Department for Children, Schools and Families
The Department for Education and Skills - Five Year Strategy for Children and Learners

The Department for Education and Skills - Five Year Strategy for Children and Learners

 

 

 

 

 

 

 

Image - Learners

Departmental Strategy


Five Year Strategy for Children and Learners


Chapter 4:Independent Specialist Schools

Goal: More choice for parents and pupils; independence for schools

1. Our central purpose for every pupil over the next five years is to raise the quality of education, teaching and learning, and to widen the range of real choices which are available. We intend to build on the achievements of the last seven years, to increase freedoms and independence; to accelerate the pace of reform in teaching and learning (covered in Chapter 5); and to extend choice and flexibility in the curriculum, particularly at 14-19 (covered in Chapter 6).

2. Underpinning each of these is sustained and rising investment in schools. The typical secondary school budget has risen by some 30% in real terms since we took office, from £2.7m to £3.6m, as we have devolved more money and responsibility to headteachers and school governors. In the budget in March the Chancellor announced further increases for education stretching to 2007-08.

3. This chapter sets out our proposals to ensure that every parent can choose an excellent secondary school for their child. At its heart is the development of independent specialist schools in place of the traditional comprehensive - a decisive system-wide advance. We are not creating a new category of schools - rather, giving more independence to all schools within a specialist system. There will be:

4. Our best schools already have many of the characteristics we want for every school: autonomy, specialism, freedom of heads and governors to manage and personalise their provision, and an ethos of success and community responsibility. Our further reforms will extend the practical independence and capacity of all secondary schools. For schools which are failing to achieve their full potential, it will encourage greater independence as they are able and willing to take it on. In areas of failure and under-performance, it will equip schools with the leadership capacity essential for successful self-governance, while also opening up provision to a range of new sponsors, through the acadamies programme and the creation of other new schools to meet parental demand.

5. We will never return to a system based on selection of the few and rejection of the many; we will not abandon intervention in failing schools; and we will not cast aside our ambitious targets for schools to keep on improving. Independence will be within a framework of fair admissions, full accountability and strong partnerships that drive improvement.

Issues and Challenges

6. We have already taken steps to give teachers and schools more freedom, giving them more control over their budgets, cutting bureaucracy by reducing by more than two-thirds the number of documents sent to schools centrally since 1999-2000 and introducing measures to make it easier for popular schools to expand. But we have still not done enough to give schools real freedom and parents real choice:

7. Our offer in developing a system of independent specialist schools is built on eight key reforms:

Offer to pupils and parents

Every parent and pupil to have the choice of an excellent independent specialist school in a system where there are:

These eight reforms will be underpinned by a transformed Local Authority role, with Authorities as the champions of pupils and parents.

What our offer means in practice

8. Taken together, these eight reforms will promote a new generation of independent specialist schools serving their students and communities with significantly extended freedom, diversity, and capacity.

Independent specialist schools

9. Independent specialist schools will have all the freedom needed to succeed in the service of their pupils and communities. They will set the highest expectations for their students and teachers, and put in place the means to achieve them. But they will do so within a system of fair admissions and equality of opportunity for all young people and their families. Our conception of independence is of freedom to achieve for all, not a free-for-all in which more state schools are allowed to ban less able children from applying and turn themselves into elite institutions for the few. Independence, in our policy, will create far more good local schools from which parents can choose; it is not a means for successful schools to start choosing only the brightest children to teach.

10. Nor do we confuse independence with an opt-out subsidy to parents choosing private schools. Every penny of our investment in education will be used to enhance choice and quality within the state-funded system. We will not divert any part of it to pay or subsidise the fees of pupils in private schools. We will, however, continue strongly to encourage successful private and other school providers to set up new Academies in the state sector, on the basis of all-ability admissions and fair funding.

(i) Guaranteed three year budgets for all schools

11. From 2006 we will provide guaranteed three-year budgets for every school, geared to pupil numbers, with every school also guaranteed a minimum per pupil increase every year. This will give unprecedented practical financial security and freedom to schools in their forward planning. It will be made possible by a radical reform of education finance to end the long-standing confused responsibility between central and local government for setting the level of school funding.

