Report of Educational Visit to United Kingdom
COMMONWEALTH EDUCATIONAL ADMINISTRATORS INTERACT WITH POLICY MAKERS.
On 15th January 2012, four Anglican Education administrators arrived in the UK to take part in the Commonwealth Professional Fellowship Scheme. Jacqueline Glasgow-Browne, Senior Education Officer of St.Vincent and the Grenadines; Adam Seidu Dauda, Regional Manager of Anglican Education Unit, Ghana; Venerable David Emenike Agbo, Education Secretary, Anglican diocese of Enugu, Nigeria; and Joe Calvin Takeli, Education Secretary, Anglican church of Melanesia, in Solomon Islands, were the first fellows invited by the Anglican Alliance to take part in the in the scheme, which was funded by the Commonwealth Scholarship Commission.
The first week of the programme introduced us to the country and gave us the opportunity to settle down and take part in orientation preliminaries.
Week One
Brief summary of activities
The first week activities took us to Westminster Abbey’s Church House, Parliament House, the Department of Education and Lambeth Palace.
During this week visits were made to the major agencies for the development of education policies, both on the state side as well as the church-based side.
Discussions at the Department of Education centered on the development of policies relating to school inspection, school funding, support structured and assessment strategies.
At Church House, information centered on the church’s mission for the development of church schools throughout the Anglican community.
Visits to Westminister Abbey and Lambeth Palace described the history of the church movement in the United Kingdom.
Discussions with two members of parliament also revealed the legislative side of the process of education policies.
Key points of learning
There are differences between state run schools and church based schools.
Major stakeholders disagree about the distribution of state funds for education institutions.
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There are conflicts between state and church policies for inspection.
Key questions raised
Are the major stakeholders committed to the reduction in disparities between state run and church run schools?
Week two
Brief summary of activities
Visit to the local authority of Southwark, where a meeting of the education leadership team was held, chaired by the deputy director for Education.
Discussions centered on the activities in the various schools of which the leaders are in charge, and the operation of the education system, particularly in Southwark.
Visit to primary and secondary schools in the Southwark borough. Special needs schools were also visited.
Key points of learning
After a failed inspection, among the options for improvement, is the amalgamation of schools.
There are some tensions between the managements of the academies and the local authorities.
Admission criteria aims to give students equality for placements.
School placements are decided by the local authority.
Key questions raised
What is the role of the local governors?
Who is in charge at the school/ the governors or the headteachers?
Why is so much attention being paid to special needs schools?
Why aren’t faith based schools the front runners in the special needs education process?
An enormous amount of money is spent on special needs education. The curriculum in these schools refers to all the learning opportunities provided for the student, and is based on individual students’ priorities and needs.
I began to understand the process of school inspection in some more detail, after reading and discussing the significant aspects of the Ofsted revised school inspection handbook.
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We discussed with Headteachers, teachers, school managers and school governors the experiences, processes and the impact of school inspection.
We witnessed the translation from the written policy to its application at the school level.
Week Three
Brief summary of activities
Visits were made to the local authority of Harrow, at the Council’s headquarters. Fellows were met by the Borough’s top managers, and Chief Executive Officers, including the Mayor. Discussions centered on the hierarchical structure of the senior members of the Council, and the relations between local Government and Central Government, and the role of the key personnel in the process of providing quality education to the borough.
Round table discussions were led by Patrick O’ Dwyer, Education Professional Lead, on Inspection Framework, School Governance, SACRE and Inclusion.
Julie Taylor led discussions on Early Childhood strategies, which was followed by a visit to Whitefriars Children Centre.
A visit was also made to the first Hindu faith school, The Krishna Avanti Primary School, a highly successful primary school.
Key points of learning
Harrow is a highly successful borough, with a very high education standard.
Schools’ self evaluation is very critical to the school development.
There is evidence of cordial relationship among the administrators of the different types of schools, which can be interpreted as resulting from the high standard of achievement overall (comparable to zones in St. Vincent and the Grenadines).
