165-522: SSAT (The Schools Network) Limited (branded as SSAT, the Schools, Students and Teachers network) is a UK-based, independent educational membership organisation working with primary, secondary, special and free schools , academies and UTCs . It provides support and training in four main areas: teaching and learning, curriculum, networking, and leadership development. The company was set up in May 2012, to carry out
330-581: A Centre for Policy Studies meeting was held in the House of Lords . The meeting was organised by Cyril Taylor and focused on the growing issue of unemployment amongst the youth. Among the attendees were Prime Minister Margaret Thatcher , Secretary of State for Employment David Young and 60 other business leaders and politicians. It was decided that around 100 schools would be funded to specialise in technology via direct grants to fulfil business qualifications. The resulting City Technology Colleges (CTC) programme
495-484: A SEN specialism, leading to specialist SEN College status in one of the four specialist areas of the SEND Code of Practice , but could not apply for a combined specialism. Re-designating specialist schools could apply for a second specialism. Secondary vocational and SEN specialisms were offered exclusively to high performing specialist schools. From 2005, a secondary vocational specialism gave high performing specialists
660-474: A hung parliament , the coalition Government was sworn into office. In September 2010, the government decided to end ring-fencing of grants to schools to fund their specialist status. Throughout 2010 and 2011, the organisation decreased in size but continued to win contracts overseas. The most notable of these was in Abu Dhabi where, as SSAT Middle East, it continues to operate a network of schools and works with
825-470: A 'specialist system' was a more balanced approach to the spread of specialisms in any one area. As many schools struggled to raise the required £50,000 sponsorship, he established a Partnership Fund – a mix of private money (donated by the Garfield Weston Foundation ) and public money – to which schools could apply to make up any shortfall. The effect of lifting the cap on new designations, plus
990-508: A 50 to 57 hour week. Geoff Barton, the general secretary of the Association of School and College Leaders , said "Ofsted and the government are the source of much of the stress and anxiety on staff through an extremely high-pressure accountability system." On 8 January 2023, Ruth Perry, head at Caversham Primary School in Reading, Berkshire , took her own life while waiting for the publication of
1155-530: A Section 8 to confirm a Good School's continual status, they may extend the inspection by one day so converting it into a Section 5 in order to grade the school outstanding. Section 8 of the Education Act 2005 (as amended) gives the Secretary of State the legal authority to request His Majesty's Chief Inspector (HMCI) to enter a school for the purpose of obtaining information. Section 8 Inspections cannot change
1320-540: A case where a school had been downgraded: We couldn't understand this rationale at all. It turned out that Ofsted had made a brief visit to the school some time before the inspection and had come up with some sort of unreported provisional judgement. So all that evidence we had gathered meant nothing and essentially this team of experienced inspectors was not trusted to make a judgement. Barton concluded his article, "the accounts above reveal an inspection system that appears in too many cases to be doing great damage. My sense
1485-506: A changed environment". The Northern Irish variant of the programme ended in August 2011, having been scheduled to do so in an announcement by Sinn Féin education minister Caitriona Ruane in April 2009. The Northern Irish Specialist Schools' Forum Steering Group had met with government policymakers to continue the specialist school model after August 2011, planning for it to become the basis of
1650-538: A conference was held to debate the efficacy and advantages of a specialist education system in Northern Ireland. The conference was well-received, with the Department of Education of Northern Ireland (DENI) agreeing to trial a specialist schools programme for four years. Every secondary was invited to apply for the programme, with the goal of ten being designated specialist from September 2006. 15 specialisms, including
1815-453: A five-year period. In response, Cyril Taylor proposed the creation of the new specialist Technology College . As a result, in 1992, the Major government released their education white paper Technology colleges: schools for the future . New Technology Colleges specialising in mathematics, technology and science were to be established from already existing secondary schools in hopes of furthering
SECTION 10
#17328475604791980-580: A flagship policy of the New Labour governments, expanding significantly under Prime Minister Tony Blair and his successor Gordon Brown . The programme was introduced to Northern Ireland in 2006, lasting until April 2011 in England and August 2011 in Northern Ireland. By this time, it had established a near-universal specialist system of secondary education in England, with almost every state-funded secondary school in England having specialised. This system replaced
2145-453: A friendship with Cyril Taylor during the latter's visit to his son's school . He offered Blunkett his support should he successfully become education secretary. Estelle Morris , Labour's spokeswoman for schools, also supported specialist schools, having previously taught at one herself. Although Labour had expressed support for specialist schools, the party still made no promises to extend the coinciding programme. In December 1996, Leader of
2310-430: A letter to English local authorities informing them of a number of discontinued educational grants, including the £25,000 grant awarded to re-designating specialist schools and the discontinuation of high performing specialist school designation. Schools designating for the first time still received additional funding at a budget of £7 million. Further cuts would be decided in autumn's Comprehensive Spending Review . In
2475-489: A much extended role. In 2002 Charles Clarke succeeded Estelle Morris as Secretary of State for Education, and quickly announced a lifting of the financial cap that had previously limited the number of schools that could be designated in any bidding round. A collaborative rather than a competitive approach would further accelerate the growth of specialist schools, and a new target was set of 2000 specialist schools by 2006. A second aspect of Clarke's vision for what he termed
2640-412: A neutral or negative impact on students' results. In response to criticisms about the increased workload inspection frameworks caused, Ofsted pledged it would not change its inspection framework during the school year. Wilshaw also dismissed speculation that Ofsted itself was responsible for teachers' heavy workload (in excess of 60 hours per week) describing it as 'a red herring'. However, a 2015 poll by
2805-537: A new long-term goal of having all secondary schools secure specialist status was set. The programme became one of the New Labour government's flagship policies and Tony Blair, who was now prime minister, aimed to have another 450 specialist schools designated by the end of his first parliamentary session . David Blunkett, who was now education secretary, planned to modernise state education by introducing more specialist schools, thereby providing greater diversity in
2970-528: A number of schools restructured their leadership teams on this basis. In September 2005 the Trust took on a central role in the government's academies programme. Originally announced by David Blunkett in 2000, its aim was to challenge under-achievement in the country's poorest performing schools. The programme had many similarities to the CTC programme of the early 1990s and required the Trust to change its name again, becoming
3135-477: A reduction from 19% to 9% in the number of schools judged to be Outstanding, and an increase from 4% to 10% in the number of schools judged to be Inadequate. A framework for section 5 inspections of academies and maintained schools was introduced from January 2012, and replaced with another new framework in September 2012. Public consultation was undertaken, and Ofsted prepared for the new framework after piloting
3300-606: A report on the school on its website. In addition to written comments on a number of areas, schools were assessed on each area and overall on a 4-point scale: 1 (Outstanding), 2 (Good), 3 (Satisfactory) and 4 (Inadequate). Schools rated Outstanding or Good might not be inspected again for five years, while schools judged less favourably were inspected more frequently, and might receive little or no notice of inspection visits. Figures published in March 2010 showed that revised inspection criteria, which were introduced in September 2009, resulted in
3465-580: A report that downgraded her school from outstanding to inadequate. Perry's family said she had described the previous November's inspection as the worst day of her life. The National Education Union, school leaders' union NAHT and the Association of School and College Leaders called for inspections to be halted, and a petition calling for an enquiry into the inspection received more than 230,000 signatures. HM Chief Inspector of Education, Children's Services and Skills (the head of Ofsted), Amanda Spielman , rejected
SECTION 20
