Creating possibilities in the

school-led system

Conference Report

October 2014

Dr Sara Bubb

Sara Bubb Associates Ltd

‘One of the most significant moments on the road to the school-led

system.’

Charlie Taylor CEO NCTL

2

Contents

The Conference 3

System leadership 6

Current status 6

Capacity for system leadership 8

Transformative leadership 9

Teaching School Alliances 9

Specialist Leaders of Education 10

Governance 11

Facets of collaboration 12

Research and development 13

“Bad Science” 13

Evidence 13

The view from Higher Education 14

R&D caveats 15

Conclusion 16

References 18

3

The Conference

Prestolee Teaching School held the Creating Possibilities in the School-Led System

conference at The Point, Lancashire County Cricket Ground, Old Trafford, Lancashire on 15

October 2014. Organised by school leaders for school leaders, over 300 people attended,

the majority of whom were from schools across the North West. It was a day of networking

and information sharing that gathered key national and regional policy makers and system

leaders as well as school leaders. This was an opportunity to bring all levels of school

leadership together - from policy to practice - to share the achievements of the school-led

system and drive forward further success.

The aims of the conference were for school leaders to:

• Build capacity, understanding and commitment for the school-led system in the

North West

• Meet Teaching School Alliances in the North West

• Understand the role of system leaders

• Build capacity for School Improvement

• Share best practice

• Develop research hubs to lead evidence based teaching development at next year’s

conference and extend the critical thinking around a school-led system

• View and connect with relevant organisations and contacts

Almost all the presenters were present or former school leaders. As keynote speaker, Sir

John Jones inspired the audience with stimulating reflections, and his message was that we

were at the “crossroads of history and opportunity”. Delegates each attended two

workshops from a choice of 12, shown in the following table.

‘The solutions to the challenges of

tomorrow are in the system now’

Mike Tonge – Head, Prestolee CP

‘The message is we are better together’

Rebecca Dunne – Deputy Head,

Prestolee CP

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System and school improvement

System Leadership and Ofsted – Dr. Nicholas Capstick CEO White Horse Federation

Is your Governing Body up to the Challenge? – John Boyle, National Leader of Governance

and Chair of Blackpool Sixth Form College, Fylde Coast Academy Trust, and Fylde Coast

Teaching School

Right people, right place, right time. Maximising talent in a school-led system – Dr John

Wm Stephens, Lead for Teaching Schools and School Improvement, NCTL

Effective School Improvement – Drew Povey, Head teacher, Harrop Fold School

Research and development

Evidence Based Teaching – Alison Wilkinson, Head of School, Queen Elizabeth School

Making Research a Part of Your School and Classrooms – Tom Bennett, Director of

researchED, teacher, author, and writer for the TES

School Partnerships, Research and Impact: Improving practice through collaborative

evidence based R&D – Mike Coldwell, Head of the Centre for Education and Inclusion

Research and Dr Bronwen Maxwell, Deputy Head of the Centre for Education and

Inclusion Research, Sheffield Hallam University

Professional practice

How Engaging in ITT can Improve the Quality of Teaching in School – Alison Chapman,

Queen Katherine TSA and Julie Bostock, Director of Teaching School, Ripley St Thomas TSA

Delivering Excellence in SEN with Reference to the New Code of Practice - Angela

Holdsworth, Head teacher, Tor View Specialist Learning Community

Mathematics Hubs – Improving Progress and Outcomes for Learners in Mathematics

across Primary and Secondary Phases – National Centre for Excellence in the Teaching of

Mathematics (NCETM)

SLiCE (Specialist Leaders in Cultural Education) – Jude Bird, Head of Schools' Partnerships

and Derri Burdon, Chief Executive, Curious Minds

Troops to Teachers - Changing Perceptions, Developing Outstanding Practitioners –

Lorraine Harrison, Head of the School of Education, University of Brighton and Emma

Price, Trainee, Troops to Teachers

5

The conference was addressed on important issues of regional strategy. Vicky Beer CBE,

Chair of the Teaching School Council, spoke about the role of Teaching School and System

Leaders and other partners within it. Paul Smith, a Regional Schools Commissioner (RSC),

described how the RSC will promote a self-improving system as well as the challenges and

responsibilities of a school-led system.

