R ESEARCH

A Study of the Specialist Schools Programme

Institute of Education The University of Warwick

Research Report RR587

Research Report No 587

A Study of the Specialist Schools Programme

Institute of Education The University of Warwick

The views expressed in this report are the authors and do not necessarily reflect those of the Department for Education and Skills. University of Warwick 2004 ISBN 1 84478 330 8

CONTENTS
TABLE OF CONTENTS Table of Contents ..........................................................................................................2 1. Summary of Main Findings ...................................................................................2 1.1 Positive Ethos.....................................................................................................................2 1.2 Specialisation and Expertise .............................................................................................2 1.3 Centres of Excellence........................................................................................................3 1.4 Community Links ..............................................................................................................3 1.5 Preparation for Application..............................................................................................4 2. Introduction and Background ...............................................................................5 3. Study Methodology ................................................................................................6 1. Collection of Documentary Evidence ........................................................................................6 2. Interviews ...............................................................................................................................7 3. Ethos Conditions Scale...........................................................................................................7 4. Main Findings........................................................................................................9 4.1 Positive Ethos.....................................................................................................................9 4.2 Specialisation and Expertise ...........................................................................................13 4.3 Centres of Excellence......................................................................................................16 4.4 Community Links ............................................................................................................21 4.5 Preparation for Application............................................................................................24 5. Conclusions.......................................................................................................... 26 5.1 Conclusions and Summary .............................................................................................26 5.2 Acknowledgements..........................................................................................................27 Appendix 1 Summary of Methodology ..................................................................... 28 Appendix 2 Case Study Schools................................................................................ 29 Appendix 3 Telephone Interviews............................................................................ 30 Appendix 4 - Conditions Survey Findings................................................................... 32 A4.1 Copy of Conditions Survey ............................................................................................32

A STUDY OF THE SPECIALIST SCHOOLS PROGRAMME

CONTENTS

SECTION ONE SUMMARY OF MAIN FINDINGS

1. SUMMARY OF MAIN FINDINGS

During the Spring and Summer terms of 2004, the Institute of Education at the University of Warwick, on behalf of the Department for Education and Skills, carried out a study of selected Specialist Schools in order to identify examples of best practice and the key components which make a Specialist School successful. This short study investigated the qualitative effects of specialism with the aim of informing national policy development concerning the future of Specialist Schools in this country and to encourage the transfer of successful practice within existing and aspiring Specialist Schools to maximise the benefits of the system. This summary presents the main findings from the report: 1.1 POSITIVE ETHOS Specialist School status has a strong reinforcing and positive effect upon school ethos. Specialist School status significantly enhances the schools kudos and appeal within the local community. The quality of leadership is an important factor in ensuring Specialist School status has a positive effect on school development and change. Schools that have benefited most from Specialist School status have ensured that the change process has been well managed (all staff involved, good communications throughout, clear vision, time dedicated to the process, etc.). Specialist School status is an important lever for school development and change. This is most effective when there is adequate internal and external support for innovation and change. Governors can play an important role in securing Specialist School status and supporting the changes that occur as a result of gaining Specialist School status. However, more work needs to be undertaken to ensure that governors at all schools are fully informed, supportive and involved in this process. The Specialist Schools Trust and Youth Sport Trust are both fundamental support mechanisms for schools and are recognised as being an important factor in securing positive change as a result of Specialist School status. 1.2 SPECIALISATION AND EXPERTISE Specialist School status is a powerful lever for school improvement and there is evidence to suggest that it is associated with raising academic performance.

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SECTION ONE SUMMARY OF MAIN FINDINGS

Specialist School status is a particularly effective form of school improvement because of its focus on enhancing the quality of teaching and learning both within and across subject areas. Specialist School status is considered by Specialist Schools to be an important means of raising attainment and improving performance. Certain specialist subjects would appear to be more able to permeate the curriculum quickly and visibly because of their particular nature (e.g. ICT in technology colleges) but all subjects have made progress in linking with and contributing to other subject areas. 1.3 CENTRES OF EXCELLENCE As Centres of Excellence, Specialist Schools are providing high quality professional development that is improving the quality of teaching and learning within the subject area in partner schools. Specialist School status raises expectations of school performance both within the school and the wider community. Achieving Specialist School status has a positive impact on teaching and learning in the target subject area but also enhances the transfer of good practice to other subject areas both within the school and with partner schools. The transfer of good practice from one specialist area to other subject areas within the school is most likely to occur with Senior Management Team support, adequate co-ordination and careful resource allocation. Transfer of good pedagogical practice can be achieved within and between schools but only if certain barriers are overcome through strategic timetabling, resourcing and prioritising. 1.4 COMMUNITY LINKS Specialist School status has a positive effect upon partner secondary and primary schools. Relationships, communications, collaboration and sharing of good practice are enhanced between schools as a result of Specialist School status. Specialist School status is a powerful vehicle of school improvement and can contribute to raising attainment in specialist and partner schools. Specialist School status can have an impact beyond the school and its partner schools into the wider community. Certain subjects (i.e. sports, languages, arts) have a more

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SUMMARY OF MAIN FINDINGS

SECTION ONE SUMMARY OF MAIN FINDINGS

immediate community appeal and have been found to transfer more readily into community projects and initiatives. Schools that successfully forge community links tend to have partners who are receptive and enthusiastic about working together. While the majority of schools forge firm links with business at the application stage, these links are not always developed or extended further. More work is needed to ensure the active and ongoing support of business once a school has received Specialist School status. Specialist School status is considered by partner schools (primary and secondary) to be a positive influence upon their performance and attainment through partnership and collaborative arrangements. 1.5 PREPARATION FOR APPLICATION The current application process for Specialist School status is generally considered by schools to be rigorous and fair. Securing external funding has proven a barrier for some schools when applying for Specialist School status. The introduction of the Partnership Fund in 2003, for schools struggling to raise sponsorship despite reasonable efforts over time, should help to address these issues. The Specialist Schools Trust and Youth Sport Trust are appreciated by schools particularly for their assistance, guidance and advice in the application process. Schools greatly value the assistance and support given to them by members of both organisations.

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SUMMARY OF MAIN FINDINGS

SECTION TWO INTRODUCTION AND BACKGROUND

2. INTRODUCTION AND BACKGROUND

In February 2003, the document A New Specialist System: Transforming Secondary Education was launched, outlining the next steps and future strategy in secondary education. The document states We aim to transform educational achievement in this country, with year-on-year increases in overall attainment and above average improvement for under-achieving groups. To achieve this, we aim to create a coherent secondary education system marked by high aspirations and diverse centres of excellence in every school. The document sets out the Governments agenda for transforming secondary education and, in particular, the need for a dynamic and diverse education system. The evidence suggests that schools with a distinctive or specialist ethos and mission are more likely to succeed. Promoting diversity leads to greater flexibility, more opportunities for schools to learn from each other and, above all, a wider range of opportunities and choices for pupils and parents. The term school diversity is used to describe the way in which the education system is structured to enable schools to differentiate themselves according to their individual ethos, special character and areas of specialist expertise. The two key principles that underpin the Government's agenda for supporting school diversity are specialisation and collaboration. Specialist Schools, Academies and many faith schools are at the centre of the drive to engender greater diversity in the provision of schooling and to promote collaboration. It is clear that the Specialist Policy is an important strand of the Governments Transformation Agenda and, consequently, imperative that evaluation evidence is collected to gauge its impact and success. The aims of this evaluative study of Specialist Schools Policy were to identify the key components of success within Specialist Schools and to explore the extent to which Specialist Schools Policy is making a positive impact upon schools and the wider community. The specific objectives of the study were to explore: the components and contributors towards achieving a positive ethos in schools and the optimum ways schools manage this, the difference that specialisation in one area makes to the pedagogy and organisation in other areas, the development of Specialist Schools into centres of excellence, community plan elements, preparation and the process of applying to become a Specialist School.

