The government has finally published its response to the consultation on the EBacc performance measure. Here are its main points…
The government wants 75 per cent of year 10 pupils in state-funded mainstream schools to be starting EBacc GCSE courses nationally by 2022 (taking their exams in 2024), rising to 90 per cent by 2025 (taking their exams in 2027).
This means that the original ambition has actually been delayed by SEVEN years, as we report here.
Ministers say schools will still be able to determine the “small minority of pupils for whom taking all of the EBacc subjects is not appropriate”. In doing so, they should “consider the overall impact that not entering the EBacc subjects will have on the options available to the pupil and their progression to post-16 education”.
From 2018, an average EBacc point score across the five pillars of the EBacc will replace the existing headline EBacc attainment measure in secondary school performance tables. This means there will be two EBacc headline measures in that year: EBacc entry and EBacc average point score.
The DfE will share data with schools about their performance in 2017 under the EBacc average point score measure.
This is to help schools prepare but the data will not be published.
The DfE also intends to publish EBacc entry and attainment data for mainstream secondary schools with similar intakes, and a value added measure on EBacc entry, from 2019.
The government says it intends the watchdog to issue a note to clarify how the inspection of provision at key stages 3 and 4 will reflect the government’s EBacc policy ahead of September 2018.
This will take into account the starting point of each school and the steps it has taken to respond to the EBacc policy. The government says no single measure, including EBacc entry and achievement rates, will determine the outcome of a school inspection.
The DfE intends to continue to publish the same performance data, including EBacc data, for all institutions included in the key stage 4 performance tables. However, pupils at UTCs, studio schools, FE colleges with key stage 4 provision, special schools and alternative provision will not be included in the 75 per cent or 90 per cent targets.
This will include supporting schools to “learn from those that have already increased participation and working with the sector to support the improvement of the teaching of languages”.
Specific plans to recruit additional high-quality teachers to priority EBacc subjects, particularly modern languages, are being developed.
Ministers have published evidence that they claim suggests that entries to arts subjects have not fallen as a result of the introduction of the EBacc.