State of Education Report 2017 state-of-education-booklet-Final-WEB - Page 33

“Pupils should be able to follow vocational routes and work placements without penalising their chances of competing with the most academic pupils, and without negatively impacting on a school’s progress 8 score.” What would secondary leaders change? Unsurprisingly in the context of these wider results, secondary leaders – in common with primary leaders – call for a focus on more core life skills: eight in 10 (79%) think this would help them to better serve their pupils. The majority of leaders believe in a balanced and School leader holistic curriculum offer. Less than half (43%) of secondary school leaders would split the curriculum into academic and vocational/ technical streams, given the choice. One school leader comments: “There should be a more balanced offer of courses but I do not agree 56% 25% 10% Provision of vocational/ technical education with streaming. Students should have access to the curriculum that allows them to achieve success and enjoy their learning. This, in most cases, would be a combination of courses … Flexibility and equal 5% status (of vocational and academic courses) is what is needed”. 4% For schools to confidently offer this holistic curriculum, leaders are 48% 36% Progress of pupils with special educational needs or disabilities calling for more flexibility around progress 8, so that vocational subjects can count towards the headline measure. 10% 6% Some schools are choosing to risk their performance in the league <1% tables, telling us that they are instead matching pupils with the most appropriate subjects for them and championing individual pupil 44% 31% Pupils’ readiness for employment/ further education post-16 success over school performance tables. 14% 7% 4% MORE ABOUT THE KEY: WWW.THEKEYSUPPORT.COM PAGE 33