Option 2 - 14-19 Trust
Embrace the Future
We did see the Isle of Wight Council's proposal under option 2, as the only realistic option under the previous "informal" consultation. Given the almost unique problems that we face, we could see that it would mean using this legislation to establish a trust under which all our high schools would be managed. At some time in the future it might be possible to include the
The main advantage that we see of the establishment of the trust is that it addresses an issue that schools seem to have been unable to tackle adequately so far: that of horizontal collaboration between themselves and the college. This has had a number of consequences, not least the narrowing of options at GCSE and A level.
A broader curriculum offering a wider choice of subjects and mixing academic and vocational skills training would be far more successful in a larger 14-19 institution where timetabling and staffing issues can be addressed across the whole body rather then trying to coordinate individual centres and encourage them to collaborate.
Currently, where an individual school sees a personal disadvantage to collaborating with another school, the collaboration breaks down. In other words self interest dominates the collaborative process. The current system also encourages vertical clusters to become independent from other vertical clusters. This can be seen in the
We believe that teachers would have the ability to move between schools and between tiers. This is especially important for specialist Key Stage 3 and 4 teachers who would be required to teach in both middle and high school environments. In this way they would not lose their Key Stage teaching experience at Key Stage 3 and 4 and would still have the opportunity to teach A level and where appropriate the new diploma and the International Baccalaureate. This point is expanded on later.
We now believe that whilst this option could work, there is eveidence to show that moving year 9 to middle schools could be very damaging to GCSE results.
Solutions for key stage 3
The problem that has been identified at both Key Stage 2 and 3 is one of accountability for the eventual result.
The argument that Key Stage 3 really does not matter when compared to GCSE results seems at first glance to have some appeal and makes the idea of the condensed Key Stage 3, which is where three years are compressed into two years, attractive. However, there are significant disadvantages with condensed Key Stage 3.
Condensed Key Stage 3 leads to a narrowing of the curriculum in years 7 and 8, just at a time when pupils motivation and the potential for a dip in interest in school is at it highest. A narrow curriculum means concentrating on the core subjects needed to achieve a successful Key Stage 3 test result. Less crucial (to the test result) but often more stimulating area’s have to be excluded in order to ensure that the basics are covered in the more limited time period. In effect, condensing Key Stage 3 could make matters worse at GCSE as the student arrives in year 4 with good KS3 test results but a consequentially narrow skill set.
Some diligent primary school teachers have tested this theory in relation to KS1 and KS2 and found that pupils they tracked produced good GCSE results despite achieving low KS test results as a result of a wider curriculum being taught rather than a narrower Key Stage Test oriented one.
The abandonment of the Key Stage testing regime in many private schools (including we understand, Ryde) seems to add weight to this argument. After all they would hardly pass up the chance of gaining kudos with higher than average Key Stage test results if they did not think that this could affect their performance at the much more important GCSE stage.
Furthermore, a condensed KS3 does not mean that every single pupil gets to take the test at the end of year 8. Those who are not deemed sufficiently proficient are not tested in year 8 but instead take the test in year 9 at the high school. This creates a false impression and a split cohort in year 9.
The idea that condensed key stage 3 is a panacea and would lead to an extra year at GCSE is possibly wrong. Currently many parents know that year 9 is largely wasted with a drop a discipline and a dip in motivation and interest. The idea that year 9 is full of promise and allows students to get used to high school has in our opinion been overstated.
The move from setted groups at middle school to mixed ability groups means that brighter students are suddenly less happy to share their ideas and demonstrate their aptitude, for fear of being made to look like the class swot in the view of their less able but more vocal peers. The reality in our experience is that many children become bored and disinterested during year 9. Particularly the first 6 months are regarded as a honeymoon period.
However, the evidence from Leicestershire does show that transfer at year 9 seems to lead to a significant drop in performance at GCSE when compared to their excellent Key Stage 3 results. This has led us to revisit the problem.
Our argument remains that if you are going to work within a Key Stage Testing environment (and we seem to have little choice at the moment) then a continual improvement from one Key Stage to an other is vital in ensuring the development of our children through the schooling system. If you devalue a Key Stage, particularly the one that leads on to GCSEs you simply encourage pupils to see mediocrity as acceptable. You either abandon it altogether or you adhere to it rigorously. Already our children have got the idea that Key Stage 3 is not very important at high school. A dip in performance therefore seems inevitable.
We come back therefore to our original proposal that Key Stage Working Teams are established to join up the work done at each key stage. This will ensure that both vertical and horizontal collaboration takes place. Clearly vertical collaboration is essential to ease the transfer to high school with integrated teaching and GCSE guidance being the key elements vertically speaking. Horizontal collaboration will help ensure that middle schools are providing a common approach at key stage 3, meaning that all students entering high school are at a similar level to allow the high schools to immediately commence work on the GCSE curriculum.
Moving Year 9 Could Make Matters Worse
The following table shows the 2006 Key Stage 3 and GCSE results for 4 local Authorities listed according to their Key Stage 3 results - best ones first. As you can see Leicestershire has the best KS3 but the second from worst GCSE results. Look at Northumberland! Three Tiers and the best GCSE results! We have to be careful, moving year 9 could be a disaster.
