They’re doing their best

People are getting a little twitchy about GCSE results day tomorrow, I think.

Poorer pupils twice as likely to fail key GCSEs
Russell Hobby, the chief executive of the education charity Teach First, which carried out the research, said: “A child’s postcode should never determine how well they do at school, yet today we’ve found huge disparities based on just that. Low attainment at GCSE is a real cause for concern as it can shut doors to future success and holds young people back from meeting their aspirations.”

Pupils ‘refusing to sit GCSE exams in new tougher format’
“Making exams harder doesn’t make kids smarter or more employable. It does make them more stressed, anxious and depressed – especially those from disadvantaged backgrounds,” one senior teacher told ASCL.

Another said it was “soul-destroying” to see well-prepared students struggle to cope: “The difficulty of reformed GCSEs places undue stresses upon students and staff. The sheer volume of examinations in such a short space of time leads to tired and weary students.”

GCSE results: further decline in arts and technical subjects
This is a story echoed elsewhere, in the decline in arts GCSE and A-levels and the steady but steep decline in BTEC vocationally related qualifications. And it seems to blame for these changes is the arrival of the English Baccalaureate (Ebacc) – a set of subjects at GCSE that are said to keep “young people’s options open for further study and future careers” – but which appears to do the opposite.

The result you were after?

Another year, another A-level results day, another set of the usual stories in the media. This one caught my eye, though, about Labour’s plans to change the university application process timeline, removing the need for predicted grades.

A-level results: a minority of students achieve predicted marks, so yes the system should be reformed
It’s generally accepted that going to university plays a significant part in shaping lives, and the skills gained there help to sustain a thriving society. So it seems odd that at the heart of this process is guesswork – with the bulk of university offers based on predicted grades.

Indeed, Labour has announced plans to replace offers based on predicted grades with a new “fairer” system of post-qualification admissions. Under Labour’s plans, students would apply for their higher education place after receiving their results instead of the current system of predicted grades – which the party says penalises disadvantaged students and those from minority backgrounds.

My first reaction with these kinds of plans is to almost faint at the thought of the upheaval everyone would have to go through. Hundreds of universities, thousands of schools, millions of students. Would there have to be a pilot implementation with just a few schools? Or just a few universities? How would that work? Would that create a two-tier system? Could it really all be turned around in such a short timeframe? What if it all went wrong?

But then, if other countries can do it, why can’t we?

All of which makes Labour’s most recent suggestions of reforming the system a step in the right direction. Indeed, a 2019 report from The University and College Union revealed that post-qualification admissions were the global norm, and that countries the UK often benchmarks against – such as Germany, Singapore, Australia and the US – all use this system.

The OECD’s top five countries with the highest performing graduates also use post-qualification admissions – so it’s possible that students in those countries are being better matched to institutions and thriving accordingly.

New from the DfE

The GOV.UK website is enormous, and with new publications and announcements being released every day, it’s easy to miss something important. Thankfully, most topics, departments and even ministers have a ‘get e-mail alerts’ link that’s really helpful. I’ve signed up for e-mail alerts from the Department of Education. Here are a few recent publications that caught my eye.

Advice for schools on how to prepare for Brexit
Including: Informing pupils and staff from the EU about the EU Settlement Scheme; EU pupils and staff arriving after Brexit; School places for EU nationals and UK pupils returning to England from the EU after Brexit; Data Protection; Food supplies; Medical supplies.

Teacher workload advisory group report and government response
This report from the Teacher workload advisory group sets out recommendations and principles to reduce the unnecessary workload associated with data and evidence collection. The government has accepted all the recommendations in full.

Understanding child and adolescent wellbeing: a system map
A report on the factors that influence children and young people’s (CYP) wellbeing from the perspective of CYP practitioners. This research used system mapping to capture the perceptions of the 21 children and young people’s (CYP) practitioners who participated in the study.

new-from-the-dfe-1

Lighter school bags?

Textbook publisher Pearson is moving to “digital first model, effectively killing future print editions of its college textbooks,” according to Publishers Weekly.

Pearson puts print books to bed
“Students are demanding easier access and more affordable higher education materials, with nearly 90% of learners using some kind of digital education tool,” Pearson CEO John Fallon said in a statement. “We’ve changed our business model to deliver affordable, convenient, and personalized digital materials to students. Our digital first model lowers prices for students and, over time, increases our revenues. By providing better value to students, they have less reason to turn to the secondary market. This will create a more predictable, visible revenue stream with a better quality of earnings that enables us to serve the needs of learners and customers more effectively. Our digital courseware makes learning more active, engaging and immersive, improving outcomes for students and their teachers, and helping college leaders meet the growing demand for lifelong learning.”