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INTRODUCTION AND BACKGROUND

SECTION THREE STUDY METHODOLOGY

3. STUDY METHODOLOGY

The study methodology (Appendix 1) predominantly adopted an in-depth qualitative approach with some quantitative interrogation through the conditions survey component. A wide range of school-level data was collected via a series of semi-structured interviews at 18 case study schools (Appendix 2), telephone interviews at 30 feeder and partner schools (Appendix 3) and Conditions Survey data (Appendix 4). The study aimed to identify best practice and to determine the direct and indirect benefits of specialist status. In addition, it focused specifically on the following key areas: Ethos the study aimed to identify the components of positive ethos and the best ways for schools to manage this. In particular it investigated which components of a schools ethos are affected from achieving Specialist School status, Specialisation and Expertise the study explored the impact of Specialist School status, particularly the impact on whole-school improvement through the transfer of good practice, Development of Specialist Schools into Centres of Excellence - the study explored the extent to which Specialist Schools are leading pedagogic developments through collaborating with networks of other schools as well as with subject associations, Community Plan Elements- the study explored community links in two categories schools working with other schools to share facilities, succesful practice and activities; and working with local businesses and with community groups. The study aimed to identify more and less effective ways of doing this and the added value of such community work, Preparation for Application to become a Specialist School- the study examined several facets of the application process. The study data collected included: 1. Collection of Documentary Evidence

A range of documentary evidence was collected from case study schools, including Ofsted reports, school development plans, specialist status bids, minutes from key meetings and statistics on take-up of subjects within the school. This documentary evidence provided useful triangulation data on extent and quality of links with other schools, community engagement and collaboration with other schools.

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STUDY METHODOLOGY

SECTION THREE STUDY METHODOLOGY

2. Interviews

In all 18 case study schools, interviews were conducted with a cross-section of school staff: - a parent governor, - the headteacher, - a member of the SMT, - a middle manager, - a classroom teacher, and - a classroom support assistant. The interviews focused upon the impact of Specialist School status on: teaching and learning quality, innovation in teaching and learning, not just within the specialism but in other subjects across the school, school ethos with a particular focus upon identifiable, positive changes in ethos and the main contributory factors to achieving this end, extent and quality of engagement with partner schools, extent and quality of links with other schools. Interviews allowed us to triangulate information collected primarily through documentary evidence. All interviews were digitally recorded and 25% were fully transcribed. Analysis of the interview data was undertaken using the Nvivo software programme. This software provided patterns across the data, allowing cross-case analysis and thematic interrogation. 3. Ethos Conditions Scale

At each of the schools, a short survey was administered to a cross-sample of staff to gauge how far the ethos of the school had altered as a result of the specialist status. This survey was based upon the successful School Conditions Scale (Hopkins et al, 1994) that has been shown to produce reliable and valid data about changes in internal school conditions in key areas. This scale provided an additional indicator of the factors that contribute to a change in ethos and provided quantitative data to complement the qualitative data at each case study site. The weight of study evidence that this report draws upon is primarily from the 18 case study schools. These schools represent a mix of specialisms and geographical/sociological spread. They were also selected because they were all rated above average on value-added criteria. This meant that they were all adding significant value to student learning, attainment and progress but that varied considerably in terms of external examination performance. In short, they were not all high attaining schools in crude exam performance measures.

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SECTION THREE STUDY METHODOLOGY

Schools were excluded from selection in the study if they had had a recent Ofsted or Section 10 inspection, had been involved in Redesignation Panels within the last year or were in Serious Weaknesses or Special Measures. It is recognised that this study draws upon a limited number of schools and a modest data set and consequently does not constitute a comprehensive evaluation. However, by triangulating different types of data from different types of respondents in different types of schools, the emerging evidence provides some interesting insights into the impact of the Specialist Schools Policy. All the respondents in the study were given assurances of anonymity and confidentiality. Consequently, every school is referred to by number. While the case study schools and telephone interview schools are listed in Appendices 2 and 3, to protect their identity their corresponding identifying numbers are not provided. Each case study school is identified with an S and number (e.g. S1) and each respondent a role identifier i.e. headteacher (HT), senior teacher (ST), subject leader (SL), teacher (T), newly qualified teacher (NQT), Governor (G) or Parent Governor (PG). Partner schools are identified with a PS and a number.

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STUDY METHODOLOGY

SECTION FOUR MAIN FINDINGS

4. 4.1 MAIN FINDINGS POSITIVE ETHOS

The study explored the extent to which Specialist School status had made a positive impact on school ethos and how this was viewed both within and outside the school. The data showed a consistently positive relationship between Specialist School status and school ethos. This positive school ethos was generally characterised by high academic standards, good staff and student relationships, high expectations, broad staff engagement and supportive community involvement. In the cases of schools where a positive ethos already existed, there was evidence that Specialist School status had further enhanced both the image and the ethos within the school. The ethos is very much a kind of everyone is in the same boat; we all start off at the same place and we try and get as good at what we do as we can. Specialist Status has reinforced this ethos. (S6 NQT) I think we already had a good solid ethos. I think it can only get stronger because of Specialist School Status. I dont think it will sort of change tack or direction it will build on the coming of spirit that is already here. (S2 HT). It was clear from the data that receiving Specialist School status had meaning and kudos for the school and its wider community. The awarding of Specialist School status was viewed as further recognition and endorsement of the schools standing within the community and acknowledgement of its academic reputation for high standards. Being awarded Specialist School status further confirms that we are a high performing school with a positive ethos. (S17 Senior T). It made us realise that we were as good as we thought and that our school deserved its reputation. It wasnt just smoke and mirrors. (S13 NQT) For schools where the ethos was less positively or strongly developed, Specialist School status proved to be both an important symbolic and a real lever for change. The data showed that achieving Specialist School status prompted staff, pupils and parents to alter their view of the school. The norms and practices previously adopted were supplanted by new ways of working that resulted from a radically changed image of the school. For example, teachers in a specialist subject area were more willing to share ideas and to offer staff development sessions, new and improved links were established with the community and schools felt generally more confident to innovate and experiment with new approaches, ideas and developments. The overriding view was that Specialist School status raised the profile of the school and gave it more kudos. As one headteacher summarised: Kudos was certainly in it; we didnt want to be left behind; we wanted to be able to demonstrate were as good as anybody else. (S4 HT)

