Analysing The ‘Self-Improving School-Led System’ Agenda In England And The Implications For Schools

This NFER report, funded by the Nuffield Foundation, focuses on the concept of the self-improving system and addresses the different forms and levels of accountability, collaboration, competition, system incentives and constraints within the parameters of autonomy. Fundamentally, it asks whether the English education system is self-improving and analyses those elements that facilitate or impede this intention.

The four-year study evaluated the government’s ‘self-improving school-led system’ (SISS), which has become an overarching narrative for education policy since 2010, making schools more autonomous and accountable for their own improvement. 

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