Toby Greany and Christina Swensson. 
This is the third in a series of blogs that delve below the headline findings from the 2015 Trends in International Maths and Science Study (TIMSS)[1]. In this blog, we focus on how the perceptions of teachers and school leaders in England compare with those of their peers in other countries.
Just under 300 English primary and secondary schools took part in TIMSS 2015. The headteachers of these schools, as well as the mathematics and science teachers of randomly selected Year 5 and year 9 classes, were asked to complete a background questionnaire asking their views on a range of issues. Given the way teachers were selected to participate in TIMSS, their responses do not present a representative view of all teachers and headteachers in England. Therefore, we compare the findings from TIMSS with findings from (more…)

Toby Greany. 
When the report on the 2015 International Trends in Maths and Science Study (TIMSS) was launched late last year, the media’s focus was on how England had performed relative to other countries in the tests. The headline result is that England did reasonably well overall, performing significantly above the international mean in maths and science in both years 5 and 9, which places us in the second highest performing group of countries overall. [A blog summarising England’s performance is available here].
What I want to focus on here though is how pupil attitudes to maths and science have changed over the past 20 years. One finding is that enjoyment and confidence in maths declined among Year 9 pupils in England between 1995 and 2015, even as our attainment increased. This apparent paradox has been seen across a number of countries participating (more…)

The IOE blog has asked colleagues from across the Institute what’s at the top of their wish list. We are publishing their replies during the run-up to the election. 
School leaders and leadership   
The new Secretary of State faces a potentially combustible set of issues in England, especially if they are a Conservative charged with introducing more grammar schools. The new funding formula, piled onto the tight funding situation already facing many schools, will also occupy the headlines. Behind these issues sit some fundamental questions about where the system is heading – Local Authorities have been decimated since 2010, but the new model of Regional Schools Commissioners is far from established and less than half of schools are yet academies.
The emerging Multi-Academy Trusts are facing serious challenges, with limited evidence of impact overall and a continuing stream of bad news stories about the (more…)

Toby Greany and Melanie Ehren.

The schools white paper brings together recent announcements from the budget and the funding consultation as well as the provisions in the Education and Adoption Act to set out the next phase of school reform. The strategy is undoubtedly ambitious – in particular the aim to make all schools into academies by 2022 and the move to a National Funding Formula by 2019-20 – but is broadly consistent with the direction of travel towards a ‘self-improving’ system since 2010.
Given that direction of travel, many of the specific proposals in the white paper are focused on trying to address some of the acknowledged weaknesses of the existing system: for example through a concerted focus on building capacity in areas where school-led approaches are currently weak, to clarify a very different but still meaningful oversight role for Local Authorities, and to remove some of the perverse incentives in the accountability system.
What is the evidence that making every school an academy will make a positive difference (more…)

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…)

Toby Greany
It’s no great secret that partnerships between schools and universities are in a state of flux. Historical relationships are being reshaped by the push for a self-improving school-led system in England in particular, with the rapid expansion of School Direct giving schools a stronger role in Initial Teacher Education (ITE).
I have led two recent studies designed to track and make sense of these changes. The first was funded by RCUK and NCCPE and undertaken in partnership with Nottingham and Nottingham Trent universities: it looked at school-university partnerships in the round across the UK, for example including Widening Participation and STEM (science, technology, engineering and maths) initiatives. The second was undertaken with Dr Chris Brown and funded by the Higher Education Innovation Fund and the participating schools. It looked at how four current and emerging Teaching Schools in England are working with their partner (more…)

Toby Greany
Back in 2006-07 I acted as special advisor to the House of Commons Education Select Committee for an enquiry on Building Schools for the Future. Labour’s Barry Sheerman MP was the committee’s longstanding chair back then and it was fascinating to watch him work with a disparate group of MPs to achieve consensus on the findings and recommendations after a year or more of evidence-gathering.
Barry used to say that the Committee became more dangerous as an enquiry progressed. His point was that the MPs may be generalists, but they quickly become sufficiently expert in any given area to be able to home in on the fundamental issues. Yet, re-reading the report now, it seems remarkably quiet on the problems of bureaucracy and waste that Michael Gove MP used as (more…)