Admission criteria differ from state based schools, and state schools in the borough, but they also differ among faith based schools. Religious Education is taught in all schools in Harrow.
An enormous amount of money is spent on special needs education, but there is a great tendency to keep such students mainstreamed whenever possible, and provide the school with extra support.
Key questions raised
Which institutions add more value to the lives of the students?
Does the school make a difference to a student learning?
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Is measuring the abilities of students in Mathematics and English sufficient to determine the quality of education?
Is it a case that central government bodies are diminishing, and is this an advantage? (Is decentralization deepening?)
How are policies developed for faith based schools?
Week Four
Brief summary of activities
Visits were made to the Diocese of Rochester, where we were welcomed by the Diocesan Director of Education, Mr. Alex Tear, who introduced us to the structure of the Board of Education, and the Education team personnel.
Discussions were held with The Bishop’s Adviser on Children and Holy Communion, Margaret Withers, which centered on the role of supporting schools.
Visits were made to a Church of England Primary school, one of the Diocese’s first new Academy.
A tour of the Diocesan department was taken, and time was spent with the colleagues explaining their different roles and responsibilities.
We next accompanied John Constant, Deputy Director of the Board of Education to a meeting with the local authority, which discussed capital funding for church schools for 2013.
A visit was also made to a Church of England Primary School, accompanied by Assistant Director of schools, Virginia Corbyn, and also to a secondary school. We also attended a meeting of the Diocesan School Forum.
Key points of learning
The Diocesan Board of Education oversees the operation of church school in the Diocese.
Church schools are categorised into Voluntary Aided, Voluntary Controlled, Trusts, and Academies.
Schools’ self evaluation is very critical to the school development.
There is evidence of very strong relationships among the administrators of the different types of church schools, which can be interpreted as resulting from the high standard of achievement overall.
Admission criteria differ for church schools, depending on the category they fall under.
Religious Education is taught in all church schools.
The compositions of the boards of Governors differ according to the school category. 4
In church schools there is a great tendency to keep special education needs students mainstreamed whenever possible, and provide in school support.
Key questions raised
Are the church schools operating in isolation? Do the church schools produce students who are better prepared to fit into society?
What impact does the church school have on parents’ behaviours and attitudes?
Is the role of the church school leader more critical to the development or change of the school’s spiritual ethos than in that of state schools?
How are policies developed for faith based schools?
Week five
Brief summary of activities
A visit was made to the Office for Standards in Education, Child Services and Skills (Ofsted). Ceri Morgan, her Majesty’s inspector, gave a comprehensive overview of the work of Ofsted.
A visit was also made with Joe Collin, Head of Sport Education, who explained the physical education strategy, and the Youth Sports Trust.
Discussions were held with The Rt. Revd. Peter Hullah, Group Executive Director for Ethos and Values, on the role of the United Church School Trust and United Learning Trust, and their work in administrating a group of academies .
Liz Eden, project Administrator of the Science Learning Center, at the Institute of Education, London, facilitated a workshop on “The teaching of Science in Key Stages 1 and 2.”
Key points of learning
Ofsted should be used as a tool for school improvement.
Ofsted has made changes to the inspection process.
Inspection judgments have been significantly reduced to four: Achievement of pupils, Quality of teaching, Behaviour and safety of pupils, and Leadership and management.
Inspectors are well trained to gather and analyse evidence about the teaching and learning in schools.
School inspections focus more on teaching, and gathering evidence from students.
Schools are expected to evaluate themselves, and have that measured against the evaluation of Ofsted.
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Headteachers with good and outstanding schools are more likely to rate Ofsted inspection more favourably.
Science is giving students many memorable experiences.
Assessment for learning is critical as it presents immediate opportunities to correct/ensure learning.
Key questions raised
Why inspection?
How does Ofsted inspection help schools to improve?
How is inspection done? What is the process?
Does more bureaucracy result in worse performance?
Can schools be run successfully as a business?
How do we root out underperformance?
Are Academies more about improvement and less about money, or vice versa?
