Following a turbulent October for Ofsted, school and trust leaders across the country are continuing to question whether the inspection system adequately reflects the realities of school improvement.
October saw:
In my previous blog, I explored the mounting pressures facing the inspectorate.
Early November
Since then, more concerns about inconsistencies in the application of Ofsted's new framework have been voiced, including leadership experiencing inspections where inspectors were unwilling to consider evidence beyond performance data.
This raises a fundamental question: Are we measuring everything that matters, or concentrating too heavily on what is easiest to measure?
Beyond Results
Schools rightly monitor attainment, progress, attendance and behaviour. These measures help leaders identify priorities, evaluate decisions and ensure pupils receive the education they deserve... but leaders know that results alone don't always tell the whole story.
For example, two schools facing very different challenges might achieve similar attainment figures:
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One may have a stable workforce, supportive leadership and strong relationships with families.
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Another may be experiencing significant workload pressures, recruitment difficulties and high staff turnover.
Their results could look similar, but their ability to sustain improvement might perhaps be very different. Therefore, if accountability focuses too narrowly on headline outcomes, we potentially risk overlooking the conditions that make long-term improvement possible.
Harder to Measure
In the next episode of our JoinIn podcast, Lynsey Holzer, CEO of Active Learning Trust, discusses the relationship between accountability, school culture and leadership. Her reflections highlighted the importance of looking beyond academic outcomes to understand what makes schools successful:
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Do pupils feel safe and included?
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Are teachers supported to do their jobs effectively?
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Are leaders developing the next generation of headteachers?
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Do families feel connected to their school?
These questions matter enormously, but their answers are difficult to capture through traditional performance measures... staff retention, attendance figures and pupil surveys can offer useful leadership insights; however, understanding what is really behind those numbers requires context, professional judgement and meaningful conversations.
Better Information
These days schools and MATs have access to increasingly detailed information about pupil performance, attendance and wider school operations. Used effectively, this information can (and will) help leaders identify emerging challenges and direct support where it is needed most.
In her October blog, Juniper Education CEO Sarah Barton reflected on how school leadership involves recognising the bigger picture, understanding the connections between different challenges and making decisions with incomplete information.
Attendance reports might reveal that absences are increasing among a particular group of pupils... but understanding why requires a deeper examination of their circumstances and the barriers they may be facing.
The same can be said for attainment, behaviour (and other indicators): data can highlight where questions need to be asked, but school leaders need the opportunity to explore the answers. This is particularly important for multi-academy trusts, where leaders must understand performance across multiple schools while recognising the different communities and challenges each serves.
Measuring What Matters
The events of October, and the concerns raised by trust leaders, demonstrate why the conversation about accountability is likely to continue.
Academic achievement will always remain central... as will accountability. Every child deserves high-quality teaching and the opportunity to fulfil their potential, and these are key components in helping to make that happen.
But sustainable improvement also depends on effective leadership, staff development, inclusion and a culture in which pupils and teachers can thrive. As the debate around inspection and accountability continues, there may well be an opportunity to consider how these wider factors can be recognised without creating unnecessary administrative burdens.
Hear more from Lynsey Holzer on leadership, accountability and school culture in the next episode of Juniper Education's JoinIn podcast.
As ever, we'd love to hear your thoughts. Join in the conversation on LinkedIn.
