A focus on outcomes – and leave the process up to schools and teachers

I’ve been doing some more work on how we might make use of outcome agreements with schools.  I’ve looked at the logic of this in some earlier posts but it’s only by experimenting with actual outcomes that we can start to see whether or not they would be a good idea.

Sometimes it’s only by looking at such possibilities that we can identify weakenesses and opportunities.  Don’t freak out too much as you read these outcomes but the whole idea is that these outcomes would actually free up clusters, schools and teachers to work out how they might go about achieving these outcomes – as opposed to spending all their time filling in forms and plans.

Some of this links back to something I came across in the summer about social return on investment.

The following are possible examples:

Within three years every child (without severe or complex needs) will reach the international literacy, maths and science benchmark levels for 10 year olds and 14 year olds

Every school will be able to demonstrate how they have developed their curriculum to take account of co-creation, personalisation and flexibility.

Every teacher will be able to demonstrate how they have developed their teaching in response to a curriculum for excellence

Every teacher will be able to demonstrate how children received their entitlement to digital access as set out in our Learning and Teaching policy.

Children will report that they experience a smooth transition in terms of learning and teaching from one stage to another throught their school careers.

Within two years every child will have a personal on-line space in which they can keep a progressive record of their achievments and attainment

All schools will be able to accurately forecast pupil attainment on an annual basis.

All schools will be able to measure value added and use this data to formulate future action.

Within three years all pupils will match or exceed their predicted progression levels

90% of children will report that school has a positive impact upon their health.

The number of children with a body mass index above the norm is reduced by 30% over three years.

The number of children participating in regular physical exercise outside school increases by 30%

All children can run continuously for 12 minutes at the age of 10, 12 and 14 years of age.

All children will be able to identify examples of how they make a contribution to their school or community.

All children will be able to provide an example of how they work successfully with others .

All children will be able to provide an example of how they have demonstrated confidence to work independently of others