League tables divide opinion. For some they support our core purpose of securing the best outcomes for our pupils, providing in the process the transparency, accountability and feedback that all organisations need to sustain improvement – sunlight is the best disinfectant, and all that. But for their critics, league tables say little about what really matters in schools; not only do they fail to capture the complexity of life in our classrooms, they distort our behaviour and encourage teachers and leaders to make decisions based on what looks best in league tables rather than what’s best for our pupils.
Over the following posts I want to see how league tables have evolved since they were introduced in 1992, before taking a detailed look at Progress 8, which has become the headline figure for secondary schools. We’ll finish by suggesting how schools might respond to the ongoing flux of league tables.
View original post 1,921 more words