Toby Greany
This post is co-published with The Conversation
As part of its ongoing inquiry into academies and free schools, the Education Select Committee recently published a report that it had commissioned from Jean Scott and me on conflicts of interest in academies.
We found that real and perceived conflicts of interest are common in academy trusts. These range from instances where individuals benefit personally or via their companies from their position in an academy trust, through to more intangible conflicts that do not directly involve money. (more…)

Toby Greany
A couple of weeks ago I wrote a blog that trailed some of the ideas from my inaugural lecture on 18 March. In it, I identified four criteria for a self-improving school system and I set out four distinct policy approaches that the Government is following simultaneously and some of the tensions and issues that that causes.
The big risk here is that a two-tier system will emerge, in which the confident schools and leaders thrive, but the remainder struggle because they do not have the capacity to self-improve.
Now I want to suggest some possible ways forward. My thinking here starts with an acceptance of David Hargreaves’ core argument that if England’s 21,000 schools are to be autonomous, with minimal external support, then most of them will need to work in deep partnerships that provide challenge and support and that meet the needs of every child.
We know that achieving such deep partnerships is intensely difficult: according to the OECD, partnership is a vulnerable strategy – all it takes is for one school to break ranks and act competitively and its partner schools will feel intense pressure to do the same.
When I work across local areas I do see some genuinely exciting partnership arrangements emerging, whether as part of academy trusts, teaching school alliances or other local responses to change.
But the wider picture I see is much more mixed. Often, a group of visionary head teachers in an area is working hard to develop school-led approaches, but they complain that other schools aren’t really engaging and contributing.  When you talk to those other schools they often feel oppressed by accountability, which prevents them from looking out beyond their school, and/or they feel suspicious about the motives of the visionary heads.
So what might be done? The Government’s current approach is all about reducing central and local support in the hope that a self-improving system will spontaneously emerge.
Instead, I think we need to recognise that the system needs more time and support to develop deep partnerships that meet the needs of every school and every child.  Some areas are more mature than others in terms of how schools are working together, so we need a differentiated ‘local solutions’ mindset. In less mature areas schools need help to build their capacity to take on more. Such help might include the facilitation of workshops for Governing Bodies and heads to shape a shared vision, support for emerging system leaders and rigorous evaluation and feedback loops.
So here are some recommendations:

• develop a revised, coherent vision for reform that is focussed on supporting the development of a self-improving system for all schools, including by stopping or reshaping policies (such as market-based reforms) that detract from that vision
• create a budget for building capacity. I would do this by topslicing 0.5% of the existing schools budget, the Schools Block Allocation.  This would provide around £150m per year, of which 100% should be made available to schools
• adopt Ofsted’s proposal in the Unseen Children report for local area challenges in the lowest performing areas
• make Teaching Schools more sustainable and more focused on impact
• offer funding that higher performing areas and partnerships could bid for if they had a credible proposal for how they would pass greater responsibility for school improvement to schools over time
• develop evidence-informed teaching, including by pausing any further expansion of School Direct until an evaluation has been concluded to understand what works.

I can see two possible scenarios for the journey we are on towards a self-improving system.
The first is drawn from Mortal Engines, the amazing series of books by Philip Reeve.  In a post-apocalyptic world, London is the first city to move itself onto wheels, so that it can then devour and asset strip the other cities and towns in its path, forcing their citizens to work as slaves.  Of course, the other towns and cities follow suit by moving themselves onto wheels, and the world quickly descends into a brutal fight for the survival of the fittest.  As this happens, an entire belief system – known as municipal Darwinism – emerges to describe and justify the culture that has developed: the epitome of a two-tier system.
The second is the Tour de France: cyclists competing in a tough professional sport with clear and consistent rules, supported by expert coaches and the best equipment money can buy. The critical point here though is that even though cycling appears an individual sport, it’s very much a team effort: the national teams work together, for example by taking turns in the lead in order to break wind resistance.  If the lead cyclist gets a puncture then the whole team will wait for him to get back on the road.  If they are successful they share the prize money.
I think we’re seeing both scenarios playing out on the ground.  Collaboration will always remain vulnerable to the stronger competitive pressure, so policy must do more to help make sure it is not crushed.

