DOCSLIB.ORG

Edpol.Net the Need for Policy Stability in Education

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Edpol.Net the Need for Policy Stability in Education edpol.net The need for policy stability in education A critique of education policy formation and recommendations (England) In its 2015 analysis of education policy in the UK, as compared to An Institute of Government report in 2017 described an other jurisdictions, the OECD singled out the UK system as being education environment of ‘costly policy change and churn: New particularly subject to churn. In the UK, ‘rather than build on the organisations replace old ones; one policy is ended while a foundations laid by previous administrations, the temptation is always remarkably similar one is launched’ (Norris and Adam 2017, 3). to scrap existing initiatives and start afresh’ (OECD 2015, 152). Version 3.03 28th May 2020 (see end for version control) V 2.0 17th December 2019 Wall, Warriner, Luck 2019 and 2020 The English education system operates significantly below its potential. For a number of decades it has been damaged by “policy churn”: disruptive for classroom teaching, leadership and governance. In 40 years there have been over 80 major acts and on average, in each year, over 80 statutory instruments. Looking back over time, regardless of how achievements or failings might be viewed, success could have been far greater. Unintentionally, the extent of policy churn has undermined the most critical success factor for a leading education system: to recruit, retain and develop the best teachers (inc. college lecturers). At great cost to the country and with huge frustration for those involved, teachers have been leaving the profession in alarming numbers. Policy churn has restricted teachers’ ability to master their subjects and where policy has been imposed, it has led to alienation. Compliance has been encouraged rather than initiative and mastery. Many existing problems in education are the consequences of cumulative policy change. The best intentions have been negated by a Overview: revolving door of over ambitious secretaries of states (20 in 40 years) and many ministers (some 104 in 40 years), who have disregarded what has come before and overlooked the capacity of schools and colleges to absorb more change. The education landscape is littered with Damaging discontinued programmes and closed institutions. At the same time, the frequently changing inspection and accountability regime has policy churn discouraged strong, school led leadership. In this report, we aim to explain why this malaise exists; we look at the consequences of continuous change and we show that the UK and how to contrasts strongly with other countries that are deemed successful*. For these, stability, consensus, a long term view, and rigorous, highly qualified teachers are the norm. correct it A new policy framework is proposed, based on an improved DfE process, a developed knowledge base, strengthened professional institutions and holding ministers to account. Most importantly, this report emphasises the need for a long range plan (ten years minimum) in part to resolve some of the most intractable issues in education. This requires not only a longer time horizon, but also a formal and transparent engagement with education’s professionals, practitioners and wider interests. The abiding benefit would be policy initiatives that stand the test of time. This report does not take any view on government funding or take any view on needs. It emphasises that initiatives must be placed in the right order. Our wasteful and unproductive circle must be broken, by first fixing the policy and implementation process. *Note: At least as defined by PISA Wall, Warriner, Luck 2019 and 2020 edpol.net 2 The need for policy stability in education: Content Factors driving so much change and Extent of policy change in education churn Examples of policy change and churn Lessons from overseas Problems created by constant change Conclusions and recommendations Institutional enablers of change Wall, Warriner, Luck 2019 and 2020 edpol.net 3 1 Extent of policy change in education a. Summary: Policy change and churn is the dysfunctional characteristic of Education in England b. There have been over 80 Government Acts relating to Education since 1979 c. Education Acts have run at three to five times other departments d. The House of Lords highlighted the greater issue with “secondary legislation” in 2009 e. Statutory Instruments have run at an average of 88 per year since 1988 f. Statutory Instruments determine policy in the most critical areas of Education g. Education Acts are constantly