“I wouldn’t hesitate in sending my child to this school” said the lead inspector on day two of our section 5 inspection a week before lockdown. Surely that’s enough to mean we are at least good?
We knew we had a fight on our hands. In 2019 we had seen a dip in data (although still in line with national.) Our demographics over the last few years has changed, we’re more inclusive, higher SEN, 20% EAL and 50% of our children come from one of the most deprived wards in the country. I love my school. I love our community. I love my team. Our pupils make great progress from their low starting points but too many don’t quite make the grade at KS1. This doesn’t mean they can’t read, write or have good maths skills. They just didn’t quite get there.
In 2018 67% of KS2 pupils were expected in RWM 88% in reading (30% higher standard) 87% maths (27% higher standard) 72% writing (10% greater depth) We were happy with these results and they were significantly better than 2016. In 2019 our pupils didn’t show their potential in the reading paper. Many ran out of time so although we were inline with national (73%) our progress score was below national. Maths and writing were all in line. And so begins the wait for ‘the call’!
We had been judged RI in September 2017 (similar story – data in line with national but progress not good enough) but that experience is a whole other blog! So our 24-30 months was up in March 2020. Sleepless nights from September to March did not help my own well-being as we knew it would not be easy – the delightful, new IDSR told us that. Finally, on 9th March 2020 we got the call. We were ready, the staff were ready and we were confident the inspectors would like what they saw.
It started well with an hour long phone conversation with the lead inspector. He listened and I felt it was a good start. He explained that our inspection was to be quality assured so a team of 4 would visit and the North West HMI would be there for day one. This, I believe, was the problem.
The inspection itself went well. The staff and pupils were amazing. Parents were supportive. Our curriculum deep dives went well and they were blown away by our geography curriculum. I just kept getting the feeling that the decision had been made before they even stepped foot in the school. Comments such as ‘but your data last year was poor’ had me resigned to the result we had worked so hard not to get again. The most frustrating part of the whole process was the refusal to look at in school data. We had standardised test scores that proved that we would be back to positive progress measures with significant improvement in KS1 and GLD data. What they saw matched this improvement but it was clear the lead inspector’s hands were tied because of the quality assurance – they knew what grade we were before they even entered the school.
Feedback time came and went in a blur. All the things that matter to me were positive. Strong l&m, good behaviour and attitudes, good personal development and lots of positives around the curriculum. But guess what! Due to some weak data in KS1 and EYs over 2 years, quality of education required improvement. My question is, how on earth does this help? All it does is tell parents we’re crap overall. The community stuck by us last time but will they again?
If it wasn’t for the support from my trust and CEO, I think this would have pushed me over the edge. Even with that support, I spent that night looking at what jobs were available out of education. The next day I walked in with a brave face ready to build us all back up again but sheer exhaustion took over and I spent the day in my office bawling. I couldn’t even face my favourite time of the week – achievement assembly. The weekend helped and Monday was a new day and along came Covid-19 and school closure.
Leading through this crisis has helped take my mind off the inspection until they emailed to say the report will be published next week. All those emotions came back and I just had to write them down. I had questioned my ability, lost my confidence and wondered whether it would be better for someone else to do the job. But little things like supporting others on Twitter or virtual check ins with staff have made me realise there’s so much more to leadership. I’m here to stay, I AM doing a good job, I can lead through a crisis and I have amazing people around me. I am strong!
Now lets stand together and push for change.
Chilled Head Teacher 
Very well written, it is wrong that schools, and by default their staff can be judged like this. Score should be about the well being of the students not just grades!
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You are so right – we ate so much better than data . Context is key
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Hang in there, Ms Young, you and your staff are doing a great job and I am sure the people for whom it matters most (pupils first and parents second) realise this. One day the system will have to improve, let’s hope change can now happen sooner rather than later. All the best from Devon, take care! PS. I have read the Pain post. It sounds good to me, but as a governor, I worry slightly that those kinds of surveys might make staff feel under even more pressure. I guess there must be some backing off the Ofsted requirements first, otherwise, how can staff have the mental space to even think about putting children’s wellbeing first? But I completely agree with his and your sentiment; things need to change, somewhere, soon!
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When you’ve waited in nervous anticipation for months, supported and guided new changes to the school and curriculum, worked tirelessly to motivate and inspire staff, whilst still being “Jo”. Mum. Friend. Wife. Daughter. It’s devastating knowing that you have been judged even before they stepped into the school. It’s naive to say “Don’t focus on the negatives”, but if course you will, it would be naive not to. However, YOU, the staff, school and community, know that the report is a snapshot, based on Data. It’s a piece of paper with facts and figures on. It’s like a black and white sketch before adding the colour. The soul of the school is still as amazing as ever. As you know, I’ve taught in a few schools, in different roles, and there are very few places quite like Leighton. It’s not something you can explain, it just has this magic about it. You lead the school with such passion and love which is how the school, staff, community and children all view it. L xxx
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