A fitting grand finale to the day was provided by a panel, whose distinguished members

included Vicky Beer and Paul Smith, with Fergal Roche of The Key, Professor Sam Twistleton

of Sheffield Hallam University, and Charlie Taylor of NCTL. The panel were splendidly

interrogated by Radio 5 Live’s Andy Crane. Questions ranged from the specific challenges

faced here and now by the school-led system, to longer-term concerns about replacing the

old directive bureaucracies with new ones. Interesting points emerged relating to the future

role of Ofsted, and to the Carter Review of ITT. Responding to a question about the maturity

of the new approaches, panellists were clear that although school-led systems were already

the policy lens of choice, the task of creating and implementing them would always

continue.

This report summarises the significant themes arising from the conference.

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System leadership

System leaders care about, and work for, the success of all children, not just those in their

own school. In her speech, Vicky Beer CBE (Chair of the Teaching Schools Council and

Executive Principal of Ashton on Mersey School) conveyed the progress, the challenges, and

the sheer excitement of the transformation taking place across the North West.

She explained the genesis of the School-Led, Self-Improving System. It was effectively

launched by the 2010 White Paper, The Importance of Teaching, and had benefitted from

the strong support of the then Secretary of State, Michael Gove. Charlie Taylor reminded us

how far we have come, into territory unthinkable just ten years ago. DfE used to issue a lot

of guidance - schools used to ask for it - but this didn’t necessarily fit the wishes of either

side. That isn’t what happens now, in a time when system change is more likely to be

levered by (for example) an energetic and determined primary head teacher such as Mike

Tonge. Sir John Jones emphasised that we’re moving from being a “done-to” profession

towards Michael Barber’s notion of “informed professionalism”.

Current status

The school-led system is now entering a transitional period, during which system self-

leadership is becoming the mainstream, with attendant issues such as managing

expectations about funding. The transition offers opportunities for collaboration, which is

appealing. It also presents us with constant change: a challenge, but also something that is

intrinsically exciting. The NCTL business plan for 2014-15 makes clear that “The expectation

is that by 2016 teaching schools and the best schools and academy chains will, in

partnership with others, be organising and delivering ITT, CPD, Leadership development,

and school to school support”. For Vicky Beer, the question that now demands answers is,

“Are we practitioners sending out the message that we firmly and genuinely support this

change?”

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‘The future of system leadership does not revolve around one person…It revolves around

teams, around building capacity going forward.’

Paul Smith, Regional Schools Commissioner

The slogan “every school a great school” is now about ten years old, but nationally 29% of

secondary schools are not rated as Good or better (Ofsted, 2014). Paul Smith, Regional

Schools Commissioner for Lancashire and West Yorkshire, emphasised that we cannot be

complacent about such figures: “do nothing” is not an option. System Leadership can be the

catalyst for schools to work together to improve each other and to lead reform for social

justice. Vicky Beer said that this required the four Rs - Resilience, Resourcefulness,

Reflectiveness and Reciprocity – to which she added Reporting, because accountability is

key.

Responsibility has been placed explicitly on schools, and it was acknowledged that the best

schools and leaders would show the way, but we need to build the capacity of the majority

to benefit from autonomy and collaboration. We also need, as leaders, to construct the

right response to the questions of diversity, competition, and accountability that inevitably

arise in a self-governing system, as these answers will no longer be merely presented to us

in external guidance.

Vicky Beer referenced Professor Toby Greany’s comprehensive presentation, Mortal engines

or Tour de France?: Progress, challenges and options for a self-improving system, including

his stark question, “Are we nearly there yet? …Or are the wheels coming off?” She

presented the factual context, and commented that there is a wide spectrum of

perspectives and appetites within the system. And, as Mike Tonge said, “We have to prove

that we can do it!”

