IMPROVEMENT THROUGH EMPOWERMENT - HELPING OUR TEACHERS AND SCHOOLS BE THE

The next government should support schools to prioritise mentoring with additional funding on a per-teacher basis for all ECTs, in both years of the programme, recognising the system-level benefits of early support and the long-term savings to the taxpayer that flow from improved retention. [...] The next government should support schools to prioritise mentoring with additional funding on a per-teacher basis for all ECTs, in both years of the programme, recognising the system-level benefits of early support and the long-term savings to the taxpayer that flow from improved retention. [...] 3.2 THE WAY FORWARD The functions of the inspectorate (Ofsted) and the regulator (currently the secretary of state, via the office of the regional director) should be distinct and separate. [...] The school should take the lead in choosing what additional support they wish to draw on, and once the improvement plan has been approved, the school should be provided with the necessary resources to deliver the plan. [...] According to Baars et al (2014) the absence of a ‘one-size-fits-all’ approach to school improvement, and the careful balance between support and robust challenge was a key feature of London’s distinctive approach to educational transformation at the turn of the century.