Playing to your strengths

Being at school can be stressful, as this study from Ireland shows, and students’ well-being seems to steadily decline as they make their way to their final exams. But are some children better at maintaining good mental health than others? The key might lie with whether students are in touch with their character strengths.

Well-being of students starts to decline from the moment they enter secondary school
But our study also found that the biggest predictor of lower levels of well-being was when students did not regularly use their greatest strengths of character. Strengths of character can be measured using a survey like this one by VIA. The survey identifies teenagers’ top strengths that they can use during their daily lives.

But just because someone’s top strengths might be honesty, prudence and perseverance, does not mean that they use these strengths frequently. Those who scored the highest for using their strengths daily, also had the highest scores on their levels of well-being. Therefore, using character strengths every day could help secondary school pupils to maintain higher levels of well-being.

You can learn about your character strengths through questionnaires like this one, from the VIA Institute on Character.

Bring your character strengths to life & live more fully – VIA Institute
When you discover your greatest strengths, you learn to use them to handle stress and life challenges, become happier, and develop relationships with those who matter most to you. What are your strengths?

I worry sometimes that I’m too cynical with such things. Is the secret to better emotional health and well-being really as straightforward as completing a 10-minute questionnaire, being told what your strengths are (or rather, what you want them to be), and acting on them?

Maybe I should give this a go. This emphasis on strengths of character does chime with what I’ve been learning about Stoicism, after all.

Thinking errors?

School’s tough. Maths is especially tough.

‘Maths anxiety’ causing fear and despair in children as young as six
Children as young as six feel fear, rage and despair as a result of “mathematics anxiety”, a condition which can cause physical symptoms and behaviour problems in class, according to a study.

Report examines origins and nature of ‘math anxiety’
A report out today examines the factors that influence ‘maths anxiety’ among primary and secondary school students, showing that teachers and parents may inadvertently play a role in a child’s development of the condition, and that girls tend to be more affected than boys.

More info on the research from the Nuffield Foundation…

Understanding mathematics anxiety
Learning mathematics can be challenging; however, not all mathematics difficulties result from cognitive difficulties. Some children and adults have mathematics anxiety (MA) which severely disrupts their performance.

… and from University of Cambridge’s Centre for Neuroscience in Education.

What is Mathematics Anxiety?
Does mathematics anxiety affect mathematics performance? When trying to figure out how Mathematics Anxiety relates to mathematics performance, we are faced with a problem similar to that of the chicken and the egg … which comes first? What we know is that people with higher levels of mathematics anxiety tend to perform more poorly on assessments of mathematics skills whilst those with better performance in mathematics tend to report lower levels of mathematics anxiety. What we don’t know is which causes which.

And here’s a link to the report itself.

Understanding Mathematics Anxiety: Investigating the experiences of UK primary and secondary school students
Abstract: The project investigated individuals’ attitudes towards mathematics because of what could be referred to as a “mathematics crisis” in the UK. Evidence suggests that functional literacy skills amongst working-age adults are steadily increasing but the proportion of adults with functional maths skills equivalent to a GCSE grade C has dropped from 26% in 2003 to only 22% in 2011 (National Numeracy, 2014). This number is strikingly low compared with the 57% who achieved the equivalent in functional literacy skills (National Numeracy, 2014).

This all looks far from straightforward. Here’s a very interesting, critical look at what seems to me to be a overly simplistic response to these issues — the growth mindset theory.

thinking-errors-1

The growth mindset problem
According to the theory, if students believe that their ability is fixed, they will not want to do anything to reveal that, so a major focus of the growth mindset in schools is shifting students away from seeing failure as an indication of their ability, to seeing failure as a chance to improve that ability. As Jeff Howard noted almost 30 years ago: ‘Smart is not something that you just are, smart is something that you can get.’

Despite extraordinary claims for the efficacy of a growth mindset, however, it’s increasingly unclear whether attempts to change students’ mindsets about their abilities have any positive effect on their learning at all. And the story of the growth mindset is a cautionary tale about what happens when psychological theories are translated into the reality of the classroom, no matter how well-intentioned.

