Schools in Wales to scrap GCSE ‘ratings’ system
PLANS to abandon school GCSE performance measures in Wales from September 2019 have been announced, with school leaders claiming the move will lead to better teaching and higher grades.
Following the radical move by the Welsh Government, secondary schools will no longer be ranked on the number of GCSE grades C to A* achieved.
Putting a grade C as the benchmark lowest grade has been controversial. The change will lead to fairer assessments of how well secondary schools are really doing, headteachers and teaching unions say.
PLANS to abandon school GCSE performance measures will see better teaching and higher grades, according to school leaders.
From September 2019 secondary schools will no longer be ranked on the number of GCSE grades C to A* achieved.
The radical move by the Welsh Governmemt will lead to fairer assessments of how well secondary schools are really doing, head teachers and teaching unions say.
It will stop teachers concentrating efforts on the all important C when lower grades for some represents a huge achievement, David Evans, Wales Secretary of the National Education Union Cymru, said.
Putting a grade C as the benchmark lowest grade has been controversial.
Critics say it is a false measure of success because it does not recognise the hard work in some schools and means some potentially higher achieving pupils don’t get help they need to get Bs to A*s
The Welsh Government said in a statement: “We have been working with secondary schools on a range of interim performance measures that places a greater focus on raising our aspirations for all learners.
“These new measures will remove the narrow focus on the achievement of C grades that has occurred as a result of the current measures and will recognise the achievement of higher grades as well as the efforts of pupils who do not achieve the C grade.
“The new measures will now include the best outcomes in literacy, numeracy and science GCSEs as well as pupils’ best results for 6 other GCSE, or equivalent approved qualifications.
“The Welsh Bacc Skills Challenge Certificate will be included as a specific performance measures but can also contribute towards the best results.”
Announcing the change in a written statement, following consultation with heads and head teachers, Education Secretary Kirsty Williams said: “We recognise that the way in which we measure schools and system performance must better reflect our commitment to high expectations for all learners, teacher development and the added value provided by each individual school.
“I am determined that we raise the standards for all of our learners, including our more able and talented.”
From September 2019 secondary school performance will be measured on a “capped nine points score” which includes reporting on GCSEs which indicate a pupil’s outcomes in literacy, numeracy and science.
Marc Belli, head teacher of one of Cardiff’s highest performing schools, Bishop of Llandaff High, which recently got the highest possible marks in an Estyn inspection, was among those welcoming the change,
He said: “I am particularly impressed that Welsh Government and, the Cabinet Secretary, has worked closely with professionals to establish a set of measures which appear to be fairer for all schools.
“This ensures that the performance of every grade for each child matters.
“The approach undertaken demonstrates the government is genuinely engaged with the profession in co-construction.
“At first draft, initial school performance measures were focused on making comparisons with national average only but following feedback this has changed to include comparisons with similar schools, based on socio-economic backgrounds.
“This is a much fairer systems which doesn’t punish any particular type of school while ensures sufficient emphasis on all schools seeking to continually improve”.
The National Association of Head Teachers Cymru said in a statement: “This resonates with our call for disconnecting accountability from an outcome-only obsessed assessment framework as it simply excludes the achievements of particular groups of pupils.
“We’ve long argued that a school’s focus should be on every pupil and on maximising their individual progress, irrespective of their starting point.
“This has the potential to better recognise its role in facilitating school improvement and not simply in meeting arbitrary outcome measures.
“However, if we are to continue to successfully move to a collaborative, self-improving school system, any changes must continue to be undertaken in consultation with the profession and focused upon what is best for all pupils.
“Courage will be needed but the moral case for change is strong.
“Unintended consequences of accountability measures that do not recognise that every pupil deserves full support in their education, irrespective of their starting point or potential level of achievement, must continually be challenged.”
But the NAHT Cymru added that even more radical change will be needed.
A spokesman said: “We would urge the Cabinet Secretary to continue working with the profession and be even more radical if we are to get this right for all children and young people.”
David Evans, Wales Secretary of the National Education Union Cymru, added: “This will stop league tables and be good for teachers and pupils.
“You have to look at the value added and starting point. If you are in an area of deprivation where pupils perhaps don’t get the best support at home, for whatever reason, and compare them with schools in leafy suburbs which has always done well, it is almost a given it will get higher grades.
“You have to look at the starting point to see exactly what a school does to bring pupils on.”
ABANDONING the school GCSE performance measure of five grades A* to C is a bold and radical move as Wales steps ever further from the system of league tables so disliked by many in education.
While meaningless data helps no one, we do need a system to hold our schools and those responsible for them (not least politicians) to account.
Critics of what some see as an arbitary ranking rightly point out that the measure currently used does not genuinely reflect the hard work of all schools.
While some may have their statitistics boosted by wealthier, or more supportive parents helping, or paying for help, for their children, others may be working far harder but not seeing that reflected in the results measure.
After all, a D may be a victory for some children while for others a C may be an under achievement.
What motivation do they, or their teachers, have to move forward if marks effectively relegate them to the rank of failure?
On the other hand, we do need a clear and understandable yardstick with which to measure pupils’ progress. Employers, parents, teachers and pupils themselves deserve and need that.
The nine capped score that is being suggested must be explained in a clear and timely manner by the Welsh Government.
It must also work.
If it is not explained and workable the new system, which could indeed lead to better results in the long run, risks being misunderstood in the same way as the Welsh Baccalaureate long has.
It will be hard to break away from a system where comparisons are not only bound to be made but are also sought out by parents, employers, further and high education.
As Wales splits further and further from the education system in England there is an ever more urgent need for Cardiff Bay to be clear and transparent about what it is doing and why.
If not it risks being accused of removing performance measures to mask poor performance.
Many people are already confused about the new curriculum.
The last thing we need is more confusion, especially when these changes have logical reasoning behind them.
Comparing schools by grades alone is unhelpful. It creates a culture of fear and fruitless data chasing. A more sophisticated yardstick is to be welcomed with the caveat that it must be clear.