Blog posts by: Dr Keven Bartle

In the past week, I have been looking at the regional variations in the 2023-24 inspection data with some interest and so I wanted to share them with you. Hopefully you will find them fascinating too.

My previous blog queried whether the data about ‘need to improve’ comments from inspection reports since January might be pointing towards an ‘Oliver effect’.

As mentioned in a previous blog on attendance, we have been tracking every ‘need to improve’ comment written by inspection teams during their visits to schools and colleges in 2023/24. At the time of writing, there were almost 4,000 such comments.

On Thursday 18 July 2024, SSAT will be publishing the findings from a survey of 236 serving and former headteachers who, between them have almost 2,000 years of headship experience. The survey questions drew from 26 reports into headteacher retention published since 2017.

My colleague Dan Belcher’s first blog on leadership development in the UK education system discusses the past history and present predicaments faced by our sector. In this post, I will outline, based upon our upcoming ‘Labouring to Love Headship’ report, what a better future might offer in this area.

As we hit the home straight of this odd general election campaign, I wanted to outline one of the greatest fears I have for the education sector which no manifesto pledges seem to fully address.

I have begun tracking Ofsted reports: ‘What does the school need to do to improve?’ I’ve identified 3,858 specific areas from inspections since January 2024.

We are delighted to offer a new programme for serving and experienced headteachers, SSAT’s Rethinking Headship. In preparation for this programme, we have summarised and synthesised recent research focused on headteacher retention. Our aim, in this phase of our work is to stimulate discussion about how individual headteachers rethink their approach to headship. At the same time, we want to draw on your insights gained through the wisdom of your experience to provoke a rethinking of headship at a systemic level.

As school leaders you know that attention from the media and politicians about the ‘attendance crisis’ is a double-edged sword. On the one hand, it is good to know that you are not alone in meeting these challenges. On the other hand, such attention on school issues often generates more heat than light.

Having recently moved from being a headteacher to Senior Education Lead with SSAT, I have been reflecting a great deal on the nature of school improvement.