MAT Leaders Advisory Forum - Pearson

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MAT LeadersAdvisory Forum13th November 2017Presentation Title Arial Bold 7 pt 1

WelcomeRichard Hickin

Today’s agendaTime11.00 – 11.15SessionSpeakerWelcomeRichard HickinDirector of Partnerships, Pearson11.15 – 13.00Behavioural Insights in Education:How what we know about behavioural science can improve teaching and learningVikki WestonOpen Ideas, PearsonKarine GeorgeAward-winning educationalist13.00 – 13.30Lunch13.30 – 14.00School Accountability Measures & ProgressionDavid MacKayStakeholder Relationships (HE)Painting the Picture of Progress 8 on a MAT-sized Canvas14.00 – 14.30National Funding Formula for Schools: Where are we now ?Julia HarndenFunding Specialist, ASCL14.30 – 15.00FASNA and the FutureLeora CruddasCEO, FASNA15.00 – 15.30Tea & coffee15.30 – 16.00Pearson Updates2017 Awarding reflections and Q ALizzie FirthHead of Standards16.00 – 16.35The General Qualifications LandscapeRoberta ThomsonDirector, Product ManagementPearson16.35 – 17.10The Vocational Qualifications LandscapeMyles McGinleyDirector, Product ManagementPearson17. 10 – 17.15Closing remarks17.15 – 18.00Drinks receptionMAT Advisory Forum, 13/11/17 3

Behavioural Insightsin EducationVikki Weston &Karine George

BEHAVIOURAL INSIGTS FOREDUCATION

Amazing picture of thousands of dead starfishwashed up on Kent beachBy VANESSA ALLENLast updated at 00:21 13 March 2008For five miles they stretched along the beaches, a gruesomeline of dead starfish. Fishermen and bird-watchers at PegwellBay near Sandwich, Kent, discovered a "carpet" of thousandsof the creatures lying on the sand just above the water line.And on the beach at nearby Sandwich Bay, thousands morewere photographed by Tony Flashman.

AGENDASCHOOL LEADERS KEEPING MOTIVATION HIGH RECRUITING - POWERS OF ATTRACTIONPARENTS A GROWTH MINDSET FOR PARENTS UNRAVELLING THE MYSTERY OF SELF CONTROLTEACHERS BELONGING – A PLACE IN THE SUN LEARNING TO LEARN

SCHOOL LEADERS

ChallengePro-social

PARENTS

BELOW THE SURFACE

EMBRACE THE STRUGGLEWhat happenedFixed MindsetResponseGrowth MindsetResponseYour child tried hard to get“Don’t worry we’re not allonto the football team but just born footballers. You did yourmissed outbest.”“It didn’t work out this timearound but what’s importantis that you learned from theexperiences that you can dobetter next time.”Your child has improved a lotbut still hasn’t reached theirtarget of getting a B inSpanish.“Well done you seem to befinding Spanish a lot easiernow.”“Well done you’ve improved alot. Keep putting in the effortand you’ll get even better.”Your child achieved a top mark “Great work, I always knewin their science testyou were a natural when itcame to science”“Great work, I’m proud of thehard work you put in. Seewhat you can achieve whenyou practice every day?”Your child is disappointed withtheir performance in theirmaths test.“I know you’re disappointed“I know you’re disappointed.but you can’t win them all. Not Let’s look at how to studyeveryone is good at Maths.”maths and to try to improvethe process so that you can dobetter next time around.”

SELF - CONTROLThe ability to control ones actions, behaviour and thought in away to help us achieve our goals.

WOOPWhat do you want to achieve?What would happen if you achieve youroutcome?What obstacles might be in the way of youachieving your desired outcome?What plans or actions to you have to put inplace to overcome these obstacles andachieve your desired outcome?

