True Ofsted Conversation #1

 

images 2Hey there. Whilst away from work due to a serious case of the sniffles I found myself reminiscing about one of my many joyful moments from my recent ofsted inspection. Here I have written the transcript of a conversation I had with the lead inspector after a twenty minute lesson observation. See if you can guess the part where it began to dawn on me that the inspector was slightly insane and was not going to budge from her relatively fixed agenda.

Ofsted 

Did you see what happened in that lesson?

Head

I was there yes, I saw what happened.

Ofsted 

What happened?

Head

Were you there? I think you were there, I definitely saw you there.

Ofsted

But what did you see?

Head

I saw a lesson on measuring.

Ofsted

And what were the children doing.

Head

They were measuring the perimeter of irregular shapes and using their knowledge of shape properties to work out lengths of certain sides that weren’t known. Some of them were then converting into different units of measurement.

Ofsted

And could the children do it?

Head

They were having a jolly good go and many of them were being successful.

Ofsted

All the children I saw could do it.

Head

Great, teacher did their job then. Now next we’re going to see –

Ofsted

-they could all do it. I saw them do two in a row.

Head

Yeeesssss.

Ofsted

They could already do it.

Teacher

Well no, the teacher showed them how at the start of the lesson.

Ofsted

I didn’t see that

Head

No, you were finding one of your forms as the lesson started but her plan says she taught it and the work before was not the same and I asked some of the children if they had done it before and they hadn’t.

Ofsted

I heard you ask those questions. Why did you ask those questions, those questions won’t tell you anything.

Head

Sorry what?

Ofsted

I didn’t see anything that showed me they couldn’t do it before the lesson. Where was the challenge?

Head

Well, at the start of the lesson they probably couldn’t do it, that’s why the teacher taught them how to do it at the start of the lesson…that you didn’t see.

Ofsted

How do you know they couldn’t do it?

Head

They hadn’t done it before in their books and I asked them if they could have done it at the start; I asked if they needed to have listened to the teacher before having a go themselves or could they have just got on with it.

Ofsted

I heard you ask that. Why did you ask that question?

Head

Well, it helps me judge the level of challenge or if the teacher is wasting their time.

Ofsted

OK and what did the child tell you.

Head

She said that she may have been able to do the first two but after that she would have got stuck unless the teacher had showed them how. Then another child on their table agreed that number three was really hard.

Ofsted

Of course they said that to you because you’re the Head.

Head

Sorry come again?

Ofsted

They tell you want they think you want to hear. That’s why I don’t ask those questions.

Head

Hmmmmm. I’m not sure I agree with you on-

Ofsted

-I saw nothing but work done correctly during that lesson.

Head

Right…

Ofsted

No challenge, there was no challenge in that lesson.

Head

But, they couldn’t do it at the start and then the teacher taught them so they could and therefore they were able to do the work.

Ofsted

Why didn’t the teacher move them on.

Head

Because they had only been able to do it for twenty minutes I’m guessing the teacher thought a bit more consolidation could be a good idea. Plus on her plan she is extending them in the plenary and tomorrow they’re solving a problem.

Ofsted

Well I didn’t see that. I didn’t see any challenge so we have to say that lesson required improvement.

Head

Get out of my school. Get out of my school now or I will beat you to death with my pupil premium tracker that I was up all night amending and you haven’t even LOOOKED AT IT!

(I didn’t actually say that last bit, but the rest of it is true. If you’re waiting for Ofsted…enjoy!)

Image

The Golden Age – part 1

 

the-golden-ageThe Golden Age in Greek mythology refers to the first of several sequences of the ‘Ages of Man’.  Being ‘Gold’, it is obviously the best and the subsequent ages: Silver, Bronze, Heroic, and Iron denote a period of steady decline. So, even by the 1st century BC life in general was already past it. Even by the Daily Mail standards this is pretty gloomy but it shows quite neatly that as a race our default setting seems to be: it was better yesterday but enjoy today because it will be worse tomorrow. As a result every single conceivable idea or movement has apparently already had its golden age: Hollywood, comics, sci-fi, hip-hop, there has, I am reliably informed by Wikipedia, even been a golden age of porn-but due to internet restrictions on my broadband I am unable to inform you of when or what that was.

Presumably there was a golden age in education and presumably we all missed it. However our brave Secretary of State for Education, dear little Micky Gove is determined to find it and put it back in its rightful place. This personal quest of his helps to explain why each week he spews out more and more demented policy ideas in the hope that one day he’ll hit gold. He’s not having a great deal of success with this strategy; I mean if you read all of his ideas for schools and education in order it’s as if he’s playing his own version of the BBC game show ‘Pointless’ where he’s gradually trying to find the one idea that absolutely no teacher will like.

