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Tweeting headteachers plan to reform education

Tweeting headteachers plan to reform education

The Guardian  |by Fiona Millar on October 22, 2012

John Tomsett (second left) said Labour should do something profoundly different

John Tomsett (second left) said Labour should do something different ‘rather than hang on the coat-tails of the Tories’. Photograph: Frank Baron for the Guardian
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An interesting piece displaying the power of social media.  A number of headmasters from a wide variety of schools divided by geography and socio-economic backgrounds united through Twitter and a growing concern over the current Government education reforms met at the Guardian’s offices recently  in order to put together some alternative policies guided by their experience as educationalists and a desire to achieve the best outcome for their students. 
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Teachers and headteachers could be forgiven for thinking that they get the worst of all worlds: obliged to implement the latest ministerial whims, without having any real influence themselves on policies that directly affect a job they feel passionately about. But could the explosion of social media be about to change all that?

The saga of this summer’s GCSE results provoked a torrent of online comment and communication among teachers and heads. Now one group – mostly secondary headteachers – has come together via the social networking site Twitter to form an embryonic pressure group.

In their sights they have the shadow education secretary, Stephen Twigg. Their schools may be poles apart in terms of geography and social context, but they are united in their view that an alternative to current education policy is needed fast, and that Labour is the best hope of achieving it.

Education writer and blogger Ian Gilbert came up with the idea of translating online activity into something more concrete after reflecting on Twitter’s potential for “social outrage” – but also its limits. “You can give vent in an informed way and find information,” he explains. “But you can also sit back in the evening with a glass of wine tweeting and think you have done your bit for society.

“I realised we needed to go further and get together people who have something to say. A strong theme coming through the social media was a frustration with current policy, but also frustration with no alternatives from Labour. We want to put forward the voices of people who know what they are doing. People who are in it for the kids, for the right reasons, to discuss what has and hasn’t been good and come up with some concrete alternatives.”

The group – which has no name yet – met at the Guardian’s offices to discuss their ideas. So what is good in the current landscape? The heads, from a mixture of maintained and academy schools, who were joined by Dr Phil Wood from Leicester University’s school of education, cite the focus on disadvantaged pupils and the release of data as being the most positive developments.

But the positives risk being undermined by too much political interference in curriculum and qualifications, an accountability system focused on an ever narrower range of exams, a continuing divide between vocational and academic qualifications – Labour’s Tech Bacc attracted as much derision from these school leaders as the education secretary’s English Baccalaureate Certificates – and moves towards a norm-referenced qualifications system in which only fixed numbers of students can achieve certain grades.

“We are moving back to a ‘sheep and goats system’ that will stratify society in terms of attainment and potential,” said Ros McMullen, principal of the David Young community academy in Leeds.

“We need to be able to measure improvement and this requires an objective measure where students’ attainment is judged against an unmoving standard, not one where only a certain percentage of students are allowed to hit certain grades. People should be talking about this.”

Several clear themes emerged about how an alternative policy might be shaped if Labour was “brave enough” to set out something profoundly different “rather than hang on the coat-tails of the Tories”, said John Tomsett, a prolific blogger and head of Huntington school in York.

At its heart should be a de-politicisation of curriculum and qualifications, an independent body made up of teaching professionals to drive policy in this area, and a radically different approach to assessment and accountability, the heads agreed.

Proposed changes to GCSEs were described as “an inadequate preparation for 21st-century life” that will only fuel what Vic Goddard, headteacher of Passmores academy in Essex, described as a growing tension between “doing what is right for our school and for our children”.

“What we have to do isn’t always the same as what we need to do. We want an acceptance that education is about more than five exams. It is about the full journey and everything else that comes with it.”

A new form of assessment would have to guarantee rigour and high standards, place no caps on aspiration, but also incorporate other non-exam-based measurements that offer the chance for “success at every level” – a particular concern to those in special needs education, who fear that their children will be “consigned to the scrap heap before they start”, according to Dave Whittaker, head of Springwell special school in Barnsley.

