Leadership

Annual Teachers Survey: Teachers’ Awareness And Perceptions Of Ofsted

This Ofsted research sought to provide Ofsted with robust and timely evidence from classroom teachers to explore their perceptions of Ofsted, help improve the way Ofsted communicates with teachers and measure the understanding of Ofsted's myth busting campaign.

The total number of respondents was 1,002 teachers; 360 teachers working in a primary school, and 642 teachers from a secondary school.

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      string(328) "This is an NFER evaluation of the impact of Languages Review recommendations: baseline findings from the first year of the evaluation. It examines languages provision and uptake at Key Stage 4 (KS4) in maintained secondary schools in England and the factors which support languages uptake at KS4, perceptions of the ..."
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      string(326) "... the Languages Review recommendations on languages at KS4.· Changes in languages provision and uptake at KS4 from 2009 to 2011.The study consists of an annual survey of a nationally representative sample of secondary schools in England (in 2009, 2010 and 2011) and case study visits to a small number ..."
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Leadership Briefing Issue 5.03 (51)"
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      string(4509) "ResourceLANGUAGES AT KEY STAGE 4 2009-2011Original DocumentLanguages at Key Stage 4 2009-2011. This is an NFER evaluation of the impact of Languages Review recommendations: baseline findings from the first year of the evaluation. It examines languages provision and uptake at Key Stage 4 (KS4) in maintained secondary schools in England and the factors which support languages uptake at KS4, perceptions of the impact of the review, and changes in languages provision and uptake at KS4 from 2009 to 2011.KeywordsLanguages Review, secondary schools, KS4, provision, uptakeSummaryThe National Foundation for Educational Research (NFER) is conducting a longitudinal research study on behalf of the Department for Education (DFE) to examine:· Languages provision and uptake at Key Stage 4 (KS4) in maintained secondary schools in England and the factors which support languages uptake at KS4.· Heads of languages’ perceptions of the impact of the Languages Review recommendations on languages at KS4.· Changes in languages provision and uptake at KS4 from 2009 to 2011.The study consists of an annual survey of a nationally representative sample of secondary schools in England (in 2009, 2010 and 2011) and case study visits to a small number of schools in autumn 2009 and 2010.This research brief reports on findings from the 2009 survey and the first round of case study visits. It provides a baseline picture of provision and support for languages at KS4. A full report on all three years of the evaluation will be published in spring 2012.Key Findings: The first year of the evaluation indicates that:· Heads of language departments consider good teaching and support to be central to encouraging language uptake at KS4, and constraints of the options system to be the main barrier. Many schools are reported to have received excellent support for languages in 2008/09 in terms of staffing, training and resources.· Some schools report a positive impact of the Languages Review recommendations but there is a low level of awareness of the Review in the majority of schools.· 19 per cent of schools set a benchmark for languages uptake in 2009/10 (at an average level of 64 per cent) but 62 per cent of schools had actual levels of uptake lower than 50 per cent. In schools where languages are optional (69 per cent of schools), 80 per cent had levels of uptake below 50 per cent.ActionImpact of the Languages Review’s main recommendations:· Some heads of languages reported that the broader recommendations of the 2007 Languages Review (the Primary Languages Initiative, broader range of languages, flexibility of accreditation) were having some positive effect on uptake of languages taught at KS4, but relatively high proportions of schools reported no impact of these recommendations. In the case study schools, teachers were aware of the Languages Review, but said that it had not changed the way they worked.· Fewer heads of languages responding to the survey reported a positive effect of the more specific recommendations of the Review (the language Performance Indicators, changes to the Self Evaluation Form and the role of School Improvement Partners) or impact of the Department’s stated expectation that schools would set a benchmark for uptake.Conclusion and further stages of the evaluation:· Findings from the first year of research provide a baseline picture of KS4 languages provision and uptake and support for languages in the survey sample for the 2009/10 academic year. They also provide some evidence of impact of the Languages Review in the second year of its implementation, though in some schools the level of impact is relatively low so far and there is limited awareness of the new initiatives that the Review recommends.· Research in the second and third years of the evaluation (autumn 2010 and 2011) will explore whether the position of languages at KS4 has changed (in terms of uptake of languages, breadth of languages offer, variety and flexibility of accreditation, resources and support) and examine the relationships between languages provision and school characteristics. It will also examine the perceived impact of the Review’s recommendations when they have had the time to become more embedded.NotesAuthorRaspal Chima, Imaginative MindsDate CreatedJuly 2010Enquiries to:raspal.chima@yahoo.co.uk (Authoring Unit)Month / YearPage 1 of 1©Birmingham City Council"
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Leadership

