To think this head teacher is off her rocker

[Atlantisen]

This was the newsletter. Inspiring? Or utter bollocks??

*"...All too often schools accept a gap between some students and other students. We can fall into a trap that comes to accept or simply gets used to some children dressing differently, missing more days of school, speaking to adults or one another incorrectly, being a few minutes late to everything, carelessly presenting their work, not completing homework, not giving 100% in their lessons, not reading any books for pleasure, not joining clubs at school, never seeking to play for a school team, never appearing in a school performance or never attending a revision booster.

Labelling such behaviours or choices is pointless or indeed stigmatising those students who display some or all of these characteristics. At CNS we have to regard these as symptoms of an underlying lack of ambition, expectation or aspiration. Whilst we have to be unrelenting in our demand for all students to be their best self, we also need to get to the very heart of why some students are more engaged than others – seeking to rekindle the fire within and not beneath.

Creating a school that expects and demands high expectations in all things of all students is a continuous quest and one that we shall be emphasising at all times. ..."*

I think having high aspirations for all children means teachers are more likely to make adjustments so that children with Sen can more fully participate. An attitude of x has asd/whatever so won’t do x activity means schools don’t need to think about adjustments that might make things more accessible for children.

I have a ds with Asd, CP and other issues.

I didn't read that as ignoring send but rather trying to find it what drives each child and to harness that.

That's a good tact. My sons EP said he doesn't get motivated unless he can see what he can gain from an activity. He was withdrawn up until a year or so ago.

His current school has started a club based around his interests, encourages him to take part in anything which involves lighting (a special interest) has 1:1 guidance on why things like presentation matter - eg show him what he'll have to do in his chosen career.

Labelling his reasons for his behaviour isn't the answer (although his diagnosis explains it). Finding out what motivates him and drives him has changed his whole future outlook.

If I read this I would ask myself:

1. Is my child in the categories she describes?
2. What can I do about it?
3. Do I need to do anything differently to help?

etc. Probably number 345 on my list would be "Is the Head wrong?" The Head's message is aimed directly at parents like you but she's not allowed to say it directly, and clearly her subtlety has gone right over your head, so allow me to translate: many children have rubbish parents who hold them back educationally by not starting them off with good habits like reading for pleasure, and if they cared even a little they would think about how they raise their children and possibly even ask for advice from someone who is qualified to teach children and infinitely more capable instead of asking if they are "off their rocker". Reflect and think a little more before judging.

I think it sounds like Delores Umbridge’s speech at the start of term banquet at Hogwarts.

Saccharine, patronising and a bit nasty. The bit about not labelling things is troubling. It’s like she’s saying ‘I don’t care if you have ADHD/SEN/ASD it’s no excuse for not doing well’

I think her written English is awful, but I do not read anything about SEN into this. My understanding of it is that every child needs to be motivated to do their best because they are engaged by it, not just nagged endlessly into grudgingly doing the minimum they can get away with (ie the fire within not the fire beneath). I know someone who constantly complains about how the education system encourages mediocrity above all else - I don’t necessarily agree with him, but I think this is what the teacher is getting at. Why accept that a child is constantly 3 mins late for class when they could perfectly well be on time?

The bit about not labelling things is troubling. It’s like she’s saying ‘I don’t care if you have ADHD/SEN/ASD it’s no excuse for not doing well’

Totally disagree.
Sounds like the HT knows the difference between labels and diagnoses.
Labels would include: trouble-maker so won't got far; lazy, disinterested etc

She could add:
“I’m living proof of the potential of every child. I’ve risen to be a headteacher despite being not being able to construct a coherent argument and having the writing style of a five year old.”

Personally, I’d take said newsletter, wipe my arse on it then flush.

Having high expectations doesn't mean tbst they'll be met.

That . Being late for stuff & not giving ut 100% are symptoms of adgd 2

Although wordy, I totally get this.
More and more pupils not following school rules and having excuses made for them. The head sounds like they’ve had enough and have tried to word it politely.

Yes I agree with the majority here. The letter is badly written. It should have been more succinct and direct regarding uniform policy and the expectation that each student works to their full potential. Not dithered on about ‘low achievers and lazy students’. Also it should have addressed that it wasn’t about SEN children.

