Leadership

Ofsted’s Inspection Of Schools

This National Audit Office report examines whether Ofsted’s approach to inspecting schools is providing value for money. Approximately 21,500 state-funded schools in England are subject to inspection by Ofsted. They educate a total of some eight million pupils. Ofsted spent an estimated £44 million on inspecting state-funded schools in 2017-18. This is equivalent to 0.11% of the total funding for state-funded schools in the same year. Leadership Briefing (142)

The current inspection model raises questions about whether there is enough independent assurance about schools’ effectiveness to meet the needs of parents, taxpayers and the Department itself. Although government has protected the overall schools budget, it has reduced Ofsted’s budget every year for over a decade while asking it to do more.

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      string(402) "... resolve the problem as a whole.  (Nuthall, G. (2007). The Hidden Lives of Learners. Wellington, NZ: NZCER Press.)Ofsted have themselves acknowledged that their earlier inspection emphasis may have contributed to unhelpful teacher workload. School Inspection Update: Sean Hartford HMI, January 2019: We accept that developments in our inspection practice ..."
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      string(3857) "is framed. Whilst at national level it is true that PP students tend to attain less academically than their peers, at a classroom level there will be disadvantaged non-PP (Pupil Premium) students and relatively advantaged PP students. Reframing the problem by focussing on specific deficits—language, access to resources, parental support, etc.—may help us respond more intelligently. Ben White is a psychology teacher and Research Lead for Ashford Teaching Alliance. He was a member of the DfE’s teacher workload advisory group which published Making Data Work. He recently co-founded Walden Education. He can be contacted via twitter (@waldenKent) or email (b.white@highworth.kent.sch.uk).NotesRittel, Horst W. J., & Webber, Melvin M. (1973). Dilemmas in a general theory of planning. Policy Sciences 4(2): 155–169. http://www.sympoetic.net/Managing_Complexity/complexity_files/1973%20Rittel%20and%20Webber%20Wicked%20Problems.pdf (p. 164).Maslo, Abraham H. (1966). The psychology of science: A reconaissance. New York: Harper & Row,  p. 15.Bannink, Duco, & Trommel, Willem. (2019). Intelligent modes of imperfect governance. Policy and Society, 38(2): 198-217. https://doi.org/10.1080/14494035.2019.1572576 (p. 201). This recent piece from IOE, for example, seems to achieve this balance in first summarising the relatively small effect which schools appear to have upon attainment and secondly identifying areas upon which it would be sensible to focus our efforts in order to improve them. https://www.nuffieldfoundation.org/news/school-reforms-have-not-bridged-gaps-pupils%E2%80%99-attainment-levelsAs Graham Nuthall highlighted in The Hidden Lives of Learners, there are big differences between what students already know, how they experience a lesson, and how their experiences between lessons influence their long-term learning. However good I get at teaching, this will always be the case with my classes. These factors all contribute to the attainment inequalities which schools are often tasked with resolving. My role in their learning—as teacher—is significant, but improvements here will never resolve the problem as a whole.  (Nuthall, G. (2007). The Hidden Lives of Learners. Wellington, NZ: NZCER Press.)Ofsted have themselves acknowledged that their earlier inspection emphasis may have contributed to unhelpful teacher workload. School Inspection Update: Sean Hartford HMI, January 2019: We accept that developments in our inspection practice over time have contributed to this imbalance in the accountability system. With the introduction of the EIF from September 2019, we intend to return inspection to its proper role, as originally conceived: complementing rather than intensifying the focus on achievement and progress measures.In this light, the target audience of the recent Making Data Work should primarily have been the policy makers responsible for producing a school improvement model which relied upon statistically (and pedagogically) unfeasible tracking and data analysis—rather than the teachers and leaders who were tasked with realising this particular implied solution in practice.  *Spoiler alert* The EEF Marking Review suggests that there is no evidence for the utility of this practice. https://educationendowmentfoundation.org.uk/evidence-summaries/on-marking/Rittel & Webber (1973), p. 167. Bannink & Trommel (2019).Bannink & Trommel, Willem. (2019), p. 212.Termeer, C. J. A. M., Dewulf, A., & Biesbroek, R. (2019). A critical assessment of the wicked problem concept: relevance and usefulness for policy science and practice. Policy and Society 38(2): 167-179. https://doi.org/10.1080/14494035.2019.1617971"
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Leadership