[…]

Growth mindset theory has had a profound impact on the ground. It is difficult to think of a school today that is not in thrall to the idea that beliefs about one’s ability affect subsequent performance, and that it’s crucial to teach students that failure is merely a stepping stone to success. Implementing these ideas has been much harder, however, and attempts to replicate the original findings have not been smooth, to say the least. A recent national survey in the United States showed that 98 per cent of teachers feel that growth mindset approaches should be adopted in schools, but only 50 per cent said that they knew of strategies to effectively change a pupil’s mindset.

The truth is we simply haven’t been able to translate the research on the benefits of a growth mindset into any sort of effective, consistent practice that makes an appreciable difference in student academic attainment. In many cases, growth mindset theory has been misrepresented and miscast as simply a means of motivating the unmotivated through pithy slogans and posters. A general truth about education is that the more vague and platitudinous the statement, the less practical use it has on the ground. ‘Making a difference’ rarely makes any difference at all.

[…]

All of this indicates that using time and resources to improve students’ academic achievement directly might well be a better agent of psychological change than psychological interventions themselves. In their book Effective Teaching (2011), the UK education scholars Daniel Muijs and David Reynolds note: ‘At the end of the day, the research reviewed has shown that the effect of achievement on self-concept is stronger that the effect of self-concept on achievement.’

Many interventions in education have the causal arrow pointed the wrong way round. Motivational posters and talks are often a waste of time, and might well give students a deluded notion of what success actually means. Teaching students concrete skills such as how to write an effective introduction to an essay through close instruction, specific feedback, worked examples and careful scaffolding, and then praising their effort in getting there, is probably a far more effective way of improving confidence than giving an assembly about how unique they are, or indeed how capable they are of changing their own brains. The best way to achieve a growth mindset might just be not to mention the growth mindset at all.

Statistically insignificant?

One of the dangers at just looking at the numbers.

Progress 8 scores for most schools aren’t that different
There were over 300 schools with P8 scores between -0.05 and +0.05 – a difference of over 300 rank places (10% of schools) between the highest and lowest scoring of them. But what do these numbers mean?

Let’s say the score for School A was +0.05 and School B was -0.05. Taking the numbers at face value, one interpretation is that if you picked two pupils with the same KS2 attainment, the two pupils would have the same grades in seven of the subjects included in Attainment 8 but the pupil from School A would have one grade higher in one and only one subject than the pupil in School B.

Is this an educationally important difference?

It depends?

And talking of Progress 8 confidence intervals…

statistically-insignificant

xkcd: Error bars

E-mail’s down, but that’s good, right?

Hot on the heels of Microsoft’s trouble with the law (courts) earlier this week, comes more bad news.

Office 365 down: Microsoft not working leaving people without email and other crucial internet services
The exact cause of the problem remains unclear, as Microsoft continues to seek a solution. The trouble has been particularly frustrating for businesses unable to carry out day-to-day communication, with issues emerging as many people started work this morning.

A coincidence that it comes within a day or two of this government speech calling for less e-mail?

Damian Hinds: School leaders should ditch email culture to cut workload
Teachers should not have to email outside of office hours and should instead embrace innovative technology such as AI to help to reduce their workload, the Education Secretary said in a speech today.

He makes it sound so easy.

Wake up! Time for school!

As a parent of teens, this news story caught my eye.

Sleepless no more in Seattle — later school start time pays off for teens
“This study shows a significant improvement in the sleep duration of students, all by delaying school start times so they’re more in line with the natural wake-up times of adolescents,” says senior author Horacio de la Iglesia, a University of Washington researcher and professor of biology. The study also found an improvement in grades and a reduction in tardiness* and absences.

It’s a topic that’s been doing the rounds for years, though, as these articles from just the Guardian show. There are no doubt others.

Major study of teenage sleep patterns aims to assess impact on learning
Pupils to start lessons at 10am in effort to see how neuroscience might improve school performance and exam results [October 2014]

Start school day at 11am to let students sleep in, says expert
Paul Kelley says young people are losing 10 hours’ sleep a week, and calls for 8.30am starts for primary pupils and 10 or 11am for teenagers [September 2015]

Children struggling to concentrate at school due to lack of sleep, MPs told
Sleep deprivation highlighted in inquiry into role of education in preventing mental health problems in children [March 2017]

Sleep-deprived pupils need extra hour in bed, schools warned
Shift school day back by an hour to tackle poor results, anxiety and obesity, say experts [January 2019]

The regularity of these articles suggests a lack of motivation to actuality change the system, with the later start time remaining a ‘nice-to-have’, rather than the ‘must-have’.  But, as that NPR article says,

while only a handful of school districts nationwide have switched to later start times, that is changing “as counties and cities like Seattle make changes and see positive benefit.”

