Where's your head at?

Project based learning, thinking on learning and amazing Art projects

August 3, 2014
by Pete Jones
1 Comment

Top Ten Tips for developing a Growth Mindset in your Classroom


  1. Be Critical. Students should expect and welcome criticism. They must also be given the opportunity to act on any criticism or critique. This will allow students to realise that through improving their work and responding to feedback, they can be better than they were. For this to happen, the culture of improvement needs to feel completely normal. As teachers, we also need to think about how and when we give feedback. We should not always tell students how to improve. What if we gave them an exemplar piece of excellent work and asked them what changes they would make? Or get them to write a success criteria based on this to help students see what was missing? Or maybe just come back to the same piece later in the term and look at what improvements they would make. We need to make our students far more aware that they can improve without us ‘butting in’ every five seconds.IMG_1108
  2. Share the pain! Encouraging discussion about what students in your class find difficult; what they are struggling with can be really helpful for students. It helps students realise that we can all be challenged, no matter our starting point. There may be ways in which students can find answers, but it’s also incredibly healthy to listen to the nature of struggle. We can all overcome challenges or set backs, and together, we can all keep going. As the teacher, we need to let students struggle. Don’t always offer the solution, this way students will realise they are capable of doing it for themselves, through perseverance, reflection and effort.jakub
  3. Question the effort. Questioning serves a pivotal role in nurturing a growth mindset. How could this be even better? What do you need to work hard at to improve on this? Is it time to adopt a different approach or do you need to just keep going? Are you putting in enough effort for you to make major improvements this time? Go and have a look at X’s work. What can you tell me about the approach she has taken with this work? Getting the right answers is part of the battle; the other is insisting that students respond to what they know about how to improve. The proof being in the pudding so to speak.IMG_1150
  4. Make it difficult. What about those students who are producing great work without struggle? Is this because they are working exceptionally hard? Putting in extraordinary effort or is it too easy? As designers of learning, we must ensure that everyone struggles. Without making mistakes, we don’t learn. Without a real sense of challenge, the idea that you can grow as a learner is a fallacy. There is always a sense of struggle for almost every learner. As teachers, we need to help make those challenges explicit for every learner. Students cannot hide away from the things they always find a challenge. Whether that be presenting to the class, handwriting, spelling or something more subject specific. With hard work, every student can improve. They need to know that. They need to be given the chance to find out!Year 10 Critique
  5. Make a big deal about effort. This starts with us posing the challenges, talking about the qualities required for excellence. “I know this is going to be exceptionally difficult”, “It’s going to take a lot of effort”. When those challenges are complete, we need to give space in our lessons to reflect and celebrate on the effort it has taken to get there. To celebrate the struggle, to ensure students realise that it was all worth it. They are now more intelligent and capable than they were at the start of this lesson, project or scheme of learning.erin 3
  6. Acknowledge the effort. Make a big deal of those who are putting in the effort. Those who are spending time on their homework. Talk about their work ethic in the class, and what effect it has on the quality of their work and understanding. Let those who are not putting in as much effort see what happens when you do. Keep persevering with those who aren’t. The more they are surrounded by a strong work ethic and a persistent teacher, they will crumble!jade
  7. Demonstrate that work ethic yourself. Be ready at the door, welcoming the students in for another challenging lesson! Have their work marked when needed. Talk to students about their improvements as they enter the door. Make sure you embody the work ethic you want to see in your students.IMG_0952
  8. Display a Growth Mindset. Make your classroom a place where they can thrive as a learner. Have work of exceptional standard for them to see on your walls. Have examples of great learners in your subject. What did they do to get where they are now? How passionate about their work did they have to be become great? What would the greatest minds say about your work? If Steven King were going to mark your horror story, what would he say about how to improve the suspense in this passage?  If Sir Dave Brailsford were to mark your long answer paper for GCSE PE, what marginal gains would he say you could do to improve? Who are your local heroes? Who are those amazing people who have kept going despite enormous challenge to make a name for themselves? The Catherine Granger’s of this world.IMG_1066
  9. High expectations for every single student. If you know about the Pygmalion effect, then you know about the exceptional power we have as teachers to affect students’ lives through our own expectations for them. Know every student can work hard, can embrace challenge, can develop their understanding and can continually improve.IMG_0324
  10. Provide elements of choice. Allow students opportunities for students to have periods of autonomy and choice. This will lead to greater persistence, productivity, well-being and ultimately better understanding through finding their own path, learning for themselves.


Imagine if every classroom, every teacher instilled this culture within your school. Every day, every hour, every minute. It would be transformational. Look to see how it affects the learning culture within your classroom and be prepared to share it with others. Teachers can be the very antithesis of a growth mindset. Having routines and expectations of ‘that bottom set’, which haven’t changed in the last 20 years. This is your biggest challenge. Embrace it!

July 29, 2014
by Pete Jones

The Corridor of Excellence

IMG_1212As part of our schools drive towards developing a culture of excellence, you may have noticed me tweeting (once or a million times) about our ‘Corridor of Excellence’. I have long banged on about how we should celebrate learning in schools. In fact, two of my first ever posts addressed this here and here.

In the Spring term, I gave an assembly to the school about how we should look to celebrate achievement and excellence at school and showed them the ‘before and after’ slides of the corridor, amongst other ideas. To my delight, there were many ‘ooohs’ and ‘aaahs’ from the audience. That week, students came up to me and asked; “Are we really going to do that?” To which I replied, “Yes!” The students were delighted.

IMG_0452Our school is a 60’s build, with not a great deal of space and certainly has some dingy corridors, just crying out for a bit of attention. The “Ethic of Excellence” display was number one on my list of things to do.

Soon enough, the Easter holidays came and the caretakers did their thing. I collected loads of old frames from a local framers in St. Helier (The main town in Jersey). These were from their more affluent customers who wanted stuff reframing. They kept all the old frames and I picked them up once a month until we had enough. I now have enough to cover the wholes school, so if you need some, look no further!  Each one was backed with black painted hardboard and the frames were sprayed bright colours. We approached a local signage firm about the lettering and that worked out very reasonably. The lights were done, frames put up and we were good to go.


IMG_1054 IMG_1048 IMG_1067In the assembly, I spoke to the students about excellence and what it means to create work of excellence, so I thought it would be great for the first thing to go in the frames before the work itself was their own understanding of excellence, what it means to them and what advice they would give to other students who wanted to create it.

