A number of factors come into play to ensure a solid teaching environment at school.

To ensure the future success of our education system, we must rebuild the relationship between a critical number of pupils and parents and their schools, especially after the challenges posed by the pandemic. This requires a concerted effort to address absenteeism rates resulting from a decline in the value placed on education, which takes time to repair. 

Additionally, aligning purpose and approach across all levels, challenging accepted failures, sharing knowledge, and focusing on leadership and teaching quality are essential for a thriving education system. This approach, exemplified by initiatives like the London Challenge, emphasises practitioner led collaboration and continuous improvement to benefit all students.

Rebuilding trust between schools and parents/carers and pupils

The pandemic has underscored the necessity for an education system where every child feels acknowledged, secure, and nurtured. However, the persistently high absenteeism rates stemming from the lockdown pose a significant challenge globally, not just in England. A recent synopsis of the research published by Reconnect London emphasises the ongoing struggle of ensuring the wellbeing of all young people under our care.

A change in the value placed by some students and parents/carers, and teachers, is a significant contributing factor to this challenge. Restoring their belief will demand considerable time and effort. This issue became pronounced during the pandemic when homeschooling became prevalent for many pupils and has improved little since. 

Ensuring that there is alignment in purpose and approach at all levels

Drawing from the lessons of the London Challenge, achieving political alignment at all levels is imperative for the success of the education system. From policymakers at the highest levels to individual classroom teachers, a unified desire for improvement is essential. This coordinated effort was instrumental in driving progress within the London school system and should be replicated to foster positive change on a broader scale.

Continue challenging condoned failure

Initially, our efforts in London were hindered by a lack of alignment, prompting us to confront what we termed “condoned failure.” This phenomenon occurs when schools’ underperformance is tolerated, despite schools in similar contextual conditions performing significantly better. 

Those condoning this underperformance argue that their circumstances set a low ceiling on their ability to perform and thus limit their improvement potential. We countered this notion with data-driven approaches, such as the “family of schools” concept. Without continued challenge especially from our relatively more successful peers, there’s always a risk of condoned failure regaining professional and political acceptance.

Continue to share existing and create new knowledge

Continuing to share existing knowledge while fostering new insights was pivotal to our strategy for cultivating a successful education system in London. We introduced the concept of “upwards convergence,” aiming to use existing knowledge to diminish performance gaps while creating new knowledge to enhance overall achievement. We identified four essential capitals—moral, knowledge, social, and organisational—which underpinned this approach. Among these, moral capital emerged as paramount, fostering a collaborative learning environment that unites us all.

By introducing the role of consultant leaders, successful head teachers trained to share their expertise with their peers, we established processes which shared best practice between schools and created new knowledge. Later they became a role model for National Leaders of Education with some leading the first Teaching Schools in the country.  

The significant performance gaps we found can still be observed not only in education but also in other public sectors like healthcare and law enforcement. These demand ongoing scrutiny. While competition can drive improvement, we must be cautious not to prioritise knowledge ownership as a means to gain a performance edge over others in the system. Collaboration and equitable access to information are essential to fostering sustainable progress across all sectors. Their experiences illustrate that reducing the inequality in their current provision whilst sharing new effective approaches requires constant vigilance.  

Continue to focus on the  quality of leadership and teaching and learning

Our experience in London underscored the pivotal role of school leadership and the calibre of teaching and learning in shaping the quality of education offered. While it’s easy to become sidetracked, it’s crucial to remain focused on this core agenda, as it directly impacts the daily experiences of our students.

Continue to be resilient

The demanding circumstances you’ve navigated in recent years, which may persist in the near future, necessitate a high level of resilience. It’s crucial to prioritise your wellbeing and support those around you to do the same. Engaging in a collaborative learning community can significantly enhance this effort, providing mutual support and resources to bolster resilience amidst challenges.

——————————————————————————

This article serves as my response to a query posed to me as a contributor to the Leadership Programme: “Leading into the Future – Enhancing Leadership to Achieve Excellence for All Young Londoners.” Developed collaboratively by Reconnect London and the UCL Centre for Educational Leadership, the program aims to bolster the transformative influence of school leadership in London and enhance outcomes for young Londoners. Through a place-based, collaborative inquiry approach, leveraging school leaders’ insights and experiences, the program seeks to refine and strengthen leadership practices for better school outcomes.

Open to all senior leaders in London schools, the two-term program is particularly tailored for headteachers and deputy headteachers. Participants will engage in reflection on their leadership achievements and obstacles, delve into pertinent research on leadership impact, and become part of a professional learning community comprising senior leaders from schools across the capital. Leading the course are Dr. Katherine Vincent, Director of ReconnectLondon, and Professor Qing Gu, Director of the UCL Centre for Educational Leadership. 

It’s gratifying to observe that participants in the program remain dedicated to safeguarding the substantial progress achieved in the City’s schools over the last twenty years, stemming from initiatives like the London Challenge, and sustaining them for the future. 

Further articles on the topics referred to here, such as the London Challenge, upwards convergence, the four capitals, and strategies to address condoned failure, can be found elsewhere in this journal.

Take care and stay safe

George