HOW TO TURN AROUND A FAILING SCHOOL Lessons from 160 UKLeading(thinking(and(prac academies Purpose This paper presents the findings from a study by The Centre for High-Performance (a collaboration between senior faculty at the Universities of Oxford and Kingston) of the changes made by 160 academies after OfSTED put them into 'special measures' up to seven years ago. These findings form part of a larger research programme looking at how to create and sustain high-performance in a number of art, commercial, education, entertainment, science, sport, technology and military organisations. We now wish to use these findings to help develop a stronger and more robust UK economy, society and environment.

service(innovation:(

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Learnings for academies The findings suggest academies should make eight changes in the following order: 2nd(Annual(Workshop(on(Value(Driven(Service(Inno 1. Leadership and objectives - appoint new leaders and narrow objectives 2. Market perception - rebrand school and communicate change admissions 3. Resources - expand service offering and improve ((( 4. Student quality - exclude poor quality students, improve admissions and acquire a local primary school 5. Structures - centralise activities and improve facilities 6. Process stability - improve student attendance and behaviour 7. Process capability - improve teaching capability th th 8. Systems - introduce performance development systems (with(optional(early(arrival(o

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Each step requires a different type of investment, creates a different type of benefit and impacts performance in a different way. This impact is affected by a school's VDSI access (where it is located) the changes it to 201 is to anresources international research projectand running from 2008 has already made. The research shows academiesResearch improve faster, with less resources and are more likely to Council of Norway, Accenture, and Borg Innovation. sustain their improvement if they complete the steps in the right order (as shown above). Research partners: BI Norwegian Business School; Said Business Our findings challenge some of the prevailing beliefs about and howUC best to improve schools. These beliefs claim Oxford; Berkeley. more resources accelerate improvement and it is more difficult to turn around Inner City schools. Also, we found that although practices such as having small classes, using a ‘Super Head’, improving teaching first, creating a Overview new building to improve behaviour and using a ‘zero tolerance' behaviour policy create short-term impact, they are not the best long-term solution or the most efficient use of resources. This is a two day workshop focused on understanding how service today and in the future. Learnings for OfSTED Our research with non-educational organisations suggests academies can sustain high-performance if they This is the second outorganisations. of three scheduled workshops on no value driv stabilise leadership, impact society, use alumni and collaborate with other However, we found There is one workshop every fall during 2010-2012. evidence of these sustaining behaviours in the ‘outstanding’ academies we studied. Instead, to meet OfSTED’s assessment criteria and targets, they have developed behaviours that may have a negative long-term impact on Last local year’s workshop do focused on assets innovation capability, society. They have become selective, do not teach their community, not teach 'Whiteand British' students, intellectual and brand assets, as well as technology and T exclude poor performing students, focus on Maths and English and focus on getting students to C-level (notpeople. B resources required for innovation to happen. or A). To help correct this, our findings suggest OfSTED should modify its criteria to help develop ‘sustaining’ behaviours in ‘outstanding’ schools and introduce school-specific targets reflecting the type of market it serves. This year’s workshop focuses on management, and innovation ab three main topics, which have been Next steps for half a day each. These The Centre of High-Performance now seeks funding allocated and support to use these findings to:are service operations, customer • Help schools improve - by raising awareness, delivering leadership programmes, coaching head teachers and developing a high-performance community experience, and business models. • Develop the right environment to help schools improve - by helping rethink the current OfSTED framework Conduct further research to: • Test our findings - against a wider sample of academies • Help academies better impact society - understand how academies can best impact society • Create sustained high-performing academies - how to create sustained high-performing practices • Solve headteacher ’demographic time bomb’ - with over 50% currently eligible for retirement © The Centre for High-Performance

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“The Centre for High Performance has developed a unique perspective about how to create and sustain high-performance by bringing together evidence from organisations such as the Royal Shakespeare Company who have sustained high-performance over many years with analysis of how academies can turn around a low performing school. These findings can now be used to help schools better understand what they are doing, where they need to improve and how they can become sustainably successful.” Carolyn Robson CBE, Executive Head Teacher of Rushey Mead School

“This research places practical sequenced educational intervention and practice within a much wider context of sustained high-performance in the arts, business, science, technology and sport. The best school leaders want to go beyond outstanding, redefining quality and creating a legacy of sustained high performance. They leave schools that continue to improve long after they themselves have gone.” David Bateson OBE, National Leader in Education and Chair of Ash Field Teaching Academy Alliance