I set up a questionnaire on our VLE and the answers came flooding in. Their answers were highly personal and incredibly inspiring.  It really made me think… This is what our students think about excellence. They want to be inspired to this level of dedication by their teachers. To commit wholly to their learning, to raise their game again and again, to be the best they can be, to draft, redraft again and again until it’s their own level of excellence. There were literally hundreds of brilliant messages of excellence. 


I took each one, played around in Photoshop, choosing some cool fonts and printed out, laminated and put the exhibition together.  This was such an inspiring start to the wall of excellence. Each day, as the quotes went up, more and more students and staff came and read and left inspired. I was chuffed!


IMG_1150Now, departments have collated what they consider to be work of excellence and we have a mélange of different exemplar work up there. I have to say, it’s not all excellent, but you need to start somewhere. It’s got the potential to be a really powerful resource for our school. I am keen for year groups to take it on, even individual form groups as well as individual departments using it. I know @ShaunAllison’s school have dedicated particular times for departments to use their wall, which is a great idea too.

IMG_1587Many schools are now developing their own ‘Corridors of Excellence’, so it’s definitely an infectious idea. I have quite a few more ideas, such as projecting essays onto the floor and a ‘Letters wall’ where copies of this month’s best congratulatory letters (focused on growth mindset) will be placed for other to see. I would love to create a hall of fame corridor, with Perspex stars, for various great learning attributes or achievements from our students. Ideally, the school becomes a living museum of brilliant ever-changing learning, which sweeps our students off their feet as soon as they enter the doors. One step at a time…But this is a good first step.


April 14, 2014
by Pete Jones

The Holiday of a Lifetime

This year has been a very tough one philosophically for me. The skills, content dichotomy has been tormenting me all year. I have read countless blogs, read some great books and I totally agree knowledge comes first. Skills cannot be built in thin air. This however does not mean I feel the traditionalist call to arms for me is wholly welcome.

So. Reading all these blogs, plodding my way through my ever increasing reading list and watching at arms length, the continual spats on twitter regarding what really matters, my own standpoint has been shaky at times. I see great merit with learning a body of knowledge to use as a springboard to critical thinking and creativity. But I also see enormous value in project based learning, cross-curricular units of learning and what has been coined ‘expeditionary learning’ by Ron Berger.

There was a wonderful podcast of a conversation between David Price and Ron. On the arguments of learning just a vast body of knowledge, Ron uses the analogy of his parents first holiday. His father had worked hard all his life and on retirement, his mother and father took a trip through Europe, stopping at various places, taking a myriad of photos to encapsulate their experience. They never stopped anywhere for a great deal of time, they never really experienced a great deal of what Europe has to offer. The train swept the couple along, without time to really explore their surroundings and to take in the view, to admire and understand what they were seeing. On their return from their holiday of a lifetime, they showed Ron their photos, arguing which castle was in which province, which grand building belonged to which city. Ron questioned whether their understanding would have been far more profound and valuable if they had got off the train, walked the streets of Rome, stopped for a real coffee, eaten gelato, even dined in an Italian home. The opportunity to ‘Go deep’ as Ron mentioned was such a missed opportunity. The views were intoxicating, a true glimpse of what was on offer, but no more than a glimpse and it left these two weary travellers more than a little confused as to what they had seen and where they had been.

Two days ago, I had the enormous pleasure of visiting one of our feeder primary schools on an open day. As with almost every primary school you enter, the displays were stunning, full of colour, vibrancy and intrigue. But soon, it was more than that, the closer I looked, the more learning I saw. The more consistent excellence I discovered. This was even more evident when I walked into a year 5 classroom. On the tables were all the students work. I opened one book. I immediately felt a deep sense of guilt. The love of learning burst open from the page. Every word beautifully crafted, every page looked like something from an arts and craft manifesto. It was stunning. The teacher came over to me and explained, with intense passion and knowledge, that this was a girl who has consistently struggled with reading and writing. This just didn’t add up. I read her work. It read beautifully. A lovingly explored project on the Victorians was exquisitely choreographed. It belonged in a museum of beautiful work, but here it was, in a plastic tray, alongside 25 other similarly inspired students. The teacher spoke at length about this girl, she showed me the intensive intervention which happens every day on phonics to help her access the curriculum. It was very clear that this girl was receiving every possible ounce of help to develop a passion for learning. The teacher took me round the class, showing me some brilliant project work. A wonderful geographical exploration of the costal erosion after the big storms in Jersey. Students had asked brilliant questions, posed to experts at the beach where most damage had been done. They explored answers with expert geographical language and created some brilliant models to replicate their knowledge. On the side of the whiteboard was the biggest shopping list I’d ever seen. The children had planned, organised and bought the food for an expedition to the scout hut. Brilliant maths work to work out how many packets of sugar puffs were needed to feed the honey monsters. The teacher then showed me a 6 page essay written by one of the students about this trip. It read like a conversation with Jack Dee. Full of dry wit and gave such a wonderful childlike insight to walking for what must have seemed like miles. The longer this barrage of brilliant learning went on, the more I started to think about secondary experience. The more I started to think about Ron’s parents trip. For me there was no doubt that these kids were already on a trip round Europe, but they were able to get off and immerse themselves in the culture of every place they visited. They had become expert backpackers, agile and able to get to know their surroundings, with the help of a truly exceptional guide.

At this point, the teacher spoke about her own daughters experience at a local secondary school. Her child had suddenly drifted on entry to secondary. The primary school body of knowledge was largely ignored alongside those same expectations for excellence now that she had entered ‘big school’. That holiday of a lifetime seemed to be swiftly coming to an end. Instead, the regimented, regular stop-offs at a variety of interesting, yet all too swiftly visited destinations took hold. A number of guides, pulling her in a variety of possible destinations and ultimately her experience was a poor one. Her knowledge of the landscape in front of her was waining. At this point, I could see the teacher was deeply saddened about how her child had lost her way through the diluted opportunities of the secondary experience. I could also sense a deep anger at an apparent lack of challenge given to her by her new school. I started to think how crazy it is that this big jump from primary to secondary is bound up in a few end of key stage numbers. For some, that fresh start is welcome, and needed, but for many those cherished years at primary are soon swallowed up by 50 minute slots of this and that. I have seen some bright faces dull half way through year 7 in my own school.

As I said at the start if this blog, my standpoint on what we should teach, how we should teach has been under considerable strain. Walking into this primary school, seeing the relationships built between teacher and student, seeing the brilliant curriculum opportunities and ultimately the exceptional work, was a timely reminder that school is not all about building cultural capital, passing tests and finding the most efficient mode of transmitting knowledge. I’m sorry, it’s not. We need our children to develop a passion for what they learn, how they learn and what beautiful learning looks like. The difference between reading blogs, hearing the arguments on twitter and being confronted with what was clearly a wonderful primary experience was telling.

