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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. -
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. -
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 . -
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. -
HMG Scholarships Cluster Review March 2015
HMG Scholarships Cluster Review March 2015 The review was conducted by: Amanda Spielman, Chair of Ofqual. 1 Contents Executive Summary 3 Recommendations 6 Context, Purpose and Scope 9 Rationale 12 Implementation 16 Scheme Descriptions 21 Scheme Allocation 27 Scheme Oversight 31 Scheme Phases 33 Scheme Finances 38 Annexes 45 A – Terms of Reference 46 B – 2013 Triennial Review of CSC - Recommendations 48 C – 2013 Triennial Review of MACC - 50 Recommendations D – 2014 Internal Review of the Chevening 52 Programme - Recommendations E – Commonwealth Scholarship Scheme Overview 54 F – Marshall Scholarship Scheme Overview 55 G – Chevening Scholarship Programme Overview 56 H – Newton Fund Overview 57 I – Chevening Administration Cost Efficiencies – 59 note prepared by ACU J – Scholarship Country Coverage 62 K – Stakeholders Consulted 67 2 Scholarships Cluster Review Executive Summary Context This cluster review follows the individual triennial reviews of the two scholarship non- departmental public bodies(NDPB), the Commonwealth Scholarship Commission (CSC) and the Marshall Aid Commemoration Commission (MACC), as well as an internal review by the FCO of the Chevening scholarship scheme. Its aim was to find whether there is scope for further efficiencies and synergies, and if so what structure, administration or delivery might realise those improvements. Scholarship schemes build soft power, in the short and long term; they promote international development; they enhance the reputation of UK universities; they recognise and promote the highest standards of intellectual achievement; they build international academic communities; they recognise and promote the highest standards of intellectual achievement; and they project British excellence abroad, promoting the UK internationally as a place to visit, study and do business. -
Curriculum Design and Delivery
CURRICULUM In a new seven-part series, Matt Bromley will look at the central tenets of an Curriculum design effective curriculum and how to design and deliver this. He begins with a general and delivery: Part 1 discussion about what a good curriculum should look like n June 2017, the chief inspector of schools, Amanda Spielman, gave a speech at the Festival of Education in which she advocated a broad and balanced school curriculum. All too often, she argued, schools lose sight of the real substance of education: “Not the exam grades or the progress scores, important though they Iare, but instead the real meat of what is taught in our schools and colleges: the curriculum.” She said that although education had to prepare young people to succeed in life and make their contribu- tion in the labour market, “to reduce (it) down to this kind of functionalist level is rather wretched”. Education, she argued, “should be about broadening minds, enrich- ing communities and advancing civilisation”. Intent, implementation and impact As a response to Ms Spielman’s call to arms, the curriculum will feature more prominently in Ofsted’s next Common Inspection Framework (CIF), due for release in 2019. It is likely to be under a new judgement area called “the quality of education”. In an Ofsted blog in October 2017 Sean Harford said: “Without (the curriculum), a building full of teachers, leaders and pupils is not a school. If pupils don’t get the benefit of a rich and deep curriculum then they will have learnt too little and made little progress.” Mr Harford bemoaned the fact that, in recent years, “there has been a lack of reflection on the design, con- tent and implementation of curriculums” and that, even today, there is “a lack of coherent debate and discussion about the curriculum”. -
Lee Kuan Yew Our Founding Prime Minister 1923 – 2015
A commemorative publication by Challenge magazine Remembering Lee Kuan Yew Our Founding Prime Minister 1923 – 2015 His ideas and impact on the Singapore Public Service P • 1 FOREWORD FOUNDING OurPRIME MINISTER... of his legendary attention to detail, his exacting performance standards and the clarity of purpose he applied to every problem. They also found the side of him that was a caring boss. But underpinning all these was Mr Lee’s unwavering dedication to keeping Singapore successful. For Mr Lee, if something was worth doing for Singapore and Singaporeans, it was worth doing it very well. We saw this, for example, in his dedication to the cause of the trade unions, so that Mr Lee Kuan Yew at the 2014 National Day Parade. Source: Suhaimi Abdullah/Getty Images workers can