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Nick Hinchliffe: The Progress 8 Game

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Saturday 1 July 2017

Workshop facilitator

Nick Hinchliffe

Name of Workshop

The Progress 8 Game

Who is it for

Teachers, curriculum leaders, data people

Brief synopsis of workshop :

Many commentators have extolled the virtues of the new progress8 measure, emphasising its increased fairness as an accountability measure, and celebrating the way in which it encourages schools to move away from a focus on the C/D borderline students, and consider the whole cohort. However, significant issues have already emerged, which may disadvantage some schools above others.  These include the impact of outliers, and the relative performance of specific groups nationally- not least of those students receiving the pupil premium.

The workshop will explore the strengths and weaknesses of the progress 8 model, and pick apart some of the myths that have already started to emerge. I will examine the impact that this new accountability measure has already had on schools’ approaches towards curriculum modelling, and consider the games that can be played in order to maximise performance.  I will look at whether it is possible or desirable to predict future outcomes, and whether modelling possible outcomes can lead to useful intervention.  Finally, I will consider how OFSTED, the DFE and Regional Schools Commissioners may use the Progress8 information.  Will the inherent issues in the measure drive a wider gap between the haves and have nots, or will changes be made that really do make Progress8 a level playing field, allowing for fair and consistent judgments about school performance to be made.

What you will get out of it:

An understanding of the potential impact of Progress8. A range of different approaches to preparing a curriculum for Progress8.  Examples of tools that can be used to analyse the performance of students.

Profile of facilitator:

Nick Hinchliffe began his career at 18, spending a year in the Swat Valley in Pakistan teaching English. Following this experience, he read English Literature at Cambridge University before training to be an English teacher at Goldsmith’s College, London.

Nick began teaching at St Paul’s Catholic School in South East London, specialising in English and Drama. After three years working in an international school in Bangkok, he returned to St Paul’s as Assistant Principal when it became one of the first academies opened under the New Labour government.

In 2009, Nick joined Leeds West Academy as Senior Vice Principal, guiding the school through two OFSTED inspections to be judged good with outstanding leadership. Recently, he has been appointed as Principal at Selby High School.

Throughout his career Nick has enjoyed a number of key leadership roles, including Head of English, whole school Teaching and Learning, Data and Assessment, and Curriculum Lead. He has also worked in a variety of different education systems and has taught International Baccalaureate as well as GCSE and A-Level.

Nick has extensive experience of delivering training, and has worked as a facilitator for Teaching Leaders.

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