Exam head says assessment system encouraged teachers to boost marks

Exam head says assessment system encouraged teachers to boost marks

The Guardian |by Robert Booth on March 12, 2013

Girl doing GCSEs

Andrew Hall said a system in which teachers were accountable for pupils’ results and also controlled 60% of marks was behind the furore. Photograph: Chris Radburn/PA
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The controversial GCSE grade boundary changes of 2012 are back in the news with the appearance of AQA’s chief executive, Andrew Hall, before the education select committee. He appears to blame the system but it is really a veiled accusation that teachers are to blame for the fiasco that has damaged thousands of students’ futures when we all know the fault lies at the door of the DfE.
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The head of one of the leading exam boards has told MPs investigating last summer’s GCSE English furore he believes teachers have been encouraged to boost marks by government measures that hold them to account based on their pupils’ results.

Andrew Hall, the chief executive of the AQA exam board told the House of Commons education select committee he did not believe teachers were cheating in the way they marked controlled assessment modules, but he said they were in a position where “their judgments were influenced by the pressures of the accountability system”.

He said this, combined with a qualification design that gave teachers control over 60% of marks, had been at the root of the disappointment caused when thousands of pupils last summer received D grades in GCSE English after exam boards moved a grade boundary to toughen up the exam.

The parliamentary hearing followed a high court ruling last month against an alliance of pupils, unions, schools and councils who alleged that the government’s exam regulator, Ofqual, and the exam boards Edexcel and AQA had unfairly moved the boundary, in a last-minute “statistical fix” to counter exam grade inflation.

The bar was raised higher than for pupils who submitted papers in the earlier January marking round and some pupils claim they missed out on sixth-form places because of the change.

Hall told the MPs his exam board’s data revealed peaks and troughs of marking around grade boundaries and that indicated teachers involved in internal controlled assessment of GCSE candidates’ work were engaged in “fine judgments”.

Hall agreed with the hypothesis of the committee chairman, Graham Stuart, that once teachers knew “all they had to do was find two more marks and magically a D would become a C” there was a temptation to overmark.

Ziggy Liaquat, the managing director of the exam board Edexcel, also said his exam board, which accounted for 10% of English GCSEs assessed last year, had observed inaccurate marking by teachers.

“We adjusted downwards 8% and we adjusted upwards 5% so there was inaccurate marking both ways,” he said. He added the evidence did not yet show teachers had pushed marks deliberately to cross grade boundaries.

Mark Dawe, the chief executive of the exam board OCR, told the committee it had not found evidence of overmarking of controlled assessment modules.

Liaquat apologised for the “distress to children and parents” that had been caused by the move to the grade boundary between the January marking cycle and the summer marking.

“We should be relentless in communicating that grade boundaries can constantly move,” he said. “We really need to educate teachers, parents and pupils in how the process works.”

Hall admitted to MPs there had been “a loss of trust” over the marking of last summer’s GCSE English. He said he had continued worries about the changes to standards in GCSE science, which is “one of the most sensitive things we are doing”, and stressed the need for work to communicate that to students, teachers and parents. “It is in the worry mix, of course it is,” he said.

Education in brief: rewriting history; more bullying allegations; spotlight on academy governors

Education in brief: rewriting history; more bullying allegations; spotlight on academy governors

The Guardian|by Warwick Mansell and Geraldine Hackett on March 11, 2013

There have been rumours that Michael Gove has written the new history curriculum

There have been rumours that the education secretary, Michael Gove, has written the new national history curriculum. Photograph: Peter Macdiarmid/Getty Images
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Michael Gove finds himself mired in yet more controversy. This time over the history curriculum which he has been accused of writing himself whilst ignoring the advice of history education experts. In addition there have been further allegations of bullying made against his department. It really does beggar belief how such a controversial and seemingly incompetent minister has remained in post for so long.
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A case of rewriting the history curriculum?

Who wrote the much-discussed new national curriculum for history? It is an intriguing question, with the Historical Association having said its advice and evidence have been ignored, while one Conservative former adviser to Michael Gove said the current draft “bore no resemblance” to versions he had worked on as recently as January.

So what is the rumour going around the history community at the moment? It is that the seven-page draft curriculum, with its 134 bullet points, including the stipulation that key stage 1 pupils learn about Christina Rossetti and those in KS2 about the Heptarchy, was written by the education secretary himself.

