Memorandum from Ofsted submitted as part
of the Memo from Department for Education and Skills (DfES) (Annex
B)
CURRENT INSPECTION
ACTIVITY IN
OFSTED
1. Between April 2002 and March 2003, 27
schools (10 Secondary, 17 Primary) will have been visited by HM
Inspectors (HMI). These schools represent a cross section of types
and socio-economic contexts. They have been selected as potentially
being in the vanguard of any developments in ESD. The intention
is to identify effective practice. These visits include an evaluation
of the quality of teaching and learning within curriculum areas.
However, the main focus is to identify and assess the value of
any specific ESD related initiatives that the schools may be involved
in and, in particular, the impact ESD may have on the general
school ethos and learning environment.
2. During the course of these visits, HMI
evaluate several key areas:
— Management—focusing
on the School Mission statement; ESD policy statement; Senior
Management involvement and support; references in the School Development
Plan; allocation of resources; role of the governing body; guidance
on implementation into the curriculum; relevant professional development;
ESD audit; monitoring of ESD; the sustainability of ESD projects.
— Curriculum—focusing
on planning; inclusion and identification within current scheme
of work and lesson planning; evidence of cross curricular mapping.
— Teaching—focusing on
positive role models; use of local case studies; engaging local
issues; links with, and use of, ESD associations; use of topicality;
active learning; exploring issues leading to action on behalf
of pupils; evidence in displays of work eg letters to decision
makers; global links; field visits.
— Learning—focusing on
independent styles of learning; children developing own reasoned
points of view; active citizens within the classroom, school and
community; active participation in reducing waste; active decision
making.
— Decision Making—focusing
on active involvement in a school or eco-council; examples of
whole school participation and co-operation; playground committee;
active environmental group; networking and community involvement;
fundraising; feedback mechanisms for students to talk about school
issues; pupil-parent-teacher working groups.
— Specific Projects—focusing
on details of specific initiatives that the school may be involved
in; links with NGO's or other areas of funding/support; details
of each project context, funding, success indicators etc.
— General Environmental Indicators—focusing
on an eco-code; waste minimisation and recycling schemes managed
by pupils; incentives and schemes in place for staff and pupils
to travel by means other than by car etc.
— Purchasing—focusing
on recycled paper; fairtrade products; fresh food on offer; local
produce sourcing policy; environmentally friendly purchasing throughout
the school; energy efficiency measures in place; pupil involvement
in purchasing policy etc.
— Grounds and learning environment—focusing
on school grounds use and facilities; wildlife garden; use and
up-keep of green space; nature set-a-side; recycling facilities;
use of school grounds for teaching and enhancing the taught curriculum;
diversification of school buildings and grounds outside school
hours eg community education.
3. A summary report is planned for publication
in June 2003. Without wishing to prejudice the findings of the
final report at this stage, several key features are emerging
from the evidence so far.
— Where ESD is being promoted effectively
as a whole-school initiative, it is having a positive impact on
developing the school ethos and behaviour of pupils. This is most
clearly reflected in the positive attitude of most students and
their high self-esteem as well as their ability to articulate
and express opinions. This is often observed in their involvement
within the wider community.
— Most schools that are successfully
promoting ESD often started from small initiatives, which have
expanded and developed and been added to over time.
— Schools that actively promote ESD
often promote the inclusion agenda also. A number of schools visited
integrate pupils with behavioural difficulties and, in the majority
of cases, very successfully.
— There is a significant overlap with
citizenship education. In particular, the active involvement of
pupils in the stewardship of their environment and involvement
in the decision-making process provides practical experience of
citizenship on a micro-scale. There is evidence that the lessons
learned from teaching of citizenship can be put into practice
by pupils to enhance their own learning environment, develop positive
attitudes and values, as well as impact positively on their local
community.
February 2003
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