Effective British School Evaluation: A Longitudinal Study on the Impact of School Improvement through Inspections

Abstract

This study was created to take a closer look at the school inspection process and the way in which it could be used to effectively transform schools.  It looks further into the current training available for schools and how to implement a continuous improvement process in an educational setting. It presents a longitudinal study that investigates the impact of school inspections on school improvement across various dimensions, including historical context, methodological frameworks, key findings, stakeholder perspectives, challenges encountered during evaluation processes, and recommendations for future practices.  School improvement has been a significant focus of educational policy in the United Kingdom for the past few decades. One mechanism utilised to drive this improvement has been the implementation of external school evaluations and inspections. The present study examines the long-term impact of these inspections on school quality and performance in England and overseas.  The study will also consider the challenges and barriers that schools have faced in implementing improvement initiatives in response to inspections. (Hammond & Yeshanew, 2007).  A main aspect of an inspection process for British International Schools (commonly referred to as British Schools Overseas or BSO) looks at the evidence the school displays a British character in its learning approach, curriculum, ethos, pastoral care and teaching.