Amanda Spielman, OFSTED’s new leader gave a rousing talk at the Festival of Education last week. She listed ways in which schools were gaming the system: allowing students with EAL to take a GCSE in their first language rather than French, putting learners through the computer driving course to bump up league tables and teaching exam content five years before year 11 GCSEs. What she said made sense; let’s think of the students more and fixing the data less. Let’s give children a broad and balanced curriculum, rich in knowledge rather than one narrowly focussing on skills required to pass exams. Teachers across the country will be cheering her along every step of the way.
Amanda Spielman set out her stall and I was on the whole nodding in agreement. Until she delved into the realm of SEND, that is. She said,
‘If you are putting more resources into providing exam scribes than in teaching your strugglers to read and write…you are probably doing your child a disservice’.
This was an attack on SEND teachers across the country showing a lack of knowledge in how schools run. Firstly, literacy teaching and scribes go hand in hand. A child who is struggling to read and write will have many interventions thrown at them through their school life but also, if they haven’t reached a standardised score of 85 by the time they are taking exams, then arrangements must be provided. This is stated in law under the Equality Act (2010).
By resources, I assume Spielman means training and TAs. TAs are deployed to scribe for learners when they cannot show their knowledge to the best of their ability, not at the same time as teaching them to read and write but in tandem. By year 11, scribes are used for GCSEs and TAs are given a memory aid and brief training to ensure they are familiar with the rules.
Examples of students who require scribes (names have been changed):
To blame the school system for what is a legal requirement for learners with SEND is irritating. There are so many, more pressing injustices to highlight. Earlier in the day, I listened to Vic Goddard giving a talk on ‘The Inclusive School’. He told us the school down the road has an unofficial, ‘no SEND policy’ and encourages parents of children with SEND to go to Vic’s school instead where they ‘can better meet your child’s needs’. Let’s guess which school got the ‘outstanding’ grade shall we?
I heard NASEN’s CEO, Dr Adam Boddison, tell of a school who got an ‘outstanding’ judgement despite not having a SENCO (a legal requirement). OFSTED knew this. He showed us damning figures on permanent exclusions of learners with SEND; home education for students with SEND is on the rise. The alarming picture shows that students with learning difficulties are not managing in the mainstream and schools such as Passmore’s get no acknowledgement for embracing these children.
The system is failing many learners with SEND in mainstream schools and there is no accountability. When Amanda Spielman spoke so eloquently of gaming in schools but ignored our SEND students, other than to take away their reasonable adjustments which are there by law, I can’t help feeling this neglected sector of society, those with the least resources available to them, are again hidden from policy maker’s eyes (highlighted in DYT’s ‘Through the Looking Glass’ report). Something which gets in the way of ‘standards’ and platitudes. It is much easier for the narrative to be ‘teach the SEND out of them and cure them with literacy lessons’. SEND students are not going anywhere, we need to stop ignoring them and give them the tools to succeed. OFSTED must give schools incentives to value all learners and reward those who do inclusion well, not punish them or criticise them for giving children scribes.
If teachers feel embattled, as Hugh Dennis acknowledged when opening the Festival, then mainstream SEND ones are lying half dead in the bunkers. Told SEND doesn’t exist, expected to show impossible progress or accused of ‘dysteachia’ (the term coined by a few private tutors to explain why some students can’t read and write); it is always the teachers’ fault.
Let’s give ALL children a broad and balanced curriculum, rich in knowledge rather than one narrowly focussed on skills required to pass exams. But let’s not forget that OFSTED played a part in creating this culture. Like Benjamin in Animal Farm, I am sceptical. Will these shiny new promises amount to a significant shift in values for schools? Or will teachers just be beaten with a different stick? This new positive OFSTED would no longer be judging teachers on ‘how’ they teach, granted, but would they instead be inspecting ‘what’ they teach?
It seems at present that ‘Schools are all equal, but some are more equal than others’.