What is the relationship between Church school Trusts and Diocesan Councils?
Has the demand for numeracy and literacy diminished the importance of science?
What are some of the key strategies for teaching science in Primary schools?
Week six
Brief summary of activities
The week was spent at the St John’s Church of England School of Stanmore in Harrow. At the school, I was welcomed by the Headteacher, Mrs. Elizabeth Felsing, who then introduced me to the two deputy headteachers. I was then taken on a tour of the school, and introduced to the teachers and students.
The main activities for the week included spending time in different classes, observing lessons, participating and observing general assemblies, attending staff meetings, speaking with school governors, meeting with parents, interviewing and observing teachers and students at work.
I also had the opportunity to attend a Senior Managers meeting.
I shared information about St.Vincent and the Grenadines, and presented a documentary to the staff and students of the upper school.
Discussions were held with the Vicar of the school, about her part in strengthening the school’s ethos.
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Key points of learning
It is a Voluntary Aided Primary school.
The governing body is responsible for determining admission to the school.
The key criteria for students’ selection is:
- Children of families who worship regularly in an Anglican church. - One sixth of the places are reserved for children of families living within the local community.
There are teachers and students prayer groups.
Music is considered a very important part of the curriculum and life of the school. Apart from regular class music lessons and assemblies there are a number of other musical opportunities available.
There are many displays of children’s work around the school. Children are appreciated and loved at the school.
Students are happy to be at the school.
There are regular peers lesson observations and evaluation.
Lessons are well planned in advance.
Staff regularly share ideas, good practices and resources.
Teachers have links to educational resource sites.
Church leaders participate in activities at the school with the students.
The school serves a healthy cooked meal each day, and over 300 students participate.
Key questions raised
What makes the school a Christian school?
What is distinctly Christian about the school? (Is that ethos easily evident?)
What criteria are used for selection of student? What is the admissions policy?
How are teachers selected?
What kind of Headteacher is necessary for the success of a Christian school?
What professional development is given to teaching staff?
What is good teaching? 7
How is good teaching measured?
What is the relationship between the school and Diocesan Councils?
How is funding managed?
What are some of the extra curricula activities which help the Christian distinctiveness of the school?
What are some of the key strategies for staff satisfaction at the schools?
Week seven
Brief summary of activities
The week was spent at the Harrow High School Academy. The headteacher, Mr. Paul Gamble, welcomed me to the school, and gave a brief history of the school. We then discussed the week’s programme, which included introduction to staff and students, learning walks, lesson observations, meetings with deputy heads, year heads, curriculum teams, subject specialist, and governors.
I was taken on a tour of the school, and introduced to the teachers and students.
There was a two days of Ofsted inspection in the Arts and Design department during the week.
On Wednesday, I visited the Bentley Wood High school for girls. I was welcomed by the headteacher, Janice Hawkins, taken on a tour of the school, introduced to staff and students, and sat in on Maths and IT classes. In the afternoon, I attended a meeting of all the headteachers of secondary schools in the Borough.
Key points of learning
The school has newly converted to an Academy.
The school has not attained its full enrollment, and students are continually registered.
Principals are concerned about losing students to “planned free schools opening.”
There is a tremendous amount of paper work and data collection done by teachers and heads of departments for tracking student progress.
There are regular departmental meetings.
No Religious Education is taught, but at assemblies, there is a “thought for the week” which encourages students to build up good morals, and positive values.
There are regular peer’s lesson observation and evaluation.
Lessons are well planned in advance.
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Staff regularly shares ideas, good practices and resources.
Teachers have many links to educational resource sites, and some lessons are interactive.
Church leaders participate in activities at the school with the students.
There are different exams boards which administer state exams.
National examinations are administered at the schools, in blocks of 30 minutes.
Staff meetings are sometimes held after school to reduce loss of instructional time.
Key questions raised
What qualifications do teacher assistants have?
How does a school prepare for Ofsted Inspection?
What is the school’s atmosphere like during inspection?
How are teachers selected?
What kind of Headteacher is necessary for the success of a school?