“We must be able to celebrate success at every level so that pupils with SEN aren’t left without motivation or aspiration. This would mean a holistic view of achievement that can genuinely show progress over time and in context. It is not fair that our pupils’ equivalent to the EBacc is a report that says “never mind, you failed, but please try again sometime”.

One suggestion is to move away from exams at 16 towards the International Baccalaureate learner profile. “The IB is an internationally highly rated qualification that includes skills and competencies,” argued Tomsett. “Our assessment system must move away from pure examinations and towards a blended range of assessments like personal projects, extended essays, oral skills, as well as formal exams. The fact that Labour can only come up with a Tech Bacc in response to the EBacc simply highlights the paucity of their thinking.”

Another theme was Ofsted and its focus on one-off judgments rather than supporting improvement. This, said the school leaders, should be addressed by transferring resources to local school improvement partnerships, and investment in professional development for teachers, allied to a national annual release of all performance data to schools and parents.

“I want to be held accountable locally,” said Goddard. “We are publicly funded with the most precious resource in the world – our children – but don’t just tell me where I am going wrong. I want the people who are holding me to account to be part of the journey of making me better.”

These individuals could be described as being part of what is now called the “magic middle” in social media. Not celebrities or the political commentariat, but trusted, persuasive experts with years of experience who blog and tweet and have the power to mobilise opinion. In other fields, businesses are trying to woo such people. When it comes to schools policy, are politicians behind the curve?

A spokesperson for Stephen Twigg said he would be willing to meet the group’s members and described their ideas as “interesting”. Some, including regional versions of Ofsted, reform of assessment and the 14-19 curriculum, were already being considered by Labour’s policy review, he said, adding “we agree there shouldn’t be an artificial cap on aspiration”.

Education Guardian will be following the group’s progress.

Five-point plan

• Schools should be assessed in a range of ways, not just judged by the numbers achieving five specific grades at 16;

• Ofsted should be replaced by local partnerships that would hold schools to account and help them to improve;

• The curriculum and assessment should be taken out of political control and given to an independent agency (under licence for 20 years);

• The government should encourage small families of local schools in preference to large national chains;

• “Norm referencing” in exam grading is not fair, ie capping the number of students who can achieve a certain grade. There shouldn’t be a cap on what individual pupils can achieve.

• Join the movement by tweeting @thatiangilbert or @johntomsett

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Michael Gove attacks schools’ ‘low standards’ in Labour-led inner cities

Michael Gove attacks schools’ ‘low standards’ in Labour-led inner cities

The Guardian |by Patrick Wintour on October 23, 2012

Michael Gove

Michael Gove said MPs could either back academies and free schools or ‘stand with adults who are blocking school improvement’. Photograph: Gideon Mendel/Corbis
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Worrying news in the Guardian today that Michael Gove, the Coalition’s Education Secretary is writing to Members of Parliament (mainly Labour) in constituencies where schools are. in his opinion failing, asserting that the only way to see improvements in the schools they represent is to support his policies.  This is worrying for a number of reasons. Firstly, many educationalists would agree with our view that much of his thinking is based on political ideology rather than evidence based policy.  Indeed, some of his policies are  already shown to be failing in countries such as Sweden, once listed as one of his sources of inspiration and quietly dropped from his list in a speech at this year’s annual Conservative Party conference. Secondly, he appears to be trying to shift any blame for his policies’ failures onto opposition MPs who quite rightfully stand up for their constituents and reasonably speak out about issues with his department’s direction of travel. Finally, in a recent speech to a right-wing think-tank he basically admits that he is prepared to arbitrarily press ahead with his ideas regardless of anyone else’s opinions and any adverse consequences to rolling out untested education reforms. 

Michael Gove, the education secretary, is writing to all MPs in areas where schools are under-performing – mainly Labour-led inner-city schools – demanding they side with him to open up the education system “to the new providers who can raise standards”.

Gove has started his campaign against “the forces of conservatism” by writing to MPs in Leicester and Derby on Tuesday asking them whether they want to “keep the door closed to new solutions and stick rigidly to the status quo which is failing the children in their areas”.