“I am trialling the practices presented in this paper within my school to help create a high performing school that will transform the community it serves. Embedding sustainable practices into the school’s fabric will ensure it is not dependent on a ‘Super Head’ and it will continue to grow in the decades to come.” Andrew Day, Executive Director of the Northumberland Church of England Academy

“The simple and practical ideas presented here challenge some of the prevailing myths around how best to improve schools. XMA is now working with the Centre for High Performance to develop a High Performance Leadership Programme to be delivered in 2016 to headteachers who are about to lead a new school. This programme will help them learn about their own leadership style and how to develop and implement strategy for a school, drive performance and lead change.” Guy Bates, Business Development Director of XMA

“The Centre for High Performance has shown it is capable of conducting high quality research that answers important questions, challenges existing views and helps develop new ones.” Hannah Jones, Director of Connecting Learning

© The Centre for High-Performance

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Contents Section The Centre for High Performance Research method Findings Learnings for academies Challenging existing beliefs Learnings for school assessment and support Next steps

Page 4 4 4 6 6 6 6

Figures 1. Current research programme 2. Current market served, students taught and performance of the eight academies studied 3. Performance ladder: Investments, benefit, performance impact and factors affecting impact

4 4 5

Appendices 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.

Research team and Educational advisory board Variables used to understand the five-year journey for each school Research method Investments made in each school over the last five years Summary of investments made in each school over the last five years Investment and performance variables tracked over five years in each case study Markets served by the academies over the five years Students taught by the academies over the five years Performance of the academies over the five years Challenging some myths of education Current activities and organisations approaching for funding

© The Centre for High-Performance

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The Centre for High Performance The Centre for High Performance aims to become the leading authority on how to create and sustain highperforming organisations and use these insights to help develop a stronger and more robust UK economy, society and environment. The members of the research team and Educational Advisory Board are shown in Appendix 1. The findings presented here form part of a larger research programme looking at a number of organisations as shown in Figure 1.

ntroduction ntroduction Figure 1 High High

programme ow toCurrent createresearch andsustain sustain ‘high-performance’ How create and ‘high-performance’ Young Young‘high-performing’ ‘high-performing’

existence ‘high-performing’ %% existence asas ‘high-performing’

• Arm • Arm • BBC Digital • BBC Digital • Duke CE • Duke CE • Jaguar Land Rover Jaguar Land Rover •• John Lewis John Lewis •• Pixar

Sustained ‘high-performance’ Sustained ‘high-performance’ • • • • • •

London • NASASymphony Orchestra NZ All All Blacks • NZ Blacks Royal Academy of Music • Royal Academy of Music Royal College of Art • Royal College of Art Royal Marines • Royal Marines Royal Shakespeare Company

• Royal Shakespeare Company Recent ‘turnaround’

Recent transformation

LowLow

• • • •

Academy schools • Academy British boxingschools • British boxing British cycling • British cycling British rowing

• British rowing

Young

Young

Old Age of organisation

Old

Age of organisation

Research method The research presented here aimed to understand: 1. The impact over time of different investments made by secondary academies 2. How this relationship varies in academies serving different markets and teaching different types of students To answer these questions we studied the changes made by 160 academies after they were put into ‘special measures’ by OfSTED up to seven years ago. This paper discusses the findings from eight in-depth case studies that are representative of the 160 academies studied. These academies are all five years old and located in different parts of the country (Inner city, Urban, Rural and Coastal), serve different markets, teach different students and perform differently as shown in Figure 2 using the measures shown in Appendix 2. Each longitudinal case study took two years to complete and involved 12 to 48 site visits, interviews with 24 to 51 staff, 124 to 219 direct observations, © The Centre for High-Performance

analysis of both 42 to 127 documents and 81 to 351 archival records. A detailed description of the research method used is provided in Appendix 3. Figure 2 Current market served, students taught and performance of the eight in-depth case studies Market, students and

Inner city

Urban

Rural

3

5

4

6

Coastal

performance

1

2

Market served (1 mile away

0.8 51 48

0.9 0.7 1.0 0.9 0.6 0.9 1.1 35 24 17 80 89 92 78 53 51 67 0 35 2 0

Operational performance OfSTED (1-4) Exam results (%5+ C)

*2 56

*2 1 1 *2 *2 2 3 53 66 69 68 63 50 36

5 0 4

7

8

4 7 4 5 (1) (7) 5 5 4

Financial performance 5.5 6.3 4.8 7.3 5.3 3.6 4.9 5.6 Revenue (£M) Operating profit (% 14 17 26 34 21 (7) (29) 18 revenue) Note: * is most recent OfSTED grade as not inspected last year

