According to research, 89% of schools rated as "inadequate" by Ofsted were able to significantly improve within one year with strong teachers and leadership. The Training and Development Agency for Schools emphasizes the major role teachers play in turning around underperforming schools. However, only 10% of teachers would consider working in these challenging environments where their expertise is most needed, which is largely due to misconceptions about what these schools are like. Teachers who have experience working in challenging schools during their training are much more likely to apply for jobs in these schools. Recruiting high-quality teachers and leaders is key to providing students in underperforming schools the same opportunities to achieve.

1. TOP TEACHERS NEEDED TO
TURN AROUND SCHOOLS
WHAT A DIFFERENCE A YEAR MAKES TURN YOUR TALENT TO TEACHING LEADING THE WAY
According to research carried out by the Training and Development Agency for Schools (the
TDA), 89% of ‘inadequate’ schools can achieve significant improvement within a single year.
This has been the case for 65 secondary schools that were ranked inadequate by Ofsted
back in 2007/2008, but by 2009 had managed to turn themselves around, thanks to strong
teachers and good leadership.
The TDA emphasises the major role that teachers play in turning around these under
performing schools and has been leading the debate on the common misconceptions that
surround these schools.
The new research underlines the significant impact that high quality teachers and head
teachers can have on improving performance in schools with low pupil attainment or those
facing other challenges. However, only one in ten teachers would consider working in these
challenging environments – where their expertise is needed most. According to the TDA this
is mainly because of misconceptions about what it is actually like to work in these schools.
Where this view changes is amongst teachers who have actually experienced working in a
challenging school during their training. These teachers are much more likely to apply for
jobs in these schools than those who haven’t experienced them (43% as opposed to 4%).
This suggests that misconceptions about what these schools are like are holding some
teachers back from pursuing a career in the schools where their expertise is needed most.
Graham Holley, Chief Executive of the TDA, has helped
launch a campaign to recruit more high quality teachers into
these schools:
“The lack of quality teachers and heads willing to work in the most
challenging schools remains a hurdle, which we must overcome if
we are to offer all pupils the same opportunities to achieve.
A fact that overturns one of the biggest misconceptions about
challenging schools is just how quickly positive changes can
be implemented if the right staff and school leadership is in
place. If more teachers know just how much impact they can
have in these schools, we are confident that they would take
up the challenge.”
Graham believes that good leadership is key for schools to improve quickly, alongside extra
support, training and a good mix of experience and the energy that newly qualified teachers
can bring to the teaching workforce. The TDA is working to deliver the highest quality
teaching across all schools.
According to a public opinion poll and research amongst teachers themselves, the main
benefits of working in a challenging school are the opportunities to make a difference to
individual pupils and to society. Teachers like Leonie Martin (read about Leonie opposite)
support this view. They say they are motivated by a desire to make a difference, enhanced
career prospects, a commitment to social equality, and the camaraderie amongst staff.
Challenging schools provide a stimulating environment in which to learn new skills and
achieve personal and professional satisfaction.
There are a number of reasons why schools across the county face recruitment challenges,
for example, bad reputation, geographical location, recent Ofsted ratings. If not addressed,
these issues will continue to impact upon the schools’ performance and pupils’ opportunities
to succeed.
Haenguen Chi is a Year 11 student and Deputy Head Girl at
Burlington Danes Academy in London. 15 year old Haengeun
is not only preparing for early A level exams in Maths and
Philosophy, but is also part of the student council. She also
teaches a regular language lesson to her peers outside of
school hours. It’s a far cry from the situation that existed
four years ago when she first joined the school.
In 2006, Burlington Danes Academy was plagued with high
absentee rates amongst both pupils and teachers. It had a
discipline problem so severe that education watchdog Ofsted
threatened to shut the school. When Sally Coates joined as
principal in 2008, she faced an uphill battle to improve.
Today, Burlington Danes is recognised nationally as one of
the most improved academies in the country. Attendance
and punctuality are now above the national average and
last year it was rated as a ‘good’ school in its most recent
Ofsted inspection. Staff are totally committed to ensuring
that by its next inspection, the academy will move to an
‘outstanding’ grade.