(* ‘Tardiness’ is such a great word. I remember, when I was a university Deputy Registrar, feeling very pleased with myself that I could use that and the term ‘laggards’ in our procedures around coursework submission and so on.)

Introducing children to data visualisation

The economist and dataviz blogger Jonathan Schwabish took on an unusual challenge, to introduce his son’s primary school classmates to data visualisation.

I wouldn’t know where to start — I’m still not sure of the difference between a histogram and a bar chart — but cleverly, Jonathan begins with examples of diagrams everyone is familiar with. Maps.

Teaching data visualization to kids
I then introduced the term “choropleth” and showed them this map of graveyards in the US and this map of McDonald’s (a couple of kids actually tied the two together!). I also showed them a clip of Aron Koblins’ Flight Patterns project (my son loves this one)—the simple and intuitive animation, and black and white color scheme make it easy to follow. I also showed them a video of Martin Wattenberg and Fernanda Viegas’ Wind Map, again, something I think they could all relate to.

He then asks the children to draw their own maps, of their homes rather than the whole world, and to add in any data they liked.

I then passed out tracing paper and, bringing up the graphs I showed them earlier in which color, dots, lines, and bubbles were placed on top of the map, I asked them to plot any data they liked. … Could they add differently-sized bubbles to their favorite rooms? Could they draw lines showing their paths through the house? What about smiley faces for the most fun room?

children-data-visualisation-1

What a fantastic idea. I hope others are similarly encouraged to spread the word in this way. As he says in his conclusion, helping children to understand graphs is a good thing for many reasons.

I’d love to see a way to make data visualization education a broader part of the curriculum, both on its own and linked with their math and other classes. Imagine adding different shapes to maps in their Social Studies classes to encode data or using waterfall charts in their math classes to visually demonstrate a simple mathematical equation or developing simple network diagrams in science class. The combination of the scientific approach to data visualization and the creativity it sparks could serve as a great way to help students learn.

(Via FlowingData.)

A plan to reduce (some) teacher workload

Following on from the Ofsted Chief Inspector’s comments about teachers being ‘reduced to data managers’, the Education Secretary has written to all schools this week, reiterating his commitment to “clamp down on teachers’ workload.” Here’s the DfE’s press release.

DfE: More support for school leaders to tackle workload
Secretary of State for Education Damian Hinds said: “Many teachers are having to work way too many hours each week on unnecessary tasks, including excessive time spent on marking and data analysis. I want to make sure teachers are teaching, not putting data into spreadsheets. That’s why I am stopping my department asking for data other than in the school’s existing format.

“I am united with the unions and Ofsted in wanting teachers to do less admin. I have a straightforward message to head teachers who want their staff to cut right down on collecting data to be able to devote energies to teaching: I will support you. Frequent data drops and excessive monitoring of a child’s progress are not required either by Ofsted or by the DfE.”

Here’s a link to the Teacher Workload Advisory Group report and government response.

It will be interesting to see how this plays out and what, if anything, changes. Perhaps less data collection, rather than less data analysis: I can see schools making judgements about students’ progress two or three times a year, instead of three or four, but will they really stop analysing progress by pupil premium, SEN, ethnicity, gender and so on and so on? Perhaps this is aimed at classroom teachers, rather than subject leaders, data managers and SLT data leads.

Understanding EAL students’ backgrounds

A teacher at the school I work at shared these news reports from the last couple of weeks, to give us an insight into the background of some of our EAL students; what they may have experienced in their countries and why they may have come here. I thought I’d share them here too.

Far right in Czech Republic: the politicians turning on Roma
Hostility towards Roma people is so ingrained in Czech political life, the country’s president recently called them “work shy”, and in this weekend’s Czech municipal elections some politicians are openly stirring up virulent anti-Roma sentiment.

I know one should never read YouTube comments, but the majority under that video make for difficult reading.

‘It’s just slavery’: Eritrean conscripts wait in vain for freedom
With their hopes dashed that peace with Ethiopia would bring an end to national service, young Eritreans must either accept a life of forced labour or flee.

“Reduced”?

Have I just been insulted by the head of Ofsted?