Chairing a history conference last week, the shadow schools minister, Kevin Brennan, voiced this publicly. “There’s no truth to the rumour that the secretary of state wrote up [the draft history curriculum] over a weekend?” he asked of senior civil servant Marc Cavey. “It’s a nice story, but indeed not,” replied Cavey, perhaps a tad nervously. A source had earlier told Education Guardian that the seemingly unsubstantiated gossip had featured at a recent Historical Association meeting.

Speakers at the Westminster Education Forum event disagreed over the merits of the document’s detailed content. But most were of the view that the volume of material included made it questionable whether the new curriculum would ever actually be taught in full to pupils.

More bullying allegations surface at the DfE

With Gove due to reappear before the education select committee this week to answer questions about what he knew about bullying allegations within the Department for Education, news reaches us of an official complaint that has been made about “intimidation” by one of that department’s academy “brokers”.

The complaint came in a letter sent by Tim Crumpton, a Labour councillor in Dudley, West Midlands, to the office of Gove’s schools commissioner, Elizabeth Sidwell, last November. Crumpton, the council’s cabinet member for children’s services, asked the office to investigate “bullying” by the broker.

As reported in this column, these DfE brokers are seeking to push many schools towards academy status. Crumpton said he had accompanied the senior official on three visits to schools in Dudley. “On each occasion, [her] behaviour has been intimidating and bullying towards governors, headteachers and local authority staff,” he wrote.

The broker had provided no agenda or subsequent notes of the meetings at schools under pressure to become academies, while, said Crumpton’s letter, on each occasion she had said: “The minister will make you become an academy, and will intervene both in the school and in the local authority if they do not support this action.”

Crumpton told his local paper, the Stourbridge News, he had received an unhelpful response to the letter from the DfE.

The DfE said: “We carried out a thorough investigation and found no basis in the claims.”

Meanwhile, campaign groups associated with at least four schools that are under sustained DfE pressure to convert to sponsored academy status have joined together to set up an organisation called Parents Against Forced Academies. The group has aproposal on the 38degrees campaigning website which, with approaching 2,000 supporters, was top of a list of “hot” issues on the site as of last week.

Parents at Roke primary school in Kenley, Surrey, have now said they intend to launch a legal challenge against the DfE’s move to enforce academy sponsorship under the Harris chain.

Kingsdale results under the spotlight

Intriguing goings-on continue at Kingsdale school, the academy in Southwark, south London, which has been at the centre of an unresolved GCSE and BTec cheating inquiry by exam boards for more than 18 months now.

Sources say the school refused to give out its 2012 GCSE results to parents last autumn citing the controversy over GCSE English, meaning that grades were provisional at this stage. But in January, official league table results on Kingsdale – described as “brilliant” by David Cameron in 2011 – seemingly showed a dramatic fall in grades in summer 2012. The previous year, 60% of pupils gained five good GCSEsincluding English and maths. By 2012, it had fallen to 36%, which is below the government’s current 40% “floor target” minimum.

The government data does not include the effect of any GCSE English resits or appeals, and the school has now published unofficial statistics, taking them into account, which put the figure at 49%.

However, new data published by Ofsted makes it clear that Kingsdale’s results drop was not confined to English, with science A*-Cs also falling sharply, from 63 to 26%, and maths also down.

Ofsted visited the school in December and gave it a “good” rating. But some parental and whistleblower sources are puzzled as to why the latest GCSE results were not given more prominence in the inspection report, which says mysteriously that unspecified “circumstances”, leading to a reduction in revision support, helped to explain the 2012 drop.

Steve Morrison, Kingsdale’s headteacher, said the decision to hold back some of its 2012 exam data last term, because of the GCSE English review, was a practice “in line with hundreds of schools” across England. Kingsdale results were also generally good, with early-entry GCSE grades for pupils now in years 10 and 11 at a “record high”, he said.

The crème de la crème of academy governors?

The state of Swindon academy, one of seven academies that have had warning letters from Ofsted, suggests that having experts on the governing body is not always a guarantee of success. Sir Michael Wilshaw, the chief inspector, has been complaining that some governors are not up to scratch, but Swindon has a line-up other schools might envy.

Mary Curnock Cook, the chief executive of Ucas, the university admissions service, has been a governor there for five years. The chair is Sir Anthony Greener, a former chair of the now abolished Qualifications and Curriculum Authority.

Fellow governors include Colin Fraser, recently retired deputy head of Marlborough College (£31,000 a year for boarders) and Marlborough’s director of science, Nic Allott. From industry, there is Mike Godfrey, who until a couple of months ago was chief engineer at Swindon’s Honda plant. He had worked for Honda for 27 years.

