The recent Ofsted Annual Summary for 2017-18 led by Christine Spelman, Her Majesty’s Chief Inspector, notes that there appears to be an upward trend of improvement in schools from the previous year.
While we all hate that dreaded phone call from Ofsted whose job it is to improve the quality of our provision by giving honest and incisive feedback- good and better leaders and educators are all too deeply aware that it is down to them to continuously improve schools and settings rapidly so that pupils can benefit- no matter what background they come from.
Early Years providers have done remarkably well. 95% of early years’ settings are providing good and outstanding education this year “compared to only 74% six years ago”.
“86% of schools and 69% of “all non -association independent schools” were judged by Ofsted to be good and outstanding.”
Furthermore, the number of Further Education (FE) providers have significantly improved and now 76% of them provide a good and outstanding education.All positive news which is great!
However, the worrying data that is concerning is that 490 schools are still deemed “stuck” for continuing to perform poorly since 2005. Then there are the schools that have not been inspected who are not providing the quality first education that all children deserve!
If you are a school leader in such a school – although you are accountable, (as that is what leadership is about), you can make a huge difference with your actions in schools that are struggling.
While it might be extremely stressful, daunting, scary and overwhelming to be part of a requiring improvement or inadequate school- don’t be fearful! Stay calm and purposeful! It is what you do to improve things that count!
It is the leaders’ duty with the leadership team to ensure the school makes a positive turnaround, not only for the children’s sake but for the staff’s sake as people’s livelihoods and wellbeing is at stake.
There are plenty of opportunities to spot ways to make rapid improvements. Here are a few things that will help support you your journey of turning things around.
1. Ensure safeguarding systems are of the highest quality, thorough and rigorous
Whoever we are- when working with children and vulnerable people, our core purpose is to ensure safeguarding systems are robust and effective.
Whatever school you are in, meet with the relevant people and ensure the Central Register is updated and your school is compliant with safer recruitment practices and DBS checks.
In addition, check that all staff know what to do in the event of a safeguarding concern and know the safeguarding and whistle-blowing policy inside out! Without effective safeguarding systems in place in all areas of the school, schools will struggle and will fail- particularly in an Ofsted or local authority inspection. Once that is sorted, you can focus on the other stuff.
2. Take daily learning walks
This is non-negotiable! As a leader, you are responsible for the entire school’s outcomes with the leadership team and also the quality of teaching and learning.
By taking daily learning walks you can create a coherent and realistic picture of how children are doing. These regular snapshots will also give you key information, which you sometimes can’t get when observing teachers. Develop your own evidence of how certain subjects are taught or which teacher is delivering quality first teaching.
Of course, you are going to carry out observations of teachers and book scrutinies but that daily evidence will tell you how your school is doing.
Do daily walks in the playground and lunch halls and get a picture of what is happening beyond the classroom setting. You are also developing a visible presence which is crucial in all organisations.
Is what others are telling you, what you are seeing and hearing? Is the quality of provision in all areas of the school good or better? If not what are you going to do about it? How and when?
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