He asserts in “both of these areas, standards are far too low, with too many primaries which are judged by Ofsted to be unsatisfactory, or which have performed below national expectations for many years … 2012 results for 11-year-old pupils in each region are lower than the national average, lower than the average for the east Midlands region, far lower than pupils and parents have a right to expect”.

The initiative follows the decision of David Cameron to position himself as the champion of an “aspiration nation” in which excellence in education is central to economic recovery.

The Conservatives are clearly also trying to expose divisions in Labour ranks on its approach to academies and free schools, as well as to pin responsibility on mainly Labour-run areas for delivering inadequate school standards.

In a speech to the rightwing thinktank Politeia, Gove said: “There are hundreds more underperforming primary schools, many concentrated in other disadvantaged communities, where we need to act.”

He said he was writing to MPs in areas of educational underperformance “outlining why we need to act and drawing attention to the failure, so far, of those in positions of power in local councils to move fast enough in improving our schools”.

He added: “In a number of communities the local forces of conservatism have worked against reform and have thrown every possible obstacle in the path of potential academy sponsors and free school founders trying to make a difference.”

He urged MPs to recognise “they have a simple choice: stand with those in the academies and free schools movement who want to put children first, or stand with the adults who are blocking school improvement”.

Gove tried to increase Labour discomfiture by lavishing praise on the role of Lord Adonis and Tony Blair in starting and championing the academies movement.

Adonis holds a frontbench role in the Lords and is overseeing the party’s industrial policy review.

Gove also vented his frustration at the forces blocking progress inside the civil service and parliament, saying: “Far too often the Whitehall machine is risk-averse. Media commentary rarely allows early errors to be seen in context as experiments which will generate improvements. And the National Audit Office and public accounts committee, the most influential watchdogs in the country, are some of our fiercest forces of conservatism.

“Time after time the NAO and PAC report in a way which treats any mistake in the implementation of any innovation as a scandalous waste of public money which prudent decision-making should have avoided. And yet at the same time it treats the faults of current provision as unalterable facts of nature – like the location of oceans and mountains – which should be accepted as the design of a benign providence.

“What we need, across the Westminster village, is a decisive shift in the culture in favour of risk and openness and away from small-c conservatism.”

He complains of the blockages put in the way of his education reforms, saying: “Whenever we press for faster action to help those children, there are always adults urging delay – time for consultations, audits, reviews, impact assessments, stakeholder management, securing professional buy-in, assuring ourselves of compliance with EU procurement rules, getting counsel’s opinion, assessing sector feedback, monitoring noise in the system, and so on.”

Gove also used the speech to mount an assault on Ed Miliband, saying it would be a category error to describe the Labour leader’s “one nation” speech as a shift to the centre.

He said: “Blue Labour thinking – Ed Miliband’s thinking – is not then a continuation or refashioning of Blairism, it is a critique and rejection of Blairism. It was an explicit disavowal of the centrism practised under Tony Blair and a celebration of an older, more solidaristic socialism of the kind which would have found favour with Tony Crosland or even Tony Benn.

“Where Tony Blair used his speeches to identify the forces of conservatism and declare war on them, Ed Miliband has used his speech to celebrate the forces of conservatism and declare he wants to become their leader.

“And the speech confirmed rather than changing Ed’s ideological trajectory. It was another step in his emphatic embrace of those who want keep society closed rather than open.”

The education secretary also ridiculed Miliband’s portrayal of his secondary school, saying he presented “Haverstock secondary – Hampstead’s principal educational establishment – as though it were some sort of school of hard knocks, a nursery of social solidarity and home of class-consciousness to rank with Durham’s mines or Clydeside’s shipyards.

“For some reason, as Ed talked of Haverstock, I was reminded of William Woodruff’s memoir of growing up in 30s Lancashire, the Road to Nab End – quoted, incidentally, in Jack Straw’s recent autobiography – where Woodruff talks of the ‘intellectual socialists’ he met at university: people who ‘collected working-class experiences as others might collect stamps or butterflies’.”