A balance must be struck between the content curriculum train Gove is pushing and providing a curriculum which allows us to get off the train and deeply immerse ourselves in experiences which can give us far more than just learning ‘stuff’. From visiting a wonderful classroom, I’ve realised we could learn so much from our primary colleagues. We need to trust that they are doing a perfectly brilliant job and learn to build on what they have done. We need to work much harder at knowing our students, at developing great immersive learning expeditions which challenge and stretch alongside building a body of essential knowledge. We should all go and spend some time in our local primaries, building great relationships with staff and students, ensuring that that holiday of a lifetime lasts a little longer.

March 16, 2014
by Pete Jones

Developing Mastery through critique: Stolen Ideas

Cy Twobly, eat your heart out!

Cy Twombly, eat your heart out!

Having two kids of my own and with a bit of useful research under my belt, I have looked at how kids make sense of drawing faces. Funnily enough, for most of us, after inane scribbles, come two distinctive dots. Eyes, like little raisins. Our way of making sense of the world- as eye contact is such an elemental piece of early life. Putting these two raisins down on a bit of paper is a real breakthrough for the early artist.

My family and other freaks

Next comes the head. Again, the eyes are often drawn first, with the head, often a huge ball with the eyes sitting somewhere near the top of the head. Again, as little people, we see these huge people (adults) and looking up we see their eyes at the top. Makes sense eh?

Anyway. Eventually, we all start adding detail. But all of this comes from our memories, not from first hand discrimination. This continues until we are suddenly taught the power of noticing. For most, this is an incredibly difficult habit to break.


Last week, I introduced my students to the incredible work of Kelvin Okafor. He works with pencil, graphite and charcoal and has been stunning the art world with his hyperrealist drawings.


Starting the lesson with an introduction to how we all draw as kids, from 2 to 12, looking at all the habits we develop as we grow as artists. Pointing out these habits really helps students address their current practice. I speak about the fact that these habits will not be broken without deliberate practice, a belief that they can improve and that without significant effort, mastery of drawing cannot happen. Students see that I can draw with relative ease. If their own drawings went wrong in the past, I would be the first port of call. ‘Sir I cant do it’, ‘it’s too difficult’. I would always look at their work and explain what was wrong, often showing them how to correct it, and so prolonging their learned helplessness. Then I read this post from the Learning Spy himself, David Didau, where he states; “ If we insist that pupils annotate every piece of work with the mistake they are able to spot, our clarification can then be applied with pin-point accuracy at the exact they have identified as where they are ready to learn. They will receive feedback only on those areas they’ve identified as containing errors or misunderstandings.”

Get in! I decided to give students about 30 pieces of orange paper I’d cut up. Each time they noticed a mistake, they would write it down, take a photo and correct what they’d done. Within twenty minutes, several students had used all these bits of paper.


In the past, often students would have carried on regardless and ended up with a seriously dysfunctional drawing that would scare the majority of Year 7s. But now, due to their own diligence and critique they were now constantly and consistently addressing the flaws in their work AND doing something about it.

IMG_0583Having the photographic commentary of their mistakes has been really useful in analysing common mistakes and provides great visual journey of their progress to mastery.

It allowed me to be far more nuanced in my own feedback, commenting on more delicate errors. The path to mastery has just gotten that bit more student driven.

As Paul Klee once said, ‘A line is just a dot going for a walk’, and as Mr Jones said ‘So jog on then kids!’


Since writing this post, I know a few wonderful teachers have developed this idea and made it their own. I thought I’d share a couple.

The unbelievably brilliant @Jobaker9, developed the idea of using an A3 print out of a brick wall, where students commented on each brick about the mistakes made and developed understanding. She wrote;

The kids (the group I dread the most) were really keen to fill in the boxes, it too no time to explain what I wanted them to do, so they just got on with it – we were drawing out their large composition, ready to start painting next week.  The work is based on Sarah Graham’s sweets.

Tyler said ‘I wanted to alter the little errors, you know, the ones you’d normally just ignore, well, I I wanted to change them’.

Georgia said she felt more confident, like she wasn’t worried about how many times she had ‘gone wrong’, she didn’t feel frustrated, and each time she wrote something down, it was like a worry had gone from her head, rather than bottling them all up, and then saying ‘I can’t do it’.

Others said they liked it as they could see others were refining too – they felt like everyone around them just effortlessly does good work, and it made them feel more comfortable knowing they also have to work at it.

brick 2They said it was nice to SEE others refining their work, as they just assume they do it perfectly first time etc.  Fabulous eh?

And @ewenfields, remarked on a lesson study observation where @rachel_young84 adapted the ideas and made this excellent PPT to develop the thinking of her students.

March 2, 2014
by Pete Jones

A Manifesto for Excellence: Work in Progress

A key part of my new role is to help develop ‘A curriculum of excellence’ at Key Stage 3. When I think of excellence, I think of the most successful examples of excellence I can think of. Being a bit of a food snob, I wrote (albeit superficially) about Heston Blumenthal’s Manifesto for excellence at the Fat Duck restaurant. Being a lover of great football, excellence also makes me think about the Tika-Taka mastery of Barcelona FC. It makes me think about the culture that these giants of the food and football world respectively have worked tirelessly to develop, which has seen them held up as the very best in their fields. Then I look at our school system. The opportunities within our curriculum for excellence, our school day, the expectations of the teachers, the parents and the students. What is it we are here to deliver? What are we here to create? And what should be the experiences of our 10 plus years of schooling? These views differ from school to school, from teacher to teacher, and from student to student.  The national curriculum has little consistent impact once it is delivered into every classroom. We all read it differently; we all have our passions and our beliefs on how it should be taught. There is a big difference between the achieved curriculum and the actual curriculum dictated by the government as Dylan William stated here. There is a mismatch amongst us all. That will never change.


The opportunities the curriculum offers is something I care deeply about. I want students to have the opportunity to deeply explore content. To get truly immersed. I want students to be used to redrafting, critique and mastery. I want students to develop an ethic of excellence through the design of the curriculum.