There are more leaders judged good and outstanding than ever before who might come

forward to take on a system leadership role. Dr John Wm Stephens of the NCTL asked,

“What’s preventing more people from taking these roles on – and what can we do to

remove the barriers?”

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Capacity for system leadership

Even with current levels of success and support, the main challenge that still needs to be

met is that of the system’s capacity to lead itself. In his workshop, John

Stephens gave a picture of the current state of school leadership (Earley

et al, 2012). A significant proportion of headteachers are due to retire,

which is more of a problem now than in previous years because

aspirations to headship are declining. Nearly a third of headteacher

posts are advertised more than once: re-advertisements are mainly for

primary heads and faith-based schools. The proportion of senior and

middle leaders who want to be heads at some stage in their career is decreasing: from 57%

in 2011 to 52% in 2012 to 43% in 2013.

Of course, system leadership is not just about headteachers; there are many levels. Some

system leadership roles are undertaken by those with formal designations that are

identified against criteria such as Specialist Leaders of Education (SLE), Local Leaders of

Education (LLE), National Leaders of Education (NLE), Heads of Teaching Schools and

National Leaders of Governance (NLG). New roles are emerging. Vicky Beer explained how

the Teaching Schools Council was transforming from an advisory body into a strong

autonomous advocate for school-led ITT, CPD, research and leadership.

The new North West School Improvement Partnership Board is to be chaired by Estelle

Morris, the Rt Hon. Baroness Morris of Yardley. Regional Schools Commissioners (RSCs) are

responsible for making important decisions about the academies and free schools in their

area on behalf of the Secretary of State. Paul Smith, the RSC for Lancashire and West

Yorkshire, said that in the area that he covers there are currently 3,414 schools, of which

there are 39 free schools, and 404 academies. RSCs get support from headteacher boards

(HTBs) which are made up of outstanding school leaders who have been voted by their

peers. They help the 8 newly appointed RSCs to be champions for academy freedoms, to

identify where new academies can be created, and to provide a support régime for the small

number of academies which are struggling.

Informal system leadership roles include CEOs of academy chains, principals of academies

which act as sponsors, and chairs of headteacher networks. There can be grassroots system

leadership as exemplified by Tom Bennett, a far-from-ordinary London teacher, who has led

the researchED movement, which saw 750 people attend a conference on the first Saturday

of the school year.

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Transformative leadership

Drew Povey, an inspirational leader whose quality is matched by his determination to

ensure all of his team take credit, engaged us with a stirring presentation about the

transformative effects of leadership. His messages were: don’t re-build what used to exist

but re-imagine it, and foster a “growth mindset”. If you focus on people and sign everyone

up to the common purpose, then they will take care of processes, and performance will

follow. Drew’s final recommendation was to wield the power

of transformative leadership, by “walking around”.

‘This is about great people wanting to achieve great things.’

Drew Povey, Head Harop Fold

Teaching School Alliances

There are currently 600 teaching schools, representing 488 TSAs, spread nationwide (there

are only four LAs without one). The target for 2015 is 500 TSAs, and 600 TSAs for 2016. The

current spread of TSAs within the North West region by phase is as follows.

16 Plus Nursery Primary Second-

ary

Special Total

North West TSAs 3 1 36 28 8 76

As well as 76 teaching school alliances, there are currently 139 NLEs, 259 LLEs, 95 SLEs, and

15 NLGs in the North West. This is in the context of some 3,500 schools, so there is clearly

further to go. Nevertheless, the key point is to create a whole that is greater than the sum

of its parts, and this will depend on overall system capacity and commitment, rather than

just the system leadership cadre.