Private school chain faces Michael Gove inquiry on whistleblower claims

Private school chain faces Michael Gove inquiry on whistleblower claims

guardian.co.uk |by Daniel Boffey

  • Daniel Boffey
  • The Observer, Saturday 9 June 2012
Sir Chris Woodhead

Sir Chris Woodhead said Cognita would‘robustly’ defend itself against the claims. Photograph: Adrian Sherratt/Rex Features

The private school chain run by Sir Chris Woodhead, a former chief inspector of schools, is under investigation by the Department for Education over claims that it has defrauded the generous state-run pension scheme for teachers.

Officials are acting on information from a former senior executive at Cognita, which has a multimillion-pound turnover and manages more than 50 fee-paying schools across the country.

It is claimed that, in order to lure high-achieving staff, Cognita filed paperwork to ensure that headteachers at schools not eligible to benefit from the Teachers Pensions Scheme (TPS) were registered as working in schools that are covered.

Documents seen by the Observer show that at least one headteacher, John Price, working at Chilton Cantelo, in Dorset, a school where staff are ineligible to membership of TPS, did enjoy the benefits, although the company says the arrangement is legitimate.

The matter has been internally investigated by the company’s lawyers and its chief executive, Rees Withers, wrote to the whistleblower denying there was any issue, adding that there were no grounds to accuse Cognita of dishonesty. He wrote: “Given the complexities of pension legislation it would be perfectly feasible for illegitimate arrangements to be put in place through a misunderstanding of the rules.”

However the allegation is now, according to a letter from the education secretary Michael Gove to the whistleblower’s MP, “being investigated by my officials”.

The inquiry comes at a sensitive juncture for Woodhead, whose company is said to be seeking new financial backing to fund its expansion in Asia.

It also follows revelations by the Observer last year that parents at its £7,400-a-term Southbank International school in London believed the company had been “milking profits” at the expense of children’s education.

In other allegations made to both the DfE and theObserver, the whistleblower, a former senior education officer at the firm who was sacked last summer after making the claims internally, says he was asked to take part in commercial espionage, said to be referred to as “secret shopping” within the firm.

He claims he was asked to pretend to be a prospective parent along with a female colleague in order to pick up commercially valuable information from a rival school.

He says the company’s UK marketing director, Nicole Louis, even handed him a script to use during a planned visit to St Michael’s school in Llanelli last year, which competes with Cognita’s Ffynone House school in Swansea. Ffynone House has since been transferred back to its previous charitable owners amid questions over the school’s financial viability.

Two months before he was fired, the whistleblower received a letter from Withers, saying: “I appreciate that you felt it wrong of Nicole Louis to ask you to adopt a false name and pretend to be a prospective parent and that you believe that, as a general rule, it is inappropriate for a senior employee of Cognita to adopt such an approach to assess the facilities of a rival.

“However the issue that you raised in your original letter of complaint was that such conduct constituted ‘fraudulent conduct’.

“I am satisfied that such conduct is not ‘fraudulent’ in the sense of some criminal law offence having been committed.

“I note your opinion on what the head of the school could have done. However, the point is that he did not call the police and, having already said in previous correspondence that the practice has been discontinued until the matter can be debated at board level to determine whether such an approach is ethically and commercially right for the business, I fail to see what further you expect of me.”

The whistleblower further claims there was a brutal culture at the firm. Minutes of a meeting between Woodhead, who is the firm’s chairman, and Cognita heads on 12 May 2011 records Woodhead saying:“Certain members of staff at head office should stop behaving in a brutal and cavalier fashion.”

An email, seen by the Observer, from David Baldwin, then a senior education officer at the firm, to the whistleblower in October 2010, also admits: “We cannot lose people like yourself in this often faceless, sometimes brutish company.”

Woodhead said Cognita would “robustly” defend itself but would offer no further comment. The DfE said it was aware of the allegation but could not comment further.

