5 things we learned from Sir Michael Wilshaw’s evidence to the education committee
Chief Inspector Sir Michael Wilshaw didn’t pull his punches when appearing in front of MPs this morning.
Here are the key things we learned from the HMCI…
1. 16 to 19-year-olds should be educated in schools, not colleges
In what definitely wasn’t his first attack on the further education sector, Sir Michael said schools (in the form of University Technical Colleges) should provide the sort of vocational education currently provided by FE colleges.
As several people have already pointed out on twitter, his proposals would mean moving A LOT of pupils between the two sectors.
2. Wilshaw doesn’t think his successor should come from the US
Responding to speculation that the next chief inspector could be recruited from overseas, Sir Michael made his views very clear…
3. School leaders’ pay should be published to encourage potential heads to step up
After insisting several times that one of the main things holding schools back is a lack of good leadership, Sir Michael said the incentives of progressing to headship or academy trust leadership roles should be in the public eye.
‘The Year 7 Sats resits represent an unintentional return to the 11-plus’
The plans to make children resit their key stage 2 Sats will replace clarity with turmoil, focus with panic and learning with exam prep, writes the leader of a heads’ union
Today, parents discover if they have got their children into the secondary school of their choice. But the early days of the transition to secondary school could be made more difficult for children who will be expected to resit tests they didn’t pass at the end of primary.
Without the publicity given to the grammar school debate, the government has been quietly, and probably unintentionally, preparing to reintroduce another part of the old selective system – a kind of accidental 11-plus. Only this time all children will sit it and it has massive implications for secondary and primary schools.
This is caused by the so-called “Year 7 resit”. As we understand it, any student not getting the equivalent of a level 4b in their Year 6 Sats (not that we have any real way of verifying that equivalence given the multiple chaotic changes to assessment) will be expected to resit those tests in the first term of secondary school. Secondary heads will be accountable for their results, with the data published in RaiseOnline.
So let’s follow the consequences of this. With the best will in the world, these students are going into a different set or stream in their first term, to be coached for the resits. This means that the Year 6 Sats will have similar, though milder and shorter, sorting effects to the old 11-plus.
Schools urgently need good leaders, says Ofsted boss
The need to recruit good future leaders for England’s schools is urgent, the head of Ofsted has said.
Sir Michael Wilshaw said it was critical to have a national system that identified, trained and nurtured teachers with leadership potential.
He has given a paper to Education Secretary Nicky Morgan, setting out his thoughts on how to ensure schools have strong leaders for the future.
He also said school leaders’ pay should be publicised to attract top graduates.
Giving evidence to the Commons Education Select Committee, Sir Michael said more must be done to bring on the talent of the future.
“Have we got a national system to identify good people early in their careers?” he asked.
“We need to make sure we have a national system which identifies good people with potential leadership capabilities and to identify them and move them into leadership positions as soon as possible.
“It’s urgent, it’s absolutely urgent.”
Learning Transformation the Number One Priority for Delivering Business Impact, Towards Maturity Reveals
Survey reveals the action priorities of L&D professionals for delivering business impact in the coming year.
Transforming learning is the top priority in 2016 for learning professionals, according to a survey carried out by global research and benchmarking organisation, Towards Maturity.
Following the launch of its #MakeItHappen campaign, Towards Maturity asked learning professionals to select only one of five key action areas that will help them deliver impact in the year ahead. The results from over 160 L&D practitioners show that transforming learning is the most popular priority, followed by understanding modern learners and developing the skills of the L&D function.
Here are the action areas in order of popularity where learning professionals want to demonstrate impact:
Transforming Learning – 30%
Understanding Modern Learners – 22%
Equipping L&D for the Future – 20%