The naming of reports can be a tricky affair. Try to be too witty and the meaning becomes obtuse. Try to be too literal and it sounds boring. But the naming of our new report on executive headteachers (EHTs) didn’t suffer from this problem. One of the considerations we faced from day one of the project was understanding the great variety and breadth of the role. There is more than one kind of executive headteacher and the role is still evolving in response to the self-improving school system, so understanding what’s in a name was a pivotal part of the project. Continue reading
By Robert Smith
In a recent blog post I described what emerged from NFER’s evaluation of the Lead and Emerging Practitioner Pathfinder Project in Wales. I looked particularly at the characteristics of effective collaboration between schools. In this post I’ll describe the activities that resulted from this collaboration, and their perceived contribution to school improvement.
By Robert Smith
Allowing practitioners to design and lead change in the school system is increasingly the way that successful systems across the world are approaching educational reform. This trend is evident in Wales where policymakers are looking to harness the talent and enthusiasm that exists in schools to bring about a radical transformation of the way the education system works and an improvement in learner outcomes. This is regarded as essential if pupils in Wales are to fulfil their potential. It is also key to Wales’ effort to overcome disappointing outcomes, for example in recent PISA tests.
When you walk along a coastal path close to the cliff edge, it’s hard to concentrate on anything other than the sheer drop below. It’s more difficult to hold a conversation and positively risky to look too far ahead for fear you might slip. This situation becomes all the more exaggerated for someone who does slip towards the edge, scrabbling to regain their footing.
By Ben Durbin
Substantial and increasing numbers of English schools are run by Multi-Academy Trusts (MATs), and yet we currently have no consistent and agreed upon method for assessing how well these MATs are performing.
This is one of the issues that was touched upon during yesterday’s Select Committee hearing on Regional Schools Commissioners (RSCs), which I was invited to appear before. Continue reading
By Matt Walker
The waiting is finally over, and the government has now set out their definition of what constitutes a ‘coasting school’. In my earlier post I explored some of the potential issues around the criteria chosen, and many others have commented too (see for example education datalab’s ‘Choose your own coasting secondary school’ tool). While discussion of the definition will inevitably continue, it’s also important to consider the government’s proposed remedy. Continue reading
By Matt Walker
Writing recently in the Sunday Telegraph, the Secretary of State for Education, Nicky Morgan, has said that she will introduce new powers to intervene in coasting schools. These schools, she said ‘will be put on immediate notice and be required to work with our team of expert headteachers. Those that aren’t able to demonstrate a clear plan for improvement will be given new leadership’. The proposals will be in a new bill due to be introduced in the Queen’s Speech today.