#17328475604793630-407: A requirement for specialist schools if they wished to receive additional funding for equipment. Sources from the party said this local support would invalidate the controversy surrounding specialist schools' right to a partially selective intake and promised that this right would be maintained. Planned Conservative spending for the programme was also criticised by Labour, as the cost would far exceed
3795-581: A result, theTrust changed its name to The Schools Network – reflecting the organisation's new position in education. Chief Executive Elizabeth Reid left the Network in December 2011 and was replaced by Sue Williamson. In June 2012, after an announcement the previous month that The Schools Network would be going into administration, a management buy-out ensured that a new company, SSAT (The Schools Network) would continue The School Network's work. SSAT purchased parts of
3960-428: A schools allocated designation but can trigger a Section 5 Inspection where that might happen. They are used in three ways: This is followed by : Inspection judgements form the body of the report. For each heading, eight or more critical paragraphs, at the inspectors discretion, are written that support the grade given. The two principal strands that are being examined are the effectiveness of safeguarding of
4125-510: A second specialism and high performing specialist school designation, which gave them more funding. Designation originally required schools to raise between £20,000 and £50,000 in private sector sponsorship, however the process was modified in 2010, making sponsorship optional. Schools without sponsorship did not receive the money granted to other specialist schools. Sponsorship was also optional for re-designating schools, but those who chose not to raise any still kept their specialist funding. Since
4290-570: A series of inspections across the country. Among other changes, the new system relabelled the "Satisfactory" category as "Requires Improvement", with an expectation that schools should not remain at that level. In 2015 they published a Common Inspection Framework, and four handbooks which gave much of the details of inspections. These are no longer/not statutory documents so can be changed regularly. The four handbooks are: A new Education Inspection Framework (EIF) introduced from September 2019 sets out how Ofsted undertakes inspections under section 5 of
4455-442: A study that compared results at GCSE with the comparative key stage 2 (KS2) primary school data from 1995. The analysis showed a value added score of +5.4 for specialist schools compared with −1.1 for non-specialist schools. For the first time, there was evidence that specialist status was linked to higher results at GCSE, whether it was on the 5+ A*-C measure, value-added or contextual value added. Schools began to make extensive use of
4620-520: A sum of £2 million to support their appointment. CDDs influenced the creation of the specialist schools programme and the CTC Trust's affiliation scheme, both of which were first conceptualised in 1992. The affiliation scheme's first meeting was held in December 1992 and was hosted by the BRIT School CTC. Originally, the target for schools with CTC status was 200, but only 15 could be established over
4785-453: A system that existed until 2005. This system was based on schools being inspected by teams containing three types of inspector. Each team was led by a 'registered' inspector. They were accompanied by a number of 'team' inspectors, the number of which depended on the size of the school. Each team also contained 'lay' inspector recruited from outside the world of education. In September 2005 the distinction between registered, team and lay inspectors
4950-534: A three-year development plan with quantified targets related to learning outcomes. Secondaries also had to raise £50,000 in a private sector sponsorship bid (£20,000 for secondaries with less than 500 students). Before 1999, these sponsorship bids had to be £100,000. Northern Irish secondary schools had to raise £25,000. Private sector sponsorship includes charitable trusts, internal fund raising and donations from private companies and business sponsors. In some cases donations could be made in cash from entities in
5115-491: A total of 500 specialist schools by 2001. In January 2000, Prime Minister Tony Blair announced a realignment of policy from primary education to secondary education, with a focus on the state sector. Another wave of specialist schools would be announced, with the first stage introducing another 36 Language and Technology Colleges. As planned, the total amount of specialist schools was expected to reach 500 in September, and plans for another 300 by 2003 were announced. This would be
SSAT (The Schools Network) - Misplaced Pages Continue
5280-522: A total of 800 specialist schools, which was a quarter of the state secondary schools in England at the time. This expansion was welcomed by Liberal Democrat Shadow Education Minister Phil Willis and also by the Conservative Party. After the 2001 general election , the second Blair ministry published their education white paper Schools Achieving Success and David Blunkett was replaced as education secretary by Estelle Morris. Morris criticised
5445-440: A variety of perspectives. Speakers including Andy Hargreaves , Dylan Wiliam and Tim Oates led workshops that have provided the foundation for a series of publications that have been distributed to SSAT member schools. SSAT runs a number of continuous professional development programmes for teachers, and offers support to sponsored academies and schools converting to academy status. It also offers support to schools and academies in
5610-422: Is believed that this policy may have harkened back to the specialist schools programme. Schools could apply to be designated specialist in one of ten subject specialisms which, when granted, would turn them into one of the following specialist schools, each having their own sub-specialisms: Five more specialisms were exclusively available in Northern Ireland. Only one, information and communication technology,
5775-676: Is called a 'full report' and administered under section 5 of the 2005 Education Act , while a monitoring visit is conducted under the authority given by section 8 of the 2005 Education Act and can also be called an Ofsted section 8 inspection . In 1833, Parliament agreed an annual grant to the National Society for Promoting Religious Education and the British and Foreign School Society , which respectively provided Church of England and non-denominational elementary schools for poor children. In 1837, two inspectors of schools, Seymour Tremenheere and
5940-454: Is responsible for inspecting a range of educational institutions, including state schools and some independent schools. It also inspects childcare, adoption and fostering agencies and initial teacher training, and regulates early years childcare facilities and children's social care services. The chief inspector ("HMCI") is appointed by an Order in Council and thus becomes an office holder under
6105-480: Is that it's time to stop quietly accepting that the way Ofsted is the way Ofsted should be." In response, Wilshaw attacked Barton for being "too quick to perpetuate a 'them against us' view of the schools inspectorate... we fall back on a 'clichéd defence-mechanism' of whingeing about inconsistency", and insisted that Ofsted was becoming "more rigorous and demanding". However, Barton argued the letter lost some of its force and all of its credibility for being published on
6270-485: The BBC reported that a hierarchal "ladder" of schools was being established, in which the "higher they climb, the bigger the prizes they collect". It was worried that some schools, especially those in rural areas, would be left behind while others reaped the benefits of specialist status. Prime Minister Tony Blair dismissed these concerns as "groundless", arguing that specialist status would instead increase social equality. There
6435-555: The Abu Dhabi Educational Council . The trust's contract with the Department for Education to support the sponsored academies programme ended in August 2011 although it continues its links with academy principals and sponsors, and supports schools converting to academy status. The Trust was now supported primarily by affiliation fees from its thousands of affiliated schools and the delivery of its events and activities. As
6600-541: The Association of Teachers and Lecturers (ATL) which said "Ofsted is over-reliant on number crunching, using test data which are fundamentally unsound" and added that the organisation was "ripe for overhaul". Over a period of several years the Select Committee had questioned the Chief Inspector over its treatment of Summerhill School and what it had learnt from the 1999 Court Case and subsequent inspections. In
6765-543: The City Technology Colleges Trust , was given a similar position as the DfE's main advisory body on the programme. It managed and delivered the programme on the Department's behalf, receiving funds from it to help schools raise the required sponsorship for specialist designation. These factors gave Taylor a significant amount of influence over much of the programme's development and he would later be described as
SSAT (The Schools Network) - Misplaced Pages Continue