TEACHER

CRITIQUE AND FEEDBACKTHE STORY OF AUSTIN'S BUTTERFLY

Lunch

School AccountabilityMeasures & ProgressionDavid MackayPainting the picture ofProgress 8 on a MAT-SizedCanvaspresented byDavid MacKay

Schoolaccountabilitymeasures andprogression to HEDavid MacKayHead of Stakeholder Relationships(Higher Education)david.mackay@pearson.com13 November 201728

1. Update onPerformance Tables

Performance Tables for 2018General points In general, not many changes from 2017 Some additional qualifications approved for inclusion Any new submissions for level 2 Technical Awards for use pre-16 mustmeet the full requirement of 40% external assessmentPearson BTEC First qualifications In 2017, only qualifications the size of 1 GCSE were included in the tables Where centres were running courses pre-16 in larger BTEC Firstqualifications, Pearson agreed to provide centres free of charge with agrade in the BTEC First Award for use in Performance Tables We found that a few students at a small number of centres had not taken aset of units eligible for the BTEC First Award DfE agreed for us to make a special case for these centres this year Exceptions will not be allowed in 2018 and students will have to take a setof units that are eligible for the BTEC First Award30

Performance Tables for 2019 There are a few changes in characteristics required for 2019Pre-16 Level 1 qualifications will no longer be linked to level 2 qualifications and, ifthey have not been approved individually previously, will have to meet thefull required characteristics. This means that level 1 qualifications will haveto have 40% external assessment to be approved for performance tablesPost-16 ALL level 2 qualifications have to meet the full requirements for the level 2Technical Certificates. These include:‒ 40% mandatory content‒ 25% external assessment‒ equipping students with specialist knowledge and skills, enabling entry toan apprenticeship, employment or progression to a Tech Level.31

Performance Tables in 2020 The DfE has not changed the required characteristics for qualifications to beincluded in the 2020 School and College Performance Tables and so they arethe same as the 2019 requirements This is due to:‒ Delays in feedback to awarding bodies on submissions made during 2017,owing to the period of ‘purdah’ prior to the election‒ The planned development of T levels which is likely to have an impact onother vocational qualifications All qualifications approved for inclusion in 2019 are carried over for inclusionin 2020 DfE has notified awarding bodies of two dates, 1 December and 16 February,for the submission of further qualifications for inclusion in 2020 performancetables32

2. Progression ofstudents to HigherEducation33

Engagement with Higher EducationOver the past 2 years, we have visited over 80 universities to inform them of thechanges to 14-19 qualifications, in particular the BTEC Nationals.In August we emailed 150 HE institutions to explain the pattern of results for thenew BTEC Nationals (2016 - RQF) compared to the BTEC Level 3 Nationals(QCF) to help to inform their decisions at Confirmation and Clearing.We: gave them a high level summary of the outcomes for the externalassessments provided them with a list of externally assessed units in each of the subjectsbeing awarded this year encouraged them to compare performance with QCF BTEC students byfocusing on the internally assessed units indicated that we would provide a ‘notional grade’ for any students who areapplying to university this year but who had failed any of their external units.34

Supporting learners progressing to HEWe: wrote to all centres whose students had certificated the BTEC Nationals(2016) and applied to university for entry in autumn 2017 informed them of our engagement with Higher Education institutions andthe messages that we have sent to them offered support for any of their BTEC National (2016) students who haveapplied to HE this year to help universities understand their outcomes.35

Painting the picture ofProgress 8 on a MATsized canvasSteve RollettInspections & Accountability Specialist@steverollettascl.org.uk/trainingCourse title

The KS4 MAT AccountabilityMeasure(i) Progress 8 (ii) Number of (iii) Number (iv) Total(v)score pupils in end of years with weight (ii) weightedof key stageMATx (iii) score (i) xcohort(iv)Academy 1Academy 2Academy 3Academy 4Academy 5Total 2.5-2.5 3.3-1.5-1.53059502290251No. of pupils X Number of Years with MAT weightWeight X P8 score weighted scoreMAT score Sum of weighted scores/sum of verallscore (sumofweightedscores /sum ofweights)375-442.5660-99-40588.5 0.1Course title

MAT confidence intervals“There is a level of uncertainty within our measures as they arebased on a given set of results. MATs (also schools) could havebeen equally effective and yet the same set of pupils might haveachieved slightly different results and would have achieveddifferent results with a different set of pupils.” 95% confidence intervals Smaller group wider confidence intervalsascl.org.uk/trainingCourse title