This means creating learning which truly involves the students. A curriculum of excellence to me means deepness, responsibility and value. Students should have the opportunity to do something more with the deepness of their learning than just answer questions in their exercise books or making a poster. I want students to be able to create truly valuable products from their learning and this should be recognised further than giving a level or a grade. I want that learning to be celebrated, judged by experts, reflected upon by their communities. I want that learning to be something that is carried by that student for the rest of their lives. A personal trophy cabinet of hard work which reflects their constant struggle for excellence.


What do we do with so much of what we learn? The exercise books stashed at the bottom of the school bag, or fester under uneaten sandwiches in lockers. It’s not good enough! We are all so passionate about learning, and getting students to value our subjects as much as we do, but why would we value what seems redundant at the end each year, each term, each topic. You only have to look at the start of a new exercise book and then the last page to see how much value students place on learning in your subject!


So what can we do to ensure the curriculum has greater value? Having started to read Ron Berger’s latest book; ‘Leaders of their own learning’, one thing that really struck me as a beautiful idea were ‘Passage Presentations’. Ok so the link to that clip is very ‘Americany’, and I know we cant keep student’s back a year, but the idea of presenting your achievements at school, how you’ve grown as a learner really struck a cord with me. Building a portfolio of beautiful work as we grow through school, talking about our work in front of teachers, members of the community and parents as we pass through the end of an important school age. It just makes so much sense to me. This is what I would like to see happening at my school.



Passage Presentations


  • Collate a portfolio of best work from all subjects to publicly present
  • Students present a narrative of their progress over a particular schooling period
  • Students discuss both academic and personal growth
  • Present to community body; made up of staff, students, their parents and members of the local community
  • The presentation should explain why students are ready to move onwards and upwards, reflecting on their learning achievements
  • Students should pass or have to retry after feedback from the members of the panel


Recognising and rewarding an ‘Ethic of Excellence’


We have been toying with ideas to replace our ageing reward system at my school. The ‘Q’point has been going for years and seems to be rewarded for the most predictable of reasons. It became a race to be the first to get 50. The novelty soon wears off and students and staff alike tire of having their planners signed for ‘good work’.

My loyalty and excellence cards as requested by Y11

The other week, in consultation with my Y11 class, we came up with this- rewarding true excellence, a star would be gained every time a student produced work of excellence from a starting point of something which may seem impossible. If no more could be done to improve it or that the student had shown a excellence when it came to their work ethic, then students would receive the star. Rewarding the process and approach as well as the content ties in well with Dweck’s Mindset work and reinforces what we should value as learners.


the new prototype for departments

the new prototype for departments

Rewarding Excellence:


  • Departments/School provide students with an ‘Ethic of Excellence’ card to be stamped or signed at any time a student produces work of excellence or has demonstrated an exceptional work ethic despite level of difficulty
  • Student’s work, which is awarded this ‘stamp’, is automatically recorded in student’s portfolios
  • Students can receive junior and senior ‘Learning Excellence’ awards
  • All students should expect to receive this award by the end of KS3 and 4 respectively
  • Students can request work to be awarded an ethic if excellence
  • Any work which is recognised will have a letter sent home and a copy will be placed in the student’s portfolio


This still provides a dilemma. How do we value an ethic of excellence in subjects where there appears little opportunity to develop work of excellence? My answer is simple- we must provide opportunities for students to create work of excellence in all subjects. Developing mastery, depth and real challenge. I do feel that this is something which can be developed through nurturing the culture of excellence with all stakeholders (I hate that word too). Each department needs to question what an ethic of excellence would look like in their subject area. What would students be doing? How might they be learning? What would the expectations be?  Once this has been agreed, departments will need to address how the curriculum will enable this to be delivered. They will need to pass on what excellence is to their students and design learning which helps develop the content and skills needed for excellence. It is a change in culture, and a change which will be quite a challenge for many, students included.


Designing opportunities for students to pursue excellence within the curriculum


  • All departments/projects should design learning opportunities, which allow students to pursue work of excellence
  • The curriculum should be defined by this, using clear criteria
  • Certain projects or elements of the curriculum should be specifically designed to develop excellence and mastery further than the everyday
  • Work should be expected to be as perfect as the student can create and be publicly displayed
  • Multiple drafts of learning or heavily critiqued work should be the norm


One thing which I am hoping will be ready by Easter is the creation of a ‘Corridor of Excellence’. You may have seen the pictures I tweeted a while back with the idea. It sparked a good deal of interest at the time and I know some other schools are taking up the idea too, which is wonderful. If a culture of excellence is to permeate the school, we need to surround ourselves in our best examples of excellence. We also need to display this as inspirationally as we can. Celebrating excellence with excellence in display. No curvy corrugated borders here! The frames came from a Framers in town, which would have been chucked out. A bit of spit, spray can and polish and they look great. The students in my class are buzzing to see this is really going to happen after I mentioned it in an assembly.

IMG_0452 IMG_0450

The ‘Corridor of Excellence’


  • Will be somewhere where work of excellence can be displayed by all subject areas
  • It should be a source of inspiration for both students and teachers
  • Departments could bid to use the space to display what excellence looks like in their subject area


Imagine what the school would be like if we surrounded ourselves in excellence in everything we strive for. We all say we do it, just look at our mission statements, but what if it really permeated the daily lives of us all. What kind of students would leave us after this kind of experience? The ideas above are the beginnings of my manifesto towards this happening at my school. Some things are happening as I write, some things may take a while, but I for one am determined to create a curriculum of excellence at my school. Fancy joining me?

January 27, 2014
by Pete Jones

Using Critique to develop an ethic of excellence

Quite a few twitter followers have been asking me about how do we get such beautiful work from our students and others have been asking me to share ideas about critique. I have to say, there is a multitude of great blogs and useful videos on this subject, but here is some advice which I live by.

Success Criteria.

Establishing a really clear, co-constructed success criteria for ongoing work is absolutely essential for students to have a platform for effective critique and a view of excellence.

This can be effectively done in two ways.

Exemplar work of excellence.

By using exemplar work of excellence from previous students, you can pick out the key criteria for work of excellence. Address the hallmarks of excellence in the work. What is it that makes this work so very special? How might this help devise a success criteria?



First timers, make sure you know what excellence looks like. I remember reading David Didau explaining how he would often write the same essays as the students in his class, often at the same time to get a feel for the level of challenge, where the pitfalls might be and how to write the essay successfully, I also remember him writing about PBL a while back and recognising the importance of doing the work yourself first.

If it is a new project, then the teacher should create all the elements of the learning themselves to provide a benchmark from which to agree the criteria. Exemplar work from similar projects can also be used to help create a meaningful success criteria.

 Learning on the Job.