Spielman: Teachers ‘reduced to data managers’
Teachers have been reduced to “data managers” instead of “experts in their field”, Ofsted chief inspector Amanda Spielman will argue today. “I don’t know a single teacher who went into teaching to get the perfect Progress 8 score (a measure of pupil progress),” she will tell a schools conference in Newcastle this morning.

I see her point, though that’s unfortunate paraphrasing from TES. The Guardian’s version, after the speech actually took place, also has the line ‘reduced teachers to the status of “data managers”.’

Here’s the full, less patronising, quote, with no reduction to be seen.

Amanda Spielman speech to the SCHOOLS NorthEast summit
The bottom line is that we must make sure that we, as an inspectorate, complement rather than intensify performance data, because our curriculum research and a vast amount of sector feedback have told us that a focus on performance data is coming at the expense of what is taught in schools.

A new focus on substance should change that, bringing the inspection conversation back to the substance of young people’s learning and treating teachers like the experts in their field, not just data managers. I don’t know a single teacher who went into teaching to get the perfect progress 8 score. They go into it because they love what they teach and want children to love it too. That is where the inspection conversation should start and with the new framework, we have an opportunity to do just that.

And here’s another write-up, that doesn’t mention us data managers at all.

Spielman: Focus on substance over outcomes will help tackle workload
The chief inspector said she did not think there was an “appetite to revive the inspection model of 20 years ago”, but that the new framework, which will come into effect next September, will build on some of the “strengths” of the current system, “especially letting leaders tell their own story”.

“I also want to rebalance inspector time usage so that more time is spent on site, having those professional conversations with leaders and teachers, with less time away from schools and colleges in pre and post-inspection activity.”

Reading just isn’t a boyish habit?

An article from the Atlantic on a possible contributor to the educational gender gap in schools across the world.

Boys don’t read enough
In two of the largest studies ever conducted into the reading habits of children in the United Kingdom, Keith Topping—a professor of educational and social research at Scotland’s University of Dundee—found that boys dedicate less time than girls to processing words, that they’re more prone to skipping passages or entire sections, and that they frequently choose books that are beneath their reading levels.

But there’s nothing to say this can’t be turned around, though.

David Reilly, a psychologist and Ph.D. candidate at Australia’s Griffith University who co-authored a recent analysis on gender disparities in reading in the U.S., echoed these arguments, pointing to the stereotype that liking and excelling at reading is a feminine trait. He suggested that psychological factors—like girls’ tendency to develop self-awareness and relationship skills earlier in life than boys—could play a role in the disparity, too, while also explaining why boys often struggle to cultivate a love of reading. “Give boys the right literature, that appeals to their tastes and interests, and you can quickly see changes in reading attitudes,” he says, citing comic books as an example.

Topping suggests that schools ought to make a more concerted effort to equip their libraries with the kinds of books—like nonfiction and comic books—that boys say they’re drawn to. “The ability to read a variety of kinds of text for a variety of purposes is important for life after school,” he says.

Back to school

If you work in schools I’m sure it feels like September comes round quicker every year. We were just starting to finally relax and unwind and before you know it we’re back, reading things like this.

Dozens of secondary schools exclude at least 20% of pupils
A spokesman for the trust said it had taken over “some of the toughest schools in England” and repeatedly turned around their performance. He said that in many cases, the schools it had taken over had previously been excluding high numbers of children informally, meaning the increase in the number of official exclusions was misleading.

The Guardian view on education: some things money should not buy
These figures point up a general hollowing out of trust in the state system, which the introduction of competition both reflected and greatly exacerbated. Catchment areas operate as a kind of pre-exclusion mechanism, which keeps poorer children out of good schools just as surely as later exclusions can expel them. In all this, both schools and parents are responding to the logic, and the incentives, of a system predicated on competition as a zero-sum game. We are all poorer as a result.

But cheer up, we’re not the only ones feeling this way. Some of the great artists have identified the same issues.

An art history of back to school
Ever since I published ‘An art history of school inspections’ a few years ago, studying the way that art has portrayed schools has been somewhat of a hobby of mine. In this post, I’ll take you through the ways that artists throughout time have interpreted that key moment in a teacher’s year: going back to school.

back-to-school-2

The first day back has finally arrived in Benjamin West’s ‘These Are the New Guys’ (1776), which depicts the moment when the school’s new staff members are introduced in the first staff meeting, and the entire faculty stare back at them. The new staff members hang their heads and blush as every current member of staff looks at them, some with a sense of envy at their youth, and some with a sense of pity at what these new guys have let themselves in for.

