How do we know (if) we're getting better?

I'm not a great runner. I guess I'm better than the average man in the street - or lying on his sofa - and I'm maybe better than the 'average runner'? I come in the top 50 of over 500 runners at Chelmsford Parkrun, I'm in the top ten in my (old) age category.

On Saturday, I nearly gave up - even on a short 5k - it was that painful, and I didn't feel I'd run a good time. However, I had, in fact, done quite well and better than expected - by some measures.
With running you can gauge your success, even progress, with times. For 5k, this wasn't my PB but it was my best 'WAVA' time - it takes age and gender into account: 71.4% falls into 'Regional Class' I'll have you know! (60+% Local Class, 80-89% National Class, 90%+ World Class). http://goo.gl/LTkdHh

So, not my PB but making progress on my age-related time?! Statistics/data can even be hard to interpret and understand for running: this is without factoring the weather, the course and other conditions, the curry and the alcohol the night before!

There are clearly echoes here with the problems that schools encounter, even some of the labels. How well are they doing? compared to other schools? compared to other schools in a similar context?

Most recently, I've encountered the question of: are we getting better? how do we know we're getting better? how much better?

As an interim Head in an RI school (with a great staff team), we were faced with a review meeting each half term at which, quite reasonably, we were expected to report on how we were doing. We are ultimately judged, of course, by how well children do and how much better they get (improvement). I personally think that tests are the least worst way of gauging this, especially as children reach Junior age and beyond.
Of course, testing has flaws and, thereby, the data arising from it. Lesson observations are, rightly, only part of the picture, a small part to those who have seen the light. Work scrutiny - and associated marking (and response to it) - has, consequently, grown to be an even more significant means of judging how well a school (and teacher) is doing.

I have to say that judging how well you are doing - and progressing - is fraught with difficulties. Manufacturing and churning out data half termly only has the point of trying to satisfy external scrutiny (including Governors). What tests/assessments you can use this frequently that equate to new, age-related standards is a huge question in itself. I also think that ongoing teacher assessment - with the intention of producing data - is so time-consuming and unreliable as to be pointless.

However, we all want to know if what we're doing is 'working' and helping the school to get 'better'.

This was brought into focus recently when I was sent an OFSTED report of a now RI school - and prospective future assignment. I include an excerpt below and invite colleagues to provide practical examples of how to answer the point made.

It is not good because:
Plans for the future do not include measures by which leaders can check on the progress of their actions. This hinders leaders’ ability to review during the year how successful the plans are.

What does the school need to do to improve further?
Improve leadership and management by: 

• ensuring that the school’s plans to improve teaching and achievement have clear interim measures by which leaders can check if their actions have been successful 

So, 

• How do we check that our actions have been successful?
• How do we do this in the short to medium term (even half termly), as RI and SM schools have to do?
• How do we know that we're heading on the right track, 'getting better'? 
• How can we tell whether individual and groups of pupils are getting better in these timescales?
• What are the 'clear interim measures'?

I welcome any thoughts and practical, concrete examples from colleagues, maybe from your own action plans.

And find out where your local Parkrun is: they're very inclusive! http://www.parkrun.org.uk/events/events/ 

The cult of 'outstanding'

What is 'outstanding'? Are all OFSTED outstanding schools really that?
Are Heads of OFSTED outstanding schools 'outstanding Headteachers'?

I guess that all depends on your definition of 'outstanding' and, of course, those that set the definition at OFSTED would argue that schools get the labels that they deserve. My own view is that some schools with the top rating do not meet my own simple definition of outstanding and, indeed, OFSTED have themselves sought to address the fact that there were perceived to be too many outstanding schools.

My own most recent school - at which I was Head for six years - held (and holds) the outstanding label.

Did I judge us to be an 'outstanding' school?

Was I an 'outstanding' Head?

No to both (by my definition).

