Did MAT reduce pupils to a numbers game?

‘Deeply disturbing’ GORSE Academies report lays bare exactly how the pressure to get results can influence thinking in our schools system. Tes reports.

The trust’s chief executive Sir John Townsley says this report, seen by Tes, was a theoretical discussion and that none of the “unacceptable” practices that were discussed by its staff as a way of improving results was actually implemented.

However, Leeds City Council has described the report as a “deeply disturbing document” and has accused GORSE of now following through on a plan to remove low-achieving pupils from school rolls.

It says from the outset that staff should set aside ethical considerations when coming at this problem – these would be a matter for the trust board at a later date.

It then outlines a series of ways in which it could boost its results.

This includes the removal of low-achieving “anchor” students – those who are weighing down the scores – from a school’s roll and even goes into detail about how this can be achieved.

Read more about how the GORSE trust was debating improving it’s P8 results Did MAT reduce pupils to a numbers game?

Read the full report here

Please tell us your thoughts in comments or via Twitter ~ Tamsin


Are you a trainee teacher, NQT, teacher, headteacher, parent or  just someone who cares about education and has something to get off  your chest in a Schools Improvement Guest Post? Follow this link for more details at the bottom of the page.

Don’t forget you can sign up to receive our daily email bulletin (around 7am) with all the latest schools news stories. Your details will never be given to anyone else and you can unsubscribe at any stage. Just follow this link.

We now have a Facebook page - please click to like!


Prince Harry questions future of exams during school visit
Department for Education offering loans to housing developers to boost new house and school building momentum
Categories: Academies, DfE, Exams, Primary, Secondary and Teaching.

Let us know what you think...