Headteacher, CogSci, High Expectations and Clear Modelling. Trad Teaching. MSc MA MSc(Oxon) EdD FCCT FRSA - Views Own
Joined August 2022
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Headfirst retweeted
Compassion is not measured by the intentions of those who dispense it, but by the consequences for everyone affected. When compassion for one group requires lowering expectations or relaxing obligations, the costs are simply transferred to others. That is not costless compassion, it is redistribution.
Suspensions are a necessary part of a healthy system. Without them, we can’t keep children safe, learning, and dignified. Without them, some schools and classes descend into chaotic environments where everything people claim to be against- persecution, inequality, harassment, discrimination- are multiplied. People who campaign for their reduction without the reduction of the behaviours that lead to them, are simply mistaken. Usually they have never worked successfully in a tough environment. But their advocacy flatters their self image as compassionate champions of children. In reality, what they advocate for demonstrates the opposite.
Headfirst retweeted
'their KIP Program revealed that many of these low income students could achieve just as much as affluent suburban kids...'
A deeply unfashionable view but it will always be my north star.
Highest Expectations
Knowledge Is Power
Work Hard, Be Nice
More Time
No Shortcuts
100%
Useful fresh data here. But it's worth saying upfront: a trust is no different to a school - some are truly excellent, some aren't. The trust mechanism isn't inherently better than what it replaced, whatever the marketing suggests. Worth testing what this data actually shows: 🧵
Trusts might be informally involved before a formal join date. Staff know a MAT is coming, turnover spikes, results can dip in that run-up - and it's not obviously against a trust's interest to let that happen, since it lowers the baseline they'll be judged from.
Headfirst retweeted
Have high standards, but only if it doesn’t upset ANY parents. Totally ludicrous.
This will be no shock to any of my non-selective colleagues in Kent. This is why Ofsted’s new similar schools methodology won’t work effectively in an area like Kent. Stds in non-selective schools in each PA band are not representative of the national data set for those bands.
This changes everything. Non-selectives in highly selective areas are the worst-performing category nationally - worse than other non-selectives, categorically separate from selectives.
A similar schools methodology from Ofsted that ignores this will be missing the point.
Headfirst retweeted
The EEF's new guidance on inclusive teaching is a very interesting piece of work. There is much to like, some bits to criticise, and one absolutely HUGE statement that should be getting a lot of attention.
Here are my thoughts:
- There is a lot there. Most won't read it.
- There is a heavy emphasis on explicit instruction, and the creation of simple routines and "calm classroom environments." This is what "trad" teachers have been banging on about for years, so is most welcome.
- There is very little that I can see about specific conditions/neurodevelopmental issues. If you want to know about how to support specific needs, the information isn't directly in this guide.
- This makes sense, because "While targeted interventions can help, they are most effective when they supplement – rather than replace – effective everyday teaching."
- This line is buried in one of the "myths" but is absolutely MEGA: "Strong universal provision reduces the number of pupils who require additional support..." I mean, let that sink in. I've said stuff like this before and been pilloried for it. It's a huge claim, and from what I've seen actually the most significant thing in the whole report.
- This is an important line: "Teachers should not be making assumptions about pupils’ learning rates based on their socio-economic background or SEND status." I have this conversation with people quite a lot. They say things to me like "how do your students with SEND respond to Name at End questioning?" or "how do your pupil premium students respond to your expectation that every student answers a question every lesson?" I always say the same thing, which is that the label tells me nothing, and that we need to reframe the relationship between label and issue. There is nothing causative there, it is all correlational.
- There aren't many concrete examples of good "inclusive practice" in the report itself. There is a link to other supporting resources, but you need a login for that. You can only log in with a school email account (odd choice for a research organisation), but I couldn't get it to work so 🤷
- Without concrete examples, it is almost guaranteed that people will do weird things, and cite the EEF in support.
educationendowmentfoundation…
Interesting
It's really telling that, having inspected around 250 secondary schools, that @Ofstednews have yet to identify a single school with low or very low levels of prior attainment that have achievement that is worthy of others coming to see how they manage it.
Headfirst retweeted
Many situations in life are similar to going on a hike: the view changes once you start walking.
You don't need all the answers right now. New paths will reveal themselves if you have the courage to get started.
Headfirst retweeted
CRITICAL THINKING FOR TEACHERS AND EDUCATION LEADERS 101
from @ProfCoe, still the gold standard in cutting through the fluff.
Headfirst retweeted
Data like this risk telling a worryingly simple story.
Schools serving the highest proportions of disadvantaged pupils face deeper structural challenges every day.
Reducing the work of school leaders to comparative Ofsted outcomes ignores the extraordinary effort, leadership and resilience required to support the communities.
Accountability must recognise context, not erase it.
