Supporting Families
  • banner7
  • banner3
  • banner8
  • banner2
  • banner6
  • banner13
  • banner12
  • banner9
  • banner4
  • banner10
Monday, 06 April 2015 22:36

Talk at National Tutoring Conference: The Kent 11 Plus test was changed to make it less susceptible to coaching. What happened next?

I was invited to speak at the National Tutoring Conference on 1st April 2015, to the title: "The Kent 11 Plus test was changed to make it less susceptible to coaching. What happened next?" The following is the script I planned to follow, but as those who have heard me speaking before will know. Do not assume I kept to it!

Kent is the largest Local Authority in the country, with 20% of the nation’s grammar schools, 32 in number, all admitting students through success in the Kent 11 plus. Around three years ago, the Cabinet Member for Education in Kent uttered those immortal words: “not fit for purpose” about the Kent Test. There were two main issues, firstly that tutoring was introducing an unfair skew into the outcomes, and secondly that the absence of any element of literacy in the assessments was allowing too many children who were unable to write properly through to grammar school.

I hope you will find that many of the conclusions in this talk apply to grammar schools in other parts of the country.......

Let me be clear; if there is to be an ability test for selection to grammar school, aspiring parents will want their children to do as well as possible, and so create a demand for a tutoring industry. I see nothing wrong with that. However, a Local Authority has a responsibility to be fair to all its children, and state primary schools are not permitted to coach for the test, whilst for many private schools it is their bread and butter, parents often topping this up with further coaching.

In order to answer the question of “what happened next”, I am afraid I need to look at some statistics, which is why I am reading this rather than my usual approach of talking without a script! Most of the data is reproduced on my website which explores a variety of 11 plus issues amongst other themes, in an article entitled “The Conundrum of the Kent Test”.

Kent County Council sets a pass mark in the nationally standardised 11 plus that selects 21% of Kent children as suitable for grammar school. Another 5% are chosen by looking at their work and ability profile, with still more added through the appeals, so that in the end nearly 30% of Kent children are admitted to grammar school in the county. The same rules for deciding if a child is selective apply for out of county children. One complication comes because three of the grammar schools are super-selective - primarily a Kent term to distinguish them from the majority of Kent grammars who, if oversubscribed, select from those who have passed by some sort of distance criterion. The super-selectives choose students on high scores, another five choosing a proportion on high scores, with coaching becoming increasingly important for admission to all these in what can become a fiercely competitive situation.

On a national scale, 21% of children found of grammar school ability equates to selecting on scores of 113 or higher on age standardised tests where children have not been prepared in any way, as in the samples used for comparison. For 2014 entry, the last year of the old test, children passed if they scored 118 or higher in each of three tests: verbal reasoning, non-verbal reasoning and maths, with an aggregate score of 360 or more, the discrepancy being largely due to the preparation and tutoring effect.

For 2015 entry, KCC adopted a different pattern of tests responding to the criticisms, but both still multiple choice: the first test was equally divided between English and maths, the second equally divided between verbal and non-verbal reasoning.

There were three scores produced of equal weighting in English, maths and Reasoning. The pass standard was 106 in each of the three assessments, with an aggregate of 320 or more, in order to produce a total of 21%. In order to understand this dramatic fall from the previous year, I have analysed the data that makes up individual scores and found results as follows:

  21%   Boys 21%   Girls 21%   Total
English 114 116 115
Maths 118 116 117
Reasoning 121 121 121

Several conclusions can be drawn.

Firstly, all these scores are above those of the unprepared national sample in which 21% of children achieved 113 or more. Not surprising, as all nearly all children will have been prepared somehow. Never forget the importance of parents and after school booster classes! Kent boys are only just above the national sample for English! Maths marks are higher than English.

Secondly, the reasoning mark is considerably higher than the other two. In my view, this differential is caused by one or more of the following: a focus of coaching on reasoning tests: more effective coaching on reasoning tests; or simply and most probably that reasoning tests are more susceptible to coaching than the other two.

Thirdly, there is an important difference between the performance of girls and boys. Under the old Kent Test, more boys than girls passed the test after achieving better maths results, with more girls being selected in the second tranche, focusing on school work, the two equalising out. In the new test, more girls than boys pass directly thanks to the introduction of English, and more are also selected in tranche two, so in total 25% of Kent boys and 28% of Kent girls are found selective before appeals. Whilst not relevant to this talk, this has the effect of there being increased pressure on girls’ grammar school places in Kent this year.