12. At present, the bulk of school funding does not come to local authorities as hard cash. It comes as a theoretical planning total based on a range of factors, and there is no guarantee that it will be spent on education. The new dedicated Schools Budget will enable us to give all schools guaranteed three-year budgets, aligned with the school year, not the financial year as now. Schools funding from Local Authorities will increase by more than 6 percent in 2005-06, and we plan that the dedicated Schools Budget will deliver increases at at least that rate in 2006-07 and 2007-08. We will consult with our partners on how the minimum guarantee should work for 2006-07 and beyond, particularly on the level at which it should be set to strike the right balance between stability and the effective targeting of resources.

13. There will be a consultation beginning in the Autumn about the arrangements for the new Schools Budget, including transitional protection where local authorities have spent more than their formula allocation in the past. No authority will receive less funding for education than its current level of spending, and we will seek to ensure there are no adverse effects for the rest of local government. Funding will continue to be channelled through Local Authorities, though they will not be able to divert this spending for other purposes. Local Authorities will deliver the national guarantee of extra funding to each school each year, but will retain an important and necessary role in reflecting local needs and circumstances.

(ii) Universal specialist schools - and better specialist schools

14. Almost two thirds of secondary schools have already achieved specialist status. All are committed to raising standards, are developing their own centre of excellence in one area of the curriculum, and are using their specialism to improve quality across the whole school. All have sponsors from business and strong links with the community. In all these respects their individual mission and capacity for self-governance are improved, and often transformed. As the numbers and types of specialism grow, schools with particular strengths will increasingly support each other in developing teaching and learning across the curriculum, and offer extra support and choice to pupils with particular aptitudes and interests.

Number of specialist schools by specialism, from September 2004

Technology (maths, science & design technology)

 

545

Arts

 

305

Sports 

 

283

Science 

 

224

Languages

 

203

Maths & computing 

 

153

Business & enterprise

 

146

Combined

 

38

Engineering

 

35

Humanities

 

18

Music

 

5

 

 

 

Total 

 

19551

15. Specialist schools have improved faster than the average, and add more value for pupils regardless of their prior attainment:

16. We intend that by 2008 every secondary school which is up to standard should be a specialist school, and every community should have one or more specialist schools, offering choice and excellence to parents and children alike.

17. We will also provide significant new opportunities for existing specialist schools, to enable them to drive forward and assume greater independent responsibility. Every specialist school comes up for 'redesignation' once every four years, with the Specialist Schools Trust advising schools on the process, and the Department for Education and Skills deciding on their progress and whether they should retain specialist status (which almost all do). The Trust has proposed that specialist schools should be able to take on a second specialism at the point of redesignation, to give the schools themselves a new horizon, and to enhance the availability and choice of specialisms within and between schools in each area. We welcome this proposal, and will begin to offer second specialisms during this year's redesignations. Schools will receive additional funding for taking on a second specialism, provided that they also make its benefits more widely available to other schools and the community.

18. We will also use redesignation to identify specialist schools which are being particularly successful, and give them the opportunity to take on extra roles and gain additional freedoms.

19. Successful specialist schools without sixth forms will be able to have a stake in sixth form provision, by teaching 16-18 year olds in their specialism, often as part of a partnership with other local schools and colleges to provide a wider range of options between 14 and 19. We will also make it easier for successful and popular specialist schools to establish their own sixth forms, with a strong presumption in favour of their being allowed to do so in areas where there is little sixth form provision, or where there is overall low participation or attainment. Chapter 6 gives further details.

20. High performing specialist schools will also be able, at redesignation, to take on leading roles in the system, including acting as:

(iii) Freedom for all secondary schools to own their land and buildings, manage their assets, employ their staff, improve their governing bodies, and establish or join charitable foundations to engage with outside partners

21. At present one in three schools enjoys some or most of these powers, in particular foundation schools and aided schools. But relatively few enjoy them all. In future all schools - except those which are failing - will have a right to take on all these powers by a simple vote of their governing body. This will give unprecedented freedom for all schools to serve their pupils, parents and communities. The strict requirement for fair admissions will remain; we will not allow an extension of selection by ability, so that schools cherry-pick pupils at the expense of parental choice and other schools.

22. Our mechanisms for extending these freedoms will be twofold. First, every school which is not a foundation school will have the right, by a simple vote of its governing body, following a brief period of consultation, to become one. At present, while national regulations allow schools to take this course, it is only possible to do so through a complicated and time-consuming process of local decision-making. We propose to sweep these obstacles away entirely, and all schools which wish to take on foundation status, and are not failing, will be free to do so.