6930-616: The Education and Skills Act 2008 , the Education and Inspections Act 2006 and the Childcare Act 2006 . The current Chief Inspector is Sir Martyn Oliver , who was appointed in January 2024 replacing Amanda Spielman . Ofsted directly employs His Majesty's Inspectors (HMI), who are appointed by the King in Council. As of July 2009 , there were 443 HMIs, of whom 82 were engaged in management, 245 in
7095-595: The May 2010 general election . In response, Sir Cyril Taylor approached the Conservative Party's shadow education secretary, Michael Gove . Gove wanted to reform the education system by implementing changes that followed a "radical form of Blairism " and abandoned the party's previous policy of expanding selection in favour of academisation . Taylor and Gove attended a luncheon hosted by the Conservative Carlton Club , in which they and 15 other sponsors and supporters of
7260-525: The NUT found that 53% of teachers were planning to leave teaching by 2017, with the extra workload from Ofsted's 'accountability agenda' a key factor in seeking a job with a better work/life balance. The Ofsted complaints procedure has also been heavily criticised for opacity and a strong bias in favour of the inspectors. Geoff Barton, after writing an article strongly critical of Ofsted's use of raw data rather than inspection reports to determine grades, noted that:
7425-647: The United Arab Emirates and South Africa. In 2006 the trust established the world's first school-based Confucius Institute , in partnership with the Office of Chinese Language Council International ( Hanban ) the Confucius Institute now has a network of 34 Confucius Classrooms in schools, specialising in the teaching of Mandarin Chinese. This work was sold to the Department for Education in 2011. In November 2010
7590-469: The United Kingdom which encouraged state schools in England and Northern Ireland to raise private sponsorship in order to become specialist schools – schools that specialise in certain areas of the curriculum – to boost achievement, cooperation and diversity in the school system. First introduced in 1993 to England as a policy of John Major 's Conservative government, it was relaunched in 1997 as
7755-402: The comprehensive system which had been in place since the 1970s. Under the programme, schools wishing to specialise had to be designated specialist in a subject specialism. After designating, specialist schools then benefitted from a grant of £100,000 and an annual extra £129 per pupil for four years, re-designating their status when this period expired. Re-designating schools could apply for
7920-410: The recent recession . Prime Minister John Major and his education secretary John Patten approached the programme's pioneer Sir Cyril Taylor , and tasked him with finding a cost-effective way to turn existing schools into institutions similar to CTCs. Taylor proposed the creation of the specialist Technology College , which was in turn proposed by the government's Department for Education (DfE) in
8085-512: The specialist schools and academies programme during this period. There were 2382 specialist schools by June 2005. This number continued to grow, reaching 2695 by February 2007. This was 84% of the total secondary schools in England and 17 local government areas now had a universal specialist school system. The programme was extended to English primary schools in a 2007 pilot, where 34 schools were designated with specialisms in music, arts, languages, science and sports. On 16 November 2004,
8250-468: The "central nervous system" of the school – examining how well the school was managed, and what processes were in place to ensure standards improve; the school leadership and management were expected to be aware of everything in the SEF. The SEF served as the main document when planning the inspection, and was crucial in evaluating the school's capacity to improve. After an inspection of a school, Ofsted published
8415-417: The "comprehensive ideal". One of his proposals for reform was to establish "families" of close by specialist schools that specialised in different subjects, thereby allowing pupils to move between them. This proposal received mixed reactions, with some supporting it as long as these groups were not selective and others wanting ability grouping in individual schools instead. In the same year, Blunkett developed
SECTION 50
#17328475604798580-481: The 15 City Technology Colleges. In the 1996 education white paper Self- Government for Schools , art and sport specialisms were confirmed and a target was set for a total of 250 specialist schools by 1997. The ability for specialist schools to select 10% of their pupils was planned to be modified to 30%. Despite this, Education Secretary Gillian Shephard maintained that she was more interested in specialisation than selection. The art and sport specialisms were brought to
8745-548: The 15 specialisms: ICT, arts, business and enterprise, music, language and science. 12 of these schools were successfully designated in September 2006, following a speech from Angela Smith at St Louise's Comprehensive College , which was itself designated a Performing Arts College . 32 more schools were designated specialist over the following years; all of these had one of the ten English specialisms. On 27 June 2007, Tony Blair officially resigned as prime minister after ten years in office, being succeeded by then- Chancellor of
8910-440: The 1993 education white paper Technology colleges: schools for the future . Established from already existing secondary schools, they would raise and receive £100,000 through sponsorship, benefit from an extra £100 per pupil every year and specialise in mathematics, technology and science. They would also have sponsors in their governing bodies. It was intended that they would further the CTC programme's impact and add diversity to
9075-443: The 1996 Labour Party Conference held in September and October, where it was announced that the programme would be supported as long as all state schools were allowed to participate. According to his adviser Conor Ryan , Shadow Education Secretary David Blunkett had supported specialist schools since February 1996. Blunkett denounced comprehensives as failed schools a month later and stated his goal to reform them, while keeping
9240-467: The CTC programme's impact and adding diversity to the school system. The next year's education white paper Choice and Diversity: a New Framework for Schools resulted in the policies implemented by the Education Act 1993 . The act allowed secondary schools to specialise in non-core subjects, thus introducing the new Technology Colleges (later specialist schools) programme. The trust was assigned to deliver
9405-594: The Court Agreement between DfE and Summerhill School, Independent Schools Tribunal IST/59, inspections would include two advisors from the school and one from the DfE to ensure the fairness of the process. The school had campaigned for all schools to be similarly inspected, ensuring openness and accountability for the process. In August 2013, 18 of the 24 newly launched Free Schools were graded Good or Outstanding by Ofsted; however, with over 100 state schools being downgraded from an Outstanding classification that year,
9570-510: The Crown. Sir Martyn Oliver has been HMCI since 2024 ; since August 2020 the chair of Ofsted has been Christine Ryan : her predecessors include Julius Weinberg and David Hoare. Ofsted publish reports on the quality of education and management at a particular school and organisation on a regular basis. His Majesty's Inspectors (HMI) rank schools based on information gathered in inspections which they undertake. An Ofsted section 5 inspection
9735-544: The DCSF, as were the science and mathematics and computing specialisms. The SSAT supported bids, with an exception to bids for Sports College status, which were instead supported by the YST. From September 2006, specialist re-designations occurred parallel to and were granted based on inspections by Ofsted (the government body tasked with inspecting educational institutions and keeping them in line). Re-designating specialist schools receiving
9900-576: The DENI could not afford to continue the model due to budget restrictions and therefore decided to instead "identify ways in which the excellent practice and partnership working demonstrated within so many specialist schools can be shared more widely". The programme left almost every state-funded secondary school in England, 96.6% to be exact, with specialist status; only 80 remained unspecialised. This near-universal specialist system, according to Education Secretary Michael Gove and Schools Minister Nick Gibb ,
10065-519: The Day care Standards provisions of the 1989 Children Act . Schedule 11 of the Education and Inspections Act 2006 changed the way in which Ofsted works without significantly changing the provision. Since 2006 the structure of Ofsted has derived elements from business models, with a chair, an executive board, regional officers, and a formal annual report to Parliament in the light of concerns about schools, and local authority children's services. In April 2007,
SECTION 60
#173284756047910230-413: The DfE. They also could not choose their specialisms, as the pilot for their participation placed them into one of five locational clusters which dictated the specialisms available. Between 1993 and 2010 the majority of English specialist designations and re-designations were granted by the DCSF. In Northern Ireland, they were granted by Education Authority Boards . English secondaries had to apply to