As teachers, we are, or at least we should be the greatest exponents of this. We reflect on the quality of our teaching and provide meaningful success criteria for ourselves to judge whether we are doing a good enough job of teaching the little blighters.

For students and the teacher to build the success criteria as the project develops, there is a need to highlight learning excellence as the students develop their work and building a more robust criteria on the work as the lessons develop.

SOLO Taxonomy

The questions are for the teacher to ask the students to help build an agreed format of assessment.

The questions are for the teacher to ask the students to help build an agreed format of assessment.


Rather than just critiquing the physical outcomes of learning, we are now using SOLO to critique and question the depth of learning; whether concepts have been explored and understood. Does the work combine elements of understanding together? Does the work demonstrate a more complex analysis of the project concepts? Has the student developed their own conceptual understanding through the project?


The importance of talking, demonstrating and exploring nothing more than excellence.


I loath Must, Should, Could. The laziest and most pointless way of differentiating a task I can think of. If you want to give kids a get out clause for challenging work; this is it.

I’m really not keen breaking down work of excellence into level descriptors, but this is something my school will not get rid of. So as you will sadly see, this is something we still do.


rarely speak about anything below a 6. Always believing they can all reach this.

rarely speak about anything below a 6. Always believing they can all reach this.

Each student has these, armed with their success criteria, look for excellence


Never diverting from describing the work of excellence; what are the skills, aptitudes and work ethic for this to happen, what is the language of excellence expected is absolutely essential to accomplish greatness, or at least to understand the path to greatness.

Talk of excellence in your subject; use the language of excellence in your subject, surround your students with excellence, create clear pathways for excellence to flourish, provide the climate and culture for excellence to permeate your students beliefs and expectations. Through building a learning environment which addresses this learning culture, it’s more than likely that students will give critique which allows excellence to be the norm.


Gallery Critique.


I picked this idea up from a HTH video I watched a couple of years ago and have since tweaked to fit in with how we work at my school.

Each student has these, armed with their success criteria, look for excellence.


During a project, where we have developed a success criteria, we ask students to decide on the 3 pieces of work which they feel are closest to excellence. I remind students of the success criteria, and we discuss examples of what each strand of the criteria looks like to ensure they understand. From this discussion, work is displayed around the room; you could use pegs or pins on the wall. I have set up my classroom and played This track (amazing how many kids know what it is) to get the process going. Through careful scrutiny of each piece of work, students decide on their top three; three stars to their 3rd favourite, 2 to their second and one to the piece where they feel excellence is closest. The work of students who have the most commendations from students are then assessed as a group to find why these pieces of work are closest to excellence, what we as a group can learn from them and how even the best work can be even better. This is a great opportunity to use Apps such as explain everything to record the dialogue of assessment. Another string to the success criteria bow. This dialogue allows everyone to see what are the key traits which are creating such excellent work, but also allows the very best to see what they can do to improve further.

 Critique Protocol

I know many people have written about this before and really, you don’t need to go much further than watching Austin’s butterfly to get the idea, but there are other great examples of great critique out there. I often show them clips from ‘Masterchef, The Professionals’ as great examples of giving critique which moves the expectations of the chef closer to excellence. There is often a place for giving examples of bad critique- X Factor style to show how not to do it. Critique needs to be developmental. It needs to be accessible to the learner and grounded in the criteria of what is being learnt or practiced.

Year 10 Critique

So. That’s us. How my department look to explore, understand and make the leap towards excellence with as many students as we possibly can.




October 5, 2013
by Pete Jones

A School in Transition

beachcombing front pageIn my application for the AHT post at my school, I mentioned that despite the best efforts of the head of year 7, our transition program was a bit of a mess, well for me it was anyway. The two days, where the Year 6’s come in to get a feeling for life in a secondary school should be seen as one of the most outstanding opportunities for you to set out your stall as a school; this is what we will give you, and this is what we expect you to be, and there is no better place for you to be than here. This school is a place where we can take your learning to new places, greater heights and open new doors to where your life might lead.

In previous years, whichever teachers had free lessons in lieu of Year 11 leaving, were expected to teach a lesson. No joined up experience, no real point apart from ‘This is French, this is Art, This is Maths’, closely followed by ‘Get used to it’ I would watch students sitting in our gym, feeling just a bit uncomfortable, whilst teachers would arrive, pick the classes up one by one, to give them a 45 minute spiel about  their subject. There was a huge amount of listening involved in some curriculum areas, and not a great deal of inspiring learning happening.  I would look at some rather drawn faces at the end of the day, perhaps with some of their dreams a little tainted by 3pm on Friday. This just wasn’t good enough. It wasn’t fair to them; they have just spent the last 6 years of their lives at primary school, just building up to this crucial moment. We as a school have a once in a lifetime opportunity to set out a clear path of expectations and possibilities. Teachers have a chance to grab their new learning customers and get them to buy everything in the shop, but this just wasn’t happening. Not one little bit.


I decided to come up with a project based on the theme of ‘beachcombing’ inspired by that amazing grains of sand picture under a microscope. I held a meeting with the head of geography, design tech, second in English, head of Year 7, and two budding young Science teachers to try and set out a plan of action. Now, this was about three or four weeks before the Year 6 cohort were to arrive, so the time was very tight. I gave some examples of how we could approach this from these subjects’ perspectives and explained my worries about how we have always done it. Each department was to have a 2 hour lesson, so that they could make the experience worthwhile, and had to design a memorable learning experience around the theme, with an attached optional homework, for students to explore their learning further over the holidays.

Within a week, I had 4 really interesting proposals of how students would spend their two hour slots, what they would be learning about and how they could further their learning over the summer break. It looked really good, it really did. I put together a homework document for students to take home and discuss with their parents and worked closely with the head of DT to create a fantastic learning experience for them.

English focused on a range of poetry styles; analysing some famous poetry about the shoreline, exploring a sensory carousel, listening to the sounds of the sea and creating some brilliant poetry at the end of the two hours.

Geography investigated why Jersey is the shape it is, how different rocks are formed and were taken on to the dunes to learn how to create a field sketch of St Ouens Bay. In the fog. I kid you not.

If you look hard enough, you may just notice the sea!

If you look hard enough, you may just notice the sea!

In Science, they had a smorgasbord of learning experiences such as ‘how do wetsuits work’ a rockpool mystery’ and a look at cell structure of seaweed and what an individual grain of sand looks like under the microscope.

A who dunnit rock pool mystery!

A who dunnit rock pool mystery!

Not quite an electron microscope, but very cool all the same.