What does the score & CI tell us aboutMAT performance?ascl.org.uk/trainingCourse title

These scores are significantly differentfrom average and from each other.ascl.org.uk/trainingCourse title

Problem 2: Impact of confidence intervalsMAT performance might seem better/worse than constituent schools‘Average’ according to DfE definitionProgress 8 ScoreMATABascl.org.uk/trainingCDECourse title

Problem 3: Is weighting useful?Yes, for accountability. Perhaps less so for school improvement. Mightyou want to see ‘unweighted’ performance within your MAT?‘Average’ according to DfE definitionProgress 8 ScoreMATABascl.org.uk/trainingCDECourse title

Another way of looking at itascl.org.uk/trainingCourse title

MAT Scatter Plot:How well did pupils make progress across the MAT?For which pupils/groups was progress across the MAT or -?MAT Scatter PlotWere there outliers?80pupilsDfE national 1670Attainment 8 ND?EAL?Buckets?5040302010022.533.544.555.56Prior attainmentascl.org.uk/trainingCourse title

Supporting collaboration using Green SchoolMAT Scatter Plot80What did GreenSchool do withtheir low priorattainers?7060Attainment 8 scorepupilsDfE national 1650Who was thispupil andwhat’s thestory?403020Why did GreenSchool havefewer outliers?10022.533.544.555.56Prior attainmentascl.org.uk/trainingCourse title

Questions you might ask: What do P8 scores suggest about the progress of(disadvantaged) students of H/M/L prior attainment? Is this difference visible when viewed as a single cohort in thescatter plot? Might outliers have impacted on this data? Where there is a meaningful pattern, how can we use thisunderstanding to inform collaboration and improvement?ascl.org.uk/trainingCourse title

Another angle:% with positive P8- Negative P8 score- 60% of studentswith positive P8- Positive P8 score- 47% of studentswith positive P8ascl.org.uk/trainingCourse title

Ofsted & MATsascl.org.uk/trainingCourse title

Focused Inspections of MATS What progress have the MATs academies made? What is the achievement of pupils (particularly disadvantagedpupils) How does the MAT collect and review data about its academies’performance? How does the MAT review the performance of its academies at anacademy by academy level? How does the MAT use the information it collects to deployresources, support and training across the MAT? The effectiveness of the MATs leadership model and its leaders? The effectiveness of the MATs model of governance and its link tosecuring progress and achievement? How realistic is the leadership’s assessment of the MAT’s currentposition is (including its strengths and weakness) and how welldoes this inform the MAT’s strategic plan?ascl.org.uk/trainingCourse titleHow to prepare for Inspections

MAT inspection powers?More accessible reports?Identifying uniqueness?ascl.org.uk/trainingMore inspections ofoutstanding schools?Decoupling ofsafeguarding?Research into validity?Thematic reviews?Course title

In the crystal ball Ofsted intend to increase powers of MAT inspectionSteve wonders Framework implications. Would there be judgements? If so,would they continue to inspect schools within a ‘good’ orbetter MAT? How would MAT data be used?ascl.org.uk/trainingCourse title

How are P8 & Ofsted judgement Outstanding average P8 0.47related? Good average P8 0.07ASCL & Datalabascl.org.uk/training RI average P8 -0.27,Inadequate average P8 -0.45.Course title

Data seems to be closely related to inspection outcomes.1) What does this tell us about current inspection methods?2) What would we say if this wasn’t the case?ascl.org.uk/trainingCourse title

National FundingFormula for Schools:Where are we now?Julia Harnden

National FundingFormula where arewe now – mind thegapNovember 2017Julia Harnden@julia harndenascl.org.ukPearson November 2017

The journey so far . Consultation responses – 25000 NFF schools and high needs – formula implementation April2018 confirmed. Includes 1.3bn invested over two years which is around3% above funding needed to meet pupil growth .ascl.org.ukPearson November 2017

