Gower school islington

[BeenieBaby]

Anyone have any experience of this school? We're keen on a Montessori education, but this school seems to have a bad rep, we weren't sure why... Anyone know firsthand what it's like?

So .... is the demotion of the presumably qualified teacher and her replacement with a trainee teacher just a cost cutting exercise...?

Not the reasons given in those private meetings no doubt ....

The staff link giving details of qualifications is still down on the school website.

The original teacher was a qualified one - is this right? I can't check on the website ... obviously.

We were told in a weekly newsletter this time last year that the original teacher was due to finish her training last summer. I think she is still in an observation period or something - not sure what the QTS process involves. I have to say though that I have never heard a single word of criticism about this teacher from other parents or the children. And I know the parents in her class very well.

On the subject of teacher/pupil ratios, reception has high ratios but after that you can expect 1 teacher + 1 assistant (sometimes with a teaching qualification, sometimes without but with lots of experience). Assistants are also sometimes actually there to offer one on one support to specific children who require it. So they won't actually be adding to the student/teacher ratio. Sometimes you get assistants who only work 3 days a week. And other assistants are officially assigned to a specific class but in reality act as floaters moving between classes.

Right...off to make some appointments to look at other schools. ;-)

I imagine she/was on a qualified teachers wage in that case ... hmmm... yes I know she was very valued by parents. Poor children.

Ok, so reception is exceptional (though from the staff pages, it does show that there are 3 qualified teachers in year 1 and 2 in year 2 - still better than state alternatives). But I also think it should be exceptional and I'm really happy that for this year at least my child is experiencing such a high ratio. The staff qualification pages are visible for some classes and the qualifications include things like BA Mont Ed and Mont Dip, CPDY (don't know what that is?) and BA. It's true that there are very few QTS qualified teachers. For me personally, I'm not that concerned about that. I would take a high ratio of Montessori trained teachers for 4/5 year olds than one QTS-qualified teacher. What is most important to me is that they foster a love of learning and nurture the children's curiosity than have all sorts of degrees. Nurturing curiosity and recognizing self-paced learning are factors that (research shows) are important in long-term academic success. I know that one of the reception teachers does not have a degree (yet), but she is an absolutely wonderful teacher and I can see how she inspires the children. Anyway, so maybe this is how they can afford such a ratio.

Well said goldfish. And I think the care that goes into the Early Years teaching is a real strength of The Gower.

teachers are extremely nurturing, loving, caring in reception years;
teachers generally (not all though) are all of the above - although there is a much more draconian, inappropriate and alarming (I would even say) approach from Year 3 upwards, which seems to have been an intentional move with the arrival of a new senior member of staff in October 2013.

the atmosphere shifts dramatically in the upper school; I think the school has no idea what it is from year 3 upwards - it is not Montessori - and the numbers of children dwindle, which I believe is testament to the prevailing confusion and lack of understanding (from the top) in comprehending the needs and the developmental issues of this age group and beyond; also, all the different teaching practices of teachers employed.

there remains the very important fact that no matter how good the trainee teachers are and what potential they may have, that some classes are not taught by fully qualified teachers In any school surely this is questionable? No? Also, it will affect rates of pay, definitely.

I think it sounds like a shambles - really. And a bamboozle!

goldfish76 - I am not sure who you are talking to? Nobody doubts the devotion of the teachers/assistants and their dedication to the children. The ratio you describe for reception is indeed a strong selling point and particularly for the very young child. Your choice has been a good one I believe. My concerns - as you have described so well in your previous post - are for not for the quality of the teaching - but for the teachers themselves, the teachers and their 'disillusionment' as you put it. My concern is, that without QTS qualification they will be 'less likely to unionise' (Teacher network) and protect their interests in the long term - it renders them vulnerable, I think, in too many ways .... and then they will have to walk as you have seen them do. I think their devotion comes at a cost.

The school should stop at reception; its very strong up until that point.
The principle was over ambitious - I agree reception is exceptional. The younger children thrive and a very happy, generally.

Alas - you may experience later on an unravelling of all great early years work.

I have heard the same through the grapevine that a more recent senior employee has been changing things. But not for the better for anyone involved.