10395-525: The Education Act 2005 (as amended), section 109 of the Education and Skills Act 2008, the Education and Inspections Act 2006 and the Childcare Act 2006. A Section 5 is also known as a full inspection; a section 8 is also called a monitoring visit. When the inspectors find serious causes for concern, they may extend the section 8 so it becomes a section 5 with the additional legal powers. Similarly, when using
10560-508: The Education and Training Inspectorate in Northern Ireland, Education Scotland (previously HM Inspectorate of Education ) in Scotland, and Estyn in Wales perform similar functions within their education systems. A new Education Inspection Framework (EIF) introduced from September 2019 sets out how Ofsted undertakes inspections under section 5 of the Education Act 2005 (as amended), section 109 of
10725-508: The English specialist system had become "near-universal", with secondary education being a "truly specialist secondary system". The white paper's policies built on this, using the system to encourage even more cooperation between schools. This cooperation would be legally enforced and was intended to give students access to good teaching. It was expected that all schools would share specialist knowledge in subjects such as language and science and teach
10890-558: The Exchequer Gordon Brown . Brown had held a key role in influencing New Labour's education policy under Tony Blair and wished to continue the policy of school diversification. By this time the specialist schools programme cost £1.5 billion and was allocated a further £50 million for the next three years. The policy of having all secondary schools specialise was maintained, with 90% of state secondary schools specialising by 2008. Brown's education secretary, Ed Balls , published
11055-511: The June 2009 education white paper Your child, your schools, our future: building a 21st century schools system , with its policies being enacted by the Children, Schools and Families Act 2010 . In this white paper the specialist schools programme was placed at the core of the new school system in England and specialist schools were reemphasised as centres of excellence in their specialisms. By this time
11220-631: The Labour Party Tony Blair was scheduled to open Carmel RC Technology College . Taylor joined Blair and his adviser Tim Allan on the train ride to the school, where they discussed the programme for an hour. Blair questioned Taylor about school sponsorship, improvement and enrolment and specialist school cooperation. Taylor presented research produced by the TCT claiming that Technology Colleges outperformed non-specialist schools. This, alongside Blair's good impression of Carmel RC Technology College, led to
11385-510: The Northern Irish government's Every School a Good School (ESaGS) policy for school improvement. The group advocated it as an inclusive way to boost standards, share best practice and encourage student voice and proposed having specialist school clusters established across the country, with the benefits of iNet membership being capitalised on (iNet was the international arm of the SSAT). However,
11550-571: The Ofsted complaints procedure too often seems constructed around a deep and dutiful need for self-protection. Thus an inspection system that demands transparency from schools refuses to release its own inspection notes, When challenged, it dares us to resort to a Freedom of Information request and then rejects those same requests because they don't conform to a definition of "public interest". In 2015, an inspector revealed that inspection judgements can be arbitrarily over-ruled by senior figures, commenting on
11715-657: The Reverend John Allen, were appointed to monitor the effectiveness of the grant. James Kay-Shuttleworth , then Secretary of the Privy Council 's Education Committee, ensured that the inspectors were appointed by Order in Council to guard their independence. The grant and inspection system was extended in 1847 to Roman Catholic elementary schools established by the Catholic Poor School Committee . Inspectors were organised on denominational lines, with
11880-455: The SSAT and YST to help them support English schools through the designation process and run specialist school networks would be withdrawn, with the central specialist schools network being abolished. These changes took effect from April 2011, ending the programme and the formal process of specialist designation and re-designation in England. According to Gove, the changes had been made to increase
12045-554: The Specialist Schools and Academies Trust (SSAT). By 2008, the structure of the Trust's funding had changed. In 2003/4 the DfES specialist schools grant represented 43% of funding. By 2007/8 it accounted for 24% while 37% came from other commissioned work from the DfES and 35% from commercial income – work won by competitive tender along with affiliation fees and income earned from events, training provision and so on. In May 2010, after
12210-514: The TSI was scrapped sometime before the first Technology Colleges were designated. All specialist schools designated in the new programme were part of this network, which, like the new programme, was managed by the CTC Trust. The trust used the network to help schools share their skills and turn its members into centres of excellence . It would later become, according to the trust, the world's largest school network. Specialist schools also became members of
12375-499: The UK operations of the Trust from the administrators and has since traded profitably, delivering education improvement services to schools in the UK. SSAT (The Schools Network) relocated to Islington , London with around 50 full-time staff. In December 2012, the 20th National Conference was held in Liverpool. The conference saw the launch of Redesigning Schooling, SSAT's campaign to ensure that
12540-442: The benefit of schools, parents, and government instead of reporting to the Secretary of State. In September 2001, HM Chief Inspector of Schools in England became responsible for registration and inspection of day care and childminding in England, and the position was renamed HM Chief Inspector of Education, Children's Services and Skills . Previously this was done by 150 local authorities , based on their implementation by 1992 of
12705-514: The business of the previous Specialist Schools and Academies Trust . Based in the UK, SSAT operates worldwide through its international arm, iNet. SSAT has almost 3,000 member schools in England and overseas. The Chief Executive of SSAT is Sue Williamson, a former headteacher of Monks' Dyke Technology College in Lincolnshire, and former Strategic Director of Leadership, and Innovation at the Specialist Schools and Academies Trust. In January 1986,
12870-578: The calls to halt Ofsted inspections. As a reaction to the news of Perry's death, heads at some schools have worn black armbands during inspections or removed references to Ofsted from their websites. On 25 March 2023, research carried out by the Hazards Campaign and the University of Leeds as reported in The Observer , stated that "Stress caused by Ofsted inspections was cited in coroners' reports on
13035-486: The cap" for specialist designations, allowing all schools with satisfactory sponsorships to specialise (previously a limited number of schools were designated each round). A new target of 2000 specialist schools was set for 2006, with there being 992 specialist schools in September 2002. He also introduced the Partnership Fund, funded at £3 million per annum, to make up the shortfall for schools that were unable to raise
13200-404: The chairs of each regional steering group. Its task was to steer the Trust's strategy for its services to schools. This was the 'by schools, for schools' model taking shape. Practitioner-led programmes become more prominent between 2002 and 2004, with leadership programmes beginning with courses for aspirant headteachers and 'developing leaders'. A major venture of the Trust between 2002 and 2004
13365-432: The churches having a say in the choice of inspectors, until 1876, when the inspectorate was reorganised by area. After the Education Act 1902 , inspections were expanded to state-funded secondary schools along similar lines. Over time more inspections were carried out by inspectors based in local education authorities , with His Majesty's Inspectorate (HMI) focusing on reporting to the Secretary of State on education across
13530-470: The community dimension. They were part of the specialist schools network and could attain specialist status in specialisms not included in the specialist schools programme, such as environmental studies or health, and could bypass the designation process. Although the requirement to specialise has since been removed, multiple academies continue to have specialist status. The academies and specialist schools programmes were sometimes jointly referred to as
13695-650: The comprehensive school system and wanted to continue the previous goal of expanding school diversity through having more specialist schools. Schools Achieving Success envisaged the expansion of the programme to 1500 secondary schools, which was half of all secondary schools, by 2005. It also introduced, through the ensuing Education Act 2002 , new specialisms in business and enterprise, mathematics and computing, engineering and science. Combined specialisms were also introduced and schools failing to designate were offered working towards status, granting them further government support for specialisation. Advanced specialist status
