It is received wisdom in the teacher world that Ofsted is not fit for purpose. Too many people have blogged much more eloquently than I to explain why; simply put – Ofsted need to scale back in a big way. They need to be mindful that everything they say becomes gospel in schools that are gunning for Good or better – that is, all schools. They need to look at the data: are results (including student progress from starting points) good? If so, why? What is that school doing well that other schools can learn from? And if results are awful, as they are in too many schools, what does that school need to do to improve, and how can it be supported to improve outcomes for all students? Other than this – do we really need anything else?
Department for Education (political influence on)
Yes, I know there is an election coming up and you want to put out enough policy ideas to make all the interest groups vote for you. But please, enough. Enough of change. I’ve spent my holiday working out how we will implement the new GCSEs and the new A-levels next September, and calling exam boards who assure me their support materials will be out “soon.” It’s not good enough. You can’t tear up KS3, 4 and 5 at the same time and expect us to just do it all without support, while doing the job we’ve always done (teaching children) as well as we’ve always done it (or better). There are not enough hours in the day. So just spend a year consolidating, supporting, reviewing, consulting.
Headteachers have the greatest responsibility to build their school’s ethos and support their teachers. I’ve been blessed to have only experienced incredible Headteachers, driven by strong moral purpose, who are exceptional at what they do. The Heads I have worked for have challenged me to be better, but have also supported me without question or anger when I’ve made mistakes. I will never forget the first big mistake I made, in my first year of teaching. The Head took me into her office, asked me what I did wrong, asked what I would do if I could do it again, listened to my rubbish response, and coached me to a better one.
We think we know our students, and in some ways, perhaps we do. But in other ways, we can never know them. We can never know the struggles they face, we can never know what their formative years have done to them, and we can never know their true potential. We just need to keep raising the bar. In my second year of teaching, I predicted a student in the lowest set for English a B, thinking I was being very generous. She came up to me with that grade, asking: “do you think I’ll get a B?” I replied, thinking I was being supportive: “I know you will.” She retorted: “I’m going to get an A, Miss – you’ll see.” And she did. And I did.
All teachers want the best for their students, but that aspiration can look different to different people. There are still teachers out there who say: “that’s really good progress for a student like that.” There are still teachers out there who say: “we can’t control their home lives, and so they won’t ever achieve what they could.” There are still teachers out there who say: “you have to understand that this child has special educational needs.” I know there are, because I’ve met them. These statements are wrong. They are wrong, and they underestimate both what the child is capable of, and the adult. We, as teachers, have enormous power to change a child’s life trajectory. Let’s stop being scared and use that power.