Middle School Survey 2010 by jpUEpqbo

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									  Middle School Survey 2010



Selection of evidence from
        the Survey
               Trend in number on roll


                   Falling   Broadly steady   Rising

                  15 (26%)     33 (58%)       9 (16%)




• three quarters of schools expect their numbers to remain the same
  or to grow - a steady or rising trend in pupil numbers indicated here
  may indicate an important trend.
                Plans for reorganisation
                                                                 Number of schools
       No reorganisation plans                                       33 (61%)
       Some discussion of reorganisation but on definite plans       14 (26%)
       Planned that school will close in 2011                         3 (6%)
       Planned that school will close in 2012                         1 (2%)
       Planned that school will close in 2013                         1 (2%)
       Planned that school will close in 2014                           0
       Planned that school will close in 2015                           0
       Planned that school will close after 2015                      2 (4%)


• Heads report that in just over 60% of schools there are no current
  plans to reorganise the middle school systems in their areas
    Schools considering academy status

                                                           Percentage of   Number of
                                                             schools        schools
       Yes - the school has registered its interest in
       becoming an academy                                     10%            6
       We are considering academy status - but not yet
       decided.                                                39%            22
       No - we are unlikely to apply for Academy status.       50%            28



•   10% of the sample schools having registered an initial interest in the new
    status; however the majority of schools appear unlikely to apply.
            Length of headteacher service
                    Length of service in completed years

   10
    9
    8
    7
    6
    5
    4
    3
    2
    1
    0
        1   2   3    4   5   6   7   8    9   10 11 12 13 14 15 16 17 18 19 20
                                         Number of heads



The average length of service as headteacher in the present post for those
schools in the sample is 5.6 years (median value 5 years); however the
following table reveals 13 heads with 9 years service or more.
     The balance between pastoral and curriculum leadership

                                                                       Percentage of schools   Number of schools
     Year leaders play the most important role in the management
     structure and are responsible for both the curriculum and the
     well being of pupils in their year group.                                 2%                     1
     Year leaders and subject coordinators share the responsibility
     for the management of the school curriculum.                              30%                    15
     Year leaders have responsibility for the well being of children
     of their year group - the curriculum is the responsibility of
     subject coordinators                                                      47%                    23
     The management structure of the school is organised by
     subject without year leader roles                                         12%                    6
     The management structure of the school is organised into a
     small number of faculties or areas of learning.                           8%                     4



•   Traditionally in middle schools Year Leaders have played a key role in school
    leadership, one of the survey questions was designed to capture the extent to which
    this is still true - or whether schools have moved to other models.
                 School teaching hours
                                                    Percentage of   Number of
                                                      schools        schools
Less then 22 hours per week                               -            0


Between 22 hours and 22 hours 55 minutes per week       4%             2


Between 23 hours and 23 hours 55 minutes per week       8%             4


Between 24 hours and 24 hours 55 minutes per week       37%            18


Between 25 hours and 25 hours 55 minutes per week       51%            25
26 Hours and over per week                                -            0
    The balance of specialist and generalist teaching
                  across the schools
                                                                            Number of schools

                                                             Year 4   Year 5     Year 6    Year 7    Year 8
     All subjects are taught by the class teacher              1        1          1            0      0
     Most subjects are taught by the class teacher - a
     small number are specialist taught                        1       16          7            1      0
     About half the subjects are taught by a class teacher
     - the other are specialist taught                         0       16          13           1      1
     Most subjects are taught by specialist teachers -
     with a small number taught by the class teacher           0        7          19           17    13
     All subjects are taught by special teachers               0        6          10           31    33



•   The evidence here tends, rather, to support the agenda of the Cambridge Primary Review, and
    the report of the ‘three wise men’ before it, in extending the role of the specialist teacher into the
    upper primary age range.
           Number of schools setting by ability in different subjects

                                                          Number of schools


                                         Modern                                                    Art and
            English   Maths   Science   Languages   History      Geography    Technology   Music   design    PE


Year 4        1        2        0          0          0              0            0         0        0       0


Year 5        23       41       5          2          0              0            0         1        0       2


Year 6        35       47       10         3          2              2            0         1        0       2


Year 7        41       50       24         11         5              5            1         0        0       2


Year 8        40       46       24         21         8              7            3         1        2       5



 •       a question from the 1983 HMI Middle School Survey
 •       in KS3 with the majority of the schools in the sample setting for Maths and English at
         Key Stage 3, and just under half of schools in Science and Modern Languages.
Approaches to the creative curriculum adopted by middle schools

                                                                 Key       Key
                                                               Stage 2   Stage 3
    We have introduced themed days off timetable                 39        40
    We have introduced themed weeks off timetable                10        10
    We have combined or integrated a limited number of
    subjects                                                     13        12
    We have reorganised the curriculum into a smaller number
    of more integrated areas.                                    3         2




• Schools were asked to select for each Key Stage the description
  that best fits the school.
Tests used to establish attainment on entry to middle school

                                            Taken in the First   Taken on entry to
                                                School           the Middle School
 Optional SATs - marked by LA or external
 agency                                             3                   1
 Optional SATs - marked by school staff            29                   16
 CAT tests                                          0                   30
 Teacher Assessment using APP                      29                   17
 Other teacher assessment                          11                   12
 Standardised Reading tests                         9                   25
 Standardised Maths tests                           5                   11
Measures you use to demonstrate achievement
      in the final year of middle school.
                                                            Percentage of        Number of
                                                              schools             schools
    Key Stage 3 test (taken a year early)                       58%                  29

    Optional SATs - marked by LA or external agency             12%                   6
    Optional SATs - marked by school staff                      48%                  24
    CAT tests                                                   12%                   6
    Teacher Assessment using APP                                76%                  38
    Other teacher assessment                                    32%                  16
    Standardised Reading tests                                  26%                  13
    Standardised Maths tests                                     8%                   4

•      Three quarters of schools report they are using APP based teacher assessments as part of the
       data for demonstrating achievement in the final year of middle schools
    Issues currently being considered by schools
                                                                              Percentage         Number of
                                                                              of schools          schools
       Innovative approaches to curriculum design and
       organisation                                                               65%                 28
       Strengthening the creative curriculum                                      60%                 26
       Responding to developments in ICT                                          51%                 22
       Changes to school leadership structures                                    21%                 9
       Developing system structures - federation, trust...                        30%                 13
       Closer partnership with parents                                            46%                 20


Others mentioned

    Engaging parents and pupils online to take ownership of their learning
    Managing a decreasing budget
    Trying to further raise standards in writing
    Development of student voice as a tool to raise standards
    How to close the school recognising its place in the community and celebrating its successes. (3 schools)

								
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