The blame-hunters might direct their attention at United Learning, the academy’s sponsor, which runs its schools from the centre. United Learning is now run by Jon Coles, a former senior civil servant at the DfE.

Primary school parents in row over takeover by academy chain

Primary school parents in row over takeover by academy chain

The Guardian  |by Peter Walker on March 10, 2013

Education secretary Michael Gove

Education secretary Michael Gove, who favours academies taking control of schools from local authorities, faces a row over a ‘farcical’ consultation over Roke primary school in Croydon. Photograph: Ray Tang/Rex Features
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More concerns are being raised about the academising of primary schools against their will. It appears that not only are schools being forced into becoming academies there is also a complete lack of transparency over the selection of the provider. 

Parents at a popular primary school threatened with takeover by an academy chain have labelled a promised consultation a farce after the main questionnaire failed to even ask them if they wanted the school to change status.

A group of parents battling plans to remove Roke primary in Croydon, south London from local authority control have also released a transcript of a meeting in which a Department for Education “broker” told them she believed the school was failing based largely on a half-hour tour during which she thought the children looked “bored”.

The row over the DfE’s apparent desire to push the primary into the control of the Harris Federation, against the wishes of governors, staff and seemingly the majority of parents, appears to run counter to Michael Gove’s belief that academies are more responsive to local needs.

The DfE has faced parental anger elsewhere, notably over Downhills primary schoolsin Haringey, north London, which Gove made part of Harris last year despite 94% of parents telling a consultation they opposed it.

The significance with Roke is that it has no long history of under-performance, supposedly the only reason for forced conversion. Roke was targeted after Ofsted assessed it as “inadequate” in May. Governors and parents, however, said this was a one-off blip caused largely by computer problems which meant inspectors could not view data. Subsequent inspections found the problems had been largely rectified.

The DfE promised a consultation, albeit one run directly by Harris, set up by the Carpetright millionaire Lord Harris. This turned out to involve a questionnaire which only asked whether, when it became an academy, Roke should be sponsored by Harris, not if parents wanted an academy at all.

At a public meeting last week attended by Harris and some of his senior staff, parents were told the DfE had instructed the chain to redraft the questionnaire. But parents remain suspicious.

“To not even ask us initially if we wanted the school to be an academy, it’s just indicative of a whole attitude,” said Nigel Geary-Andrews, a parent and 39-year-old civil servant. “It really doesn’t seem that they want our views at all. It’s as if the decision has already been made – which we think it has. It’s a bit of a farce.”

At the same meeting some parents were angered when the “broker”, a freelance contractor hired by the DfE to work with converter academies, described how she decided Roke needed help. Val McGregor said she had spent “about 20 minutes, half an hour” touring the school before meeting senior staff and governors, concluding pupils were bored and “not doing as well as we had hoped”.

Asked by a parent how she could reach such a verdict so quickly, McGregor replied: “We could spend longer but I don’t think that is appropriate.”

The meeting was also addressed by Dan Moynihan, chief executive of the Harris Federation, who was knighted last year. At another consultation meeting last week, parents said, Moynihan spent half the hour-long event making a phone call. One parent challenged Moynihan afterwards for this perceived rudeness.

Geary-Andrews said: “Again, this seems to show an attitude that Harris aren’t really interested in listening to parents and our views.”

A Department for Education spokesperson said Harris was seen as the best sponsor due to a record of improving under-performing schools. She said: “The children at Roke deserve the best possible education, but any suggestion that there is a ‘done deal’ on a sponsor is wrong. Ministers will carefully consider all responses to the ongoing consultation and any other relevant factors before taking a final decision.”

A Harris Federation spokeswoman said the final decision on Roke would be made by Michael Gove, not them.

She said: “Our report will not be making a recommendation, but will simply report what parents have said. We only had two responses before the meetings and we will extend the period for getting replies back to make sure everyone has plenty of time to consider the extra question. We have enjoyed hearing from parents and others, answering their questions and providing reassurance.”

Free school head without any teaching qualifications plans to ignore curriculum

Free school head without any teaching qualifications plans to ignore curriculum

The Guardian |by Daniel Boffey, policy editor on March 9, 2013

Pimlico school

Pimlico Academy free school in Westminster, London, is due to open its primary school in September. Photograph: Linda Nylind for the Guardian
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Worrying news that a significant number of unqualified staff are being employed as teachers in free schools. In addition, at least one free school is employing a headteacher who is not a qualified teacher and plans to ignore the national curriculum. This is directly at odds with the requirements for Qualified Teacher Status being made more stringent which suggests that greater qualifications are required to teach effectively. The government’s education policies are, yet again, shown to be, confused and flawed. 

