At the heart of ASCL’s blueprint is a need for a self-improving education system in order to truly make it world-class. What do you think is required to achieve this? Here ASCL members share their views.

A world-class education system

Trust is key

The key requirement for implementing a self-improving education system is trust. 

Unfortunately, this is a commodity that has been in short supply in schools and the education system in general over the last twenty years. 

It starts from the very top. Increasingly, the suspicion that every education minister has had for those involved in educational research and leadership has escalated into the animosity of Michael Gove’s description of educationalists as ‘the blob’. I remember back in the nineties when listening to those who know about education led to accusations that the minister had ‘gone native’. 

In my own school, we have experienced the very positive effects of relaxing the ‘control’ a little and allowing teachers the freedom to teach and lead learning in the way that works for them. The potential to release this across the whole school system would inevitably lead to a genuine step change in success.

Peter Tomkins
Vice Principal, Montsaye Academy, Rothwell, Northamptonshire

Take up the gauntlet

School and college leaders can and should take up the gauntlet of leading and creating an educational model that is both transformational and self-sustaining. The government should be an enabler and provide stability in policy development so that constant change does not undermine progress on realising the vision. 

ASCL’s influence on the future development of our system should be proactive and fixed firmly on shaping it so it is a genuinely self-improving system. It should be confident in its purpose, theory and practice. 

I believe if we can set out a dynamic and empowering vision for the future, then collectively we will be instrumental in engaging new generations of school and college leaders to deliver that vision.

Sian Carr
Principal, Skinners’ Kent Academy, Royal Tunbridge Wells, Kent

Embrace a single equal system

Government needs to embrace the notion of a single system that applies to all schools equally. This needs to be inclusive and not exclusive. The system should not be one that seeks to create an elite. Any barriers to equity need to be removed and replaced by a comprehensive system determined to ensure that every child can be the best that they can be. 

Martyn Taylor
Headteacher, The Thomas Cowley High School (a Lincolnshire secondary modern school), Donington, Lincolnshire

Look at the wider picture

We need a world-class education system for all – not just the high achievers: a system where education is not simply academic and based on test results.

Inspection is based on outcomes already – we must try to persuade Ofsted that RAISEonline does not tell the whole story. They should give credit for all the other amazing things schools are doing for students.

Educators must be given time to do things with real quality – business professionals, and of course Malcolm Rifkind, are given time to produce high-quality work or in Malcolm’s world as an MP time to ‘go for walks’ – so why should educators do everything in ‘grabbed’ seconds, minutes or late at night. It is such a poor way of doing things and it is extraordinary that these are the expectations in education.

Pay the education profession properly – the economy is flourishing and pay increases are widespread, however, the profession gets a miniscule pay rise and pensions have been ravaged. Find a way of giving the profession stronger status amongst people and fight our corner.

In addition, we must utilise the skills of educators in role to help devise policy and trust the profession to do what is best for children in order to give them genuine autonomy. 

Chris Wardlow
Vice Principal, Rydens Enterprise School and Sixth Form College, Surrey

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