leadership

Ofsted – it may have been tough but it made me realise how much I care

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Since becoming Head Teacher of a new school in September I felt I had a proportionately dispassionate view of the school. I had invested all of my energies so far in establishing what sort of school it was and working out the most effective way of making it my school. This meant re-establishing a school vision, ethos, set of expectations for standards and galvanizing the whole school community together. I had been pleased with how rapidly things got moving and as we entered 2013, after two terms, I felt that although it was becoming my school, my judgement of the school was still firmly rooted in the past. I believed that this was a luxury and I used it almost as a suit of armour: I could robustly challenge everything but with a safety net of it not being my fault. This also worked well with staff as I wasn’t necessarily judging or ‘blaming’ them but the systems under which they had been operating. This also allowed them the freedom to commit whole heartedly to my vision (or move on).

The pace of change since September had been rapid with numerous systems and structures being developed, invented, and implemented: all designed to improve standards across the school…at some point. I made the judgement call that the systems had to be in place first, in line with everyone’s commitment to them and then we could focus on using those systems to improve and monitor their effectiveness. So, I felt that I was in the ideal place for an early inspection and I hoped the school would get a challenging inspection judgement to help justify my changes. I was certain that I would be immune to any feelings of responsibility of past standards and that I would only feel fortified and reassured, ready to push on some more.

And then I got the phone call.

I was fine, I kept my cool and as I calmly told staff and reassured them that we knew what we had to do, I was certain that I could convince Ofsted that I was the right person, in the right school, doing the right job. As the first day continued, two rather unpleasant feelings began to run through me in successive waves: I was not doing the right job and I was letting everybody down.

I have never felt so inadequate in my life especially when trying to justify whole school trends over time after spending 22 weeks in the job. The ‘narrative’ of the school that I had been telling myself, my staff, my governors, my parents was falling on deaf ears. Suddenly the firm ground I had been standing on was crumbling from underneath me as the inspection began spiralling out of my control. I was terrified.

By late afternoon, I had concluded that my judgement on how to play the inspection had completely failed. I had planned to be incredibly positive. Positive about the inspection, positive about the judgement I knew we would get, positive about the size of the task in hand, positive about the abilities of everyone to get the job done. This evidently is not what the Ofsted team wanted to hear. Instead, they wanted to hear me say how awful I thought everything was and how when I had first arrived I had thought the school was a bloody disgrace to education. If they had heard that come from my lips, only then would they believe that the governors had backed a winner when they appointed me.

If at this point I was feeling inadequate as a leader, it was after the team had left that I began to feel even worse. Why? Because everyone was being so, well, nice. Teachers, support staff, governors and many parents began rallying around me saying incredibly supportive things to me. (Don’t get me wrong, I wasn’t curled up on the floor weeping and declaring that the school might as well be taken out to the knacker’s yard and shot) but as I went around trying to support them, it was clear that they wanted to support me. It was then that I realised I wasn’t as detached to this school as I had tried to make myself believe. I also realised that my initial plan for improving the school had worked: everyone was united and behind me but sadly this just made me feel worse. On the outside I was trying very hard to put on a calm and brave face but inside all I was thinking was: ‘You’ve all put your faith in me…and all I’ve done is let you down.’ It was almost too much and that was the real surprise: I love my school!

Luckily, day two went better. The team seemed more willing to listen and they finally began to say the same things that I had been saying all throughout day one. By the end of the inspection they concluded that I did in fact know the issues of the school and I could be trusted to implement improvements. Was it frustrating to have them write areas to develop that were identical to the ones I had identified on my school development plan and school self-evaluation plan? Maybe.  Did they have to conduct day one with their ears blocked and eyes closed and unable to listen to my story? Maybe not. But, due to their uncompromising attitudes throughout that day they allowed me to see, for the first time, that I am leading a school community who trust me and want me to do my job to improve their school. They also made me realise that I am possibly, more attached to the school than anyone else and for that I suppose I should be grateful. So through slightly gritted teeth: ‘Thank you Ofsted.’

Ofsted the Destroyer! Ofsted the Bar-Raiser! Ofsted the Compassionate! Ofsted the Terrible! The Whole Damn Ofsted Dynasty!

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There have been many different incarnations of the school’s inspection service in recent times, each one repeating the mantra that they are trying to raise the standards of education across the country but each one taking on the persona of a twisted member of your family.

An early framework resembled an inevitable visit from your weird distant Aunty at Christmas. They gave you weeks and weeks to get ready and then stayed with you longer than necessary leaving you a gibbering wreck at the end of their stay and unable to work out what life was like before they had crashed into your world.

Then they changed and decided to only give you a week’s notice whereupon they would turn up like a drunken Uncle: eating your staff room out of cake and biscuits and upsetting everyone in a staggeringly brief amount of time before pissing off to the next relative he hates.

Then Ofsted turned into your Mum who after her divorce had decided to read too many self-help books. This Ofsted preferred to listen and get you to come up with all the answers whereupon they would either nod and agree or look at you with a raised eyebrow until you said something else that they did agree with.

