Inspection and Emotion

In this paper I explore the emotional impact of inspection on the staff of a school in the two years between Ofsted1 inspections. Using data from one school undergoing inspection, I argue that the negative emotional impact of inspection of teachers goes beyond the oft-reported issues of stress and overwork. Teachers experience a loss of power and control, and the sense of being permanently under a disciplinary regime can lead to fear, anger and disaffection. This perhaps calls into question the whole issue of seeking school improvement by way of a system which creates such a negative emotional impact

Panoptic performativity and school inspection regimes: disciplinary mechanisms and life under special measures

This paper looks at Ofsted and particularly special measures regimes as part of a disciplinary mechanism. It examines issues such as school effectiveness theories, the increasing powers of Ofsted, and life under special measures and links it to performativity, discipline and surveillance using the metaphor of the panopticon. The change in teachers' accountability is traced, along with the rise in the audit culture in teaching, and the increase in the power of Ofsted. The research context is a case study of a school over the period 1999-2003. During this time the school was placed into special measures and provided an opportunity to examine the effects of a key Government policy. The issues researched were Ofsted, special measures and the effects that these had on schools and teachers. The paper argues that a special measures regime is an example of panoptic discipline which I call panoptic performativity. The primary research is echoed by much of the existing research and first hand accounts of Ofsted inspections. I also locate special measures regimes in the context of Lyotard's 'performativity', Foucault's 'normalization', and the school effectiveness literature

Improvement after inspection

This article is based on a case study of one English secondary school in the three years following its release from Special Measures. Having followed the school's successful improvement (in inspection terms) while under Special Measures, I was interested to know if the school would be able to sustain its improvement once the inspectors had departed. Data used are from interviews with middle and senior management detailing responses to the essential question 'is the school improving?'. I found that, although in many respects the school was maintaining its improvement, some middle and senior managers were suspicious about the long-term effects of becoming an institution so seemingly built around passing inspection. © Author

Beyond the ‘terrors of performativity’: dichotomies, identities and escaping the panopticon

This article examines the influence of Stephen Ball’s work through the eyes of two former teachers turned academics who met through a mutual interest in his paper, ‘The teacher’s soul and the terrors of performativity’. We note our personal reactions to this particular paper and how Ball’s body of work has and continues to influence our thinking, careers and research. We note that his highly readable, provocative style of writing and passionate denunciation of league tables, inspections and the associated paraphernalia of control that appear central to neoliberal models of educational governance continue to prove useful in understanding global educational policy. This article also critically engages with the effects of such a seminal paper on the lived experience of the teaching profession. The first author argues that while Ball’s writing is useful to understand the pressures and struggles that teachers face, Ball’s use of Foucauldian notions such as ‘docile bodies’ and ‘subject-position’ can be seen to flatten out teachers, rendering them passive bystanders rather than agentic professionals. The second author revisits and recalls the influence of the paper on her early work, particularly on her concept of ‘panoptic performativity’, and the impact that the paper, and Stephen Ball’s work in general, continues to have on the wider field

Policy in the pandemic: lost opportunities, returning to ‘normal’ and ratcheting up control

In this article, we examine education policymaking in England during the Covid-19 pandemic, focusing on the period from 2020 to 2022. We argue that the pandemic, while obviously damaging materially, economically and psychologically, seemed to have provided a rare opportunity for a step change, a chance to recalibrate and reconsider values assumed as ‘truths’. However, policymaking in England appears to have been driven by a desire to return to normal as soon as possible or to double down on control. Through a rigorous policy analysis of two specific areas of policy – initial teacher education and inspection – we review policy and ministerial speeches, as well as academic papers, media articles and social media blogs published from the start of the pandemic in England, to analyse the extent to which policy formation was reactive in an attempt to maintain a steady state and return as quickly as possible to pre-pandemic normality and to previously stated intransigent policy positions. We suggest that this policy formation reflects a broader trend in policymaking, which seeks to use power and sustain privilege, underpinned by a constructed evidence base, to present a particular ‘truth’ about what needs to be done to improve education outcomes

Behavioral and Physiological Responses to Child-Directed Speech as Predictors of Communication Outcomes in Children With Autism Spectrum Disorders

To determine the extent to which behavioral and physiological responses during child-directed speech (CDS) correlate concurrently and predictively with communication skills in young children with autism spectrum disorders (ASD)