reworked so there is no continuity h. The extent of existing policy makes it incomprehensible Wall, Warriner, Luck 2019 and 2020 edpol.net 4 1b There have been over 80 Acts relating to education since 1979 Education in England is characterised by high levels of ‘policy churn’ and this is driven through government legislation This happens ‘because each educational problem has numerous possible solutions’, it comes out of an adversarial party system and ‘it is relentlessly driven by force of habit, custom and institutional structure’ (Peck 2011, 779) Our new research shows that since the Education Reform Act 1988, the amount of new national legislation in education has been colossal Policy change in education is predominantly driven through Department for Education- sponsored legislation For initial orientation, examples of the most impactful legislation passed since 1979 are shown here Analysis of Luck, Warriner and Wall Wall, Warriner, Luck 2019 and 2020 edpol.net 5 1c Education acts have run at three to five times other key departments There have been three times more primary Number of General Acts in Forty Years Total Words of General Acts in Forty Years 2,000 legislation focusing on Education as have focused 1,500 on Health, and five times more than for matters of 1,000 Defence Thousands 500 - Transport Health Education Defense Any practitioner wishing to arrive at an understanding of all of the extant primary statute 100 law passed since 1979 would have nearly 1.8 million words to read (the equivalent of ten full 80 readings of Great Expectations) 60 A very large amount of this primary legislation 40 has been ‘empowering’. That is, it has authorised 20 the making of further and even more detailed law by regulation and order 0 Transport Health Education Defense Therefore a vast quantity of new education law has been made with very little scrutiny at all by those who might have doubts about its wisdom and good sense Analysis of Luck, Warriner and Wall Wall, Warriner, Luck 2019 and 2020 edpol.net 6 1d The House of Lords highlighted the issue with ‘secondary legislation’ in 2009 Acts of Parliament typically receive Royal Assent with large amounts of detail yet to be written Statutory Instruments (SIs) are ‘delegated’ or ‘secondary’ instruments and are used to fill in this detail at a later date A disproportionate quantity of SIs are made that relate to education. This was noted by the House of Lords in their 2008/9 review, conducted by the ‘Merits of Statutory Instruments Committee’ Around 80% of SIs take a ‘negative route’ through parliament; they do not need active approval One SI was used to abolish maintenance grants (Education (Student Support) (Amendment) Regulations 2015), and ‘just 18 MPs had the chance to discuss and approve this measure’ Note: This chart shows Sis laid by DCFS/DfES and considered by the Merits Committee each month between 2005 and 2008. Not all DCFS/DfES Sis affected schools; Merits of Statutory Instruments Committee 2009 (Hardman 2018, 102) Wall, Warriner, Luck 2019 and 2020 edpol.net 7 1e Statutory Instruments have run at an average of 88 per year since 1988 • Our research broadens the House of Lords study to the thirty-year period from 1988 to 2018. • There was an average of 88 SIs filed under education per year since 1988, and this is averaged at 68 for the Thatcher/Major years, 116 for the Blair/Brown years, and 61 for the Cameron/May years No. of Statutory Instruments Secondary legislation rose especially in the New No. of S.I.s Education No. of S.I.s Defence No. of S.I.s Transport Labour years, reaching 150 pieces of legislation in 160 2001 alone 140 120 Education in the past thirty-one years is strikingly higher than Defence or Transport: from 1988 it 100 has been on average 13 times higher (and much 80 higher than Health but the data is harder to 60 extract in a useable form) 40 20 The dip in 2016 and 2017 can reasonably be accounted for by the diverting of attention, 0 ministers, and civil servants to the newly founded 1990 1999 2008 2013 1989 1991 1992 1993 1994 1995 1996 1997 1998 2000 2001 2002 2003 2004 2005 2006 2007 2009 2010 2011 2012 2014 2015 2016 2017 2018 1988 DExEU, and the required focus on Brexit Analysis of Luck, Warriner and Wall Wall, Warriner, Luck 2019 and 2020 edpol.net 8 1f Analysis of Luck, Warriner and Wall 1988 since year per of 88 average an at run have Instruments Statutory • • Percentage of S.I.s including keyword in text keyword includingof S.I.s Percentage 10% 20% 30% 40% 50% 0% − − − illustratesThis the last over instruments Statutoryyears totheofthirty examinecontentrelated Educationwere Keywords used The focus on ‘standards’ and ‘learning‘standards’ onfocus The skills key stages and and of inpolicyassessment curriculum, changedominance The far The A Level Academies Academy - reaching nature of legislationreachingnatureof Admissions Adult A-Level Apprenticeships AS Level AS-Level Assessment Behaviour Curriculum Early Years Exclusion Extremism Finance Further Governance Health and Safety Higher Wall, Wall, Warriner, Luck2019
