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My school needs improvement – but I’m sick of talking about Ofsted My school needs improvement – but I’m sick of talking about Ofsted
(3 days later)
Debbie Light is assistant headteacher at Elthorne Park High school in Ealing. Debbie Light is assistant headteacher at Elthorne Park High school in Ealing. Her blog is called Teacher Tweaks and she tweets as @TeacherTweaks.
Shortly after Debbie Light joined as assistant head, her school was given a “requires improvement” rating by Ofsted. This came as no surprise – when Light started she knew there was a problem. Overall, the students were getting good GCSE and A-level grades, but those on pupil premium were falling behind.Shortly after Debbie Light joined as assistant head, her school was given a “requires improvement” rating by Ofsted. This came as no surprise – when Light started she knew there was a problem. Overall, the students were getting good GCSE and A-level grades, but those on pupil premium were falling behind.
“If you looked at the school’s raw results they were above the national average,” says Light. “But when you dug deeper you realised that while the kids who came from middle-class backgrounds were fine, those from working class families weren’t. There was a massive disparity.”“If you looked at the school’s raw results they were above the national average,” says Light. “But when you dug deeper you realised that while the kids who came from middle-class backgrounds were fine, those from working class families weren’t. There was a massive disparity.”
This gap was one of the main reasons Elthorne Park High school was marked down by the inspection body. Although staff had performed well, the data simply wasn’t strong enough.This gap was one of the main reasons Elthorne Park High school was marked down by the inspection body. Although staff had performed well, the data simply wasn’t strong enough.
Light has been responsible for teaching and learning at the school since she joined in January last year. Much of her time has been spent looking at how she can change what’s happening in the classroom to improve the attainment of students on the pupil premium – money given by the government to schools to help the most disadvantaged pupils.Light has been responsible for teaching and learning at the school since she joined in January last year. Much of her time has been spent looking at how she can change what’s happening in the classroom to improve the attainment of students on the pupil premium – money given by the government to schools to help the most disadvantaged pupils.
“When I started, I felt that staff weren’t being given enough time to reflect on their pedagogy. Time was spent mostly on getting ready for Ofsted,” she says, adding that she wanted teachers to be free to discuss new findings and approaches to teaching.“When I started, I felt that staff weren’t being given enough time to reflect on their pedagogy. Time was spent mostly on getting ready for Ofsted,” she says, adding that she wanted teachers to be free to discuss new findings and approaches to teaching.
But changing a school’s culture can be tricky. “You really have to be patient,” she says. “It took a while for staff to see that I wasn’t there to judge them and throw my weight around. If you’re going to properly invest in people, it takes a long time.”But changing a school’s culture can be tricky. “You really have to be patient,” she says. “It took a while for staff to see that I wasn’t there to judge them and throw my weight around. If you’re going to properly invest in people, it takes a long time.”
The difficulty has been that, because of the school’s Ofsted grade, Light hasn’t had much time. “It’s been a tricky balance to get right. There have been times when I’ve felt like I’ve let myself down, because I’ve compromised on my beliefs in order to do what’s needed to no longer be rated requires improvement [by Ofsted],” she says.The difficulty has been that, because of the school’s Ofsted grade, Light hasn’t had much time. “It’s been a tricky balance to get right. There have been times when I’ve felt like I’ve let myself down, because I’ve compromised on my beliefs in order to do what’s needed to no longer be rated requires improvement [by Ofsted],” she says.
“I’ll say to staff that it’s all about a learning culture, that we’ve got a five-year plan and have all these great pedagogical ideas, but at the same time I’m having to say, ‘Oh, by the way, can you fill out this data sheet please, because we’ve got an external adviser coming in to look at our paperwork?’”“I’ll say to staff that it’s all about a learning culture, that we’ve got a five-year plan and have all these great pedagogical ideas, but at the same time I’m having to say, ‘Oh, by the way, can you fill out this data sheet please, because we’ve got an external adviser coming in to look at our paperwork?’”
Light says she sometimes thinks this is a cop out, but she tells herself that if the school can get a good grade from Ofsted the body will go away.Light says she sometimes thinks this is a cop out, but she tells herself that if the school can get a good grade from Ofsted the body will go away.
“That’s the only way I can talk to staff about Ofsted. I say ‘Yes, it is really awful and sometimes I ask you to do things that are ridiculous – and I know that they’re ridiculous – but can you just go with me on it, because the sooner we get a good grade, the sooner we can do all of the exciting things we’d like to do’.”“That’s the only way I can talk to staff about Ofsted. I say ‘Yes, it is really awful and sometimes I ask you to do things that are ridiculous – and I know that they’re ridiculous – but can you just go with me on it, because the sooner we get a good grade, the sooner we can do all of the exciting things we’d like to do’.”
