Is there a specific methodology that the government promotes to turn around failing schools?
This paper presents the findings from a study which analyses the changes made by 160 academies after Ofsted placed them into 'Special measures' from 2009 to 2016.
Reasons for interest
I am late to reading this academic paper, but COVID-19 lockdown has given me much time to reflect, read and write for my doctoral studies. Having suffered at the hands of a 'special measures' outcome, seeing the entire leadership team foldover, then a raft of teachers leave the school also, I am keen to
As ever, I’ll rise to the bait when it’s cast.
You write this paper whilst the country’s NHS are demonstrating daily that crises require ‘many hands’.
When the patient requires such close care 2xadults are required every day, and to know their patient if they are to survive.
April 2020, we were not blaming Boris or his care team; frankly the cabinet and the nation were praying for him as well.
Education does not know how to pull the house down or blow the whistle. Appointed ‘gurus’ fiddle about behaviour or online learning and argue the vanity of small differences, whilst the public estate encourages the Education Secretary to behave like an Eric Morley promoting 2x Miss World for South Africa, with Mecca sponsoring the rank order.
Shame on all of our houses.
Within the borough of our former prime minister, I can show you both the best and worst of worlds – education’s shame is that it permits such apartheid within such a small curtilidge.
Well said, James.
The real scandal is schools moving students out, as pawns in cruel games which off-load the most vulnerable young people who may not shine by the flawed, so-called ‘quality,’ measures by which we are publicly judged, hanged quartered.
We school leaders have kept falling for successive, equally unfair and statistically nonsensical, school assessment frameworks which have created all of this game playing, with barely a squeak.
A friend from a different background said to me recently: “why don’t you all just say, no, we won’t do it. They couldn’t possibly make you if schools stood up together. ” How right: divide and conquer reigns.
I found the fifth point, about improving student quality, the most interesting. Many school leaders attempt to ‘recruit’ better quality students, many of whom are outside the school’s catchment area. This is, in my belief, wrong. Surelymwe should improve student quality within their setting/local area?
Well, you’d think that was the real purpose of a local school. However, I think that moral purpose has gone along time ago.
Improving student quality comments are fascinating. Who in their right mind thinks this can be achieved by threatening everyone. Pupils and staff need a safe and happy environment in which to thrive. With this in place quality teaching and learning will happen in abundance. The moment a RIG steps in, out goes any pastoral support.