How has the chain of commandchanged?NFFMaintained schoolsascl.org.ukMATPearson November 2017

NFF schools :final 14 factors and weightingsA Per pupilcosts 72.9%B Additionalneeds 17.8 %C School costs 9.3%D GeographiccostsMinimum per pupil level *AWPU values:Primary 2747KS3 3863 KS4 4386DeprivationLump sumFixed at 110 000Pri 3300 (18/19) 3500 (19/20)Sec 4600 (18/19) 4800 (19/20)Low ea cost adjustment*Minimum per pupil level calculation includes AWPU , all Block Bfactors, lump sum and sparsityascl.org.ukPearson November 2017

DerbyLeicestershireNottinghamBedford Tower HamletsDarlingtonHartlepoolNorth TynesideSouth TynesideBlackburn with anBarnetBromleyEnfieldHaveringKingston upon ThamesRichmond upon ThamesBracknell ForestEast SussexKentOxfordshireSloughWest BerkshireWokinghamBristol, City ofDorsetPlymouthSouth rentWarwickshireBarnsleyDoncasterKirkleesNorth LincolnshireSheffieldPrimary & secondary units offunding 2018/19 9,000 8,000 7,000 6,000 5,000 4,000 3,000 2,000 1,000 0Primaryascl.org.ukSecondaryPearson November 2017

So where are the gaps?SmallgapMuch bigger gapascl.org.ukPearson November 2017

We wanted minimum fundinglevelsTransitional minimum per pupilfunding 2018 to 2019Minimum per pupil funding 2019 to2020PrimaryMiddle schools 3,300Weighted average of 3,300 for primaryyear groups and 4,000 for KS3 yeargroups 3,500Weighted average of 3,500 for primaryyear groups and 4,200 for KS3 yeargroupsSecondary schoolsAll-through schools 4,600Weighted average of 3,300 for fullprimary phase and 4,600 for fullsecondary phase, assuming all allthrough schools have a full primary andsecondary phase. 4,800Weighted average of 3,500 for fullprimary phase and 4,800 for fullsecondary phase, assuming all allthrough schools have a full primary andsecondary phase.If LAs use the rates above this will be 3,842 for all all-through schoolsIf LAs use the rates above this will be 4,042 for all all-through schoolsPara 48 – Local authorities can choose to include a factor to implement this policy locallyascl.org.ukPearson November 2017

How will the funding floor and a flexibleMFG will work together ? Funding Floor NFF provides at least 0.5% per pupil increase in 2018/19 ( reflected through schools block allocation at LA level) MFG Flexible MFG - LA still set MFG in local formulae BUT withnew flexibility of between 0% and (-)1.5% LA must consult on the level of MFGascl.org.ukPearson November 2017

Funding for sparsity will betapered and remain under reviewascl.org.ukPearson November 2017

Reasonable assumptions – abaseline school A school with little or no additionality Where additionality funding is available it is used to supportthose pupils with additional needs Lump sum basic per pupil funding is sufficient to support– Reasonable class sizes– A teacher in front of each class for a full week– A building that is heated , lit and adequately maintained– Provision of basic resources– Provision of necessary back office functionsascl.org.ukPearson November 2017

Reasonableness test – 11-16ascl.org.ukPearson November 2017

High needs funding allocated toLA by formula 513 m ( 4000 per pupil ) 2.7 billion 2.7 billionascl.org.ukPearson November 2017

What is this central schools servicesblock(CSSB) ? Historic costs and ongoing functions ( retained duties) Simple formula : 90% per pupil & 10% deprivation Gains capped at 2.5% in 18/19 Losses capped at -2.5% in 18/19 and 19/20 CSSB available funds vary according to historic costsascl.org.ukPearson November 2017

A Region :Central schools services 9%-13.7%-20.0%-30.0%-31.8%-31.0%-40.0%% change in year 1 (18/19)ascl.org.uk%change if full NFFPearson November 2017