One in ten teachers working in free schools are not formally qualified to do so, according to official figures, including a 27-year-old who has been appointed as headteacher of a primary due to open this year. There were 21 teachers with no teaching qualifications in the 17 free schools that responded to a government census. Almost half (47%) of the schools had at least one unqualified teacher.

Pimlico Primary free school in Westminster, which is due to open in September, has appointed a headteacher who is only now receiving teacher training. Annaliese Briggs, a former thinktank director who advised the coalition government on its national primary curriculum, is the designated head for the new school, which is sponsored by Future, a charity founded by John Nash, the Tory donor and former venture capitalist appointed schools minister in January.

It is understood that Briggs, an English literature graduate from Queen Mary, University of London, and a former deputy director of the right-wing thinktank Civitas, is being trained in Wandsworth in preparation for the beginning of the next school year. She has already said that she will ignore the national curriculum and teach lessons “inspired by the tried and tested methods of ED Hirsch Jr”, the controversial American academic behind what he calls “content-rich” learning.

One local teacher, who did not want to be named, said he was astonished that such an inexperienced candidate had been selected. . “It seems extraordinary that having experience and teaching qualifications are no longer prerequisites to running a school,” he said. Even a young headteacher is normally expected to have six years of teaching experience before they are entrusted with the task of leading a school.

The education secretary, Michael Gove, announced in 2010 that free schools – which are outside the control of local authorities but funded by the state – would be allowed greater leeway over appointments. Last summer he extended such freedoms to the country’s 1,500 academies, claiming that removal of the requirement for staff to have qualified teacher status (QTS) would replicate the “dynamism” that he believes is found in private schools.

The shadow education secretary, Stephen Twigg, responding to the school census figures – which were collected in November 2011 – said he would reverse the policy if Labour was in power. “Parents will be shocked to learn that this government changed the rules and we now have unqualified teachers in state schools. This wouldn’t happen under Labour – we would ensure teachers are qualified,” said Twigg.

“We need to strengthen, not undermine, the quality and professionalism of teaching. Ministers should reverse this decision so that all young people get the qualified teachers they deserve.”

Leaders of the teaching unions believe the policy is part of a “deskilling” of the profession. Chris Keates, general secretary of NASUWT, the largest teachers’ union, said the latest figures were an insult to teachers. “This information is just a manifestation of the fundamentally flawed policies of a coalition government that believes it is acceptable that schools should be able to employ leaders and teachers who do not have qualified teacher status,” she said.

“Parents and the public should be deeply concerned that they can no longer have confidence that when children and young people go to school they are being taught by a qualified teacher.

“If anyone suggested that doctors could be unqualified and allowed to treat patients, everyone would be rightly horrified. Why is the same concern not extended to the education of our children and young people?”

The row comes as the first Ofsted reports into standards in free schools are published. Batley grammar school in West Yorkshire and Sandbach school in Cheshire were both found to “require improvement”. They were said to be letting their pupils down across a range of subjects, particularly English. Staff at Sandbach school were told they had an “inflated view” of their performance.

Jo Saxton, director of education for Pimlico Primary’s sponsor Future, said: “All our staff are carefully selected to ensure the ideal balance between excellent subject knowledge, effective teaching and the ability to engage all pupils.”

A Department for Education spokesman said: “We have given free schools and academies the same freedoms the best independent schools enjoy to hire great linguists, computer scientists, engineers and other specialists so they can inspire their pupils.

“Pimlico Academy’s governors and teachers [Pimlico Academy secondary school is also run by Future and will share its site with Pimlico Primary] took a failing secondary and increased its Ofsted rating to ‘outstanding’ in record time. Headteachers and governors at places like Pimlico know their schools best and we trust them to recruit the right staff.”

Dear Mr Gove: Michael Rosen’s letter from a curious parent

Dear Mr Gove: Michael Rosen’s letter from a curious parent

The Guardian  |by Michael Rosen on March 4, 2013

Four-year-old children working with numbers

Should four-year-olds have numeracy targets? Photograph: Alamy
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Michael Rosen’s latest letter to Michael Gove: Once again he asks the questions we all want to raise and says what many in the education system are already thinking. Well worth a read. 

