Place-based ‘report cards’, developed by school-led partnerships, have been identified as a way of ensuring that schools and local communities are able to influence the quality and direction of local education.
In an article in The Conversation, Toby Greany, Professor of Education at the University of Nottingham, reflects on some of the challenges to Ofsted’s proposed ‘report card’ system of inspection and describes how a place-based approach led by schools working together in collaboration with their communities and parents/carers, could facilitate greater collective ownership of what ‘quality’ looks like.
Prof Greany describes two such LocalED pilot examples, in Sheffield and Milton Keynes, where school-led partnerships have worked with parents and carers to devise, design and develop report cards for their locality, reflecting what parents and carers really want to know about what each school was really like: What came through really clearly … [from parents and carers] was, “I want a feel of the school” … They want the quality assured stuff. But they also want a feel of the place.
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