What attention is paid to the professional development of teaching staff?
Is good teaching sufficient for school improvement?
How is good teaching measured?
How is funding managed?
Does the absence of Religious Education teaching at the school increase incidents of negative behaviour?
To what extent does the quality of students registered in year seven affect the performance of the school?
What are some of the key strategies for staff satisfaction at the schools?
Week eight
Brief summary of activities
One day was spent at the Science Learning Centre, at the Institute of Education, in London. There we participated in an “Essential Science Enquiry” led by Primary science consultant, Naomi Hiscock.
Primary science teachers also attended the workshop. 9
We also participated in a session about the use of the electronic white board in improving teaching and learning.
On Thursday, we visited the Winston Churchill School, which is a specialist sport college. We were welcomed by the headteacher, Mr. David Smith and then were taken on a tour of the school, by four year ten students. During the tour, we were introduced to staff members and students.
We observed several games lessons, and sat in on a special question and answer session with heads of the sports department, senior management and students with special leadership duties.
Key points of learning
Children learn better when science is exciting and engaging.
Teachers need to be trained to help children to develop science skills, and how to plan and teach science enquiry skills.
The white board can be effectively used, but lessons must be well planned.
Leadership responsibilities help students to develop self esteem and confidence.
After school sporting activities are popular with the students at the school, and support structures are in place to ensure that students sport activities do not interfere with their academic progress, but strengthen it.
Key questions raised
Why do so many students underachieve in science?
How important is science mastery for the overall development of a student?
How do students learn science?
Has the use of white board as teaching tools, resulting in enhanced learning for students?
Is it worth the cost of investment?
Are teachers sufficiently trained to maximize the use of white boards for teaching and learning?
Does sport help or hinder the academic progress of students?
How does sport help with discipline?
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Week Nine
Brief summary of activities
The week was one of the most interesting, enjoyable and valuable .
On Monday 14th March, Commonwealth Day, I represented St.Vincent and the Grenadines at an observance ceremony, as a flag bearer. The Observance is a special yearly event held at Westminster Abby to celebrate the modern Commonwealth. It was attended by Her Majesty the Queen, His Royal Highness The Duke of Edinburgh, The Commonwealth Secretary-General, Commonwealth High Commissioners, government ministers, invited guests and 1,000 school children.
The rest of the week was spent at Nottingham University. Participants took part in an advanced leadership course for senior educators and department managers. The course was conducted at the University of Nottingham, School of Education. Dr. Belinda Harris was the chief facilitator.
Sessions dealt with included:
A. Strategic Leadership and Strategic thinking for Effective Leadership (Linda Ellison)
Barriers to Change And Leading Effective Change (Linda Ellison)
B. Leading Inclusive Practice (Dr Andy Cole, Director of Children Practices)
C. An introduction to PCGC International (Dr Paul Thomas, Director of Masters Programmes)
D. Faith in Families: Evaluation of School based social work services in faith school
Lessons about Leadership (Dr Belinda Harris)
Presence and Leadership (Dr Belinda Harris)
Working with Resistance and building a professional learning community (Dr Belinda Harris)
A conceptual and practical framework for leadership role and responsibilities (Dr Belinda Harris)
Key Benefits
Vital information for self practice (professional development).
Important information for in service training of headteachers.
General leadership training resources and skills (Capacity building).
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Topics and papers discussed included the following:
1. Improving education for children in care 2. Teacher values and perceptions of practice 3. Practical wisdom in organizations 4. Presence in teaching 5. Relationships not leadership 6. Self awareness in teacher education 7. Nurture groups 8. Befriending the two headed monster 9. Leadership by heart 10. Staff perception of school social work services and the implications for school counseling 11. Characteristics of school district that close the achievement gap 12. Fear in Education 13. Effective classroom strategies for closing the achievement gap 14. Emotional politics of learning 15. How can primary school children learn self regulation strategies. 16. Leadership and teacher relations. 17. Leadership and students achievement. 18. Learner centered relationships
Recommendations
The following are recommended as activities which may be undertaken to help in the improvement of the education:
1. Reporting
(a) Submit written report to Senior Managers.(PS, CEO, Bishop,WI) (b) Report on major activities and implications for the local education system to Senior officers, EO’s and headteachers
2. The phased implementation of a ‘model school’ in two primary schools.
Process:
(a) Writing of activities and framework for activities
(b) Meeting with principal and staff of schools
(c) Meeting with parents of schools
(d) Phased implementation of activities.