Current challenges and the TSC

Vicky Beer was frank in citing Ofsted’s 2012/13 North West Regional Report, which said “The

current approach to deploying National and Local Leaders of Education is not working as

well as it needs to in many parts of the North West”. There has of course been progress

since then, but Vicky Beer wanted to keep up the impetus. The current priorities she

perceived were ITT, CPD, the selection and training of leaders, and “the most challenging”

school-to-school support. Heads needed to be “a bit more business-minded”, but we cannot

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allow self-destructive competition for access to system leaders. There needs to be much

more collaboration.

It is to help address issues such as these that the Teaching Schools Council (TSC) has created

the North West School Improvement Partnership Board. Vicky described the structures with

which the TSC is involved: the main Board draws on regional and local groupings. She was,

however, keen to emphasise that calling the lead body a “Board” should not be

misconstrued as evidence of either a directive or a bureaucratic character. Its importance is

in bringing together stakeholders from across the education space, to enable constructive

argument between critical friends, and “joined-up thinking”.

‘If we want to transform our agenda, it is going to take

everybody, not just a few pockets.’ Vicky Beer CBE Chair of TSC,

Head teacher, Ashton On Mersey

Specialist Leaders of Education

Specialist leaders in education (SLEs) led table discussions on vital aspects of improvement,

giving a flavour of the range of school to school support across the North West Early Years,

Primary and Secondary sectors which had had significant impact and had significantly

improved the life chances of learners. In a carousel of roundtable discussions, Cassie Surey

from Chatsworth High School and Community College talked through her Early Years

deployment: how she planned, implemented and quality assured the support she provided.

Tim Mooney of The Keys Federation shared how he helped staff develop their learning

environment. Supporting rapid school improvement was the topic that David Mason and

Karen Parker from Bishop Rawstorne discussed. Gary Joplin from Ashton-on-Mersey

explained how he supported an under-performing Head of Department.

Curious Minds has developed the Specialist Leaders in Cultural Education (SLiCE) role in

response to Henley’s (2011) Review of Cultural Education. SLiCEs are credible experts in

Cultural Education who support other colleagues to develop the cultural activity and

sustained partnerships with key organisations.

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Governance

John Boyle gave a complementary perspective on leadership,

underlining the crucial role of governance. Here too, transformation

needs to take place, from the tangled committee mindset of old, into

the new model of strategic support and challenge for school heads. This

needed to be more sharply focused, and founded on expertise rather

than just willingness to participate. John identified some of the issues

he has seen in his role as a leader: the need for better self-evaluation, a

greater willingness and ability to confront and deal with risk and

change (not least, academisation), familiarity with data – and better access to it. One

participant had recently lost four governors and the Chair, and John pointed out the

opportunity this can create. The School Governors One Stop Shop is among the resources

now available for recruiting from a wider talent pool. He had even advertised amongst local

business people for the equivalent of a non-executive director.

Fergal Roche of The Key urged governors to take even more responsibility for the decisions

taken by their executive appointees (i.e. head teachers), to act as an accountable board, and

to publish an annual report to stakeholders – measures which to an extent go even further

than the latest statutory regulations for maintained schools.

‘Teaching is about bringing a learning experience. If you can’t engage the learner then no

learning will take place.’ Fergal Roche CEO The Key

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Facets of collaboration

ITT

Training new teachers is a great opportunity for collaboration, and innovations such as

School Direct provide the glue needed to hold partnerships of schools, universities, local

authorities and others together. Professor Sam Twistleton of Sheffield Hallam University is

part of the Carter Review of Initial Teacher Training, which plans to report in January. She

shared her experiences of seeing many different courses across the country so that

recommendations can be made from learning from the best. Julie Bostock’s workshop on

engaging in initial teacher education celebrated the positive impact on the professional

development of school staff from working with high quality trainees, designing their

curriculum, and sharing practice between schools. She shared a selection practice:

interviewees present a lesson of their choice, and pupils are asked for structured feedback.

The interview panel asks applicants why and how they chose to present as they did; and for

their reflection and self-evaluation.

