What’s new

Evaluation article: Know your strengths Evaluation article: Developing an ethos of high expectation Achieving an ‘Outstanding’ Grade: Focused on Excellence Evaluation article: HR and the successful school: A case study Evaluation article: Leading the way to outstanding learner progress Evaluation article: Attainment and progress: The Rochford Review Evaluation article: How to create a leadership team that drives school improvement Evaluation article: Prioritising the budget for school improvement Evaluation article: Transforming a failing school Evaluation article: Evaluating alternative and specially resourced provision Evaluation article: Taking a school-wide approach to mental health and wellbeing Evaluation article: The latest developments in education - January 2016 Evaluation article: Managing uncertainty Evaluation article: Pupil voice as an evaluation technique Evaluation article: The latest developments in education - September 2016 Evaluation article: Deconstructing Ofsted: Reflection after inspection Evaluation article: MAT expansion: Don’t let school improvement become a casualty Evaluation article: Ten rules for outstanding leaders Evaluation article: The governing body as a critical friend Evaluation article: Developing an ethos of high expectations Evaluation article: The exam post-mortem Evaluation article: Safeguarding: Everyone’s responsibility Evaluation article: How do inspectors make the judgement about overall effectiveness? The Ofsted model Evaluation article: Effective leadership builds effective teams Evaluation article: Baseline assessment and SEND Evaluation article: Making performance management count in school improvement Evaluation article: Joining or setting up a multi-academy trust Evaluation article: Case study from Carlton Bolling College: Ensuring high-quality governance Evaluation article: Using pupil voice to support school evaluation Evaluation article: What are the signs of a good school improvement service adviser? Evaluation article: Headteachers’ appraisal Evaluation article: Making CPD work harder Evaluation article: Using the Framework for governance Evaluation article: Interpreting the inspection dashboard Evaluation article: The government's Prevent guidance Evaluation article: Improving provision for the most able Evaluation article: Personal development, behaviour and welfare Evaluation article: Is there a mental health crisis in our schools? Evaluation article: Evaluating the effectiveness of assessment Evaluation article: Raising boys’ achievement Evaluation article: National standards of excellence for headteachers Evaluation article: Governors and the inspection interview Evaluation article: Monitoring and coaching through lesson observation Evaluation article: CPD: Less measurement and more development Evaluation article: Challenging 
the most able Evaluation article: Using the teachers’ standards as a framework for CPD and accountability Evaluation article: Managing behaviour outside the classroom Evaluation article: Managing pupils’ behaviour in lessons Evaluation article: Keeping Children Safe Statutory Guidance Evaluation article: Four steps to school improvement Evaluation article: Finding a way through the jungle: The essence of leadership Evaluation article: How to audit your whole-school literacy provision Evaluation article: Professional development: the growing case for evidence Evaluation article: Getting personal  with CPD Evaluation article: Making performance appraisal an objective and helpful process Evaluation article: Parent View — an update Evaluation article: Raising pupil achievement through parental engagement: a practical approach Evaluation article: Effective parental engagement

Evaluation article: Know your strengths

Can you make inspection an enriching learning process that is actually good for your school? Heather Clements of Best Practice Network offers some advice. 

Evaluation article: Developing an ethos of high expectation

In this article, Steve Burnage shares some practical strategies to enable school leaders to develop an ethos of high expectation in their schools. 

Achieving an ‘Outstanding’ Grade: Focused on Excellence

Tony Powell outlines a step-by-step approach to support schools in achieving the accolade of ‘outstanding’ as defined by Ofsted.

Evaluation article: HR and the successful school: A case study

Adrian Kneeshaw, Headteacher of Carlton Bolling College, gives a personal viewpoint of the benefits of bringing in the experts.

Evaluation article: Leading the way to outstanding learner progress

Steve Burnage discusses engaging with good practice in the leadership of teaching and learning.

Evaluation article: Attainment and progress: The Rochford Review

Tony Powell reports on the findings of the final Rochford Review.

Evaluation article: How to create a leadership team that drives school improvement

A high-performing leadership team is at the centre of any school improvement mission. But how do you go about creating an excellent SLT? Colin McLean of Best Practice Network asks…

Evaluation article: Prioritising the budget for school improvement

Adrian Kneeshaw of Carlton Bolling school gives advice on how to focus school spending on improvement planning.

Evaluation article: Transforming a failing school

Matt Bromley offers some advice on turning around an underperforming school in a short space of time while laying down the foundations for sustainable improvement.

Evaluation article: Evaluating alternative and specially resourced provision

Tony Powell explains how inspectors gather evidence and make judgements on the quality of alternative and specially resourced provision.

