This report distils down what others can learn from three decades of England’s approach to school performance data.
It highlights some of the lessons learned and the successes of the England national pupil data story; by sharing England’s story we hope that policymakers in other countries where a national pupil-level data system is being developed or refined may be able to avoid some of the mistakes and unexpected consequences that England encountered.
Data has played an important role in England’s recent school improvement journey. The National Pupil Database is a vital tool for health-checking the education system, driving accountability, directing education policymaking and tracking the educational attainment of key vulnerable groups. But getting to this data-rich point has not been without its challenges and documenting the journey provides useful lessons for others.
Our report provides analysis of and commentary on seven key accepted lessons:
This edition of Successful School Leadership brings in the latest evidence and material to what has remained a popular publication. While the fundamentals of what drives successful school leadership remain the same, new evidence further supports the arguments put forward by Christopher Day and Pam Sammons back in 2016. The growing interest in system leadership that we have witnessed over the last five years also features in this edition, as does a reflection on the expanding body of international literature focused on school leadership in low-income contexts.
London schools continue to constitute an extraordinary ‘success story’. By common consent, the government school system in London achieves extremely good results compared to the rest of England, and students from disadvantaged backgrounds do particularly well.
This review examines a range of lesson observation frameworks designed for and used in the observation of teaching in mathematics.