Improving Poorly Performing Schools In England
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| Author | : Great Britain: National Audit Office |
| Publisher | : The Stationery Office |
| Total Pages | : 72 |
| Release | : 2006-01-11 |
| Genre | : Education |
| ISBN | : 0102936633 |
In 2004-05, approximately £837 million was spent in England on a range of national programmes to help address problems in schools that were failing or at risk of failing to provide an acceptable standard of education for their pupils, and five new academies were opened with an estimated total development cost of around £160 million. This NAO report focuses on two key issues: whether enough is being done to identify and support schools that show signs of deteriorating performance; and whether the measures being taken to address poor performance are effective to ensure continued improvement in 'recovered' schools. The effectiveness of national initiatives and local actions are assessed and examples of good practice from schools that have been successfully turned around are highlighted. Recommendations made include the need for: the DfES and local authorities to combine efforts to identify schools at risk and intervene before schools fail; schools to prioritise school leadership and to establish a positive culture centred on teaching and learning; and Ofsted to carry out more frequent inspections of vulnerable or poorly performing schools.
| Author | : Great Britain. Parliament. House of Commons. Committee of Public Accounts |
| Publisher | : The Stationery Office |
| Total Pages | : 60 |
| Release | : 2006 |
| Genre | : School improvement programs |
| ISBN | : 0215030680 |
In 2004-05, approximately £837 million was spent in England on a range of national programmes to help address problems in schools that were failing or at risk of failing to provide an acceptable standard of education for their pupils. Following on from a NAO report (HC 679, session 2005-06; ISBN 0102936633) published in January 2006, the Committee's report examines the activities of the DfES and Ofsted to identify and deal with poorly performing schools, to strengthen school leadership and to develop simpler relationships with schools. Findings include that, although the number of poorly performing schools has been reducing, there are still around 1,500 in England that are under-performing. Improvements in data on secondary school performance has helped to identify schools in decline at an earlier stage so that they can benefit from increased support, and similar improvement needs to be done at primary school level. The system of shorter Ofsted inspections, based on school self-evaluation of performance, may be appropriate for the majority of schools, but some schools are not evaluating themselves effectively and incentives needs to be created to help achieve this. School leadership is essential to achieving and maintaining improvements, and Ofsted reports need to diagnose any leadership problems in failing schools explicitly. Local authorities and other schools are important sources of support for struggling schools and there should be greater opportunities for schools to collaborate and share good practice.
| Author | : Great Britain. Parliament. House of Commons. Committee of Public Accounts |
| Publisher | : |
| Total Pages | : 50 |
| Release | : 2006 |
| Genre | : Education |
| ISBN | : |
| Author | : Alan M. Blankstein |
| Publisher | : Corwin Press |
| Total Pages | : 225 |
| Release | : 2007-02-01 |
| Genre | : Education |
| ISBN | : 1452284784 |
Join today′s most insightful thinkers as they explore the heart, mind, and soul of educational leadership! This concise volume offers educational leaders key concepts and strategies for framing discussions about closing the equity gap and ensuring high achievement for all learners. As the first volume in The Soul of Educational Leadership series, this unique collection presents: Pedro A. Noguera and Alan M. Blankstein on essential questions and themes Delores B. Lindsey and Randall B. Lindsey on culturally proficient equity audits Antoinette Mitchell on the knowledge base for teaching diverse learners in big-city schools Stephen G. Peters on how to capture, inspire, and teach every learner Thomas R. Guskey on rethinking the work of Benjamin S. Bloom Karen J. Pittman and Merita Irby on readiness for college, work, and life Alan Boyle on helping failing schools to turn around Richard Farson on the paradoxes of risk, challenge, failure, and innovation Pioneering educators and series editors Alan M. Blankstein, Robert W. Cole, and Paul D. Houston offer thought-provoking ideas applicable to all schools, districts, and learning communities and include a complete index for browsing and easy reference.