The findings from each case were written into a 31 to 42 page report and presented to the school studied to ensure the data had been interpreted accurately. A cross-case analysis was then completed to identify the different investments made, their impact on performance and the factors affecting their impact. Theories were developed from this, which were then tested against the larger sample of 160 academies and presented to a number of educational thought leaders to see how they matched their experience. Findings By comparing and contrasting the different journeys made by the academies and the impact they had, we have developed a ‘performance ladder’ (see Figure 3) showing eight main stages in turning around a school: 1. 2. 3. 4. 5. 6. 7. 8.

Improve leadership and narrow objectives Improve market perception Secure resources Improve student quality Change structures Stabilise teaching processes Improve teaching processes Improve systems

As Figure 3 shows, each step requires a different investment, creates a different benefit and impacts performance differently. 
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Focus and improve decisions

Leadership and objectives Create market opportunity

Market perception

Increase applications

Create investment opportunity

Resources

Increase sales revenue

Focus managers on processes

Structures

Reduce costs

Benefit

Create process improvement opportunity

Student quality

Reduce sales revenue

Create process improvement opportunity

Process stability

None

Improve student performance

Process capability

Increase exam results

Note: A school will improve faster, with less resources and be more likely to sustain its improvement if it completes the steps in the right order

Appoint new leaders and narrow objectives

Rebrand school and communicate change

Expand service offering and improve admissions

Exclude poor quality students and improve admissions

Centralise activities and improve facilities

Improve student attendance and behaviour

Improve teaching capability

Introduce performance development systems

None

Performance impact

Exhibit Figure 3 x3 Figure Performance ladderInvestments, Investments, benefit,performance performance impactand and factorsaffecting affecting impact Performance ladder: Performance ladder: Investments,benefit, benefit, performanceimpact impact andfactors factors affectingimpact impact

Investment Investment

© The Centre for High-Performance

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Create future improvement opportunity

Systems

None

Access to high quality leadership

Access to high quality students

Potential market size

Access to high quality students

Size of operation and market served

Existing structures and student quality

Existing process stability

Existing structures and proceses

Increasing performance

Factors affecting impact Factors affecting impact

However, this impact is affected by the school's access to resources (where it is located) and the changes it has already made. For example, the benefit of appointing new leaders and narrowing objectives (Step 1) depends on a school’s access to high quality leadership; and the benefit of improving teaching capability (Step 7) depends on the earlier improvements made to student attendance and behaviour (Step 6). The sequence of investments made by each school during the five years after they went into ‘special measures’ are shown in Appendix 4 (summarised in Appendix 5) and the variables used to measure the size of these investments and how they impacted performance relative to competitors are shown in Appendix 6. Appendices 7, 8 and 9 then show how the markets served, students taught and the performance of the academies has also changed during this five year period. Learnings for academies These findings have significant implications for organisations trying to improve the performance of low-performing schools. They suggest they should: • Make investments in the right order - to use their resources most efficiently and create the maximum impact with each investment • Realise investment impact will vary - depending on their access to resources (leadership and students), market (size, growth, stability, competition and student type) and previous investments/changes they have made (student quality, structures and process stability) • Acquire primary school - early in their journey to increase revenue and create an opportunity for reducing costs and increasing student quality • Invest more resources - in rural and coastal schools as they have lower access to leadership, teachers and/or students • Plan for dip in financial performance - as their revenue must decrease (as they exclude students) and costs must increase (to attract better teachers) before their exam results can improve Challenging existing beliefs

City schools; there must be small classes; schools must have a Super Head; teaching must be improved first; new buildings improve behaviour and there must be a ‘zero tolerance' behaviour policy. Learnings for school assessment and support The findings also suggest that although the current OfSTED criteria and targets are useful for starting academies on their ‘turnaround’ journey they: • Do not reflect market differences - that affect the impact of the investments made in a school, which forces Coastal academies to drastically reduce student numbers to meet improvement targets • Do not encourage sustaining behaviours - that we have observed in arts, education, science and sports organisations even if they are considered ‘outstanding’ • May have long-term negative impact - as they are creating schools which are: selective, not teaching their local community, not teaching ‘White British’ students, excluding students, only focusing on maths and english and only focusing on getting student to C-level (not B or A) Instead, our findings suggest the current framework should be modified so it its measures and targets: • Change during the performance journey - of a school and start to encourage sustaining behaviours • Reflect market differences - a school’s market size, stability, level of competition and type of students it serves Next steps The Centre of High-Performance now seeks funding and support to use these findings to: • Help schools improve - by raising awareness, delivering leadership programmes, coaching head teachers and developing a high-performance community • Develop the right environment - to help schools improve by helping rethink the OfSTED framework Approach various organisations for funding to conduct further research as outlined in Appendix 11.