This term Light has made a resolution to no longer use the word “Ofsted”. “The only question I want to ask staff is, if we do this, is it going to be better for the students? I’m so sick to death of talking about Ofsted,” she says.This term Light has made a resolution to no longer use the word “Ofsted”. “The only question I want to ask staff is, if we do this, is it going to be better for the students? I’m so sick to death of talking about Ofsted,” she says.
“I don’t want our upcoming inspection to dominate the conversation, because Ofsted doesn’t make teaching any better – really it’s there to judge the leadership.”“I don’t want our upcoming inspection to dominate the conversation, because Ofsted doesn’t make teaching any better – really it’s there to judge the leadership.”
What Light does want to talk about, however, is why students on free school meals in the school aren’t performing as well as those from wealthier backgrounds. The pupil premium is an area about which she feels passionate.What Light does want to talk about, however, is why students on free school meals in the school aren’t performing as well as those from wealthier backgrounds. The pupil premium is an area about which she feels passionate.
“I know the gap can be closed, because there was hardly any discrepancy at my old school, which is just five minutes up the road,” she says.“I know the gap can be closed, because there was hardly any discrepancy at my old school, which is just five minutes up the road,” she says.
As well as employing a pupil premium co-ordinator to monitor pupil progress, the school is supporting staff to carry out research. The idea is that teachers choose a particular group of children in their class to focus on; Light imagines the majority will focus on pupil premium students. They’ll then work with a colleague who will provide reading material, as well as observing their lessons to give feedback. At the end of the year, each teacher will write a short report on what has and hasn’t worked with those pupils.As well as employing a pupil premium co-ordinator to monitor pupil progress, the school is supporting staff to carry out research. The idea is that teachers choose a particular group of children in their class to focus on; Light imagines the majority will focus on pupil premium students. They’ll then work with a colleague who will provide reading material, as well as observing their lessons to give feedback. At the end of the year, each teacher will write a short report on what has and hasn’t worked with those pupils.
“Hopefully, it’s going to be a really good way of getting some immediate data on what’s happening in the classroom,” Light says.“Hopefully, it’s going to be a really good way of getting some immediate data on what’s happening in the classroom,” Light says.
The school is also scrapping graded lesson observations and moving to a coaching model instead, which involves the mentor regularly dropping into lessons. Light believes this will make a big difference culturally because it will make teachers realise that it is about self-improvement rather than being observed by someone who is passing judgment on you.The school is also scrapping graded lesson observations and moving to a coaching model instead, which involves the mentor regularly dropping into lessons. Light believes this will make a big difference culturally because it will make teachers realise that it is about self-improvement rather than being observed by someone who is passing judgment on you.
“Last year, when we ran an open-class fortnight, which involved teachers opening up their classes for other teachers to drop into, one of the things I said to staff was, ‘just to let you know, if you want to see some outstanding practice don’t come to my year 9 class, because I’m hanging on by a thread with them at the moment’.”“Last year, when we ran an open-class fortnight, which involved teachers opening up their classes for other teachers to drop into, one of the things I said to staff was, ‘just to let you know, if you want to see some outstanding practice don’t come to my year 9 class, because I’m hanging on by a thread with them at the moment’.”
Light acknowledges that she has bad days in the classroom. “I’m not going to stand up and pretend I’m the oracle, because there’s no way I’m the perfect teacher and I don’t think you should set yourself up to be that.Light acknowledges that she has bad days in the classroom. “I’m not going to stand up and pretend I’m the oracle, because there’s no way I’m the perfect teacher and I don’t think you should set yourself up to be that.
“At times, there’s a real downer on senior leaders,” Light says, adding that other teachers can assume they’ve lost touch with the classroom. They think you “work your way up the greasy pole, get a cushy little office and teach a couple of classes to keep your hand in. That’s my worst nightmare.”“At times, there’s a real downer on senior leaders,” Light says, adding that other teachers can assume they’ve lost touch with the classroom. They think you “work your way up the greasy pole, get a cushy little office and teach a couple of classes to keep your hand in. That’s my worst nightmare.”
“If I can’t practice what I preach and teach in the classroom then who am I to tell people what to do?”“If I can’t practice what I preach and teach in the classroom then who am I to tell people what to do?”
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