This text traces the development of different forms of inspection. It draws on a range of sources such as rigorous and informed research and inspection evidence, writing by key figures, teachers' own experiences, newspaper headlines and other comments, whilst remaining jargon-free. This topical book includes summary questions and other signposts for the reader, as well as a fully annotated bibliography. It also pays attention to other types of school self-evaluation.
James Learmouth explores the impact of inspection on schools in difficulties, and outlines the ways in which research and other evidence suggests that schools do improve.
Table of Contents
List of figures -- List of tables -- Series Editors' preface Acknowledgements -- 1.Introduction -- 2.The context of school inspection -- 3.How did the inspection process develop? -- 4.Does inspection help schools in difficulty? -- 5.Does inspection help schools improve? -- 6.What kind of inspection system would help raise standards? -- 7.Conclusion: what's in it for schools? -- References -- Appendix -- Index.
James Learmonth has been an HMI, a Chief Inspector in an LEA, and an OFSTED Registered Inspector. He is now Director of the Centre for Education Leadership and School Improvement (CELSI) at Canterbury Christ Church University College, and works on school improvement projects in the UK and internationally.
'So the answer to the question "what's in it for schools?" is supported self-evaluation; a process "at once more rigorous and more constructive than Ofsted" involving all the stakeholders, with teachers as partners rather than targets and school inspectors "affording assistance". Teachers attracted by this model should start reading here.' - Particia Rowan, Times Educational Supplement
'This compact, economically edited book contains an extended list of references, an appendix containing summaries of two substantial reviews of OfSTED's work and the text is enlivened by reproductions of relevant cartoons from the past.' - ACE Bulletin