The Legacy of the London Challenge

Merryn HutchingsEmeritus ProfessorInstitute for Policy Studies in Education, London Metropolitan University

Project team members: Sumi Hollingworth, Ayo Mansaray and Anthea Rose, IPSE; and Charley Greenwood, Coffey International

The Legacy of the Challenge

The legacy in schools in London attainment

Ofsted judgements

strategies and practices

Legacy activities national

London

What more could be done to benefit from the lessons of the Challenge?

The legacy in London schools: attainment

London primary and secondary schools now perform better than schools in any other region

Percentage of secondary pupils reaching the expected level, 2013, by region

National figure

Percentage of pupils eligible for Free School Meals, by region

Percentage of FSM pupils achieving GCSE 5A*-C inc. English and maths, by region

Attainment at GCSE 2012, using the FT GCSE score and IDACI deprivation ranking, by region

poorer richerDeprivation ranking

FT G

CSE

sco

re

Source: Cook 2013

Other pupil groups that do better in London than elsewhere

Not eligible for FSM

White

Minority ethnic

With SEN

Without SEN

With EAL

English first language

Percentage of schools below the floor target 2005-13

0

5

10

15

20

25

2005 2013

OutsideLondon

London

0

5

10

15

20

25

30

35

2005 2013

PRIMARY SECONDARY

Legacy in London schools: Ofsted judgements (as at 31/08/13)

Secondary

Is the London Challenge responsible for London’s success?

Possible other factors:Pupil factors – higher aspirations?Teacher factors – pay, age? Teach FirstSponsored academies

Conclusion: London Challenge is the main factor responsible

Was the Challenge responsible? the views of school leaders

Interviewees identified school changes initiated by the Challenge which contributed to higher attainment:

Becoming more outward looking, ongoing and new partnerships

Developing more effective processes and structures

Stronger focus on teaching and learning

Having higher expectations of pupils

Development of coaching skills

Teachers’ careers, energy and enthusiasm

Gaining awareness of what to do to improve further

Becoming more comfortable with external scrutiny

Why was the London Challenge successful?

• Recognition that genuine improvement takes time and involves reviewing all aspects of school practice

• Working at area level, tackled issues specific to London

• Central team of expert advisors, plus coordination and administration

• Using the strengths of the leaders and teacher to support and coach others

• Support for schools to become more outward looking

• Different strategies for schools at different stages

• Bespoke solutions

• Ethos of support and encouragement, moral purpose

Legacy activities: London

The London Leadership Strategy

Continues some programmes developed during the Challenge

Has developed new programmes to fit current needs (e.g. Securing Good)

Legacy activities: national

Greater Manchester and Black Country Challenges (2008-11)

Teaching Schools

National Leaders of Education (NLEs)

Organisations – e.g. Challenge Partners

Strategies used by e.g. some LAs, dioceses and academy chains

New regional and local Challenges being set up

Schools and areas turning to London for support and advice

What more could be done to benefit from the lessons of the London Challenge?

Recent research for Ofsted showed that heads and other stakeholders would like to see:

Coordination/administration at area level, and financial support for this

A process to identify schools with the greatest support needs and to provide advisor and some funding for these

Wider adoption of Challenge strategies for Satisfactory and Good schools

Improved information for heads about what is available

/continued

What more could be done? (continued) Review of geographical distribution of Teaching schools

and National Leaders of Education

The balance between competition and collaboration reviewed

Recognition in Ofsted framework of value of school-to-school support

Monitoring the school improvement support provided by academy chains

Recognition that school improvement takes time, and focusing on short-term improvement in results may be counter productive

Stronger recognition of the importance of an ethos in which school are supported and encouraged

Further information in:

Hutchings, M., Greenwood, C., Hollingworth, S., Mansaray, A. and Rose, A. with Minty, S. and Glass, K. (2012) Evaluation of the City Challenge programme, Research Report 215, DfE. https://www.education.gov.uk/publications/eOrderingDownload/DFE-RR215.pdf

Hutchings, M. and Mansaray, A. (2013) A review of the impact of the London Challenge (2003-8) and the City Challenge (2008-11), Research paper for Ofsted’s ‘Access and achievement in education 2013 review’, Ofsted. http://www.ofsted.gov.uk/resources/access-and-achievement-background-papers