Schools which most successfully revive after being labelled failures have strong leadership, self-knowledge and sense of identity, Ofsted says. The report is based on 14 schools in England previously deemed to require special measures. When re-inspected they were showing continuous improvement.
“The schools became successful in unlocking the potential of all groups of pupils and students. All the actions contributed to the development of a whole-school identity and sense of belonging. There was evident pride in recognising collective achievement.”
The report adds:
“The associated improvements in personal development, especially behaviour, were dramatic. The message from pupils and students who took part in the journey from special measures is powerful and unequivocal. They were in no doubt that the enjoyment of learning, achievement and well-being of every one of them mattered above all else in their schools.”
Reinforcing the message about self-improvement, the report says outside help can actually make things worse.
“Unless external support for improvement was carefully matched to a school’s particular circumstances and rigorously evaluated, it had the potential to create more problems and, at worst, to slow the pace of improvement.”
Christine Gilbert said: “The report shows that if schools placed in special measures are willing to face up to the need for change and take appropriate action, they can improve very quickly and become outstanding schools.”