So how do you combat the end of holiday blues and keep that vibe of novelty and freedom going? Suggestions here include joining a club, starting a new hobby, changing your commute. I liked number 7.

Sad summer’s over? 18 ways to keep the health, humour and happiness of your holiday alive
7 Buy a carafe. No, seriously. The best €3 I ever spent went on a little glass carafe that says “quarto litro” at its neck, just like the ones in which the cheapest wine is served in my favourite holiday trattoria. Back home, it encourages restraint on the wine front, while adding ceremony.

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Happy statistics day

It’s GCSE results day and, despite the new grading system, the news people are bringing out updated versions of their usual it’s-getting-better-it’s-getting-worse stories.

GCSE results day 2018: New ‘tougher’ exams favour boys as gender gap narrowest in seven years
Girls remain in the lead, with 23.4 per cent achieving one of the highest grades, which is the same as last year, compared to 17.1 per cent of boys, up from 16.2 per cent last year. But the gap in top grades between boy and girls is now at its narrowest since 2010, with boys just 6.3 per cent behind girls, down from 7.2 per cent last year.

GCSE results rise despite tougher exams
A total of 20 of the most popular GCSE subjects in England have been graded for the first time in the numerical format – plus English and maths, which were introduced in the new format last year. These include history, geography, sciences and modern languages, all of which have been designed to be more difficult.

Of those achieving all grade 9s – and taking at least seven of the new GCSEs – almost two-thirds were girls.

GCSEs: boys close gap on girls after exams overhaul
Boys appear to have been the major beneficiary of the overhaul of GCSE examinations taken in England for the first time this summer, as results showed across-the-board improvements in boys gaining top marks while girls saw their share of top grades dip.

Across the UK the proportion of students gaining an A or 7 and above, the new top grade used in England, rose above 20%, with boys in England closing the gap on girls with an almost one percentage point rise to 17.1% with girls unchanged at 23.4%.

In the reformed GCSEs in England, 4.3% of the results were the new highest 9 grade, set at a higher mark than the previous A* grade. The figures on Thursday showed 732 students attained seven or more grade 9s.

Despite the improvements by boys in England they were still outperformed by girls at the highest level: 5% of entries by girls received 9s, compared with just 3.6% of boys.

GCSE pass rate goes UP – but fewer students get new top ‘9’ grade compared to old A* mark
The overall pass rate – the percentage of students getting a 4 or above or a C or above – was 66.9 per cent, compared with 66.4 per cent last year.

But just 4.3 per cent of exams were given the new 9 grade, which was brought in to reward the absolute highest achievers. Just 732 students in England got a clean sweep of seven or more grade 9s.

Previously around seven per cent of exams scored the top A* grade.

The more detail-oriented education sector websites are worth a read, if you really want to dig down into all this.

GCSE results 2018: How many grade 9s were awarded in the newly reformed subjects?
There has been a curious amount of interest in how many students might achieve straight 9s in all subjects. It seems to have started with a throwaway remark on twitter by the then-chief scientific adviser at the Department for Education that only two students would do so. Tom Benton from Cambridge Assessment then produced some excellent research showing that it would, in fact, be several hundred.

Today Ofqual has answered the question once and for all. A total of 732 students who took at least seven reformed GCSEs achieved grade 9 in all of them. Given that fewer grade 9s are awarded than grade A*, it should come as no surprise that fewer students will achieve straight grade 9s compared to straight grade A*s.

But it can get a little heavy-going at times.

GCSE results day 2018: The main trends in entries and grades
Across all subjects, 21.5% of entries were awarded a grade 7/A or above, compared to 21.1% last year. At grade 4/C or above, 69.3% of entries achieved the standard this year, compared to 68.9% last year. Both figures have been on something of a downward trend since 2015, so this year’s figures arrest this decline.

GCSE and A-Level results analysis
Explore trends in national entry and attainment data between 2014 and 2018 in:
All subjects
Additional mathematics
Additional science
Art and design subjects
Biology
Business and communication systems
Business studies
Chemistry
Citizenship studies

GCSE 2018 variability charts: Are your results normal?
Each year Ofqual produces boring-sounding variability charts. It sounds dull but they show how many centres, i.e. schools or colleges, dropped or increased their results compared with the previous year. This means that if you dropped, say, 25 per cent in one subject, you can see how many other schools also saw the same dip.

