Godfrey, D; (2015) School Inspection in a Self-Improving System: Changing dynamics and reinventing roles. In: (Proceedings) School Inspection in a Self-Improving System. UCL Institute of Education: London.

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Abstract

Recent policies have seen a move away from central reforms to bottom-up improvement of schools. Joint improvement and practice development of networks of schools is the most recent reform model developed in a number of countries across Europe. In England this model has been coined as the ‘self-improving system’, taking up David Hargreaves’ ideas of school-led improvement, system leadership, teaching schools and national and local leaders of education. These system-wide changes in how schools deliver and improve their education have great consequences for the role, responsibilities and working methods of Inspectorates of Education. In this symposium, hosted by the London Centre for Leadership in Learning, UCL Institute of Education examples of school inspection models that fit this changing polycentric context were presented. The symposium highlighted recent insights from a comparative EU-study, coordinated by Dr Melanie Ehren from the Institute of Education, looking into the impact of these newer ‘polycentric school inspections’. The symposium provided a platform for key decision-makers and researchers in the field of school inspection and evaluation to exchange ideas and discuss strategies to promote the positive impact of school inspection in England in the most cost effective way. Chaired by Professor Peter Earley, the first session had three speakers based at the UCL Institute of Education. These three speakers then responded to questions taken from the floor.

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