The ‘Wicked’ Problem of School Improvement

11 Jul 2019

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      string(4651) "of the i-WIGT.They unpack that elusive, and often intuitively used, set of skillsthat constitute effective and outstanding teaching – allowing them tobe recognised, recorded and translated for other teachers.A key aspect of the framework’s appraisal criteria is what pupilsare doing in class – enabling the incorporation of assessment oflearning as well as teaching into observations.Feedback instantlyi-WIGT eliminates the time gap between a lesson observation andgiving feedback on appraisals and performance. The app providesa performance discussion report which neatly summarises where ateacher has excelled and any areas where they need to develop.It even allows photo and video evidence from individual teacher’slessons to be uploaded to assist with teacher self-assessment.It also provides ample space for additional notes on the lesson, ifthere’s more to be said.In fact, many of the schools that beta-tested the app reported thatteachers preferred receiving feedback using the i-WIGT.Sue Hughes, Head of Anglesey Primary School, Birmingham,says: “[our teachers] liked the way it is much more objective andtransparent than previous lesson-objectives. They like the way it letsthem know what they have to concentrate on to progress.” Sue also commented that the i-WIGT made the appraisalsthemselves much more objective: “Staff felt that it took a lot of the http://www.teachingtimes.com‹‹ PREVIOUS PAGE n  NEXT PAGE ››This month’sfeaturese-learning UPDATE n www.teachingtimes.comsubjectivity away, which they appreciated. I did worry that theywould find the level of detail difficult but not a bit of it. I liked thequality of the statements of performance and the way they showprogression – there wasn’t one instance when I saw a statement andsaid ‘I don’t think so’.”Reflective practiceOnce an appraisal is completed, the i-WIGT app creates aPerformance Management Document (PMD) for each teacher.It is these PMDs that enable the school to drive improvement.As well as connecting theteacher’s observed strengths anddevelopment areas to the NationalTeachers’ Standards, the Appautomatically links this informationto appropriate articles in a BestPractice Library, which has over7000 articles.School managers can choosefrom a pre-selected list of articles that are associated with eachTeaching Standard. In this way they are immediately giving a teachera way forward to meet the higher levels of the framework.Managers can also add in their own references to articles, books,websites or courses that they think the teacher should follow.The app also encourages teachers to take ownership of theirprofessional development, by enabling them to create self and peer-assessments and post these, along with video and image evidence,directly to their personal PMDs.Secure dataThe PMDs for all teachers are securely stored in the school’sconfidential Data Centre.Using the Data Centre, managers can create numerousperformance reports: by individual teacher, year group, status of theteacher (NQT, ITT, TA etc.) and department, as well as across thewhole school.This evidence can be used to: n Identify skills and knowledge gaps n Highlight and share outstanding best practice n Effectively target CPD n Present Ofsted with sophisticated teacher performance data n Make informed performance-related pay decisionsAll of this happens securely and safely, with access to informationbeing strictly controlled with a series of role-based log-ins andpasswords, all of which are created and managed exclusively by theschool.The upside of all this is that the data gathered not only helps andimproves teaching and learning within the school, but it is availableand fully aligned to the Ofsted inspection process.Schools that are already using the i-WIGT say that it hasuncovered weaknesses and outstanding practice that managers andteachers had previously been unaware of.Mr Nick Turvey, Headteacher, Upton Cross Primary School, said:“The thing that has really sold it to me is the reduction in bureaucracyand bits of paper. The i-WIGT is bringing quality and consistencyto our judgements and the analysis tool has helped us to form aclear overview of the quality of teaching and learning and areas forimprovement supported by clear evidence. This has saved us manyhours of work.In fact, schools using the i-WIGT say that there is a saving of atleast 25 per cent in time over the whole teacher appraisal process.For more information on i-WIGT see, www.i-wigt.com,where you can also book a free trial of the app.http://www.teachingtimes.comhttp://www.i-wigt.com"
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Digital Learning

