Monday, March 16, 2009
Excellence doesn’t happen by chance.
Innovation featured as a common characteristic of the secondary schools highlighted by Ofsted as excelling in contrast to similar schools in their area.
Ofsted has identified 12 secondary schools across England and Wales which it views as excelling in circumstances similar to other schools making much more limited progress. This report evaluates the common features of their provision, ethos and approach.
The "Excelling Against the Odds" report published this month by Ofsted is designed to inform, motivate and inspire other teachers and leaders to raise their expectations of what is possible in their own schools. The 12 schools have been selected because they have achieved at least two outstanding Ofsted reports out of their last three, a high contextual value added rating and sustained improved attainment at the same time as having characteristics of schools less likely to be outstanding such as a history of low attainment, higher than average entitlement to free school meals and poor buildings and environment. (Of all schools awarded outstanding by Ofsted, fewer than 1/4 have higher than average free school meal entitlement and GCSE scores are approximately 20% lower on average for this group.)
The 12 schools are taken from across England, with no more than one school from any one Local Authority with selective and faith schools being excluded from the study. None of the schools had been part of the BSF or Academies programme.
The report identifies all 12 schools had "a deep sense of purpose and commitment, courage and ambition, stemming from the leadership of the school" this developing a "shared understanding" across the whole school community. Importantly, the report highlights the schools had Headteachers who "live the vision and model good practice". Together, these create an ethos in the schools were the many aspects of effective and innovative practice "mesh together" under a clear plan. The report notes many of the features are seen in other schools but it is when they are integrated in this way that schools become outstanding.
The 12 schools shared a reflective approach to the roles of teaching and leading with an emphasis on training and development of all staff. Because the schools "actively promote and foster discussion about teaching and learning", the commonplace use of extensive lesson observation used in them is placed in a context which is supportive and relevant and therefore seen as less threatening by staff. The schools also all included all staff, including Headteachers in this process of being observed and given feedback in their roles.
The role of students in the outstanding schools is also highlighted in the report. Most of the schools used peer and self-assessment, with it being compulsory for all staff in some of the schools. Across the schools the report concludes, "there is an emphasis on listening very closely to what students have to say" creating an atmosphere where "students feel they are in a genuine partnership with the school and that their views are valued."
All the schools featured had to address challenging behaviour and low expectations. All emphasised the importance of having clear and consistent rules and staff enforcement of them. Building leadership capacity in staff at all levels was a common approach to making sure there was a shared vision for the future. The report identifies one of the most difficult achievements for the schools is sustaining excellence after the initial often dramatic changes have been made, which is where the investment in developing the leadership potential of all staff ensures continuous progression and innovation. The report says:
"Characteristically, these schools are able to maintain a sharp focus on rigour and consistency in the basics, while innovating and developing their provision further to bring new gains in students' learning and achievements."
The report includes detailed case-studies of each of the schools, providing useful specific examples of how change was achieved. Bringing the experiences of the 12 schools together, the report lists eight Key Factors consistent across their practice.
- Having vision, values and high expectations
- Attracting, recruiting, retaining and developing staff
- Establishing disciplined learning and consistent staff behaviour
- Leading and building leadership capacity
- Providing a relevant and attractive curriculum
- Assessment, progress-tracking and target-setting
- Inclusion: all students are individuals
- Striving to go from good to great.
Ofsted suggest this report is used by schools as part of their self-evaluation practice. Because these schools have achieved success in challenging circumstances all schools should feel empowered to follow the principles behind their success.
To read the report in full, including the 12 case-studies click here.