Technology Status

What are Specialist Schools?

The Specialist Schools Programme (SSP) helps schools, in partnership with private sector sponsors and supported by additional Government funding, to establish distinctive identities through their chosen specialisms and achieve their targets to raise standards. Specialist schools have a special focus on their chosen subject area but must meet the National Curriculum requirements and deliver a broad and balanced education to all pupils.

The SSP promotes school improvement by providing opportunities for schools to work to their strengths, enabling them to deliver effective teaching and learning in their area of expertise, as well as across the curriculum, and to drive innovation. Applicant schools engage in a thorough audit of their progress so far and set out plans and targets for specialist subject improvement as well as whole school targets.

In February 2005, OfSTED published Specialist Schools: A second evaluation, a follow up to the October 2001 OfSTED survey of the SSP: Specialist Schools: An evaluation of progress. The 2005 report looks at how specialist schools have built on the strengths identified and improved on weaknesses in the 2001 report. This confirmed that:

• specialist schools continue to be catalysts for accelerated school improvement;
• leadership and management in specialist schools have improved;
• standards are higher and improving at a faster rate in specialist schools,
• middle managers who are most involved in specialist subjects need to be more involved in the day to day work of monitoring and improving the quality of the provision;
• the quality of teaching in specialist schools is generally better than in non-specialist schools, although the teaching of specialist subjects at Key Stage 3 have shown little improvement since the 2001 evaluation;
• the approach to inclusion has improved since the last report, but more strategies to avoid disaffection on the part of some pupils are needed;
• there have been significant improvements in the community role of schools, although more needs to be done to create productive links with business and with other secondary schools; and
• the range and quality of the curriculum in specialist schools has improved - more pupils participate in extra-curricular opportunities especially in specialist subjects, but vocational and work related opportunities still remain limited.

Technology

Vision

Technology Colleges will use their specialist status to raise standards of achievement and the quality of learning in design and technology, science and mathematics for all their students across the ability range. These departments contribute to whole school improvement by developing innovative approaches to teaching and learning. They will develop and share good practice across the curriculum particularly between the specialist subjects.

They will be active partners in a learning society with their local families of schools and their communities, offering opportunities for enriching and extending learning experiences. This will include sharing resources and good practice.

Technology Colleges will promote an educational culture which is scientific, technological, enterprising and vocational. They will raise the post-16 participation rate in the specialist subject areas, and provide young people with the skills needed to progress into employment, further training and higher education according to their individual abilities, aptitudes and ambitions.

Ethos and key characteristics

Technology Colleges will develop a visible and distinctive character which reflects the specialism and is embedded in the school’s culture and values. This will include:

Offer a strong technological and vocational focus.

Make innovative use of ICT to raise standards and enhance quality of teaching and learning in design and technology, science and mathematics.

Take a lead role in national initiatives and competitions relating to the specialist subjects to enrich learning opportunities for their students, those in partner schools and the wider community.

Build and extend partnerships with industry and commerce to support their technological curriculum and the management of their specialist plans.

Specialist subjects

Technology Colleges will focus on the specialist subjects of design and technology, mathematics and science.

Further information

577 schools in England are operating as Technology Colleges. In addition, a further 9 schools have been designated in combined specialisms which include technology.

Mission Statement for Technology Colleges

(taken from The Specialist Schools Trust website)

Technology colleges will use their specialist status to raise standards of achievement and the quality of learning in design and technology, science and mathematics for all their students across the ability range. These departments contribute to whole school improvement by developing innovative approaches to teaching and learning. They will develop and share good practice across the curriculum particularly between the specialist subjects.

They will be active partners in a learning society with their local families of schools and their communities, offering opportunities for enriching and extending learning experiences. This will include sharing resources and good practice.

Technology colleges will promote an educational culture which is scientific, technological, enterprising and vocational. They will raise the post-16 participation rate in the specialist subject areas, and provide young people with the skills needed to progress into employment, further training and higher education according to their individual abilities, aptitudes and ambitions.