Let’s give the last word to the JCQ and Ofqual, and have done with it: I’m getting a headache.

JCQ Joint Council for Qualifications: Examination results
Each year, JCQCIC collates the collective results for its members from more than 26 million scripts and items of coursework. We only publish collated results from our members though and cannot supply regional, centre or candidate information.

Ofqual Analytics
Ofqual analytics presents a selection of data in an engaging and accessible way by using interactive visualisations. We hope this innovative approach to presenting data will make it easier to understand and explore the data we produce.

Map of GCSE (9 to 1) grade outcomes by county in England
The map shows reformed GCSE full course results (the percentage of students achieving specific grades) in England by subject and county for the summer 2018 examination series as well as the summer 2017 examination series. Data in the map represents the results that were issued on results day for both years (23 August 2018 and 24 August 2017) and do not reflect any changes following post-results services.

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(All I know is that my boy got his GCSE results today too, and they’re a credit to the amount of time and effort he’s put in over the years.)

Yes, year 11 exams are challenging; that’s the idea

Tom Sherrington on the need for balance and pragmatism when considering school exams.

GCSE Exams: Keeping a proportionate positive perspective.
Despite the fact that we’ve been running Y11 exams in one form or another for decades, there is always a fairly strong undercurrent in the discourse around the annual exam season characterised by a sense of injustice and unreasonableness. […]

This recent article by Simon Jenkins is a classic example of this kind of anti-exam hysteria. It’s so way over the top, it’s hard to take any of the arguments seriously.

Let me restore some balance.

My son’s just about finished his year 11 exams, and I’ve been very proud of his attitude towards them. He’s really taken to heart the maxim, ‘you get out what you put in’.

In my view there is a healthy pressure and work ethic that endpoint assessments generate. As a parent I’ve been quite happy to see my kids work really hard – super hard – for several months, motivated by the desire to succeed; to be ready to do their best. I totally reject the idea that this is intrinsically unfair or unhealthy or that the kind of exam revision required to get top GCSE grades is superficial and temporary. Would our kids know more in five years’ time if they hadn’t sat their exams – no! They’d know much less. They have much greater chance of remembering knowledge having had to revise extensively. This is particularly true, for both of my children and countless students I’ve taught, because the exam revision process had yielded multiple lightbulb moments. The intensity of study suddenly brings things together that were only half understood before.

Artists (and everyone else) against Ebacc

Surely everyone can agree the success of the UK’s Creative Industries is something we can all be proud of. The government themselves published figures in 2016 that show they are worth £84.1 billion per year to the UK economy. And yet the foundation of that success is being put at risk.

This open letter in the Guardian from a wide range of artists — including Antony Gormley, Rachel Whiteread, Mona Hatoum and Anish Kapoor — is just the latest in a long line of complaints people have about the narrowness of the Ebacc curriculum.

British artists: Ebacc will damage creativity and self-expression
We are writing to express our grave concern about the exclusion of arts and creative subjects from the new English baccalaureate, or Ebacc, for secondary school children, which we believe will seriously damage the future of many young people in this country. There is compelling evidence that the study of creative subjects is in decline in state schools and that entries to arts and creative subjects have fallen to their lowest level in a decade. Young people are being deprived of opportunities for personal development in the fields of self-expression, sociability, imagination and creativity.

The introduction of these performance measures and targets that concentrate on core subjects is having an undeniable effect on the range of subjects across our schools.

The disappearing subjects
The change for non-EBacc subjects is clear, depressing and substantial. Whilst some ministers have been in denial about the impact of the EBacc the old, gnarled ex-Deputy Heads with responsibility for the curriculum, options or timetables, of which I am one, knew this data was coming.

Here, the presumptions around some subjects being easier than others are challenged.

EBac: ‘With what authority is it being argued that art, social sciences, D&T, and the rest, are not “stretching”?’
The idea of core academic subjects is an example of lazy thinking. It seems unconnected to the conversations being had in other educationally high-performing countries about what it is to be educated today. In England, we need high-quality options that are broad, rich and deep for all children, not the five restricting pillars that we are being offered.

There are concerns at primary school level, too. In another Guardian open letter, past winners of the BBC Young Musician competition are seeking improvements in music education.

Letters: restore music to our children’s lives
However, despite some brilliant schemes, we are all deeply concerned that instrumental music learning is being left to decay in many British schools to the point that it could seriously damage the future of music here and jeopardise British music’s hard won worldwide reputation.

