Page 45

Continued from page 44

Staffroom confidential

Reader's rant

So this is progress?

I teach at a special school that caters for children with complex learning difficulties, such as autistic spectrum disorders and communication and interaction problems. We have just had the most demoralising, deflating and depressing Inset day.

First, we talked to colleagues and governors about our subjects and how well they are led. We proudly cited our successes: the rich experiences we provide; awards such as Arts Mark Gold, Healthy Schools Plus and the PE Gold Award; and pupils' exam successes. We work long hours - frequently six days a week - to prepare, record and differentiate. So we were shattered to see that under Ofsted's new 'progression guidance' no allowance is made for pupils with cognitive delay, speech and language difficulties, Down's Syndrome, autism and behavioural difficulties.

Under the new guidance we ourselves found pupils' progress 'unsatisfactory'. Teachers previously judged 'outstanding' are having to justify why a pupil with Down's syndrome has not made the expected progress, or certain pupils have not been entered for exams.

We are shell-shocked that children in the bottom 2 per cent in terms of ability have these expectations placed on them, and that we, as experienced and dedicated professionals, 'fail' if they do not meet the expected progress. Pupils with special educational needs are expected to go up two whole levels in Key Stage 3.

At our last Ofsted we were told we had to measure and record small steps of progress and connect steps across subjects. It took over 40 hours for teachers to enter the information. I now have more than 77 boxes to tick, in four criteria, to award just one level in art -most of this done in my own time.

Now there seems to have been a sea change. We still have to measure small steps, but also take giant leaps up the levels, irrespective of pupils' special needs. I wrote to the Department for Education about this and their reply was gob-smacking - they want teachers to stop the bureaucracy and get back to teaching!

We cannot believe that the way we and our pupils are being treated is right. It has crushed morale. We are overwhelmed with paperwork monitoring progress, and teachers previously judged to be outstanding feel failures.

Diane Keelan, Gloucestershire

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