Primary school children to be expected to learn and recite poetry

Primary school children to be expected to learn and recite poetry

guardian.co.uk

  • Press Association
  • guardian.co.uk, Sunday 10 June 2012 04.49 EDT
Michael Gove

Michael Gove, the education secretary, wants to make English teaching at primary schools more rigorous. Photograph: Graeme Robertson

Children as young as five will be expected to learn and recitepoetry by heart in a major overhaul of the national curriculum for schools in England.

The education secretary, Michael Gove, will promise a new focus on the traditional virtues of spelling and grammar when he sets out his plans for the teaching of English in primary schoolslater this week.

At the same time, Gove will put forward proposals to make learning a foreign language compulsory for pupils from the age of seven.

Under his plans, primary schools could offer lessons in Mandarin, Latin and Greek, as well as French, German and Spanish from September 2014.

Gove is said to be determined to make the teaching of English at primary school “far more rigorous” than it is at present.

He also hopes to reverse the decline in pupils taking foreign languages at GCSE by making them mandatory for the first time at primary school level.

Ministers believe that equipping children with foreign language skills is essential if they are to be able to compete in a global economy and support economic growth in future.

Officials acknowledge the proposals are likely to be controversial with some people arguing that they are too demanding while others will feel they are not demanding enough.

Gove is said to be keen to promote a public debate on the plans before redrafting them for a formal consultation later in the year.

They follow a report on the future framework of the national curriculum in England drawn up by an expert panel chaired by Tim Oates, the director of research at the Cambridge Assessment exam board.

On the teaching of English, the aim is to ensure that pupils leave primary school with a strong command of both written and spoken English, with high standards of literacy.

It will call for a systematic approach to the teaching of phonics as a basis for teaching children to become fluent readers and good spellers.

It will also emphasise the importance of grammar in mastering the language, setting out exactly what children should be expected to be taught in each year of their primary schooling as well as lists of words they should be able to spell.

At the same time the study of poetry will become an important part of the subject at primary school level.

From Year 1, at the age of five, children will be read poems by their teacher as well as starting to learn simple poems by heart and practise recitals.

The programme of study for Year 2 will state that pupils should continue “to build up a repertoire of poems learnt by heart and recite some of these, with appropriate intonation to make the meaning clear”.

More generally the curriculum will place a much stronger emphasis on reading for pleasure with children from Year 1“becoming very familiar with key stories, fairy stories and traditional tales”.

A Department for Education spokesman said: “We will be making an announcement on this shortly.”

Foreign languages to be taught at school from age seven

Foreign languages to be taught at school from age seven

guardian.co.uk |by Jeevan Vasagar on June 10, 2012

  • Jeevan Vasagar, education editor
  • guardian.co.uk, Sunday 10 June 2012 12.25 EDT
primary school pupils

Learning a foreign language could soon become compulsory for primary school pupils from the age of seven under government reforms Photograph: Don Mcphee for the Guardian

All children are to be taught a foreign language – which could include Mandarin, Latin or Greek – from the age of seven under reforms to the national curriculum being unveiled by the education secretary, Michael Gove.

In other reforms, children will be encouraged to learn science by studying nature, and schools will be expected to place less emphasis on teaching scientific method.

The introduction of compulsory language teaching in primary schoolsis intended to reverse the dramatic decline in takeup at GCSE. Pupils will need to be able to speak in sentences, with the appropriate pronunciation, and express simple ideas clearly in another language.

They will be expected to develop an understanding of the basic grammar of the language, and be acquainted with songs and poetry. Ministers say that teaching should focus on making “substantial progress” in one language.

The science curriculum is expected to emphasise using the natural habitat around schools – learning biology by studying the growth and development of trees, for example.

There will be less of a focus on doing experiments. Instead, children will be taught to observe their surroundings and learn how scientists have classified the natural world. One source with knowledge of the curriculum review said: “The idea of science being based around a careful observation of the world is a very important place to begin. The science curriculum in Japan has at its core the love of nature. In the past we put too much emphasis on how scientists found stuff out, not enough on what they have found out.”