The Second-Generation Guide Star Catalog: Description and Properties

The GSC-II is an all-sky database of objects derived from the uncompressed DSS that the STScI has created from the Palomar and UK Schmidt survey plates and made available to the community. Like its predecessor (GSC-I), the GSC-II was primarily created to provide guide star information and observation planning support for HST. This version, however, is already employed at some of the ground-based new-technology telescopes such as GEMINI, VLT, and TNG, and will also be used to provide support for the JWST and Gaia space missions as well as LAMOST, one of the major ongoing scientific projects in China. Two catalogs have already been extracted from the GSC-II database and released to the astronomical community. A magnitude-limited (R=18.0) version, GSC2.2, was distributed soon after its production in 2001, while the GSC2.3 release has been available for general access since 2007. The GSC2.3 catalog described in this paper contains astrometry, photometry, and classification for 945,592,683 objects down to the magnitude limit of the plates. Positions are tied to the ICRS; for stellar sources, the all-sky average absolute error per coordinate ranges from 0.2" to 0.28" depending on magnitude. When dealing with extended objects, astrometric errors are 20% worse in the case of galaxies and approximately a factor of 2 worse for blended images. Stellar photometry is determined to 0.13-0.22 mag as a function of magnitude and photographic passbands (B,R,I). Outside of the galactic plane, stellar classification is reliable to at least 90% confidence for magnitudes brighter than R=19.5, and the catalog is complete to R=20.Comment: 52 pages, 33 figures, to be published in AJ August 200

Patients’ evaluations of patient safety in English general practices: a cross-sectional study

Background: The frequency and nature of safety problems and harm in general practices has previously relied on information supplied by health professionals, and scarce attention has been paid to experiences of patients. Aim: To examine patient-reported experiences and outcomes of patient safety in Primary Care in England. Design and Setting: Cross-sectional study in 45 general practices. Method: A postal version of the Patient Reported Experiences and Outcomes of Safety in Primary Care (PREOS-PC) questionnaire was sent to a random sample of 6,736 patients. Main outcome measures included “practice activation” (what does the practice do to create a safe environment); “patient activation” (how pro-active are patients in ensuring safe healthcare delivery); “experiences of safety events” (safety errors); “outcomes of safety” (harm); and “overall perception of safety” (how safe do patients rate their practice). Results: 1,244 patients (18.4%) returned completed questionnaires. Scores were high for “practice activation” (mean (standard error) = 80.4 out of 100 (2.0)) and low for “patient activation” (26.3 out of 100 (2.6)). A substantial proportion of patients (45%) reported having experienced at least one safety problem in the previous 12 months, mostly related to appointments (33%), diagnosis (17%), patient-provider communication (15%), and coordination between providers (14%). 221 patients (23%) reported some degree of harm in the previous 12 months. The overall assessment of the level of safety of their practices was generally high (86.0 out of 100 (16.8)). Conclusion: Priority areas for patient safety improvement in general practices in England include appointments, diagnosis, communication, coordination and patient activation

A patient safety toolkit for family practices

Objectives: Major gaps remain in our understanding of primary care patient safety. We describe a toolkit for measuring patient safety in family practices. Methods: Six tools were used in 46 practices. These tools were: NHS Education for Scotland Trigger Tool, NHS Education for Scotland Medicines Reconciliation Tool, Primary Care Safequest, Prescribing Safety Indicators, PREOS-PC, and Concise Safe Systems Checklist. Results: PC-Safequest showed that most practices had a well-developed safety climate. However, the Trigger Tool revealed that a quarter of events identified were associated with moderate or substantial harm, with a third originating in primary care and avoidable. Although medicines reconciliation was undertaken within 2 days in >70% of cases, necessary discussions with a patient/carer did not always occur. The prescribing safety indicators identified 1,435 instances of potentially hazardous prescribing or lack of recommended monitoring (from 92,649 patients). The Concise Safe Systems Checklist found that 25% of staff thought their practice provided inadequate follow-up for vulnerable patients discharged from hospital and inadequate monitoring of non-collection of prescriptions. Most patients had a positive perception of the safety of their practice although 45% identified at least one safety problem in the past year. Conclusions: Patient safety is complex and multidimensional. The Patient Safety Toolkit is easy to use and hosted on a single platform with a collection of tools generating practical and actionable information. It enables family practices to identify safety deficits that they can review and change procedures to improve their patient safety across a key sets of patient safety issues