And then Ofsted became your scary psychopathic younger cousin: You would open the door to your office to find them sitting in your chair asking you how they had managed to get in. Unable to answer (because they had actually climbed through your window using a diamond cutter in the middle of the night), they would laugh manically and order you off the premises.

This current incarnation is like your strict Grandfather who insists on making you stronger through unfairness. ‘Whatcha wanna use oven gloves for boy? Use your bare hands, toughen that skin up.’ ‘Milk teeth is for girls and fairies, pull ‘em out boy’ ‘No Grandson of mine is gonna be satisfactory, you’re either good….or good for nothing.’

And like that Ofsted has decided that teachers and schools were getting it too easy with ‘satisfactory’. Too many staff rooms were full of smirking teachers revelling in their satisfactory-ness, willingly not being good, the lazy bastards! I mean those of you that have ever been told a lesson you did was satisfactory that will know ‘being satisfactory’ is only a slightly less soul destroying experience than having your entire friends and family look at your naked body and mark in red pen the bits that are repellent to all and sundry. It is not something anyone in education aspires to be.

Secretly I kind of don’t mind the ‘requires improvement’ judgement. It has in it the opportunity for constructive action and by not having statements that link with a satisfactory judgement it shows that it could be a bespoke set of prompts for the individual to zone in on. But Gove and Wilshaw don’t seem willing to present it that way; instead they favour the ‘stop moaning and get on with it’ approach. ‘If you’re crap get better or get out.’ ‘If you’re ok, you’re still quite close to crap so get on with it.’ ‘If you’re good, you’re only one step away from awful so get on with it.’ ‘You’re outstanding? Oh, would you like to be an academy?’ It’s almost as if they want to scare and demoralise teachers but surely they wouldn’t have got the job if that was the case?

So when I stop being @theprimaryhead and become @theofstedinspector what member of your family would I represent? I would be like your new foster parent. I am genuinely interested in recognising how good you are and in finding out how you would like to get better. I would let you know I was coming and I would meet you before I visited for a good old chat: and together we would devise a timetable. Obviously, there are some ground rules: I’ve got to check the quality of planning, teaching, marking and assessing and check the children and parents are happy…but you know that. Then I would come and stay for a week, maybe two. I wouldn’t leave until I felt I had a really good grasp of your school and where you were taking it. Then I would leave but not without agreeing on a return date so I could check on how you’re doing. If I gave you a ‘requires improvement’ judgement I would make sure I supported you in working out how to improve effectively. Why? Because you’re part of my family now and I care.

Term 2 data…why do I put myself through it?

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What better way to start Term 3 than settling down to examine your school’s data. Now, every year I ask myself the same question…why is end of term 2 data always so bad?

APS scores showing advancement of approximately 0.1 points, children who ended the year as a 3A writer now sitting in the 2B column, being unable to see a cohort on one page as there are now too many names crowding around the ‘in danger of not meeting age expected outcomes’ section.

To address my own issues I have these musings..

1. Having age expected outcomes is a massive pain in the tracker as every teacher now knows where their class should be at the end of the year. When children arrive in September already there this causes concern…they’re not meant to be there so as logic dictates they will sit there until enough time has passed under the watchful eye of the teacher to justify moving up regardless of the actual progress seen when  flicking through the books.

Now that is isn’t very current teacher friendly so….

2. Last year’s teacher might call that a 2A but in my class you’ve got to do a little bit more, after all you are in year 3 now. A year 3 2A is different to a y2 SATS  2A. No, you will sit at a 2A until you are a proper 2A. Which as luck will probably have it will be after a year with me.

Wow, that’s not very current teacher or last year’s teacher friendly….hmmmm what about…

3. Teachers worry! If these children are already where they should be and I let them continue to make progress and up attaining highly next year’s teacher will kill me!

Now I’m having a go at next year’s teacher. How about…

4. We don’t really want to show great progress straight away that won’t be sustainable, how about we show things down a bit and they can make up the progress later on.

This is getting me nowhere. Instead I think I should just clarify a few points

1. Kids don’t go backwards over the summer.
2. If last year your class made poor progress in autumn but made it up during spring and summer how about agreeing that whatever yout do in terms 5 and 6 that allows for outstanding progress you do that in terms 1 and 2 as well.
3. Don’t wait until Christmas to tell someone that progress isn’t happening…if you’re worried do something differently or ask for help.

So far so teacher beating. It’s not all their fault it’s the system… so ideologies and the system needds to change.

In terms of next year I think I will change when we collect data…
Term 1 (to get the lack of progress out of the system)
Term 2 / 3 (As and when progress put into the tracker over term 2 and 3.)
Term 4 (That way we can judge the effectiveness of  what you put in place to support poor progress and attainment in the previous terms)
Term 6.

Transition periods between year groups should be longer (maybe half of term 6 should be spent in new classes with new teachers) and most importantly of all collaboration with teachers at the end of the year to agree levels going through to the next academic year.

Will this have any impact? Check out my January 2014 blog to find out!