The role and performance of Ofsted
Memorandum submitted by DEA
About DEA
DEA is an education charity that promotes global learning. We work to ensure that people in the UK learn about global issues such as poverty and climate change and develop an open-minded, global outlook. DEA defines global learning as education that puts learning in a global context, fostering:
• critical and creative thinking;
• self-awareness and open-mindedness towards difference;
• understanding of global issues and power relationships; and
• optimism and action for a better world.
DEA is a membership body, with over 150 organisational members including subject associations, universities, local authorities and many development and environment NGOs in the UK.
Analysis and recommendations
1.
The weight given to different factors within the inspection process
1.1
In some cases, Ofsted reports have highlighted the progress of schools in developing a global dimension and opportunities for young people to learn about sustainable development. In these cases such opportunities have been seen as important elements of education and as having a positive impact on young people. In this submission we suggest that Ofsted reports more clearly and fully on the progress of schools in these areas, more consistently recognising the value of these opportunities in relation to pupil outcomes.
1.2
A report specifically focusing on sustainability in schools, Education for sustainable development, highlighted a relationship with student engagement and behaviour. The report states that ‘learning about sustainability captures the interest of children and young people because they can see its relevance to their own lives.’ As a result, ‘A common characteristic of the lessons observed, across the full range of National Curriculum subjects seen during the survey, was the high level of engagement of the pupils in work they perceived as relevant to their lives and future well-being’. Further, ‘some school leaders identified links between particular pupils’ involvement in sustainable activities and improvement in their attitudes and behaviour generally.’
1.3
The report also identified a relationship between the development of education for sustainable development and an improvement in teaching and learning: ‘Most of the headteachers found that, over the course of the survey, education for sustainability had been an important factor in improving teaching and learning more generally. This was confirmed through lesson observations in a range of subjects across the sample of schools visited’.
1.4
An impact on of education for sustainable development on young people’s behaviours for sustainability outside of school was also identified: ‘The pupils who were committed to sustainability in school tended to lead sustainable lives at home and there was increasing evidence of this leading to positive changes in their families’ views and behaviour. The commitment, enthusiasm and initiative of young people were also a spur to members of the wider community to re-examine their own lifestyles’.
1.5
In terms of management of the school campus, those schools committed to sustainability demonstrated ‘how greater awareness of the need for sustainability can lead to reduced financial costs and better management of resources and estate’.
1.6
These findings echo survey research carried out by Ipsos MORI which found that those who have learnt about the wider world at school are more likely than average to believe that what they do in their daily lives can affect those in other countries and that people like them have the ability to make a difference (Ipsos MORI, 2008). Similar research amongst teachers found that 80% of teachers agree that ‘thinking about how teaching contributes to making the world a better place motivates me to stay in teaching’ (Ipsos MORI, 2009)
1.7
In an earlier Ofsted report, Geography in schools: changing practice, the global dimension is identified as being ‘underdeveloped in the majority of schools surveyed. Frequently, insufficient connections are made between the wider curriculum and the geography curriculum to reinforce pupils’ understanding of issues such as global citizenship, diversity, human rights and sustainable development’.
1.8
Given the influence that the focus and reporting of inspections can have on the ways in which schools develop, and the positive impact that learning about the wider world can have, approaches taken by schools to sustainable development and the global dimension should be highlighted within Ofsted reports.
1.9
Within the evaluation schedule for individual school inspections, inspectors should be encouraged to highlight the school’s development of education for sustainable development and the global dimension where these impact on student outcomes and the effectiveness of provision. Inspectors should also recognise the value of such approaches where they are reported by schools through the Self Evaluation Form.
1.10
To enable them to carry out this role effectively, and to ensure that sustainability and the global dimension are valued through inspection reports, inspectors must receive adequate training on how to evaluate a school’s progress in this area.
1.11
DEA would also welcome further thematic reports on education for sustainable development and the global dimension within schools. These reports would signal to schools the value of critical and creative learning about the wider world, and provide vital insights into the way in which opportunities for this kind of learning are developing in schools.
September 2010
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