Overall effectiveness: the quality of education provided in the school         (School Inspection Handbook: April 2014)

Teaching is outstanding and, together with a rich and relevant curriculum, contributes to outstanding learning and achievement, significant growth in students’ knowledge, and excellent attitudes to learning. Exceptionally, achievement may be good and rapidly improving. Pupils, and particular groups of pupils, have excellent educational experiences at school and these ensure that they are very well equipped for the next stage of their education, training or employment. There is excellent practice which ensures that all pupils have high levels of literacy appropriate to their age. The school’s practice consistently reflects the highest expectations of staff and the highest aspirations for pupils, including disabled pupils and those with special educational needs. Best practice is spread effectively in a drive for continuous improvement. Other principal aspects of the school’s work are good or outstanding. The school’s thoughtful and wide-ranging promotion of pupils’ spiritual, moral, social and cultural development and their physical well-being enables them to thrive in a supportive, highly cohesive learning community.

There is little to disagree with in this as an aspiration (from my perspective) although, as is constantly debated on Twitter, there is much that is open to interpretation, including definitions of 'learning' and the quality of teaching. For this reason, among others, data often leads the 'outstanding' grade and doesn't always require "excellent educational experiences" to prevail nor "excellent practice" to be "spread effectively in a drive for continual improvement."

My own interpretation of 'outstanding' does not so much disagree with the OFSTED definition; rather, it is something that I believe should supplement, if not headline and lead, it.

A simple definition/questions	Some other words/definitions for outstanding
Does this school stand out from others? How does it? Does it do things that others could learn from (& possibly apply in their own context)?	Standing out among others of its kind; Prominent, remarkable; Superior to others of its kind; Distinguished, excellent

Whilst there will be many examples of schools that can positively answer the questions above and (therefore?) meet the OFSTED definition also, there are inevitably schools - maybe a very small number? - who benefit from excellent data and receive the grading without doing much that others could learn from.

How to stand out from the crowd - and do things that others could learn from

This section is closely linked to my previous (and first) post on developing a school vision; the overview there contains a summary of what could make a school truly 'outstanding'. However, this can't happen at all or have longevity, lasting beyond the tenure of any particular leadership team, without the creation of a culture.

This culture is based upon a belief that the whole school team is fundamental to success; any leader (and football manager for that matter) is only as good as their team; 'outstanding' teachers who become Heads need to recognise that it doesn't always come as easy to others and/or that people have a range of personal commitments and attitudes to work. In developing this approach, it is those latter points that are hardest to overcome.

The ingredients

The ideas summarised here arise, as all our ideas do, from a number of sources. Those that I've directly learnt from are the amazing Jim 'Taming Tigers*' Lawless (@jim_lawless), an inspiring speaker at the NCTL 'Seizing Success' 2013 conference, and Matthew Syed's 'Bounce'.

• Together Everyone Achieves More - value, maximise talents, enable, empower, support, challenge

• A ‘Growth Mindset’: adults and pupils who want to be the best that they can be (reach their potential), who want to continuously improve, aim to master their craft and do not feel limited by ideas of fixed ability or talent.

• A shared belief in continual improvement in which staff enjoy the professional responsibility of collaborating to (action) research & develop the most effective practice. (Contrasts with a top-down approach in which staff grudgingly carry out - or not - what they are told to do).

• A bold, ambitious goal* to be the best that we can be (individually and collectively).

• Question all that you do*: Rip up your rule-book.  A willingness to look critically at all that we do in the context of what we are trying to achieve. (Is the education that we provide fit for purpose?)

With this culture in place, we will be more likely to ensure that we will not only do the ‘conventional’ excellently ….but that we will….

Always be innovative to seek greater effectiveness, excellence & enjoyment (beyond the conventional).

Regarding innovation, Michael Cladingbowl, OFSTED's National Director of Schools, commented:

"I (also) worry that some schools are far too cautious about innovating to raise standards because of the imminent arrival of Ofsted. As long as they do the basic (conventional) things right, we need more schools to innovate not fewer; innovation is often, if not always, a feature of outstanding schools and school systems. Look at the way mathematics is taught in Shanghai – different and very successful."

The Guardian: Teacher Network             Friday 7 March 2014

It is by adopting this approach that I believe that we can truly 'stand out'; the data and other outcomes will follow and, without chasing the status, the OFSTED label will too...

...but nobody said it was easy!