Exam <strong>factories</strong>? The impact of accountability measures on children and young peopleFigure 3: Percentage of respondents in mainstream schools reporting that listed strategies were‘key’ in their schools, a) By pupil attainment (N = 6,303)100%90%80%70%60%50%40%30%20%10%0%Use of a specifiedmarking systemfor all workUse of teacherappraisal to settargets related toimproving pupils’attainmentPupils’ booksregularlyscrutinisedExplicit targets/outcomes forevery lesson/activityAbove average Average Below averageLessonobservations,learning walksand drop-ins atleast once everytwo weeks forsome teachersA mock OfstedinspectionTeachers routinelyrequired tosubmit detailedplans for everylesson/activityb) By Ofsted overall judgement (N = 6,779)100%90%80%70%60%50%40%30%20%10%0%Use of a specifiedmarking systemfor all workUse of teacherappraisal to settargets related toimproving pupils’attainmentPupils’ booksregularlyscrutinisedExplicit targets/outcomes forevery lesson/activityOutstanding Good RI InadequateLessonobservations,learning walksand drop-ins atleast once everytwo weeks forsome teachersA mock OfstedinspectionTeachers routinelyrequired tosubmit detailedplans for everylesson/activityc) By percentage of disadvantaged pupils (N = 5,865 )100%90%Above average Average Below average80%70%60%50%40%30%20%10%0%Use of a specifiedmarking systemfor all workUse of teacherappraisal to settargets related toimproving pupils’attainmentPupils’ booksregularlyscrutinisedExplicit targets/outcomes forevery lesson/activityLessonobservations,learning walksand drop-ins atleast once everytwo weeks forsome teachersA mock OfstedinspectionTeachers routinelyrequired tosubmit detailedplans for everylesson/activity24
SECTION 3: School strategies for accountabilityThe exception was the use of teacher appraisal, which showed the same pattern, but not at a significantlevel. Each strategy was also more often reported in sponsored academies but this difference disappearswhen Ofsted grade, attainment or disadvantage are taken into account.Respondents’ written comments indicated a variety of other forms of scrutiny – for <strong>exam</strong>ple:Walls are checked that they are being changed. Writing walls, handwriting walls andgeneral learning wall near headteacher’s room must be changed every half term completewith level or new banding descriptors. (Primary, ‘Good’, W)Homework tasks have to be submitted for the half term ahead by the penultimate weekof the half term before – for all key stages ... No scope for responding to the specific needsof the class – or indeed the direction the work might take. (Secondary, ‘Good’, W)Detailed seating plans required for all classes in all subjects including form groups, withinformation on each student showing SEN, FSM, Pupil Premium, cared for, ESL, Maths/Englishability, and general notes on aptitude and attitude. (Secondary, ‘Inadequate’, W)A number of respondents noted the use of pupil voice as a way of monitoring teacher performance:Pupil voice, where they are asked their opinion of us, but we never receive any feedback.(Secondary, ‘RI’, W)Comments also emphasised demands for uniformity of practice, such as:Requiring nursery and F2 children [children aged 3-5] to produce at least two pieces ofwritten/numeracy work which has to be fully marked and "stars and wishes added" andfollow up evidence that these have been acted upon. … Each child to have a writtendisplayed target within the setting. (Foundation, ‘Inadequate’, W)Pupils seated boy/girl and not seated next to each other if they are of the same ethnicbackground. (Secondary, ‘Inadequate’, W)Specific start of lesson procedures, and checks to ensure these are performed. Policy often minute silent working periods during every lesson, which is checked. (Secondary,‘Outstanding’, W)This section has shown that scrutiny of practice (particularly in relation to pupils’ books and marking,and teacher appraisals) is widely used in relation to accountability measures, together with demands foruniformity of practice. Teachers in schools with the most disadvantaged pupils, those with below averageattainment and those with the lowest Ofsted ratings reported use of these strategies significantly morethan teachers in other schools.3.2 Collection and use of dataThis group of strategies relates to the production, scrutiny and use of data to target teaching. It included:• Detailed and frequent data gathering and scrutiny of pupils’ progress;• Use of data to target individual pupils;• Regular tests/assessments/preparation for national tests; and• Explicit focus on borderline students.While the first two of these strategies were equally common in both primary and secondary phases,the last two were more frequent in secondary than in primary schools (Figure 4).25
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