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This text traces the development of different forms of inspection. It draws on a range of sources such as rigorous and informed research and inspection evidence, writing by key figures, teachers' own experiences, newspaper headlines and other comments, whilst remaining jargon-free. This topical book includes summary questions and other signposts for the reader, as well as a fully annotated bibliography. It also pays attention to other types of school self-evaluation.
James Learmouth explores the impact of inspection on schools in difficulties, and outlines the ways in which research and other evidence suggests that schools do improve.
List of contents
List of figures -- List of tables -- Series Editors' preface Acknowledgements -- 1.Introduction -- 2.The context of school inspection -- 3.How did the inspection process develop? -- 4.Does inspection help schools in difficulty? -- 5.Does inspection help schools improve? -- 6.What kind of inspection system would help raise standards? -- 7.Conclusion: what's in it for schools? -- References -- Appendix -- Index.
About the author
James Learmonth has been an HMI, a Chief Inspector in an LEA, and an OFSTED Registered Inspector. He is now Director of the Centre for Education Leadership and School Improvement (CELSI) at Canterbury Christ Church University College, and works on school improvement projects in the UK and internationally.
Summary
This book traces the development of different forms of inspection. It contributes to the debate about the most appropriate and effective form of school inspection.