Special Needs

Reminding us of the demanding and rewarding work that schools need to do, regardless of

the latest debates about systems, Angela Holdsworth gave a well-received insight into the

ramifications of the new Code for SEND, which now covers the whole age range 0-25.

Children, parents and carers are entitled to real participation in decision-making that affects

them, and schools also have to consider how joint commissioning (with local health

authorities and children’s social care services) and planning to meet children and young

people’s needs and aspirations can work in practice. The identification and support of pupils

with SEND will require a more graduated approach, and listening to children will be even

more important.

Hubs

Simon Mazumder shared insight about the Mathematics Hub, of which three out of the 32

nationally are in the North West. Funded by the DfE and co-ordinated by the National

Centre for Excellence in the Teaching of Mathematics (NCETM), Mathematics Hubs provide

strategic leadership and harness maths teaching expertise. They are engaged in best

practice development nationally and internationally, adapting successful models, from

Shanghai for instance, to a local context.

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Research and development

As the school-led, self-improving system develops, one of its most important input

requirements will be high quality information on “what works”. Three presentations, from

practising teachers Tom Bennett and Alison Wilkinson, and Mike Coldwell and Bronwen

Maxwell of Sheffield Hallam University, discussed the topic of evidence-based practice.

“Bad Science”

Both Tom Bennett and Alison Wilkinson referenced the work of Dr Ben Goldacre, the author

of “Bad Science” (Goldacre, 2008). Although Goldacre’s influential book focused on the

misunderstanding and misuse of scientific method in the medical field, some of his

examples had educational overlaps, such as the notorious Durham schools fish oils “trial”.

More recently, Goldacre had entered the education space itself, with a position paper

(Goldacre, 2013) commissioned by the DfE, which called for making “teaching a truly

evidence-based profession”. This is not in itself a new idea (for example, David Hargreaves

(1996) has long promoted teaching as a research-based profession), but it is a step forward

for Government itself to acknowledge the need to set pedagogy on a sound footing of

credible, robust research.

Tom Bennett, director of researchEd, was concerned that “bad science” had sometimes

managed to enter the mainstream of pedagogical thinking, to the extent that it could

become an unchallenged assumption even though it did not have any sound evidential base.

His examples included Brain Gym, learning styles, and multiple intelligences. Evidence based

teaching needs to be robust and underpinned by research of quality for a school-led system

to thrive.

Alison Wilkinson, head of research and development for her school’s alliance, reminded us

of Goldacre’s message that there is “a great prize waiting to be claimed” (2013). This prize

included better outcomes, professional esteem and autonomy and more effective

resistance to ill-informed ideas. Teachers who “know how we know” formed a key body of

critical consumers for our practice. They could also be in a better position to influence

external researchers’ interests towards real classrooms, pupils, and outcomes. Tom Bennett

was of a similar view, and also drew attention to potential cost savings, and CPD benefits.

Evidence based teaching

Tom Bennett believes that schools should each appoint a teacher as their Research

Champion. With modern social media as their ally, the champion could approach some of

the best minds in education for advice, and engage colleagues far and wide in discussion.

While he cautioned against teachers undertaking “DIY research”, Tom Bennett urged

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schools to consider partner arrangements with universities or organisations like the

Education Endowment Foundation (EEF) – not least, to get them to hear the real voice of

schools. The research champion could be a conduit for ideas, promoting research literacy in

their school via INSET, to de-mystify such concepts as sample sizes, controlled studies, fair

tests, and bias. If necessary, the champion should even be prepared to challenge their

school’s existing practice. Tom Bennett highlighted resources such as the EEF “Toolkit”, the

work of the National Foundation for Education Research, Sense About Science

(www.senseaboutscience.org), and his own researchED (www.workingoutwhatworks.com).

He nevertheless cautioned against the uncritical and superficial use even of these sources,

emphasising the importance of individual school context and the need to look “behind the

headlines”: research on the effectiveness of teaching assistants being an illustrative case in

point.

