In my recent blog, I cautioned against assuming that attainment statistics are the best measure of educational success. Attainment statistics are questionable and can be manipulated. I also argued that, leaving aside dishonest, unethical means of improving the statistics, attainment was best enhanced by curricular relevance and high quality teaching.
These are the two big principles: get the curricular content right and raise the quality of learning and teaching.
I also suggested that if the poverty of expectation in areas of sustained poverty is not overcome, schools in such areas will tip into recurring failure. No schools should exclusively serve such areas. Nor should they be further robbed of their best internal role-models by parental choice.
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