Secondary school leaders would like to think that they are judged on the difference they make and not on the pure outcomes of their school irrespective of context. The whole language of the most recent framework is about progress made, taking into account pupils and schools various starting points. While there has to be regard to national average attainments, there is a general sense that Ofsted inspectors try to take into account starting points when judging a school.
But are they succeeding? For example, do those schools which have low prior-attainment intakes have that taken into account properly? Do those with very able intakes get the appropriate challenge from Ofsted? Continue reading