Fourthly, there is the surprising issue of why the pass mark for each subject is fixed so low, at 106, in order to get 21% of children selected/ This mark actually sees 34% of children reach this standard in each separate subject, whereas the 21% mark in each subject is much higher. The answer to this is highly relevant to tutors and to schoolteachers. Very few children will have failed the whole test by scoring less than 106 in the reasoning test alone; nearly all that have failed have done so through the maths or the English or both. The reason the pass mark is so low is because far too many children performed poorly in either English or maths, and the pass mark is fixed to allow children needing to reach the standard in all three to get through.

I would anticipate that for the 2015 test the pass mark will rise as the tutoring industry adjusts to the increased priority on the curriculum subjects of maths and English, which cannot be bad for children’s education! I have talked to many parents of children appealing for places in grammar schools this year and am frankly appalled to discover how many tutors have neglected English and maths teaching, as they have focused on going through the hoops of reasoning tests, which have no discernible value after the test is taken. For some tutors, this poses a problem, as teaching curriculum English and maths require additional skills, and I would certainly advise parents to ask more questions about such matters when engaging tutors.

Super selective schools choose those students achieving the highest scores: It is here that tutoring mostly comes into its own, as every mark counts, and with three super-selective schools in West Kent, there is a strong culture of coaching, and finding the best coaches. As those of you who work in that area know, many of the best are booked up a year and more ahead, some children are tutored from the age of five and some go to private schools focused on success at the 11 plus and are then tutored outside school as well. The latter examples are no childhood and in my view can almost add up to child abuse.

The most telling statistic is that for 2014 entry, there was a mushrooming of 161 Kent children scoring the maximum of 423, more than three times as many as most other scores down to 400. For the new test, this figure has fallen to just 8 (7 boys and one girl). As a result, these schools have also seen their individual pass mark tumble as the scores have become more spread out. My understanding is that they are pleased with this as there is greater discrimination.

So what is the answer to my question? I believe that for the 2015 Kent Test, the effect of coaching has been reduced, although for many children it will still make the difference between pass and fail, or decide if a child is to gain admission to a super-selective school. It is ridiculous to claim as some do, that a tutor-proof exam exists, and good tutors will always make a difference although for many bright children they are really an irrelevance with regard to the test. Any child who is tutored from now on ought to see an improvement in their maths and English curriculum performance, critical if they attend a poor school, and that is worthwhile in its own right.

Last modified on Monday, 06 April 2015 23:24

Leave a comment

Make sure you enter the (*) required information where indicated.
Basic HTML code is allowed.

Latest News & Comments

Just click on a news item below to read it in full. Feel free to subscribe to the news via the email link to the right or the RSS Feed at the bottom of the page. Please note that the 800 or so regular subscribers who receive each news item directly are not included in the number of readers recorded below the item. If you have a view on any item posted, please leave a comment. Also feel free to suggest items of news, or areas where comment is needed to: peter@kentadvice.co.uk. \nNews items appear as and when I have time in a very busy schedule supporting clients.

  • Oversubscription & Vacancies in Medway Primary schools: Allocation for September 2017

    The proportion of children offered one of their choices in a Medway primary school has risen to 97.4%, the highest proportion for at least five years. This is a result of a reduction of 160 in the number of Medway school places taken up by children from the Authority and outside. As a result, there are 432 vacancies across the 67 schools, which is 12% of the total available, up from 7% in 2016.

    Most difficult area as usual is Rainham, with just 8 vacancies in two of its schools, a total of 2%. of the total number of places.  At the other end is Rochester with 17% of all places left empty in five schools. Most popular school is Barnsole Primary which turned away 52 first choices, followed by Walderslade and Pilgrim primaries with 29 disappointed first choices for their 30 places. There are ten schools with more than first choices turned away, nine in Chatham and Gillingham, listed in the table below. 

    Barnsole     Pilgrim 3    Walderslade Primary 2  

    Eight schools have over a third of their places empty, up from five in 2016, but headed for the second year running by All Hallows Primary Academy, with 70% of its Reception places empty (up from 60% in 2016). Altogether 31 of the 67 primary schools have vacancies in their Reception classes. 85 Medway children  were offered none of their choices and have been allocated to other schools with vacancies by Medway Council, well over half in Chatham and Gillingham schools.  

    look more closely at each Medway area below, together with the situation for Junior Schools…….

    Read more...
    Written on Sunday, 11 June 2017 13:05 Be the first to comment! Read 182 times
  • Lilac Sky Schools Academy Trust: Will anyone be held to account?

    BBC South East is running an item on this story, tonight, January 12th at 6.30 p.m.