What are the implications of NFFfor MAT’s ?ascl.org.ukPearson November 2017

What are the options 2020 andbeyond? Continued transition to a national funding formula LA allocations to fully reflect their needs as transitionalprotections unwoundKeyquestion:what Full implementation of a school-level formula?will the overall Practical implicationsafteramounts – no further schools atsettlementor very closebeto NFFtransition2019-20? schools still subject to gains caps – further increasesrequired to fully reflect NFF schools still subject to minimum fundinglevels/increase– further decreases relative to nationalaverageascl.org.ukPearson November 2017

What about income streams outside thededicated schools grant (DSG) ? Pupil Premium Grant Looked after children Year 7 catch up funding PE and sports grantascl.org.ukPearson November 2017

MAT Development &Improvement Fund (MDIF) Aimed at supporting trusts in improving schools. Qualifying criteria take into your trust and improve at least 2 additional schools form a new MAT of 2 schools or more and improve them Awards are likely to be between 50,000 and 100,000. Youneed to apply by 26 November 2017. opment-andimprovement-fundascl.org.ukPearson November 2017

Whilst the information provided at this event was correct tothe best of the knowledge of the presenters andorganisers, neither ASCL nor Professional Developmentcan accept liability if at a later date this should prove not tobe the case. Nor can they be held responsible for anyerrors or any consequences resulting from its use.Please also see the ASCL website for details of ourcopyright statement.ascl.org.ukPearson November 2017

For further support:Contact ASCL Professional Development for more information,including details of our bespoke consultancy services- email consultancy@ascl.org.ukDVDs – email dvd@ascl.org.ukInterested in joining ASCL? All members of the senior leadershipteam, including business managers and senior support staff areeligible to join ASCL. Visit www.ascl.org.uk/offers or emailjointheleaders@ascl.org.uk to find out more about the latestintroductory membership offer and further details on joining.Follow us on Twitter @ASCL UKascl.org.ukascl.org.uk/conferencesPearson November 2017

FASNA and the FutureLeora Cruddas

Freedom and Autonomy for Schools - National AssociationPEARSON MAT FORUMNovember 2017Leora CruddasChief Executive Officer@LeoraCruddaswww.fasna.org.uk

Freedom and Autonomy for Schools - National AssociationPESTLE ANALYSISwww.fasna.org.uk

Freedom and Autonomy for Schools - National AssociationPESTLE: POLITICAL Government with slim majority focused on BrexitSecretary of State who believes in a school-led system but islooking for greater management of it.Opposition unclear on policy but making noises aboutreturning system oversight to local authorities.No real advocacy on the political front to bring a half reformedsystem to its inevitable conclusion – tolerance of ‘diversesystem’Threat of stasis – and also opportunity for a sector-ledorganisation to assert itselfIn an uncertain and unstable political environment, there aresignificant opportunities which would not be the case in astable environment with absolute clarity on roles andresponsibilities www.fasna.org.uk

Freedom and Autonomy for Schools - National AssociationPESTLE: ECONOMIC Austerity to continue for lifetime of parliament andlikely to extend beyond. Pressure on school and MAT budgets. Benefits cuts, low wages, unemployment etc mayresult in greater levels of child poverty and thereforeeven greater pressure on school and other publicsector budgets. PFI costs creating additional pressure on schoolbudgets.www.fasna.org.uk

Freedom and Autonomy for Schools - National AssociationPESTLE: SOCIAL Increasingly corrosive discourse about education which ismisleading public opinion. High profile incidents in academies and MATs potentiallybrining the sector into disrepute. Rising incidence and gaps in mental health service provisionimpacting on schools. Legal duty on schools to tackle extremism and radicalisationand promote ‘British values’. Rising incidence of Islamophobiaand far right extremism. Controversy over Prevent agenda.There is currently no organisation in the landscape advocating forthe emerging sector.www.fasna.org.uk

Freedom and Autonomy for Schools - National AssociationPESTLE: TECHNOLOGICAL Multiplicity of channels and methods ofcommunication: Twitter, Facebook, YouTube,websites, smartphones, email etc. Only organisations with strong social mediapresences are thriving. Audiences are time-poor and increasinglywant digestible bite-size information- we donot currently provide this, but could.www.fasna.org.uk

