In our work with schools, what have we found to be problems associated with the school performance report?
What causes a Groundhog Day mentality?
Sometimes the process is imposed which means that the work does not relate to the school’s unique context. It would be better if a framework was adaptable to ensure it aligns well with the school’s current context – leadership, staffing, changing demographic, governance etc.
If schools do not centre their work on an agreed framework, then subsequent monitoring information can be rather subjective. This means that it is difficult to identify key aspects for improvement, as the evidence is not as reliable as it could be.
Given the extensive research that Ofsted carried out prior to the publication of the Education Inspection Framework (EIF), schools might adopt the language and knowledge (including curriculum development) as a framework for their own work.
School leaders do not always gather and/or receive robust information. As a result, leaders may not trust the information and so build improvement work on shaky ground. By taking time to carefully consider what monitoring activities will be carried out, leaders can be assured that information gleaned will be accurate and pertinent.
Often, school self evaluation is seen as a pain – a procedural activity.
Headteachers might find themselves on a Sunday afternoon completing a school self evaluation report that, ultimately, will not be used to inform and drive improvement. If we can get this rebalanced, then the process can support wider leadership development and subsequently enhance leadership capacity.
This is about empowering leaders with responsibility for a range of school provisions.
Leaders can be frustrated if the work they have undertaken does not lead to change. This is often because self evaluation and school performance reports are not seen as integral to leadership work. It could become an integral feature of work with governors and others. If we get this right, then leaders can identify where best to focus improvement work.
So, let’s break up the Groundhog Day by making our school self evaluation work ambitious and empowering.