How do you address questions of curriculum so that everyone benefits? Probably not the way Ofsted is doing it. David Taylor looks at the issues and offers a model for change.
John Blanchard looks at how colleagues’ visiting one another’s lessons and observing other activities can inform insights and innovations. He shows that this applies as much to leaders, managers and mentors as it does to teachers. Peer observation is a direct way of promoting job morale and satisfaction, while informing agendas for whole-school development.
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.
From September 2019, the way that Ofsted inspects schools could be changing to give less emphasis on exam results and more on the quality of education. Here we break down the implications of the changes.
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.