Case Study

Springwood High School, King's Lynn

The headteacher of Springwood High School describes the effect of Foundation Status on his school:

"As a school which takes responsibility for its own performance and destiny, Springwood sought foundation status, which it acquired in January 2002.

"There has been a real sense of liberation in the governors' new ability to take decisions about grounds and buildings developments. Significant changes have occurred in the relatively short time since January 2002 - a new Science laboratory, a complete redesign and refurbishment of the Technology block, a new staffroom, drainage of the playing fields - and the Governors were able to plan and agree all of these changes by their own authority.

"A further change has been the increased number of parent-governors sitting on the Governing Body. This change gives parents a much more influential role in determining the direction of the school which educates their children. They are obviously any school's most important stakeholders. There are no vacancies for parent-governors, and no difficulty about filling these positions.

"Springwood was ranked amongst the hundred most improved schools in 2002 and again in 2003 - few schools achieve this two years' running. Such rapid progress requires ambition and enterprise and as much mastery of your own ship as possible. Foundation status has played a part in creating our sense of ownership and empowerment to move the school beyond its previous parameters. It has not distanced us from other schools, as we are working with both primary and secondary partners more closely and productively than ever."

Freedoms of Foundation schools

Foundation schools:

23. Secondly, we will enhance the flexibility and freedoms available through foundation status. In particular, we will make it possible for schools to strengthen their governing bodies, of their own volition, by for example including more sponsor governors. We will also make it possible for schools to set up charitable foundations which will be able to appoint the majority of the governing body ofthe school. This will extend generally the opportunity already available to a limited number of schools (which enjoy 'voluntary aided' or 'academy' status) to forge a long-term partnership with an external sponsor, including business, charitable and faith sponsors. This opportunity will be attractive to some weaker and 'coasting' schools as a source of new dynamism, as well as to more successful schools - which is why we are opening the opportunity to all schools except those that are really failing.

24. As now, foundations will not be permitted to run school budgets for profit, or to deploy assets for any purpose not associated with the school. Nor will the role of parent governors to be diminished. To support the crucial role of chair of governors, we will be promoting new training, support and mentoring programmes.

(iv) More places in popular schools

25. There is no 'surplus places rule' that prevents schools from expanding. All successful and popular schools may propose to expand, and we strongly support them in doing so where they believe they can sustain their quality. We have introduced dedicated capital funding to encourage expansion, and have given strong guidance to local decision-makers that they should allow expansion in all but exceptional circumstances.

26. We will introduce a fast-track process to speed up expansion to take less than twelve weeks (unless there is an appeal); and we will reinforce the existing strong presumption that expansion proposals should be agreed.

27. Alongside encouraging the expansion of successful schools, we are encouraging the leaders and governors of successful schools to establish entirely new schools in response to parental demand. The United Church Schools Trust, for example, is establishing a network of six new academies in response to parental demand, which it intends to manage in a federal relationship with eight private schools dating back to the 19th century. The Government warmly welcomes such initiatives; our proposals (below) for mandatory competitions for new schools will extend the opportunity further for other successful schools and educational providers to follow suit.

(v) A 'new relationship with schools' to cut the red tape involved in accountability, without cutting schools adrift

28. Inspection, accountability and intervention to tackle failure are essential if independence is to drive standards up. But they need to be of high quality, and bring with them the minimum of bureaucracy - and to improve them, we are designing a 'new relationship with schools'.

29. There will be a single annual review with the school on its performance, improvement priorities and support needs, stripping out bureaucracy both from Local Authorities and from this Department. The existing relationship between the school and its Local Authority link adviser - which too often lacks sharpness and professional credibility - will now be conducted by a 'school improvement partner' appointed and managed by the Local Authority within a system of national training and guidance. Where schools are failing, intervention will follow as necessary to turn the school around or close it; where schools are successful (identified through redesignation) they will only have a formal review once every three years, rather than annually. Most school improvement partners will be serving heads from leading schools.

30. The new relationship with schools will also mean:

31. We will combine all the current direct payments to schools for standards-related activities into a single Standards Grant to which every school will be entitled, and over which they will have complete discretion (except in the case of weak and failing schools, which may have some conditions put on their use of the grant). This will further reduce red tape.

