@BogRollBOGOF
I completely agree with everything you say.
It’s been like a slow creep in schools over the past decade, but exacerbated by Covid.
In Early Years, it seemed to be shift and dogmatic attitude of ‘let’s do things differently’ - and a great many settings I walk in to are now pretty chaotic. Often lots of adults, but no one really taking charge - particularly with behaviour.
I also see the most qualified in the school or leaders interacting far less with children because there is an over focus on policies, documents, data handling, funding concerns, or the latest new trend. Things like Tapestry are pretty mind boggling, staff are given non-contact time to complete - and I actually think that time is better spent interacting with a child.
I have a child with an EHCP, and the battles I have to fight with that are extraordinary. Off rolling/exclusion type attitude is very real in schools. I worry that the diagnosis explosion has led to schools thinking a child is ‘a problem’ rather than addressing their provision first and foremost. It shouldn’t be that way.
My shining light this year has been helping out an organisation which is still quite ‘old school’ in the way it does things. The focus isn’t on funding, or computer based tasks. It’s on the children. It is fantastic, inclusion isn’t an issue and yes - it can be exhausting - but in the best way possible. The children are thriving,