There had always been a system of inspection of
schools
_
Her Majesty’s Inspectorate (HMI) had
been a service that was completely independent of
the education system, and reported directly back to
the Department for Education and Science.
However, what was not achieved by this system
the expertise to support them. As a result of the was a universal inspection process in which every
implementation of the Warnock Report every school was visited within a fairly short timescale. As
school was required to name a special educational a result, it was felt that central government did not
needs coordinator (SENCO), and they were often have a detailed picture of the standards that
expected to have answers and solutions for every schools were achieving across the country. This
child who presented to them. The need for specific issue became central to the developments that
resources and equipment to meet the needs of this were to happen in education in the 1980s. The
group was now obvious. unintended consequence of this change was to
remove an enormously professional and competent
This process also led to the development of a feedback loop from the realities of school to the
number of companies and products designed to policy makers of Whitehall.
help the ‘less-able’ or ‘remedial’ pupils. These were
usually designed to support group work, or for the
student to use on their own, and reinforced the
idea that materials might be created and designed
to support the needs of particular students. In
addition, some products were created to allow
teachers to identify children’s skills for themselves,
and to then deliver individual education plans (IEPs)
to address these problems.
By the end of the 1970s, it was becoming clear
that it was very difficult for Government to
influence the standards that were the outputs of
the education system, and there was a concern
that the students leaving schools might not have
the skills and aptitudes that industry and society
needed them to have.
17
Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40  |  Page 41  |  Page 42  |  Page 43  |  Page 44  |  Page 45  |  Page 46  |  Page 47  |  Page 48  |  Page 49  |  Page 50  |  Page 51  |  Page 52  |  Page 53  |  Page 54  |  Page 55  |  Page 56  |  Page 57  |  Page 58  |  Page 59  |  Page 60  |  Page 61  |  Page 62  |  Page 63  |  Page 64  |  Page 65  |  Page 66