13860-510: The consistency of Ofsted grading was once again brought into question, leading to numerous 'How to get a Good Ofsted' guides being created. A 2014 report by the think tank Policy Exchange indicated that many Ofsted inspectors lack the knowledge required to make fair judgements of lessons and that judgements are so unreliable, "you would be better off flipping a coin". A 2014 poll of teachers, carried out by Teacher Support Network , revealed that over 90% of teachers felt Ofsted inspections had
14025-511: The contracts with the RISPs who are no more. 40% of additional inspectors who wanted to continue working for Ofsted were not re-hired after the contractual change. Although Ofsted insisted that this was part of a quality control process and "should not be seen as an admission that its inspections were substandard", serving headteacher and Times Educational Supplement columnist Geoff Barton commented "dispensing with almost 40 per cent of inspectors on
14190-407: The country. The government of John Major , concerned about variable local inspection regimes, decided to introduce a national scheme of inspections through a reconstituted HMI, which became known as the Office for Standards in Education (Ofsted). Under the Education (Schools) Act 1992 , HMI would supervise the inspection of each state-funded school in the country, and would publish its reports for
14355-439: The data themselves to evaluate their performance. The study became an annual project and is still provided today, known as Educational Outcomes. The 2001 Green Paper Schools: Building on success introduced four new specialisms: science, mathematics & computing, business & enterprise and engineering. The Trust was moving from an organisation which primarily provided bidding advice and support, to an organisation that held
14520-423: The day 40% of inspectors were sacked for not being up to the job. In 2019, Ofsted commissioned a survey on teachers' wellbeing. The Guardian reported that "Teachers said they spent less than half their time in the classroom, with the bulk of their hours spent on marking, planning and administration, including data entry and feedback required by school management to prepare for Ofsted inspections." Teachers worked
14685-672: The following: Ofsted is one of the partner inspectorates contributing to joint targeted area inspections (JTAIs), along with the Care Quality Commission (CQC) and HM Inspectorate of Constabulary and Fire and Rescue Services . There are two types of JTAI: Ofsted was criticised as 'not fit for purpose' in 2007 by the House of Commons Education Select Committee. The committee also highlighted their concern about "the complex set of objectives and sectors that Ofsted now spans and its capacity to fulfil its core mission". Other criticism came from
14850-554: The former Office for Standards in Education merged with the Adult Learning Inspectorate (ALI) to provide an inspection service that includes all post-16 government funded education (but not Higher Education Institutes and Universities which are inspected by the Quality Assurance Agency ). At the same time it took on responsibility for the registration and inspection of social care services for children, and
15015-534: The four new specialisms (as announced in the 2001 Green Paper) was a rapid rise in the number of specialist schools. In 2002 there were 992 specialist schools and by 2004 their number had risen to 1954. In 2003 a further two new specialisms were announced: humanities and music. An SEN specialism for special schools was announced in 2004. In 2003 the Trust changed its name to the Specialist Schools Trust (SST). The Trust's network of schools continued to grow –
15180-540: The four-year development plan period normally had their grants renewed at three-year intervals with no further need to raise sponsorship. However, since 2008, the government sought to encourage long-term relationships with business partners by offering a matching grant to re-designating specialist schools that were able to raise a further £25,000 in private sponsorship. English primary schools did not require sponsorship bids for designation, instead they were selected by their local authorities who then reported their decision to
15345-463: The freedom of opportunity that school leaders had from specialisation and its associated funding. Specialism had become "so firmly established", that the "time [had] come to remove the Government imposed prescription that [had] built up around the programme". Gove also expressed his hope that the SSAT would continue to advise him on the benefits of the programme and "how those benefits might be realised in
15510-590: The future of education is shaped by high quality practice and research within the profession. Conferences were held yearly in 2013, 2014, 2015, 2016 and 2017. The company now has over 70 full-time staff. Redesigning Schooling gathered pace in the Spring of 2013 through a series of events in London and Manchester . These events gave delegates an opportunity to engage in lively debate with leading educational thinkers and academics, and to examine much needed change in education from
15675-518: The general schools budget, in a process that the government called "mainstreaming". The absorbed funds would now be sent to schools through the Dedicated Schools Grant . The requirement for English schools without academy status to designate and re-designate for specialist status would also be removed, allowing any to specialise at will but without the extra funding awarded to specialist schools previously. Consequently, government funds given to
15840-716: The government's goal of establishing a specialist system with increased school independence from local government authorities and the central government in Whitehall . At this time, in a bid to increase parental choice, Conservative Shadow Education Secretary Tim Yeo planned to expand the specialist schools programme by implementing within it a "pupil passport scheme". The scheme would allow all schools, including state schools, to become fully selective. Schools would also be disallowed from accepting students based on their proximity to them and from refusing students who lived outside their catchment areas . Other policies that would be part of
16005-451: The grounds of quality is hardly an endorsement of standards." An HMI accompanies an Ofsted inspector on a sample of inspections, including 75% of those of secondary schools. Reports produced by RISPs must be checked and signed off by HMI, sometimes with amendments, before publication. New Additional Inspectors must be monitored and signed off by HMI before working independently. The number of RISPs contracted to conduct school inspections
16170-413: The idea of specialism in school improvement, first proposed by Estelle Morris in 1998. Again a practitioner-led philosophy, many schools had joined the programme by 2004. Following a challenge from the then Schools Minister David Miliband , the Trust began working with headteachers to define personalising learning. Professor David Hargreaves held a series of workshops with 200 headteachers and identified
16335-446: The implementation of the programme's expansion as Labour policy. Both major political parties pledged to continue the programme in their election campaigns. The Conservatives originally proposed allowing comprehensives to designate as new grammar schools through the programme, however this was abandoned due to conflict within the party. They also promised to designate 900 more specialist schools by 2001. Tony Blair's counter-proposal
16500-438: The incoming 1997 general election ; it was expected that Labour would win the election, resulting in a change of government. Historically a left-wing party, Labour advocated the comprehensive system of schools, a system which opposed the specialist schools programme's values of school selection and diversity, and some expected that they would abolish the programme upon being elected. However, its leader Tony Blair had moved
16665-471: The increased amount of specialisms now available, the Technology Colleges Trust was renamed to the Specialist Schools Trust (SST) in 2003. That year, further specialisms in music and the humanities were introduced and schools were invited to add a curricular rural dimension to their designation bids. The dimension was made available to re-designations in 2004. High performing specialist status
16830-399: The inspection of schools, and the rest in the inspection of other areas for which Ofsted in responsible. All HMIs inspecting schools have teaching experience. When Ofsted was created the original plan was that inspectors would not be drawn from education. the plan was to give parents an independent review of a school untainted by the education establishment. This plan was quickly replaced by
16995-485: The local community. The designation process was modified to follow these principles, with School Improvement Partners (SIPs) and local government authorities taking control of designations and re-designations from the Department for Children, Schools and Families (DCSF). The pilot for the new process took place in autumn 2009. SIPs investigated schools' performance using benchmarks and determined whether they were satisfactory for re-designation. All schools participating in
17160-485: The lowest Ofsted grade would lose specialist status and be given a year to improve. Failure to do so would result in the schools closing down and reopening as academy schools : schools controlled by a sponsor and funded by the government as opposed to its local authority. From 1 April 2010, control over English specialist designations and re-designations were transferred from the DCSF to local authorities and School Improvement Partners (SIPs). A new procedure for designation