Load more

Recommended publications
  • Maintaining World Class Schools Is an Invitation to Debate the Future and to Build Upon Our Success As an Education Nation
    NASUWT The Teachers’ Union W aintaining World Class Schools As adopted at NASUWT Annual Conference, Bournemouth 2013 CONTENTS Foreword 5 Introduction 6 Headline proposals 8 UK education in crisis? 11 The purposes of publicly funded education 14 Role of government in education 22 The funding challenge for securing quality public education for all 27 Public education and the private sector 33 Teachers and quality public education 38 The curriculum for quality public education 43 Accountability in public education 45 Epilogue – the limits of international comparisons 51 Annex 1: International Declarations and Conventions 53 Annex 2: Matters arising from monitoring by the International Labour Organization (ILO) Committee of Experts on the Application of Conventions and Recommendations (CEACR) (2010-2012) 72 Annex 3: Relevant ILO Conventions not ratified by the UK Government 79 Annex 4: A human rights framework for evaluating public education 81 References 84 3 LIST OF ACRONYMS CBI Confederation for British Industry CPD Continuing Professional Development CSE Civic and Social Engagement EBC English Baccalaureate Certificate EI Education International GCSE General Certificate of Secondary Education GDP Gross Domestic Product ILO International Labour Organisation ITE Initial Teacher Education NEA National Education Association (USA) OECD Organisation for Economic Cooperation and Development PIRLS Progress in International Reading Literacy Study PISA Programme for International Student Assessment TIMSS Trends in Mathematics and Science Study UN United Nations UNESCO United Nations Educational, Scientific and Cultural Organisation UNICEF United Nations Children’s Fund 4 FOREWORD The NASUWT is a trade union with a proud history and a tradition of making a difference. Our mission is to create the conditions that enable teachers to secure the best educational opportunities for all children and young people, something which we strive to achieve through our pragmatic approach.
    [Show full text]
  • Early Education and Childcare Statutory Guidance for Local Authorities
    Early education and childcare Statutory guidance for local authorities March 2018 Contents Summary 4 About this guidance 4 Review date 4 What legislation does this guidance refer to? 4 Who is this guidance for? 5 Main points 5 Part A: Free places for two-, three- and four-year-olds 7 Section A1: Eligibility 7 Section A2: Flexibility 14 Section A3: Quality 16 Section A4: Funding places 18 A4a: Early years national funding formula 18 A4b: Scope of requirements on providers 21 Part B: Securing sufficient childcare 26 Part C: Information to parents 28 Part D: Information to childcare providers 32 Part E: Legal annex and other relevant information 33 Summary of the key provisions in the Childcare Act 2006 relating to early education and childcare 33 Summary of the key provisions in the Childcare Act 2016 34 Regulations made under the Childcare Act 2006 35 Regulations made under the Childcare Act 2016 35 Eligibility for free early education for two-, three- and four-year- olds 36 Assessing eligibility for parents in receipt of Universal Credit 37 Eligibility for free childcare for three- and four-year- olds of working parents 40 2 Type of free early education and free early years provision for two-, three- and four- year-olds 41 Amount of free early education for two-, three- and four-year-olds 42 Amount of free childcare for three- and four-year-olds of working parents 42 Childminders 42 Special educational needs 42 Education, Health and Care plans 43 Equality 43 Early years national funding formula 44 Compulsory school age 44 School admissions 44 Admission of children below compulsory school age and deferred entry to school 44 The admission of summer born children outside their normal age group 45 Free school meals 45 Looked after children 46 3 Summary About this guidance This statutory guidance from the Department for Education is for English local authorities on their duties pursuant to section 2 of the Childcare Act 2016 and sections 6, 7, 7A, 9A, 12 and 13 of the Childcare Act 2006.