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SECTION FOUR MAIN FINDINGS

The views from partner and feeder primary schools similarly reinforced the Specialist School status effect on the ethos of the school. As a result of Specialist School status, the ethos has gone up and is more positive. (PS27 T) The secondary school is now oversubscribed. The percentage of children from our school who go to the Specialist School is increasing each year. (5 secondary schools in town). (PS25 HT) The main reason for applying for Specialist Status I think was the money but now its more about how we work together more positively. (PS26 T) There was a general recognition among partner and feeder primary schools that Specialist School status had either enhanced an already positive ethos or substantially improved the school ethos of the Specialist School. The data revealed that there were a number of ways in which specialist status directly impacted upon, and positively affected, the ethos of the school. Firstly, Specialist School status fostered a common identity and vision within the school that converged around key values and priorities. Secondly, Specialist School status raised expectations of performance and set new challenges for all staff, not just those in the specialist subject area. Thirdly, Specialist School status had raised the profile of the school in the community by presenting a coherent and consistent set of core aims and values. Fourthly, the kudos surrounding Specialist School status redefined norms and behaviours for staff, pupils, parents and governors in a positive way. Within schools, these norms and behaviours were associated with high levels of self esteem, mutual respect, willingness to work hard, pride in the school and a fundamental belief in the schools ability to succeed. The research literature shows that schools that are improving and continue to improve over time tend to converge around core values and beliefs that positively affect school ethos and culture (Hopkins, 2002; Fullan, 2003; Harris, 2003). It would appear from the study data that achieving Specialist School status is an external impetus that reinforces positive core values and is a potent catalyst for creating and cementing new practices and ways of working within schools. In this respect, Specialist School status is a powerful mode of school improvement because it generates the internal conditions within the school that result in a positive school ethos. It is questionable whether without Specialist Status we would be where we are in terms of performance, attitude and ethos. It is a very positive force for school improvement. (S6 HT) It has galvanised us into action and made us all much more aware of what we can achieve. (S3 G) The data revealed that schools felt that not being awarded Specialist School status would have had a negative effect on school ethos. In this respect, applying for Specialist School status was perceived by some schools as high risk but clearly, for most schools, it was a risk worth taking.

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SECTION FOUR MAIN FINDINGS

I think it would have impacted on the school if we had failed to get it. You know it just would not have looked very good and you know the more information that has come through about it the more enthusiastic I have got. (S2 HT) If we had failed to get Specialist School status then morale and standing in the community would have undoubtedly dipped. (S9 G) Several of the schools in the study had applied more than once for Specialist School status. As one senior teacher commented: We tried once and failed but we didnt even consider not applying again, it never crossed our minds that we wouldnt be successful eventually. The rewards were too great to opt out. (S1 ST) The evidence points strongly and unequivocally to the positive impact on the ethos and culture of the school from securing Specialist School status. The data also revealed that there were additional and related benefits of achieving Specialist School status. For example, gaining Specialist School status was viewed as a way of increasing pupil numbers because of changed parental perceptions of the school. I think it will probably have an ongoing impact in terms of continued admissions at the lower end of the school. I should think it hasnt affected the parents of older pupils that much except that they would have noticed the jazzed up newsletters and things. But I imagine parents of children who are gifted in art will be very much more interested. (S2 SL) It was also felt that the image of the school was enhanced for parents if the school had Specialist School status. We are a different school, parents are interested in us, we are interested in meeting their needs. This is a remarkable sea-change. (S9 T) The evidence from the Conditions Survey also highlighted the positive ethos in evidence at each of the 18 case study schools. While individual school profiles vary overall, the schools present an above average rating on all items. By comparison with other data sets from schools that are non-specialist (Beresford 2002), there is a significant trend towards the often and nearly always categories and a more consistent pattern of positive responses from staff about levels of involvement, planning, teamwork, staff development and attention to teaching and learning. The Conditions Survey data indicates the schools ethos or culture at one moment in time and does not provide evidence of any shifts due to Specialist School status. Consequently, this data can only provide a snapshot of evidence and cannot be used in any comparative way. However, the overall pattern, plus the evidence from the interview data, would seem to suggest a Specialist School effect where school ethos is enhanced through the kudos, expectations and internal change resulting from Specialist School status. In short, in all Specialist Schools in the study there exist positive learning cultures that are contributing to school improvement, particularly through enhanced teaching and learning. While these

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SECTION FOUR MAIN FINDINGS

schools may not be completely representative of the wider population of Specialist Schools, and although the sample is relatively small, the strength of the evidence suggests that the benefits to school ethos and culture from achieving Specialist School status are likely to be generalisable beyond this sample. There are a number of features within the aggregated schools conditions data which are worth highlighting. Firstly, there is strong indication across all schools of the primacy of teaching and learning in their planning and developmental work. The evidence shows that these schools placed a priority on improving and reviewing classroom practice. Secondly, the data showed the emphasis placed on professional development and the centrality of professional learning in their development work. Thirdly, it is clear that staff in the case study schools were used to working in teams and that distributed leadership was an accepted way of ensuring tasks are completed and that everyone feels involved. Fourthly, the data suggests that the involvement of students, parents and governors in developmental work is not generally high although there is evidence of some involvement. Finally, that staff shared a clear vision of where the school was going and supported its main developmental priorities. In summary, the case study and conditions survey data suggests that as a group, the case study schools demonstrated above average levels of staff and student engagement, involvement and co-operation. In addition, the quality of leadership, staff development, enquiry and co-ordination is significantly higher than that found in a broader population of schools, particularly those without Specialist School status. This would suggest that Specialist School status has had a positive influence on the school ethos and culture of the case study schools.

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SECTION FOUR MAIN FINDINGS

4.2 SPECIALISATION AND EXPERTISE

The study considered the impact of specialism on other subject areas and on teaching and learning generally, both within the school and in partner schools. The evidence suggests that the initial choice of specialism for some schools proved to be a particularly difficult decision. In certain cases, where there was a range of excellence across a number of specialist areas, choosing one proved to be quite difficult. Some people said why dont we go with science than art? I said we can't because X school are a technology college. It wouldnt be in our best interest. (S2 HT) Deciding on the subject that is to be the specialist subject is tricky and potentially divisive but ultimately there can only be one. (S6 T) 1 Inevitably, in some cases, this selection process caused initial resentment among teachers who felt that certain subjects were being favoured and others were being demoted. There was a general acknowledgement that agreeing the specialism proved to be difficult and had to be carefully managed by the head and leadership team. It was clear that some staff were less than happy with the choice of specialism. I spent some time smoothing ruffled feathers.. but ultimately they were happy. (S16 HT) I was very unhappy that we were to become a technology college, it just didnt fit with my view of the school. In hindsight there are benefits but I just couldnt see it then. (S11 T) Choosing the specialism was difficult and it took lots of time and energy. (S17 G) While it was difficult at the outset and we experienced some hostility towards us, and the subject, things did settle down as people saw the resources roll in. (S8 T) The data revealed that any initial resentment or dissent was quickly overcome where the benefits of specialism were clearly and immediately made apparent. The arrival of additional resources and materials that were shared across the school soon dispelled feelings of resentment. The data showed, however, that there were certain subject areas which made the sharing process easier and where it was possible to permeate other subjects and to make immediate and visible cross-curricular linkages. For example, in the case of Technology there were immediate and obvious ways in which this specialist subject was able to complement and serve other subject areas. In contrast, Modern Foreign Languages and Sports specialisms were considered to have less obvious points of transferability but in most cases successful curriculum links had been made between the specialist subject and other curriculum areas.

1 It is important to note that some schools in the study took the earliest opportunity to apply for Specialist Status and consequently the data doesnt adequately reflect the fact that it is now possible to combine two specialisms. (See footnote on page 25).