Languages at Key Stage 4 2009-2011

1 Jul 2010

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      string(360) "... the Race Relations (Amendment) Act 2000KeywordsFurther Education, good practice, race equalitySummaryA survey of a wide range of colleges and inspection reports was carried out by Ofsted and the Adult Learning Inspectorate (ALI) between May 2004 and June 2005. The main purpose of the survey was to evaluate progress and good ..."
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      string(584) "This is a 50page report by HMI on the progress and good practice evident in further education colleges in response to the Race Relations (Amendment) Act 2000. The survey covers:
•	The general duty of colleges to eliminate unlawful racial discrimination and promote racial equality between different racial groups
•	The assessment by colleges of the impact of their policies on learners and staff from different racial groups
•	Their monitoring, by racial group, of the participation, retention and achievements of learners, and of staff recruitment and career progress."
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      string(5668) "ResourceRACE EQUALITY IN FURTHER EDUCATIONOriginal DocumentRace equality in further education is a 50-page report by HMI on the progress and good practice evident in further education colleges in response to the Race Relations (Amendment) Act 2000KeywordsFurther Education, good practice, race equalitySummaryA survey of a wide range of colleges and inspection reports was carried out by Ofsted and the Adult Learning Inspectorate (ALI) between May 2004 and June 2005. The main purpose of the survey was to evaluate progress and good practice in response to the Race Relations (Amendment) Act 2000. The survey covered:· The general duty of colleges to eliminate unlawful racial discrimination and promote racial equality between different racial groups· The assessment by colleges of the impact of their policies on learners and staff from different racial groups· Their monitoring, by racial group, of the participation, retention and achievements of learners, and of staff recruitment and career progress.Key findings:Leadership & Management:· Most colleges were broadly meeting their responsibilities under the legislation to eliminate unlawful racial discrimination and to promote racial equality and good relations between people of different racial groups.· Too few colleges were actively making changes to improve opportunities at the rate that might be expected after three years.· A key factor was the quality of leadership in establishing a strong ethos of equality and high aspirations for all.· In some colleges, managers did not see race as a relevant issue.· Monitoring and publishing the impact of policies was poor.· The analysis and use of race-related data was poorly used in about half of colleges.· The large majority of colleges were making good contributions to race relations in their communities.· Action to tackle racism was generally swift and effective.Achievement and standards· The majority of colleges attracted Black and minority ethnic (BME) learners in the same or, frequently, greater proportions than were found in the local population.· Nationally, success rates of BME learners of all ages have improved at an above average rate, with significant improvements for some groups of 16–18 year old learners.· In the best practice, colleges’ race equality policies embraced principles of inclusiveness and support for learners.· In a small minority of colleges, low achievements amongst some BME learners were persisting.Quality of education and training· The promotion of equality and diversity through the curriculum is a common feature, but it is rarely embedded consistently across the whole curriculum.· A minority of colleges had devised effective strategies to improve the retention and pass rates of specific underachieving groups.· Almost all colleges monitored individual learners’ progress using learning targets.· Teachers, managers and support staff in most colleges had benefited from some training in equality and diversity, but there is insufficient training in about half of colleges.Governance· Not all governors were fully apprised of their responsibilities or their college’s progress.· In just over a third of the colleges surveyed for this report, the proportion of governors of BME heritage did not reflect the ethnic profile of the local community or of learners.· Governors had not received training on race-relations legislation in about a third of colleges.Employment· None of the colleges had a staffing profile that reflected the ethnic profile of the local population. BME staff were least frequently found in middle and senior management posts.· Most colleges were not monitoring the career progress of staff, analysed by ethnic group (a specific duty under the legislation), in a sufficiently systematic manner.· Large colleges in multicultural areas with a high proportion of BME staff were the most likely to have embraced a ‘positive action’ approach to the development of staff careers.· The most proactive colleges were adept at developing ways to ‘grow their own’ future staff and managers of BME origin.Learners’ viewsLearners identified strengths in their colleges as:1. friendly and supportive teachers,2. the safe and secure environment,3. the respect with which they were treated as individuals,4. and the support and opportunities they were provided with.The quality of teaching and learning was also important to them, as was a good atmosphere in the institution.ActionRecommendationsTo help them to meet their statutory responsibilities, colleges should ensure that:· The findings of monitoring are published to reach all stakeholders· Performance indicators and judgements relating to equality of opportunity for BME learners and staff feature in annual self-assessment reports· All governors are trained in their legal responsibilities with regard to the Race Relations (Amendment) Act 2000· Governing bodies receive reports assessing progress in meeting their legal responsibilities.Colleges should improve:· Use of race-related data on learners’ participation and achievements, and on staff recruitment and staff career progress· Use of target setting in relation to specific groups of learners, and to all aspects of staffing and professional development· Methods for assessing and monitoring the impact of policies· Integration of literacy and language skills into all teaching and learning· Integration of cultural awareness and the promotion of good race relations into the curriculum.Colleges should also:· Take advantage of national initiatives and"
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Leadership

