This article is from the source 'bbc' and was first published or seen on . It last changed over 40 days ago and won't be checked again for changes.
You can find the current article at its original source at http://www.bbc.co.uk/news/education-28003848
The article has changed 2 times. There is an RSS feed of changes available.
Previous version
1
Next version
Version 0 | Version 1 |
---|---|
Transformed schools 'drive London success' | Transformed schools 'drive London success' |
(about 9 hours later) | |
The "dramatic improvement" of exam results in London has been driven by improvements in schools and not changes in the pupil intake, say researchers. | The "dramatic improvement" of exam results in London has been driven by improvements in schools and not changes in the pupil intake, say researchers. |
A study has been examining how state school pupils in London, including the disadvantaged, get much better results than anywhere else in England. | A study has been examining how state school pupils in London, including the disadvantaged, get much better results than anywhere else in England. |
Researchers say that the transformation of London's results is now providing an international role model. | Researchers say that the transformation of London's results is now providing an international role model. |
Tony McAleavy, research director, says it could be "replicated elsewhere". | Tony McAleavy, research director, says it could be "replicated elsewhere". |
The study, Lessons from London's Schools, examines how the capital's education system has gone from being considered a failure to a beacon of high achievement in little more than a decade. | The study, Lessons from London's Schools, examines how the capital's education system has gone from being considered a failure to a beacon of high achievement in little more than a decade. |
Exam results and Ofsted inspections now show state schools in London as higher performers than anywhere else in England. | Exam results and Ofsted inspections now show state schools in London as higher performers than anywhere else in England. |
Performance data | Performance data |
The research, from the CfBT Education Trust, says there is no single "magic bullet", but improvements are the result of four overlapping initiatives. | The research, from the CfBT Education Trust, says there is no single "magic bullet", but improvements are the result of four overlapping initiatives. |
These are identified as: | These are identified as: |
Mr McAleavy says these initiatives helped schools to become more focused, better organised and to make better use of data to track the progress of pupils. | Mr McAleavy says these initiatives helped schools to become more focused, better organised and to make better use of data to track the progress of pupils. |
The report says that the difference has been better schools and not the changing population of London. | The report says that the difference has been better schools and not the changing population of London. |
The increasing concentration of wealth and better educated parents was not the driving factor for the improvements in results. | The increasing concentration of wealth and better educated parents was not the driving factor for the improvements in results. |
Mr McAleavy says that the changing fortunes of London schools has not been about improvements in any particular ethnic group - as all ethnic groups have been on an upward trend. | Mr McAleavy says that the changing fortunes of London schools has not been about improvements in any particular ethnic group - as all ethnic groups have been on an upward trend. |
The research argues that the improvements have been about changes to the school system - rather than the intake. | The research argues that the improvements have been about changes to the school system - rather than the intake. |
And the report says this provides some lessons for others wanting to apply the same model. | And the report says this provides some lessons for others wanting to apply the same model. |
These include: | These include: |
'Professional ethos' | 'Professional ethos' |
Ben Rogers, director of the Centre for London think tank, which also supported the research, said: "As our analysis shows, the improvement did not come about by accident. | Ben Rogers, director of the Centre for London think tank, which also supported the research, said: "As our analysis shows, the improvement did not come about by accident. |
"Schools got better because policymakers, school leaders and ordinary teachers developed a sense of shared mission, and a stronger professional ethos." | "Schools got better because policymakers, school leaders and ordinary teachers developed a sense of shared mission, and a stronger professional ethos." |
Brett Wigdortz, chief executive of Teach First, said: "This excellent report confirms that one of the most fundamental factors for ensuring fair educational outcomes for children from disadvantaged backgrounds is the quality of teachers and leaders in schools. | Brett Wigdortz, chief executive of Teach First, said: "This excellent report confirms that one of the most fundamental factors for ensuring fair educational outcomes for children from disadvantaged backgrounds is the quality of teachers and leaders in schools. |
"A decade ago London was one of the worst places to be born into a low-income family in terms of educational outcomes. | "A decade ago London was one of the worst places to be born into a low-income family in terms of educational outcomes. |
"This has been transformed in only a few years. | "This has been transformed in only a few years. |
"Unlocking why London schools have improved against the odds should be a priority for the education community because it proves there does not need to be a gap between young people from low-income communities and their wealthier peers." | "Unlocking why London schools have improved against the odds should be a priority for the education community because it proves there does not need to be a gap between young people from low-income communities and their wealthier peers." |
This is the latest attempt to explain the rapid improvement in London's schools. | This is the latest attempt to explain the rapid improvement in London's schools. |
Earlier this week the Institute for Fiscal Studies published a report arguing that improving results in secondary school were a long-term consequence of earlier improvements in primary schools. | Earlier this week the Institute for Fiscal Studies published a report arguing that improving results in secondary school were a long-term consequence of earlier improvements in primary schools. |
It identified the introduction of specific programmes to improve literacy and numeracy in the late-1990s. | It identified the introduction of specific programmes to improve literacy and numeracy in the late-1990s. |
Previous version
1
Next version