    The 2016 Accounts for the Lilac Sky Schools Academy Trust (LSSAT), a charitable company (!), finally lay bare the rottenness behind the Trust.

    The Lilac Sky Schools Trust is carrying a net deficit of £1,329,631 on these funds because: 

    The Trust incurred extortionate and expensive Founder/ substantive CEO consultancy  costs for 232 days at a net cost of £217,500 along with other high cost  support  services,  central  Trust  staffing  costs that were far higher  than average,  the cost of  settlement  agreements  (contractual  and non-contractual) paid to staff who were immediately appointed as consultants by the company and recharged  to  the Trust, minimal  value for money procedures and a lack of competitive  tendering.

    2016 Accounts Page 38

     These accounts are prepared by new Trustees, appointed 8 June 2016 to sort out the mess, described as emergency interim appointments, who do not mince their words with regard to the previous management of the Trust. LSSAT handed over its academies to other Trusts on 31st December 2016, and is currently being wound up, possibly with government financial aid. See below in blue.  

    I am not an accountant but the shocking detail in the Report is plain to see and builds further on my exposure in the 2015 Accounts, of the Trust being run as a Money Tree by those in control. Of course, this is at the expense of the pupils in the seven local primary schools run by the Trust, and other casualties along the way.  

    LSSAT Logo

    For those with a long memory, I first identified the methods used by Lilac Sky in 2013 to siphon off school funds by ripping off Furness School and I faced excoriation from KCC who continued to insist Lilac Sky was wonderful for some years afterwards, the school closing in 2015, with £1.6 million having gone missing, apparently with no one noticing. Since then I have covered the appalling story of Lilac Sky through  a number of articles, accessible through my search engine, most recently here.   

    There are of course many other examples of entrepreneurs taking large sums out of academies, but these normally remain hidden, and it often requires independent Trustees to winkle out the truth, as has happened here.

    Read more...
    Written on Tuesday, 06 June 2017 17:49 1 comment Read 579 times
  • The scandals of Oasis Academy, Isle of Sheppey

    Update, Thursday: Further information  on Reflection at foot of article, in blue. 

    Between September and April this year, 33 children at Oasis Academy Isle of Sheppey (OAIS) have ‘left’ the school to take up Elective Home Education (EHE), some having reportedly been encouraged to do so, which would be unlawful. This figure is almost twice that of the next two Kent schools, Cornwallis Academy and Ebbsfleet Academy, which both saw 17 children leave to be ‘Home Educated’.

    Oasis Image

     Other OAIS pupils were sent to the Swale Inclusion Centre, and removed from the school’s Register, the removal having the effect of deleting the pupils GCSE record from school examination performance, as explained in a previous article, here.

    The school also sent some Year 11 pupils home early in May for compulsory ‘Study Leave’ without tuition, whilst the others continued to be prepared for their GCSEs in school. This action amounts to what is often called an ‘informal exclusion’, which is unlawful.

    Some of these children will previously have endured the Reflection punishment, which requires pupils to sit in a room and ‘Reflect’ on their behaviour for a whole day, an utterly unrealistic expectation that a day of boredom will improve matters. Astonishingly, 39% of the whole student body has been subject to this humiliating punishment, many on multiple occasions. The reality is that Reflection is utterly destructive, inevitably producing antagonism towards and alienation from the school, is almost certainly unlawful as the child has been forcibly deprived of education without provision for catching up, and indeed could be regarded as child abuse.

    Reports of bullying are rife.

    As with other out of control academies described in these pages previously, there appears little proper accountability apart from a recent Ofsted Inspection that appears not to have noticed key signals. Meanwhile, children's futures are being blighted.....
    Written on Saturday, 03 June 2017 12:39 10 comments Read 2544 times
  • Medway Test 2017: Late notification of Important Change

    Update: The value of the following item is underlined by the interest shown by browsers. 1500 hits in the first two days makes this the second most popular item on the website this year - in third place is the article Medway Test Scores Blunder - Medway fails families yet againconfirming once again the lack of confidence Medway families have in their Council's education operation. 

    The Council sent a letter to schools last week announcing that it is changing its Test provider from GL Assessment to CEM (Centre for Evaluation and Monitoring) for the forthcoming Medway Test in September. Unfortunately, the two testing providers have different interpretations of the assessment procedure, as explained here. The CEM Verbal Reasoning Test is far more language based than the GL model (which is used by Kent), including vocabulary and normally comprehension, as can be seen by a glance at the above link together with model answers provided by commercial companies. It will account for 20% of the aggregate Test marks which, together with the 40% for the Free Writing Test, will make this a highly language based selection method. It will therefore discriminate against children from socially deprived areas who are often weaker in language skills, children with English as a second Language, boys, and those who don't hear of or appreciate the change being made. The Council’s letter to schools gives no rationale for this change of approach or warning of the effects of the change, so presumably it is not for educational reasons, but simply a cost cutting exercise. 