Alison Wilkinson drew attention to Geoff Petty’s book Evidence Based Teaching (Petty,

2009), and laid down clear principles for operating “EBT” effectively. All of the available

evidence needs to be considered (i.e. no selection bias): consult the experts who are in a

position to understand its implications, and make comparisons using average “effect size”.

Although the importance of expert advice is clear, the school practitioner or research lead

does need to know more than what works: they need to understand how it works and in

what way the evidence base supports its use. Alison reinforced the message that local

context is the vital lens for considering what is critical for success, and teaching must be

reviewed continually in the light of the evidence.

Alison identified a number of potential barriers to be overcome – lack of time, pressures to

achieve results, and so forth – common to many innovations, but a significant factor in

making evidence-based teaching (EBT) work in practice was leadership. Her view was that

school-based research and EBT could scarcely develop without strong leadership, to create

the right culture and climate, to “be at ease with doubt”, and to insist on a proper research

base for development priorities.

With the right leadership, a school can undertake the necessary capacity building, through

professional development, performance management, internal knowledge transfer, and

building external links. Alison reminded us that one resource, certainly for a secondary

school, would be the voice and talents of their own pupils, who would also stand to benefit

from links forged with universities.

The view from Higher Education

Mike Coldwell and Bronwen Maxwell provided views from a university perspective, and

suggested a number of models, of particular relevance in the context of teaching school

alliances. Broadly, these could feature either multiple linked projects around a common

15

theme, or a single project. In the former case, partner schools would each work

independently on their project, but on a single project distributed across a number of

schools, varying configurations of leadership, task allocation, and support could be

identified: the spectrum ranged from a grouping with a dominant lead school to a highly

democratic and distributed collaboration.

The evidence they had collected reinforced both Tom Bennett and Alison Wilkinson’s views

on the benefits of research and evidence-based teaching, enabling improvements to

teaching, addressing school priorities, and the sharing of good practice, for example. They

also concurred with them on the challenges that presented themselves, such as competing

priorities, lack of engagement, or limited R&D experience and access. Their evidence

supported the teachers’ views on the effective way to approach the task: that the focus of

any school-based research needs to be based on local (teacher, school, alliance) priorities.

Leadership is key, to develop the right culture, to endorse the necessary systems and

practices, and to empower and support colleagues.

R&D caveats

There were some health warnings for the use of research. First, a quality check needs to be

applied. While there are always technical questions about the robustness of any research

methodology, there are also some straightforward points to take into account, such as:

Where does it come from, and are there any vested interests behind it?

What are the credentials of its authors, and has it been independently peer-reviewed?

Does it link to other evidence, and does its data and argument actually support its

conclusion?

Is it actually relevant in your specific context?

They also cautioned about the limitations of research for education practice. Among other

things, research findings can be too complex or detailed, there is always a technical limit to

their certainty, and they may not be replicable in changed contexts. They are not automatic

prescriptions, and it will always remain for school leaders to make value judgements about

what, in light of all the specific circumstances that they face, should be done. Mike Coldwell

and Bronwen Maxwell advised, “Think about trial, review and change”.

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Conclusion

The conference was clearly well received, with a positive balance of delegate feedback that

included some enthusiastic comments, such as

“It has been inspirational for me. I feel re-energised and re-focused. I have had many

light bulb moments both on a school leadership and personal level.”

The conference had aimed for school leaders to build capacity, understanding and

commitment for the school-led system in the North West, to introduce the topics of school-

based research and evidence-based teaching, and to allow networking. The latter was

greatly in evidence during the day, and the substantive themes emerged clearly from the

variety of sessions.

A lot of groundwork was laid for the future of schools and their partnerships to make

teaching a truly evidence-based profession. Tom Bennett made significant points about the

need for vigilance against pseudo-scientific prescriptions, even – or especially – when they

appeared to have popular or media backing, and he enthused his audience with the breadth

of resources now available to teachers with research interests. Alison Wilkinson brought

home the practicalities for school leaders of developing the right structures and ethos to

enable evidence-based teaching to become embedded locally. Mike Coldwell and Bronwen

Maxwell concurred with the claimed benefits of R&D, but also reflected on its challenges

and limitations.