32. Independence is a means to enhance school performance and not reduce it, so we will not scrap the essential targets for schools, relating to their GCSE and14-year-old test performance. But following the success of our new approach to targets for the performance of children aged 11 - which now starts with schools setting targets themselves - we will extend this approach to secondary schools. Schools will thereby take greater independent responsibility for their targets.

33. We have recently published a joint document with Ofsted on the New Relationship with Schools which sets out in more detail how it will work. It can be found on the teachernet website, www.teachernet.gov.uk.

(vi) 200 Academies by 2010 - and more new schools

34. We will expand the academies programme to provide for 200 independently managed Academies to be open or in the pipeline by 2010 in areas with inadequate existing secondary schools. The programme provides entirely new, independently managed schools in areas of low educational standards and disadvantage where there are insufficient good school places - either replacing existing schools where other measures haven't helped them improve, or creating wholly new schools.

35. Academies are promoted and managed by independent sponsors, including philanthropic individuals, educational trusts, faith sponsors and companies on a non-profit basis. They are all-ability schools with a specialism, a community mission, and a dedication to transforming educational standards, aspirations and opportunities. They are free to innovate as they wish, within the law and requirements on admissions, in order to transform standards in areas that have been persistently ill-served in the past. Sponsors contribute up to £2 million towards the initial capital cost, and make an on-going commitment in terms of governance, management and other support. Running costs are met by the government on the same basis as other local schools. Like all state-funded schools, Academies are inspected by Ofsted and their results are published. They will also be subject to the new 'single conversation' performance arrangements.

36. 12 Academies are now open; and a further 35 are in preparation. The 200 to be open or in the pipeline by 2010 will be either new constructions or refurbishments, whichever is more cost-effective. We expect there to be around 60 Academies in London boroughs.

Case Study

Walsall Academy

Walsall Academy opened in September 2003, with a technology specialism. It replaced T.P. Riley Community School. Its sponsors are Thomas Telford School in Shropshire - one of the original City Technology Colleges, with an outstanding record of pupil achievement and innovation in the application of information technology to teaching and learning - in partnership with the Mercers' Company, a City of London charitable livery company which was among the original sponsors of Thomas Telford and supports other schools in the state-funded and private sectors.

The transition to academy status, with the new support and leadership brought to bear, has already raised the proportion of students gaining five good GCSEs from 13% in 2001 to 49% in 2003. There are now ten times as many students applying for a place in the school than before - with 608 applications for September 2004 compared to just 57 students in T.P. Riley's last intake.

Innovations in the new Academy include a school day organised into two long sessions, with students spending the whole morning or afternoon in a single curriculum area. There are no bells.

37. Where possible we have promoted Academies in co-operation with local education authorities. Local Authorities typically supply the land, assist in the conception and development of the project, and play a valuable ongoing partnership role. However, the Government will not stand by and allow Local Authorities to sustain failure by refusing to engage with academies where they can meet parental demand for good school places. Where necessary we will use existing powers - and seek any additional powers necessary - to hold Local Authorities to their responsibilities. The Building Schools for the Future programme (below) also requires Local Authorities to consider academies and other options for new schools in their plans for upgrading the entire secondary estate in each locality.

38. In addition to academies, we will mandate competitions for new schools where they are needed, so that it easier for new promoters - including parents' groups - to open schools in response to local demand. We will expect local authorities to close failing schools without delay.

System reform in London - the London Challenge

Over recent years secondary schools in London have been improving significantly more quickly than the national average. But there is more to do to give the capital the schools its parents demand.

The London Challenge - our programme for London schools - is driving radical improvement, including more and better teachers, intervention to improve weak and failing schools, the creation of many new schools, academies and 6th form colleges.

A new specialist system for London - independence and interdependence

London is at the forefront of the new specialist secondary system. There are already six new academies, 239 specialist schools, 37 full service extended schools and 27 secondary training schools.

For the first time there will be one admissions system for the whole of London, supported by all the London boroughs - so parents and pupils can easily apply to the schools that suit them best, and no children are left without places.

Over the next five years 20 brand new schools will be opened in the capital, responding to London's growing population and giving more choice. The new schools will be located where there is a shortage of places and where many children go to school out of borough.

A number of the new schools will be Academies and in total we expect around 60 academies to be opened by 2010, with at least 20 in inner London boroughs over the next five years. More than 15 new sixth forms and sixth form colleges are being opened. The new provision will be found in a diverse mixture of schools, colleges and Academies.

