Inspection systems consider how effective a school is in determined academic subjects, such as maths and English. Yet, schools tend to be inconsistently effective when considering different outcomes, different cohorts over time, or when teaching specific groups of students (classified for example by ethnicity, previous attainment and socioeconomic status). 

Some schools are particularly effective for promoting the progress of low-ability students, but not high-ability, or vice versa. Should accountability systems consider the strengths and weaknesses of each school or expect the same standards for all?

Is it enough to say ‘this school is effective’ or should be added ‘when teaching this student group or subjects’? As school effectiveness seem to be a relative rather than an absolute matter, how could this be better reflected in accountability systems? Should these differences be cherished or avoided?

Programme

 About the speakers

• Dr David Godfrey(IOE)
• Dr Bernie Munoz(IOE)
• Professor Steve Strand(University of Oxford)
• Dr George Leckie(University of Bristol)

Registration

The event is open and free to attend. However, it does require registration and places are limited.