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Physical:
- enhanced classroom environment
- print rich classroom
- grouped seating arrangements
Teaching strategies:
- co-operative learning
School safety strategies
- no child ignored, social development/acceptance of students
- valuing students – students fell safe and happy at school
- strategies to support teachers and enable them to accept every child-
- welcome cards; positive flashes, positive statements, encouraging cards etc.
3. Develop and implement strategies for increasing ‘Christian distinctiveness’ in the ethos of the schools.
Observation, discussion, data gathering and analysis of information relevant to the writing of a policy document for the improvement of the church schools in the Windward diocese.
Formulation of strategic questioning and interview strategies to gather the information necessary for the collation of materials for the policy document.
Understanding the context and framework within which the policy will be applied to effectively implement it.
4. Use of Co-operative learning strategies in classrooms particularly at the Key Stage 1, Kindergarten to Grade Three, and beyond where possible.
Activities:
(a) Re-organisation of the physical layout of the classrooms to better accommodate group seating rather than a row arrangement. (b) Planning lessons to accommodate greater interaction between students, where the teachers role is that of facilitator. (c) Increase use of teaching aids in classrooms, as learning tools directly and indirectly to foster incidental learning and reinforcement.
Steps: 13
(a) Meeting with headteachers to discuss strategies. (b) Meeting with curriculum officers (c) Workshop with class teachers( Subject co-ordinators)
Glossary of terms
Types of school
There are many different types of state school as well as independent schools:
Mainstream state schools
All children in England between the ages of five and 16 are entitled to a free place at a state school. Most go to state schools.
Children normally start primary school at the age of four or five, but many schools now have a reception year for four year olds. Children normally leave at the age of 11, moving on to secondary school. Most state schools admit both boys and girls, though some are single-sex.
The four main types of state school all receive funding from local authorities. They all follow the National Curriculum and are regularly inspected by Ofsted.
Community schools A community school is run by the local authority, which:
- employs the staff - owns the land and buildings - decides which ‘admissions criteria’ to use (these are used to allocate places if the school has more applicants than places) Community schools look to develop strong links with the local community. They can do this in a number of ways, including providing use of their facilities, or providing services like childcare and adult learning classes.
Foundation and Trust schools Foundation schools are run by their own governing body, which employs the staff and sets the admissions criteria. Land and buildings are usually owned by the governing body or a charitable foundation.
A Trust school is a type of foundation school which forms a charitable trust with an outside partner. For example, a business or educational charity aiming to raise standards and explore new ways of working. The decision to become a Trust school is taken by the governing body, with parents having a say.
Voluntary-aided schools Voluntary-aided schools are mainly religious or 'faith' schools, although anyone can apply for a place. As with foundation schools, the governing body: 14
- employs the staff - sets the admissions criteria School buildings and land are normally owned by a charitable foundation, often a religious organisation. The governing body contributes to building and maintenance costs.
Voluntary-controlled schools Voluntary-controlled schools are similar to voluntary aided schools, but are run by the local authority. As with community schools, the local authority:
-employs the school's staff - sets the admissions criteria School land and buildings are normally owned by a charity, often a religious organisation, which also appoints some of the members of the governing body.
State schools with particular characteristics
Within the state schools system described above, there are a number of schools with particular characteristics. As with other state schools, admissions are coordinated by the local authority. However, some may have different admission criteria or funding arrangements.
Academies Academies are independently managed, all-ability schools. They are set up by sponsors from business, faith or voluntary groups in partnership with the Department for Education (DofE) and the local authority. Together they fund the land and buildings, with the government covering the running costs.
