examining how the process of Progress and Attainment 8 could be adapted to stop schools off-rolling underperforming pupils
  • Discussing international examples of measuring pupil attainment and self-evaluation as a method to improve Progress 8, including what the UK system could learn from these

Frank Green, Former National Schools Commissioner, Department for Education (DfE) and Chair, Challenger Multi-Academy Trust (CONFIRMED)

Jon Andrews, Deputy Head of Research, Education Policy Institute (EPI) (CONFIRMED)

Rob Campbell, Member of National Executive and Chair of Secondary Council, National Association of Headteachers (NAHT) (CONFIRMED)


14:20

Refreshments and Networking


14:30

Case Study: Effectively Improving a School’s Progress 8 Score

  • Outlining the journey of significantly improving the schools Progress 8 score by a third, from -0.36 in 2017 to 0.04 in 2018
  • Examining the impact that the school’s new behaviour policy, including silent corridors, has had on improving the academic performance of students
  • Sharing guidance on how the school effectively embedded a culture of learning and discussion among all pupils and staff to help support progression and attainment
  • Highlighting the next steps for Orchard Park to ensure it continues to improve, as well as the key lessons learnt when implementing a new behaviour policy

Ciara Warnock, Headteacher, Orchard Park High School (CONFIRMED)


15:00

Case Study: Establishing Effective Curriculum Models to Reflect Progress 8

  • Sharing guidance on how to establish effective curriculum models, which has seen the academies achieve +0.48 and +0.36 progress 8 scores
  • Highlighting how Glenmoor & Winton Academies supports and develops their staff to ensure a greater impact on learning and assessment throughout the school, including freedom to develop effective teaching curriculums
  • Examining how offering a robust curriculum alongside varied opportunities, such as extra-curricular provision and social time, can help develop vocational learning and improve pupil progression

Ben Antell, Executive Principal, Glenmorre and Winton Academies (CONFIRMED)


15:30

Questions and Answers Session


15:45

Chair's Closing Remarks

*programme subject to change


Two years on from the implementation of Progress and Attainment 8, the Department for Education league tables saw 365 mainstream secondary schools fall below the DfE’s floor standard, up from 282 in 2017. This included 6 schools who were previously rated ‘outstanding’ by Ofsted, highlighting the fact that significant improvements to education can still be made.

Since its introduction, Progress 8 has come under intense analysis and criticism from school leaders. Issues around underperforming pupils being ‘off-rolled’ to improve a school’s score, additional factors that may affect the ability of pupils to progress, such as schools in areas of deprivation, have not been fully considered and the impact of the new GSCE grading system has yet to be felt. To tackle some of these rising concerns, Ofsted have stated that they will be clamping down on schools artificially boosting their Progress 8 scores to change the league tables and how school inspections can work hand in hand with Progress 8.

It is vitally important that schools are effectively implementing Progress 8 and Attainment 8 measures to ensure their pupils’ progress and achieve their full potential. It is therefore essential that schools come together and share the lessons they have learnt within these two years of Progress 8 to improve the system and raise student outcomes across the UK.

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