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How to teach Chinese? Is England's autonomous school system limiting innovation?

Blog Editor, IOE Digital23 October 2015

Toby Greany.
During the early 1990s I lived in China for two years, where I taught English at JiangHan University in Wuhan. Not long before I left, a friend’s dad – a scary documentary film maker who had never given me the time of day before – gave me one piece of advice: ‘learn Chinese!’
In the event I was only partially successful in fulfilling his directive. Before going to China I had spent two years in Brazil, where I had become almost fluent in Portuguese. But Chinese didn’t come so easily; it required sustained and diligent study and I was surrounded by students who just wanted to practice their English. The truth is, it is a difficult language for English speakers to learn. The Foreign Service Institute in Washington estimates that a native English speaker takes approximately 2200 hours to become proficient in Chinese, compared to 600 hours in French.
So this presents an interesting challenge for teachers and schools in the UK that want to introduce Chinese to (more…)

Birmingham’s ‘Trojan Horse’ saga: partnership and trust are what are needed now

Blog Editor, IOE Digital9 June 2014

Chris Husbands
The inspection report is glowing: “This is an outstanding school… Teaching is outstanding overall… The curriculum is outstanding… Students behave exceptionally well in lessons…” In 2013, 75% of all its pupils attained five GCSEs grades A*-C including English and Mathematics, placing it in the top fifth of all schools nationally. Eight in 10 of its disadvantaged pupils achieved expected progress in English – a result comfortably above national averages. More than this, Sir Michael Wilshaw, Her Majesty’s Chief Inspector visited the school himself and enthused that it was “doing fantastically well. Walking around the school and talking to children, they all appreciate being here. The students are so ambitious for themselves and that is so heartening”.
Just two years later the school is in special measures (PDF): attainment and the quality of teaching are now good, and the quality of leadership and management is now inadequate.
Readers may have guessed: this is Park View Academy in Birmingham, one of the 21 schools at the centre of no less than three separate probes: a co-ordinated OFSTED inspection, a city council investigation, and an investigation by a former head of the anti-terrorist branch. All stem from the charges that a well-organised ‘Trojan Horse’ conspiracy was seeking to transform Park View and other non-faith Birmingham state schools into Islamic schools.
This is a complex saga from which almost no-one involved comes out well. Despite attempts in some of the press to trail the story as a tale of failing inner city schools, inspection reports make it clear that at least several have been good or outstanding.
Despite attempts to link the story to the failings of an urban local authority, several of the schools, including Park View, are already academies: outside the control of the local authority, governed solely by funding agreements with the secretary of state. ‘Academisation’ may be a solution for struggling local authority schools, but it is a difficult policy to promote when schools have already made the switch.
And the complexities get more challenging. For a generation, governments have strenuously advanced the cause of parental influence in education. Under the current government, groups of parents who are dissatisfied with what is on offer from their local authority have had the right to self-organise to propose the establishment of ‘free schools’. But in Birmingham, it appears, some parents have self-organised in a quite different way.
And while schools’ role in community cohesion was dropped from the UK’s inspection framework, across the world schools are encouraged to build strong links and work with the grain of the community. For more than a decade schools have been encouraged to develop their own curriculum specialisms: today’s reports make it clear that in some cases curriculum autonomy has serious shortcomings.
Considerable – and understandable – concern has been raised about segregating boys and girls for assemblies and parts of the curriculum, but it is not too long since the Daily Telegraph and Guardian reported favourably on single gender classes in mixed schools, which, enthused the Telegraph, improved “self esteem… and enthusiasm”. For a century and a half, governments have tolerated or encouraged faith schools in the publicly funded education system. Catholic dioceses, for example, have argued strenuously for the right of Catholic parents and Catholic schools to exercise discretion over the teaching of aspects of science, religious education, sex education or abortion. In Birmingham, it seems, some parents took to extremes their aspirations for a faith ethos and faith practices in their local schools.
The evidence is that Park View Academy still achieves good examination results for many of its pupils despite severe deprivation. The inspected schools have not ceased to succeed for their pupils. But OFSTED also, now, find evidence of something more sinister in the targeting of schools by determined groups and individuals. The saga of the ‘Trojan Horse’ in Birmingham raises profound questions about developments which have become deeply embedded in education policy and practice::

  • How should schools balance their commitment to high attainment with a mission to enhance community cohesion?
  • Do curricular and pastoral practices matter if attainment is high? Politicians of all stripes have on occasion argued that the only thing that matters is results.
  • To whom and how should schools be accountable? There is a powerful trend in much policy debate that schools are fundamentally accountable to parents. How should school leaders respond to insistent demands from well-organised and articulate parent groups wherever they come from?
  • We expect schools to co-operate one with another – but should schools be required to co-operate with other schools from different faith traditions? Politicians of all persuasions have trumpeted the benefits of schools making their own decisions.
  • In an academised school system, in which schools are autonomous, who should monitor the practices – not simply the performance – of schools?

