ACHIEVEMENT GAP
The achievement
gap in our
schools remains
stubbornly high,
but the National College
has been working to find
strategies that can reduce
it, says Dr Peter Kent
AVE YOU ever climbed off the
H
tube and forgotten to “mind the
gap”? Chances are you ended up
flat on your face on the station
platform. In the same way the gaps
Bridging the gap
that have existed for years in our
schools are in danger of tripping up
the progress made by our whole education system.
While over the past 10 to 15 years results have
improved for many students, there still remain a
number of groups who lag behind national averages. recent years, this improvement has not been as rapid Approaches used have been deceptively simple, of these approaches focus upon sharing what is best and
The challenge facing the education system is how do as the upward curve in the results of more advantaged based upon the idea that every institution will have making it more widely known, rather than highlighting
we take action to eradicate these gaps. students. The result is that an achievement gap which within it examples of highly effective practice. The the negative.
As an individual school leader, such issues can be has existed in the UK system for over a century still problem is that this powerful practice may not be All of us working in education would acknowledge
rather overwhelming. However, help is on hand in remains stubbornly high. widely shared, meaning that students with similar that not all of the gaps which exist can be addressed
the form of a framework produced by the National While there are a variety of complex explanations potential may experience very different outcomes exclusively within the classroom. The National
College for Leadership of Schools and Children’s for a gap which the OECD (Organisation for Economic within the same school. College’s framework acknowledges this, suggesting
Services (National College) that draws together all that Co-operation and Development) says is a distinctive Professor David Reynolds, whose research has that the wider community has to have a role and that
we know about the gaps that exist between different feature of UK schools, what is more important is the inspired much of the project, argues that if we can make more needs to be done to create closer partnerships
groups and the ways in which schools have been able way in which we can take action to finally begin to the practice of the best teachers within the school more with parents. However, we do have influence over what
to combat them. reduce it. The National College suggests a variety of widely known, then many of the gaps discussed earlier happens within the classroom and it is here that we can
Like all the best research, some of its findings ways in which this can be done. can be reduced. have a significant impact.
challenged my assumptions. As the headteacher of a First, all of us who are school leaders need to target How can this be done? Ideas include making For as long as schools have existed, there have been
boys’ school, I was interested to discover that the smallest the issue as a high priority, creating a vision which data more transparent and easily accessible, so that variations and gaps. However, just because something
gap was that which exists between the achievement of focuses upon all students achieving their potential. At everyone is aware of the gaps that exist. Teachers can has been around for a long time, it does not mean that it
boys and girls (47.3 per cent to 54.5 per cent on five A* the heart of this will always be strategies to improve be encouraged to learn from one another by observing is unavoidable. The National College’s new framework
to C including English and mathematics). teaching and learning. one another teach and then comparing the examples of gives a chance for all of us in schools to take stock and
While the framework also highlights the significant One striking example of this is the research led by good practice that they have learnt. think about how we can learn from the practice of our best
gaps that exist between a range of ethnic groups, my the National College and the Training and Development Standard operating procedures can also be used, teachers in order to give everyone a better deal. SecEd
attention was particularly caught by the largest gap that Agency for Schools into ways to reduce the variation that allowing everyone in the school to adopt the same
still exists within the English system. exists within schools. We are very used to comparing approach to issues such as behaviour and homework • Peter Kent is headteacher of Lawrence Sheriff School,
The wealthiest and poorest students continue to one school with another, but by looking inwards and deadlines. a selective 11 to 18 boys school in Rugby, Warwickshire.
achieve dramatically different outcomes (74 per cent learning lessons from the most successful practice Feedback from students has also played a critical He has been working with the National College on
A* to C compared to 17 per cent). While the results of within the organisation, some schools have made part, with students sharing the most helpful approaches the above framework, which will be available at
the most disadvantaged students have improved over dramatic progress in reducing the gaps noted above. to learning that they have experienced. Refreshingly, all www.nationalcollege.org.uk in the spring.
Union address: NAHT
EMA explained
In memory of Ian Foster
CCORDING TO research from the automatically continue to receive the grant up until the
age of 19, as long as they stay in education.
John Lennon said that life is what happens while
Needless to say, parents too have an active role to
play in ensuring their children capitalise on EMA.
However, one message keeps coming up – parents
you’re busy making other plans. Never have
A
Learning and Skills Council (LSC),
young people today are equally
concerned about money worries as
they are about exam results.