Appendix 10 shows how these findings challenge some of the myths around improving schools. These m y t h s s u g g e s t m o re re s o u rc e s a c c e l e r a t e improvement; it is more difficult to turnaround Inner © The Centre for High-Performance

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Appendix 1 Research team and Educational advisory board Research team Name Dr Alex Hill Dr Terry Hill Dr Richard Cuthbertson Dr Jules Goddard Ben Laker John Bull

Position Associate Fellow (University of Oxford) and Associate Professor (University of Kingston) Emeritus Fellow (University of Oxford) Research Director (University of Oxford) Fellow (London Business School) Lecturer (University of Kingston) Founder and Lead on Performance Leadership (Tall Tree)

Educational advisory board Name Guy Bates David Bateson OBE Andrew Day Hannah Jones Carolyn Robson CBE Bill Watkin

Position Business Development Director (XMA) National Leader in Education (Chair of Ash Field Teaching Academy Alliance) Executive Director (Northumberland Church of England Academy) Director (Connecting Learning) Executive Head Teacher (Rushey Mead School) Operational Director (SSAT)

© The Centre for High-Performance

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Appendix 2 Variables used to understand the five-year journey for each school Market variables Dimension and variable Markets served Size Competitors Students taught Number Ethnicity Motivation

Definition Secondary students living 1 mile from the school Annual recorded ‘incidents’ % primary, secondary and sixth form students attending classes Fixed term and permanent exclusions % secondary students going to school’s sixth form, other sixth form college, further education college, apprenticeship, left education or unknown Primary, secondary and sixth form teachers recruited in the year Secondary and sixth form teachers With no sickness, on long term sick (>20 days) and number of days lost Average teacher salary for each student level (academic year) Through natural attrition and from ‘capability’ programme Recruited in the year Support staff With no sickness, on long term sick (>20 days) and number of days lost Average salary for each type of role Through natural attrition and from ‘capability’ programme

© The Centre for High-Performance

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Performance versus competitors Dimension and variable National trends Exam results Progress Attendance (%) Local borough Student ethnicity Local competitors OfSTED Exam results Progress Sales revenue Students Student ethnicity Class capacity Teacher capacity Student leavers

Definition % students graduating with 5+ Grade C GCSEs (including Maths and English) % secondary students progressing by 3+ levels that year % secondary students attending classes % students who classify themselves as Black or Black British, Chinese, White British, Arab, Asian or Asian British, Mixed or Not stated Grading during last visit % students graduating with 5+ Grade C GCSEs (including Maths and English) % secondary students progressing by 3+ levels that year Annual earnings Primary, secondary and sixth form students taught % students who classify themselves as Black or Black British, Chinese, White British, Arab, Asian or Asian British, Mixed or Not stated Primary, secondary and sixth form class capacity Primary, secondary and sixth form teachers % secondary students going to school’s sixth form, other sixth form college, further education college, apprenticeship, left education or unknown

© The Centre for High-Performance

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80

Exam Exam results results (% (% students students with with 5+C) 5+C) Exam results (% students with 5+C)

3: student profileover overfive fiveyears years x2:Urban Urbanand andInner InnerCity Cityschool schoolethnic market opportunity 60

3

Appendix 7 30: Markets by the schools over the60 five years Markets served by theFigure academies over the served five years

3 3

2

60 Figure 30: Markets served by the schools over the five years Table 1:and Inner City andCity Urban school: share and market size over x3: ethnic student profile overfive fiveyears years x2:Urban Urban andInner Inner Cityschool schoolMarket market opportunity

Inner city and Urban academies

Table 1: Inner City and Urban school: Market share and market size

Findings Findings Market opportunity over five years Findings Market opportunity over five years Figure 2 Market opportunity Figure 2 7 opportunity Market Figure 2 Market 7 opportunity

Market opportunity over five years 2

2

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city 7Inner Coastal Urban FigureRural 2 city MarketInner opportunity Coastal

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Appendix 8 60 Figure 31: Type of students Students taught by the academies over the five taught years by the schools over the five years

