The Newcastle Commission Peter Tymms CEM Centre Durham University
Outline • The origin of the research • Initial findings/thoughts • The datasets • The value-added findings • What has been successful elsewhere • Ways forward
Origins of the research A Promise Creation of the Commission
Initial thoughts and findings • Raw data show consistent differences between LEAs • For Newcastle we saw average results for young children but poorer results as they got older
We thought … • Newcastle is below national average • We will find out where and by how much • Look at which LEAs are really good • Learn from them • Learn from other countries • Make recommendations
Data Sources • Analysed several national datasets • ASPECTS • PIPS • MidYIS • Yellis • National data bases KS1, KS2, KS3 & GCSE • Looked a value-added
An example Average GCSE scores
Details of LEA residuals Cities in green; Neighbours in red
Conclusions • Newcastle is doing well. Once prior achievement and home background are taken into account, there is no detectable difference between LEAs.
But • Things could be better • If Newcastle is to stand out it must do something very different from other LEAs • What could that be?
NB • History is littered with educational initiatives that have had no impact. • Billions of pounds have been spent to no effect
We tried to find • Cities have made a difference • Large scale projects have had a real impact • Concentration on projects that have been tightly evaluated. • Created an outline for the way forward
Transforming Newcastle • Change will not be easy • Must involve changing classrooms • It will take a long time • Should be based on evidence • Innovations should be continuously monitored • Systemic evaluations
Examples • Chicago • Thinking skills • Perry-preschool Project • Cumbria and reading interventions • Fife • Dishevelled project
Next Steps Finances Commitment across the board
Further Information www.newcastle.gov.uk/education Look at the “New Additions” window