We found that the process of HMIE inspection often provided a spur to action for taking the school forward. Many staff felt that engagement with inspectors provided a clear agenda for action and a heightened sense of urgency about the need for improvement. Of course, schools do not need to wait until HMI visit. The improvement process begins with schools knowing themselves through rigorous self-evaluation activities and education authorities validating their findings. It is important for education authorities to promote a culture of self-evaluation in their schools and a commitment to improvement in response.
The inspection was a wake-up call to us. We had been led to believe that we were doing well. We were galvanised into action, and started to become more involved in talking about what we needed to do to improve. The education authority helped the headteacher to work with us to get the best out of every member of staff for the benefit of the learners. A teacher in a special school |
Our evidence shows that acceptance by staff of the school’s strengths and development needs, whether identified through inspection or self-evaluation, is a prerequisite for improvement. In schools where staff do not accept the nature and extent of weaknesses in the school’s work, improvement is significantly slower. It is therefore important to ensure that all staff are involved in gathering a wide range of evidence on the school’s performance, analysing the evidence to identify strengths and weaknesses, using benchmarks and comparisons where appropriate, and planning for improvement. The role of the education authority in moderating the school’s view of itself is crucial. The involvement of stakeholders in preparing and implementing the school improvement plan is also an important factor.
While introducing a new headteacher or other staff can have a positive impact in schools which need to improve, training and support for existing senior leaders are often helpful in achieving school improvement. Overall, increased effectiveness of leadership at all levels is a key factor in improving the outcomes for learners. More detail about how leadership can be enhanced in schools is given later in this report.
Not surprisingly, effective challenge and support from the education authority for the school are important factors in improvement. The most effective approach is a proportionate one in which education authority resources and support are targeted on the schools where they are most needed, regardless of where a school might sit in the overall cycle of HMIE inspection.
The role of education authority quality improvement officers (QIOs) is central. Schools often benefit from QIO involvement which is matched to the need for support. Where improvement is most marked, education authorities have often provided support at all levels within the school. This support takes a number of forms, including working with principal teachers, departmental staff and class teachers in primary, secondary and special schools to plan, implement and monitor improvements. In schools where there is most improvement there is an explicit, targeted and sustained focus on enhancing the key aspects of learning, teaching and achievement.
In general, the schools involved in the follow-through process were not provided with substantial amounts of additional resources or allocated significant numbers of additional staff by the education authority. Where additional staff or resources were provided they were usually targeted for specific periods of time and for specific purposes.
By the time of the HMIE follow-through inspection staff were very positive and proud of their achievements. The school had made good progress in each of the main points for action, notably in improving leadership and the quality of learning. Staff reported that dialogue with inspectors, EA officers and among themselves had supported their work and encouraged them to continue to improve. HMIE did not need to carry out any further visits in connection with the original inspection.