Posted by Sam Preston
Not my words but those of Amanda Spielman, reflecting on her own induction into the role of HM Chief Inspector—Ofsted at today’s Education Select Committee meeting. A view which is also reflected in the recent revisions to safeguarding training, where schools and academies now are required to evidence ongoing training and updates throughout the academic year.Spielman also went on to comment “I don’t think you should ever say the induction period is completely finished, there’s always more to learn”. As a specialist and advocate of promoting best practice, music to my ears. So why are so many education settings still operating on a model of annual one-off training? In conversations with school and academy staff we are still hearing phrases like “we’ve done this year’s training” or “we’ve had training and are covered”. So, it begs the question that, given the chief inspector’s views, just how will such opinions fare in the inspection process.
As I’ve said before, given the range and complexity of the safeguarding remit, it is impossible to achieve best practice standards using a one off training method and snippets at staff briefings as such a model cannot possibly offer the depth of subject knowledge, assessment of learning and evaluation of practice standards. In my view, training models without such triangulation not only fail to adequately equip frontline staff but should also open up a key line of enquiry re leadership and management.
So what should a good training model look like and how can you be sure of it’s effectiveness? I’d advocate applying similar broad principals we apply to curriculum delivery:
Whilst I echo Spielman’s ethos of ongoing continued professional development as essential, it’s the quality of such learning which lies at the heart of best practice. If we make this our focus for the safeguarding remit, standards can only improve and we may finally see the demise of the tick list approach!