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SECTION FOUR MAIN FINDINGS

The transfer of good practice from the specialist subject area seemed to be dependent on a number of things. Firstly, where Specialist School status was part of a wider school development plan to improve teaching and learning, then the specialist subject acted as a catalyst for staff development, networking and sharing that focused on pedagogy and not subject knowledge. We see specialist status as a way of improving teaching per se not just science teaching. (S11 HT) This is about improving teaching and learning in all subjects not just improving maths teaching. (S15 T) Secondly, the transfer of good practice and sharing of teaching approaches was dependent on appropriate mechanisms for transfer being in place. For example, some schools had restructured their staff development programme to support cross-subject transfer and had set up cross-subject working groups to facilitate communication between different subject areas. In addition, other schools had put in place coaching arrangements and peer observation programmes aimed at making links between and across subjects. Weve had more time on timetable to observe each other and thats really an initiative of the Heads I think, with peer observations, that sort of thing; thats had a knock-on effect on the way in which we teach and the results of the students. I keep coming back to ICT, but thats a very concrete thing that I see as being a benefit. (S16 T) Weve done things like looking at marking, assessment, built up common practice, revised policies together based on that, these peer observations where you can actually just observe one another and share good practice that wayhelps with consistency as well its teaching styles and learning styles rather than your subject area. And were encouraged to do that outside of the department were allocated a certain number of observations within the department, some outside and then you get a free choice with the others we certainly are sharing ideas more now. And again not just with teaching staff but with our teaching assistants and our learning support workers. (S7 T) It was evident that many schools had used observation firstly, as a deliberate means of exploring and sharing good practice and secondly for systematically gathering evidence about, and reflecting upon, different teaching approaches and classroom practices. Lesson observation is something which is supported in the school and encouraged and our whole professional development and performance management is centred around it anyway. (S4 T) In addition, there was evidence to suggest that transfer of good practice was not limited to the secondary school with Specialist School status but that good practice in the subject area was shared with primary schools and, in certain cases, other secondary schools in the area. Once again, this transfer of practice was achieved by programmes of mutual staff development and networking across school and subject boundaries. Coaching trios are the first attempt to broaden work across the curriculum and to link with primary schools; I think the subject primary liaison and associated work in primaries has opened some doors for other transitional work which is very important to us, which is allied to improving teaching and learning. (S11 T)
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SECTION FOUR MAIN FINDINGS

Our links with the X school are improving because of Specialist School status there is greater sharing between staff and a closer focus on teaching and learning. (PS21 T) The majority of schools in the study had sought Specialist School status because they wanted to engage in innovation or experimentation in teaching. There was a general view that achieving Specialist School status had enabled them to be more innovative and creative. Yes. I make no bones about it, that although there were a range of reasons why we went for Specialist Status one of them was sufficient to allow us to do things that we wanted to do that we were finding difficult to do. (S4 HT) It is clear that securing Specialist Status allows you to take risks and to try new things with the buffer of extra resources. (S15 T) The data suggests that where barriers to sharing or transferring good practice exist they tend to be structural and temporal. The practicalities of networking, sharing professional development and cross-subject and cross-sector working groups can only be achieved with the support of the SMT and the willingness to release key staff to work with other teachers in different subject areas or in different schools. In summary, achieving Specialist School status can have a positive impact on teaching and learning in the target subject area but also can enhance the transfer of good practice to other subject areas both within the school and within partner schools.

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4.3 CENTRES OF EXCELLENCE

The study explored the extent to which Specialist Schools are leading pedagogic developments through collaborating with networks of other schools. There was strong evidence to suggest that all of the case study schools had successfully established pedagogic partnerships with both feeder primary and other secondary schools. In the case of Sports Colleges and Language Colleges there was evidence that they were playing a very important role as a hub-site not just with their immediate partner schools but with up to 30 schools in several cases. The data suggested that both Language Colleges and Sports Colleges were actively engaged in mapping provision and deciding how best to link with schools in their own region. We link with our immediate schools, of course, but we go beyond that to many more schools in the LEA because we have this networking role to fulfil. (S4 HT) As a Sports College our links are wide and varied, into the community, other schools and to some extent nationally. We see ourselves at the core of lots of activities and the Sports Co-ordinators have a major role to play beyond this school. (S9 T) The language work we do here is shared with other schools, of course, thats part of the remit to act as a conduit for good practice and sharing with other schools. (S6 T) In order to support the National Languages Strategy there are things we have to achieve. In particular we have to link with other schools and ensure there are opportunities for learning different languages across different schools. (S8 HT) From the perspective of partner schools, the Specialist Schools were seen as having an impact beyond the immediate locality of the school. Partner schools saw the role of the Specialist School, particularly Sports Colleges and Language Colleges, as being much broader than simply linking with local schools. As a Sports College, they are linked with schools up and down the country not just us. But we benefit enormously. (PS19 HT) Of course they work closely with us and our languages day was a great success but they also work with other schools, thats part of their role isnt it to help other schools. (PS28 T) It is possible that the particular infrastructure supporting Sports Colleges and Languages Colleges assists them in securing such positive and extensive links with other schools. It is evident that Specialist Sports Colleges play an active role in PE, School Sport and Club links (PESSCL) Delivery Plan. Sports Colleges can be funded to be the preferred hub sites for the proposed 400 School Sport Co-ordinator (SSCO) partnerships and part of the Governments wider Specialist Schools Programme. Similarly, all Language Colleges are required to show in their developmental plans how they will support the National Languages Strategy. While there is no central funding available for this work, Language Colleges

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support the strategy through providing adult learning opportunities, enhancement activities for pupils in other schools and opportunities for pupils to learn their own heritage language. The evidence from this study suggests that the expectation that Language Colleges and Sports Colleges should play an active role in disseminating good practice by linking with other schools and providing rich and varied learning opportunities, is reflected in practice. In both cases, there is evidence to suggest that they are committed to working with other schools and see their role as being centrally one of disseminating and generating good practice. We see our role as promoting languages both within the school and the wider community. Our links with other schools are therefore really important to us. (S12 Lang T) Specialist Status has allowed us to work more broadly with other schools, this has been a bonus. (S4 PE T) While the data suggested that Language and Sports Colleges tend to be particularly good at disseminating and sharing good practice, it also showed that other Specialist Schools were also effective as centres of excellence in their specialist subject area. In some cases, Specialist School status had facilitated a new relationship between the specialist school and its local schools based upon sharing good practice in teaching. Relationships are blossoming. Staff links are beginning to form. Staff previously felt that secondary schools looked down on primary schools not anymore. (PS 20 HT) We did not have a great relationship with the school 5 years ago. There is a difference in how teachers in humanities and those in science view the Specialist School. The science dept have a more positive attitude. (PS24 Science Co-ordinator) We had very little relationship prior to Specialist School status as it had deteriorated when it became a Grant Maintained school. We have a more effective relationship since Specialist School status was granted. (PS39 HT) The means of sharing good practice included: peer observation, teaching in other schools, shared staff development events, providing specialist or technical support in other schools. The data suggested that Specialist Schools are pedagogic resources for other schools offering them access to high quality resources and subject expertise. Through peer observation more ideas are being shared. Having subject specialists come in to the Primary school helps subject teaching. (PS24 HT) The level of collaboration is tremendous. We have access to additional support such as in-service training and hosting the AST programme. (PS 38 HT) Main benefit is the technician who comes for one day each fortnight to the school (this service extends to four other feeder primary schools). For the first three years this was free. The primary school now pays a