i-WIGT Review

16 Dec 2014

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      string(5601) "statutoryhttp://www.nspcc.org.uk/inform/research/findings/schoolssocialservicesfullreport_wdf54280.pdfFootnotes1. The same duty is placed on independent schools, including academies, by the Independent School Standards regulations made undersection 157 of the same act.2. Update on the implementation of the Munro review can be found at: http://www.education.gov.uk/munroreview/3. Allen, G (2011) Early Intervention: The next steps London: HM Government4. Munro, E (2011) Munro review of child protection: Final report London: Department for Education, pp. 815. Para 5.375. Munro, E (2011) Munro review of child protection: Final report London: Department for Education, pp. 816. NSPCC (2011) Smart cuts? Public Spending on children’s social care London: NSPCC with CIPFA7. Government recently rejected Munro’s recommendation to introduce a legal duty on local authorities and statutory partners to securethe sufficient provision of local early help services. See: Tim Loughton’s Update on implementation of the recommendations of the Munroreport into child protection to Parliament: 13th December 20118. Phyllis Stephenson, Aisling McElearney, John Stead (2011) The development of effective education in primary schools in Northern Ireland:summary report Belfast: NSPCC9. Featherstone, B and Evans, H (2004) Children experiencing maltreatment: Who do they turn to? London: NSPCC and Allnock, D; Radford,L; Bradley, C; Corral, S and Thomson, S (unpublished work) Who Do You Turn To? Young Adult’s Experiences of Overcoming Abuse and Neglect inChildhood London: NSPCC10. Munro, E (2011) Munro review of child protection: Final report London: Department for Education, pp. p.59, para 4.19DfES (2006) Safeguarding Children and Safer Recruitment in Education London: DfES, Chapter 212. 11. Baginsky, M. (2007) Schools, Social Services and Safeguarding Children: Past practice and future challenges.London: NSPCC andBaginsky, M. (ed.) (2008) Safeguarding Children and Schools London: Jessica Kingsley Publishers13. Higgs, L ‘Schools overlooked on new health boards’ in Children and Young People Now, 1st June 201191Vol 3.6School Leadership Todaywww.teachingtimes.comEveryChildMattersSafeguardingbasis. There is uncertainty about the extent to which schools will be represented onHealth and Wellbeing Boards and how consistent their involvement will be across thecountry.13 To add to this, the creation of academies and free schools must not leadto more schools working in isolation – these schools should seek out opportunitiesto collaborate locally with other schools and forums for multi-agency work onsafeguarding, such as Local Safeguarding Children Boards.In recognition of the importance of collaboration on child protection and in linewith Munro’s child-centred approach, the system of social care inspection is to bereformed through the creation of a local authority-based inspection of children’sservices. This will examine the input of various agencies with a role in the childprotection system, including schools. The inspection framework will now seek toexamine the effectiveness of the contributions of all local services, including health,education, police, probation and the justice system to the protection of children. Therelevant inspectorates will provide more details on the proposed joint inspectionmodel in May 2012. Until then, the exact details of how schools will engage with thisprocess, and how it will be linked to the Ofsted inspection of schools, is not known.Schools have a duty to look after children in their care, and it is essential thatschools are safe places where children are protected, and can enjoy their childhoodsand achieve their full potential. The message in the Munro report is clear – schoolsshould expect to play a central role in the prevention and response to cases of abuseand neglect. However, there is a risk that this message may be at odds with many ofthe changes that have been made across the education sector in safeguarding policyand practice.Kate Fitch is Senior Strategy Analyst at the NSPCC.Knowledge trails1) The Munro Review of Child Protection: Final Report – An overview of Eileen Munro’s 2011child protection report available in Leadership Briefings (access by subscription)http://library.teachingtimes.com/articles/munro-review-child-protection_310511.htm2) A safeguarding reminder – Safeguarding responsibilities have changed. Here the ISA(Independent Safeguarding Authority), reminds us of what we should be doing.http://library.teachingtimes.com/articles/ecu-18-feature-4.htmArticle available in Every Child Update in the Professional Learning Community (access bysubscription)3) Out of bounds – In the drive to manage absenteeism in schools are we drifting into punishingchildren who most need the support, and is the necessary support network available to them?http://library.teachingtimes.com/articles/slt_out_of_bounds.htmThe NSPCC has starteda new schools servicewhich will involvetalking to 7-11-years-olds about all formsof abuse, includingbullying. We want themto understand what itis, how they can protectthemselves and howto contact ChildLine ifthey want to. The aimis to visit each of the22,000 primary schoolsthroughout the UK atleast once every twoyears and hopefullyby 2016 we will havespoken to nearly amillion children.http://www.education.gov.uk/munroreview/downloads/8875_DfE_Munro_Report_TAGGED.pdf"
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Leadership