The London teacher

In many professions, like law, finance, the media or government, working in London has a special status. We want London's teachers to share a similar pride. The new Chartered London Teacher status will recognise and reward the special professional skills of successful London teachers. Starting last September, Teach First is engaging 200 graduates a year, recruited directly after graduation from leading universities, to teach in London schools - a highly popular two-year programme supported by the private sector.

Too often good teachers leave London because they cannot afford to buy a family home. The London Challenge Key Teacher Home Buy scheme now offers interest-free equity loans of up to £100,000 to 1,000 London teachers who show potential to be leaders, to enable them to afford family homes in London.

The London Student Pledge

The Student Pledge sets out opportunities we want all young Londoners to have during their secondary education. For example - we want every young person to be able to attend an artistic or sporting event at a major London venue. More than 200 major London organisations have signed up to offer opportunities as part of the Pledge. 100 London businesses have committed themselves to supporting schools through the Business Challenge.

The London Gifted and Talented programme is creating new opportunities for young people to identify and make the most of their talents. An innovative online system of teaching and learning has been established and already covers almost 100 topics. You can find information at www.londongt.org

The London Leader

Through the National College for School Leadership and the London Leadership Centre, we have also invested heavily in the leadership of London schools. That has included the development of consultant leaders - highly skilled heads able to coach and support others - as well as programmes to develop senior teams and middle managers.

(vii) Every secondary school to be refurbished or rebuilt to a modern standard

39. The physical state of the secondary school infrastructure was in a deplorable state in 1997, run down after decades of under-investment and neglect. The education of pupils, and the ability of teachers to teach, suffered badly. Some areas of the curriculum - such as music, languages and sciences - suffered particularly from poor facilities.

40. The 'Building Schools for the Future' (BSF) programme, made possible by a sevenfold increase in the schools capital budget since 1997, will give every school the buildings, facilities and information technology it needs to succeed. It will also drive reform in each locality, including more extended services in schools, the expansion of popular schools, the closure of failing schools, and the establishment of new schools - and new patterns of provision, including more sixth forms and sixth form colleges - in response to parental demand.

41. BSF brings together exciting new designs, systematic planning for school modernisation in each locality, and better methods of procurement to make sure we get good buildings and good value for money. Our exemplar designs by top architects will make sure that new school buildings and refurbishments provide the facilities needed for twenty-first century teaching and learning, and for serving the local community.

42. The BSF programme is being staged in several waves, with the aim of covering all local authorities over the next ten to fifteen years. Later this year, we will give all authorities information about which wave they are likely to be in, so that they can plan sensibly. By 2008, over 500 BSF schools will have been built, be under construction or planned in detail. And alongside this programme, each secondary school will continue to have its own devolved capital funding to spend on improvement as it sees fit,worth £87,250 to a typical 1,000 place secondary school in 2005-06.

43. BSF is not simply a school modernisation and replacement programme. It is a 'once in a generation' opportunity, locality by locality, to drive the creation of better schools - including new schools, Academies, the expansion of successful and popular schools, the creation of new sixth forms and the closure of unpopular and ineffective schools, as well as the development of more extended services for pupils and the community. Local Authorities are expected to draw up their plans after full consultation with parents and schools, and plans will be assessed according to rigorous school improvement criteria, and will not receive funding until Government and local people are satisfied that they meet the full potential for transforming standards and opportunities for young people in the area. The Government will be particularly exacting in areas where standards are low, and will expect boldness on the part of Local Authorities in championing the interests of pupils and parents, even where this means radical change.

(viii) Foundation Partnerships

44. We intend high-performing specialist schools to play a leading role in new Foundation Partnerships. These will build on the best of our existing collaborative arrangements - including Excellence in Cities and Leading Edge. Foundation Partnerships will enable groups of independent specialist schools to take on wider responsibilities on a collective basis, serving their students better, with funding devolved directly to the partnerships from Local Authorities. We expect that Foundation Partnerships will normally be developed in partnership with Local Authorities, and might cover areas such as:

45. An increasing number of Local Authorities are beginning to adopt this kind of approach in working with their schools, and it is something we are keen to support. We will publish proposals later this year.

