“A coasting school is where data shows that, over a three-year period, the school is failing to ensure that pupils reach their potential. A school will only be coasting if performance data falls below the coasting bar in all three previous years.”
This is the proposed definition of a “coasting school” that has been set-out by the Department for Education (DfE).
The proposals, which are subject to consultation, state that “no school will be identified as coasting until after final 2016 performance data is published” (in late 2016 for key stage 2).
New progress-based accountability arrangements are coming into force in 2016, meaning that the first coasting judgements will be based on data from 2014 and 2015 under the old system and 2016 under the new system.
The consultation document, Intervening in Failing, Underperforming and Coasting Schools, sets out an “interim definition” of coasting for the 2014 and 2015 data, which will be based on the headline accountability measures in those years. It adds: “We think this is a fairer approach than applying the measures which will apply from 2016 retrospectively.”
The consultation sets out the DfE’s “proposed bar” from 2016 for primary schools. It states: “A school will be coasting if in three consecutive years fewer than 85 per cent of pupils achieve the new expected standard across reading, writing and mathematics and pupil progress is below the progress element of the definition.”
However, it adds that while the same progress measure will be used to judge both the floor standard and coasting schools, “a higher bar will be set for the coasting criteria in 2016 than for the floor standard”.
This has caused concern because the current floor standard for progress is already high (it is the median score for the percentage of pupils at the end of key stage 2 who make expected progress in reading (94 per cent in 2014), writing
(96 per cent), and maths (93 per cent).
Under the new accountability system from 2016, schools will be above the floor standard if pupils make “sufficient progress” across reading, writing and mathematics – this bar will be calculated using a value-added measure from key stage 1 to 2 and will not be set until the first new key stage 2 tests are sat in summer 2016.
The document continues: “When fewer than 85 per cent of pupils in a primary school reach the standard we expect and pupils are failing to make enough progress then we would be concerned that the school was not fulfilling the potential of their pupils.
“If a primary school continues to perform below these standards for three years, then the school will be coasting. These schools will need to demonstrate that they have sufficient capacity to improve or face further action.
“If a school is below the 85 per cent performance standard but above the progress standard, or vice-versa, in any of the three years they will not be regarded as coasting.”
Meanwhile, for 2014 and 2015, the interim bar is proposed as being when fewer than 85 per cent of pupils achieve Level 4-plus in reading, writing and mathematics and the percentage of pupils making expected progress in reading, writing and maths is below the national medians.
School identified as coasting after the 2016 accountability data is published will be notified, the document explains, and will become eligible for intervention. However, they will not “automatically be subject to intervention”.
The consultation states: “Regional school commissioners (RSCs) will consider whether the school has a sufficient plan and the capacity to bring about the improvement needed. In some cases additional support may be necessary, for example from system leaders such as National Leaders of Education or other schools.”
However, further powers available to the RSCs include directing the school to collaborate with other schools or forcing an “academy solution”.
The proposals have been published alongside a draft guidance document for local authorities and RSCs entitled Schools Causing Concern.
This document, which is also open for consultation, states: “Schools that have fallen within the coasting definition will have the opportunity to demonstrate their plans to improve. The RSC will consider a school’s capacity, and whether the school has a sufficient plan to bring about the necessary improvement, in order to decide whether intervention will be required.”
Russell Hobby, general secretary of the National Association of Head Teachers, said there were “substantial areas of concern”.
He explained: “On the one hand, we are reassured by comments to the effect that, ‘where a coasting school can demonstrate that it can improve sufficiently, it should be allowed to do so’. There is not a default presumption of academisation.
“Nonetheless, the judgement is at the discretion of the regional schools commissioner and we need more transparency and consistency about how these decisions will be made fairly.
“On the other hand, we are also told ‘a higher progress bar will be set for the coasting criteria in 2016 than for the floor standard’. This is of serious concern. The floor for progress is already over 90 per cent and there is no real room for an increase.
“We are also already in the academic year leading to 2016 results. The government has promised not to introduce major changes with a notice of less than one academic year. This decision seems in conflict with that.
“We will be pushing for open, fair and stable criteria for decision-making so that we can be clear what will free a school from the threat of intervention. We will look for proper consultation with the school and its community.”
Further information
The consultation documents are available via http://bit.ly/1HdusKi and the deadline for responses is December 18.