Dear colleagues
Dear colleagues
Embedded Files
To introduce us: We represent a movement of hundreds of colleagues across the education spectrum who, in 2016, were mobilised to argue for a positive agenda for change in assessment practice and accountability - the @BeyondLevels #LearningFirst community.
Many of you will be aware of the tragic death by suicide of our colleague Ruth Perry. We have been closely observing the media and Twitter over the last seven weeks or so, and yes, there have been fits and starts of coverage, lots of outrage and some useful pockets of action, but the response from Ofsted, the Government and other political parties have been woefully inadequate. If they are not going to respond to a grieving sister demanding change, over 3000 colleagues and, latterly, nearly 400 headteachers, all sharing their negative stories of Ofsted, who are they going to respond to?
This took us back to thinking about what we learned from @BeyondLevels #LearningFirst. We were in a similar situation back then - the profession was at its wit's end with levels, points of progress and tracking grids, and how this negatively impacted teaching and learning and that Ofsted outcomes were so heavily reliant on this internal assessment data, which was leading to perverse practices in schools,
We responded back in 2016 for the same reason that we felt we needed to respond this time, too - the profession is desperately calling for change with no indication that either Ofsted or the Government are considering the deep change needed. Perhaps their strategy is to just wait it out; the pressure will dissipate, and the problem will disappear, and although organisations and folk are trying to keep the momentum going, the outrage is dissipating. Teachers and school leaders are very busy people, and this is a busy time for them. But where does this anger disappear to? It will be internalised and added to that day-to-day swirling mass of stress and anxiety that most of the profession carry inside them. Just today, we heard from a friend and colleague who is leaving headship because they consider the current system to 'be broken'.
In 2016, we gave folk a voice, a positive agenda for change and collective agency. We believed then, and still do now, that the solutions to improve education practices come from within the profession. We didn't wait for Ofsted or the Government to make the change needed then. We did it ourselves!! We created the #LearningFirst community, many of whom, even some seven years later, maintain that their professional lives changed for the positive as a result of our movement. It was only later that Ofsted caught up when in 2018, the current HMCI announced that inspectors would not look at non-statutory internal progress and attainment data on inspections of schools.
It is that time again, folks - time for the profession to start taking action to change things for ourselves in our schools. We cannot afford to wait for Ofsted or the Government - we are losing too many good people! There are things that you can literally start doing today that will start to change the culture and make a difference. Let's give it a go!
Proposal 1: Describe a school's effectiveness! We appeal to the Chief Inspector to remove all one or two-word grades from school inspection reports and replace them with a rich narrative report focusing on pupils' engagement and learning outcomes.
Proposal 1: Describe a school's effectiveness! We appeal to the Chief Inspector to remove all one or two-word grades from school inspection reports and replace them with a rich narrative report focusing on pupils' engagement and learning outcomes.
What can you do now? Let's take back some agency! Let's stop referring to grades as an education community - take it off your headed paper and websites, and remove those banners from your school gate!
Proposal 2: Inspect Safeguarding separately! We appeal to the Chief Inspector to remove Safeguarding as a determining factor from school inspections and work towards a system of annual safeguarding audits.
Proposal 2: Inspect Safeguarding separately! We appeal to the Chief Inspector to remove Safeguarding as a determining factor from school inspections and work towards a system of annual safeguarding audits.
What can you do now? Let's get on the front foot here and not rely on Ofsted to endorse our professionalism in this area. Work with your local authorities, MATs, unions and other respected organisations to develop a robust and highly-regarded system of annual safeguarding audits that are low-stakes but highly effective at keeping our children and young people safe.
Proposal 3: Inspectors fit for purpose! We appeal to the Chief Inspector to ensure that all inspectors have sufficient knowledge and direct experience of the phase/context they are inspecting.
Proposal 3: Inspectors fit for purpose! We appeal to the Chief Inspector to ensure that all inspectors have sufficient knowledge and direct experience of the phase/context they are inspecting.
What can you do now? In response to the role of headteachers as inspectors, Julia, the sister of Ruth Perry, has called for them to stop this practice. While the decision ultimately rests with individual colleagues, we would encourage them, at a minimum, to consider refusing to inspect schools or specific areas where they lack significant experience. We believe this would ensure a more comprehensive evaluation of a school's performance and promote professional integrity among colleagues.
Proposal 4: Work with the profession to develop a peer-to-peer quality assurance model for schools that puts #LearningFirst! We call upon the Government to immediately instruct the Secretary of State for Education to initiate a review of the inspection of schools and to work with the profession to develop a peer-to-peer quality assurance model for schools that focuses on the engagement of pupils and the outcomes of their learning.
Proposal 4: Work with the profession to develop a peer-to-peer quality assurance model for schools that puts #LearningFirst! We call upon the Government to immediately instruct the Secretary of State for Education to initiate a review of the inspection of schools and to work with the profession to develop a peer-to-peer quality assurance model for schools that focuses on the engagement of pupils and the outcomes of their learning.
What can you do now? Think about how you might set up local peer-review networks in your area. Lobby organisations and associations you are members of to provide training for the roles and responsibilities needed. Develop your own framework or perhaps adapt an existing one. Model the peer-to-peer evaluation system you would like to see!
We appeal to the Challenge Partners, the Chartered College, the Teaching Schools Hubs Council, the unions, and other equivalent organisations and associations to work together to do what they can to support the profession in developing a rigorous, highly-regarded schools-based peer-to-peer evaluation system.
You can read a summary of our proposals here.
The proposals in detail, backed up by research, personal testimony and commentary, are here.
Resources you may wish to use to spread our message and build support for our proposals are here.
And finally, we would be delighted If you would add your name to endorse our proposal here. This information will remain confidential - only the numerical total of endorsements will ever be shared. However, we would be delighted to receive your endorsement in any way you see fit!
We hope that, as an advocate for our proposals, you would disseminate them as widely and effectively as you can across your networks - the idea being that folk are directed to the most relevant open letter to them and that they go on to read the proposals, show their support by adding their name and start taking the action they can. And, if relevant, you could think about how you can help support those colleagues around you who are ready to start making a change for themselves.
With warm regards,
The #LearningFirst community
Page updated
Google Sites
Report abuse