| Author | : Great Britain: National Audit Office |
| Publisher | : The Stationery Office |
| Total Pages | : 56 |
| Release | : 2006-07-26 |
| Genre | : Political Science |
| ISBN | : 010294234X |
In 1999 the European Union introduced a Directive that require the UK to reduce the amount of biodegradable waste disposed of in landfill. By 2010 we have to landfill 75% of the amount landfilled in 1995. This figure reduces to 50% by 2013 and 35% by 2020. If the target is not met then the UK could be fined for non-compliance. So far DEFRA has spent £336 million on initiatives to reduce the amount of landfill, but reductions have been offset by growth in the amount of waste produced and there is a risk that the targets will not be met. An emphasis on recycling alone is not enough. DEFRA needs to focus on helping the 25 authorities that send most to landfill and help develop alternative waste facilities, as well as encouraging more households to recycle and compost. This examination of the problem is in four parts: 1) England needs to reduce the amount of biodegradable municipal waste disposed through landfill; 2) earlier delays I taking action made European Union targets more difficult to achieve; 3) without a step change in existing local authority plans, England will not achieve its share of the reductions in landfill the European Union requires by 2010 and 2013; 4) recycling and minimisation need to contribute more to reducing the amount of biodegradable municipal waste sent to landfill.
| Author | : Christopher Chapman |
| Publisher | : Routledge |
| Total Pages | : 273 |
| Release | : 2008-12-09 |
| Genre | : Education |
| ISBN | : 1134040857 |
Focusing on education as a major area of public policy, this book explores a decade of rapid and intensive modernization and draws out the lessons for those concerned with developing education systems across the globe.
| Author | : Kenneth Leithwood |
| Publisher | : John Wiley & Sons |
| Total Pages | : 310 |
| Release | : 2010-07-13 |
| Genre | : Education |
| ISBN | : 0470767170 |
LEADING SCHOOL TURNAROUND Leading School Turnaround offers new perspectives and concrete, evidence-based guidelines for the educational leaders and administrators faced with the challenge of turning our low-performing schools around. Using the tools outlined in this groundbreaking book, school leaders can guide their schools to higher levels of achievement and sustained academic success. Based on research conducted in the United States, Canada, and England, Leading School Turnaround addresses in three parts the dynamic context of the turnaround environment, what turnaround leaders do, and the incredible challenges of moving from turnaround to "stay around." Filled with illustrative examples, the book outlines the best practices and behaviors successful turnaround leaders exercise. The authors include detailed information for applying the four main categories of turnaround leadership: direction setting, developing people, redesigning the school, and managing the instructional program. This important resource can help any school leader get their school back on the track to academic success.
| Author | : Barnaby Lenon |
| Publisher | : John Catt |
| Total Pages | : 227 |
| Release | : 2017-04-24 |
| Genre | : Education |
| ISBN | : 1398383120 |
Barnaby Lenon, a former schoolmaster and headmaster who is chair of the Independent Schools Council, takes an in-depth look at the elements that make up a successful school. He examines leading and latest research on school leadership and management; looks at how teachers, pupils, parents and governors can achieve results; and puts the spotlight on subjects, exam systems and social mobility. For his research, he visited a number of schools that are achieving outstanding results: John Perryn Primary School, Acton; Tollgate Primary School, Newham; King Solomon Academy, Marylebone; Burlington Danes Academy, Hammersmith; West London Free School, Hammersmith; Michaela Community School, Wembley; St Mary Magdalene Academy, Islington; Dixons Kings Academy, Bradford; Tauheedul Boys' School, Blackburn; London Academy of Excellence, Newham; and Brighton College. His analysis of their innovations and achievements provides an insight into some of England's most successful schools.
| Author | : Christopher Day |
| Publisher | : Springer Nature |
| Total Pages | : 306 |
| Release | : |
| Genre | : |
| ISBN | : 3031627350 |
| Author | : Christopher Day |
| Publisher | : McGraw-Hill Education (UK) |
| Total Pages | : 306 |
| Release | : 2011-05-16 |
| Genre | : Social Science |
| ISBN | : 0335242456 |
This book is based on the largest and most extensive empirical study of contemporary leadership in primary and secondary schools in England. The results demonstrate that heads of successful schools improve the quality of student learning and achievement through who they are – their values, virtues, dispositions and competencies – as well as their timely use of change and improvement strategies. Successful School Leadership provides a comprehensive analysis of the values and qualities of head teachers. It assesses the strategies they use and how they adapt these to their particular school context in order to ensure positive increases in the learning, well being and achievement of their students. The authors: Identify a basic set of leadership practices resulting from their findings Analyse and describe the leadership values, qualities and behaviours related to different phases in schools’ improvement journeys Provide illustrative case studies of primary and secondary schools that highlight context sensitive strategies Provide a contemporary overview of international research and thinking about successful school leadership Recognize similar and distinguishing features between schools in different socio-economic groups This book is valuable reading for…school leaders and senior teachers, educational policy makers and advisors, as well as anyone involved or interested in education and its leadership.