Evaluation article: Taking a school-wide approach to mental health and wellbeing

With concerns about mental health rising, what can schools do to help their pupils? Suzanne O’Connell outlines the advice available from the National Children’s Bureau and how it might be…

Evaluation article: The latest developments in education - January 2016

Suzanne O’Connell provides a look at what’s currently being discussed, debated and determined in the world of education.

Evaluation article: Managing uncertainty

If you are struggling with a sense of uncertainty, be reassured: you are not alone. 2016 has been a year of upheaval, with the promise of big changes on the…

Evaluation article: Pupil voice as an evaluation technique

Tony Powell provides guidance on how to use discussion with pupils as a tool for self-evaluation.

Evaluation article: The latest developments in education - September 2016

Suzanne O’Connell provides a look at what’s currently being discussed, debated and determined in the world of education.

Evaluation article: Deconstructing Ofsted: Reflection after inspection

Tony Powell looks at how to use the feedback from your inspection in school improvement planning.

Evaluation article: MAT expansion: Don’t let school improvement become a casualty

How can an expanding multi-academy trust ensure that school improvement doesn’t become a casualty of change? Colin McLean of Best Practice Network looks at the issue and offers some guidance.

Evaluation article: Ten rules for outstanding leaders

Adrian Kneeshaw looks at how leadership is important to the success of the school, and how to lead effectively.

Evaluation article: The governing body as a critical friend

In his second article on the headteacher and governor relationship, Tony Powell defines what is meant by a ‘critical friend’.

Evaluation article: Developing an ethos of high expectations

Steve Burnage shares some practical strategies to enable school leaders to develop an ethos of high expectations in their schools.

Evaluation article: The exam post-mortem

Matt Bromley considers how schools can learn from exam performance data and build this into school improvement.

Evaluation article: Safeguarding: Everyone’s responsibility

With new safeguarding guidance released, it’s time to check your arrangements and update your staff.

Evaluation article: How do inspectors make the judgement about overall effectiveness? The Ofsted model

This article outlines the Ofsted methodology for determining whether a school is ‘outstanding’, ‘good’, ‘requires improvement’ or ‘inadequate’.

Evaluation article: Effective leadership builds effective teams

Steve Burnage offers advice on motivating staff, getting the best from them and building effective teams.

Evaluation article: Baseline assessment and SEND

Suzanne O’Connell looks at a report on baseline assessment in primary schools and it’s affect on identifying children with SEND.

Evaluation article: Making performance management count in school improvement

What do you need to do to make performance management a watertight process that makes a real contribution to school improvement? Keith Wright has some suggestions.

Evaluation article: Joining or setting up a multi-academy trust

Tony Stephens, of the Co-operative Academies Trust, looks at what is the best type of multi-academy trust for a school to join or establish.

Evaluation article: Case study from Carlton Bolling College: Ensuring high-quality governance

Adrian Kneeshaw, Headteacher of Carlton Bolling, gives a personal take on renewing a failing governing body having designed and built one from scratch.

Evaluation article: Using pupil voice to support school evaluation

David Birch explains how capturing the views of students can sharpen school self-evaluation and have a positive impact on your school improvement strategies.

Evaluation article: What are the signs of a good school improvement service adviser?

Frank Norris offers advice on how to choose the most appropriate school improvement partner to work with your school.

Evaluation article: Headteachers’ appraisal

David Birch outlines best practice in the management of the headteacher appraisal process and offers advice for headteachers on how to make the most of appraisal in their own professional development.

Evaluation article: Making CPD work harder

Professional development is a crucial factor in school improvement and improving pupil outcomes, but it could work harder, says Keith Wright.

Evaluation article: Using the Framework for governance

Tony Powell looks at how the Framework for governance can be used to clarify the strategic direction of your school.

Evaluation article: Interpreting the inspection dashboard

There is a new inspection dashboard to go with Ofsted's new Common inspection framework. Tony Powell explains how it can be used.

Evaluation article: The government's Prevent guidance

Suzanne O'Connell considers the guidance available regarding Prevent and school leaders' responsibilities.

Evaluation article: Improving provision for the most able

Ofsted reports are making it clear. The DfE wants to see secondary schools challenging their most able students. In this article, Suzanne O’Connell summarises the criticisms and recommendations from ‘The…

Evaluation article: Personal development, behaviour and welfare

Tony Powell looks at the new key area ‘personal development, behaviour and welfare’ under the new Ofsted inspection framework.

Evaluation article: Is there a mental health crisis in our schools?

The mental health of children and young people is at the top of the agenda at the moment. Increased anxiety, self-harm and eating disorders are bringing some schools to crisis…

Evaluation article: Evaluating the effectiveness of assessment

Tony Powell interprets government guidance on assessment to help schools support self-evaluation.