Race Equality in Further Education

1 Dec 2005

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      string(422) "... be used alongside qualitative research (for example, interviews, observations and case studies), which can capture deeper, and more nuanced, aspects of teachers’ research engagement. The survey has also raised some questions. These include:How do teachers become research engaged and research literate? Our survey focused on teachers’ explicit awareness of ..."
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      string(5918) "teachers’ self-reported levels of research engagement, the survey contained two sets of objective questions, designed to provide an indication of teachers’ research knowledge. The results showed a variable range of knowledge by question, but overall a relatively low level of knowledge of the evidence on effective strategies for teaching and learning. Teachers found questions requiring scientific or specialist research knowledge more difficult to answer correctly than questions relating to general teaching and learning. For example, over two thirds (67 per cent) of teachers knew that the statement “setting pupils by ability improves learning outcomes for all pupils” was incorrect, but less than one eighth (13 per cent) recognised that the statement “drinking six to eight glasses of water per day improves pupil learning outcomes” was incorrect. How we interpret these findings:These findings illustrate the extent to which ideas can become embedded in the teaching profession when they resonate with messages outside of research. It is not surprising that teachers were unsure about statements regarding the impact of water on learning, given the widespread advertising on the benefits of drinking water and an active market in propagating educational “neuromyths”10. Take “learning styles” for example – there is no research evidence to support the statement that “individual pupils learn best when they receive information in their preferred learning style (e.g. auditory, visual, kinaesthetic)”, despite government previously endorsing this technique11. These findings illustrate the need for more widespread training and awareness of research evidence, through resources such as the Teaching and Learning Toolkit. Levels of research engagement differed by school and by teacherWe used a statistical technique called factor analysis to summarise and analyse information from the survey. Factor analysis explains variability among responses and identifies trends in the data. Responses that were correlated across the survey were grouped together into single ‘factors’. These factors, which formed our outcome measures, had greater reliability than individual responses. The measures that emerged through our analysis were:Outcome 1: Positive disposition to academic research in informing teaching practice.Outcome 2: Use of academic research to inform selection of teaching approaches.Outcome 3: Perception that academic research is not useful to teaching.Outcome 4: Perception that own school does not encourage use of academic research.Outcome 5: Active engagement with online evidence platforms.We used these factors, and the knowledge score, to explore differences in responses between groups of teachers and schools. The analysis showed that:senior and middle leaders were significantl12 more likely to be research engaged than classroom teachers (on all factors, with the exception of outcome 4, and across all school phases)teachers in secondary schools were significantly more likely to be research engaged than primary school teachers (on two of the factors: outcome 2 – the use of academic research to inform the selection of teaching approaches; and outcome 6 – research knowledge)teachers in schools with the OfSTED ratings requires improvement or inadequate were significantly more likely to use online evidence platforms (outcome 5) than teachers in Ofsted-rated good or outstanding schools (across all school phases). Our survey also contained a question that explored what the term ‘evidence-based teaching’ (EBT) meant to teachers by offering them a range of definitions. Interestingly, we discovered that an individual teacher’s definition of EBT was a good indicator of their wider research engagement and knowledge. Teachers who selected answers containing a reference to academic research in their definition scored more highly on almost all our factors than teachers who did not. How we interpret these findings:There appears to be a higher level of research engagement among school senior leaders than classroom teachers. This suggests senior leaders should aim to model their own enthusiasm for research, encourage leadership teams to take an evidence-informed approach and for them, in turn, to support their colleagues. It is unclear why teachers in primary schools were less likely than their secondary peers to use research to inform their teaching, or to have knowledge of research. Nevertheless, this finding suggests that researchers, and intermediaries between research and practice, need to put effort into raising awareness and understanding of research in the primary phase. The EEF’s current ‘campaign’ to develop evidence-based Primary Literacy in the North East of England is an example of such support13. Conclusions and further workOur survey presents some novel ideas about how we can investigate, quantify and analyse teachers’ research engagement but it cannot tell us everything we might like to know. It is designed to be used alongside qualitative research (for example, interviews, observations and case studies), which can capture deeper, and more nuanced, aspects of teachers’ research engagement. The survey has also raised some questions. These include:How do teachers become research engaged and research literate? 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Leadership

Teacher research engagement: what do we know and what can we learn?

