Lecture 2 What makes a good school? cont'd

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From the course by University of London

What future for education?

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University of London

What future for education?

299 оценки

Through this course you will start to critically examine your own ideas about education, teaching and learning. The critique will be developed through engagement with theories and ideas developed through educational research. You will be encouraged to use these ideas to challenge or support your own ideas about education. Each week we will focus on one key question, using video lectures, key readings and challenges to explore some commonplace notions about education. With the guidance of the course team, you will be asked to use these ideas to critically reflect on your own understandings and experience. By the end of the course, you will have developed a personal response to the main question: what is your preferred future for education?

From the lesson

Can schools make a difference?

In this fourth week, we turn our attention from individual classrooms and the relationship between learning and teaching, and focus on schools as organisations

Lecture 1 What makes a good school?8:02

Lecture 2 What makes a good school? cont'd4:16

Lecture 3 What makes a good school? cont'd6:36

Meet the Instructors

Dr Clare Brooks

UCL Institute of Education, University of London

[MUSIC]

>> So, from what you're saying it sounds like the socioeconomic circumstances

are a really important factor in how good a school is.

>> Oh, absolutely.

Well, one of the things that is, is now missing from

the inspection framework is any recognition of value-added factors.

Now what these are, is an attempt to

recognize how a school is doing with the context of its pupils.

So, according to measures of, if you take a secondary school for

example, a school's value-added score would be

based on the attainment of the students as they enter the school.

Against the attainments of these students as they leave the school.

And obviously, if the students have progressed,

then the value-added score would be higher than if they've plateaued or got worse.

So if you look at value-added scores of schools where the attainment is very low.

That should indicate that it's a good school,

but although that used to be part of the offset inspection framework,

it now no longer is, so they just look at, look at raw scores and raw data.

>> What you're saying is that a school in an area with

challenging socioeconomic circumstances might actually be adding a lot of value.

>> Absolutely.

>> But conversely, a, a school in less challenging economic circumstances.

Actually the school might be coasting, and actually they may not be

making that much of a difference to those children's education.

>> Yes, and actually that was, that was a subject of much debate a few years ago.

And at one point, inspection teams were targeting the schools in,

shall we say, the more middle class areas where there didn't appear to

be much improvement year on year.

I think politically, there seems to be more mileage in

inspecting the schools where it can be said that attainment is low.

>> So you've been quite critical of school inspection system, is,

is there an alternative?

>> Well, I think that in many ways inspection system has

not really kept pace with, with changes in schools and school systems.

Schools these days tend to work much more in networks and

partnerships than they used to.

And I would see the, the one size fits all of that framework, which didn't work for

individual schools, works even less for networks of local schools.

So I would like to see some form of evaluation system,

just to not use the word inspection.

Which focuses on, on local schools and their local issues.

And on the partner schools.

And inspects, if you will, a school within its local context.

And also guide schools on where they can improve.

A lot of the, the criticism of the current inspection system is,

is they come in, they give a judgement, and they leave.

Based on, on the feedback, the school then has to work out some sort of method by

which they can improve, but the inspectors don't actually help and give guidance.

So, I would like to see inspectors working in partnership with

schools if inspectors and Ofsted, Ofsted in this country and

inspection in generally is aimed at improving schools then they should

help schools to improve within their local context, not just judge them.

>> So, what you're suggesting is more developmental than punitive.

>> Absolutely.

There needs to be more trust put into schools and teachers and

leaders of schools that they also want their schools to improve.

So they could then do honest self evaluations

where they actually say what they think is wrong with their school and

invite inspectors in to help them solve the problem.

At the moment.

If, for example, one of the problems in your school is low literacy levels,

you don't advertise it to Ofsted.

You hope they don't notice.

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