The message is clear: money are concerned that should their child receive EMA, this
can be a real barrier to education will have an impact on other household benefits they
these words rung so true for Mick Brookes
for some young people and staying on in post-16 may be entitled to. This is not the case.
education or training might not seem like a feasible It is vital that we all work collectively to ensure that
option to them. young people are given the information they need to
ON CHRISTMAS Day we lost a good colleague qualifications, but to rebalance our thinking and For the past four years, the LSC has been making enable them to stay on in learning and gain the right
and a good friend. He was driving to leave his re-align the skills used in the classroom that enable monetary provision available for young people from skills to secure a brighter future.
car at his daughter’s house so that he could travel students to make meaningful progress. Education is low-income households in England aged 16 to 19 who Teachers are very much at the heart of this, and with
to Australia to spend some time with his son and what happens when you’re not busy making other stay on education or training through the Education EMA, they can offer their students a practical solution
grandchildren. plans. Maintenance Allowance (EMA). to their financial needs.
On the way to his daughter’s house he had a Enabling the disaffected to experience the joy of Teachers have played a critical role in driving the Kate Greene, head of 6th form at Cardinal Griffin
head-on collision with a lorry. Ian Foster hung learning is the skill of saints. Those small miracles scheme forward, but there is still a continuing need Catholic High School in Cannock, says that of 140
on to life for three weeks, never having regained happen in classrooms across the land everyday, for both teachers and parents to ensure that eligible students in the 6th form, 37 receive EMA – which can
consciousness, but left us on Christmas Day. and go largely unreported, but not in the minds students are not missing out. be up to £30 per week during term time.
His memorial service was a celebration of a full and memories of those who have, for the first time, It is estimated that half of households with young She said: “We know of several students who receive
and varied life, anchored by almost three decades as understood the thrill of learning. people will be eligible for EMA, but not all are making the full amount of EMA whose families would really
a headteacher. I’m thinking of those who have moved from a claim. have struggled to keep them on in 6th form.”
We heard about his career, his lovely children and phonics to the joy of reading, from muddle to There are a number of factors around this – with The key features of EMA are weekly payment
grandchildren and his life and loves, one of them, mastery in maths, and confusion to clarity in self- lack of knowledge remaining a key issue. With post- bands of £30, £20 and £10, depending on the household
sadly, being Oxford United. Ian would have been awareness and actualisation. 16 education or training comes additional expenses income (which must be £30,810 or less in the last tax
proud, flattered and not a little embarrassed to hear The second reflection is a commonplace one including travel and equipment. year), and intermittent bonus payments depending on
the things people said about him. when celebrating someone’s life. Why did we wait For some teachers, the subject of money and the programme of learning.
On the Monday after the accident, there was until they were gone? household income can be an uncomfortable topic to It is available for both academic and vocational
a Christmas card on my desk, from Ian, saying We are all surrounded by a range of amazing discuss. study, up to Level 3, including basic skills, GCSE
“Yippee – off to Australia”; some 15 minutes after talent, but when was that last time you complimented There are a number of opportunities within the retakes, Diplomas, GNVQs, NVQs, AS and A2s.
leaving that message his life came to a shuddering a colleague on something they had done, said or school timetable, such as in PSHE lessons, tutor periods Also, young people can still have a part-time job
halt. accomplished, and when was the last time someone or programmes, citizenship and careers lessons, or while receiving the EMA.
This tragic event caused me to reflect on two complimented you? mentoring sessions where teachers and school staff can A resource pack and DVD has been created which
things, the first so neatly summed up by John We seem to work in a fault-finding, nit-picking discuss EMA. can be used by teachers to inform learners about EMA.
Lennon, who said: “Life is what happens to you environment where good is no longer enough; where To help get the message across to students, a Also available is an EMA guide for providers working
while you’re busy making other plans.” there is an over-emphasis on what is wrong rather revised resource pack for teachers, tutors and education with young people.
We are so focused in this pressurised learning than celebration of things done well. providers is now available. It contains information
environment on planning for the future of all of those We have to stop, re-align and rebalance ourselves, about EMA, options available to 16 to 18-year-olds, • Ian Pursglove is young people’s support programmes
in our care, that life passes us by, and sometimes our classrooms, our schools and our lives because and suggested lesson plans and guides to help teachers policy director at the Learning Skills Council.
stops us in our tracks. who knows when it will be too late. to discuss this.
We spend so much time planning to reach a In the last few months, we have also taken steps to
Further information
destination that we forget to enjoy the journey. We Dedicated to the memory of Ian Foster, who passed ensure that the application process for EMA is simplified To request the resource packs, email lsc@prolog.
may arrive earlier but stressed; how much better to away on December 25, 2009. and made easy for students. We want learners focused uk.com (quote reference LSC-P-NAT 080087 for the
arrive having enjoyed the journey: education for life, on their main education without having to worry about teachers pack and reference LSC-P-NAT-090006 for
not for exam scores. • Mick Brookes is general secretary of the National their finances. the provider guide). Teachers can find out more at
This is not to negate the importance of Association of Head Teachers. Visit www.naht.org.uk So under the EMA guarantee, if a learner received http://ema.lsc.gov.uk/ or by calling the provider helpline
EMA during the 2008/09 academic year, they will on 0845 600 7979.
12 SecEd • February 11 2010
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