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Accountability

This tag is associated with 19 posts

Five Reasons to Ditch Ofsted Grades

Some recent conversations have made me want to return to this theme.  I really hope we can build some momentum around this issue. Here goes: I reckon that in 50 years time, we will look back at the current Ofsted-grading era as one of the big educational blackspots of history.  Serious educationalists and policy makers … Continue reading

Six principled practices for intelligent schools:

On my travels I’ve encountered schools that are doing brilliant things without resorting to short-cuts,  without saying that they’ve sacrificed their principles to satisfy external pressures and without making life miserable for their staff with ugly brute-force whip-cracking performance cultures. Some schools are lovely to work in because leaders increasingly recognise the power of building … Continue reading

Priority One: Improving the Quality of Teaching. 

The dominant issue in delivering a great education to all young people in a school or college is to ensure that they are being taught well, by someone with the confidence, knowledge and skills required, relevant to the school/college context, in every lesson.  Recruiting, retaining and developing great teachers should be a total frontline priority.  It already is … Continue reading

Standards?! What’s going on with GCSE grades?

Are standards going up?  Here’s my annual twitter joke for GCSE results day: DfE media guidance. Response to GCSE outcomes: If results have gone up: This is evidence of policy raising standards. If results have gone down: This is evidence of policy raising standards. It’s a clever trick – but it’s not actually wrong.  A … Continue reading

Ofsted Reliability Trials. Some suggestions.

(UPDATE at the Bottom…) It’s very welcome news that Amanda Spielman is going to support an Ofsted ‘research push’ as reported here in Schools Week.  The publication of results of an initial trial is a step in the right direction. In my ‘Gimme some truth‘ blog at the end of 2014,  I complained about the … Continue reading

More issues with Progress 8.

In this post I’m going to set out a few of the issues I see with the use of Progress 8 data, especially as one of the indicators of school effectiveness in inspections and in general school-to-school comparison and evaluation. For further reading on Progress 8, you want also wish to read the following: My … Continue reading

Dissecting Progress 8. The good, the bad and the ugly.

Now that Progress 8 has been born and looks like it’s here to stay, there’s no use wallowing for too long in outrage at the data-garbage bonkersness of it all.  We might all agree that averaging out every child’s achievements across the school via a super-convoluted and arbitrary algorithm to generate a single number with … Continue reading

Rethinking Success in the Post-Gaming Zero Sum Era

  My sense is that people across the education system have yet to fully appreciate the implications of the slow-creep bell-curve hold that’s been applied to school outcomes. Talking to folk from OfQual on a couple of occasions recently, they have reiterated the view that, even in systems regarded as successful, year on year improvement might … Continue reading

Schools should be more teacher-centred.

The idea that schools should be more teacher centred has been gathering momentum in my thinking.   In fact, the whole education system should be more teacher centred.  Ridiculously, to some folk, that will sound regressive  – because we’re supposed to say that everything we do is for the children.  Well, of course.  Schools are set … Continue reading

Processes, outcomes and measuring what we value.

I produced this diagram as part of a paper ‘Measuring Success and Securing Accountability’ for my governors and SLT.  One reason for writing it is that, along with everyone else, we face a very turbulent period in our examination system.  Over the next few years, there are so many changes to the measures we’ve been … Continue reading

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