2

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60 Figure 31: Type of students taught by the schools over the five years Table 3: Inner city and Urban schools: Ethnicity and motivation

2

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Findings Findings Market opportunity over five years Findings Market opportunity over five years Figure 2 Market opportunity Figure 2 7 opportunity Market Figure 2 Market 7 opportunity

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3 3

60 the five years Figure 32: Quantity of students taught by the schools over 60 Figure 32:Urban Quantity of students by the schools over the five years Table 5: Inner city and schools: Number taught and motivation

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Urban and Inner City school motivated studentprofile profileover overfive fiveyears years x3: Urban and Inner City school ethnic student InnerTable city and Urban NumberNumber and motivation 5: Inner cityacademies: and Urban schools: and motivation

Findings Findings Market opportunity over five years Findings Market opportunity over five years Figure 2 Market opportunity Figure 2 7 opportunity Market Figure 2 Market 7 opportunity

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3

Appendix 9 60 Figure 33: Performance of the academies overPerformance the five yearsof the schools over the five years

2

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60 Figure 33: Performance of the schools over the five years Table 7: Inner city and Urban schools: Operational; and financial performance

2

x3: Urban and Inner City school ethnic student profile over five years Inner7:city andcity Urban academies Table Inner and Urban schools: Operational; and financial performance

Findings Findings Market opportunity over five years Findings Market opportunity over five years Figure 2 Market opportunity Figure 2 7 opportunity Market Figure 2 Market 7 opportunity

Market opportunity over five years 2 2

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Coastal Inner city Rural




Coastal

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Appendix 10 Challenging some myths of education

Myth Research finding More resources accelerates Make the right changes in the right order improvement Although resources are necessary to attract good leaders and teachers, change structures, improve teaching processes and put in place good systems, schools will not improve faster if more funds are made available. Instead, the speed of improvement depends on schools making the right changes in the right order More difficult to turn around Easier to improve leadership and student quality Inner City schools Inner City schools have greater access to resources (students and teachers) than in Rural or Coastal ones, which makes it easier to improve leadership and student quality Must have small classes Improve student quality, attendance and behaviour and teaching capability The impact of the teaching process depends more on the level of student quality, attendance and behaviour and the teaching capability than the size of the class Must have a Super Head Improve structures, student quality and teaching processes Although capable leaders improve focus and decision making, performance can still improve with a poor leader if they are guided by others to make the right changes in the right order Improve teaching first Improve student quality, put in the right structures and stabilise the teaching process first Improving the teaching capability within a school will have little impact if the process is still unstable (poor student attendance and behaviour) and the wrong structures are still in place New building will improve Creates an opportunity to increase revenue behaviour Although a new building creates opportunity to increase revenue (more students and provide non-academic services such as conference facilities and gym memberships) it will not, by itself, improve student behaviour Must have ‘zero tolerance’ Use positive behaviour management techniques behaviour policy Although policies ‘forcing’ students to behave has a short-term impact, sustainable behaviour changes does not occur until teachers work with students to collectively identify ‘positive behaviours’ and introduce positive behaviour management techniques such as ‘get ready for learning’

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Appendix 11 Current activities and organisations approaching for funding Creating impact using research findings Activity White paper High-performance leadership programme Coaching Community Video workshops Website Present findings Rethinking the OfSTED framework

Description Share findings with all UK secondary schools Developed a high-performance leadership programme (6 days over 6 months) to be delivered in 2016 with support from XMA and SSAT Developing coaching expertise to help support head teachers Working with the Educational Advisory Board to work out how to create high-performance leadership community Developing a series of video workshops for teachers to learn from Working with XMA to develop www.high-performance.org website to share findings and create a community where teachers can share their experiences of improving schools At a conference such as the CfBT Education Trust Conference in Jun 16 Contacting the Department for Education to arrange a meeting to discuss this

Conducting further research Activity Test findings Impact on society Sustain high-performance

Avoid head teacher ‘time bomb’

Description Identified sample of 160 academies in which to test research findings so far Working with Northumberland Church of England Academy to understand impact they can have on their local community Identified and currently approaching a number of schools who have sustained highperformance and are transitioning from turnaround to sustaining to understand the right way to make this journey Working with the Educational Advisory Board to work out how to overcome the challenge this represents (58% head teachers eligible for retirement)

Organisations approaching for funding Challenge Partners David Ross Education Trust Innovation Unit The Education Endowment Foundation The Education Foundation XMA

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