have a share in the fruits of the nation’s progress; his promotion of home ownership so that every Singaporean has a stake in the country; his Our founding Prime Minister, Mr Lee Kuan Yew, personal attention to the greening of Singapore died on March 23, 2015, at the age of 91. which he saw as a means of gifting to every Singaporean, no matter his station in life, a very To say that Mr Lee served Singapore and Singaporeans conducive urban environment. The list is endless. for almost all of his adult life would be understating his extraordinary contributions. Mr Lee and his Mr Lee’s passing is a poignant moment in Singapore’s Old Guard colleagues played indispensable roles in history, a moment for all of us to pause and reflect transforming Singapore from a Third World country on his contributions to Singapore. -
Amanda Spielman HMCI Ofsted Clive House 70 Petty France London SW1H 9EX
Amanda Spielman HMCI Ofsted Clive House 70 Petty France London SW1H 9EX 2019 Monitoring of Independent Inspectorates I am writing further to my letter of 9 April 2019 about quality assurance of independent inspectorates. I understand that our officials have had further discussions about what activity might add the most value in this area. Our officials, along with those from the Independent Schools Inspectorate (ISI) met on 9 May and agreed that Ofsted and ISI will develop a programme of joint work to include looking at the following: • Operational level functions, looking thematically at inspections, possibly including work to look at inspecting safeguarding, leadership and management, curriculum, single proprietor schools and/or boarding; • Corporate level functions, to include issues such as the use of data, inspection scheduling and risk assessment; • Strategic level functions, such as design and implementation of new inspection frameworks. The details of the programme will be for Ofsted and ISI to determine and I understand that officials at both inspectorates have already met and outlined a productive programme. DfE officials will be happy to provide support and the aim is that this work should not be resource intensive. At each level, Ofsted and ISI can agree to work together on issues in addition to those mentioned above if they both think they can usefully benefit. We expect a programme covering all of the above points to take several academic years. I would like you to report any results or recommendations to me as part of your annual report relating to ISI. The Secretary of State is responsible for the ongoing approval of ISI under section 106 of the Education and Skills Act 2008 (“the 2008 Act”). -
Triennial Review of the Civil Service Commission
A Better Civil Service Triennial Review of the Civil Service Commission Sir Gerry Grimstone Report December 2014 This document is available in large print, audio and braille on request. Please call +44 (0) 800 000 4999 or email [email protected]. Cabinet Office 25 Great Smith Street London SW1P 3BQ Publication date: Feb 2015 © Crown copyright 2015 You may re-use this information (not including logos) Any enquiries regarding this document/publication free of charge in any format or medium, under the should be sent to us at terms of the Open Government Licence. [email protected] To view this licence, visit www.nationalarchives.gov. This publication is available for download at uk/doc/open-government-licence/ www.official-documents.gov.uk or write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or e-mail: [email protected]. Page 2 of 40 Contents Foreword 5 The Review's Recommendations 7 Chapter 1: Background and Information 11 Chapter 2: What does the Commission do? 13 Chapter 3: Is there a need for the Commission? 21 Chapter 4: Should the Commission's role be extended or amended? 30 Annex A: Key characteristics of an executive Non-Departmental Public Body 37 Annex B: Civil Service Commissioners' Biographies 39 Page 3 of 40 This page intentionally left blank Page 4 of 40 Foreword The Civil Service Commission exists to ensure the meritocracy and ethical integrity of the Civil Service. It does this primarily by ensuring that recruitments to the Civil Service are done on merit and by hearing and determining appeals made by civil servants under the Civil Service Code. -
Completing the Revolution