Freedom and Autonomy for Schools - National AssociationPESTLE: LEGAL Legislation almost impossible incurrent political environment as thegovernment does not have amajority Legal implications of academisationand establishment of multi-academytrusts not well understood.www.fasna.org.uk

Freedom and Autonomy for Schools - National AssociationPESTLE: ENVIRONMENTAL Capital funding pressure may impact oncondition of school buildings. Ongoing campaign over asbestos in schoolbuildings.www.fasna.org.uk

Freedom and Autonomy for Schools - National AssociationSECTOR ANALYSISwww.fasna.org.uk

Freedom and Autonomy for Schools - National AssociationHEADLINE DATAThe rise of Multi-Academy Trusts 36% secondary schools in a MAT18% primary schools in a MAT69% of all secondary schools are academies23% of all primary schools are academiesRoughly two-thirds (65%) of academies work together with others inacademy groups governed by a Multi-Academy TrustThere are currently circa 7,000 academies.The number of MATs has rapidly increased since 2011 – from 391 inMarch 2011 to circa 1,100 in November 2016www.fasna.org.uk

Freedom and Autonomy for Schools - National AssociationSECTOR ASSESSMENT The emerging landscape needs a 'sector' voice - different from the voiceof the trade unions. Individual MATs are dispersed with no way of collectively making policyand influencing government and no way of shoring up risk against attemptsto remove the freedom and autonomies we have secured via the academylandscape. There is also no coordinating body for best practice and the facilitation ofpeer to peer support. There is currently no credible sector voice - but nature abhors a vacuumand we need to claim this space and claim it quickly or others will try.www.fasna.org.uk

Freedom and Autonomy for Schools - National Association Questions for your considerationDo you agree that the sector needs a voice representingjoined-up leadership across the organisation (ExecutiveLeader, Governance Leader, Business Leader or alternativelyCEO, Chair, CFO)? If so, what would you want from such a national organisationin terms ofa) advocacyb) policy formationc) Services How could such a national organisation help to build capacityin the sector? And for the larger MATs, provide the brokerageso that they can 'give back' to the sector in terms ofsupporting emerging MATs?www.fasna.org.uk

Freedom and Autonomy for Schools - National Association“The best way to predictthe future is to create it.”Abraham Lincolnwww.fasna.org.uk

Pearson Updates:2017 AwardingReflectionsLizzie Firth,Head of Standards

2017Summer ResultsMulti-Academy Trust

Recap.Image by Photographer's Name (Credit in black type) orImage by Photographer's Name (Credit in white type)Image placeholderPresentation Title Arial Bold 7 pt91

ProcessBoards award - balancing all evidence but primarilydriven by statistics in year 1 of reformThree times per week regulators and boards exchangediscussions and data throughout the seriesAt the end the national picture is reviewed led by theRegulators, extra checks on inter-board alignment at 7,5, 4 and 1 to ensure it is no harder or easier to obtain agrade at a specific board92

Entries (UK)All16 yr olds17 yr olds (andover)15 yr olds (andunder)2017%change2017%change2017%change2017% change5,443,072 3.94,869,687 6.9404,800 6.0168,585- 44.3EngLang760,277 48.1577,754 51.0147,964 15.434,559 1,343.0EngLit574,358 38.6544,922 36.06,283 18.723,153 175.1Maths770,034 1.7573,822 0.6179,945 3.616,267 23.2Allsubjects

Overall UK outcomes at keygrades – cumulative 698.498.40 Marginal year on year decrease, reflecting the combinedimpact of changes in entry patterns

Overall UK outcomes at keygrades by age – cumulative 2016Change(pp)16 yrs21.121.7-0.668.969.5-0.698.698.7-0.117 yrs (andover)5.56.1-0.636.035.9 0.196.395.2 1.115 yrs(and under)23.120.5 2.665.067.9-2.997.498.7-1.3

English Language 9-1cumulative % (England only)Entries987654321All630,780 2.2candidates6.714.629.347.964.986.795.698.916 yrs529,005 2.67.816.833.453.369.988.696.399.017 yrs(and over)88,3400.20.71.85.816.435.474.991.698.315 9.2