Haenguen has been there to witness the turnaround first
hand. She describes how Miss Coates’ encouragement and
enthusiasm for pupils’ ideas and initiative have transformed
the school:
“Before the change, the students were so unfocused, and
there were not many opportunities to get involved, either
in lessons or after school. Today we can become teachers
ourselves and run our own activities. I have been developing
lesson plans, tracking pupils’ progress, and providing
feedback on their work. It is definitely challenging, but such
a great opportunity for us. I even had a teacher interested in
attending my class!”
“Before, if you were behaving and listening to your teachers,
you’d be the odd one out. But now we are all proud of our school,
and feel like we belong to part of a community so if someone
misbehaves, they feel the social pressure to get in line.”
“We have pupils from all types of backgrounds, and are
constantly learning new things about each other, which is
great preparation for the real world. I say, being at what’s
called a ‘challenging school’ is not a challenge. The REAL
challenge at Burlington Danes is about destroying limitations
and seizing opportunities!”
Leonie Martin has been a teacher at Lilian Baylis Technology
School (LBTS) for two years and teaches GCSE Citizenship
and BTEC Health and Social Care to Years 10 and 11. The
school is a non- selective, mixed, inner city school based in
Lambeth, London. She chose to work in a challenging school
in order to challenge herself and test her skills.
In the past five years, the school has moved into a new
building and implemented a motivating and distinctive
curriculum. Lilian Baylis has received numerous awards,
results have improved year on year and was last year named
the seventh most improved school in England.
Even with all of these improvements, Leonie still faces
challenges on a daily basis. She blames knife crime as one of
the biggest problems for kids today and has sadly lost two
students at previous schools where she worked because of
crime on the streets.
Leonie insists however that the rewards of teaching in a
challenging school far outweigh the downsides for her. The
sense of achievement she gets from knowing that the pupils
actually want to stay in school and get good grades is what
it’s all about for her:
“I see myself in some of these kids – I didn’t like school
when I was growing up and recognise that there are others
like me that need more guidance. I get so much satisfaction
from helping and connecting with them - I feel I can speak
their language and relate to them, motivating them to stay
in school to make something better of themselves. I thrive
on the great relationships I’ve developed with the kids and
their parents.”
Leonie’s advice for teachers working in challenging schools
is that they must, above all, be passionate about their work.
She loves nothing more than being able to make a difference
in a school where it is most needed.
Sir William Atkinson is a head teacher who ‘turned around’
Phoenix High School – a secondary school with over forty
different cultures and languages represented amongst its
students near White City, West London, one of the poorest
areas in the country. He has been teaching there since 1995,
joining when it was a failing school.
In 2008 Phoenix High School was rated outstanding by
Ofsted. Sir William credits quality teachers with the school’s
remarkable improvement. Back in 1999 the school paid out
bonuses to attract new staff, but now with the school’s good
reputation and national profile, this is no longer necessary:
“To improve, you need to create the best possible conditions
for teachers and pupils alike. Having social workers, school
counsellors and a very developed family learning centre
helped us to achieve this.”
“Challenges that teachers face include getting the best out
of pupils - some of whom have a low level of learning, and
of course, the many languages. It’s not a case of ‘one size fits
all’, they need to have a bespoke offering with a wide range
of courses and extra curricular activities.”
He insists that teachers not only need to be passionate,
they need to feel appreciated. They also need good working
conditions and access to the latest technology.
As the school is the centre of the community, Sir William
believes it helps develop the aspiration of the whole area.
Speaking about the benefits of working at a challenging
school, Sir William says the best thing is that you can
actually change people’s lives:
“You don’t get the same impact at middle class schools.
But in these areas, the responsibility falls on the school
to change people’s lives. This generates the most
satisfaction professionally. We concentrate on improving
communication between the home and school, and parents
really appreciate my staff going the extra mile.”
Sir William also instils in his staff the belief that all children
can learn. Staff must display a high level of teaching and
have high expectations of their pupils, ultimately creating
strong aspirations for young people.
O
ur country needs more quality teachers to work
in its most challenging secondary schools –
where skilled teachers are needed most.
Teachers can engage with the TDA to learn more about working in these schools.
To join the debate about challenging schools or to read more about working in a
challenging school, please visit: www.tda.gov.uk/challengingschools/seminar
Teachers can engage with the TDA to learn more about working in a
challenging school. To join the debate or to read more about teaching in
these schools, visit: www.tda.gov.uk/challengingschools/seminar
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