There is a risk that the mistakes of the past – both teaching to the test by schools and micro-management of the school system through the means of exams and league tables – may be repeated in the EBC.
Ofsted | The framework for school inspection - 13 views
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Research for @OfstedNews finds that a quarter of teachers have seen off-rolling happen ... - 0 views
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"Teachers want to see more support for parents to help them resist the practice of 'off-rolling'. New research for Ofsted finds that a quarter of teachers have seen off-rolling - when a child is removed from the school roll for the school's benefit, rather than in the child's best interests - happen in their schools. Two-thirds of these teachers believe the practice is on the rise. The study, based on survey responses from over 1000 teachers, paints a concerning picture of the extent of off-rolling in England's schools. Teachers believe that parents with less understanding of the education system and their rights are most likely to be pressured into taking their child out of school."
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A focus on wellbeing by @Exe_Head - 12 views
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We are a happy and stable staff, and my colleagues are a fabulous group of people who look after each other and genuinely care about one another. We have an experienced leadership team, and always aim to take account of how people are feeling and the pressure they are under when trying new approaches and changes to practice. Even so, it has become more and more clear that workload is becoming untenable and wellbeing is suffering a result. I feel that we have felt obligated at times to put policies in place that seem to be there to collect evidence for Ofsted rather than solely to improve the learning of the children in our care. We want to change this.
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CBI: We must drive change through a culture of expectation - 1 views
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nternational evidence from high-performing education systems suggests more formative assessment during schooling would be beneficial
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But an over-reliance on summative assessment can distort the quality of education by becoming the dominant focus of school activity.
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Removal of the currently over-specified and repetitive national curriculum from primary schools in favour of clearly defined goals on literacy, numeracy, science and computer science.
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Move the focus of our exam system to 18 and develop clearly rigorous and stretching standards for both academic and vocational A-levels, with maths and English retained until 18 for both
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should be commissioned to advise on the right balance of timing and the optimal mix between formative and summative assessment
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CBI: Change is possible - but we must be clearer about what we ask schools to develop i... - 1 views
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In Finland, the goals of education are explicitly linked to competitiveness, research and innovation.
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This lack of a comprehensive statement of the achievement we are looking for schools to deliver is a key failing.
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One such school leader told us they had taken a conscious decision with one group of young people to focus on five key subjects and some life skills, knowing that the accountability system would score them down for it, as it expected eight qualifications from all students at that time.
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Our system should reward schools making brave decisions which focus on boosting long-term outcomes for pupils, not punish them.
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It should be able to survive changes of government and provide the test against which policy changes and school actions are judged
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shine the light on whether the system is truly addressing the needs of all students, rather than just the few required to meet a government target.
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thos and culture that build the social skills also essential to progress in life and work, and allow them time to focus on this
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Have a school accountability and assessment framework that supports these goals rather than defining them.
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An exclusive focus on subjects for study would fail to equip young people with these, though rigour in the curriculum does help
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Behaviours can only be developed over time, through the entire path of a young person’s life and their progress through the school system.
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Development of a clear, widely-owned and stable statement of the outcome that all schools are asked to deliver.
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resourcing these bodies to develop an approach based on a wider range of measures and assessments than are currently in use,