Ponencia de Sir William Atkinson en GEF11

1. ‘Delivering School Improvement in the Real World’Sir William Samuel Atkinson, Executive HeadteacherThe Phoenix Canberra Schools FederationThursday October 6th 2011

2. The Economic Impact of the Achievement Gap in America’s Schools A major report by McKinsey & Company in 2009 titled “The Economic Impact of the Achievement Gap in America’s Schools” notes that: If the United States had in recent years closed the gap between educational achievement levels and those of better performing nations as Finland and Korea, GDP in 2008 could have been $1.3 trillion to $2.3 trillion higher. This represents 9 to 16 percent of GDP. 2

3. The Economic Impact of the Achievement Gap in America’s Schools If the gap between low income students and the rest had similarly narrowed, GDP in 2008 would have been $400 billion to $670 billion higher If the gap between America’s low performing states and the rest had been similarly narrowed, GDP in 2008 would have been $425 billion to $475 billion higher 3

4. White City The White City Estate is ranked within the top 5% of the most deprived neighbourhoods nationally with regard to income level and within the 10% most deprived with regards to barriers to housing and services 53% of tenants are rent in arrears Wormholt and White City Ward has one of the highest standardised mortality rates Birth rate and domestic over-crowding highlight significant health problems on White City Estate Highest concentration of residents on Council’s Disability and Mental Registers, as well as those receiving Community Care packages to support independent living at home 4

5. The Mail On Sunday, March 1994 INDEPENDENT inspectors believe that it is possibly the worst school in Britain …..And with good reason A generation of inner-city children, many from poorer backgrounds have been still being – betrayed by a school, which is consistently failing to equip them for life This is a story of a school in despair, of a comprehensive so out of control that this week Education Secretary, John Patten, will name it as one of the worst in Britain It is so bad, so obviously failing its pupils, that it may become the first in this country to be taken from council control and handed to a team of experts run under directions from Westminster 5

6. Daily Mirror, October 1994 6

7. TES, October 1997 7

8. Student Make-up 1994 535 students on roll (11-16) 75%, 25% boy/girl ratio 60%+ free school meals 55% SEN 40-45 different languages spoken Vast majority of students reading on entry below chronological age 35% mobility 8

9. Ofsted 1994: Key Judgements There is little sense of coherent management and direction within the school …. the implementation of policies and procedures is inconsistent between and within the main areas of the school The school has no systematic and underpinning culture of monitoring and evaluation to inform its subsequent actions using clear, shared and agreed criteria There is no evident and distinctive positive ethos in the school Some staff display a lack of self confidence in their ability to ensure a suitable working environment 9

10. Ofsted 2008: Key Judgements “The Phoenix is a remarkable school; it continues to transform the life chances of both students and their families. It can do this because the School operates from a deeply rooted understanding, and heart-felt appreciation of the challenging circumstances that many of the students come from.” “Achievement at the school is outstanding. Students attain examination results in yr 11 that are broadly similar to those found nationally; because of their exceptionally low starting points, this is outstanding progress.” “The School is exceptionally well led.” Judged to be Outstanding 10

11. Key Drivers For Success Recruitment and retention of the best people Continuous professional development Clear specification of what success should look like in the classroom Transparent monitoring process with clear agreed success criteria Constructive feedback which informed follow-up discussions and further targets and agreed support Ownership of goals and target – critical Targets, benchmarks against the best (not just similar schools) 11

13. League Tables

14. London Challenge 12

15. What Else? High Expectation for all regardless of starting position Strong reward and discipline system Extensive range of extra-curricular activities Community engagement and empowerment