    [Show full text]
  • The Impact of Academies on Educational Outcomes
    1 About the authors Natalie Perera is Executive Director and Head of Research at the Education Policy Institute. Natalie worked in the Department for Education from 2002 to 2014, where she led on a number of reforms, including childcare and early years provision and the design of a new national funding formula for schools. Between 2014 and 2015, Natalie worked in the Deputy Prime Minister’s Office. Natalie is the principal author of the EPI’s ‘Annual Report on Education in England’ and ‘Implications of the National Funding Formula for Schools’. Jon Andrews is Director for School System and Performance and Deputy Head of Research at the Education Policy Institute. Prior to this, Jon worked in the Department for Education from 2003 to 2016, most recently leading on statistics and analysis for the National Funding Formula for schools, the 2015 Spending Review and the white paper, ‘Educational Excellence Everywhere’. Jon is the principal author of EPI’s ‘The Performance of Local Authorities and Multi Academy Trusts’ report and a series of publications on the performance of grammar and faith schools. Andrew Eyles is a PhD student at University College London and a Research Assistant at the Centre for Economic Performance at the London School of Economics. He holds an MSc in Economics from the University of Warwick and a PGDip in Economics from the University of Bristol. His research interests cover labour and education economics and policy. Gabriel Heller Sahlgren is a PhD student at the London School of Economics and a Research Assistant at the Centre for Economic Performance.
    [Show full text]
  • Open PDF 260KB
    Education Committee Oral evidence: Accountability hearings, HC 262 Tuesday 10 November 2020 Ordered by the House of Commons to be published on 10 November 2020. Watch the meeting Members present: Robert Halfon (Chair); Apsana Begum; Dawn Butler; Jonathan Gullis; Tom Hunt; Dr Caroline Johnson; Kim Johnson; David Johnston; Ian Mearns; David Simmonds; Christian Wakeford. Questions 417 - 515 Witnesses I: Amanda Spielman, Her Majesty’s Chief Inspector, Ofsted; and Yvette Stanley, National Director, Regulation and Social Care, Ofsted. Written evidence from witnesses: – [Add names of witnesses and hyperlink to submissions] Examination of witnesses Witnesses: Amanda Spielman and Yvette Stanley. Q417 Chair: Good morning, everyone. We are very pleased to have Ofsted here today addressing our Committee. For the benefit of the tape and those who are watching on the internet, could you kindly give your names and your position, and also if you are happy for us to address you with first names or whether you would like your full address. Amanda Spielman: I am very happy to be addressed by my first name. I am Amanda Spielman, and I am the Ofsted Chief Inspector. Yvette Stanley: Yvette Stanley, happy to be “Yvette”. I am the National Director for Regulation and Social Care at Ofsted. Q418 Chair: Thank you. Amanda, you published a report today. For the benefit of those watching, can you set out the key conclusions, as we have only heard what has been in the media? Amanda Spielman: We published a set of reports on early years, schools, further education, and children with special educational needs and disabilities.
    [Show full text]
  • Schools Causign Concern
    Schools causing concern Statutory guidance for local authorities January 2015 Contents Summary 3 Section 1: Introduction 8 Section 2: Schools causing concern 10 1. Schools eligible for intervention as a result of a warning notice 10 2. Schools eligible for intervention as a result of having been judged as “requiring significant improvement” or “special measures” 12 Section 3: Warning notices 13 1. Giving a warning notice 13 2. Making representations against the warning notice 14 3. Power of the Secretary of State to direct the local authority to consider giving and to give a warning notice 15 Section 4: Local authorities’ powers of intervention 17 1. Power to suspend the delegated authority for the governing body to manage a school’s budget 17 2. Power to appoint an Interim Executive Board (IEB) 17 3. Power to appoint additional governors 20 4. Power to require the governing body to enter into arrangements 21 Section 5: Secretary of State's powers of intervention 22 1. Power to appoint additional governors 22 2. Power to direct the closure of a school 22 3. Power to provide for the governing body to consist of interim executive members 23 4. Power to make an academy order 23 Section 6: Governance 22 Further sources of information 26 Associated resources (external links) 27 Other departmental resources 27 2 Summary About this guidance This is statutory guidance given by the Department for Education, on behalf of the Secretary of State, relating to maintained schools causing concern. Section 72 of the Education and Inspections Act 2006 places a statutory duty on all local authorities in England, in exercising their functions in respect of schools causing concern as set out in Part 4 of the 2006 Act, to have regard to any guidance given from time to time by the Secretary of State.