Not quite an electron microscope, but very cool all the same.


In design, students were given an impassioned lecture on design classics and explored and commented on a whole range of design movements, from art deco, to Memphis, to natural forms which would then inspire their beach hut panels which were to go on the beautiful Miami lifeguard towers.

    50 kids, one Mr Booth explaining why that red box with a thing called a telephone is such a thing of beauty.

50 kids, one Mr Booth explaining why that red box with a thing called a telephone is such a thing of beauty.

analysing design periods

analysing design periods

Memphis inspired beach hut panels

Memphis inspired beach hut panels


I helped teach the design one and managed to get round to see all the other experiences. The students LOVED IT! Being taught by teachers who were passionate about their subject, committed to improving the transition experience and loving the opportunity to spend more than a fleeting lesson to ensure they really learnt something.

At the end of the two days, I had several lovely emails and letters from parents to say what a buzz their children had had, and how they came home full of excitement about learning and doing great things.

Over the holidays, I kept open a forum for students to speak to each other about their homework task and ask me any questions. One student in particular really caught me with her comments about doing too much! I wondered how much students would do. Would they have lost that excitement over the holidays? Would their enthusiasm have waned over the 6 week break? Only time would tell.

We had an exhibition day, where, in unparalleled chaos, we took three hours to put up an exhibition of over 150 students work, with all the kids helping, whilst lessons went on around us. It was a bloody nightmare to be honest, but the children beamed and sparkled with pride as their work went up around us. More and more tables had to be brought in to display umpteen beach huts, scaled models of geographical features, huge posters filled with different types of carefully labelled seaweeds and food chains, books and books of stunning poetry,  and much, much more. My favourite was a hand built website, with links to videos of a student performing his poetry on loads of different beaches around the island and this blog with Design, English and Science work expertly displayed. It brought a tear to my eye and a lump in my throat  that so many kids wanted to make such an extraordinary effort to produce something of such wonderful value.

Parents enjoyed being able to comment on the work.

Parents enjoyed being able to comment on the work.

Hand made glass panel made from beach glass, with lots of comments!

Hand made glass panel made from beach glass, with lots of comments!


A huge variety of homework explorations were on display, including a painted garden shed!

A great use of ICT by some students.

A great use of ICT by some students.


There was some unrivalled rubbish in there, but that was a very small minority; I could count them on one hand. Each student had to put a comment sheet next to their work with a ‘Statement of Intent’ where students had to explain what they had done and how they did it.

students loved giving feedback to their peers

students loved giving feedback to their peers

This was just the most beautifully crafted poem, carefully placed onto the lobster pot ball

This was just the most beautifully crafted poem, carefully placed onto the lobster pot ball


In the afternoon, I took three groups at a time to critique the work. This they loved, giving delicate, but affirming feedback to students on their comment sheets.  After school, parents came in to look at the exhibition and their teachers had a chance to critique and award a range of particular certificates to reflect the range of skills and understanding on display.

Rock pools in a jar!

Rock pools in a jar!


Just the coolest beach hut EVER!!


I’m sure this sounds great, but it could have been better. It was crammed and it was difficult to give everyone the display their hard work deserved. Many students had explained to me that they had never tried so hard to create something of value, but I’m sure many students didn’t get the feedback their hard work deserved because there were so many outstanding pieces to take the eye away from the everyday. One student lost his work  which he placed in his form room. That was unforgivable.

We had a great deal of parents in and invited in all our feeder primary schools to look round too.

We had a great deal of parents in and invited in all our feeder primary schools to look round too.

Parents were really happy with the start their kids had made. In my heart, this felt a little worrying, because now is when we really have to raise our game. The buzz which the project and subsequent exhibition provided was intoxicating for those children and their parents. But how will this translate into classroom expectations? I guess time will tell, but it won’t be enough. Students will switch off, be disappointed, get bored, feel frustrated and tune out. We are a work in progress, needing a great deal of critique to get us to the excellence our students deserve.

The curriculum and the teachers who teach it need to remember just how brilliant our young people can be when we set the right conditions for learning and expectations. As I said at the new headteachers ‘vision’ talk later that week;  there are three sets of people who don’t realise the potential of young minds; their parents, their teachers and the children themselves. My new job as a director of learning at key stage 3 is to do something about that. The transition project was a small nudge in the right direction.


September 29, 2013
by Pete Jones
1 Comment

This is not a classroom


beautifulFollowing the beginnings of our PBL course (Pebble-throw a pebble into a pond, watch the ripples etc) I decided to get my students to change the end of the ‘Why are we doing Pebble intro’ and go for something a little more ethereal. I attach some of the results. The one above I read out to parents as an example of what students said they wanted to happen in the classroom this year. There were a few stunned parents, mouthing ‘wow’ to themselves. I also added jokingly, “No pressure then” to a ripple of chuckles. I have a whole bank of these, written by every member of the class. Something incredibly powerful to remind me and them, what we want our classroom, our education to be about and how we will have to act to ensure we reach were we think we want to go.

They were inspired by @Sparky teaching’s wonderful ‘This is not a classroom’ posters and this video as an example of slam poetry. Their poems, which summed up their feelings of what they would get from the Pebble course had to have rhythm (try speaking them with a South London accent, works for me) and some rhyming words to help it flow. There were a couple of kids who tried to get away with ‘You need skills, to pay the bills’, but they were very quickly put in their place and we ended up with a book-full of these beauties. Each student read them out with as much ‘Street’ passion as kids from Jersey can muster, me MCing between each one. Huge respeck. (oh dear god).

Okay, I’m no English teacher, far from it, but their sentiment, their passion for learning exudes out of every syllable. This for me, is my benchmark. Our expectations for learning. Our mantra. What a beautiful start to the term this has created.

I tweeted the poem above last weekend and it was swallowed up and retweeted by educators across the world. When I told the unassuming young Year 8 girl who wrote this poem, her face literally sparkled. Following on from the ‘To praise or not to praise’ debate of recent days, a recognition and celebration of the passion for learning of our young people, I hope is acceptable. What a set of values to hold dear as we embark on a wonderful new mission for learning this year. Better than ‘The Class Rules’?

Most definitely.

Here are a few more to keep you going.

base of operation

this isnt a classroom


in this classroom

And I know this one isn’t quite as glossy(she made it on my iPad), but I love what Gina says about believing in yourself and being supportive.


April 14, 2013
by Pete Jones

Who’s ever happy with just reaching base camp? The problem with levels

If the view from the top is so spectacular, why would you leave anyone behind?

