There is no way of telling who the people are on tes. I don't know any teachers who use it. Considering there are some very organised troll gangs on the Internet nowadays, I would believe most were not teachers.
There is never an excuse for using such remarks. Personally I don't even think them, let alone use them.
As others have said they're are always going to be bad eggs in every profession. However the majority of us work damn hard to do the best for the children in our care. Believe me, my job would be a hell of a lot easier if I didn't give two hoots and made up all of the assessments.
app should be a continues process with evidence to back it up.
I've discussed use of ta's on a previous thread so I won't go over it again.
In regards of how to improve the situation...
Assessment levels need to be simple so that everyone can easy understand them and know if their child is progressing or not. Currently I think it is quite opaque for most people. That way parents can monitor. External agencies are all well and good but they can't move fast enough to help individual children.
Support for children at any level of sen needs to be faster and much easier to get. Statements are sold as a way of getting guaranteed support when in actual fact they are a way of rationing support. They are incredibly difficult to get and many children in need of support or extra sessions do not qualify. This is where schools start being free and easy with one child's support in order to help other children. It isn't right but I understand why it is done. This wholesale use of funds for other children has not occurred in any schools I have worked in. At least not to my knowledge. I do know of other schools where a ta statemented to work with one child is given 3 children who need support. Not in a your statemented child is working in a group sorting of way but that the ta had been given two extra children which is entirely wrong, not least because it makes life much harder for the staff. Never mind that none of the children are being properly supported.
Currently the systems take too long and quite frankly when experts come in they often look at the class teachers as if they are the cause and give very generalised strategies. Which in some cases will not work with the whole class or will be counterproductive to other children. They tend to look at the one child without taking into account that the teacher needs to deal with a whole class which has its own very different dynamic. Don't get me wrong, some teachers need a serious attitude adjustment and can create more problems than they solve but assuming that it is the case everytime helps no one.
Lack of strategies and motoring of progression, especially for children who have behavioural problems means that often they are given one to one support or essentially a minder. Then nothing else happens. Some schools work hard to put in extra support but not everyone.
I think Ofsted needs to stop inspections in their current form. They are a waste of time. They need to be what most parents think they are already, essentially school referees. They should have offices up and down the country where parents can wonder in and say look school said x, y and z is this right? My child had only made x progress, is it okay? School keeps sending my ds home, are they allowed to do that? Instead of the piece meal support that is given to parents currently which they often don't know how to access anyway.
A separate service for school improvement should facilitate schools learning best practise from each other and helping staff share strategies that work for various children.