Whilst the Guardian editorial rightly says it is not
part of the "Ofsted culture" to acknowledge the ways schools are getting better,
and "thank everyone involved for their efforts", perhaps it is time for a
culture-change?(Academy or community school , structures don't matter but
support for good leadership does,11/12/14) Constant criticism of teachers and
teaching, which has been the norm ever since the first Ofsted reports were
published in 1992, does nothing to rejuvenate already overworked staff, or to
encourage new entrants into the profession, at a time when "recruitment is
becoming a serious challenge". Is it surprising that so many qualified teachers
leave before completing five years in the classroom?
Wilshaw acknowledges that "academy
autonomy" can lead to dangerous isolation, but then names and shames local
education authorities with too many under-performing schools, when many of the
problematic schools are academies or free schools. It seems he takes every
opportunity to criticise when a more sensible route of praise and advice is
ignored. Teachers would appreciate much more some guidelines on marking
expectations and progress monitoring; parents need to be informed by Ofsted that
it is not essential for every piece of work to be corrected, and given five line
comments on how improvement can be attained; sixty hour weeks for teachers are
simply counter-productive!
After an "unsatisfactory" verdict of a
school by Ofsted, a Training day for the staff, with the same inspection
team giving advice on how lessons could be improved, must be a way forward. If
standards have indeed, "stalled" in secondary schools, Ofsted should surely be
calling for smaller class sizes, more classroom assistants, more units for the
badly behaved and more hi-tech facilities? Not every school can simply appoint a
new "superhead" to come in and immediately expel sixty or so pupils as a method
of improvement; some may see such action as strong leadership but others might
simply regard it as "passing the buck".
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