When you show students the summit, the top of the mountain, you explain how to get there, what skills and knowledge will be needed, how difficult certain terrain will be, they may get lost along the way. Some may find the going too tough and may reach their peak for whatever reason, but one thing we do know is that with belief, resilience and the right understanding, most of those on the path will manage to get there if they so desire.

Time to call it a day or do we aim for the summit?

According to this report, “A universal feature of high performing jurisdictions is a pervasive belief that all students can learn, and to high standards.” but commenting that “ We are concerned by the ways in which England’s current assessment system encourages a process of differentiating learners through the award of ‘levels’, to the extent that pupils come to label themselves in these terms. Although this system is predicated on a commitment to evaluating individual pupil performance, we believe it actually has a significant effect of exacerbating social differentiation, rather than promoting a more inclusive approach that strives for secure learning of key curricular elements by all. It also distorts pupil learning, for instance creating the tragedy that some pupils become more concerned for ‘what level they are’ than for the substance of what they know, can do and understand. This is an unintended consequence of an over-prescriptive framework for curriculum and assessment. It should be possible to do better, particularly in primary education where there is significant emphasis on establishing the foundations for later learning. By the end of secondary education pupil attainments are necessarily differentiated and will be certificated accordingly through the examination system. However, we believe strongly that before the end of compulsory schooling, the structures for assessing and reporting achievement on the National Curriculum should foster the possibility of high achievement for all, rather than constrain it.”

Amen to that Dylan Wiliam and chums. I have spent a fair bit of my Easter holiday and before that, trying to make levels work for my subject, Art and for project based learning. After some research, some excellent conversations on twitter and a look at what various schools are doing in the UK (thank you all) I have realised that levels, levelling and especially target setting using levels can go take a long walk of a short plank in the middle of a small lake infested with ravenous great white sharks who eat levels for breakfast, very slowly, with blunt teeth, and poor digestion, but with no chance of escape. In other words, I’m not that keen on them.

Not quite the Sarlacc Pit, but you get the idea

Giving a level to a piece of standalone artwork is, to be honest a thankless task. Looking at even the most simplified of level descriptors can still make the judgement very difficult to justify. For example. “I can explore ideas in different ways, collecting information and practical resources in order to make informed choices about my work.” Is a level 3 for the exploring section of the Art and Design levels. Whereas for a level 8, it says “I can develop, express and realise ideas, confidently exploiting what I have learnt from taking risks and from my understanding of the creative process.” So realistically, an average to weak Year 7 should be getting a level 3, an exceptional Year 9 should be achieving a Level 8. But if you think about these statements, they really are just saying the same thing. This is where the problem comes with generic statements for grading work. I see no reason why a Year 3 student couldn’t achieve a level 8. I would expect anyone, especially younger students to “express and realise ideas” and “confidently exploit what they have learnt from taking risks.”

It’s just a load of wishy-washy flim-flam. I think I would give myself a level 8 for technical use of words there too.


Dr Dylan Wiliam liked our obsession with levels to drug addiction. “Children are hooked on them like addicts, the teachers are the pushers and the parents are the co-dependants.” He explains further, “like any addiction, it absorbs attention, temporarily gives gratification, artificially inflates self-esteem and exacerbates the problem and seeks attention.” Williams concludes that “constantly giving grades actually lowers achievement. Not only that, but when comments are given alongside grades, children are so busy comparing what level they got, the use of and importance of quality feedback is completely lost.”


Quality feedback, Hattie states, is one of the most valuable ways for students to improve as learners. The ability for teachers to focus their attention on giving effective feedback and for students to do something about the feedback they are given will be lost. Indeed, at a time where many schools are looking for viable alternatives, or have already come up with more appropriate models of assessment, it seems the attention for my own patch of pedagogical land is being primed for genetically modified levels. Perfect rows of well organised crops, ready to be labelled for identification. It’s a sad state of affairs.

Surely our greatest concerns within schools should be the quality of teaching, the quality of learning and the design of our curriculum. Levels can and will take away these foci from departments and schools who may well become preoccupied with how and when to assess,how this will fit into the curriculum and learning will become a series of ‘hoop jumping’ activities which are determined by making progress from one level to the next and not about stretching students, not about delivering profound learning experiences and not about qualitative feedback that gives students the next steps towards greatness in your subject.

Excellence for all?

Some schools are now looking at a whole variety of more productive, useful ways of assessing work, which focuses on high expectations for all, rather than vacuous prescribed levels of achievement. I was really inspired by this article by the legend that is Mr Ron Berger. I want every child I teach to know that with the right mindset and the right support, that excellence can be achieved, no matter what their social background or previous school experience is. You don’t have to settle for a target of a 4b by the end of Year 8. Who would want that? Why do students not care to question why this is their target? If one student can achieve excellence through the sheer character of that student, then why not all? Or at least more than that one. Why not spend that time we devolve to levels and target setting to get students to think and act like intrepid explorers, all capable of reaching a particularly spectacular summit, rather than just labelling them with an expectation of where they should end up. Students just need to be shown the summit of excellence. As Berger describes, “The student work in my giant black suitcase is exemplary — beautiful and accurate, representative of strong content knowledge and critical thinking skills — but it’s not from “exceptional” students. It does not come from gifted and talented classrooms or from high-powered private schools. It’s the work of regular students in typical schools around the country. The difference is that these students’ teachers have helped them develop the skills and mindsets necessary to produce work of exceptional quality, and have built classroom and school cultures in which exceptional work is the norm.”

 As Dweck puts it so well. If we believe this, why don’t we give every sudent a level 8?

So where to go from here…

Co-construction of success criteria

For students to fully understand the process of assessment, they need to be involved in the construction of what achievement might mean dependant on their approach and learning outcomes. At the beginning, or indeed during a project, a success criteria should be developed with the students. A rubric which focuses on the standards of learning driven by consultation. Giving students the understanding of what would be an outstanding outcome for a project, will always drive higher expectations in students. They need to see what this is, how they will have to work, what they might do to exceed it, and what would fall short of this.

This standard needs to be incredibly high. The problem with levels is that if you dissolve this criteria into so many levels and sub levels, you dissolve the understanding of excellence. Hattie’s work on ‘Visible Learning’ could not make this more apparent. He states that students should be made incredibly clear what the success criteria are for a lesson/project/subject. There should be discussion about this among peers and that the learning objectivesshould be explicit and above all, just out of reach of the learner. This is pretty much thereverse of the cumbersome, vague criteria which we are supposed to be working with.