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minimal contribution which is seen as being extremely good value. School also has access to IT phone support when the technician is not in school. Have access to lap tops one a year for half a term. (PS 21 HT) We have had workshops for our staff on watercolour and sketchbooks all staff involved. This has given us more confidence when working with the children and personally. KS2 have been involved in a mod rock project (plaster of Paris wrapped round wire) and made tree sculptures. An art teacher did this. Y5 were involved in some Batik work. Y3 and 4 in tie-dying. KS2 were involved in making a banner/wall hanging to celebrate our schools anniversary of 150 years. KS1 benefited from clay work with an artist paid for by Watford. They also paid for an artist to work with Y2 on a 3D collage where the children made different houses in history. Reception children made a collage of roman houses and castles. On average we have someone from their school here one half day per week always a teacher. (P37 (HT) As centres of excellence, the Specialist Schools have introduced other schools to alternative approaches to teaching the specialist subjects. This has been achieved through a combination of observation, demonstration and coaching other teachers. In essence, the teachers in the Specialist Schools model teaching excellence and in so doing have raised expectations about what constitutes good science or arts teaching. In all the schools in the sample there was evidence that they were working more closely with their primary feeder schools and assisting secondary schools, some of whom, were in challenging circumstances. We are a school in challenging circumstances and the LEA has been working with us to set up partnerships. The X school has been working with us since last year putting together a programme of work (general school improvement) in Maths and ICT. We have had very focused support and our relationship is very close. We had contact prior to Specialist School status but as part of their bid received extra support which has been excellent. (PS 37 HT) The benefits of involvement with a Specialist School were quite clearly outlined in the data. For some schools it was the benefits associated with new materials, equipment and resources. The impact on us has been significant material benefits such as resources especially in post 16 teaching (IT) and staff training. Work with our feeder primary schools has now overflowed into working with Xs feeder schools through the School Sports Co-ordinator scheme. (PS23 HT) For other schools, it was the provision of expert guidance, modelling and tuition from teacher to teacher, whilst for others it was a combination of both plus the additional support and pressure to perform by being associated with the Specialist School. I have seen our own academic attainment go up and have taken advantage of the wider training opportunities. Staff at both schools have benefited for example teaching more able children. (PS40 HT) As centres of excellence, the Specialist Schools are considered to be playing a powerful role in staff development and school improvement or regeneration. Through networking and collaboration the transfer of good practice was viewed as more possible with its net effect

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upon motivation and achievement. It was clear that links had successfully being formed with primary schools and other secondary schools in the area. Working with the Specialist School has increased motivation amongst staff which has improved pupil motivation. Children more open to opportunities available e.g. Year 6 boys performed a dance in assembly that they had choreographed themselves. This would not have happened before. (PS20 HT) We work very closely with the schools to the north of us and we do a lot of partnership and support work with them; we hold various sports tournaments which are moved to our partner schools and the work of our partnership development manager has meant that we have much stronger relationships with our schools. Certainly with our pyramid schools as well, we have a very strong pyramid here actually, and we meet every half term. (S14 T) Links are starting and thats through the federations really that the languages MFL networks are starting to be established, our federation of 6 secondary schools, so I think theres been some teacher exchange and observation and whatever thats very early days. (S6 HT) What happened with the technology college is weve been able to impact and give resources, staffing and physical resources into 5 other schools. (S16 T)
The evidence also showed that improved relationships and communication between the secondary school and its feeder primaries has assisted and improved the process of transition between KS2 and KS3.

Certainly all the primary schools are benefiting from our sports college status because they get teachers going in all the time and doing things there and other secondary schools as well get involved with some of the schemes we run, as like the centre of the partnership. (S14 T) A lot of the kids especially the year 7 that come knowing its a language college, already have that respect for the languages. Im seeing already in year 7 the kids are much more willing to start a language that they dont think theyre going to use again, whereas before in year 7 they were saying well why cant I do Urdu? I dont understand why Ive got to do French but now theyre coming and realising that we are a language college; we are here to teach lots of different languages, then theyve a lot more respect for it, yes thats true. (S6 NQT) X has got a reputation for sport most definitely. In all of the primary schools the children are very keen to come here because of the sports college, you know, sort of thing. Ive been working with some of the kids recently in junior schools and theyre all very proud of the fact that theyve been invited to come to X to do something that were running at the moment because were a sports college, and the parents are like smiling my son or daughters been to X, so yes I think its definitely benefited us. ( S14 T) The support of the Youth Sport Trust was highlighted by the Sports Colleges in the study as being instrumental in the application process and intrinsically supportive of their subsequent networking and dissemination activities. The Youth Sport Trust has been very supportive and has guided our work with other schools, locally and nationally. (S9 T)

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Similarly, the work of the Specialist Schools Trust was consistently highlighted by schools as supporting their various activities through conferences and workshops that have directly assisted them in improving teaching and learning. The Trust has provided cutting edge training and support throughout. (S 2 HT) It is unlikely we would have made as much progress without help from the Trust. (S 17 HT) In summary (with the assistance of the YST and SST), Specialist Schools as centres of excellence are providing high quality professional development for other schools and sharing good practice both locally and, particularly in the case of Sports Colleges and Language Colleges, nationally. In the majority of cases, Specialist Schools are modelling effective pedagogical practice within their subject areas and are encouraging the transfer of practice to other subject domains.

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4.4 COMMUNITY LINKS

The study explored community links in two categories schools working with other schools to share facilities, good practice and activities, and working with local businesses and with community groups. The study aimed to identify more and less effective ways of doing this and the added value of such community work. The data showed quite clearly that all schools in the study had forged new links or enhanced existing community links through achieving Specialist School status. The degree of community involvement varied from school to school and subject to subject but in all cases there was evidence of community links and involvement prompted by Specialist School status. To a certain extent, the type of community link was heavily dependent on the existing links with the community and the nature of the subject specialism. In the case of Arts Colleges, Sports Colleges and Language Colleges for example, evidence of community involvement was easily found and it was acknowledged that achieving Specialist School status had simply strengthened the links that were in place. Certainly our primary schools and the partner schools know about our visual arts because the kids are coming in to the workshops here and you have probably again seen it in the foyer, the pictures of the local primary schools and the work that they have been doing. So those parents know already. The community per se because we have got such a good reputation. Anyway, I could not say hand on heart that it will significantly alter their impression of the school. (S2 HT) It was widely accepted that Specialist School status had generated positive benefits for the school and, in many cases, for the wider community. ... school receiving Specialist School status has been a catalyst for change in the area (problems with drugs/prostitution etc are now changing for the better). There are now much higher community expectations for children and parents because the school has raised aspirations. (PS 25 HT) So definitely there is additional kudos and the ability to be able to drip feed even more into the press and the community that this is us and this is what we stand for and hopefully we will become a centre of excellence which you are supposed to do if you are a specialist school. (S2 HT) Its certainly having an impact in the way of primary teaching as we said before; I get mums coming up to me while Im stood waiting for my lift outside school and theyre very positive; they love the fact that the kids are learning French and theyre only 6, 7 years old, to the extent that they even took it home and the mums want to try and learn French so that they can understand what their kids are learning which is really nice. We have lots of extra groups as well, for example I think theres we have a French GCSE lesson for adults after school so people can come in from the outside community if they want to learn French; thats been really good its improved the name of the school I think. (S6 NQT) We are working hard to bring technology into the community. We have a number of projects just starting. (S5 HT)