I see that the education select committee has asked you and your permanent secretary to reappear before them. I was surprised by your response: you seem to think that this is a waste of time. You wrote to the committee saying you were free to answer their questions: “Then, perhaps, the Department for Education team can get on with improving children’s lives and you can consider where your own energies might be directed.”

I had no idea that it was your job to tell the select committee what they should be doing. Isn’t the idea of you telling others about how their “own energies might be directed” laughable?

I’ve been in several parts of the country that are reeling from the chaos of your top-down transformation of the structure of education. As was predicted, an academy can fail an Ofsted inspection. The problem is that you seem to think that turning a school into an academy is a cure and, following from that, you don’t seem to have imagined a scenario in which the cure could fail or that the cure itself might ever need curing.

So what happens when an academy fails? Presumably, as your “energies” are “directed” towards this by the red light flashing on the map in your office, you as sole commander of Academy England issue instructions: “Switch sponsors! Chuck out AET, bring in Harris! Hang on, I sent Harris to that other place. How about a superhead? Any superheads around? No? Why not? No one wants to apply for the job? Tell the head in the next-door school, she’s got to do the job or she’s out on her ear. Federate!

“Now you’re telling me that if she becomes superhead the deputy head doesn’t want to be a stand-in head? OK, this is the plan: who’s the local authority? Right, this might be tricky, but I want you to sidle up to them, tell them that I’ve never been against local authorities and see if they can … er … provide some assistance to this academy …”

Meanwhile, out there beyond the walls of your office, I can tell you that people are seriously confused about the fact that there isn’t just one kind of academy – there appear to be several different kinds. I only have nine years of tertiary education to my name, so I’m not able to understand the structures that you’ve put in place with your well-directed “energies”. I haven’t got any further than thinking that there are: old academies, opted-in academies and Govean you-must-be-academies-because-I-say-so academies. To which must be added the still-academies-even-though-they-failed-Ofsted academies. Perhaps at some point you’ll stand before us and let us know how this “improves children’s lives”.

Looking even closer, we can now see what happens when one of your favoured academy sponsors, on your instruction, takes over a local authority school. Let’s home in on a school whose parents, staff, local council and local MP all wanted it to remain under local authority control; a school where the Ofsted inspection showed it performed better than average for its least-able pupils. In came the Govean sponsors who have sent out letters to the parents saying: “Unfortunately, your child has still not met their initial target of being able to recognise their numerals 1-10.”

Fair enough, people might say. Children must be able to recognise numbers, eh? One problem: this letter went to parents of four-year-olds. Does telling these parents a) that their children have failed b) that four-year-olds should have numeracy targets c) that this is their target as opposed to the academy sponsor’s target, “improve children’s lives”?

This is a point of arrival. You alone decide that a school will become an academy. This joins it to a system that cannot cater for all children.

Through the league tables it enforces competition between schools, which results in teaching to the test. Teachers, parents and children are controlled by targets, with the ultimate result that large numbers of children are marked as failures.

But where do these targets come from? Where is the theory and evidence to show that every four-year-old should have targets; should recognise numerals; or that demanding this “improves children’s lives”?

No, I’ll rephrase that: where is the discussion about how four-year-olds learn that you and your department could start, as opposed to this kind of Gove-enforced, sponsor-directed instruction?

Ofsted chief calls for paid school governors

Ofsted chief calls for paid school governors

The Guardian  |February 27, 2013

Sir Michael Wilshaw

Sir Michael Wilshaw has, once again, criticised the professionalism of school governors by asserting that a lack of pay equates to a lack of ability to carry out the role. Whilst not all school governors consistently work effectively for the good of the schools that they serve this should not be used as a stick with which to beat all the hard-working school governors up and down the country. It is also worrying that he is advocating an increased role for so called ‘professionals’ while simultaneously minimising the use of volunteers from the local community.  In a climate of shrinking community volunteer places on boards of governors through the Coalition’s Academies and Free Schools programme this plan will simply further remove local and democratic accountability in the primary and secondary education system. There is far more to running a school than looking at figures on a  report card; using paid governors who have no wider understanding of the school in question and no long-term interest in or knowledge of the local community is not the way forward.

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Businesses should order staff to become governors at their local schools, the Ofsted chief inspector has said.

Sir Michael Wilshaw said more professionalism was needed among school governors, and again suggested that some should be paid for their work.

His comments came as he announced every primary and secondary school in England would be handed an annual report card detailing their exam results and attendance rates.

The one-page overview would be made available to the public so it could be used by parents to compare schools.

The move came amid concerns by Ofsted that governors need more information to hold their schools to account.

