By Jonathan Crossley-Holland. Posted 22nd June 2022
On 7th June 2022, the Education Policy Institute (EPI) and UCL Institute of Education ( UCL IOE) published a new report on “‘Stuck’ schools”, funded by the Nuffield Foundation.
The study explored the underperformance of 580 schools in England that consistently received less than good Ofsted inspection grades between 2005 to 2018. The report finds that ‘stuck schools’ often face more challenging circumstances including higher teacher turnover, higher levels of disadvantaged pupils and pupils with special educational needs.
However, ‘stuck schools’ are not unique. Many other schools share most of these challenges but have managed to avoid a continuous cycle of less than good inspection judgements.
Some of the key messages are pertinent especially for Pilot 3 looking at new models of accountability:
- The critical importance of continuity of relationships with those working with stuck schools, the need to look behind the data, and the value of external accountability.
- Trust and collaboration are key to the successful partnerships to support improvement.
- The need to move away from high stakes accountability.
Further information about Pilot 3 is available here.