17325-528: The majority of specialist schools were Technology Colleges; the CTC Trust became the Technology Colleges Trust (TCT) to reflect this fact. The affiliation scheme grew to include 300 schools and Arts and Sports Colleges were introduced. Unlike the other specialist schools, Sports Colleges were instead supported by the Youth Sports Trust. The trust's first annual conference was held, in which Labour 's Shadow Secretary of State for Education David Blunkett
17490-560: The new 14–19 Diploma through the system. Children's Trust Boards, areas where public services and schools would merge, were also planned. Some were already established shortly before the white paper was published, with a number of schools hosting relocated specialist child health clinics, youth centres and sports facilities. To reflect these changes, the specialist schools programme was centred around five new core principles: exported excellence, specialism excellence, school-wide specialism impact, partnership between schools and cooperation with
17655-465: The nine gateways to personalising learning. A series of five conferences with ASCL (then SHA) followed to examine the gateways. After each conference, Hargreaves produced a pamphlet with case studies from schools. By the time of the last conference in January 2006, the nine gateways had been clustered into four groups: deep learning, deep experience, deep support and deep leadership. The National Conference in 2006 focused on these four topics and consequently
17820-493: The number of schools affiliated passed 1500 in 2002 and reached 2500 in 2004. A regional structure was established in 2002, to cope with the size of the network. Full-time regional coordinators worked with a committee of volunteer headteachers in their region, setting the local agenda for events and other activities. 2003 saw the establishment of the National Headteachers Steering Group, initially made up of
17985-442: The overall quality of education and training. Inspection reports provides important information to parents, carers, learners and employers about the quality of education, training and care. These groups should be able to make informed choices based on the information published in inspection reports. Ofsted monitors standards in schools, and tells schools what they are doing right and what they must do to improve. Before 2005 each school
18150-404: The party to the right under his New Labour project. Now a centrist party, Labour dropped many of their social democratic principles, including the defence of comprehensive education. Although, much of its membership opposed the programme in 1993 and 1994, some leading figures began expressing support once schools under local government control were allowed to participate. This was reiterated at
18315-405: The pilot were successfully re-designated. After the pilot's success, the new designation process was enacted in early 2010. By this time, there were 3068 designated specialist schools in England, or 93% of the country's state-funded secondary schools. The Great Recession damaged the political reputation of Prime Minister Gordon Brown and it was growing increasingly unlikely that Labour would win
18480-414: The private sector such as Arcadia and HSBC , but could also be donations "in kind" of goods or services. Notable sponsors included Lord Harris of Peckham , Peter Lampl , Evelyn de Rothschild and Philip Green . Secondary schools could not apply if they were in special measures . The total sponsorship during the scheme was of the order of £100 million. The reward for achieving specialist status
18645-459: The programme by Education Undersecretary Cheryl Gillan , which was something she considered to be one of her proudest achievements in politics. Unlike the programme's other specialisms, Sports Colleges were supported by the Youth Sport Trust (YST). It took on the CTC Trust's task of helping schools raise the required sponsorship for specialist designation in sport and, like the CTC Trust,
18810-464: The programme on behalf of the Department for Education and did so by helping schools raise the required sponsorship bid of £100,000 and then £50,000 for specialist designation. In 1993, the trust was appointed by Secretary of State for Education John Patten to manage the CTC training scheme. The scheme trained teachers from five CTCs and Technology Colleges and was initially found by education inspectorate Ofsted as "failing". Later inspections reported
18975-711: The programme remain legally valid as there is no longer a requirement to re-designate. In Northern Ireland for example, the Assumption and St Louis grammar schools continue to maintain their specialist status in music and technology, having both been designated with these specialisms in September 2009. From 2020, some free schools were opened with specialist Maths or Science College status under Education Secretary Gavin Williamson 's COVID-19 recovery plan. Conservative prime minister Boris Johnson also intended to introduce more specialist schools before his resignation. It
19140-448: The programme was introducing a two-tier education system made up of partially selective specialist schools with extra funding and comprehensive schools which could not have benefited from any extra money. It was believed that schools located in poorer areas would be unable to raise the required sponsorship for specialist status, although the TCT reported that almost a third of specialist schools were located in inner cities . Mike Baker of
19305-586: The programme's abolition, schools no longer need to designate or re-designate for specialist status, however the extra funding granted after gaining this status is no longer available. Two organisations, the Specialist Schools and Academies Trust (SSAT) and Youth Sport Trust (YST), were funded by the Department for Education to help schools raise sponsorship and support them through the programme's designation and re-designation process. A number of high-profile individuals and organisations sponsored schools in
19470-400: The programme's architect, leader, head and initiator. The first 12 Technology Colleges were designated in March 1994, joining the government's newly-established specialist schools network. Made for the new programme, this network was a collaborative partnership of state specialist schools led by the 15 specialist CTCs. It had previously included the TSI's 220 Technology Schools, although
19635-584: The programme's budget. After the May 1997 general election, Labour entered government, with the Conservatives entering opposition. One of New Labour's priorities in government was "education, education, education". This included the diversification of the school system and the replacement of the "bog standard comprehensive" by specialist schools. The specialist schools programme was relaunched in July, with an emphasis on school cooperation, achievement and diversity, and
19800-461: The programme's entry into the mainstream education system. The 1997 education white paper Excellence in Schools introduced policies that would be enacted by the School Standards and Framework Act 1998 . These policies included the establishment of Education Action Zones ; socially disadvantaged areas where specialisation bids were given preferential treatment over those located elsewhere, and
19965-400: The programme, such as Evelyn de Rothschild and Microsoft . Sponsors could sit on the governing bodies of these schools. The SSAT was also the Department's main advisory body on the programme, managing and delivering it on the Department's behalf; its long-time chairman Sir Cyril Taylor advised multiple education secretaries on the programme and influenced much of its development. The trust
20130-457: The reinforcement of specialist selection, whereby specialist schools were able to select up to 10% of their intake on aptitude in the existing specialisms of sports, arts, languages and technology. Few specialist schools took up this option, yet many accused the government of covertly reintroducing selection, just as they did under the previous Conservative administration. From 1999, the required amount of private sponsorship for bidding schools
20295-460: The repeating grants would support said plan, reasons for applying for the capital grant, proof of a planned community dimension, information about sponsors and their cooperation with the school and the school's general information. Schools were told to apply for specialisms based on the needs of their local communities, which were determined through dialogue with local authorities and other schools nearby. Under-designated specialisms were preferred by
20460-507: The required £50,000 of private sponsorship. 20–25% of designated schools utilised this scheme. These reforms were done to avoid a two-tier education system and implement a new specialist school system in England, thereby replacing the comprehensive system already in place. This new system would focus on boosting educational diversity and equality, and would encourage school cooperation, innovation and improvement. It would also emphasise school independence and accountability. To better reflect
20625-464: The right to open a new sixth form college . All schools could add a curricular rural dimension to their designation and re-designation applications. This gave specialist schools an additional curriculum based on rural education. Despite the dimension's focus on rural schools, it was also available to urban and suburban schools. To apply for specialist designation, secondary schools had to demonstrate reasonable standards of achievement, and produce