    [Show full text]
  • Children's Rights
    Children's Rights International Laws • Argentina • Australia • Brazil Canada • China • France • Germany • Greece • Iran Israel • Japan • Lebanon • Mexico • Nicaragua Russia • United Kingdom August 2007 LL File No. 2007-004112 LRA-D-PUB-000018 The Law Library of Congress, Global Legal Research Directorate (202) 707-5080 (phone) • (866) 550-0442 (fax) • [email protected] • http://www.law.gov This report is provided for reference purposes only. It does not constitute legal advice and does not represent the official opinion of the United States Government. The information provided reflects research undertaken as of the date of writing. It has not been updated. Children’s Rights – August 2007 The Law Library of Congress - i CHILDREN’S RIGHTS Table of Contents INTERNATIONAL LAWS AND PRACTICES Wendy Zeldin.............................................................. 1 COUNTRY REPORTS ARGENTINA Graciela Rodriguez-Ferrand............................................................................... 15 AUSTRALIA Lisa White............................................................................................................. 23 BRAZIL Eduardo Soares ............................................................................................................ 36 CANADA Stephen Clarke............................................................................................................ 51 CHINA Lan Zhang....................................................................................................................... 61 FRANCE Nicole Atwill...............................................................................................................
    [Show full text]
  • Education Act 2011
    EXPLANATORY NOTES Education Act 2011 Chapter 21 £9.75 These notes refer to the Education Act 2011 (c.21) which received Royal Assent on 15 November 2011 EDUCATION ACT 2011 —————————— EXPLANATORY NOTES INTRODUCTION 1. These Explanatory Notes relate to the Education Act which received Royal Assent on 15 November 2011. They have been prepared by the Department for Education (DfE) and the Department for Business, Innovation and Skills (BIS) in order to assist the reader in understanding the Act. They do not form part of the Act and have not been endorsed by Parliament. 2. The Notes need to be read in conjunction with the Act. They are not, and are not meant to be, a comprehensive description of the Act. So where a section or part of a section does not seem to require any explanation or comment, none is given. SUMMARY AND BACKGROUND 3. The Education Act is founded on the principles and proposals in the Department for Education November 2010 White Paper, The Importance of Teaching (CM-7980). The Act includes measures to increase the authority of teachers to discipline pupils and ensure good behaviour, with a general power to search pupils for items banned under the school’s rules, the ability to issue same-day detentions and pre-charge anonymity when faced with an allegation by a pupil of a criminal offence. 4. The Act removes duties on schools and local authorities to give them greater freedom to decide how to fulfil their functions. The Academies programme will be extended, with Academies for 16 to 19 year olds and alternative provision Academies.
    [Show full text]
  • Ashdown House School V JKL & Anor HS1322.2019
    IN THE UPPER TRIBUNAL Appeal No. HS/1322/2019 (ADMINISTRATIVE APPEALS CHAMBER) ON APPEAL FROM THE FIRST TIER TRIBUNAL (HESC) (SPECIAL EDUCATIONAL NEEDS & DISABILITY) Tribunal Ref EH845/19/00048 BEFORE JUDGE WEST Appellant THE PROPRIETOR OF ASHDOWN HOUSE SCHOOL and Respondents (1) JKL (2) MNP APPEAL AGAINST A DECISION OF A TRIBUNAL DECISION OF THE UPPER TRIBUNAL ON APPEAL FROM Tribunal SENDIST Tribunal Case No: EH845/19/00048 Tribunal Hearing Date: 17/5/2019 HS1322/2019 ORDER Pursuant to rule 14(1) of the Tribunal Procedure (Upper Tribunal) Rules 2008, it is prohibited for any person to disclose or publish any matter likely to lead members of the public to identify the child in these proceedings. This order does not apply to (a) the child’s parents (b) any person to whom the child’s parents, in due exercise of their parental responsibility, disclose such a matter or who learns of it through publication by either parent, where such publication is a due exercise of parental responsibility (c) any person exercising statutory (including judicial) functions in relation to the child where knowledge of the matter is reasonably necessary for the proper exercise of the functions. DETERMINATION The decision of the First-tier Tribunal (SENDIST) dated 22 May 2019 (after a hearing on 17 May 2019) under file reference EH845/19/00048 does not involve an error on a point of law. The appeal against that decision is dismissed. The orders of 20 June 2019 and 4 July 2019 suspending the effect of the decision of the First- tier Tribunal cease to have any effect from the date of this decision.