There are no easy answers to these questions. All the evidence is that managing urban school systems demands exceptional skills locally. Gifted local leadership, as David Woods, Chris Brown and I showed in our study of education transformation in Tower Hamlets, can make a real difference to outcomes, but it demands sophisticated skills and strategic planning.
What Birmingham schools now need is not the media blitz which is accompanying the publication of high profile reports, but something quite different: a determined and long-term focus on linking high performance with community development, commitment to working through local tensions and developing confidence and trust amongst all those involved. They need the heat taken out of the situation. Urban schools, as anyone who has taught in or worked with them know, always face difficult challenges. Addressing those challenges requires resilient and professional support.
Local interim executive boards; partnerships between schools, local and national authorities working to engage community groups; trust and effective leadership all need to be built to develop a consensus on what the schools – publicly funded and secular institutions – need in order to deliver high standards and win parental and community support. Among the last things Birmingham schools need right now are press headlines.
 

If knowledge in education is sticky, how do we get it unstuck and flowing?

Blog Editor, IOE Digital14 January 2013

Chris Husbands
The report of the Pearson/RSA Academies Commission has been published. I was one of the commissioners and – as I have blogged before – the Commission provided a fascinating opportunity to look closely at the English school system changing at phenomenal speed. In May 2010 there were just over 200 academies; at the beginning of 2013 there are over 2000. Every local authority has at least one and in some local authorities, as far apart as North East Lincolnshire and Southwark, all secondary schools are now academies. As initial responses to the report indicated, academies have not lost their power to excite strong views from both advocates and critics. The Commission tried to get beyond the noise of proponents and opponents to ask hard questions about the dynamics of an academised school system,
Over eight months, and taking evidence in writing and orally from across the education system, the Commissioners sifted responses to try to consider the implications of academisation for school improvement, school autonomy, admissions, system development, governance and accountability. The Commissioners were agreed that academisation has enormous, transformative potential – academies have indeed injected vitality into schools. But the Commissioners also agreed that academisation – the extension of school autonomy alone – will not be transformative and those who argue that it will be are wrong.
Months of listening, and weeks of report drafting, of course, lead up to a single publication date, and, at the beginning of 2013, publication lands in the middle of a noisy, crowded landscape of social media, press releases and news briefings. It should be no surprise to anyone that an academic will be disappointed at the way work is reported, but I was taken aback by the ability of twitterers to summarise our 120 pages of report in 140 characters in a matter of hours, or even minutes, of the report’s appearance.
In fact, most of those who commented tended to see the Academies Commission report as a mirror, finding in it more of less what they wanted to find. We do say, and we did find, that we were hugely impressed not only by the energy, commitment and moral purpose of most academy head teachers and academy group chief executives, but also by their success in cutting through deeply entrenched local barriers to improving aspirations and provision. We also heard evidence suggesting real concerns about provision for vulnerable children, local accountability to parents and arrangements for appeals against academy decisions.  We heard evidence, often from school governors themselves, to suggest that academy governing bodies are often ill-equipped for the role which governing an academy – effectively making governors non-executive directors – involves.
Some academy groups and federations impressed us with their vision and their grasp of the reality of school improvement, but others left us apprehensive about their ability to provide a strong co-ordination role over geographically scattered groups. This is a report which is thorough and balanced, posing challenges at every level for schools, academy groups, local authorities, government agencies and central government. It would be a huge pity if its recommendations and challenges were lost in the noise of its publication.
One of the real treats of the launch was that Andreas Schleicher, from the OECD, joined us, both for the public launch and for a subsequent academic seminar. Andreas was able to put the report into an international context. The world’s best school systems are those with high levels of school autonomy. But as Andreas pointed out, some of the world’s worst school systems are those with high levels of school autonomy. Autonomy delivers quality only where independence is accompanied by an incentive system and a culture which embeds collaboration and so engenders school inter-dependence.
In a striking phrase at the launch, Andreas said, “knowledge in education is sticky” – it does not move around the system. The challenge posed by the Academies Commission is how an autonomous school system can build knowledge about success. We will not achieve the vision success for all if academisation simply produced archipelagos of excellence. One of the report’s recommendations is that no school should be eligible for an Ofsted “outstanding” rating for leadership unless it can demonstrate success in helping other schools to improve. This, at least, would incentivise collaboration.
School are working in a rapidly changing context. Academies – and the academisation of the school system – are with us.  The challenge now is to realise the quite proper aspirations for transformation.  Meeting the challenges for schools, for system leaders and for policy makers will involve more than using the report as a mirror and will involve serious engagement with inter-locking recommendations.