City Technology Colleges
These are independently managed, non-fee-paying schools in urban areas for pupils of all abilities aged 11 to 18. They are geared towards science, technology and the world of work, offering a range of vocational qualifications as well as GCSEs and A levels.
Community and foundation special schools
Special schools cater for children with specific special educational needs. These may include physical disabilities or learning difficulties.
Faith schools
Faith schools are mostly run in the same way as other state schools. However, their faith status may be reflected in their religious education curriculum, admissions criteria and staffing policies.
Grammar schools Grammar schools select all or most of their pupils based on academic ability.
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Maintained boarding schools
Maintained boarding schools offer free tuition, but charge fees for board and lodging.
Independent Schools
There are around 2,300 independent schools in England. These schools set their own curriculum and admissions policies. They are funded by fees paid by parents and income from investments. Just over half have charitable status. Every independent school must be registered with the Department for Education (DfE). To ensure the school maintains the standards set out in its registration document, standards are regularly monitored by either Ofsted, or another inspectorate.
Ofsted Office for Standards in Education
Articles/ Papers (available)
School Inspection
The work of Ofsted
The evaluation schedule for the inspection of maintained schools and academies.
Inspection Handbook -Inspection Board for Inspection
Frame work for school inspection
Conducting school inspection
National Society Statutory Inspection of Anglican School Report
Statutory Inspection of Muslim Schools
Statutory Inspection of Anglican Schools
Science
Essential science enquiry General certificate of secondary education – Physics
Professional dev in science teaching- cources
Science enquiry- responding to pupils ideas
Science learning and evaluation forms
Strengthening the effectiveness of your continuing professional development 16
Science national curriculum: Key Stages 1and 2
Science level descriptors
Biology unit
Engaging and motivating science: science week clubs and events
Evaluation of primary school white board expansion project- Summary report
Prospectus
Harrow High school Academy
Bentley Wood High school for Girls –Mathematics, Computing and Science College
Winston Churchill School
School of Education- Post Graduate Certificate in Education (international), University of Nottingham
Trinity Catholic School
St Michael Catholic College
School services- school leadership and work force development
Krishna Avanti primary school- a journey for self discovery
Starting secondary school in Southwark
Starting primary school in Southwark
Spa School
Harrow- A guide to high school
Chiddingstone Church of England
Tuke School
St. James Church of England Primary School
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Autism
Making it a success- Practical strategies and worksheets for teaching students with Autistic Spectrum disorder
What is Autism?
Policies
Attendance policy
Behavior and punctuality for learning policy
Drug education and the management of drug related incidents policy
Safe guarding children and young people. Safe working practice agreement
Programmes
Phonics Training programme, Bentley Wood High school for Girls
Certficate of personal effect
English as alternative Language –Writing
Leadership
Capturing the leadership premium
Unpacking resistance to change
Messages in the sand- sand tray therapy techniques
Messages in the sand -And the bush was not consumed
Girls in Education- citizenship, agency and emotion
Possibility and potential for improving instructional leadership
Leadership and individual principal-teacher relationship in school
Teacher development
Seven strong claims about successful school leadership
Does every child know they matter?
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Trust and the relationship between leadership
Teacher development
Tracking template
Provision Mapping Monitoring
Resonant leadership-A new kind of leadership for digital age
Inspiring leaders to improve children’s lives
Futures thinking and leading strategically
Authenticity in leadership- an emerging perspective
Led by schools for schools-Introducing the harrow school improvement partnership
Education strategy and school organization
Relationship between central government and local authorities
Narrowing the attainment gap
Governors
St.George’s –The Governors
The Governor Newsletter
Church schools
School ethos
Transforming religious education in schools
Rochester Diocesan - Family of schools
Protocol on the inspection of schools with a religious character in England
Schools with a religious character
Policy- Inspections of religious education
Religious Education
SLA Consultation
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Self –Evaluation Toolkit for Church Schools
Witness6.7
Links to Education Resource sites available
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