Evaluation article: Raising boys’ achievement

John Viner looks at research into boys’ underachievement and reviews some successful strategies.

Evaluation article: National standards of excellence for headteachers

Tony Powell looks at the revised national standards for headteachers and how they should be used by schools.

Evaluation article: Governors and the inspection interview

Tony Powell discusses how to prepare governors in advance for an inspection interview.

Evaluation article: Monitoring and coaching through lesson observation

John Viner explores ways to develop a culture of continual improvement in teaching through lesson observation.

Evaluation article: CPD: Less measurement and more development

How can schools translate CPD into genuine improvement for staff? Keith Wright asked leaders to share their views, and discovered an emerging consensus about which approaches work best.

Evaluation article: Challenging 
the most able

Tony Powell looks at how to identify the most able pupils, and the key factors that enable the brightest pupils to achieve.

Evaluation article: Using the teachers’ standards as a framework for CPD and accountability

Tony Powell looks at how the teachers’ standards can be used to evaluate performance and support improvement.

Evaluation article: Managing behaviour outside the classroom

Since January 2014 there has been increased emphasis on the behaviour of pupils. In this article, Jim Donnelly offers advice on managing behaviour around the school.

Evaluation article: Managing pupils’ behaviour in lessons

David Birch offers advice on effective classroom management and argues that effective practice relies on a combination of the consistent application of agreed policy and the development of awareness and…

Evaluation article: Keeping Children Safe Statutory Guidance

This is statutory guidance, which means that schools and colleges (including academies and free schools) must have regard to it. It contains what schools should do and what they must…

Evaluation article: Four steps to school improvement

School improvement is a complex recipe that takes time to perfect. Keith Wright looks at some of the key barriers to school improvement and suggests strategies and systems to overcome…

Evaluation article: Finding a way through the jungle: The essence of leadership

Louise Wingrove gives practical advice on how to become a leader your team will want to follow.

Evaluation article: How to audit your whole-school literacy provision

Given that whole-school literacy is central to raising standards of achievement in schools and that it is a key focus for Ofsted, David Birch outlines some of the actions schools…

Evaluation article: Professional development: the growing case for evidence

Teachers are good at gathering evidence of pupil progress, but many find it difficult to do the same with regard to their own professional development.  Keith Wright looks at the…

Evaluation article: Getting personal with CPD

Less than a fifth of teachers in England’s schools think their continuing profession development (CPD) is any good, according to a recent survey. One of the keys to unlocking the…

Evaluation article: Making performance appraisal an objective and helpful process

Performance appraisal is crucial to school improvement, but many schools are still without a rigorous and transparent way of carrying it out, says Keith Wright. Here, he analyses the challenges…

Evaluation article: Parent View — an update

Jenny Townsend looks at the importance of Parent View in achieving an outstanding rating in inspection, and how comments from parents are used by Ofsted.

Evaluation article: Raising pupil achievement through parental engagement: a practical approach

Jenny Townsend explores how parental engagement can contribute to school improvement and in particular the role this can play in raising pupil achievement levels.

Evaluation article: Effective parental engagement

Ofsted’s Parent View means that parents have a direct influence on the decision to inspect. Jenny Townsend examines why this matters to schools.

Evaluation article: The latest developments in education - September 2016

Published: Tuesday, 04 October 2016

Suzanne O’Connell provides a look at what’s currently being discussed, debated and determined in the world of education.

Grammar schools

With the change of prime minister and education secretary, some might have expected tweaks to education policy in the UK. However, it is unlikely that many predicted the move to open and expand grammar schools. The grammar school movement has always been there but has largely slumbered until now.

In Theresa May’s speech ‘Britain, the great meritocracy’ she makes four proposals:

  1. Universities should do more to help strengthen state school attainment by sponsoring a state school or setting up a new free school and eventually sponsoring school chains. In exchange they could charge higher fees.
  2. Allow for growth of faith schools, with new faith free schools able to select up to 100% of pupils based on their faith.
  3. Require independent schools to sponsor a local state school or set up a new government-funded school in the state sector or provide some form of help.
  4. Relax the restrictions that stop selective schools from expanding making up to £50 million a year available to support the expansion of good or outstanding existing grammars. These will in turn be expected to help support the rest of the system.

These proposals are currently up for consultation until 12 December 2016.

In the meantime previous policies have not yet settled. The debate still continues about the success or not of academies as explaining the structure of the English school system becomes even more difficult.

Further information

Schools that work for everyone: Government consultation, DfE, September 2016: http://tinyurl.com/zvebz69.

Radicalisation

Since schools were given a statutory duty to stop children and young people being drawn into terrorism, the number referred has almost doubled according to a Freedom of Information request (The Independent, 12 September 2016): http://tinyurl.com/zgb4yst.