20 Jun 2017

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      string(343) "... and collaborative capital may prove difficult, especially where knowledge is to be sold aswell as shared.There may also, in practice, be a segmentation of capacity and willingness to engage with and shape aself-improving system. The National College’s 2012 annual survey indicated that a majority of schools werebroadly"
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      string(535) "The English education system is experiencing an era of unprecedented change, at least as significant as the move to Local Management of Schools after 1988. Nowhere are these changes more keenly felt than amongst the leadership teams and governing bodies of the country’s schools. This research offers a fascinating consideration of the schools’ landscape and clearly highlights how it has evolved over the 10 years since the first review of school leadership in England in 2002. By the National College for School Leadership - 2012"
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      string(5656) "schools focused on school improvement can increasestudent attainment after between two and four years. Hill and Matthews (2010) argue that NLEs can rapidlyincrease student achievement in previously low-attaining schools. Ofsted (2010) reports that school-to-school collaboration for improvement has benefits for outstanding schools as well as the schools theysupport. Hill et al (2012) argue that academy chains can raise attainment in deprived areas, but thatthe performance of weaker chains needs to be addressed. Curtis et al (2008) also note that admissions,exclusions and the power of sponsors in respect of local representation across chains will need to bemonitored.There is also an association between widening system leadership roles and the extension of distributedleadership. In part this is operational. Schools in which the headteacher and other staff engage in substantiveexternal roles need to build new internal leadership capacity. But it can also be strategic. Matthews et al(2011) found that ‘outstanding’ schools involved in multiple school partnerships worked purposefully toidentify and develop new leaders, including by constructing their partnerships to provide a range of hands-onexperiences, acting roles and mentoring opportunities for future leaders. Working alone, the schools wouldhave found these opportunities hard to provide.Government commitment to formal system leadership roles has been renewed in recent policy. TheDepartment for Education (HM Government, 2010), via the National College, plans to increase the number ofNLEs from about 400 in 2010 to 1,000 by 2014, and the number of LLEs from 1,400 in 2010 to around 2,000by 2014. A specialist leader in education (SLE) role will enable outstanding teachers to share knowledgeand practice with colleagues in other schools. A teaching school designation has also been created withthe aspiration that outstanding schools will lead local school alliances to co-ordinate the training anddevelopment of teachers and provide school-to-school support for improvement. The National Collegeplans to designate 500 teaching school alliances by 2014/15 and announced the first 100 in July 2011. InNovember 2012, there were 217 designated teaching schools.The government is also committed to rapidly increasing the number of schools that are academies, boththrough intervening in low-attaining schools to create more sponsored academies and by enabling schools toapply for academy status as converter academies. All schools can now apply (following an initial restrictionby Ofsted grading). Academies are independent from local authority governance and management. Theygain directly the funding their local authority received to support them as a locally maintained school. Theybecome their own admissions authority and also gain freedoms including those related to the nationalcurriculum and staff pay and conditions.29 © National College for School LeadershipIn October 2012, the Department for Education reported that there were 2,373 academies open in England,up from only 203 in September 2010, meaning 2,170 schools had become academies in 2 years. Overthat period the number of sponsored academies has risen from 203 to 512 and the number of converteracademies from 0 to 1,861. In October 2012, academies accounted for 45 per cent of all secondary schoolsand 5 per cent of all primaries in England. Academy-sponsored chains are a growing, if still small, part of theleadership landscape (see Hill et al, 2012).Hargreaves (2010) has proposed a conceptual model of how schools might draw upon autonomy and systemleadership to establish a ‘self-improving school system’. At its centre is a ‘local solutions approach’ withinclusters of schools that ‘accept responsibility for self-improvement of the cluster as a whole’ (Hargreaves,2010:5) and work together to co-construct effective new practice. School clusters, Hargreaves argues, shoulddevelop social capital (trust and reciprocity), collaborative capital ( joint analysis, investigation, innovation,evaluation), professional development and distributed system leadership (Hargreaves, 2011). The modelhas real strengths, not least in that schools are encouraged to conceive of autonomy collaboratively. Theyare also assumed to lead the process of change, rather than being driven by external compulsion, whichhas been shown to be an unsustainable substitute for professional leadership, ownership and participation(Bryk et al, 2010; Elmore, 2004; Fullan, 2004, 2010; Fullan & Boyle, 2011; Katz & Earl, 2010; Muijs, 2010;Leithwood, 2010; and Thomson et al, 2011).There are, however, several potential constraints to the realisation of Hargreaves’s model in practice. First,the workings of accountability, lingering competition and uncertainty may undermine a system organisedaround local clusters. Second, new autonomies for schools and a reduced role for many local authorities arealso intended to stimulate a new school improvement market. Teaching school alliances and schools willincreasingly compete with chains, consultants, companies and indeed local authorities to sell services toschools. Access to a wider pool of advice, including from other schools, may be welcome, but reconciling amarket with social and collaborative capital may prove difficult, especially where knowledge is to be sold aswell as shared.There may also, in practice, be a segmentation of capacity and willingness to engage with and shape aself-improving system. The National College’s 2012 annual survey indicated that a majority of schools werebroadly"
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Leadership

Review of the school leadership landscape

6 Jul 2017