The conference itself was clear evidence of the appetite for a school-led system, and of the

power of the idea. There is a stock of qualified and motivated leaders within the system,

including SLEs and governors, some of whom were either presenting or in attendance at the

conference. There are also many other leaders, regardless of their roles or designations,

some of which are still emerging as the new system evolves. John Stephens nevertheless

cautioned against complacency about the stocks and flows of headteachers, as a

disproportionate number of experienced heads are due to retire, and there are fewer

people now with aspirations to headship.

Vicky Beer and Paul Smith were both frank about the scale of the challenges that schools

will face. Paul Smith cited recent Ofsted figures about the proportion of schools still not

rated “good” or better; and Vicky Beer referred to Ofsted’s concerns about the deployment

of NLEs and LLEs. All speakers were clear that the best schools and the best system leaders

could and should take up the current opportunities to address these issues. Many structural

and professional questions lie ahead. Paul Smith gave his views on the advantages in this

regard of Multi-Academy Trusts. Vicky Beer described the important work of the Teaching

Schools Council in drawing together leaders across the North West, and in facilitating the

17

necessary thinking. In describing the scale of their work, however, both of them implicitly

reminded us that one of the greatest challenges ahead will be the engagement of those

schools and others who are not yet involved with the school-led system to any significant

degree. Amongst those who are, there is manifest confidence that school-led improvement

is highly desirable – but to bring all 3,500 North West schools on board – as NCTL’s 2016

targets might imply – demands further organisation and capacity building, and wider

broadcasting of the benefits.

The conference ended with a reminder to all of the importance of harnessing the manifest

energy and enthusiasm that had been generated. Vicky Beer had made clear that there was

work to be done, but all were agreed that the future lies with self-improvement, partnership

at all levels, and transformative local leadership of the kind embodied by Drew Povey and

others. In this vein, John Stephens had earlier shared an inspiring remark by Archbishop

Desmond Tutu:

“ A person with ubuntu is open and available to others, affirming of others, does not

feel threatened that others are able and good, for he or she has a proper self-

assurance that comes from knowing that he or she belongs in a greater whole and is

diminished when others are humiliated or diminished.”

John Jones had opened the day by declaring that central Government “is

now backing away from the middle ground”, which therefore needed to

be seized by local school and system leaders. Both Mike Tonge and Paul

Smith had invited us to consider, “What is the alternative?” Charlie Taylor,

as Chief Executive of the National College, concluded with a very clear

statement of the implications.

“Because the window is open and it may one day close, to accept

this challenge and to take us forward to what I think will be the

place we need to get to, a genuine self- improving, school-led

system.”

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References

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L., Mehta, P. and Sims, D. (2012). Review of the School Leadership Landscape. Nottingham:

National College for School Leadership.

Goldacre, B. (2008). Bad Science. London: Fourth Estate.

Goldacre, B. (2013). Building evidence into education. London: DfE.

Greany, T. (2014). Mortal engines or Tour de France? Progress, challenges and options for a

self-improving system, Inspiring Leadership Conference. Birmingham: CfBT.

Hargreaves, D. (1996). Teaching as a research-based profession: possibilities and prospects.

In DfE (ed), Teacher Training Agency 1996 Annual Lecture. London: TTA.

Henley, D. (2012). Cultural education in England. London: DfE.

National College for Teaching and Leadership (2014). NCTL business plan for 2014-15

London: DfE.

Ofsted (2013). Ofsted Annual Report 2012/13: North West region. London: Ofsted.

Ofsted (2014). Annual Report. London: Ofsted.

Petty, G. (2009). Evidence Based Teaching, 2nd Edition. Cheltenham: Nelson Thornes.