The Government introduced National Standards for one purpose – to appease those parents who wanted to know that their child was achieving. There is nothing wrong about knowing if your child is achieving, but you actually need to think about a much bigger picture!
As a parent you will fit into one of the following two categories:
- If your child has achieved National Standards ask yourself have they actually been extended to their full potential? National Standards will not tell you this.
- If your child has not achieved National Standards ask yourself where are they and what progress are they making? National Standards will not tell you this.
But don’t worry, if your child is attending a good school then despite having to complete copious amounts of paperwork to comply with National Standards your school will be keeping the other records they have always kept (and god forbid they are ever forced to stop), which informs them about the PROGRESS of your child.
PROGRESS IS EVERYTHING FOR ALL CHILDREN NO MATTER HOW WELL THEY ACHIEVE
Firstly let’s look at a school where the children come from homes where they have been read to since they were babies and where literacy and verbal communication has played a large part of their lives, plus they’ve been to kindergarten and/or other socialising environments before coming to school.
A graph of National Standards for 100 of these children could probably look like this:
After 2 years at school (7 years old) the odd few have caught up and all 100 children have reached and continue to show their achievement to the National Standard.
But what about if the reporting included by how much children were progressing above National Standards? ie how much the children were being extended?
Parents could be informed like this:
Even better information and if your school is giving you this type of data then they should be commended. But National Standards do not require them to do this. They do it because they are excellent educationalists and want every child to progress and do their best at all times.
Using the above diagram, it would be quite natural for parents to want their children to be in the red block and raises the question whether National Standards needs to be higher for them!
Let’s now look at 100 of the children who aren’t so fortunate.
They probably don’t have many books at home, or parents who can read to them and English is not necessarily a first language for their parents. These children might even have moved around to live with various different people in the first five years of their life.
A graph of National Standards for these children could look like this:
Notice that it takes years to bring the 100 children up to achieving the National Standard and some may sadly never make it, especially if they continue a pattern of continuing to move and change schools.
The schools working with these children have an enormous challenge to meet National Standards. Testing and measuring against the National Standard, particularly in the early years is something they certainly do not need to do. They know only too well that their children would not achieve the arbitrary target.
National Standards has done nothing to help them, in fact quite the opposite. They now have huge additional workloads which detract from what they want to do, which is to progress these children much faster than those in other schools. How can the time required to report against National Standards possibly be justified to these schools?
In my mind these schools need the highest level of commendation. Not only have they been forced to take on the extra workload created by National Standards, they are still committed educational professionals who use their integrity and focus everything on the children’s
Sadly though the Government does not commend them, because they do not believe in PROGRESS they are only interested in achieving National Standards.
There was an example of the Education Review Office (ERO) criticising a school for saying their students have met expectations (a positive statement which is encouraging and reflects an achieving progress level). The school was instructed to change the wording to say that the students have failed to meet National Standards.
What a very sad and demoralising state of affairs.
But let’s not blame poor ERO, they are driven by Government policies so National Standards really do say more about the Government’s understanding of education. Do we really not understand why the committed professionals working in our schools were totally against the initiative?
Yes we need some form of school reporting but it should be based on PROGRESS. So long as a child is progressing to the best they can possibly be that is all that can be expected of them and what must be expected of ALL schools!
Written by a parent, BOT member (1989-1999), school advisor (1989-2007) and concerned future grandparent and member of the public (2014)