The curriculum reforms will result in more demanding lessons, and represent a return to the basics of each subject. In maths, the teaching of statistics at primary school will be slimmed down to make way for more mental arithmetic.

Children will be expected to do multiplication and division with large numbers without the use of pen and paper. Pupils in the final year of primary school will be introduced to algebra.

The new programmes of study, which are being published for consultation this week, are to be introduced in schools in September 2014. They follow a report on the future framework of the national curriculum in England drawn up by an expert panel chaired by Tim Oates, director of research at Cambridge Assessment, an exam board. One of the most far-reaching proposals is a plan to scrap the levels that children are awarded in Sats tests at the end of primary school. The percentage of pupils reaching level 4 is used to determine whether a primary school is failing. It is not clear what will replace Sats levels. Scrapping them may pave the way for schools to provide more specific details of pupils’ progress in subjects.

In English, the curriculum will emphasise the importance of grammar. For the first time, the government will set a list of words that all children must learn how to spell. These will include bruise, destroy, ridiculous and tyrant.

Pupils will be expected to learn poems by heart and recite them in public. They will also be taught how to debate.

The new English curriculum will say that by the end of year 4, children should be listening to and discussing a wide range of fiction and nonfiction. There is also greater stress on learning to read through phonics.

Russell Hobby, general secretary of the National Association of Head Teachers, said: “There is no doubt these programmes are more demanding. It is appropriate to express high expectations in a statement of curriculum aims, but schools will need time and support to develop their teaching to reach those aims.”

The shadow education secretary, Stephen Twigg, said the government was “absolutely right” to make the learning of foreignlanguages compulsory from the age of seven.

On BBC1’s Sunday Politics programme, he urged ministers to go further. “Children will get a love of learning languages if they get the chance to learn them younger. The government’s talking about seven. I would encourage schools to start teaching languages younger than seven,” he said.

Twigg said he was opposed to the legislation that created free schools, but a future Labour government would not close down“excellent schools”. He said: “I have a different concern about free schools … At the moment there is a serious shortage of primary school places in many parts of the country and yet the government’s spending priority on schools’ capital is free schools.”

The number of primary schools teaching languages has been increasing in response to a target set by the previous government., though school inspectors say headteachers’ monitoring of language provision can be weak. This is often because primary heads feel they lack competence to judge language provision, Ofsted says. Languages have collapsed at GCSE since they were made optional at the age of 14. In 2010, just 43% of GCSE candidates were entered for a language, down from 75% in 2002.

Students slow to apply for teacher training

Students slow to apply for teacher training

guardian.co.uk |by Rebecca Ratcliffe

  • Rebecca Ratcliffe
  • guardian.co.uk, Thursday 31 May 2012 08.46 EDT
teacher training

Figures from last year suggest entrance to teacher training courses is already increasingly competitive. Photograph: Anna Gordon

Fewer students are applying to become teachers since the government began to reduce bursaries for those with 2:2 degrees and turn away applicants with thirds.

Applications to teacher trainingcourses are down by 15% on last year, after the number of bursaries was also cut back for those applying to teach non-priority subjects.

But research shows more students want to join the profession. Over 80% of final-year students think teaching is a high-status career choice, according to research released today by the Teaching Agency, while a separate survey shows schools and universities are the second most popular type of employer

Professor John Howson, director of Data for Education which monitors teacher recruitment, says changes to entry criteria have caused a slump in applications.

“This is the first year since the government has effectively banned applications from those holding a third. At the same time, bursaries are dependent upon degree classification – in competitive subject areas those holding a 2.2 will not get a bursary.”

The basic skills test of literacy and numeracy to be sat by all trainee teachers from this year is to be made more rigorous, as part of government efforts to make the profession “brazenly elitist”.

Figures from last year suggest entrance to teacher training courses is already increasingly competitive. Entrants to Initial Teacher Training (ITT) held the highest number of 2:1s and first-class degrees on record, while the numbers of top-class graduates entering university-based training has also increased.