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While benefits to the community varied from school to school, the data showed it was felt that the status changed the community view of the school for the better. The spin off has been beneficial to the community as well as internally. (PS34 HT) The community view has changed and has gone up. It is now oversubscribed. Relationships have improved. (PS37 HT) I think the community has benefited hugely in the sense that we were able to immediately employ 2 people who were doing the community side of it 2 new people and they have changed the aspect of the community completely. I think sometimes in a community you can get a lot of people who are anti everythingwhy is the school giving that?.its actually brought quite a lot of people together and made them realise that actually were a community. (S14 G) The school has broadened its horizons and has encompassed other schools in the area. We now have a mutual relationship. There was a healthy ethos prior to the school getting Specialist School status but it has now a greater community presence. (PS41 HT) The practical benefits to the community included the provision of specialist sports clubs, exhibitions, evening classes and the provision of language laboratories. On Saturday mornings children from all the local primary schools are able to attend language classes languages include French, Spanish, German and Japanese. A few children from this school attend these. (PS28 HT) There has been a significant impact on the community because of the School Sports Co-ordinator scheme. More community opportunities such as sports coaching after school hours that did not exists before Specialist School status. (PS23 Principal) The adult community also get use of all our new facilities and things like that; were going to have a new health and fitness suite and I supposeI dont know how much the school was open for use in community times at other times, but it seems to be busy 24 hours a day now almost so yes, it seems like they do benefit from the school, definitely. (S14 T) The data suggests, however, that while there is evidence of positive benefits to the community from Specialist School status, there is less evidence that these activities are directly related to specific learner outcomes for pupils and teachers in partner schools or for schools and wider community groups. However, the data revealed that over half the schools in the sample were in the process of strengthening and developing community links. Where there was evidence of strong links in place, it was usually the case that the school had such links before achieving Specialist School status. There seemed to be a number of hurdles to forging positive community links that some schools had overcome but others found difficult. These hurdles included: the nature of the subject as some subjects (e.g. sports, arts) were viewed as more accessible to the community and easily converted into community activities; the nature of the community

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for some schools the low levels of parental involvement in the school meant that establishing links and securing involvement was a challenge; priorities and time-scale - for some schools the community was not the chief priority in the short term. Schools in the study with well-developed community links tended to be in their second or third year of Specialist School status reinforcing the fact that community links take time to forge and develop. Finally, engaging with business and industry proved difficult for some schools and it is clear that extra support is needed to assist schools in securing these links. While schools are able to secure business support at the application stage, it appears that extending and deepening the involvement of business has proved difficult. In the case of a business specialism, ongoing links seemed to be forged as part of applying for Specialist Status but these links tended to be with one or two major partners and not more widely spread within the community. It is suggested that more work is needed to encourage businesses to provide ongoing support for, and greater involvement with, Specialist Schools. In summary, Specialist Schools were actively seeking community involvement with varying degrees of success. In all cases, schools in the study had some community involvement and linkages but the quality and nature of these varied considerably. The most successful forms of community partnership tended to be programmes of activity that were well established and mutually beneficial.

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4.5 PREPARATION FOR APPLICATION

The study explored the process and practice of applying for specialist school status. Within the sample were schools who had applied for specialist school status in the late 1990s and it is acknowledged that significant and positive changes have been made to the application process in recent years. The data revealed that schools generally felt that the process of applying for Specialist School status was time consuming and hard work. It was evident that mainly headteachers and members of their leadership teams take the lead in preparing the initial application but in most schools there was a team approach to completing the final application. The application process was considered by schools in the study to be robust and rigorous but very demanding of time and energy. It was hard work doing the bid. It was incredibly time consuming. It was hard work raising the money, the sponsorship money. That was a nightmare, wasnt it? Its so time consuming and you know weve got 1000 plus children plus teaching all the time and this bid was the most important bid that weve written but we are writing 25 maybe 30 bids a year just to get extra resource this is what schools are in to. And that has to be taken into account however it was well worth it. (S1 HT) It was clear that for some schools, securing the initial funding to apply for Specialist School status had proved to be quite difficult. Conversely, some schools, by virtue of their links with the wider community, found the prospect of raising the resource less difficult than for other schools. Although having no effect on the schools in this study, the Partnership Fund1 was introduced in 2003 to help schools struggling to raise sponsorship despite reasonable efforts over time this extra source of funding should help to alleviate some of the issues identified in this study. For the schools in this study, however, raising the initial funding was not without its problems. I came back from maternity leave in the February and started writing it almost when I got back, I did no teaching for a year. Because I knew I had to raise the money we just sat down and we flogged ourselves for about six months raising the money.(S2 HT) However, despite the time-consuming nature of the application process, most schools felt it was rigorous and fair. They generally felt it was worth it to receive the status. The data also showed that some Specialist Schools were supporting other schools in applying for Specialist School status.

The Partnership Fund provides about 3 million per annum in support to schools that can demonstrate that their efforts over time to find sponsorship have been unsuccessful. The fund is administered by the Specialist Schools Trust in accordance with DfES criteria and is provided from both public and private sector finance. Over 130 schools were helped by the Partnership Fund to gain Specialist School status in the October 2003 and March 2004 application rounds.
1

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It was felt that it would be unfortunate if the future application process was made too easy as all the schools in the study had worked particularly hard to achieve specialist status early on and would feel that this would be unfair to them. We worked very hard on our application; it would be unfair if schools coming in later had an easier time of it. (S6 SL) It was also the case that the impression of the amount of work involved if successful was not borne out in practice. Several schools were initially very worried about the volume of work involved. I suppose if they were worried about it to say that its not as traumatic as you might have heard. It can be done without huge amounts of work. But then I suppose it would depend on what department they were in and what specialist status they were going for. (S2 SL) There were some reservations about applying for a second specialism in the future because of the perceived extra effort involved in writing the bid and securing the funding1. However, at the time of the interviews in this study, information on gaining second specialisms was very limited. The roles of the Specialist Schools Trust and Youth Sport Trust were also acknowledged and praised by schools for their assistance, guidance and advice in the application process. The Youth Sport Trust Network and the Specialist Schools network have been invaluable; I think that has really kind of opened our eyes a little bit, so from being a nice rural, parochial, insular country school, I think we now very much feel were part of an international movement and thats been wonderful. So I think it has had the affect of raising everybodys sights actually. (S14 HT). The Youth Sport Trust and the specialist school movement is very good I have to say; it does make you think about practice and so that has kind of drip feed back into our system. (S14 T) The Specialist Schools Trust is an excellent source of advice and guidance, I cant thank them enough for helping me transform my school. (S6 PG) In summary, the data reinforced the need for a robust application process but acknowledged that this would inevitably be time consuming. Schools generally felt that the rigour and effort of the application process would ensure that it was carefully thought through and that the implications for development were clearly outlined.

1 In July 2004, the opportunity to take up a second specialism (with extra funding) was offered to some of the leading Specialist Schools who were applying for redesignation. The DfES Five Year Strategy sets out a vision where leading Specialist Schools have extra opportunities, at redesignation, to drive improvements and deliver personalised learning for all - one of these opportunities is the introduction of a second specialism.