    [Show full text]
  • Smith Alumnae Quarterly
    ALUMNAEALUMNAE Special Issueue QUARTERLYQUARTERLY TriumphantTrT iumphah ntn WomenWomen for the World campaigncac mppaiigngn fortififorortifi eses Smith’sSSmmitith’h s mimmission:sssion: too educateeducac te wwomenommene whowhwho wiwillll cchangehahanngge theththe worldworlrld This issue celebrates a stronstrongerger Smith, where ambitious women like Aubrey MMenarndtenarndt ’’0808 find their pathpathss Primed for Leadership SPRING 2017 VOLUME 103 NUMBER 3 c1_Smith_SP17_r1.indd c1 2/28/17 1:23 PM Women for the WoA New Generationrld of Leaders c2-50_Smith_SP17.indd c2 2/24/17 1:08 PM “WOMEN, WHEN THEY WORK TOGETHER, have incredible power.” Journalist Trudy Rubin ’65 made that statement at the 2012 launch of Smith’s Women for the World campaign. Her words were prophecy. From 2009 through 2016, thousands of Smith women joined hands to raise a stunning $486 million. This issue celebrates their work. Thanks to them, promising women from around the globe will continue to come to Smith to fi nd their voices and their opportunities. They will carry their education out into a world that needs their leadership. SMITH ALUMNAE QUARTERLY Special Issue / Spring 2017 Amber Scott ’07 NICK BURCHELL c2-50_Smith_SP17.indd 1 2/24/17 1:08 PM In This Issue • WOMEN HELPING WOMEN • A STRONGER CAMPUS 4 20 We Set Records, Thanks to You ‘Whole New Areas of Strength’ In President’s Perspective, Smith College President The Museum of Art boasts a new gallery, two new Kathleen McCartney writes that the Women for the curatorships and some transformational acquisitions. World campaign has strengthened Smith’s bottom line: empowering exceptional women. 26 8 Diving Into the Issues How We Did It Smith’s four leadership centers promote student engagement in real-world challenges.
    [Show full text]
  • Sharpening the Sword of State Building Executive Capacities in the Public Services of the Asia-Pacific
    SHARPENING THE SWORD OF STATE BUILDING EXECUTIVE CAPACITIES IN THE PUBLIC SERVICES OF THE ASIA-PACIFIC SHARPENING THE SWORD OF STATE BUILDING EXECUTIVE CAPACITIES IN THE PUBLIC SERVICES OF THE ASIA-PACIFIC Edited by Andrew Podger and John Wanna Published by ANU Press The Australian National University Acton ACT 2601, Australia Email: [email protected] This title is also available online at press.anu.edu.au National Library of Australia Cataloguing-in-Publication entry Title: Sharpening the sword of state : building executive capacities in the public services of the Asia-Pacific / editors: Andrew Podger, John Wanna. ISBN: 9781760460723 (paperback) 9781760460730 (ebook) Series: ANZSOG series. Subjects: Public officers--Training of--Pacific Area. Civil service--Pacific Area--Personnel management. Public administration--Pacific Area. Pacific Area--Officials and employees. Pacific Area--Politics and government. Other Creators/Contributors: Podger, A. S. (Andrew Stuart), editor. Wanna, John, editor. Dewey Number: 352.669 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying or otherwise, without the prior permission of the publisher. Cover design and layout by ANU Press. Cover photograph adapted from: ‘staples’ by jar [], flic.kr/p/97PjUh. This edition © 2016 ANU Press Contents Figures . vii Tables . ix Abbreviations . xi Contributors . xvii 1 . Public sector executive development in the Asia‑Pacific: Different contexts but similar challenges . 1 Andrew Podger 2 . Developing leadership and building executive capacity in the Australian public services for better governance . 19 Peter Allen and John Wanna 3 . Civil service executive development in China: An overview .