Wilshaw warned some school governors were not up to scratch and would rather spend time “looking at the quality of lunches and not enough on maths and English”.

In a speech to the Policy Exchange in central London on Wednesday, he argued there needed to be a “professional approach” among governing bodies, particularly in the most challenging schools.

He said: “Of course there will always be a place for the volunteer and those from the community who want to support their local school. That will always be the case. But where there is a lack of capacity and where there are few volunteers without the necessary skills, we need to consider radical solutions.

“I have said it before and I will say it again, we should not rule out payment to governors with the necessary expertise to challenge and support schools with a long legacy of under-performance.”

Wilshaw said he wanted to issue a challenge to the public and private sectors to encourage their best people to get involved in school governance.

“For example, all large and medium-sized companies could insist that their senior and middle managers join the governing bodies of local schools. I believe Rolls-Royce strongly encourage their managers to do this.”

The new report card – the school data dashboard – will give information on how well a school is performing in test and exam results, as well as attendance, compared with other similar schools.

Ofsted said it would publish the documents, updated annually, for more than 20,000 state primary and secondary schools.

Wilshaw said governors should have access to the right information to understand and challenge their school, with no excuses for those that fail to do so.

“The school data dashboard I am launching today raises the stakes,” he said. “Many governors know their school well already. But for those that don’t, there are now no excuses. Inspectors will be very critical of governing bodies who, despite the dashboard, still don’t know their school well enough.”

The 6,000 schools currently considered less than good by Ofsted usually have issues with their leadership, including governors, Wilshaw said.

“Poor governance focuses on the marginal rather than the key issues. In other words, too much time spent looking at the quality of school lunches and not enough on maths and English.”

Brian Lightman, the general secretary of the Association of School and College Leaders (ASCL), said: “It is absolutely right that governors and parents should hold schools to account, and access to data is a part of this.

“However, all data, especially ‘simple’ statistics, comes with a health warning. It should encourage people to ask more questions, not to draw premature conclusions. Reciting statistics about how a school is performing is much different from really understanding its strong points and areas for development.”

The last Labour government set out proposals for a US-style report card in a white paper published in 2009. Under the plans, every school was to be ranked on a number of measures and given a final overall grade. The proposals were scrapped after the last election.

400 primary schools to become academies, says prime minister

400 primary schools to become academies, says prime minister

The Guardian  |by Press Association on November 12, 2012

Pupil writing
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Academies are in the news once again this week with an announcement by David Cameron, of the Government’s intention to convert 400 weak primary schools into academies in time for the 2013 academic year. We have two concerns with this announcement. Firstly, as we have discussed previously, academic status isn’t a panacea for failing schools.  There are a wide variety of methods that can be and have been used successfully to turn around failing schools that don’t involve the very expensive restructuring involved in conversion to academic status. Hundreds of millions of pounds for academy conversion purposes have been removed from a depleted education budget leaving other schools short of funds. Conversion to academy status isn’t a successful policy for all schools and shouldn’t be regarded as such. Secondly, with the Government constantly shifting the goalposts in order to undermine schools and cause them to fail it appears that there is an ideological purpose behind the drive to convert all schools into academies even if it is against their will and not in the best interest of the students and that should be a cause for concern for all parents and right minded individuals who care about the future of the children of this country!

The government will improve the UK’s 400 weakest primary schools by turning them into academies, the prime minister will say.

David Cameron will announce on Monday that by the end of next year he wants the schools to be paired with sponsors to turn them into academies as part of coalition efforts to improve education in the poorest-performing schools.

The move comes as the cabinet prepares to attend a special meeting at an academy later. Cameron will say: “The driving mission for this government is to build an aspiration nation, where we unlock and unleash the promise in all our people. A first-class education system is absolutely central to that vision.

“We have seen some excellent progress with our reforms, including turning 200 of the worst performing primary schools into sponsored academies, and opening more academies in the last two years than the previous government opened in a decade.

“Time and time again we have seen how academies, with their freedom to innovate, inspire and raise standards are fuelling aspirations and helping to spread success. So now we want to go further, faster, with 400 more under-performing primary schools paired up with a sponsor and either open or well on their way to becoming an academy by the end of next year.

“It is simply not good enough that some children are left to struggle in failing schools, when they could be given the chance to shine.”

At the previous general election, there were 203 academies but they were all secondary schools. There are now 2,456 academies and a further 823 in the pipeline. Of the new academies, 333 were formerly failing primary or secondary schools. Ministers plan to spend up to £10m to develop new sponsor links.

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