St. Ignatius Catholic School Judged ‘Excellent’! - OES Nov 2024

OES Excellence

Excellence Across Frameworks

Having taught under multiple inspection frameworks across three countries, I’ve gained unique insights into how these systems shape teaching practices, school culture, and professional growth. Most recently, St. Ignatius Catholic School in the Cayman Islands received an excellent rating under the Office of Education Standards (OES) framework; a testament to our collective efforts. Reflecting on my journey through Ofsted in the UK, KHDA in Dubai, and now OES, I’ve realized how these diverse systems each contribute to shaping educators and fostering excellence.

Ofsted Framework (UK, 2004–2011)

During my early career, I worked within the Ofsted framework, which emphasized lesson observations, outcomes, and accountability. The intense focus on measurable student progress often felt daunting, especially with the high stakes attached to inspections. However, these experiences instilled in me the importance of data-driven teaching and the ability to adapt under pressure. Looking back, Ofsted’s rigorous standards laid the foundation for my approach to continuous improvement.

KHDA Framework (Dubai, 2011–2024)

In Dubai, the Knowledge and Human Development Authority (KHDA) framework presented a contrasting approach, with annual inspections emphasising innovation, inclusivity, and alignment with UAE national priorities. It may come as a culture shock for some and probably put some educators off that inspections in Dubai during these times happened on a yearly basis. It driven by Vision 2021 as a long-term plan that aims to make the UAE one of the best countries in the world by the year 2021 when the UAE would celebrate the Golden Jubilee of its formation as a federation. H. H. Sheikh Mohammed bin Rashid Al Maktoum, Vice President and Prime Minister of the UAE and Ruler of Dubai, launched ‘Vision 2021’ in 2010. The cultural diversity of Dubai’s schools added another layer of complexity and richness. The first school I worked out boasted about its 83+ nationatailes as its intake and stepping in such an environment was uniquely different to the UK, yet the experience was humbling and very grateful to be teaching such a diverse mix of students who really wanted to learn. It was at this step where technology was seen as a positive tool in the classroom at the time Apple was in full swing with educational apps on the iPad. Adapting to this framework required a shift toward integrating 21st-century skills into the curriculum and embracing technology-driven methodologies. The KHDA’s detailed feedback system ensured that educators had clear pathways for development, which schools used as a clear directive on where the next years school improvement plans will be focused on. It was such an exciting period in education when the pedagogical wheel, TPACK and SAMR model were the peak moments that has now lost momentum to the raise of AI in the classroom.

OES Framework (Cayman Islands, 2024–Present)

My current experience with the OES framework in the Cayman Islands reflects a balanced and collaborative approach to inspections. At St. Ignatius Catholic School, achieving an excellent rating involved cohesive teamwork and alignment with OES criteria. The framework’s emphasis on holistic education, student well-being, and community engagement resonates deeply with the school’s ethos. Compared to my previous experiences, OES fosters a more nurturing environment for both educators and students, allowing for innovation without losing sight of core values.

Reflections

Since navigating all these inspection frameworks has been a journey of growth and learning. The UK was probably the more challenging as these were my newbie years at which I was grappling with teaching multiple GCSE subjects that spanned from Design Technology (Resistant Materials, Electronics), and ICT. With this range of curriculum to manage and plan for, has brought in an abundance of appreciation on how teaching works in those environments and the key ingredients to look out for in students interests and passion. Across these frameworks, some commonalities stand out: a focus on accountability, the importance of professional development, and the evolving role of technology in education. However, the differences have been equally instructive. Ofsted’s rigor, KHDA’s forward-thinking outlook, and OES’s community-centric model each highlight unique priorities. These varied experiences have taught me to remain adaptable, continuously seek growth, and prioritise student outcomes above all else as progress speaks more than a fancy one-off lesson. Each system brought its own challenges and rewards, shaping me into a more versatile and reflective educator. For fellow teachers, my advice is to embrace these frameworks as opportunities for self-improvement and to view inspections not as hurdles, but as catalysts for meaningful change.

You know when you are a good teacher when you look forward to inspections and you probably won’t hear that very often!

St. Ignatius’s excellent rating under OES is more than an achievement; it’s a reflection of what’s possible when a school community works together with shared purpose and vision. I’m excited to see how this experience will continue to influence my teaching and inspire others.

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