Leadership

Authentic Strategies for Primary School Improvement

In the first of a series of seven articles, Rob Carpenter looks what real school improvement is and how important it is to stay focused on the real substance of education rather than pandering to the latest trends in accountability.
Young pupil struggling with calculations on black board

The most common frustration vexed by schools I hear is “…if only we could…” Faced with increased pressure to demonstrate progress through pupil outcomes, primary schools have developed learned behaviours, sometimes losing sight of our need to do right by students and communities. We have retro-fitted school improvement to accountability frameworks; the measurement of learning has become the proxy for success. In blunt terms, we teach pupils to read nonsense phonics words because that is what we test. The impact has normalised the view that school improvement can only be measured through outcomes, rather than interactions. It is a misguided ideal, and as we are slowly learning, it hasn’t worked. An obsession with accountability has created an environment where unethical practice has become accepted—we view students as objects and over emphasise the importance of measurement as our proxy for success, a reverse engineering which retro-fits curriculum to fit an assessment framework.  

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