This is something we already do for Pebble. It works really well. It motivates students to achieve as high as they can. I always ask students who is aiming for the top grade, time after time, students will put their hand up for the top level. Funnily enough, many of them get there, they understand fully what’s expected, how much effort will needed to be put in and they just do it. And, funnily enough, I don’t predict if they will achieve a pass, merit or distinction. It’s their choice what they achieve. For some, it may be twice as hard as others, but they will have learnt twice as much for how to get their next time and make understand how to make further progress.

After a lot of deliberation, this is the template I have come up with to help my department co-construct a meaningful, valid and accessible assessment tool. This would be done at a point in the year, where students are ready to develop an ambitious criteria for successfullearning, using their understanding of a subject, exemplar work and obviously a rigorous input from the teacher. The questions in the boxes are for teachers to use to instigate the rightdescriptions for each level. I have given a separate column for the ‘learner description’ as a nod to the PLTS or 5Rs etc, to help students understand the dispositions needed to succeed.What they should ‘see’ in themselves or in others to achieve the highest possible learning outcomes. So, I make no apologies for its simplicity, I am an Art teacher after all, but this is my contribution to how to assess progress, without making a mountain out of a mole hill (see what I did there).

It would be easy, as I have seen in other schools, to create a simple rubric of achievement; making each level a tick box of achievements; how many colours have been mixed? How many artists have been referred to? To me this is how we dumb down the curriculum. Students need to understand excellence in our subjects. They need to know how hard it is to get there. They need to know about the depth of thinking, the challenge, the journey. They need to know as precisely as we can demonstrate, what is excellence in our subjects, what is excellence in our schools and what is excellence in learning. For me, and a growing number of teachers and schools, the concept of levelling inhibits learning, fragments the challenge of an ambitious, demanding curriculum and undermines the ability of the young people in our schools. Every student is capable of excellence. It’s up to us to find a way of nurturing the very best character out of each of our students to enable this to happen. This is one thing which might help them reach their summit, rather than settle for the view from half way up. I would love to hear your thoughts!


March 21, 2013
by Pete Jones

Blog Sync Post: Wasted investment? Why do so many teachers leave the profession in the first 5 years?

Why would you want to leave here? It’s not just the beaches like this! 

The school playing fields


I have been teaching in Jersey for 14 years. When I came to the Island, I was amazed at the bright, healthy young kids put before me for indoctrination in the ‘Jones school of Art’. I was then, and I hope always will be a hardworking, hopefully inspiring and highly motivated teacher.

As soon as I started working here, I was inspired by the ‘no fear’ attitude of the Head teacher, who always encouraged and cajoled me into trying new things to deepen the students learning. Inset was regularly provided to question best practise and develop thinking. I was coming to school, constantly searching to improve and develop the best experiences I could for the students I was teaching. That freedom to nurture the very best learning experiences I could muster was so liberating.

As a school, we clung onto Hargreaves deeper learning experiences and used this to develop where the school was going along with regular visits from the demi god that is Paul Ginnis. It was and still is a really inspiring place to teach. And at the end of the day, I can walk on a beautiful, relatively deserted beach. I have a fairly good standard of living, though my mortgage would make most people choke on their cornflakes. So yes, life as a Jersey teacher is pretty fab.

School sizes are relatively small, especially primary, as are class sizes. There is a real sense of community and understanding of the children in our care.

There is no doubt that the curriculum and expectations of teaching and learning are fare less prescriptive than England. We can have direct access to the Minister for Education and the Director of ESC (Education, Sport & Culture). In fact, we are positively encouraged to have our say in shaping the islands educational future; all teachers had the opportunity to contribute to a green paper about the future direction of educational policy.

Teachers and schools are free to adapt any UK policy to suit the requirements of learners. And what tops this off? What allows the autonomous approach to developing teaching and learning in our schools? Well.. There is NO OFSTED. No threat of inspections, judging my teaching in a twenty minute toe dip experience. No number slapped on me for the pedagogically empty shop window.

This allows me to benchmark my teaching against my ever growing knowledge of teaching and learning. It allows me to develop schemes of work which are slow, about real learning, not shallow performance. But it does also leaves the profession over here in some kind of limbo. Who is there to judge us? For the committed teacher, our own self-critical ability to reflect and ‘keep, grow, change’ what is needed, through being professional, it’s a wonderfully positive environment. But we know that we are not all like this don’t we?

There are times where I wish there was a more professional layer of accountability, because I think it would help some teachers question whether this is the right job for them, or at least further question their teaching ability. I cannot go into too much detail here, for threat of undermining what is essentially a very positive, trusting environment to work in.

 I also read so many outstanding blog posts about learning, but there is almost always a veneer of ‘Ofsted speak’ encroaching on the most eloquent and inspiring reads. It is, however you lot look at it, a huge influence on decision making, lesson design and ‘progress’ in English schools. I read the horror of Ofsted ‘gone wrong’, of potentially great teachers crumbling under the weight of it all. And it’s all down to levels. Levels everywhere. Levels of teaching, levels of health and safety, levels of leadership, levels of value for money, levels of bloody progress. Somewhere in there, learning is poking its head out screaming for recognition, but often it’s lost. The stifling accountability bus is knocking out the Helsinki attitude for so many teachers whom enter the profession, often with such high aspirations.

 The Ofsted regime has lead to some schools adopting a culture of seeking approval, rather than seeking what is really needed for that school, that community of learners. It has also, clearly lead to high levels of pointless stress and worry for some. I read constantly of effervescent young teachers being subjected to over-bearing levels of stress. I guess one of the main reasons teachers don’t leave here is that they know they have the potential to find their own path, not trudge down the well worn path of Ofsted expectations.

The staff car park

But what about exam results, they must be awful without all those strict measures put in place by the government? Well, as an Island, we are usually above the national average. Not by much. And that is a whole other story, which I won’t go into now.

 So, the unavoidable conclusion to the teaching community being a happy place? A relative lack of overbearing stress provided by a local government which trusts teachers to be professional. We are trusted to be the best people to ensure that the children of Jersey are receiving an education which is the best it can be. Of course we are all about that banal phrase ‘Raising Standards’, but we are entrusted to do this through our own development of our pedagogical ideals. Countless, pointless levels of accountability, initiatives and the ‘What Ofsted want’ mentality could not be further from my mind.

Why do teachers NOT leave Jersey? It’s not just the beaches. It’s the lack of pointless pressure and an acceptance that teachers are professionals. Lucky me.