The paradox of future safeguarding

15 Mar 2012

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      string(4155) "inspection of children’sservices. This will examine the input of various agencies with a role in the childprotection system, including schools. The inspection framework will now seek toexamine the effectiveness of the contributions of all local services, including health,education, police, probation and the justice system to the protection of children. Therelevant inspectorates will provide more details on the proposed joint inspectionmodel in May 2012. Until then, the exact details of how schools will engage with thisprocess, and how it will be linked to the Ofsted inspection of schools, is not known.Schools have a duty to look after children in their care, and it is essential thatschools are safe places where children are protected, and can enjoy their childhoodsand achieve their full potential. The message in the Munro report is clear – schoolsshould expect to play a central role in the prevention and response to cases of abuseand neglect. However, there is a risk that this message may be at odds with many ofthe changes that have been made across the education sector in safeguarding policyand practice.Kate Fitch is Senior Strategy Analyst at the NSPCC.The NSPCC has started a new schools service which will involve talking to 7-11-years-olds about all forms of abuse, including bullying. We want them tounderstand what it is, how they can protect themselves and how to contactChildLine if they want to. The aim is to visit each of the 22,000 primary schoolsthroughout the UK at least once every two years and hopefully by 2016 we willhave spoken to nearly a million children.Footnotes1. The same duty is placed on independent schools, including academies, by the Independent School Standards regulations made under section157 of the same act.2. Update on the implementation of the Munro review can be found at: http://www.education.gov.uk/munroreview/3. Allen, G (2011) Early Intervention: The next steps London: HM Government4. Munro, E (2011) Munro review of child protection: Final report London: Department for Education, pp. 815. Para 5.375. Munro, E (2011) Munro review of child protection: Final report London: Department for Education, pp. 816. NSPCC (2011) Smart cuts? Public Spending on children’s social care London: NSPCC with CIPFA7. Government recently rejected Munro’s recommendation to introduce a legal duty on local authorities and statutory partners to secure thesufficient provision of local early help services. See: Tim Loughton’s Update on implementation of the recommendations of the Munro reportinto child protection to Parliament: 13th December 20118. Phyllis Stephenson, Aisling McElearney, John Stead (2011) The development of effective education in primary schools in Northern Ireland:summary report Belfast: NSPCC9. Featherstone, B and Evans, H (2004) Children experiencing maltreatment: Who do they turn to? London: NSPCC and Allnock, D; Radford,L; Bradley, C; Corral, S and Thomson, S (unpublished work) Who Do You Turn To? Young Adult’s Experiences of Overcoming Abuse and Neglect inChildhood London: NSPCC10. Munro, E (2011) Munro review of child protection: Final report London: Department for Education, pp. p.59, para 4.19DfES (2006) Safeguarding Children and Safer Recruitment in Education London: DfES, Chapter 212. 11. Baginsky, M. (2007) Schools, Social Services and Safeguarding Children: Past practice and future challenges.London: NSPCC and Baginsky,M. (ed.) (2008) Safeguarding Children and Schools London: Jessica Kingsley Publishers13. Higgs, L ‘Schools overlooked on new health boards’ in Children and Young People Now, 1st June 2011http://library.teachingtimes.com/articles/more-time-to-listen-to-children.htmhttp://library.teachingtimes.com/articles/more-time-to-listen-to-children.htmhttp://library.teachingtimes.com/articles/munro-review-child-protection_310511.htmhttp://library.teachingtimes.com/articles/munro-review-child-protection_310511.htmhttp://www.nspcc.org.uk/inform/research/findings/schoolssocialservicesfullreport_wdf54280.pdf"
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Special Needs

The future of safeguarding in schools

16 Mar 2012

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