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SECTION FIVE - SUMMARY

5. 5.1 CONCLUSIONS CONCLUSIONS AND SUMMARY

The findings from this study suggest that Specialist School status is both a powerful vehicle of school improvement and means of raising attainment in specialist and partner schools. The evidence consistently shows that Specialist School status is felt to increase expectations of performance among students and teachers and to generate high levels of motivation among teachers in the specialist area and beyond. Specialist School status is considered by schools in the study to be a powerful catalyst for change and a useful mechanism for engaging community and school partners in the collective task of improvement. The degree of engagement, involvement and motivation among teachers in the schools with specialist subject is very high. For example, We eat and drink art now dont we! We eat, sleep and drink it but its not only fine art, its all the arts; its textiles, itsfrom fine arts, textiles to ceramics, photography to music; its moving right down there now. Every department gets some money from it. We have visual arts teaching across the curriculum; weve got drawing across the curriculum, weve got art displays in 2 exhibition centres. (S1 DHT) It is clear from the data that the additional levels of resource were a major contributing factor to the schools ability to improve its teaching within the subject area and across other subject areas. The specialist status offered teachers new opportunities and experiences that enhanced their teaching and led to improvements in classroom practice. Weve been able to increase the staffing so that we can give a more varied offering to the girls in terms of courses so we happen to do ceramics, photography and many other activities because of the extra resources. (S1 HT) We recognised that if we got Specialist School status it would provide us with new opportunities to improve further and to sustain that. The thrust of it is to do with the new opportunities it provides and the challenge that it provides for staff. It encourages them to think we are different and therefore we havent got to do things in the way weve always done them, were looking for new opportunities; were looking to experiment and in experimenting recognising on occasions like any other experiment, it will fail; you dont make progress if you dont try and you dont make progress if you dont make mistakes. (S4 HT) There are also strong indications in the data that Specialist School status has a positive effect on attainment. Last year we had our best GCSE results ever and our value added is amazing and I think that they are the result of sports college; the fact that the children are confident and healthy means that they learn better; the PE department are wonderful because they are very social. Most of them also teach in other departments. (S14 HT) In summary, this study found that Specialist School status is a major impetus for change and development within schools. It affords opportunities for collaboration and a pedagogical basis for networking between schools.

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SUMMARY

SECTION FIVE SUMMARY

The components of success identified by this study are as follows: firstly, additional, targeted resources focused on improving teaching and learning; secondly, a commitment to community involvement and networking with other schools; thirdly, attention to self-evaluation and review; fourthly, investment in high quality staff development between schools; and finally, a commitment to raising attainment and teaching excellence. To conclude, the Specialist Policy is making a positive impact upon raising attainment in those schools designated as specialist and more broadly with their feeder primary and partner schools. 5.2 ACKNOWLEDGEMENTS

I would like to thank other members of the study team, particularly Sarah Dahl, Lucy Clarke and Sam Gorse who collected the data from the participating schools. Im grateful to Professor Daniel Muijs and Dr Christopher Chapman who assisted in the data analysis phase and to Rod Arthur for ensuring the project was managed effectively. The study team would like to acknowledge the schools who participated in this study and to thank staff for giving up their time to contribute to this project.

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SUMMARY

APPENDIX 1 SUMMARY OF METHODOLOGY

APPENDIX 1 SUMMARY OF METHODOLOGY The study methodology consisted of case studies designed to interrogate the impact of Specialist School status on the following aspects:
IMPACT OF SPECIALIST SCHOOL STATUS ON: Range of qualifications. Take up of specialist subjects. Number and type of extra curricular activities. Teaching and learning quality. Innovation in teaching and learning. Staff issues. School ethos. Extent and quality of engagement. Extent and quality of links with other schools. Community engagement. Collaboration with other schools. CASE STUDY ELEMENT Documentary evidence, Interviews. Documentary evidence, Interviews. Documentary evidence, Interviews. Interviews, Observation. Interviews, Observation. Conditions Survey, Interviews Conditions Survey, Interviews, Observation. Interviews. Interviews, Documentary Evidence. Interviews, Community Member Interviews. Interviews, Documentary Evidence.

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APPENDIX 1 -SUMMARY OF METHODOLOGY

APPENDIX 2 CASE STUDY SCHOOLS

APPENDIX 2 CASE STUDY SCHOOLS The following table shows the 18 case study Specialist Schools involved in this study in the date order in which they were visited.
YEAR OF GAINING SPECIALIST STATUS 2003 2002 2002 2002 2001 2003 2002 1998 2002 1999 1995 1997 1994 2003 2002 2003 2003 2002

TYPE Engineering Engineering Science Sports Technology Languages Arts Languages Sports Technology Technology Languages Technology Science Mathematics Languages Arts Business

SCHOOL NAME Kirkham Carr Hill 11-18 High School Eckington School Preston Manor High Perins Community School Grange Community College (The) Belle Vue Girls' School Watford Grammar School for Girls Hockerill Anglo European School King's School (the) Dene Magna School St Angela's Ursuline Convent School Didcot Girls' High School St Bonaventure's School Kingswinford School (The) Gilberd School (The) St Aidan's Roman Catholic Comprehensive School Kesteven and Sleaford High School Walton High

ADDRESS Royal Avenue, Kirkham, Preston, Lancashire, PR4 2ST Dronfield Road, Eckington, Sheffield, S21 4GN Carlton Avenue East, Wembley, HA9 8NA Pound Hill, Alresford, Hampshire, SO24 9BS Haycliffe Lane, Bradford, West Yorkshire, BD5 9ET Thirn Lane, Bingley Road, Bradford, BD9 6NA Lady's Close, Watford, Herts, WD18 0AE Dunmow Road, Bishop's Stortford, Herts., CM23 5HX Ottery St Mary, Devon, EX11 1RA Mitcheldean, Gloucestershire, GL17 0DU St George's Road, Forest Gate, London, E7 8HU Sherwood Road, Didcot, Oxfordshire, OX11 0DA Boleyn Road, Forest Gate, London, E7 9QD Water Street, Kingswinford, West Midlands, DY6 7AD Brinkley Lane, Colchester, Essex, CO4 9PU Willow Bank Road, Ashbrooke, Sunderland, Tyne and Wear, SR2 7HJ Jermyn Street, Sleaford, Lincolnshire, NG34 7RS Fyfield Barrow, Milton Keynes, MK7 7WH

VISIT DATES 27 Feb 04 05 Mar 04 05 Mar 04 08 Mar 04 09 Mar 04 10 Mar 04 17 Mar 04 22 Mar 04 24 Mar 04 26 Mar 04 30 Mar 04 31 Mar 04 31 Mar 04 01 Apr 04 19 Apr 04 22 Apr 04 29 Apr 04 12-May-04

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APPENDIX 2 - CASE STUDY SCHOOLS

