VIEWS & OPINION


Tackling social exclusion should start


in school Comment by SAM WARNES, former teacher and founder of EDLounge


As a teacher, I’ve seen my fair share of students excluded from school. Disruptive or distracted, they were labelled ‘troublesome’ and shown the door. I was labelled that student by some teachers and was educated outside my headteachers and deputy Heads door whilst being educated whilst running through brick walls for others. But, more often than not, these children


weren’t actually ‘troublesome’! The vast majority were simply not engaged by the traditional style of learning - I wasn’t; they may have had special educational needs, for example, or required a more interactive format. In my opinion, they are the very students who should receive the most help! For whatever reason, when it becomes clear that a student is


struggling to pay attention, it may be helpful to explore options of virtual classrooms. Virtual classrooms can be accessed with a computer, tablet, or smartphone device, meaning that students can access information in an environment that is more conducive to their learning needs. In addition to providing a positive environment, a key


component of reducing exclusion is being able to track and monitor a student’s interaction and progress with lessons. This can be difficult for a teacher to do in a classroom full of children, but virtual classrooms are goldmines for this type of data. The ability to see where a student is struggling and tweak upcoming activities will ensure that engagement levels remain high, confidence is rebuilt, and no further punitive steps are necessary.


The story doesn’t stop with ‘exclusion’ Where an exclusion from school is necessary, virtual classrooms can be made available for students who require short-term or alternative provision. Because schools are able to create their own curriculum, or use


standardised lessons that are in line with government requirements, these online support systems are ideal for any age group for those doing core, academic, or vocational courses. Courses are run by instructors who the students can ask for help, feedback, comments, and direction. The completion of activities, regardless of the time and place,


makes it possible to track attendance, ensuring that all students are progressing through the virtual classroom. Additionally, virtual learning allows the opportunity to include e-learning courses and resources on wellbeing and behavioural management skills, which can enable a child to return to the mainstream classroom, and later, to flourish in society. Sometimes all that is needed to bring a student back into the


fold is a different approach to education. While this is not always possible within the four walls of a classroom, schools would be remiss to overlook these tech solutions. Exclusion from school should always be a last resort, and all


efforts to retain the child in the school environment should be made. Education is the key to breaking the intergenerational cycle of social exclusion, and with so much technology at our fingertips, we now have the ability to personalise learning in a way that helps vulnerable students before it’s too late.


January 2019


New inspection framework – a welcome


change (part 2) Comment by LOUISE DOYLE, director, Mesma


In last month’s issue, we looked at the new inspection landscape coming into effect from late 2019 and why it’s a welcome change for FE and skills. However, while Ofsted’s sentiments that it should ‘be a force for improvement’ imply that it isn’t perhaps achieving this, I will now look in my second piece, at why it’s clear that there are issues within the current approach that the proposed changes must resolve.


The Common Inspection Framework, which will take effect from


September 2019, is set to shift Ofsted’s focus towards learning and training providers. However, while it will offer a broad, rich and deep curriculum, the refocus will have unintended consequences - most notably, an over-emphasis on narrowing teaching and assessment practice to focus on the end-test. We will see the debates continue to rage about how


judgements can be made about the quality of education, without inadvertently advocating a particular approach. What is positive is the debates are happening and the sector can do much to drive evidence-based practice from within, both in their own organisation and through support from the likes of the Education and Training Foundation’s Outstanding Teaching, Learning and Assessment Programme. The new inspection framework is only at the proposal stage now


and will undoubtedly see changes and additions. Reflection, development and piloting for the new framework will now move ahead, with developments fed back by Ofsted to sector partners and consulting occurring over spring term 2019, before publication of the final framework in summer 2019. However, regardless of what happens, change is coming, and


people need to plan for a different inspection landscape in future. We are particularly keen to see the reduction in duplication in the Common Inspection Framework between the questions underpinning the judgements. This impacts on providers when they undertake self-assessment


and understandably, align their approach that of the CIF content. Indeed, we had as recently as August made the decision to create a framework for our clients in our self-assessment software module, which mapped to the CIF and reduced the duplication. Our position on the CIF remains steadfast; it is an incredibly


useful tool to support FE and skills providers to develop sound internal quality assurance practices. Our advice is therefore simple, focus time and effort on getting this right, and far less on unnecessarily worrying about the inspection processes itself. If there is one disappointment around the proposed changes, it’s


that there will be no consultation on removing the 'Outstanding' grade. The response from Ofsted is to say parents like it. This doesn’t strike me as reason enough to keep it and I'm sure there's more to Ofsted’s thinking. With my governor’s hat on, I recall an LA School Improvement


Partner suggesting to me it was a poison chalice. I've since come to understand what he means by that; the pressure to retain it and the perceived fall from grace if a provider doesn't, is a problem. I draw parallels with the French chef who recently asked to be removed from the Michelin directory, citing the pressure it placed on himself and his staff.


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