Completing the Revolution Delivering on the promise of the 2014 National Curriculum John Blake Foreword by Dame Mary Archer DBE Completing the Revolution Delivering on the promise of the 2014 National Curriculum John Blake Foreword by Dame Mary Archer DBE Policy Exchange is the UK’s leading think tank. We are an independent, non-partisan educational charity whose mission is to develop and promote new policy ideas that will deliver better public services, a stronger society and a more dynamic economy. Policy Exchange is committed to an evidence-based approach to policy development and retains copyright and full editorial control over all its written research. We work in partnership with academics and other experts and commission major studies involving thor- ough empirical research of alternative policy outcomes. We believe that the policy experience of other countries offers important lessons for government in the UK. We also believe that government has much to learn from business and the voluntary sector. Registered charity no: 1096300. Trustees Diana Berry, Andrew Feldman, Candida Gertler, Greta Jones, Edward Lee, Charlotte Metcalf, Roger Orf, Krishna Rao, Andrew Roberts, George Robinson, Robert Rosenkranz, Peter Wall. About the Author About the Author John Blake joined Policy Exchange as Head of Education and Social Reform in April 2017, after a decade working as a teacher, senior school leader and leading practitioner in English state schools. He previously worked for the Harris Federation, one of England’s most successful multi-academy trusts, as a History Consultant; as an assistant headteacher at the first selective sixth-form free school; and as head of house, department and faculty in comprehensive and selective schools in London and Essex. -
English GCSE Reform from Whitehall to the Classroom: Reform, Resistance, Reality
English GCSE Reform from Whitehall to the Classroom: Reform, Resistance, Reality James Craske Submitted for the qualification of PhD in Education University of East Anglia, School of Education and Lifelong Learning February 2020 99,980 This copy of the thesis has been supplied on condition that anyone who consults it is understood to recognise that its copyright rests with the author and that use of any information derived therefrom must be in accordance with current UK Copyright Law. In addition, any quotation or extract must include full attribution. Abstract This thesis develops a “policy trajectory” (Ball 1993) study of the content, aims, and ambitions of the 2013 reforms to GCSE English, and their ongoing enactment by practitioners since 2015. The study utilises a cross-sectional design to capture different moments in a policy’s life seeking to understand and analyse how policymakers, politicians and teachers, in their different ways, construct ideas about “school English”, “teaching” and “the teacher”. Firstly, using concepts provided by the logics of critical explanation (Glynos and Howarth 2007), it examines how, through politicians’ speeches and policy documents, the state constructs relatively stable (though contingent) notions of “teaching” and “English”, arguing that the functions and purposes of [English] teaching are organised by the “master signifier” of professional autonomy. This pivotal concept ties together a seductive programme of new actors, ideas about autonomy, knowledge acquisition, and managerial practices all grounded within intellectual frameworks of neoliberalism and cultural conservatism. Secondly, through an in-depth case study of a single secondary school, the thesis demonstrates the complex ways that practitioners ‘enact’ policy, and how at ‘the front line’ this converges with or departs from elite policy goals. -
Helping Schools Succeed Vol2:Helping Schools Succeed Vol2 5/3/08 18:58 Page 1
Helping Schools Succeed Vol2 Cover:Helping Schools Succeed Vol1 Cover 5/3/08 19:16 Page 1 Helping Schools Succeed: A Framework for English Education The past few decades of education reform have been tumultuous. Since 1997 alone, we have had six education ministers in three differently named departments. Numerous public bodies have been created, many of them surviving just a few years. We have seen hundreds of reviews, tens of plans and several ‘agendas’ – each one creating its own bureaucratic trail. We argue that England’s struggles stem from the absence of a clear, coherent, educational vision. There is little internal logic in the way goals and incentives are aligned; far too much central government intervention; and far too little trust in teachers as Helping Schools professionals. Drawing on research from abroad and in England, we argue that the solution lies in the development of a ‘tight, loose, tight’ framework: clear vision from the centre; the Succeed freedom for schools and teachers to achieve the vision as they see fit; and comprehensive accountability mechanisms to ensure the vision is achieved. A Framework for English Education This framework would support schools in achieving excellence Chris Davies and Cheryl Lim edited by Sam Freedman by harnessing the best of competitive and collaborative practices. It would safeguard equity by emphasising the role of local authorities as defenders of their constituents’ right to a quality education. Finally, more autonomous schools would help to professionalise teaching, while creating