- “Of course everyone wants to be supportive, but when a single student’s test result is the difference between your own and others’ future career success or a blighted future when you become untouchable as a ‘failed leader’, there’s no way you do anything other than drill teachers in what you think Ofsted want to see – you just can’t risk it, you stay tunnel visioned”;
- “We wanted to spend much more time on helping teachers improve the basics in classrooms but they were far too tired and busy with all the extra intervention and extra support classes we had to throw at the kids to try and survive. Even now we’re Good we know it isn’t a long term solution but it’s almost impossible to decide to take the risk of our results dipping and the inspectors coming back”;
- “We tried to show Ofsted all of our developmental CPD plans but they weren’t interested; they only wanted a clear and brief summary of how we observe and grade teachers, supply CPD to address any deficiencies and then measure the improvement in grades”.
- “When we finally got Ofsted out of the way and got a Good, I sat with the Head and we breathed a huge sigh of relief knowing that we were finally free to create the sort of school we always wanted rather than simply panic about survival”
- fortnightly ‘learning walks’ where a single observation of failure to tick a specific box leads to intensive capability-style procedures;
- frequent unannounced drop-in lesson inspections (and grading) to ‘avoid over-preparation’ which resulted in a refusal by most staff to ever try anything new or take risks;
- a requirement to submit lesson plans for ‘quality assurance’ one week in advance, every week, for every lesson they teach;
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