46. Taken together, we believe these reforms will ensure that the overwhelming majority of parents are able to choose a secondary school offering an excellent standard of education to their children. They build on the sustained progress made by teachers and schools in recent years. They go with the grain of all our reforms, supported by headteachers and school leaders since 1997. And they offer the prospect of England achieving world class standards for the great majority of our young people in the years ahead.

Changing the system to deliver reform

47. We outlined in Chapter 2 the central role Local Authorities will play in Children's Trusts, and the shift of focus towards leading, commissioning and co-ordinating rather than delivering services directly. This new Local Authority role will also support our drive towards increasing independence for schools.

Modernising the Local Authority role in Education

48. The best Local Authorities have long provided inspirational educational leadership and innovation in their localities, commanding the confidence of parents and schools alike. But some Local Authorities have been too defensive or ineffective in the face of low educational standards and high parental dissatisfaction. We expect Local Authorities to champion the interests of parents and pupils in their localities, particularly where radical change is needed to ensure that every parent has a choice of a good school and no pupil is failed by a poor education. At all levels - under-fives, primary, secondary and post-16 - Local Authorities should recast themselves as the commissioner and quality assurer of educational services, not the direct supplier, a role which enables them to promote the interests of parents and pupils far more confidently and powerfully than the old days of the Local Authority as direct manager of the local schools and colleges.

49. We will make faster progress where Authorities have enthusiastically set an educational vision, worked with employers, further education colleges, headteachers, parents, community leaders and others to get behind the vision, and have then supported and helped their schools to work independently to bring it about. For this, their partnership work with providers of children's services, local Learning and Skills Councils, employers and others with a contribution to make will be critical.

50. As part of their work to provide educational leadership and vision for the schools in their area, they will retain responsibility for important overarching roles, where local co-ordination is essential, including the development of capital strategies for their areas (including Building Schools for the Future), making sure every child has the best possible school place, school transport, and provision for Special Educational Needs.

51. This new role enhances the power of Local Authorities to develop education as part of their wider vision by making them more powerful and more supportive of the interests of parents and pupils. We believe that this role for Local Authorities presents real opportunities and will take this forward within the framework of the Government's overall strategy for local government. The introduction of a dedicated Schools Budget will have the same effect, ending the annual wrangle over the quantum of resources for schools between central and local government. With the funding for schools assured, Local Authorities can concentrate fully on their strategic and quality-assuring functions in education. It will also still be open to them to spend more on education locally than the national allocation, where they wish to do so in support of local schools and parents.

52. Rather than necessarily being the providers of school improvement themselves, we see Local Authorities helping to build up strong independent schools and networks of schools which can drive their own improvement. Through the school improvement partners, they will have an important role in holding schools to account, and retain the lead responsibility to intervene where schools are seriously underperforming.

Case Study:

Knowsley

In Knowsley, collaboration and partnership underpin the authority's approach to reform. By changing the authority's role, they are fostering a genuine partnership of lead professionals, with collective decision making and joint leadership. The authority believes that the way forward for school improvement is for the best schools to lead the system and for the best teachers and heads to provide support and challenge for others.

The authority has one secondary collaborative and three primary collaboratives, involving all schools in the Borough. They have almost halved the numbers in the School Improvement Team and have devolved core funding for school improvement to the collaboratives. Management Support Consultants (mainly ex-headteachers) support schools in the secondary sector and report directly to the collaborative. The authority has also funded, through the collaboratives, lead development headteachers. Colleagues provide professional development opportunities for each other across schools through peer review, secondments, coaching and mentoring. The aims are to develop common behaviours and a "spiralling up" culture of high expectations and to build capacity within the system to manage and disseminate change.

53. We will continue to use Compacts to underpin partnership between central and local government. But where Local Authorities are struggling to perform effectively, with Ofsted judging their performance to be unsatisfactory, the Government will consider intervention. Theform of intervention will depend upon the extent of the failure and the capacity of the Local Authority to respond to it effectively. Where evidence indicates that the authority is unlikely to be able to turn around its own performance, or where its attempts to respond have failed to deliver the necessary improvements, we will invite others to compete to take on either their whole role, or parts of it. This might be another Local Authority, a Foundation Partnership of schools (described above), or a private company.

Timetable for Change

Taken together, our reforms mean that:
Now, in 2004:

By 2008:

Our Long Term Aim

1  Some specialisms have been introduced more recently than others, which explains the smaller numbers for (for example) humanities and music.

 

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