Today, we are launching a campaign for every primary school child to be taught to play an instrument, at no cost to them or their families. It is crucial to restore music’s rightful place in children’s lives, not only with all the clear social and educational benefits, but showing them the joy of making and sharing music. We are especially concerned that this should be a universal right. This is an opportunity to show the world that we care about music’s future and its beneficial impact on our children.

And here’s a call for a focus on creativity at university level.

The UK’s #1 skill should be creativity
If the review is serious about the skills the country needs then a focus on creativity is essential. Skills developed in art, design, the performing arts, and humanities courses should be given the same value as those found in other disciplines – with creativity the boundary spanning concept for all subjects and disciplines.

Serious unintended consequences may result in the failure to recognise the value of the arts and humanities, and their promotion of creativity as the core skill the country needs. This goes beyond just purely monetary returns, as this number one skill will also lead to a more engaged, joyful and sustainable society.

This debate around the Ebacc’s effects on the subjects schools should be offering has been going on for years. Here is the former Conservative Education Secretary Kenneth Baker, from 2016.

ebacc-2

Kenneth Baker: ‘We need design, art, music and drama in the heart of a new baccalaureate. The current EBacc doesn’t work’
Secondly, the current EBacc is almost word for word a curriculum that was announced by Robert Morant, secretary to the Board of Education, in 1904. Even Morant saw fit to add one technical subject – drawing! It is clear the EBacc is a classic example of old-fashioned thinking. It hasn’t worked very well for the last 112 years, so in its place we should be looking for a 21st-century approach that equips young people for the age of the digital revolution.

Former Tory education secretary Lord Baker attacks government’s EBacc target
“With hindsight, I now wish I had ended the national curriculum at 14,” Lord Baker said. “This narrow-minded view persists that ‘technical’ and ‘vocational’ forms of education are for those who fail to achieve academically; in reality, the countries with the lowest youth unemployment and the most highly skilled workforce are those where technical subjects are studied side-by-side with academic subjects.”

Bad data protection practices save the day

In reviewing our GDPR readiness at work we’ve been discussing the dangers of leaving important documents laying around our offices. Yes, the offices are locked when we’re not there, but what about the cleaners? They have access to all our rooms and offices.

But there are benefits to having nosey school cleaners, it seems.

Woolwich accountant told to pay back £3m or face 8 years in jail
Judge Nicholas Heathcote Williams said in his new judgment: ‘Over nearly seven years Kayode stole and defrauded over £4million from Haberdashers’ by transferring money from their account to his and his wife Grace’s.’

His boss, chief financial officer Paul Durgan, failed to notice any money was missing. Kayode was caught only when a school cleaner spotted bank account statements in his office.

Stressful, testing times

Haven’t we been here before?

Primary school headteacher quits over government’s curriculum reforms with emotional letter
On the controversial Sats exams, Ms Ahmad told The Independent: “I don’t have an issue at all with assessment but why do we have to put these pressures on children? In Year 6 it is exam conditions. In my opinion it is wrong – these children are 10 or 11.

“I feel that cannot put children’s needs first, and in my opinion that is the most important thing. I would do anything to look after my children but it has become harder and harder to do.” Earlier this month, The Independent revealed that thousands of parents are expected to withdraw their 10- and 11-year-olds from the Sats exams next month over concerns about their wellbeing.

Here’s Michael Rosen’s view on the SATs, from a few years ago now.

Michael Rosen: They say we’ve politicised the children’s stress. No, it’s the stress that’s political.
When you have high stakes*, summative**, norm-referenced*** testing, (e.g. SATs) you have to have enough questions which a given percentage of people will get wrong. That’s because the people who design these tests are told that the results have to come out looking right on a particular kind of graph. This is the so-called ‘normal’ distribution of children or students doing a given exam. If a test is given and ‘too many’ children appear to have done well, then the test will be condemned as being ‘too easy’ and newspaper columnists will say that the country is going to the dogs. So, these kinds of tests must have the ‘right’ proportion of failures. It has to be built-in to the test, and into the lead-up to the tests – in other words into what we call ‘education’ (!).

I guess those issues haven’t gone away. But look the government says it’s all going well, right?

Primary school tests show schools rising to the challenge
The national Key Stage 2 results show that 61% of primary school children in England achieved the expected standard, compared to 53% last year.