English Literature 9-1cumulative % (England only)Entries987654321All545,944 3.2candidates9.318.735.454.771.985.693.898.116 yrs9.519.136.055.472.585.993.998.2520,811 3.3 16 yr olds dominate entries

Mathematics 9-1cumulative % (England 229.848.168.982.091.597.916 yrs531,9163.510.319.931.049.770.783.191.998.117 yrs 4413.224.934.140.253.566.977.087.095.915 yrs(and under)

Discussion points Feedback on your results Worries and Questions for 201899

Pearson Updates:The GeneralQualificationsLandscapeRoberta Thomson

AcademiclandscapeNovember 2017Presentation Title Arial Bold 7 pt 101

What we’ve seen in 2017 - the marketGCSE (full course) market volumes have grown by 4% From 5.2m to 5.4m. Removal of Certificates and international GCSEs from performance tables andsubsequent transition to GCSE is a key factor here. Significant drop in GCSE Combined Science - without consequent increase insingle sciences, but likely to be temporary effect as candidates of previouslymodular quals reach first assessment of linear exams (Year 10 learners).GCE market volumes have fallen by 23% From 2m to 1.5m. Driven heavily by demise of AS qualifications. Market volume declines in around half of A level subjects - much of thisincremental, but with some larger declines seen in History and General Studies. Good A level growth in Business Studies, Maths and Politics.102

What we might see over next three yearsThe GQ market will decline over the next three years as a result of reduction in number ofsubjects studied linked to more rigorous qualifications, almost complete demise of AS,funding pressures, and (at A level) demography. GCSE market contracts slightlyfollowing the one time adjustment forScience (2018) despite a favourabledemographic movement. AS market expected to decline furtheras final tranche of redevelopmentscomes through (Maths, Politics, D&T &minor languages). A level market contracts in 2018 due todemography & 2019 as a consequenceof A Level Maths.103

Discussion topicAre students’ choices and experience at KS5 likely to change as aresult of qualification reforms?For example, fewer A levels and more focused programme What are the implications of this - positive and negative e.g. in terms of progression, breadth of study)?What options might help to address any risks here?Shifts in GCE subject choices in a linear world?TechnicalAcademicNowA LevelsApplied GeneralsTech LevelsApprenticeshipsAS LevelsExtended Project104

Thank you and questions105

VirtualSpanishA levelNovember 2017Presentation Title Arial Bold 7 pt 106

Key challengesStudentnumbers are toosmall to offersome A-levelsFundingconstraintsSome of mybest studentsleave becausewe do not offerthe A-levelsthey wantI’m struggling tofind a teacherTimetableblocks limitcombinationof A-levelsubjectchoicesWe have to busstudents acrossour MATNot all of mystudentssucceed in aboisterousclassroom107

Opportunity to leverage US expertise3m Online learningsince 2000 3m taking atleast oneonline course 300k full-timeonline students70,000 2011acquisition #2 in the US Full-timeonlinestudents 100ks takingindividualcourses2,000 BespokeCPDprogramme108

Virtual A level proposition– Edexcel SpanishWe provide all of the teaching and learning resources for your student to succeed We provide Edexcel Spanish A level5 hours of instruction each weeko 1 hour live lesson with our online teacher (multiple timeslots)o 4 hours self-study lessons using our interactive learning resourcesWeekly 15mins 1:1 with the teacher: conversational practice, progress checkAssigned a classmate partner for regular, weekly paired workAn experienced, engaging, QTS, DBS-verified, subject expert teacher5 hours of teacher office hours each week fo

No. of pupils X Number of Years with MAT weight Weight X P8 score weighted score MAT score Sum of weighted scores/sum of weights The KS4 MAT Accountability Measure (i) Progress 8 score (ii) Number of pupils in end of key stage cohort (iii) Number of years with MAT (iv) Total weight (ii) x (iii) (v) weighted score (i) x (iv) Academy 1 2.5 .

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