20790-470: The run-up to the review, Labour politicians claimed to have leaked government plans to scrap Sports Colleges and their associated specialist funding in favour of academic subjects. The programme's other specialisms would be spared. Instead, when the review was released and in spite of Michael Gove's meetings with Cyril Taylor, it was announced that all of the programme's English specialist schools would have their dedicated extra funding rerouted and absorbed into
20955-418: The scheme as "satisfactory". The trust also had a new chief executive, Kathleen Lund. Lund led the CTC Trust's efforts to cooperate with local authorities from 1994, who had previously opposed the trust due to the CTC and specialist schools programmes (which, in the case of the specialist schools programme, had excluded them until 1994). Specialist schools in language were also introduced at this time. In 1996
21120-468: The scheme included the introduction of academy status grammar schools and individualised student funding that would follow them throughout their education. In 2005 the SST was given oversight over the academies programme , thereafter becoming the Specialist Schools and Academies Trust (SSAT). Academies, although independent of the specialist schools programme, were required to specialise and had to take part in
21285-412: The school is no longer deemed to be failing. Furthermore, the senior managers and teaching staff can be dismissed and the governing body may be replaced by an appointed Interim Executive Board (IEB). Schools which are failing but where inspectors consider there is capacity to improve are given a Notice to Improve (NtI). Ofsted, as of April 2015, was issuing new guidance to inspectors which will include
21450-419: The school system. The resulting Technology Colleges programme was launched in September 1993 with the stated intent of promoting technology, allowing schools with voluntary aided and grant-maintained status to apply for Technology College designation after raising the required £100,000 in private sponsorship. If accepted, schools with Technology College status then received the extra funding as promised in
21615-485: The school system. He introduced the compulsory requirement for specialist schools to share their additional resources with nearby schools. This was known as the "community dimension" and specialist schools had to allocate a third of their funding to it. The dimension also covered their partnerships with these schools, as well as local institutions of further and higher education and local businesses. Blunkett's tenure as education secretary from 1997 to 2001 coincided with
21780-605: The specialism from December 2004. In contrast to the third of funding dedicated in other specialist schools, SEN Colleges had to dedicate half of their additional funding to the community dimension. They did however receive another exclusive £60,000. In January 2004, Minister for School Standards David Miliband announced that the majority of secondary schools in England, exactly 54%, had attained specialist status. Another announcement in July, made by Education Secretary Charles Clarke, revealed that over 62% of secondaries were now specialist, with another 268 being designated, bringing
21945-479: The specialist schools and academies programmes conversed. Taylor made various suggestions for the programmes' continuation under a Conservative government, most of which were well-received by Gove. The Labour government lost power soon after the 2010 general election and the Conservative–Liberal Democrat coalition entered government. In June 2010 Michael Gove, who was now education secretary, sent
22110-611: The specialist schools programme and was opened up to schools under local government control on the orders of Gillian Shephard , the new education secretary. Shephard introduced specialist schools in language as planned and moved towards increasing specialist selection, a move criticised by unions but welcomed by the Labour Party , the opposition to the Conservative government. By this time, there were 30 schools specialising in language and 151 schools specialising in technology, excluding
22275-592: The specialist schools unit of the DCSF during one of the two bidding rounds, usually in March or October. They would then have to provide two letters, one from their local authority and one from a sponsor, supporting their application. From 2003, middle and upper schools could submit a joint application for specialist designation and re-designation. Secondaries could also jointly apply, including those of different types. For example, grammar schools were able to jointly apply with secondary modern schools . A school's application had to include its development plan and how
22440-492: The students and the impact of governance and management. Inspectors make graded judgements on the following areas: A school is placed into special measures if it is judged as 'inadequate' (Grade 4) in one or more areas and if the inspectors have decided it does not have the capacity to improve without additional help. Schools placed into special measures receive intensive support from local authorities, additional funding and resourcing, and frequent reappraisal from Ofsted until
22605-451: The ten available in England, were offered. The five new specialisms exclusive to Northern Ireland were health and social care, leisure and tourism, information and communication technology (ICT), dramatic arts and art and design. A rural and environmental studies specialism was also discussed. By November 2005, 46 schools had applied, of which 13 were reported as shortlisted by The Irish Times . The shortlisted schools only applied for six of
22770-404: The total number of specialist schools to 1954. This was the largest expansion of specialist schools to date and meant that the aim for a total of 2000 by 2006 was likely to be met two years earlier than expected. Clarke also released an educational "five-year plan" that aimed to have all English secondaries be specialist by 2008, with at least one serving every community. The plan also reinforced
22935-502: The trust in 1987. It was given government grants amounting to, at most, £200,000 by 1991. These grants would fund the trust's efforts in acquiring campuses and attracting potential sponsors for CTCs. The first chief executive, Susan Fey, was appointed in 1988. In 1990, Susan Fey appointed the trust's six curriculum development directors (CDDs), individuals who would visit CTCs to develop their ethos and curricula and support teacher trainees. The Department for Education and Science granted
23100-484: The trust signed an agreement with Hanban to train 1,000 teachers of Chinese. The trust also manages a number of schools in Abu Dhabi . Specialist schools programme The specialist schools programme ( SSP ), first launched as the Technology Colleges programme and also known as the specialist schools initiative , specialist schools policy and specialist schools scheme , was a government programme in
23265-580: The trust, which was an umbrella organisation for all of these schools. With the first designations, Education Secretary John Patten announced plans to introduce more specialist schools in art, sport, music, language and business. The Technology Colleges were a trial of these plans and Patten expected to see 160 more designated over the next few years. Teachers opposed the programme as schools controlled by local government were unable to participate, with critics claiming that it aimed to incentivise schools to opt-out of their control. Officially, participation
23430-512: The use of data analysis and supports networks of schools and academies across a number of subject areas. It runs numerous events for teachers and school leaders, including the annual SSAT National Conference. SSAT supports the iNet network of schools in 34 countries. iNet was established in 2004 and currently includes schools in Wales , China, the United States of America, New Zealand , Mauritius ,
23595-480: The welfare inspection of independent and maintained boarding schools from the Commission for Social Care Inspection (CSCI). The services Ofsted inspects or regulates include local services, childminding , child day care , children's centres, children's social care, CAFCASS , state schools , private schools and teacher training providers, colleges , and learning and skills providers in England. It also monitors
23760-495: The white paper and had to spend it towards their specialism over a three-year period, re-designating after this period had expired. Schools had already begun specialising in technology under the Technology Schools Initiative (TSI) launched a year prior. Sir Cyril Taylor became the government's advisor on the programme, serving in this position under ten consecutive education secretaries. His educational trust ,
23925-531: The work of the Independent Schools Inspectorate . HMI are empowered and required to provide independent advice to the United Kingdom government and parliament on matters of policy and to publish an annual report to parliament on the quality of educational provision in England . Ofsted distributes its functions amongst its offices in London, Manchester, Nottingham, Birmingham, Cambridge, York, Darlington and Bristol. Ofsted covers only England;