It is difficult to predict if the recruitment changes will create better teachers, says Howson. “On the one hand, you can argue that the better qualified graduates are, the better teachers they will be. But of course there are other characteristics which make great teachers, such as interpersonal skills and resilience.”

Dan Ashbury, who is studying for a PGCE in modern and foreign languages at Goldsmiths, University of London, says there are many different elements to teaching: “I spent time teaching English in Austria while I was on my year abroad and realised that it was what I wanted to do. But it isn’t any easy job – as a teacher you’re expected to do everything from providing care and support, to imparting knowledge and being an authoritative figure.”

The Department for Education revealed recruitment for five subject areas is below target in its evidence to the School Teachers’ Review Body (STRB) earlier this month, though it did not specify which these were.

Alex McClimens, a spokesperson for the Teaching Agency, says it expects more people will apply towards the end of the year.“Inquiries about training to teach are up and we’re confident that this will translate into applications later in the year.”

For some subjects, more funding has been made available. Applications to teach modern foreign languages and physics have increasedfollowing the introduction of financial incentives, including tax-free bursaries of up to £20,000.

Teachers could have pay frozen after poor school inspection reports

Teachers could have pay frozen after poor school inspection reports

guardian.co.uk |by Jeevan Vasagar

  • Jeevan Vasagar, education editor
  • The Guardian, Tuesday 29 May 2012
Pupils in a classroom

Ofsted’s ‘satisfactory’ grade for schools will from September be replaced with ‘requires improvement’. Photograph: Alamy

Teachers could have their pay frozen after school inspections under new Ofsted measures aimed at linking salaries with the quality of classroom performance.

Announcing the changes, Sir Michael Wilshaw, the chief inspector of schools, said Ofsted will“consider whether there is a correlation between the quality ofteaching and salary progression”.

Inspectors will look at anonymised information about the performance management of all teachers in schools they visit to ensure that heads are using pay to raise standards, Ofsted says. But inspectors will not be able to influence the salary of individual teachers.

In a speech in February, the chief inspector said heads should only approve salary increases for the most hardworking teachers. “The thing that irritates good teachers, people who work hard and go the extra mile, is seeing the people that don’t do that being rewarded,”Wilshaw said.

MPs have recommended that teachers’ pay should be more closely linked to the value they add to pupil performance so that the best are rewarded while the weakest are discouraged from staying in the profession.

Christine Blower, general secretary of the National Union of Teachers, criticised the measure, saying it was wrong to pay one teacher more than another for success that was due to the efforts of everyone in the school.

She said: “Performance management is supposed to be about encouraging teachers in developing their skills, not about judging pay or comparing pupil results,” Blower said. “Teaching is a collegiate profession and this is a divisive, unrealistic and simplistic way of looking at how schools work.”

In the same announcement, Ofsted dropped plans to inspect schools without notice after protest from heads. From this autumn schools will be given notice the afternoon before inspectors visit. At present, the normal notice period is two days.

Heads feared that inspecting schools without notice meant they might be away when inspectors arrived, and that the proposed change indicated a lack of trust in the professions.

Russell Hobby, general secretary of the National Association of Head Teachers (NAHT), praised Ofsted for dropping the proposal for no-notice inspection.

Wilshaw said the progress made by pupils would be central to inspectors’ judgment. If pupils were making good progress, a school would be able to get a good Ofsted report even if results were below average.

Wilshaw confirmed that Ofsted would no longer describe schools as “satisfactory” when they were not providing a good level of education. From September, the “satisfactory” grade will be replaced with “requires improvement” and those schools will be subject to an explicit report of its failings and a full re-inspection within two years.

If a school is judged to require improvement at two consecutive inspections, and is still not providing a good education at the third, it is likely to be placed in special measures. Ofsted will expect schools to improve to “good” within four years.

He said: “School leaders will be relieved to hear that Ofsted has listened to their concerns. This signals a move towards establishing a more constructive working relationship between the profession and its inspectorate.

“Ofsted is rightly maintaining a robust position on standards– a position which the NAHT supports – but this move signifies a genuine attempt to work with schools on the best way to achieve those standards.”

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