I think the bit that bugs me is the summary of assumptions. If they are trying hard to not label someone, why do they then go on to attach labels to them, like unambitious?
They are assuming that scruffy kids who do not do homework fall into these labels
My son was ambitious. He strived to better himself. He could not do up buttons and laces without a struggle and 45 minutes homework turned into 3 hours of hell. He was disorganised and distracted but dreamed of being a scientist or ICT whizz.
It wasn't until secondary school he was diagnosed with triple D. Something we had suspected since y1.they didn't want to pay for an ed psych so he struggled.
There were also kids without sen that struggled because of a dysfunctional home life. They often showed up late, unkempt, over tired. Are they also unambitious?
The rest of the letter is a bit full on but this sentence really disturbs me.

This bit. It does not fit with what is around it
At CNS we have to regard these as symptoms of an underlying lack of ambition, expectation or aspiration.

My ds has no lack of ambition. In fact he is very ambitious and dedicated. But he is poorly organised, struggles to concentate, forgets homework etc etc

Wow someone needs to proof read what she sends out. What a long winded message that doesn't get the message across well.

I agree. Sen children aside (I have one I didn't take this as a thing against SN at all) my youngest could achieve so much more if he was enabled and not labelled. He's a bit silly at times (maybe too much I've no rose tinted view of him) but quite intelligent it's his desperation for people to like him has him acting daft but at the same time stomach in knots, biting his nails, quite fragile and not at all confident in his abilities and treated as a nuisance at school, shouted at (a lot I made him keep a tally on his hand) when he's very polite and like a puppy thrives on praise. I long for our school to take a different approach than aggression or segregation. But instead we are on countdown to leaving.

She needs to read up on introversion. She could learn a lot from Susan Cain.

DD's an introvert, although she argues with me about the definition. She says interacting with people all day doesn't make her tired, it makes her grumpy. We now don't go out for supper after school, because she'll have a tantrum.

She needs to read up on introversion. She could learn a lot from Susan Cain. The reality though, is that life doesn't give a shit, so treading children like special snow flakes won't help in the future.

Suttree it’s not about treating anyone like ‘special snowflakes’ it’s about understanding that some children and adults learn/perform better when not forced into group situations.

it’s about understanding that some children and adults learn/perform better when not forced into group situation but the real world doesn't work like that.

Actually it does work like that and many adults take jobs where they don't have to socially interact with people very much.

Can you explain? Why doesn’t the real world work like that?
When kids become adults they choose what they do, how they learn best, how much they interact with others, whether they join teams or have collaborative hobbies, what kind of career suits them etc

My elder two have ASD and are high functioning. Guess what, the world isn't going to change for them. They are going to have to learn to coexist in the real world. They will need to get a job, keep it and learn how to cope in the environment they find themselves in. My DC show up on time, dressed appropriately, with a nutritious lunch, snacks, water and their sports shoes as needed. They do their homework, in full and on time. We read daily for 30mins with each child. They get enough sleep each night, is seeking medical help when DD1 was having problems with sleeping.

When we talk about aspiration, showing up on time and presenting your work neatly is the basic level of functioning. SN isn't a true 5th of DC, it's about 5%. The 20% are DC who need a different style of teaching to help them learn and function in the real world. I see it with my DC who are SN but will enter mainstream classes in the next 2-3 years, with support at first and eventually on their own. Right now they have SNs but they won't forever.

The reality is ambition is a dirty word in the Uk. It's seen as a negative trait. When reading replies I see the typical British mentality of sneering at those who want more for their DC when in reality they dress up their actions as making a more wholesome choice. It's not a choice when you can't do the alternative. I would assume this headtecher is a minority or from an immigrant family, if not an immigrant themselves. Personally I welcome their approach, no matter how badly worded, and I am thankful for educationalists like them who see the potential in the next generation.

Want2bSupermum - Great post - Completely agree.

I found this quote on a (quite an old) Telegraph piece:
"many schools have reached too readily for the SEN label when faced with pupil underachievement, perpetuating a culture of low expectations which has too often trapped children in the tail of low attainment"

Of course SEN exists, and for many it is a true disability, but we need to ask ourselves why in the UK we have 20% more SEN students than the rest of the EU, and are we using this as an excuse for underachievement.