1. Neil Roskilly Recognising True Quality Chief Executive, ISA
in Independent Schools
The Independent Schools Association. 431 Members leading the best independent schools in the world, working together to put children at the heart of everything we do.

2. Recognising True Quality in Independent Schools
The debilitating effect of Shallow Measures (and Indicators) of Quality (SMQ) in private education
The vital role of Cause and Effect in improving quality
Recognising Deep Quality (DMQ) and the indicators of systemic self-improvement.

3. SMQs: Mindsets dominated by systems-level output indicators
League tables based on raw results
Culture dominated by compliance and inspection
Delivery structures dominated by teacher convenience – streaming, setting. “YFIWU”
Teacher promotion by longevity
Marketing-led application of “values”
Static governance, cloudy vision
Limited evaluation of evidence

4. “School league tables 'causing drop in standards’: British pupils are falling behind those in other developed countries because heads place more focus on league tables than providing a rounded education, a study claims” (Daily Telegraph)
“Stop putting league tables above pupils' rounded education, Ofsted chief tells schools” (Amanda Spielman, June 2017)
“The sleek urbanity of the UK’s fee-paying schools has been ruffled after a retiring public school headmaster has launched a broadside at his colleagues, blaming the pursuit of “exam-focused parents from Britain and abroad” for creating identikit private schools scrambling for league table positions” (Sir Anthony Seldon, The Guardian)

6. Marketing in an SMQ school:
External facing
“Creating an environment of mutual respect between staff and pupils, to build good behaviour, self-discipline and open communication”
“…that is sad and very wrong of the school not to keep you informed. When we went to view the prep we found it soulless and put it down to numbers being so low. Lots of the children told us they were not staying on for Seniors. Speaking to parents in various preps in the area heads were really pushing the school on us including my eldest on us but X was not prepared to support my youngest who has speech delay and was frankly quite antagonistic in her attitude which put us off”

7. Debilitating Effects of SMQs
Independent Heads’ top-14 worries

10. “We have experienced an unannounced inspection as a result of a debt-driven parent complaint about bullying. His social media comments caused us great harm. The lack of information to the school put us on the back foot that we were well behind the curve in responding. Despite his court appearance and subsequent conviction our numbers/recruitment suffered considerably. This grossly unfair system has to be addressed and a level playing field established. My school may well have to close as a result of this”.

12. To recognise True Quality in Independent Schools
The vital role of Cause and Effect
If we are to make a difference, we need to know what makes a difference….

13. “We are still some way from having a clear understanding of why some schools seem…to perform better than other schools…”
Hopkins, D., Reynolds, D. and Gray, J. (2005) School
Improvement – Lessons from Research. London: DfES

14. Qu: What additions to pupil attainment can be attributed to actions taken by the school?
Ans: “The school effect is small... The part of pupil achievement attributed to variation between schools is about a tenth - and higher for primary than secondary schools”.
Reynolds (in Hopkins et al, 2005, cited by National College)

15. Qu: So should the focus be at the individual teacher level instead – i
Qu: So should the focus be at the individual teacher level instead – i.e. the learning level?
“The effects on attainment at the learning level may be three or four times greater than at the school level”
- that’s the effect on an individual child's attainment that can be attributed to a specific teacher
“Thus attention, and resources, should be focused upon the behaviour of teachers and how they can be developed or changed through training”
Teddlie, C. and Reynolds, D. (eds.) (2000) The
International Handbook of School Effectiveness Research,
London: Falmer Press

16. The Schools White Paper, 2010: “The Importance of Teaching”
“Certainly, some leadership teams may be more effective than others in terms of the motivation of staff, and …in the way in which they monitor and manage the performance of staff”
So in DMQ schools, senior staff take direct responsibility for what works (and doesn’t work) at the teacher/learner level

17. Sutton Trust Toolkit
Cost ↓
Impact ↓
Progress ↓ ↓

19. https://educationendowmentfoundation. org

20. Teachers must ditch 'neuromyth' of learning styles, say scientists
Eminent academics from worlds of neuroscience, education and psychology voice concerns over popularity of method.
A recent poll of more than 100 head teachers of independent schools found over 85% believed in learning styles, and 66% used them in their schools - with many sending teachers on courses and 6% paying for external consultants.
Amounts spent ranged from nothing to over £30,000 per year, he said.

21. Does inspection define quality?
EQI Quality of Pupils’ Achievements - grade descriptors: “Excellent 1”
The overall achievement of the pupils is excellent (?) and represents successful fulfilment of the school’s ambitious aims (Good – link to values. DMQ)
The pupils’ basic skills for learning are at a particularly high level (? SMQ)
Pupils are highly effective in applying these skills to other areas (synthesis – higher level skill – DMQ).
They have a good or better measure of success in extra-curricular activities (measure?)
Their group and individual achievements in activities such as music, games, drama, clubs and societies are considerable for their age (DMQ? Measured? Raw opportunities?)
In schools using externally standardised tests and examinations, including the EYFS Profile, attainment is well or far above that of the national average for maintained schools (SMQ)
An excellent/high rate of progress is maintained throughout the school… in externally standardised tests, pupils’ written work and any digital evidence (SMQ)
Most pupils are successful in gaining places against strong competition for the next stage of their education, training or direct employment (DMQ)
Pupils’ attitudes to learning are decidedly positive, and they are highly productive in individual work and in collaboration with others (SMQ/DMQ).

22. SMQ
SMQ
ISI EQI Report 2017

23. School level measures/indicators of deep quality contributing to systemic self-improvement
Parental involvement in the teaching and learning processes
Systemic use of impact assessments to evaluate interventions (not the anecdotal)
Orientation of policies towards achievement (not compliance)
Metrics oriented to achievement (value-added, not raw; measure the immeasurable?)
Tracking education/career pathways? (For all, not just case studies)
Time Heads and SLT spend on T&L processes vs. administrative
Appraisal targets related to learners’ performance?
Time teachers spend on informally discussing pupils (vs. formal pupil reviews)

24. The number of changes in staff over a certain period – healthy turnover? Training of established staff?
Efficient use of teacher time. E.G. average loss of time per teaching hour (due to organisation, moving around school, disturbances)
Formative vs summative reports: appropriate metrics. (Balance pupils’ progress and holistic achievements?)
Internal assessments – do they always inform learning?
Informal and formal feedback on teaching quality within departments – collaborative observations?
Quality of instruction as rated by pupils?
Internal-facing marketing – are pupils happy? How do you know?
Values permeate everything.

25. Conclusions:
DMQ schools focus (not on external marketing, buildings, trappings, un-evidenced interventions) but on teachers – how they can be developed, encouraged, supported and trained.
Challenge SMQs – “what is the evidence that this actually makes a positive difference to pupils’ learning?”
DMQ schools define just what “quality” means for them, involving stakeholders in the dialogue, and embedding quality definitions in the school’s values.

26. Neil Roskilly Chief Executive, ISA www.isaschools.org.uk
@ISAschoolsCEO
The Independent Schools Association. 431 Members leading the best independent schools in the world, working together to put children at the heart of everything we do.