In the meantime, the Home Office is due to award £1.5 million to prevent young people from being radicalised. Schools as well as out-of-school settings, community and voluntary groups are eligible to apply to fund initiatives designed to improve young people’s understanding. All projects will be required to pass a British Values test: http://tinyurl.com/hja8lww.

What role do parents have to play in the radicalisation of their children? There have been some well-publicised cases of young people who would appear to have been groomed without the knowledge of their parents. The NSPCC has produced its own advice to parents and has a special phone line for parents if they are worried about their child being radicalised: http://tinyurl.com/hxxo3la.

Decline in PSHE

Whilst the duty to report children for radical views has increased the opportunity to address the issues behind extremism are reducing. This is according to Department of Education data as published in the Time Educational Supplement (TES), 21 August 2016. It suggests that since 2011, the amount of time secondary schools devote to personal, social and health education has dropped by 32%: http://tinyurl.com/zu5af8l.

Reported by the PSHE Association, according to an online poll 91% of parents believe that all pupils should receive PSHE lessons. However, this continues to be a subject that the DfE has refused to legislate for. http://tinyurl.com/j2l4dzu.

New Ofsted handbook

Ofsted has published a new School Inspection Handbook. They are keen to point out that there are relatively few changes and those that there are, are simply to bring the handbook in line with recent education policy.

Schools should note that the changes include:

  • The need to publish online information about the rationales and evaluation of the pupil premium strategy and information about the year 7 literacy and numeracy catch-up premium.
  • The role of the virtual headteacher in managing money for looked after children.
  • Increased emphasis on the role of governors in overseeing year 7 literacy and numeracy catch-up premium and special educational needs funding.
  • Increased emphasis in the grade descriptors of the use of the year 7 literacy and numeracy catch-up funding.
  • Increased emphasis on progress being judged taking account of different starting points – this is evident in the grade descriptors for outcomes for pupils.
  • Inspectors will listen to the most able read as well as those who are lower attaining.

Although there are only a few changes, it is important to update your paperwork to reflect the new wording and emphases:

Further information

School inspection handbook Handbook for inspecting schools in England under section 5 of the Education Act 2005, Ofsted, August 2016: http://tinyurl.com/j2xw4c6.

Local authority SEND inspection letters

Results are coming in from the joint inspections of local authorities and their effectiveness in implementing SEN reforms. The results are in the form of a letter and do not come with a grade but with strengths and areas for development. Local authorities already inspected include: Bolton, Brighton and Hove, Gloucestershire, Nottinghamshire, Hertfordshire, Enfield and Stoke.

There are some emerging trends that can be seen from the individual letters. The Local Offer continues to be problematic with the majority of LAs having at least one area for development linked to this.

In several authorities it was noted that education had significantly more weight than health or social care in EHC plans. From comments made in the letters it might also be concluded that there is a growth in the number of children being diagnosed with ADHD and on the autistic spectrum.

New safeguarding guidance

There has been some confusion about whether new safeguarding advice has been issued or not. Keeping children safe in education published in July 2015 was replaced in May 2016 by a new document for implementation in September 2016. However, this wasn’t the final version and now a new document has been issued that only carries the date September 2016 on its cover. This is the latest document:

Keeping children safe in education, DfE, September 2016: http://tinyurl.com/p9cxb7e.

It is this document that should now be used to advise staff. However, if you have made changes to policy or prepared training according to the May 2016 document then you needn’t panic. May 2016 and September 2016 are almost identical with most changes being punctuation and setting out rather than content.

You should take note of a couple of minor changes. There is new information on children missing from education in Annex A and reference to the UK Council for Child Internet Safety Education Group: http://tinyurl.com/lvx5y79.

Children missing education

The final guidance for LAs Children missing education has now been published. It reminds schools that they must notify their LA when they are about to remove a pupil’s name from the school attendance register. This notification must include:

  • the pupil’s full name
  • the full name and address of the parent
  • at least one telephone number
  • the pupil’s future address and destination school, if applicable
  • the reason for removing the pupil from the admission register.

Schools must make reasonable enquiries along with the LA to establish where the child is before deleting the pupil’s name. They must also inform the LA within five days when they add a pupil’s name to the admission register at times other than the standard transition point.

Further infomation

Children missing education: statutory guidance for local authorities, DfE, September 2016: http://tinyurl.com/z5usrvw.

Pay guidance available

The DfE has now published the document Implementing your school’s approach to pay: advice for maintained schools and local authorities: http://tinyurl.com/k753t3v. The advice is non-statutory and should be read alongside the School Teachers’ Pay and Conditions Document’ (STPCD).

Schools are reminded that with the new STPCD and guidance available they should review their pay and appraisal policies as soon as possible.

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