    Neither does it do anything whatever to address the other serious problems I have previously identified in the Medway Test process, missing a golden opportunity in its recent review of the procedure, which appears to have reached no conclusions. It also comes close on after last year's debacle of the 2016 Test.   

    In addition, the Council has suddenly dispensed with the services of its highly experienced Free Writing Test setter, and at the time of writing does not appear to have re-employed any of its trained markers, although there is no change in the processes. It is not yet clear who is going to provide these essential skills this year.

    Read more...
    Written on Monday, 29 May 2017 19:59 3 comments Read 2809 times
  • Oversubscription & Vacancies in Kent Primary schools: Allocation for September 2017

     2017 has been a very good year for Primary school admissions in Kent with 97.4% of families being awarded a school place of their choice, up from 96.6% in 2016. This has been brought about by a combination of 267 extra places created since the 2016 allocations including 30 in one new school, together with a remarkable fall of 679 children or 3.8% in the total applying for places. Overall there are 11.1% vacant places in the Reception classes, rising sharply from 6.5% in 2016. This article follows on from my first look at the general data, here, and explores the pressure areas looking at oversubscription and vacancies across the county.

    There are still local pressures focused on several towns including: Tonbridge with just one vacancy in one school; Ashford, two vacancies, apart from 14 in a school on the outskirts; Sevenoaks,  full apart from 18 places in one school on the outskirts of town; and Tunbridge Wells just one school with 24 vacancies. However, overall there is a far better picture than last year. Contrast these with: Ashford Rural; Faversham; Maidstone Rural; Shepway Rural & Hythe; and Swanley & District; all with a fifth or more places empty in their schools. 

    Once again the most popular schools vary considerably from last year, with just Great Chart, Ashford (3rd in 2016) and Fleetdown in Dartford (first last year) occurring in top 10s for both years. Most popular school is Slade Primary in Tonbridge, turning away 43 first choices, followed by Great Chart with 41. You will find the full list of high preferences below.

    Slade             Great Chart

    At the other end of the scale, one unfortunate school with a Good OFSTED, and sound KS2 results had no first choices, and offered just one place (!), whilst another 17 schools have more than half of their places empty, a sharp rise on last year. As financial pressures mount in schools, such low numbers would become critical if repeated.

    I look at each district in more detail below, with a brief note on admission to Junior Schools.  The outcomes for Medway primary schools will follow shortly…...

    Read more...
    Written on Monday, 15 May 2017 09:38 5 comments Read 3767 times
  • Kent & Medway OFSTED Reports to Easter

    Kent primary school OFSTED Reports up to Easter show considerable improvement on an already strong position as shown in the summary tables below. Outcomes include 15 schools, a fifth of the 72 inspected, improving their assessment as against just 3 which declined. The proportion of Good or Outstanding Schools inspected is well above the most recent national figure, with seven Outstanding schools.  Four schools improved their grading by two levels; Aylesford Primary; Chantry Community Academy and Tymberwood Academy (both in Gravesham), taking them out of Special Measures to Good; and Cliftonville Primary to Outstanding. Two other schools, Pilgrim’s Way Canterbury, and Copperfields Academy also in Gravesham, were taken out of Special Measures. All the last six are academies. By coincidence two of these, Chantry (Greenacre Academy Trust) and Pilgrim’s Way (Village Academy Trust) are advertisers on this website, both Academy Trusts taking over after previous failed conversions, the other four Trusts inheriting their schools directly from KCC control. 

    Chantry             Pilgrims Way    

     Cliftonville

    You will find a summary of the current position for Kent schools written by Mr Patrick Leeson, Director of Education, here, although it omits the most recent Inspections of schools that have become academies and not been re-inspected, following government practice. The Kent schools affected include 11 who were judged Inadequate in their most recent Inspection.

    In Medway, just 8 primary schools were inspected with a slight decline in performance, and still well below national levels. One Medway Primary school was found Outstanding, Cliffe Woods Primary, for the second time. Gordon Children's Academy Junior School improved by two Grades to Good, matching the Infant School which retained its Good status. 

     
    Of the  22 Kent and Medway secondary schools inspected, 17 were found Good, five Requiring Improvement, with just one change from the schools' previous assessments.
    Read more...
    Written on Saturday, 15 April 2017 19:39 Be the first to comment! Read 373 times