APPENDIX 3 TELEPHONE INTERVIEWS

APPENDIX 3 TELEPHONE INTERVIEWS The following table shows the partner schools involved in telephone interviews. 30 schools participated in these interviews.
INTERVIEW DATE 20-Apr-04 20-Apr-04 23-Apr-04 23-Apr-04 23-Apr-04 29-Apr-04 29-Apr-04 29-Apr-04 30-Apr-04 11-May-04 14-Jun-04 14-Jun-04 15-Jun-04 15-Jun-04 17-Jun-04 18-Jun-04 21-Jun-04 06-Jul-04 06-Jul-04 06-Jul-04 06-Jul-04 07-Jul-04 07-Jul-04 12-Jul-04 12-Jul-04 INTERVIEWER Sam Gorse Sam Gorse Lucy Clarke Sam Gorse Lucy Clarke Sarah Dahl Sarah Dahl Lucy Clarke Lucy Clarke Lucy Clarke Lucy Clarke Lucy Clarke Lucy Clarke Lucy Clarke Lucy Clarke Lucy Clarke Lucy Clarke Lucy Clarke Lucy Clarke Lucy Clarke Lucy Clarke Lucy Clarke Lucy Clarke Lucy Clarke Lucy Clarke SCHOOL Cheriton Primary Four Marks Primary School Westbury-on-Severn Primary School The JFS School Sidmouth College Preston Park primary School Green Lane Primary School St Birinius School Manor County Primary School All Saints Primary School Kirkham and Wesham Primary School Wavendon Gate Combined School Marsh Lane Primary School Brinkley Grove Primary School Herts and Essex High School Medlar with Wesham Church of England Primary School Rauceby Church of England Primary School The Lafford High School Colbayns High School The Venerable Bede C of E Aided Secondary School St Mary's C of E Primary School St Helen's RC Primary School Christchurch School Kirkham St Michaels's C of E Primary Queensbury School PARTNER SCHOOL WITH Perins Community College Perins Community College Dene Magna Preston Manor High The Kings School Preston Manor High School Belle Vue Girls' School Didcot Girls' High School Didcot Girls' High School Hockerill Anglo European School Kirkham Carr Hill High School Walton High School Eckington School Gilberd High School Hockerill Anglo European School Kirkham Carr Hill High School Kesteven and Sleaford High School Kesteven and Sleaford High School The Gilberd School St Aidan's RC Comprehensive School Kingswinsford School St Angela's Ursuline Convent Watford Grammar School for Girls Kirkham Carr Hill High School The Grange Technology College

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APPENDIX 3 TELEPHONE INTERVIEWS

APPENDIX 3 CONTENTS INTERVIEWS TELEPHONE

INTERVIEW DATE 12-Jul-04 12-Jul-04 13-Jul-04 13-Jul-04 13-Jul-04

INTERVIEWER Lucy Clarke Lucy Clarke Lucy Clarke Lucy Clarke Lucy Clarke

SCHOOL Brackenhill Primary Westhill Primary School Blandford mere primary School St Leonard's Primary School St Michael's C Of E High School

PARTNER SCHOOL WITH The Grange Technology College The King's School Kingswinsford School St Aidan's RC Comprehensive School Kingswinford School

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APPENDIX 3 - TELEPHONE INTERVIEWS

APPENDIX 4 CONDITIONS SURVEY FINDINGS

APPENDIX 4 - CONDITIONS SURVEY FINDINGS A4.1 COPY OF CONDITIONS SURVEY

A copy of the Conditions Survey (Mapping Change in Schools - The Cambridge Manual of Research Techniques) used with all the case study schools is shown over the next 3 pages. Due to the volume of data, the outcomes of the survey are shown in a separate attachment (A Study of the Specialist Schools Programme Conditions Survey Outcomes).

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APPENDIX 4 -CONDITIONS SURVEY FINDINGS

CONTENTS APPENDIX 4 CONDITIONS SURVEY FINDINGS

THE MANAGEMENT CONDITIONS OF SCHOOL

RATING SCALE

Attached is a series of 24 statements about your school. We would like to know how far these statements match your own perception of the school, in other words, your personal view of it. There are no 'right' answers, we are seeking your opinion. Please indicate in the boxes provided which statements reflect your personal view.

School

Please indicate your present post:

Support Staff Teacher Management Team

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CONTENTS APPENDIX 4 CONDITIONS SURVEY FINDINGS

ENQUIRY/REFLECTION 1.1 In this school we talk about the quality of our teaching. RARELY 1.2 SOMETIMES OFTEN NEARLY ALWAYS

As a school we review the progress of changes we introduce. RARELY SOMETIMES OFTEN NEARLY ALWAYS

1.3

Teachers make time to review their classroom practice. RARELY SOMETIMES OFTEN NEARLY ALWAYS

1.4

The school takes care over issues of confidentiality. RARELY SOMETIMES OFTEN NEARLY ALWAYS

PLANNING 2.1 Our long-term aims are reflected in the school's plans. RARELY 2.2 SOMETIMES OFTEN NEARLY ALWAYS

In our school the process of planning is regarded as being more important than the written plan. RARELY SOMETIMES OFTEN NEARLY ALWAYS

2.3

Everyone is fully aware of the school's development priorities. RARELY SOMETIMES OFTEN NEARLY ALWAYS

2.4

In the school we review and modify our plans. RARELY SOMETIMES OFTEN NEARLY ALWAYS

INVOLVEMENT 3.1 In this school we ask students for their views before we make major changes. RARELY 3.2 SOMETIMES OFTEN NEARLY ALWAYS

This school takes parents' views into consideration when changes are made to the curriculum. RARELY SOMETIMES OFTEN NEARLY ALWAYS

3.3

Governors and staff work together to decide future directions for the school. RARELY SOMETIMES OFTEN NEARLY ALWAYS

3.4

We make effective use of outside support agencies (e.g. advisers and lecturers) in our development work. RARELY SOMETIMES OFTEN NEARLY ALWAYS

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CONTENTS APPENDIX 4 CONDITIONS SURVEY FINDINGS

STAFF DEVELOPMENT 4.1 Professional learning is valued in this school. RARELY 4.2 SOMETIMES OFTEN NEARLY ALWAYS

In devising school policies emphasis is placed on professional development. RARELY SOMETIMES OFTEN NEARLY ALWAYS

4.3

In this school the focus of staff development is on the classroom. RARELY SOMETIMES OFTEN NEARLY ALWAYS

4.4

The school's organisation provides time for staff development. RARELY SOMETIMES OFTEN NEARLY ALWAYS

CO-ORDINATION 5.1 Staff taking on co-ordinating roles are skilful in working with colleagues. RARELY 5.2 SOMETIMES OFTEN NEARLY ALWAYS

We get tasks done by working in teams. RARELY SOMETIMES OFTEN NEARLY ALWAYS

5.3

Staff are kept informed about key decisions. RARELY SOMETIMES OFTEN NEARLY ALWAYS

5.4

We share experiences about the improvement of classroom practice. RARELY SOMETIMES OFTEN NEARLY ALWAYS

LEADERSHIP 6.1 Staff in the school have a clear vision of where we are going. RARELY 6.2 SOMETIMES OFTEN NEARLY ALWAYS

Senior staff delegate difficult and challenging tasks. RARELY SOMETIMES OFTEN NEARLY ALWAYS

6.3

Senior management take a lead over development priorities. RARELY SOMETIMES OFTEN NEARLY ALWAYS

6.4

Staff are given opportunities to take on leadership roles. RARELY SOMETIMES OFTEN NEARLY ALWAYS

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APPENDIX 4 CONDITIONS SURVEY FINDINGS

Copies of this publication can be obtained from: DfES Publications P .O. Box 5050 Sherwood Park Annesley Nottingham NG15 0DJ Tel: 0845 60 222 60 Fax: 0845 60 333 60 Minicom: 0845 60 555 60 Oneline: www.dfespublications.gov.uk University of Warwick 2004 Produced by the Department for Education and Skills ISBN 1 84478 330 8 Ref No: RR587 www.dfes.go.uk/research