24090-412: Was a government grant of £100,000 to go with the £50,000 in sponsorship for a capital project related to the specialism and an extra £100 to £129 per pupil per year for four years to support the development plan. This was normally targeted on additional staffing and professional development, though up to 30% may have been spent on equipment. Schools that made a good attempt at achieving their targets over
24255-438: Was a guest. In December the trust's founder and chairman, Cyril Taylor, convinced Labour leader Tony Blair to support the specialist schools programme. Labour were in opposition but were largely expected to win the 1997 general election . Once this had occurred, Blunkett became education secretary. Blunkett pledged to expand the programme in order to modernise the comprehensive system . In 2000 Professor David Jesson authored
24420-403: Was actually granted. Schools designated in this subject became ICT Colleges. Applications would usually open in March and October each year. Schools initially designating could apply for a combined specialism in two of these specialisms or one of them alongside a vocational specialism which allowed Vocational College (later Applied Learning College) status. Special schools could apply for
24585-492: Was also confusion between specialist schools designated in the programme, traditional specialist schools such as music schools and special schools that served pupils with special needs . Morris resigned from her position in October 2002 and Charles Clarke became the new education secretary. Clarke discontinued advanced specialist status, announced his intention for all secondary schools in England to be specialist and "raised
24750-479: Was also introduced, with Morris inviting 300 of the top performing specialist schools to become advanced in 2002. Advanced specialist schools were training schools that aimed to improve underachieving comprehensive schools. They were led by the first executive headteachers , super-heads noted for their successful leadership of secondary schools. At this time there were growing concerns from Liberal Democrat MPs, Labour backbenchers and teaching unions that
24915-428: Was an umbrella organisation for specialist schools and also managed the government's specialist schools network, a collaborative partnership made for the programme that included all of the country's state specialist schools, including those designated through the programme, City Technology Colleges and academy schools . The network was used to share schools' skills and turn its members into centres of excellence , and
25080-414: Was announced at that year's Conservative Party Conference by Secretary of State for Education and Science Kenneth Baker . CTCs were state specialist schools independent from local authority control, specialising in science and technology. Baker and Thatcher requested that Taylor establish the City Technology Colleges Trust to oversee the establishment of CTCs. Taylor became Baker's adviser and founded
25245-443: Was enforced as a result, with this procedure being trialled in autumn 2009. Ofsted The Office for Standards in Education, Children's Services and Skills ( Ofsted ) is a non-ministerial department of His Majesty's government , reporting to Parliament . Ofsted's role is to make sure that organisations providing education, training and childcare services in England do so to a high standard for children and students. Ofsted
25410-423: Was forced to admit that it had done no quality control checks on these inspectors, and that a few of them – including lead inspectors – were not qualified teachers as prior to 2005 they had been 'lay' inspectors. In 2015, the chief inspector (Sir Michael Wilshall) decided that he wanted more direct control over Ofsted inspectors brought responsibility for their training, deployment and quality 'in-house' and abolished
25575-412: Was funded by the DfE to do so. The first designations in the art and sport specialisms were awarded to schools in early 1997. By the end of 1996, 182 specialist schools had been designated, with the majority of them being Technology Colleges. In light of this, the CTC Trust was renamed the Technology Colleges Trust (TCT). At this time, the trust began working to ensure the programme's continuation beyond
25740-700: Was halved, and could be made up of goods and services in lieu of cash. Software donations were, however, ineligible because of the difficulty in evaluating the true value of something that had no manufacturing cost and could simply be given away as a form of collateral, but this changed when Oracle and then Microsoft were allowed to sponsor the programme with "in kind" donations. The government also began funding schools unable to afford sponsorship and gave specialist schools another £20,000 to encourage school cooperation. By this time there were 365 specialist schools, 242 were Technology Colleges, 61 Language Colleges, 33 Sports Colleges and 29 Arts Colleges, with plans to reach
25905-501: Was inspected for a week every six years, with two months' notice to prepare for an inspection. In September 2005 a new system of short-notice inspections came into being. Under this system the senior leadership of each school were strongly encouraged to complete a Self Evaluation Form (SEF) on a continual basis, which required them to be aware of strengths and areas for development. Inspections were generally two- or three-day visits every three years, with two days' notice. They focussed on
26070-567: Was introduced in 2004 when 69 specialist schools were invited to establish a second specialism. Unlike combined specialisms, second specialisms were not gifted upon first designation and instead came with re-designation. Initially, they were only offered to the high performing specialist schools, alongside the ability to gain training school status and new exclusive vocational and SEN specialisms, however second specialisms were offered to normal specialist schools later that year. The SEN specialism also lost its exclusivity, with 12 special schools gaining
26235-909: Was reduced in 2009 from five to three: As of January 2021 , seventy per-cent of the inspectors are now headteachers or school leaders. Ofsted publish reports on the quality of education and management at a particular school and organisation on a regular basis. His Majesty's Inspectors (HMI) rank schools based on information gathered in inspections which they undertake. Inspectors carry out regular inspections of all maintained schools and academies, some independent schools, colleges, apprenticeship providers, prison education and many other educational institutions and programmes outside of higher education. Ofsted aims to improve lives by raising standards in education and children's social care. Ofsted monitors standards in schools, and tells schools what they are doing right and what they must do to improve. Inspectors publish reports of findings so they can be used to improve
26400-424: Was removed and all contracted inspectors (as opposed to directly employed HMI) became 'Ofsted inspectors'. Most school inspections were carried out by additional Inspectors (AI) employed by external companies known as Regional Inspection Service Providers (RISPs). As of July 2009 , there were 1,948 AIs, of whom 1,567 inspect schools. Although Ofsted claims that most of these have teaching experience, in 2012 it
26565-405: Was restricted to voluntary aided and grant-maintained schools because of their favourable administrative style, which included provisions for sponsor governors. Other critics accused the programme of covertly introducing selection in schools , as grant-maintained and voluntary aided schools could select 10% of their pupils in specialist aptitude. Between 1993 and 1995, the programme developed as
26730-512: Was the development of its international arm – International Networking for Educational Transformation – known as iNet. This network grew in response to demand from schools in England and overseas, starting principally in Australia. It exists and flourishes today, with networks in the United States, China, the Netherlands and Wales . The Leading Edge programme was announced in 2003 as a response to
26895-609: Was thought by the trust to be the largest school network in the world. It was defunded and abolished after the 2010 Comprehensive Spending Review . The Education Reform Act 1988 introduced a new compulsory subject of technology, but there were insufficient funds to equip all schools to teach the subject. A first attempt at developing specialist schools to solve this issue, the City Technology Colleges (CTC) programme between 1988 and 1993, had produced only 15 schools despite an initial aim of 200, and had to be suspended after
27060-480: Was to lower this number to 300 and to redirect some of the programme's funding to urban areas. However, David Blunkett wanted another 1000 specialist schools designated. He, in response to the Conservatives' plans to introduce grammar school designation, called them "totally confused" over their education policy. Blair echoed similar sentiments, calling the party's execution of the programme "unplanned and incoherent". Blair promised to make supporting other local schools
27225-431: Was why the funding was mainstreamed, alongside a government venture for more school freedom and autonomy. More types of specialist school have been introduced since the closure of the programme and specialisms introduced by the programme are still available regardless of designation. The majority of specialist schools designated in the programme, 2799 specialist schools to be exact, continue to operate – designations from
#478521