    [Show full text]
  • Existing Academy: the Magna Carta School URN: 137116 Predecessor School: the Magna Carta School URN: 125258
    Existing academy: The Magna Carta School URN: 137116 Predecessor school: The Magna Carta School URN: 125258 Thorpe Road TW18 3HJ Academy conversion and predecessor schools Under the Academies Act 2010, schools may apply to the Secretary of State to convert to academy status. Such schools are known as academy converters. Upon conversion to academy status the existing school closes and a new school opens in its place. Although little may have changed, the academy converter is a new legal entity. Most academy converters have yet to have a section 5 inspection. However, to assist parents and other interested parties, information about, and the inspection history of the school which preceded the new academy are available here. It is important to note that, as the academy converter is a new school, which may not yet have been inspected, the inspection judgements of the predecessor school are not those of the new academy. However, the most recent inspection judgements of the predecessor school are taken into account by Ofsted for the purpose of scheduling the first inspection of the new academy converter. Some academy converters have replaced schools which were judged to be outstanding at their most recent Ofsted inspection. Under the Education Act 2011, most schools previously judged to be outstanding will be exempt from routine inspection. This means they will not be subject to inspection at regular intervals. However, three years after the predecessor school was last inspected it will be subject to Ofsted’s formal risk-assessment process, which may lead to an inspection. Finally, under section 8 of the Education Act 2005 the Chief Inspector may decide to inspect any school in England if requested to do so by the Secretary of State, or if, based on information received by Ofsted, he judges that a school would benefit from inspection.
    [Show full text]
  • The Need for Policy Stability in Education a Critique Of
    THE NEED FOR POLICY STABILITY IN EDUCATION A CRITIQUE OF EDUCATION POLICY FORMATION: RESEARCH AND ANALYSIS (ENGLAND) In its 2015 analysis of education policy in the UK, as compared to other An Institute of Government report in 2017 described an jurisdictions, the OECD singled out the UK system as being particularly education environment of ‘costly policy change and churn: subject to churn. In the UK, ‘rather than build on the foundations laid by New organisations replace old ones; one policy is ended previous administrations, the temptation is always to scrap existing while a remarkably similar one is launched’ (Norris and Adam initiatives and start afresh’ (OECD 2015, 152). 2017, 3). Version 3.0 18.2.20 (see end for version control) V 2.0 17th December 2019 Wall, Warriner, Luck – December 2019 1 The need for policy stability in education: content 1. EXTENT OF POLICY CHANGE IN EDUCATION 2. EXAMPLES OF POLICY CHANGE AND CHURN 3. PROBLEMS CREATED BY CONSTANT CHANGE 4. INSTITUTIONAL ENABLERS OF CHANGE 5. FACTORS DRIVING SO MUCH CHANGE AND CHURN 6. LESSONS FROM OVERSEAS 7. CONCLUSIONS AND RECOMMENDATIONS Wall, Warriner, Luck – December 2019 2 EXTENT OF POLICY CHANGE IN EDUCATION Slides • Summary: policy change and churn is the dysfunctional characteristic of Education in England • There have been over 80 Government Acts relating to Education since 1979 • Education Acts have run at three to five times other departments • The House of Lords highlighted the greater issue with “secondary legislation” in 2009 • Statutory Instruments have run at an average of 88 per year since 1988 • Statutory Instruments determine policy in the most critical areas of Education • Education Acts are constantly reworked so there is no continuity • The extent of existing policy makes it incomprehensible Wall, Warriner, Luck – December 2019 3 There have been over 80 Acts relating to education since 1979 • Education in England is characterised by high levels of ‘policy churn’ and this is driven through government legislation.
    [Show full text]