Give every school a free bible? ‘Not bad, 85 teachers liked that idea.’

2014 Proposed Curriculum? ‘Ooh that’s a good one, only 35 teachers liked that one.’

Longer school days? ‘Very close, 8 teachers were in favour of that.’

Shorter holidays? ‘Wow, that’s a very low score with only 4 teachers being in favour of that.’

Inset a device into a teacher’s inner ear so they self-destruct after two successive ‘less than good’ lessons as voted for by pupils who weren’t there at the time ? ‘Congratulations! That is a totally pointless answer.’

There are three only possible sensible reasons why Gove seems to be selecting education policy as if he’s playing a blind ‘education policy’ lucky dip whilst taking vast quantities of crystal meth that is having a serious effect on his ability to apply reason:

  1.  He is an idiot.
  2. He is a genius who is subversively managing the government’s plan to have every school a privatised academy by the May bank holiday by enforcing unpopular policy.
  3. He is really bad at playing ‘truth or dare?’

gove

Whatever the reason, one thing is for certain: Thanks to Mr Gove, we are definitely not living in the golden age of education.

Come on Mr Mayor…don’t just plant a tree, sow the seeds of change!

george_ferguson_we_250

Bristol has a Mayor. This is fine, I have nothing against Bristol having a Mayor; in fact I imagine it could be quite exciting, shake things up a bit. Bristol’s Mayor is a man called George Ferguson. So far there are three things that I know about him:

  1. He wears red trousers a lot.
  2. He played a significant and important role in the redevelopment of Bedminster’s Tobacco Factory.
  3. He wants every child in Bristol to plant a tree.

Of these three statements one impresses me and causes me to think all is not lost; one has made me confine the wearing of my own pair of red trousers to when I’m gardening; and one of these statements really, really annoys me. I think it should be clear to most people that the red trousers issue is taken care of; I think the Tobacco Factory is great so that leaves us with statement three: he wants every child in Bristol to plant a tree.

It was a couple of days after his election victory that Mr Ferguson addressed a room full of Head Teachers at the University of the West of England. Poor bugger, he was probably still hung over from celebrating but his PA had obviously said ‘Get on that stage Mr Mayor, this is an opportunity’. So he came on and I remember two feelings: slight surprise because close up his red trousers were actually tartan, but more than that I remember feeling a bit sorry for him. He seemed a bit flustered and who could blame him? He hadn’t talked that much about education before and suddenly here he was talking to a load of Head Teachers, I mean what was he meant to say? Turned out he did some crowd pleasing material on us all being heroes and then, in what I imagined was a stream of consciousness, he said that he wanted every child in Bristol to plant a tree.

I quite naturally ignored this as did most people on my table. It was just a bit of fluff and nonsense designed to sound inspirational in a ‘children are the future of this planet and so are trees’ kind of way. It didn’t carry any weight, no we would forget about this idea. Put it at the back of the cupboard with the other ‘big’ ideas like building a solar powered snow plough and running a competition to find Bristol’s favourite soup.

So imagine my surprise when I received an email asking me to sign up for the Mayor’s big scheme of getting every child in Bristol to plant a tree. Why? Will it make Bristol a green city? Will it provide a safe canopy for our children to walk under on their way to school? I don’t think it will. It might make Bristol a better shaded city in the summer months and it may encourage more tree climbing therein creating a more risk taking generation which could be a good thing but…I think that might be it.

No, what really annoys me about this idea is that it is in danger of being really small minded and for a man who displayed such vision when saving such a culturally significant building as the beloved Tobacco Factory and who proudly wears red tartan trousers in public, this paper thin initiative is a massive disappointment. Education at this precise moment in time is not in the best of places and I would have thought that the proposed National Curriculum, which seems to be unifying all educators through their hatred of it, would be seen as the golden egg squeezed out from Gove’s massive egghole (urgh) to be picked up and capitalised on.

Imagine a whole city turning its back on a badly formatted and politically engineered curriculum and instead creating something truly inspiring and meaningful for its children. A City Curriculum with local and global dimensions agreed upon by all educators and pushed forward by the city’s Mayor. A newly elected Mayor should seize this opportunity to engage with school leaders and play a part in developing something far greater than the sum of its parts. A city curriculum could truly lay the foundations that would allow an entire city becoming ‘outstanding’ based on any set of criteria from anybody’s score-book. Schools may not be able to do it on their own, they carry with them too much baggage, but with a leader or a figurehead to help facilitate the journey we could do it. The Mayor is in the correct neutral position to at least give it a try. Or…we could plant a tree and then get on with teaching 7 year olds about the house of Plantagenet. Your call Mr Mayor.