Good to know what it is in store. Though, there doesn't seem to be much concrete info in this thread on what exactly are the failings higher up the school. There's a lot alluded to but nothing that I can really get concerned about. Or maybe that was all in the posts that have been removed?

Goldfish, Possibly because parents of older kids (myself included) are scared of recriminations if they outed themselves in a public forum? ;-) It all gets pretty worrisome the closer your DCs get to 11+.

goldfish - feel free to draw comparisons/similarities with DC's school: Inspiring specialist teachers for every subject, including but not limited to: Latin, Geography and Verbal/Non-Verbal reasoning. All teachers are career professionals who have spent YEARS at the school and have a proven track record in getting good results. As children start to prepare for 11+, the teachers (including the Head) give each child loads of praise/encouragement and extra support when required. This all translates to happy, confident learners. Socially it is inclusive, zero tolerance towards bullying. Daily timetable is well thought-out and there simply isn't wasted time (e.g., taking public transport for sport). Reasonable uniform requirement. Entire staff is trained in first aid and therefore can react in real-time if an emergency occurs (e.g., asthma attack, allergic reaction/anaphylaxis).

The Head, as well as the majority of teachers, are parents themselves. As parents, they can empathize with the challenges that parents/children face. There is no drama--no pettiness, no labeling of any sort. I could go on, but I will conclude by saying that students, teachers and parents feel happy, valued and respected.

Unfortunately not. From my own experience of TGS, I know that there is a culture of secrecy. People are scared to speak up too much.

Oops, should have typed "personally identify" strike the word "Empathize."

I have been following this thread with a lot of interest. We also had a bad experience at the Gower. In my experience children are labeled as having a problem or something that needs improvement/ monitoring by the time they are two or three years old. This doesn't go on at other schools and the way these problems are presented to parents seems unprofessional. I personally didn't feel the people making judgements had the qualifications to do so. In some cases I believe the staff mean well but the culture at The Gower seems to be one that promotes identification of weakness rather than strength and that needs to change.

Sadly I have seen too many cases where completely normal kids were wrongly flagged and labeled by unqualified individuals. Note: this is not exclusive to TGS, I have seen it in other settings too.

However, I do know of at least one instance where TGS told the parents that they MUST pay for 1-on-1 support for their "problem" child, even though a comprehensive Educational Psychologist report gave a completely different assessment. This normal child is in a different school now and is a happy, well-adjusted, model pupil. It is frightening to imagine the devastating and lasting impact that a wrong label can have on a child and family.

The fact of the frequency of these incidents and the sense that there is an over stepping of a professional mark when delivering 'concerns' about children just leads to an odd climate and a sense of 'not quite rightness' about it .....

It is important to be aware that there can be a financial upside to labeling kids. For example, schools can get funding either from the Council or parents for this extra (and sometimes full-time) staff support. If you run the numbers, the economics of having a "special needs" student can start to look attractive.

I am glad the child in question was able to get out - hopefully the impact of being incorrectly labelled has lessened over time.

It is unbelievable that TGS actually disparaged and dismissed a report prepared by an independent clinical expert. What exactly is the Head's qualifications that would trump that of a licensed Educational Psychologist?! The truth ruled out in the end, the Educational Psychologist was correct, TGS got it wrong. The child is now in a proper primary school and has never been labeled again.

But what would have happened if that very child had remained at TGS? Well, TGS would have most certainly gotten funding for 1-on-1 support....

If you have any concerns about your child, I can't emphasize how important it is to get a second opinion from an objective clinical expert. You may learn that when viewed side-by-side, the expert opinion is radically different from that of TGS.

I am sure there are several excellent specialists in the area of childhood behavior, but one leading authority is:

Dr. Denise Challis, MA, Msc, Mb, BChir, DCH, FRCPCH at the Portland Hospital (office on Harley Street). She is past President of ARICD (Association for Research in Infant and Child Development). Dr. Challis will conduct a proper assessment, give a diagnosis (i.e., if a diagnosis is even appropriate) and suggest the best way to proceed forward.

I am not sure that a private school which Gower is, would get financial assistance for an SEN child from the state. This fits with the story -which is that Gower said 1 to 1 was needed, and asked the parents to pay.

A state school would get financial assistance, but only on foot of an expert opinion, if we are talking about 1 to 1 support.