Toby Greany
On 18 March I will be giving my inaugural lecture on the ‘self-improving’ school system (there are still some places left, book here!) In this blog I want to set out some of the ideas I will explore in the lecture, focussing on the state of current policy. In a later blog I will identify some of things I think could be done to move us forwards.
In his speech at the North of England conference this January Charlie Taylor, CEO of the National College for Teaching and Leadership, talked about his aim of an ‘irrevocable shift’ towards a school-led, self-improving system by September 2016.
So what does the Government mean by a self-improving system? When you read The Importance of Teaching white paper, I think you can boil it down to four criteria:

• teachers and schools are responsible for their own improvement;
• teachers and schools learn from each other and from research so that effective practice spreads;
• the best schools and leaders extend their reach across other schools so that all schools improve; and (by implication)
• government intervention and support is minimised.

I am not convinced that either the system capacity or the policy conditions are yet right for an ‘irrevocable shift’ to be achieved, even by 2016.  My worry is that if the self-improving system becomes no more than a narrative device to justify the removal of central and local government support as quickly as possible, then a two-tier system could rapidly emerge in which strong schools thrive but large swathes are left behind.
In saying this I am by no means entirely negative, nor am I harking back to a centralised model of top down improvement.  There are a number of policies in train that do appear to be giving schools greater ownership of their own improvement, and many schools and teachers are responding energetically. These policies include the sponsorship of struggling schools by school-led multi-academy trusts, the concept of School Direct (although in practice its development has been problematic) and the work of many teaching schools.
So what am I worrying about? One key challenge for me is that the coalition government does not have a clear or coherent strategy for supporting a self-improving system to emerge. Instead ministers are following at least four different reform approaches at the same time (see table below). These compete with each other in the minds of school leaders, creating confusion at best and unresolvable tensions at worst.
Four narratives for the coalition’s approach for system improvement

The first three approaches might enable an improving system, but not a self-improving system. Applying the government’s four criteria, they might make schools responsible for their own improvement, but they will not foster the sharing of expertise, capacity and learning or the better use of evidence. Partly in response to these flaws, the role of accountability in these models becomes over-dominant and punitive, setting up unrealistic expectations for what Ofsted can achieve and an unhealthy us-and-them dynamic between school leaders and the centre.
The fourth approach – system leadership – reflects the beginnings of a sea change in attitudes and practice in England over the past ten years.  Many of the best schools do now provide hard edged support to their peers, whether as an academy sponsor, teaching school or National or Local Leader of Education. These approaches do meet the criteria for a self-improving system and there is evidence that they can be effective.
But their potential is being undermined by policies enacted to foster the first three approaches.  Furthermore, in the rush for an ‘irrevocable shift’, the pace of devolution to system leaders is arguably too rapid, with too little attention being paid to building capacity.
One illustration of all this can be seen in the tensions at the heart of the Teaching Schools model:

• how to marry individual school accountability with system leadership? The fear of losing their Teaching School status if Ofsted downgrades them from ‘Outstanding’ is preventing many school leaders from investing real energy in this model.
• Are Teaching Schools a publicly funded good, or a solution for a broken school improvement marketplace? Teaching Schools are told to earn their income by meeting the needs of other schools, but are also heavily incentivised to deliver on policy priorities such as School Direct.
• how to manage supply and demand for system leadership on a geographical and phase basis? As Ofsted noted in its 2013 annual report, there are large parts of thecountry with too few system leaders and no established culture of school to school support.

These tensions are all symptoms of the wider fault lines caused by incoherent policy on school system reform. In my next blog I will outline some of ways in which they could be resolved. Do come to my inaugural lecture if you would like to hear and discuss these issues in more depth!